Infographic: UK Employment Rate at 73 Percent

labour market september 2014header

The latest UK employment and unemployment statistics for September 2014.

Levels of employment in the United Kingdom have continued to rise and unemployment has correspondingly to fallen. These changes continue the general direction of movement since late 2011/early 2012.

The latest labour market data from the Office for National Statistics estimates levels of employment, unemployment and average earnings estimates for May to July 2014. Here is an overview of the key statistics.

UK Employment:

  • The employment rate for people aged 16 to 64 is 73% 
  • 30.61 million people are in work 
    • an increase of 74,000 from February to April 2014
    • an increase of 774,000 people from the previous year

UK Unemployment:

  • The employment rate for people aged 16 to 64 is 6.2% 
  • 2.02 million people are unemployed in UK
    • 80,000 fewer from February to April 2014
    • 468,000 less than this time last year

Our latest labour market infographic gives an overview of the new statistics. (view full size)

Labour Market September 2014

Read the full Labour Market Statisics report: ONS Website

Please note: components may not sum exactly to totals due to rounding

Compare with last month: August 2014 Employment Infographic

Our Previous Labour Market Infographics

August 2014 | July 2014 | June 2014May 2014April 2014
March 2014 | February 2014January 2014 | December 2013 | November 2013
October 2013September 2013 | July 2013 | June 2013 | May 2013
April 2013 | March 2013 | February 2013

Like this Infographic? - copy the code below to share it on your website.

<a style="border: none;" title="UK Labour Market September 2014" href=""><img src=""></a><br/>Infographic by <a title="Macleod Associates" href="">Macleod Associates</a>

Getting off to a Good Start: A FREE Guidebook From UKFEchat

UKFEchat crop

A new book written by members of the UKFEchat offers expertise, advice and guidance for members of the further education community.

While conducting some light research as I was writing a TES column on the subject of unity in further education, I had a rummage through Twitter. I was exhilarated by how much I had learned on the site, hanging around with educational masters, accomplished schoolteachers and troublemakers. They debated furiously, discussed new practices and pointed each other towards relevant theorists.

I explored numerous search options but couldn’t locate a community of FE practitioners who connected in a similar way to professionals in the school sector. After much frustration, I posted an irritated tweet.

“Are there FE lecturers on Twitter that I haven’t found yet? So far have located about 15. In total. Surely there are more. Please help!”

Several popular names in education retweeted the call to arms to their thousands of followers and a small but happy band of FE enthusiasts gathered. We discussed how we could instigate a positive unity and begin FE-specific discourse. We settled on a regular weekly time to congregate and a hashtag to formalise our efforts. On that day, #UKFEchat was born.

Since those accidental beginnings in November 2012, the group has grown organically to become a valuable platform where contributors share expertise, learn, debate, collaborate and support one another. The group continues to meet weekly on Twitter, creating links between individuals or organisations, and working together to develop projects with benefit to the wider FE audience.

The hierarchy-free element of online discussion encourages the mutual understanding of roles and a deeper insight into work within the sector. It is not uncommon to see a student teacher in deep discussion with a college principal where each voice carries equal weight. Developing professional relationships outside of a single FE organisation leverages greater collective expertise and provides opportunities for a wider sharing of good practice.

Practitioners who are enthused about their work and committed to their own development create more successful, more efficient learning; students have a better, more productive time at college, leading to a wider range of opportunities. People want to be brilliant at their jobs. In FE, that means inspiring learners to develop, often beyond expectation, empowering lives through learning.

UKFEchatSharing the good stuff – and what we’ve learned from the not so good – is a hugely valuable form of continuous professional development and gives us the tools to offer our students the best possible learning opportunities.

UKFEchat is but a Twitter hashtag; inside it is the sum of all its participants’ voices – their passions, good practice and collective experience, generously offering themselves up every week to try to make things better for everybody. With such a committed (and mouthy) community, it was a natural next step for those voices to come together into something a little longer than 140 characters.

This book is a collection of individual experiences, reflecting the diversity of expertise within FE. I am immensely proud to be part of this community and continually inspired by colleagues from around the country who have joined in the Twitter chats, attended the real- life gatherings and contributed to this book.

I hope that this first UKFEchat Guide provides you with some useful strategies to start the year well and inspires you to get involved with this ever-growing group of dynamic FE colleagues. We’re on Twitter every Thursday evening from 9-10pm. Just remember to use #UKFEchat in your tweet. 

UKFEchat is a welcoming bunch where everyone has a voice. Why not join the conversation?

Get your FREE guidebook today. Download it the UKFEChat Guide: Getting off to a Good Start from:

About the author:

Sarah Simons founded the UKFEchat Twitter community. Sarah is a lecturer in an FE College and writes about FE matters for IfL's InTuition Magazine and for the TES, as well as producing and presenting the TES FE Podcast.

You can follower her on Twitter @MrsSarahSimons or join in the conversation using the hashtag  #UKFEchat.

The Real Value of Education: Outcome Based Success Measures


I have written a few times on the topic of outcome based funding in the further education and skills sector. I have been following the topic with great interest for several years as the Government have steadily pushed towards building an ‘outcome responsive curriculum.’

So what is the latest development?

The Government has issued new proposals for developing a new set of outcome-based measures of performance for post 19 publicly funded education and skills. 

For the past few years 'success' has been measured by the number of learners achieving qualifications. However the report claims that this does not give an accurate representation of the true success in education and training.

