Evidence is limited regarding what LMI works and exactly what can be regarded as successful from the point of view of the client. One study from the Netherlands examined the relationships between higher education and the world of work. It concluded that information available on the graduate labour market is often insufficient or biased¹. Another study from the Netherlands examined the role that LMI plays in the choice of vocational specialization by students². It found that labour market forecasts were crucial in assisting appropriate student choice. Finally, one other study from Australia investigated the type of LMI used by clients to make job choices and found substantial idiosyncrasies³. Individuals lacked insight to their job choices and probably relied on relatively few unspecified cues.

Similarly, little evidence exists on the LMI regarded as successful by practitioners. Recent research provides specific examples of LMI used most by practitioners working for Skillset and learndirect. This includes: trends, skills shortages, entry requirements (including restrictions like age), comprehensive guides to a particular occupational sector, narratives about jobs and sectors⁴.

Additionally, feedback from workshop presentations and evaluations completed by Ufi learndirect advisers (on LMI workshops held in October, 2005) are consistent and give a clear indication that: websites that give access to LMI, occupational trends and career profiles are highly rated. The need for easy access to sources of high quality of LMI in which they could feel confident was also emphasised, as well as the need to feel confident about their interpretation of LMI for clients.

An LMI 'wish-list'

It is possible to put together an LMI 'wish-list' for practice - does this echo with what you might like to see?

The development of 'LMI Future Trends' on the National Guidance Research Forum website was informed by several iterations of evaluation within the guidance community. Overall, this involved approximately 300 practitioners, managers, trainers, researchers and policy makers in various consultations about the types and form of LMI needed to support the work of practitioners with their clients. From three distinct phases of consultation, a clear consensus has emerged around the crucial importance of comprehensive, high quality LMI to effective advice and guidance. A summary of what LMI practitioners regard as essential, useful and desirable follows.

LMI identified by practitioners as essential included:

• local information and trends;
• equal opportunities issues;
• regional data and trends;
• self-employment trends;
• detailed occupational information (including career paths, entry point and salaries);
• qualification level of the sector's workforce;
• current developments in education and training;
• types of employers in the sector (such as number of SMEs);
• vacancies information; and
• destination of graduates with sector specific degrees.

LMI judged useful by practitioners:

• up-to-date local data (vacancies, training opportunities, salary levels);
• trends related to skills, organisational change and labour market restructuring;
• client-centred, accessible materials;
• specific, sector-based examples (e.g. particular career paths);
• information that can be printed out and given to clients;
• information on skill mis-matches;
• information on how skills transfer between contexts; and
• information available via the internet.

LMI practitioners would most like to have:

• LMI specifically targeted at adults;
• information about 'new' job titles, skill levels, career paths⁵;
• information that helps clients think about the future and jobs available (such as applicant/entrant ratios and information about the types of employers offering particular types of employment);
• information with an equal opportunities dimension;
• information on salary levels (continually up-dated) for different occupations;
• fact sheets on particular areas;
• samples of job descriptions at different entry points; and
• simple summaries of government employment initiatives.

Footnotes

• ¹ Teichlet, U. (2000) New Perspectives of the Relationships Between Higher Education and Employment, in Tertiary Education & Management, 6, pp79-92.
• ² Borhans, L. De Grip, A. & Haijke, H. (1996) Labour Market Information and the Choice of Vocational Specialism, in Economics of Education Review, 15, 1, pp59-74.
• ³ Athanasou, J.A. (2003) Factors Influencing Job Choice, in International Journal for Educational & Vocational Guidance, 3, pp205-221.
• ⁴ Bimrose & Orton (2005) Op cit
• ⁵ It should be noted that there is always (and will be) a delay in standard statistical sources attending to 'new' developments, such as job titles.