[1] Todd, Loreto; Spelling 2001: Surveying attitudes and abilities, A Report for Bloomsbury Publishing.

[2] National Skills Task Force, 2000, Skills for All, Sudbury, DfEE

[3] IFF, 1998,  Skill Needs in Great Britain and Northern Ireland 1998, Report to DfEE and T&EA, London, IFF Research Ltd ; Engineering and Marine Training Authority/Engineering Employers Federation, 1999, The 1999 People Skills Scoreboard for Engineering, London and Watford, EMTA/EEF

[4] National Skills Task Force, 2000, Skills for All, Sudbury, DfEE

[5] In broad terms ISCED level 0 refers to less than primary education; level 1 refers to primary level education/no qualifications; ISCED level 2 refers to one or more O level/GCSE passes or one or more CSE passes, GNVQ/NVQ2 or equivalent (the end of compulsory education); ISCED level 3 refers to one or more A level passes, GNVQ/NVQ3 and equivalent, and trade apprenticeships (i.e. upper secondary or vocational education after compulsory schooling).  Levels 5/6/7 refer to higher education.  The OECD considers ISCED level 3 to be the minimum level that new entrants to the labour market should aim to achieve.

[6] National Skills Task Force, 2000, Skills for All, Sudbury, DfEE

[7] National Skills Task Force, 2000, Skills for All, Sudbury, DfEE

[8] National Skills Task Force, 2000, Skills for All, Sudbury, DfEE

[9] D.M.W.N. Hitchens, K. Wagner and E. Birnie, 1990, Closing the Productivity Gap, Aldershot, Avebury

[10] S.McIntosh and H. Steedman, n.d., A Problem for Europe. Final Report to DGXII of the European Commisssion on the NEWSKILLS Programme of Research, p.10

[11] PricewaterhouseCoopers, Northern Ireland Economic Review and Prospects, June 2001.

[12] Northern Ireland Skills Task Force, 2001, The Northern Ireland Skills Monitoring Survey 2000, Belfast, DHFETE

[13] National Skills Task Force, 2000, Skills for All, Sudbury, DfEE

[14] In broad terms ISCED level 0 refers to less than primary education; level 1 refers to primary level education/no qualifications; ISCED level 2 refers to one or more O level/GCSE passes or one or more CSE passes, GNVQ/NVQ2 or equivalent (the end of compulsory education); ISCED level 3 refers to one or more A level passes, GNVQ/NVQ3 and equivalent, and trade apprenticeships (i.e. upper secondary or vocational education after compulsory schooling).  Levels 5/6/7 refer to higher education.  The OECD considers ISCED level 3 to be the minimum level that new entrants to the labour market should aim to achieve.

[15] Paper prepared for the Committee for Higher and Further Education, Training and Employment by D. Armstrong and J. Field, 14.9.2000  (See Annex 2)

[16] D.M.W.N. Hitchens, K. Wagner and E. Birnie, 1990, Closing the Productivity Gap, Aldershot, Avebury

[17] D.M.W.N. Hitchens, K. Wagner and E. Birnie, 1990, Closing the Productivity Gap, Aldershot, Avebury, p.147

[18] In broad terms ISCED level 0 refers to less than primary education; level 1 refers to primary level education/no qualifications; ISCED level 2 refers to one or more O level/GCSE passes or one or more CSE passes, GNVQ/NVQ2 or equivalent (the end of compulsory education); ISCED level 3 refers to one or more A level passes, GNVQ/NVQ3 and equivalent, and trade apprenticeships (i.e. upper secondary or vocational education after compulsory schooling).  Levels 5/6/7 refer to higher education.  The OECD considers ISCED level 3 to be the minimum level that new entrants to the labour market should aim to achieve. 

[19] A. Murray and H. Steedman, 1998, Growing Skills in Europe: The Changing Skill Profiles of France, Germany, the Netherlands, Portugal, Sweden and the UK, London, LSE, p.13

[20] National Skills Task Force, 2000, Skills for All, Sudbury, DfEE

[21] NACETT, Learning Pays and Learning Works

[22] Organisation for Economic Co-operation and Development, 2000, Literacy in the Information Age: Final Report of the International Adult Literacy Survey, Paris, OECD

[23] National Skills Task Force, 2000, Skills for All, Sudbury, DfEE

[24] DENI, 1999, Learning for Tomorrow's World, Bangor, DENI

[25] During the course of this Inquiry the name of the Department was changed to the Department for Employment and Learning (DEL).  However, the Department's title for the duration of the Inquiry is used throughout Sections 1 and 2.

