| Home | Committees | Membership | Publications | Legislation | Chronology | Commission | Tour | Search |
COMMITTEE FOR EMPLOYMENT AND LEARNING Report on the Inquiry into Education and Training for Industry (Continued)
5.8 Entry Criteria 5.8.1 The Board has approved Jobskills Traineeships progressing to Modern Apprenticeships as the preferred route for the Construction Craft Apprenticeship. 5.8.2 The Jobskills Employer-led Modern Apprenticeship (ELMA), in conjunction with the respective employer bodies, is used to address the problems of recruitment into and provision for some of the specialist occupations. CITB runs ELMA programmes on behalf of the constructional steel sector and the roof slating and tiling sector. 5.8.3 There is currently no entry criteria requirement for entering Jobskills Traineeship. This means that there is no incentive for potential school leavers to make any effort in their GCSEs, resulting in low academic achievers joining the industry. 5.8.4 It will be a long-term aspiration to introduce entry requirements. In the interim, CITB recommends that minimum academic standards, particularly in maths, and practical aptitude should be recommended to school leavers. 5.8.5 By improving recruitment levels and standards of trainees coming into the industry, the image of the industry will be improved. 5.9 Qualifications 5.9.1 It is a requirement of Jobskills Traineeships and Modern Apprenticeships that all trainees should achieve the NVQ units and a minimum standard of key skills. CITB is concerned that the Key Skills requirements are demanding ever increasing academic skills which the apprentice intake may have difficulty in achieving. There is a fear that the person who has good practical skills but not so good academic skills will be squeezed out of the system due to the pressures of output-related funding. 5.9.2 There is also a strong feeling that Key Skills should be taught in schools since the time spent on Key Skills during the apprenticeship programme may result in less time spent on vocational training. 5.9.3 In reviewing the Modern Apprenticeship frameworks, which are due to be reaccredited in 2001 for construction crafts, CITB recommends that MAs should include relevant modules of the City and Guilds' Construction Vocational Preparation Schemes. CITB believes that the inclusion of City & Guilds Certificates within the training will enhance the apprenticeship and help to meet the requirements of Key Skills and underpinning knowledge for the NVQ. 5.10 Off-the-Job Training 5.10.1 Presently most FE Colleges offer a one to two day off-the-job training pattern arrangement, which commences after one or two weeks of initial induction training. 5.10.2 CITB recommends that standard patterns of training should be developed in partnership with training providers in order to achieve consistency in standards and to ensure that trainees commencing on-the-job training are sufficiently competent and productive to make an effective contribution. The introduction of a model training pattern would facilitate an appropriate level of intensity of provision and discipline, which would encourage employers to permit apprentices, particularly those in employment, to attend day release classes. 5.10.3 CITB recommends that, from a health and safety perspective, the training model should commence with a more prolonged period of full-time off-the-job practical, task-based training, with short periods of on-the-job work experience, up to a period of 26 weeks. Thereafter, up to the achievement of NVQ 2, the training pattern is recommended as one day per week day release. Further post NVQ 2 on-the-job training, on the progression route to NVQ 3, is also recommended as one day per week on a day release or evening class basis. 5.10.4 A suitable training regime would have to be agreed in this regard with the Department, training providers and industry. Such a regime would include syllabus guidelines to be followed by all trainers. 5.11 Employment and Incentives to Employers 5.11.1 CITB's long-term objective is for employers to employ trainees from day one of their Traineeship. However, in order to encourage employers to reach this objective, it is proposed that a medium-term strategy be implemented through the promotion of employment of trainees from week 26 of the training programme. 5.11.2 From week 26 trainees should have received considerable off-the-job training, enabling them to contribute more productively on-site, and employers will have had the opportunity to determine the ability and commitment of trainees. 5.11.3 The training allowance cost per trainee to the T&EA during a Jobskills Traineeship is approximately £2600 (£40 per week x 65 weeks) plus travel expenses. CITB proposes that this weekly training allowance be redeployed instead as a grant to employers after 26 weeks to reimburse the cost of wages paid for the time the trainee spends 'off the job' in training. 5.11.4 The Jobskills programme requires that all trainees must be employed after having achieved NVQ level 2. This means that with regard to apprentices progressing to the Modern Apprenticeship (NVQ 3), employers are required to facilitate their off-the-job training, through day release, including the payment of wages for that day. 5.11.5 CITB recommends that where existing Government funding is available, this money could be utilized to provide grants to employers, with the aim of reimbursing them for the cost of wages paid for the time the apprentice spends 'off the job' in training. 