COMMITTEE FOR EMPLOYMENT AND LEARNING

Report on the Inquiry into Education and Training for Industry (Continued)

Report 01/01R

2.7.2            Increasing access to careers advice

Careers information could be made more available and kept up-to-date via the Internet [314] This will not only increase access but also allow the information to be presented in an interesting and stimulating form for the main target audience of school children. However, it was also important to engage parents, who have a very strong influence over their children's career choice [315] Career Window and employer-led careers events needed to be developed [316]

2.8            Developing the Enterprise Culture

There was a concern, expressed by a number of respondents, that a stronger culture of enterprise and entrepreneurship should be developed, especially in the context of the modern economy. People had to take greater responsibility for the development of their career [317] The lifelong learning agenda dovetailed with the recognition that a job is not for life and, indeed, that a job may have to be self-created. However, while there were a number of comments regarding the importance of promoting enterprise and entrepreneurial attitudes [318] suggestions as to how this might be done were actually rather limited.

Education at primary and secondary level is outside of the remit of this Committee. Nevertheless, as some of the respondents made comments on this sector it is worth noting some of the observations made. It was felt that the development of young entrepreneurs should be promoted in schools [319] It was suggested that business mentors be introduced into schools and that further initiatives should be encouraged between industry and schools. [320] The Company Programme and other initiatives undertaken by Young Enterprise Northern Ireland provided opportunities for young people to learn about self employment and business ownership [321]

2.8.1     Further education and higher education

There were more initiatives in this area within higher education than within further education. As noted earlier, QUB and the University of Ulster had jointly established the Northern Ireland Centre for Entrepreneur­ship. The universities were involved in new company start-ups and the challenge was for such companies to be self-sustaining and developing. A number of respondents highlighted the need to develop incubator units [322] Programmes to encourage students to initiate and support business start-ups needed to be funded [323]

The Northern Ireland Centre for eBusiness at the University of Ulster at Coleraine enabled students to have access to the Virtual University for Small and Medium-sized Enterprises (VUSME) [324]

The University of Ulster proposed to include a compulsory component of entrepreneurship within its undergraduate programmes. It also planned to recruit people to act as entrepreneur role models. There were examples of courses in entrepreneurship from elsewhere, that might usefully be examined. For example, the Particle Physics and Astronomy Research Council (PPARC) provided courses in entrepreneurial skills for its Ph.D. students [325] The University of Ulster was in discussion with the Department of Culture, Arts and Leisure as to how it could support the implementation of entrepreneurship and citizenship in different disciplines. The university was also in discussions with the new economic development agency regarding the possibility of the agency's involvement in future student and business plans.

2.9            Partnerships and collaborations

Many respondents referred to the need for greater communication and collaboration between different organisations in order for the needs of the Northern Ireland economy to be met and for the development of lifelong learning.

2.9.1     Inter-Departmental co-operation

A number of respondents expressed the hope that the concept of a 'joined-up government' would become a reality in practice. Throughout the Inquiry, respondents made rather envious references to the Republic of Ireland, in terms of different aspects of its education and training systems. One comment was that 'the Republic of Ireland has 'joined-up' policies and a clear idea of where the economy is going' [326]

It was said that Government agencies should facilitate rather than provide services, and that their policies and funding programmes needed to be more integrated [327] There were a number of suggestions made in this area. DHFETE, the Department of Education (DE) and the Department of Enterprise, Trade and Investment (DETI) should closely co-operate [328] DHFETE and DETI should establish an inter-departmental strategy to promote links between colleges of further education and departmental agencies [329] Partnerships were needed between DETI, the Industrial Research and Technology Unit (IRTU) and DHFETE regarding the HEROBC funding, and enterprise development [330]

DHFETE needed to work with the Social Security Agency and local social economic projects to develop opportunities for education and training [331] Stronger links, at regional level, were needed between the various government departments and the new economic development agency [332]

            The Training and Employment Agency (T&EA)