[26] ANIC, n.d., The Role of Further Education in Economic Development

[27] PricewaterhouseCoopers, 1999, Study of the Current Links between the Output of the Further Education Sector and the needs of the Northern Ireland Economy, and an Analysis of Future Development, Bangor, DENI

[28] P. McGill and M. Morgan, 2001, Ireland's Learning Poor: Adult Educational Disadvantage and Cross Border Co-operation, Armagh, Centre for Cross Border Studies

[29] PricewaterhouseCoopers, 1999, Study of the Current Links between the Output of the Further Education Sector and the needs of the Northern Ireland Economy, and an Analysis of Future Development, Bangor, DENI

[30] PricewaterhouseCoopers, 1999, Study of the Current Links between the Output of the Further Education Sector and the needs of the Northern Ireland Economy, and an Analysis of Future Development, Bangor, DENI

[31] PricewaterhouseCoopers, 1999, Study of the Current Links between the Output of the Further Education Sector and the needs of the Northern Ireland Economy, and an Analysis of Future Development, Bangor, DENI

[32] PricewaterhouseCoopers, 1999, Study of the Current Links between the Output of the Further Education Sector and the needs of the Northern Ireland Economy, and an Analysis of Future Development, Bangor, DENI

[33] PricewaterhouseCoopers, 1999, Study of the Current Links between the Output of the Further Education Sector and the needs of the Northern Ireland Economy, and an Analysis of Future Development, Bangor, DENI

[34] DfEE/DTI, 2001, Opportunity for All in a World of Change, Cm 5052, TSO, p.36

[35] DHFETE, n.d. A Brief Guide to Higher and Further Education, Training and Employment in Northern Ireland

[36] National Committee of Inquiry into Higher Education [the Dearing Report], 1997

[37] DENI, 1999, Learning for Tomorrow's World

[38] http://www.northernireland.gov.uk/press/el/010326c-el.htm

[39] House of Commons, 2000-01, Education and Employment Committee, Higher Education: Student Retention, London, TSO

[40] Times, Tuesday 15.2001, p.4

[41] Times Higher Education Supplement, 24.8.2001

[42] R. Osborne, personal communication, 16.2.2001

[43] National Committee of Inquiry into Higher Education [the Dearing Report], 1997

[44] Northern Ireland Economic Council, 1999, Publicly Funded R&D and Economic Development in Northern Ireland, Belfast, NIEC

[45] The Committee for Employment and Learning submitted a response on 13 September 2001, to the consultation process on a Research, Development and Innovative Strategy for Northern Ireland which was issued jointly by the Ministers for Enterprise, Trade and Investment and for Employment and Learning.

[46] Education and Lifelong Learning Committee, Wales

[47] Education and Lifelong Learning Committee, Wales

[48] DfEE, 2000, Labour Market and Skill Trends, Nottingham, DfEE, p. 21

[49] NIERC, 2000, A Study of the Northern Ireland Labour Market for IT Skills, Belfast:DHFETE

[50] NIERC, 2000, A Study of the Northern Ireland Labour Market for IT Skills, Belfast:DHFETE p.4

[51] S. McIntosh and H. Steedman, n.d. Low Skills: A Problem for Europe, Final Report to DGXII of the European Commission on the NEWSKILLS Programme of Research

[52] S. McIntosh and H. Steedman, n.d. Low Skills: A Problem for Europe, Final Report to DGXII of the European Commission on the NEWSKILLS Programme of Research

[53] DfEE, 2001, Building a Stronger Network: Developing the Role of National Training Organisations

[54] DfEE, 2001, Building a Stronger Network: Developing the Role of National Training Organisations

[55] DfEE, 2001, Building a Stronger Network: Developing the Role of National Training Organisations

[56] Higher Education Authority and Oscail, 2000, Symposium on Open and Distance Learning (report of conference), Dublin, HEA.  Quoted in P. McGill and M. Morgan, 2001, Ireland's Learning Poor: Adult Educational Disadvantage and Cross Border Co-operation, Armagh, Centre for Cross Border Studies