5.12 Assessment 5.12.1 CITB is concerned that output related funding may compromise the integrity of the NVQ assessment system and there is a risk that candidates who have been awarded NVQs may not be competent to fulfill the needs of the industry. 5.12.2 The Awarding Body is insisting that more job-related evidence should be included in NVQ assessments, which is costly for training providers to operate. Given that there is no additional funding to training providers for on site assessment, it is a fact that this cost reduces the funding available for actual training, as does the provision of Key Skills. 5.12.3 CITB recommends that, over the longer term, emphasis and encouragement must be given to employers to take ownership of the on-site training and assessment process. The achievement of assessor qualifications could be facilitated by the HFE sector and grant aided by CITB. 5.12.4 CITB has a key role to play in encouraging a culture change within the industry towards a more structured approach to training linked to the achievement of industry recognised standards. This is not only relevant to new entrants coming into the industry, but is equally relevant to implementing a culture of lifelong learning for the existing workforce. Achieving this will require greater employer commitment to training and a substantial increase in the number and variety of firms involved. 6. Undergraduate and Graduate Training 6.1 Skill requirements exist outside traditional manual areas, for example in site supervision and management roles. Traditionally the source for these occupations has been the tradesman. However as industry continues to fail to recruit sufficient numbers into craft occupations, so the availability of experienced tradesmen will diminish. This has implications in terms of the calibre of new recruits to the industry at supervisory and management level, who are now coming from the ranks of building and civil engineering graduates. 6.2 'Rethinking Construction' identified the need to review, rethink and re-emphasise the importance of training for supervisors and managers. CITB believes it can contribute to this process, by working closely with the Construction Skills Management Register, the Chartered Institute of Building and the Universities and Institutes to better prepare students for supervisory and management roles within construction, for example by facilitating practical site-skills training to meet industry's needs of the future. 7. Lifelong Learning 7.1 In line with Government learning initiatives, CITB believes that over the next five years there will be a focus on employers taking responsibility for their workforce's skills development and more encouragement on individuals to take responsibility for their own development and changing skill needs throughout their working life. 7.2 To this end, CITB has developed its "Qualifying the Workforce "strategy to encourage and facilitate the industry in achieving relevant industry recognised standards and qualifications such as National Vocational Qualifications, competence certification and assessor qualifications within the workplace. 7.3 Strategically on-site training and assessment is likely to become much more important over the next five years, and this will have major implications for industry taking ownership of assessment, the Board's supporting role and the focus of grants to levy payers. 7.4 The industry also has a need for experienced operatives with transferable skills to meet the demands of the job or changing technologies or material usage. This has implications for upskilling and multiskilling of the existing workforce. The introduction of legislation has also focused employers in some sectors to improve their skills and knowledge. One example is the building engineering services sector, where gas regulations have forced employers to ensure they have a competent workforce by renewing their certification and qualifications every five years. 7.5 Through support from their representative bodies, employers must be encouraged to take the long-term view about the necessity of company involvement in training if they are to meet their needs for people trained to the required standards of competence. 7.6 Improving access to training and certification for the existing workforce could be achieved through on-the-job schemes, supported and facilitated by the HFE sector in terms of day release, evening classes and training for trainers/assessors. 7.7 It is important that employers are encouraged to take ownership of their own company training plan and review it regularly if it is to meet their current and future business needs. CITB offers leadership, knowledge and expertise to employers in order to facilitate them in developing and maintaining their training plan. Over 8000 employees to date have had their training needs identified through CITB's Skills Development Programme. A CITB sample survey of employers carried out in 1999 revealed that 70% of firms completing an SDP had participated in the training that had been identified in their plan. 7.8 There are few barriers in place to prevent companies which do not train from securing work either in the public or private sector. This culture places businesses which are committed to training at an unfair disadvantage. A firm's training record and ability to prove the competence of its workforce should be taken into account when clients award contracts. Firms with training programmes and a competent workforce need to be formally recognised and properly compensated for their efforts. 