A number of comments and criticisms were levied at the Training and Employment Agency. It was accused of operating in isolation and not consulting with other agencies and institutions [333] There was a call for better links to be developed between the T&EA, further education colleges and training centres [334] and for partnerships between the T&EA and NTOs to be established to implement fast-track training to address skill shortages. In terms of the engineering sector, efforts of government departments and agencies, especially DETI, needed to dovetail with those of the T&EA and the Engineering Training Council to adopt a sectoral approach. [335] More strategic links were needed between the T&EA, the Local Enterprise Development Unit (LEDU) and the Tourism Training Trust [336] Close liaison was needed between the T&EA, the Northern Ireland Skills Task Force and training providers so that providers can respond rapidly and appropriately to skills shortages [337]

2.9.2            Government, education and industry

There was widespread desire for more contact and collaboration between the Government, the education sector, and industry [338] Education and training providers, industry and Government need to work together to achieve broad societal objectives in a co-ordinated way. [339] A number of suggestions were made in this area.

           Economic development

Linkages between the planning of further education and the development of the economy should be enhanced, with more formal links needed between the further education sector and DETI [340] Further education should be integrated with the inward investment activities of the Industrial Development Board (IDB) [341] DHFETE should further develop its aims - to support the economy, widen access and increase participation in education and training, and improve quality and raise standards - with a detailed two-to-­three year operational plan [342] Partnerships should be developed between businesses, statutory groups, schools and colleges, with a 'one-stop shop' needed for training and local economic development [343] Incentives were needed for companies to develop partnerships with other companies and with the further education sector [344] The role of private training organisations needed to be included as part of a wide strategic approach, especially with regard to further education [345]

A unit should be developed and properly resourced within DHFETE with responsibility for ensuring that the education and training system responded to present and future skill needs [346] Research and development should be driven by partnerships between government departments, the universities, and the colleges of further education [347]

           Trade Unions

Partnership was needed between DHFETE, further education, employers and the trade unions [348] The role of trade unions in the field of education and training should be enhanced [349]

           Cross-Border co-operation

There was a call for greater cross-border co-operation between educational institutes [350] In particular, it was suggested that partnerships should be developed with the Institutes of Technology in the Republic of Ireland, with a view to joint delivery of education on an all-Ireland basis with joint staff development [351] A fund should be established for the development of North-South education and training co-operation, and North-South science parks should be developed [352]

           Business-Education partnerships

Business-Education Partnerships were generally viewed favourably and should be developed [353] The Northern Ireland Business Education Partnership (NIBEP) needed to be better funded, in order for it to effectively incorporate primary, secondary, further and higher education. The CBI was keen to support partnerships between business and education at all levels, and was supportive of NIBEP. There was also a call for schools-colleges-business clusters to be established [354]

2.9.3            Successful initiatives

A number of schemes and initiatives have already been referred to throughout the report. Others that were considered by respondents to be worthy of further development are briefly detailed below.

Bridge to Employment, which had an 80% success rate, [355] was viewed favourably [356] The Teaching Company Scheme, considered to be a useful bridge between education and industry, was also highly valued [357] The Graduate Conversion Programme, which had a 75% success rate [358] should be regularly reviewed, as should Jobskills [359]

The Scottish Executive allocated £3.2 million for teacher placements, to give 10% of teachers in all sectors the opportunity to spend two weeks in industry over the next three years. In contrast, there were no more than 200 one-week placements for Northern Ireland's 21,000 teachers. This area needed to be addressed, together with giving schools the security of guaranteed cover for classes [360]

Finally, the CBI suggested that challenging targets be set for the uptake of Investors in People awards in Northern Ireland.

Conclusions

Following detailed analysis and consideration of the oral and written evidence the Committee agreed the conclusions and the associated recommendations, which are set out below. They are presented under the following key areas:

(1)        Skills;

(2)        Further Education;

(3)        Higher Education;

(4)        Other education and training providers;

(5)            Qualifications and the curriculum;

(6)            Removing barriers to education;

(7)        Careers education and guidance; and

(8)            Developing the enterprise culture.

