Skills most often taught in AZAV courses
ResearchRecurring terms in course descriptions can show what providers commonly teach. They cannot by themselves show which skills employers need most or where shortages exist. A useful analysis makes the text method visible, normalises comparable phrases and keeps the result clearly labelled as course-supply information.
Choose the text field deliberately
Course titles are concise and often promotional. Full curriculum descriptions can provide more detail but also include generic teaching language. Analyse the two fields separately when possible. This helps a reader see whether a term is part of the named course identity or appears in the actual learning content.
Normalise comparable terms
Providers may use different spelling, abbreviations or close synonyms for the same skill. Define a documented normalisation rule before counting. Keep the original phrases available for review and avoid merging terms that only sound related. Transparent grouping matters more than an artificially long ranked list.
Remove generic course language
Words such as learning, course, module or participant may occur often without identifying a skill. Remove common teaching language from the analysis and explain the exclusion list. This leaves a clearer view of subject-specific terms while avoiding the impression that every frequent word represents a marketable capability.
Interpret frequency carefully
- Frequent terms describe recurring course content, not employer demand.
- Use a transparent synonym and exclusion rule.
- Keep titles and curriculum text distinct where possible.
- Compare findings with separate vacancy or labour-market evidence before making career claims.
Clarify your next career step
Share your background with the Career Advisor, confirm a realistic direction, and compare courses using grounded evidence.
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