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Projected Vacancies Trends
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The analysis shows forecast trends of new vacancies to 2020 linked to their related subject area, for courses and jobs at Level 3 and below.
To see which subject areas are projected to have the largest relative growth over the next 5 years, choose the baseline option. The 2015 level of projected vacancies is given a value of 100; if a future year reaches a value of 150 this would mean that the number of projected vacancies is 50% higher than in 2015.
Choosing the “Numbers” option rather than baseline allows you to see the relative size of different subjects, but is harder to see relative change (particularly for subjects with lower number of vacancies).
Remember that this analysis only shows vacancies below Level 4. It may be that the pattern is different for Levels 4 and above.
In some cases, although there may be limited demand at level 3 and below, there will be significant demand at higher levels (i.e. for learners with degree level qualifications)
- Click on the lines to drill down into individual subjects; you can hover your cursor over the individual lines to see the subjects they represent.
- Use the drop-downs above the chart to breakdown the analysis by subject area, level of qualification required for the job and by local authority.
- By using the “Numbers or baselined” drop-down, you can choose to show relative change over time (where all subject areas have an index of 100 in 2015), or show absolute projected numbers of jobs.
- You can also choose to filter out small curriculum areas.
The analysis is based on labour market growth projections from UKCES (which create job vacancies), as well as an element of “replacement demand” (people that leave the sector and require replacing) in each sector. Click to see more on the demand modelling approach used.
Jobs are matched to curriculum subjects that are linked to them using a mapping algorithm tested by a steering group. Individual subjects are aggregated to the sector subject areas shown. Click to see more on the matching approach used.
Please make sure you understand the caveats involved in this analysis before using it to provide advice and guidance. Click to see full list of caveats.