[57] National Skills Task Force, 2000, Tackling the Adult Skills Gap: Upskilling Adults and the Role of Workplace Learning, DfEE

[58] NIERC, 2000, A Study of the Northern Ireland Labour Market for IT Skills, Belfast, DHFETE

[59] National Skills Task Force, 2000, Tackling the Adult Skills Gap: Upskilling Adults and the Role of Workplace Learning, DfEE

[60] National Skills Task Force, 2000, Tackling the Adult Skills Gap: Upskilling Adults and the Role of Workplace Learning, DfEE

[61] DTI/DfEE, 2001, Opportunity for All in a World of Change, TSO

[62] P. Connolly and M. Keenan, 2000, Opportunities for All: Minority Ethnic People's Experiences of Education, Training and Employment in Northern Ireland, Belfast, NISRA

[63] DTI, 2000, Excellence and Opportunity: A Science and Innovation Policy for the 21^st Century, Cm 4814, Norwich, TSO

[64] DTI, 2000, Excellence and Opportunity: A Science and Innovation Policy for the 21^st Century, Cm 4814, Norwich, TSO

[65] Irish Times, 29.5.2001

[66] Social Exclusion Unit, 1999

[67] P. Connolly and M. Keenan, 2000, Opportunities for All: Minority Ethnic People's Experiences of Education, Training and Employment in Northern Ireland, Belfast, NISRA, p.111

[68] Committee for Lifelong Learning, Wales

[69] House of Commons, 2000-01 Education and Employment Committee, Higher Education: Student Retention, London, TSO p.xxiii

[70] House of Commons, 2000-01 Education and Employment Committee, Higher Education: Student Retention, London, TSO p.xxiii

[71] The Committee for Lifelong Learning, Wales

[72] P. McGill and M. Morgan, 2001, Ireland's Living Poor: Adult Educational Disadvantage and Cross Border Co-operation, Armagh, Centre for Cross Border Co-operation

[73] Department for Employment and Learning 10.09.2001

[74] http://www.northernireland.gov.uk/press/el/010326c-el.htm

[75] P. Connolly and M. Keenan, 2000, Opportunities for All: Minority Ethnic People's Experiences of Education, Training and Employment in Northern Ireland, Belfast, NISRA

[76] P. Connolly and M. Keenan, 2000, Opportunities for All: Minority Ethnic People's Experiences of Education, Training and Employment in Northern Ireland, Belfast, NISRA

[77] R. McVeigh, 1998, Out in the Country: The Traveller Economy in Belfast, Belfast, West Belfast Economic Forum

[78] P. Connolly and M. Keenan, 2000, Opportunities for All: Minority Ethnic People's Experiences of Education, Training and Employment in Northern Ireland, Belfast, NISRA

[79] PricewaterhouseCoopers, 1999, Study of the Current Links between the Output of the Further Education Sector and the needs of the Northern Ireland Economy, and an Analysis of Future Development, Bangor, DENI

[80] D McVicar, 2000, Young People and Social Exclusion in Northern Ireland, Belfast, NIERC

[81] Careers Service:  Review Committee Report, Scottish Executive

[82] Committee for Lifelong Learning, Wales

[83] Romanes Lecture, University of Oxford, 2^nd December 1999

[84]   DTI/DfEE, Opportunity for All in a World of Change, Norwich, TSO

[85] G.Williams, K. Coate, L. Morley, S. Court and E. Gillon, 2000, University Staff and the Knowledge Based Economy, London, AUT/Institute of Education

[86] G.Williams, K. Coate, L. Morley, S. Court and E. Gillon, 2000, University Staff and the Knowledge Based Economy, London, AUT/Institute of Education

[87] CETI, Report on Strategy 2010, p.23

[88] DTI, 2000, Excellence and Opportunity: A Science and Innovation Policy for the 21^st Century, Cm 4814, Norwich, TSO

[89] ANIC, CBI, CITB, WBEF, NATFHE, NERC, NITC², Methodist Church in Ireland, ACNI, Ballymoney BC, Moy Park, FECC, IoD, Fermanagh DC,EGSA, E. Antrim I of F&HE, EU(B), Simon, NIGC, TSSC and various institutions working with New Deal.