Skills

Basic skills

The low level of adult literacy and numeracy among large sections of the community must be improved. Poor adult basic skills are a barrier to employment and contribute to economic disadvantage and social exclusion. It is important to develop and build upon the experience of organisations with a history of working in this area.

n     Recommendation 1 - Further additional funding and resources should be made immediately available to support literacy and numeracy development schemes to correct the poor levels of adult basic skills in Northern Ireland. These schemes should include provision for both personal development and social skills training.

n     Recommendation 2 - Initiate and fund research into developing effective models of workplace basic skills development and the effective sharing of best practice.

General skill shortages

Even if there is an economic downturn in 2001-02 it is possible that the labour market will remain tight in a number of sectors. All mechanisms that increase the flexibility of skills training provision should be co-ordinated and enhanced in order to upskill and reskill the current workforce. The modular delivery of training and education programmes should be further developed to enable people with a range of work, family and other commitments to undertake learning on a part-time basis.

n     Recommendation 3 - Develop flexible and dynamic policies to deal with retraining and reskilling in a range of situations, especially large-scale redundancies. These should include fast-track training programmes to address particular sectoral, or geographical areas, of skill shortages.

Skill shortages - Mathematics, scientific subjects, and Information and Communication Technology (ICT)

There is an increasing need for educational providers, government agencies and the media to work together to increase scientific awareness. In particular, there is a need to enhance common understanding of how science and technology impact, both positively and negatively, on our everyday lives. Whilst the primary responsibility for these matters lies with the Department of Education, we would recommend that the ongoing review of the 16-19 curriculum gives close attention to the trends in student numbers that indicate a continuing decline in students studying quantitative and scientific subjects.

There is a need for both ICT-competent workers and ICT professionals. It is important to match the real ICT needs of industry with educational and training provision.

n     Recommendation 4 - Serious consideration must be given in the current review of the 16-19 curriculum, as to how the relative and/or absolute decline in students studying quantitative and scientific subjects can be reversed, in order to ensure that more people, at secondary and tertiary level, study mathematics and sciences.

n     Recommendation 5 - Develop appropriate conversion courses in mathematics, the sciences and Information and Communication Technology (ICT) that reflect the needs of industry.

n     Recommendation 6 - Greater government support for workplace development, community education and outreach programmes aiming to improve ICT skills, to enable everyone to operate within the ICT driven economy.

Skills Strategy

A co-ordinated and flexible skills strategy is needed. The education and training sector needs effective approaches to forecasting, to enable it to respond quickly and appropriately to the changing labour market. Northern Ireland is predominantly a Small and Medium-sized Enterprise (SME) economy and this needs to be taken into account in any consideration of future skills needs. Training can present a number of problems to SMEs. Training costs can be particularly burdensome for such companies; it can be more difficult to release staff for training when there is little cover; and, for the same reason, management may find it hard to keep up-to-date with changing trends in the labour market.

It is important that information collected on future skills needs is rapidly collated and made widely available to all, especially through the Internet.

n     Recommendation 7 - Rationalise and develop existing initiatives such as the Skills Task Force, Executive Recruitment Watch and the Priority Skills Unit.

n     Recommendation 8 - Develop appropriate mechanisms to support the training requirements of Small and Medium-sized Enterprises.

Further Education

Rationalisation of further education

It is essential to ensure that all sectors within the field of education and training are complementary and form a coherent whole. The further education sector is the area about which the Committee has the greatest concerns. The Committee considers that the sector currently attempts to do too many things and consequently lacks direction, a classic case of "mission creep". The further education sector should concentrate on supplying effective vocational and craft training at all levels, including degree level, to contribute to the development of the lifelong learning culture. The successful provision of education and training is of crucial importance to the economy of Northern Ireland. The FE sector is not adequately prepared to address the current skill shortages or the skill supply and demands of the future. Vocational education is still seen as a poor second choice after an academic education. The Committee recommends the Department continues to address this issue of parity of esteem between vocational and academic education.

