Contents

Introduction to the Sector Data Pack

Page 3

Introduction to and Definition of the Learning & Skills Sector

Page 3

The Learning & Skills Sector in in New Anglia

Page 4

GVA

Page 5

Employment

Page 6

Learning & Skills Sector Skills Supply and Demand

Page 13

UKCES Employer Skills Survey Results

Page 14

Further Education Learning Aims analysis

Page 19

Apprenticeships

Page 24

Higher Education

Page 27

Labour Insight Jobs tool sector analysis

Page 30

‘Where the Work is’ tool sector analysis

Page 37

A Future View of the Learning & Skills Sector

Page 40

Appendices

Page 46

Learning & Skills Sector SIC and SOC codes

Page 47

Introduction to the Sector Data Pack

The role of the Sector Data Pack is to bring together the latest socio-economic and labour market data and present both an up-to-

date, and future view, of the sector and any underlying issues within the area that could impact upon it. Data is presented in a

navigable format without comment, with interpretation at this stage mainly left to the reader.

The Data Pack informs the Sector Evidence Report, the key findings from which help to inform the priorities developed in the Sector

Skills Plan. In most instances data has been analysed and presented down to local authority level. In some instances, and even

where local authority data is available, it has not been presented in the data pack due to issues of unreliability and small sample

sizes. This is particularly the case with data from the Annual Population Survey and the Annual Survey of Hours and Earnings.

Introduction to the Learning and Skills Sector Definition

In compiling the data pack for the Learning and Skills sector skills plans, we have considered both the broad industrial group of

‘Education’ (which captures both teaching and non-teaching activity), and the teaching occupations that fall under the broad

occupational group of ‘Teaching and Educational Professionals’. Full details of the sub sectors and occupations that each of these

definitions cover are presented in the appendices (page 47).

Gross Value

£2.14bn

Added

100%

£113m

Educational support activities

90%

£289m

Other education nec

80%

£159m

Sports, recreation and cultural education

70%

Gross Value

First degree and post graduate level higher education

60%

£611M

Added by Sub

50%

Post-secondary non-tertiary education

Sector

40%

Source: New Anglia LEP Local

Technical and vocational secondary education

Economic Strategy Analysis

30%

General secondary education

£889m

20%

Primary education

10%

Pre-primary education

Employment by

65,914

Industry

100%

3,374

Educational support activities

90%

5,286

Other education nec

5,011

80%

4,736

Sports, recreation and cultural education

70%

Workforce Jobs

First degree and post graduate level higher education

60%

16,879

by Sub Sector

50%

Post-secondary non-tertiary education

Source: New Anglia LEP Local

Economic Strategy Analysis

40%

Technical and vocational secondary education

30%

General secondary education

28,274

20%

Primary education

10%

Pre-primary education

100%

Educational support activities

Other education nec

Proportion of

27%

26%

23%

Post-secondary non-tertiary education

Total Education

Sector

Technical and vocational secondary

Employment by

education

Sub Sector

General secondary education

Source: Business Register and

Employment Survey, Office for

45%

41%

40%

National Statistics

Primary education

Pre-primary education

New Anglia

East of England

England

UKCES ESS

2015

The following analysis uses the LEP level data released as part of the UK Commission for Employment

and Skills (UKCES) Employer Skills Survey (ESS) 2017. The data covers the areas of vacancies, skills

gaps, training, and staff retention and underutilisation.

Data is published for a limited number of broad sectors at LEP level and we have chosen the sector of

‘Education’ as that being closest to encapsulating Learning & Skills sector activity. In all instances,

national, regional, and New Anglia LEP averages are presented as comparators.

In total, 2,280 employers in New Anglia were surveyed, 153 of which were ‘Education’ employers.

Training

68%

96%

% of establishments training staff over the last 12 months

69%

66%

49%

% of establishments providing off-the-job training in the last

85%

12 months

49%

48%

54%

% of establishments providing on-the-job training in the last

82%

12 months

56%

53%

47%

% of training establishments providing online training or e-

77%

learning in the last 12 months

51%

52%

59%

76%

Number trained as % of total staff

62%

New Anglia (Average)

Education (New Anglia)

East of England (Average)

England (Average)

FE Learning

Aims

All data (unless stated otherwise) is sourced from the Department for Education’s Further Education data library

https://www.gov.uk/government/statistical-data-sets/fe-data-library-local-authority-tables#history

In order to present information that is relevant to New Anglia LEPs high performing and underpinning sectors then

we have identified FE and skills provision data split by Sector Lead Body and aligned a best-fit with each sector.