8. The Importance of Information Technology 8.1 There is considerable scope for using IT throughout the industry, particularly at the professional level in terms of procurement, tendering, estimating and so forth. Greater numbers of appropriately trained people at all levels emerging from the education system and from within the industry could also contribute to the future growth and competitiveness of the industry. 8.2 University based research and development might also be able to play a greater part in developing construction specific packages to encourage greater use by an industry which traditionally has been characterised by strongly demarcated disciplines, and has displayed low levels of innovation, IT uptake and exports. 9. Skills Shortages 9.1 Labour and skills shortages in the construction industry have received considerable and growing attention in recent years. This is due to the fact that the industry continues to depend heavily upon the adequate supply of a manual skilled labour force. 9.2 Each year the construction industry requires around 1700 new apprentices to maintain a sufficient supply of trained and competent people across the various sectors within the industry. CITB has estimated that if the peace dividend remains, this demand is likely to increase annually to around 1900 new entrants for the next three years. 9.3 Traditionally employers have been able to focus recruitment on the 16-17 year old school leavers pool. However, a combination of changing demographics, the fact that young people are being encouraged to stay on at school and increased competition from other industries, is reducing the size of the industry's traditional source of new entrants. 9.4 The review of the statutory curriculum has the potential to alleviate recruitment problems, in that pupils are now being given an opportunity to undertake NVQs alongside GCSEs. The teaching of vocational skills by schools and training organizations in partnership would give young people a better understanding of career opportunities, better preparation for employment and would enable less academic pupils to participate in real and relevant learning and gain a recognized qualification. 9.5 A change of emphasis is required towards non-traditional new entrants, namely adults and women, to bridge the skills gaps faced by the industry. In this way industry can draw on the skills of the brightest to be effective managers and designers in the professions, and the most technically able to be excellent craft and trades operatives on site. 9.6 CITB recommends pump priming skill shortage occupational areas in partnership with Government, not only in terms of the cost of training but also financial incentives to encourage participation by non-traditional new entrants to the industry and employers. 9.7 There also needs to be greater focus placed on using fast track training approaches, such as Bridge to Employment, New Deal and bespoke programmes for the retraining of adult returners, the unemployed and those made redundant from diminishing industries, such as textiles, shipbuilding and agriculture, to meet the skill and labour shortages being experienced by the industry and which will not be met by the pool of trainees and apprentices alone. 9.8 CITB is working in partnership with the Training and Employment Agency and National Training Organisations in the implementation of fast track training and certification initiatives to address the skills shortage for competent operatives and to support the development and growth of new emerging industries to Northern Ireland, such as the gas sector. 9.9 In this sector the number of permanent employees per company is small compared with other sectors within the UK. Evidence suggests that skills within the plumbing trade, which are complimentary in structure to those in this field of gas appliance maintenance and installation, could provide an initial opportunity for skills development. 9.10 CITB in partnership with GINTO, T&EA and Felden Training Centre have recently launched a Sectoral Development Pilot Project to provide a learning framework for adult recruits to achieve NVQ Level 3 qualification in gas installation and servicing, This project will give plumbing and other employers within the building engineering services sector the opportunity to increase the scope of their business by moving into the gas installation and maintenance field by developing the skills of their existing workforce and by recruiting and training adults and apprentices. 10. CITB's Role in Education and Training for Industry 10.1 One of CITB's key strategic objectives is to facilitate the development of standards for training and qualifications in the various crafts and skills within industry. 10.2 The industry is experiencing increasing client pressure for lower costs, shorter timescales, improved safety and less confrontation. One result of these pressures is an increasing demand to demonstrate that the workforce is competent. 10.3 CITB has been at the forefront of encouraging employers to participate in competence-based industry registration schemes. Success in these endeavours should result in industry increasing its take-up of vocational qualifications at all levels and in improving public awareness of the industry. 