The Committee has concerns over the increased costs of administration and procurement as this is no longer centrally organised and is the responsibility of individual colleges. Decisions regarding the broad future of further education should not be left solely to individual college management teams and Boards of Governors, but should be shaped by an overall strategy, which is currently being developed by the Department for Employment and Learning.

Further Education specialisation

The Committee believes that local access to Further Education Colleges is vitally important to underpin social inclusion and accepts the importance of continuing the provision of a range of high quality training and educational services, which are geographically spread across Northern Ireland.

The Committee recommends a more strategic focus for the FE sector, in supplying high quality vocational and craft training at all levels. We also believe that further movement in the direction of college specialisation in support of particular sectors of the economy and the development of centres of excellence is necessary. This strategy will help to secure the role of the FE sector in the provision of an appropriately educated and skilled workforce to meet the needs of the twenty-first century. In order to promote increased access for students from across Northern Ireland, consideration should be given to a proposal for all students over 16 to receive assistance under the Concessionary Fares Scheme.

n     Recommendation 9 - The overall further education strategy, should include a 3-5 year strategic plan, be urgently completed and implemented for the further education sector. The strategy should address the key issues of the optimum number of further education colleges in Northern Ireland, and their individual remits, and how to deliver on the objective of acquiring parity of esteem between vocational and academic qualifications (see Recommendation 31).

n     Recommendation 10 - Decisions regarding the development of centres of excellence at individual colleges should stem from the overall strategy for the sector. This should be underpinned by a commitment to innovative schemes, which increases access and supports a geographical spread of provision across Northern Ireland.

n     Recommendation 11 - Where appropriate, support services should be co­ordinated and harmonised to produce cost savings and standardisation of procedures.

n     Recommendation 12 - Urgent need for the provision of a vastly improved common statistical database on students and staff, to reflect trends in personnel issues and record the outcomes for students attending FE courses. The information produced must be consistent across all colleges.

n     Recommendation 13 - Members of Boards of Governors must receive effective training on their roles and responsibilities. The composition of Governing Bodies should reflect the communities which the colleges serve.

n     Recommendation 14 - Further Education Colleges should come under the remit of the Assembly Ombudsman.

Funding

The issue of funding for the further education sector needs to be addressed. The sector suffers from low morale among its workforce due, in part, to lower salaries compared with secondary school teachers, and poorer working conditions. Current funding arrangements also favours full-time rather than part-time courses. A more buoyant further education sector could take a stronger role in supplying the training, R&D and technology transfer needs of local industry and, with the development of distance learning, industries and businesses further afield.

n     Recommendation 15 - Increase the overall student per capita funding to the further education sector, bearing in mind equality considerations between the different educational sectors. We welcome the recent financial support improvements for FE students. The current funding mechanism needs to be changed if it is to achieve its objective of delivering high-class vocational training, that is regarded as on a par with academic qualifications.

n     Recommendation 16 - The allocation of funding should be guided by an overall strategic plan for the sector. This will address the issue of funding for centres of excellence, the support of Research and Development, (more likely to be product and process development), and the funding of part-time courses.

A number of Further Education Colleges have developed mutually beneficial relationships with local businesses, these need to be further developed across all colleges. Colleges also need to further develop their links with industrial development agencies and develop their staffs understanding and knowledge of local industry needs. Current best practice in this area should be shared throughout the sector.

n     Recommendation 17 - Closer links with local industry, industrial development organisations, including increased staff participation in the Lecturers into Industry initiative (see Recommendation 37).

Information and Communication Technology (ICT) and Further Education Colleges

The development of proficiency in ICT at all levels is very important. The Committee makes the following two recommendations with respect to ICT and further education.

n     Recommendation 18 - Increase the availability of places on Higher National Diploma/Higher National Certificate and other courses which lead to professional qualifications in Information and Communication Technology (ICT).

n     Recommendation 19 - Include an ICT module on all further education courses. All full-time students should ideally have achieved the ICT competence level of the European Computer Driving Licence by the time that they complete their course.