The Sector Lead Bodies identified as being the most relevant to the Learning & Skills sector are: Supporting

Teaching & Learning in Schools; and Lifelong Learning.

However, not all FE and Skills learning aims align with a sector lead body. In fact, on average around two thirds

are classed as unknown. This means that we are basing results here on roughly a third of the data.

Please note that all data is rounded to the nearest 10 and that therefore some figures presented may not add to

the sum totals presented.

Apprenticeships

Apprenticeship Participation by Sector,

2014/15

Human health and social work activities

5,840

Wholesale and retail trade

2,560

Accomodation and food service activities

1,900

Manufacturing

1,820

Construction

1,740

Administrative and support service activities

1,350

Education

1,330

Professional, scientific and technical activities

900

Other service activities

780

Arts, entertainment and recreation

680

Public administration and defence

570

Transportation and storage

540

Financial and insurance activities

520

Information and communication

370

Agriculture, Forestry and Fishing

350

Real estate activities

290

Mining and Quarrying

Water supply, sewerage, and waste management

Electricity, gas, steam and air conditioning supply

Source: Department for Education

2.2%

Agriculture, forestry & fishing (A)

2.5%

1.1%

Mining, quarrying & utilities (B,D and E)

2.7%

2.9%

Manufacturing (C)

3.1%

4.6%

Construction (F)

4.7%

2.2%

Wholesale and retail trade (G)

2.1%

1.6%

Transport & storage (inc postal) (H)

1.9%

Apprenticeship

3.8%

Accommodation & food services (I)

3.2%

Numbers as a

2.2%

Information & communication (J)

New Anglia

1.4%

Proportion of Total

2.6%

England

Financial & insurance (K)

3.2%

Sector Workforce,

3.6%

Property (L)

3.1%

2014/15

2.6%

Professional, scientific & technical (M)

1.6%

Source: Department for Education

2.3%

Business administration & support services (N)

2.3%

2.1%

Public administration & defence (O)

3.6%

2.4%

Education (P)

2.7%

6.3%

Health (Q)

5.9%

Arts, entertainment, recreation & other services

4.4%

(R,S,T and U)

4.9%

3.3%

Total

3.1%

Apprenticeships

Apprenticeship Starts by Learning & Skills Related Framework

Apprenticeship Framework

2015/16

2016/17

2017/18

Intermediate Advanced Higher Total Intermediate Advanced Higher Total Intermediate Advanced Higher Total

Supporting Teaching and

130

170

210

270

100

Learning in Schools

Learning and Development

Supporting Teaching and

Learning in Physical Education

Grand Total

220

260

250

310

130

140

Source: Education and Skills Funding Agency Data Cube

Higher

Top Origins of Students

STUDY 2010/11 - 2014/15

Coming to New Anglia and

South East

Education

Studying Education ( please

note that some data not

100

shown due to low numbers

grew up outside New

GCGP

and their subsequent

Anglia and studied

suppression)

Education in New Anglia

South East

160

South East Midlands

135

Greater Lincolnshire

110

London

100

1,810

D2N2

grew up in New Anglia and

studied Education in England

Coast to Capital

Greater Cambridge & Greater

Peterborough

Lancashire

Top 10 Destinations

Overlap between LCR and York,

for Students

1,050

North Yorks & East Riding

Growing Up in New

Anglia and Studying

Leeds City Region (LCR)

(58%)

Education Elsewhere

left and studied outside

New Anglia

Total studied Education in

Over the period 2010/11 - 2014/15

New Anglia

inclusive, New Anglia had a net flow of

students studying Education of

860

of which 12% came

- 950

from outside New Anglia

EMPLOYMENT 2010/11 - 2014/15

New Anglia

190

510

studied Education outside

South East

New Anglia and

subsequently found

South East Midlands

employment in New Anglia

London

D2N2

Greater Lincolnshire

220

Lancashire

studied Education in New

Anglia and subsequently

Coast to Capital

Top 10 Origins of

secured employment in

England

Students Studying

Leeds City Region (LCR)

Education and

Overlap between LCR and York,

Securing Employment

North Yorks & East Riding

in New Anglia

Hertfordshire

(14%)

left and found

employment outside

Total studied Education and employed

Over the period 2010/11 - 2014/15

New Anglia

in New Anglia

inclusive, New Anglia had a net flow of

workers who studied Education of

700

of which 73% came

from outside New Anglia

+490

New

COMPARATORS

Education

National

Anglia

Stay for study and employment

86.4%

87.6%

27.3%

29.3%

Leave for study, return for employment

30.2%

30.4%

Leave for study, do not return

38.7%

34.3%

Stay for study, leave for employment

13.6%

12.4%

3.9%

6.0%

NOTES ON DATA SOURCES & METHODOLOGY

- The data presented here is from the population of England-domiciled students who studied for a first degree at an English higher education

provider between the academic years 2010-11 and 2014-15 inclusive. Data comes from the Higher Education Statistics Agency (HESA) Student

Record, the Education and Skills Funding Agency’s Individualised Student Record (ILR) data and the Destinations of Leavers from Higher Education

(DLHE) survey.