 “Qualification achievement provides only a limited view of ‘success’; it is a proxy for the real value of vocational education and training,” commented Nick Boles, Minister for Skills & Equalities. 

What is the ‘real value’ of education and training? 

To put it simply - the whole reason for government funded education and training is to get people into jobs. Attaining a qualification does not necessarily mean that you will also gain employment. Therefore measuring success solely on qualifications is not proof that training is meeting this basic requirement.

By measuring which courses get people into jobs you can then calculate real success in education.

What will be measured?

The consultation proposes that performance should be based on:

  • Learner destinations (into employment or further learning)
  • Progression within learning
  • Improved earnings

How it will help

DataQuoteAs I have commented before – “You can't manage what you don't measure.” By measuring outcomes you can use this data to evaluate and improve the quality of training.  For example it would be easier to identify which courses:

  • Overcome a specific barrier to work
  • Help more high needs learners find work or progress
  • Have a real impact on career progression
  • Fill local and national job requirements
  • Target in demand skills

Better quality data on ‘success’ would offer the Government a greater understanding of the true impact of education and skills training. With this knowledge they would know which qualifications / training are worth funding to reach their goal of decreased unemployment and reduce ‘skills gaps’ in the workforce.

Have Your Say

“It is part of a journey of recalibrating the way we all think about success in adult vocational education,” said Boles, “This agenda will only gain tracking though if it engages everyone in the further education system: ambitious providers and training that gives learner the outcomes they need to succeed.” 

If you want to get involved the deadline for the consultation closes on the 10th October 2014 – find out more here 

How can you measure outcomes?

The Workpepper learner management system is already being used by FE colleges and training providers for outcome/ destination tracking. Find out more


More on outcome based measures in FE

Tor Macleod 12:15

PRESS RELEASE: Workpepper the Friendly Training Management System

Workpepper Logo

LONDONSeptember 2, 2014 --

Workpepper Training Management System Enables Training Providers to Improve Delivery, Increase Outcomes and Reduce Costs

Macleod Associates launches the website to showcase the Workpepper cloud-based training and learning management system.

Workpepper transforms training delivery. Designed with the help of education and training providers, it centralises reporting, management and administrative processes into one easy to use system. Providers can control all training and management requirements from a single, secure platform.

Macleod Associates started life delivering careers guidance services to the DWP and has first-hand experience of the challenges of working in the training sector.

"We found that off-the-shelf products were never quite right - so we created our own!" said Director Tor Macleod. "When developing Workpepper we worked directly with providers to create the best solution for the sector. Every training provider is different and has their own distinct style. Workpepper efficiently manages any type of provision or delivery."

The Challenge:

It's essential to be able to evidence the impact of training and provide robust data. By recording every step of the learner journey Workpepper improves completion rates and utilisation.

Organisations struggle to keep track of learner information with traditional systems, relying on spreadsheets. Expanding providers soon become victims of their own success due to heavy reporting burdens.

"We were starting to sink under the weight of additional students," comments one College, "Workpepper has reduced the administrative burden hugely."

The Solution:

A single job role oriented platform that combines all the tools needed to monitor, track and deliver on-line and classroom based learning. Providers can improve efficiency and delivery without increasing costs or administration hours.

  • Improve learner experience
  • Increase bookings
  • Live data dashboards on progress, enrolments and completion rates
  • Track clients from referral to employment
  • Comprehensive reporting
  • Security and compliance
  • Improve planning, scheduling and monitoring
  • Manage multiple clients, contracts and funding streams
  • Reduce delivery costs

Workpepper is already being used by colleges and training providers and is proven to dramatically reduce the administrative challenge of delivering training. Providers are free to focus on what is really important; their clients.

Find out more:

About Macleod Associates 

Established for over 10 years Macleod Associates began delivering on-line career guidance. With first-hand experience they create learning and talent management software to help others manage the challenges and complexities of delivering training.

Press Contact
Diana Real

Skills and Employability Review Issue 17


Check your inboxes! Issue 17 of the Skills & Employability Review is out now.

A snapshot of a month in FE & Skills: Our selection of must read news, stories and blogs.

In this issue:

  • UK Employment Infographic
  • Careers Guidance For Colleges
  • ILR Guides and Templates

Read Issue 17 online >

Join our mailing list to receive the monthly Skills & Employability Review by email.

Sign Me Up!

Previous Issues

    • Issue 16 - Technology in FE: Tracking Student Progress A Priority, UK Employment At 30.54 Million and Matthew Hancock On Reforms To Vocational Education...
    • Issue 15 - Building Links Between Colleges & Employers, UK Employment at 30.43 Million and New Apprentice Funding Model No: Simple System...
    • Issue 14 - FE Learner Choices Survey, Apprenticeship Loans & our latest employment infographic...
    • Issue 13 - Why Data Is Your Most Important, Funding Follows The Learner Journey & Online Delivery Data...
    • Issue 12 - Using Tech To Transform Education, The Skills Funding Statement & our new Labour Market Infographic…

Issue 11 | Issue 10 | Issue 9 | Issue 8 | Issue 7 | Issue 6 | Issue 5 | Issue 4 | Issue 3 | Issue 2 | Issue 1


Connect With Us

Twitter @macleodassoc Google + Email Us

Latest Blogs

Blog Archive

Blogs we follow