Screenreader users should ignore the next comment.
You will still be able to access all the essential content of this page, but it will not look, or function, as intended. For further information go to the Viewing page, in the Welcome section of this web site.
Ignore the previous message about browser versions as that does not apply to you. The important content here is the text and you should be able to access that without difficulty. The links are also attached to items of text, so should be easy to follow.
Your screenreader should find all the text content of this page first. It will find the site navigation menus next. You can use this link to go straight to them from here: Site Navigation Menus. Unless an image appears within the text it can safely be ignored. Your screenreader should also find comments that help you use this page.
This page is designed to look like a card index and appears to be made of textured paper. The main part of the page is lemon-yellow, other parts of it are pale blue. It has tags across the top and cut out shapes down the left hand side. The links appear to be written on these. The Bridging the Gap logo is at the top. This shows through a cut out section of the page.
For further information on access go to the Accessibility page in the Welcome section of this web site.
There has recently been a growing focus on the issue of graduate employability and the need for higher education institutions to match higher education provision to the requirements of the labour market. With this background concern, the overall objective of the DfEE for the Labour Market Intelligence theme was:
to facilitate the use of labour market intelligence in a strategic way enabling higher education to respond better to the changing needs and expectations of individuals and employers.1
Six projects were funded by the DfEE under the theme. Although the objectives and activities of the projects were wide-ranging, they addressed two main issues:
The projects cover a diverse range of topics including the integration of local, regional and national labour market intelligence, the collection of information on the employment impact of part-time study, and the development of tools and guides to help institutions and other relevant parties to collect more accurate and better information.
Some of the findings arising from the studies include:
1 HEQE, DfEE (July 1999) LMI Newsletter
© 2001