12%

- Numbers are Full Person Equivalents. This is because individuals can be taught through collaborative arrangements at two (or more) institutions.

In order to count provision against both institutions, student counts have been divided between teaching institutions in proportion to the percentage

of time taught at each.

- Data presented on mobility between home and study, where ‘home’ refers to the domicile of a student before they go to university, is for the

population of students who entered higher education between 2010-11 and 2014-15 and who have a valid postcode for both home and study. This is

taken from the HESA Student Record and the ILR. The total FPE for this population was 1,817,855.

- Data using employment location is restricted to students who left higher education between 2010-11 and 2014-15 and who provided a valid full or

partial employment postcode in response to the DLHE survey. The total FPE for this population was 710,800.

- Because these two populations differ significantly means that we are unable to make direct comparisons between the two i.e. calculate the true

retention of students, and movements into employment, for an area.

Labour Insight

Jobs

The following section presents data from Labour Insight, a Burning Glass analytical tool. This

tool collects details of online job postings from multiple sources and enables the analysis of

these postings based on specific skills, educational requirements, and job titles, for example.

Please note that whilst Labour Insight will capture more information on the jobs market than

more traditional Department for Work and Pensions vacancy data, the fact that not all job

vacancies are advertised means that there will still be gaps in the findings.

In terms of the Learning and Skills sector then according to the Labour Insight Jobs tool, there

were 27,026 teaching occupation vacancies posted in New Anglia between Jan. 1, 2012 and

Dec. 31, 2018.

As our interest in the Learning and Skills sector is focused on teaching roles (as opposed to the

wider employment opportunities provided by the education sector), we have used (and in some

cases focused in on) the following Standard Occupational Classification (SOC) codes in our

analysis:

- Secondary education teaching professionals (2314)

- Teaching and other educational professionals n.e.c. (2319)

- Higher education teaching professionals (2311)

- Senior professionals of educational establishments (2317)

- Further education teaching professionals (2312)

- Primary and nursery education teaching professionals (2315)

- Special needs education teaching professionals (2316)

- Education advisers and school inspectors (2318)

Burning Glass Labour Market Analysis of All Teaching Occupations

(excluding Primary) in the Education Sector, 2018

Job Postings per 1000 people

Travel to Work Area

Job Postings

Location Quotient

employed, last 12 months

Bury St Edmunds

251

Lower demand than average

Norwich

675

Much lower demand than average

Ipswich

479

Much lower demand than average

King's Lynn

163

Much lower demand than average

Lowestoft

103

Much lower demand than average

Great Yarmouth

Much lower demand than average

Thetford & Mildenhall

Much lower demand than average

Cromer & Sheringham

Much lower demand than average

Burning Glass Labour Market Analysis of Further Education

Teaching Occupations, 2018

Job Postings per 1000 people

Travel to Work Area Job Postings

Location Quotient

employed, last 12 months

Bury St Edmunds

0.5

Much higher demand than average

Ipswich

0.3

Average demand

Great Yarmouth

0.2

Much lower demand than average

Norwich

0.1

Much lower demand than average

Lowestoft

0.1

Much lower demand than average

Thetford & Mildenhall

0.1

Much lower demand than average

Cromer & Sheringham

0.1

Much lower demand than average

King's Lynn

0.0

Much lower demand than average

New Anglia Selected Teaching Vacancies by

Occupation Over Time

2018

2017

2016

2015

2014

2013

2012

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Secondary education teaching professionals (2314)

Teaching and other educational professionals n.e.c. (2319)

Higher education teaching professionals (2311)

Senior professionals of educational establishments (2317)

Further education teaching professionals (2312)

Source: Burning Glass Labour Market Insight

Where the

Work is

The following analysis makes use of data and findings available via the online toolkit http://wheretheworkis.org/ . The findings presented

are a result of combining data from the UKCES ‘Working Futures’ programme and job vacancy data from the Labour Market Insight tool

developed by Burning Glass.