Higher Education

Issues of funding and of developing links between the higher education sector and industry echo those concerns referred to in the further education sector. Funding per capita has decreased over the last decade, coinciding with an increase in the demand for higher education places. It is also important that there should be effective collaboration, as opposed to competition, between the higher and the further education sectors. The Further Education Colleges should not feel they have to change themselves into mini-universities. It is important both for economic and cultural reasons that Northern Ireland universities can aspire to, and reach levels of international excellence, whilst also catering for particular regional needs. Higher education in co-operation with the further education sector and in collaboration with industry must play a greater role in addressing the current skill gaps.

Our universities remain an important educational and cultural resource for the community and have a role to play in addressing social inequalities. Good examples of this role include outreach programmes, which have recently been developed by the universities to promote links with schools that hitherto have been under-represented at higher education institutes.

n     Recommendation 20 - Increase funding to the university sector to ensure that high quality staff are attracted and retained, and to develop the research base of the universities. This should include increasing and developing matched private sector funding initiatives such as the Support Programme for University Research (SPUR).

n     Recommendation 21 - Further develop links between higher education and business. This includes developing initiatives such as the Teaching Company Scheme; industry and charity sponsored professorial chairs; technology incubation units; science parks; spin-off companies; encouraging entrepreneurship through innovative approaches to programme design and specialist postgraduate programmes.

n     Recommendation 22 - A continued increase in the number of university places especially in areas of skill shortages, in line with the Committee's recommendation in its Report on Student Finance, 12 October 2000.

n     Recommendation 23 - Co-ordination of all initiatives, not only those funded by government, which aim to increase access to higher education. This should have a particular focus on the outreach projects, which link the universities to the community.

n     Recommendation 24 - Monitor the effectiveness and equality impact of the new measures for student financial support.

Other education training providers

Training providers outside the formal higher education and further education sectors need to complement the work of these sectors, rather than be in competition with them. The role of employer organisations with responsibilities for training should be strengthened and the Sector Training Councils and National Training Organisations structure in Northern Ireland needs to be developed to address the current gaps. The final structure should have a key role to play in developing a better-equipped workforce, and a more competitive economy, which will also help in reducing social exclusion.

n     Recommendation 25 - Further develop partnerships between the education sector and private training providers.

n     Recommendation 26 - An improved, more comprehensive, streamlined and effective National Training Organisation and Sectoral Training Council structure in Northern Ireland to enhance its role in developing a highly skilled workforce.

n     Recommendation 27 - Continuously monitor and develop Modern Apprenticeships to meet changing labour demands.

New Deal

The Committee is concerned at the large numbers of New Deal participants allocated to personal advisers and the lack of proper tracking systems in place to monitor the outcomes from the New Deal programmes. Furthermore, the overall flexibility of the New Deal to cope with a wide range of abilities, from those with literacy and numeracy difficulties to high flyers, has been questioned. The scope of the training grant is also of concern. Concern also exists with regard to women who are not registered as unemployed and consequently do not fall under the terms of the New Deal Programme. We acknowledge the improvements that the Minister has implemented as part of UK-wide programme of change in the scheme and the areas under consideration, but urge further urgent progress.

n     Recommendation 28 - Continually monitor, evaluate and improve New Deal so that it achieves its employment outcomes in the most cost effective manner. We welcome the Needs and Effectiveness Evaluation of Training and Vocational Education initiated by the Northern Ireland Executive. We also welcome the inter- departmental TaskForce on Employability and Long-term Unemployment. The Committee further recommends that the Department considers other training schemes, which would better address the equal opportunities issues surrounding the availability of training.

Qualifications and the curriculum

The quality of the education and training offered in Northern Ireland needs to be comparable to that in Europe and elsewhere and recognised as such. It is important that any changes in the 16-19 curriculum dovetail well with any reform of the transfer procedure at age 11. The Committee is concerned that in the 14-19 age group, vocational qualifications are not given parity of esteem with academic qualifications.

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