Using Data Analytics for Further Education and Skills

The Manchester Example

Introduction: potential of data analytics

Martin Hall, Emeritus Professor, Graduate School of BusinessUniversity of Cape Town

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A case study

Sue AttewellHead of Change Further Education and Change, Jisc

Balancing local needs with city region planning

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Hopwood Hall CollegeWhat do you do when you need to be part of the city region plan for accelerating apprenticeship starts, but you have a severe shortage of local firms for absorption?

How do you reconcile the dependency of learners on campus proximity and affordable transport routes with the rationalisation of provision across the city region?

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View from a college

James Mortlock

Director of Management InformationSalford City College

Providing clear information on competencies for learners and employers

Slide

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Salford City CollegeHow can better management information be developed, that provides both learners and employers with a clear and accurate understanding of the relationship between college programmes, the attainment of competencies and formal qualifications?

This case will build on the Greater Manchester Chamber of Commerce’s analysis of the skills needs of the construction sector, both in the Northwest and in the London region

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View from the city region

Christian SpenceHead of Business IntelligenceGreater Manchester Chamber of Commerce

Priorities for city region planning and for employers

Following on from the two college views, how can employers be connected more effectively with the Further Education and skills training and qualification pipeline?

How can this kind of information be integrated into city region planning – in Manchester, the responsibility of the Commission for the New Economy?

Greater Manchester’s Skills Vision - GM’s Work and Skills Strategy and Priorities 2016 to 20191. Improving careers education, information, advice and guidance (CEIAG)

2. Reforming the work and skills systems to focus on outcomes not outputs

3. Developing Greater Manchester’s work and skills infrastructure to meet needs of the economy

4. Improving attainment from compulsory education

5. Strengthening employer engagement

6. Growing the quality and quantity of apprenticeships

7. Developing higher level skills

8. Redesigning universal support provision

9. Developing specialist support for hard-to-reach groups

10.Ensuring Greater Manchester commissioned programmes have a skills and work focus

Industrial Strategy: Construction 2025

• Encourage more non-government owned pipelines to build a better picture of future demand

• Develop and refine the pipeline of future work opportunities and make it more useable for all construction businesses

• Work with academic and research communities to bring forward more research, development and demonstration to the wider industry and work to remove barriers to innovation

Labour and training supply

• 75% average increase in skills volumes

• Key skills shortages in certain sectors Building envelope Steel erection Formwork joinery Glaziers Civil engineering

• Greater requirement for competency-based training

Competency-based training

NVQ (Competency Based)Non-NVQ (without competency)

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Structural & Building Envelope Training Requirements

Average 2010-2013 Average 2014-2017

Competency-based training supply

• Trades with notional over-supply are actually under-supplied when competency is taken into account

• Entry-level qualifications can provide a route into further training that is competency-based

• Data suggests that this rarely happens

• Overall supply into construction FE sufficient, but poorly targeted with little retention

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All QualificationsNVQ (Competency Based)

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View from Jisc

Sue AttewellHead of Change, Further Education and SkillsJisc

Power of data analytics

Slide

Secure data processing environment

Technical infrastructure bound by legal agreements to ensure data and dashboards are secure

Summary of Analytics Labs approach

As an outreach officerWhen planning wideningparticipation recruitmentI want to better understand student demographicsSo I can achieve my targets in the most efficient way

Consulted with 400+ staff from 130 UniversitiesEngaged four cohorts of teams; 84 staff / 52 Universities / 4 colleges

Developing data and analytics capability through participation

DiscussionPanel and session participants