Limitations

Though the ‘Where the work is’ tool provides a comprehensive and detailed free-to-use dashboard of supply and demand in the UK, the

following limitations should be taken into account when interpreting the data:

- Senior Management and Elementary roles

Occupations not open to recent HR graduates or FE finishers are not considered. Similarly, occupations that do not require any formal

qualifications or training are also excluded from this tool, since the number of job-seekers cannot be meaningfully quantified.

- Matching supply and demand

Some occupations do not have specific qualifications or subject-specific requirements (such as sales, marketing and related associate

professionals). As a result of this, and despite the fact that many people with a broad range of qualifications can apply for these

occupations, they frequently appear ‘undersupplied’ in the tool, i.e. when the “job opportunity” is low. Occupations with very small sample

sizes (either of finishers or job postings) are excluded from the dataset.

- Internal and international migration

Some occupations do not rely solely on FE finishers or HE graduates from their immediate location. Many people travel to find work, often

moving across the country. Other occupations, such as those on the Migration Advisory Committee’s shortage occupation list, may rely

more heavily on jobseekers arriving from outside the UK.

- Online and offline postings

Burning Glass Technologies (BGT) acknowledge that not all jobs are posted online, although a comparison of the Annual Survey of Hours

and Earnings (ASHE) employment data and BGT postings data for UK in 2014 showed a 94 per cent correlation between ASHE and BGT

occupational distributions. The BGT posting data slightly overestimate the proportion of professional and associate professional

occupations, while slightly underestimating the proportion of elementary occupations.

Where the

Work is -

Location Quotient - Measure of Job

Various

Posting Density relative to employment

indexed to the national density relative to

employment

Number of Job Postings asking for entry-

Education

0.68

Professionals

level (2 years of experience or fewer) and

school leaver education levels, further

education levels, and higher education

levels

Advertised Salaries for Job

Postings in 2015

£35,200

2,153

Education

£35,300

Professionals

£37,000

School leaver

350

Education Professionals

New Anglia East of England

England

Source: http://wheretheworkis.org/

Forecasting

Models

The following analysis uses data from the East of England Forecasting Model (EEFM) and the UK

Commission for Employment and Skills (UKCES) Working Futures data (WF).

Where possible we have presented analysis for both the Education sector, and Teaching and

Educational Professionals. We note here again that the Education sector is much wider than that of

Teaching and Educational Professionals as it captures the numerous non-teaching roles that are

supported by the sector.

Please also note that neither model, or the projections they produce, take into account the New Anglia

LEPs ambitions for growth in Gross Value Added (GVA) and employment.

Teaching and Educational Professionals

Occupation &

Qualification

Employment and Qualification Change

40,000

Projections

No Qualification

35,000

QCF1 GCSE(below grade C) &

equivalent

30,000

QCF2 GCSE(A-C) & equivalent

25,000

QCF3 A level & equivalent

20,000

QCF4 HE below degree level

15,000

QCF5 Foundation

degree;Nursing;Teaching

10,000

QCF6 First degree

5,000

QCF7 Other higher degree

QCF8 Doctorate

1994

2004

2014

2019

2024

Source: Working Futures, UK Commission for Employment and Skills

100%

No Qualification

QCF1 GCSE(below grade C) & equivalent

Teaching and

QCF2 GCSE(A-C) & equivalent

33%

Educational

33%

QCF3 A level & equivalent

Professionals

Qualification Change

QCF4 HE below degree level

Source: Working Futures, UK Commission

for Employment and Skills

QCF5 Foundation degree;Nursing;Teaching

45%

39%

QCF6 First degree

QCF7 Other higher degree

QCF8 Doctorate

2014

2024

Education Standard

Teaching and Educational

Industrial Classification

Standard Occupational

(SIC) codes

Classification (SOC) codes

SIC : Education Subsector

Occupation (SOC)

85100 : Pre-primary education

Higher education teaching professionals (2311)

85200 : Primary education

Further education teaching professionals (2312)

85310 : General secondary education

Secondary education teaching professionals (2314)

85320 : Technical and vocational secondary education

Primary and nursery education teaching professionals (2315)

85410 : Post-secondary non-tertiary education

Special needs education teaching professionals (2316)

85421 : First-degree level higher education

Senior professionals of educational establishments (2317)

85422 : Post-graduate level higher education

Education advisers and school inspectors (2318)

85510 : Sports and recreation education

Teaching and other educational professionals n.e.c. (2319)

85520 : Cultural education

85590 : Other education nec

85600 : Educational support activities