Participating colleges upload their learner data to the secure MiDES data server creating a new MiDES sector-owned shared dataset. This dataset is linked to other information sources creating a hugely powerful data mining resource for members that provides in-year benchmarking information. MiDES includes a variety of FREE reports (focusing on Retention, Recruitment, Apprenticeships, Deprivation, recorded Destinations and Economic Impact) and subscription based services including the LMI tool.
MiDES reports can be accessed from the Further Education Data Hub which also provides a library of key statistics about the education and skills sector.Visit the MiDES website Download rcu brochure
MiDES (the Market Intelligence Data Exchange Service) has been build in partnership and is endorsed by the Association of Colleges (AoC). MIDES is available to all AoC member colleges and provides extremely valuable in-year and benchmarked data reports to participating colleges.
The annual recruitment report enables colleges to compare changes in their recruitment levels to the previous year with the national or regional picture and with other selected comparator groups such as provider type.
The recruitment report also enables members to carry out detailed analysis of their recruitment change by age band, subject area and level of study.
The MiDES curriculum profile report allows colleges to compare the curriculum profile of their own institution with other selected comparator groups, such as nationally or by region or provider type. Colleges can carry out analysis by the number or percentage of enrolments, learners or expected current year guided learning hours for each sector subject area by level and learner characteristic.
Enables colleges to compare in-year retention trends in their own institution with the national picture and other selected comparator groups. Colleges can carry out retention analysis by learner characteristic (such as gender, ethnicity and learning difficulty or disability) or by subject area and level of study.
That means colleges can take early action to investigate and remedy any areas which are causing concern.
The Apprenticeship report provides a comparison between your own apprenticeship recruitment profile to other providers, including other colleges and private training providers. Analysis can be done against the benchmark for learner numbers by apprenticeship framework and by age band, level of learning (intermediate, advanced or higher) or by subject area. There is also a monthly profile of the number of apprentices on programme, starts, completions and withdrawals which shows your College’s profile against the selected comparator
This tool enables you to compare the deprivation profile of learner groups at your college with other selected comparator groups including the resident population. You can analyse the deprivation profile in each of your top ten recruitment districts, by learner type, subject area and qualification level.
Charts show the percentage or learners and residents living in ten bands of deprivation, as defined by the 2007 and 2010 rankings of the Indices of Multiple Deprivation for England.
The MiDES destinations analysis is an experimental report based on the Individualised Learner Records (ILR) data submitted by members and reports on the intended destinations of learners. Reports can be broken down by Learner Characteristic or Course Characteristic Analysis focuses only on learners who completed at least one qualification in the relevant yeat and who were not continuing any course they were enrolled on.
This experimental report uses BIS published research to calculate the Net Present Value of learners achieving an apprenticeship or a QCF Diploma and shows the individual or combined total Net Present Value of these qualifications at your college based on the volume of achievements.
We knew we had a retention problem but we hadn’t realised the scale. We also hadn’t realised that certain types of provision and certain learner groups were particularly affected. Because the data was in-year, we had a chance of changing things. Having to wait for the usual benchmark information would have meant further cohorts would have started and the retention problems would have carried on and affected them
Principal , Myerscough College