10.4 The expected growth in demand for proof of competency will provide the Board with an opportunity to develop its role as industry's strategic training body and facilitator of competence based standards. 10.5 Direct Training 10.5.1 CITB's own Direct Training Unit exists to provide training facilities and opportunities for the industry, which are not adequately available elsewhere. It has a reputation for providing high quality training, and must continue to review and develop its range of products to meet the demand for training from the industry. 10.5.2 The Unit must consider the strategic opportunities associated with new emerging markets such as facilitating craft training for adult new entrants, supporting on-site training and assessment programmes, preparing graduates for supervisory and managerial roles and the implications on training from new technology. 10.5.3 It must also consider the ways in which it will continue to monitor the quality of training provided to the industry, set standards, facilitate the training of trainers and encourage other training organisations to provide training to meet industry's needs provincewide. 10.6 Industry Registration Schemes 10.6.1 Certification and qualifications that attest the competence of contractors or individuals prior to selection for tender will be of growing importance to the industry over the next five years. 10.6.2 CITB will continue to work in partnership with certification scheme owners to promote the benefits of a certified workforce and individual schemes to clients, employers and the workforce. Promoting these benefits through a variety of media will raise awareness and commitment. 10.7 Investors in People 10.7.1 A major priority for encouraging competence and competitiveness over the period of the Board's Strategic Plan will be the development of a common quality standard to which the entire workforce can aspire and which will enhance the image of the industry. 10.7.2 As an Investor in People organisation, CITB demonstrates its commitment to the training values it espouses and acts as an exemplar in training and development for the industry. 10.7.3 Working in partnership with employer bodies and National Training Organisations, the Board will promote Investors in People as the quality standard for construction firms and will encourage employers to achieve Investors in People registration. 11. CITB's Long-term Strategic Outlook 11.1 In order to enable the industry to meet its needs for people trained to the required standards of competence, the Board has outlined its strategies to be developed and implemented over the next five years: 11.1.1 In partnership with industry and training organisations promote construction as a career of choice 11.1.2 Facilitate recruitment and retention of suitable people to achieve industry's required recognised outcomes 11.1.3 Increase the number of non-traditional new entrants 11.1.4 Where appropriate develop training partnerships with providers to facilitate access to training province-wide 11.1.5 Promote lifelong learning to ensure existing workforce develops its skills to meet the changing demands of the marketplace 11.1.6 Facilitate the development of a fast-track construction route for Government initiatives such as New Deal, Bridge to Employment 11.1.7 Encourage adult entry from other industries via fast-track approaches to training in partnership with industry and training organisations 11.1.8 Support sector upskilling and multiskilling of experienced operatives 11.1.9 Advise, inform and assist employers to participate in training initiatives which meet legislative/competitive requirements 11.1.10 Facilitate and promote ownership of training and assessment by employers 11.1.11 Create a grants scheme which rewards achievement & competency through training 12. Conclusion 12.1 As the Sector Representative Body for construction in Northern Ireland, CITB must support the industry in improving its competitiveness by identifying and responding to the training needs of the workforce at all levels, and by promoting best practice within the industry. 12.2 Over the next five years CITB will endeavour to continue to be the strategic focus for construction training by developing guidance for industry and training organisations. It will strengthen its relationships and partnerships with various awarding/lead bodies, Government and the higher and further education sector to ensure needs of the Northern Ireland construction industry are considered and met. topWRITTEN SUBMISSION BY: Craigavon Borough Council welcomes the opportunity to express its views to the Committee and recognises the importance of education in building an adequately skilled and progressive workforce. Any education system which is to evolve will require to be tailored to the economic, social and environmental needs of the 21st century and will also require the following characteristics: n Funding should be allocated in terms of economic priorities of skill needs n Clearly targeted staff development programmes should be implemented to keep staff abreast of emerging industrial practices n It should evolve in partnership with Northern Ireland industry n It should provide generic skills and makes provision for specialist skills n A key aim should be to widen access to all levels and abilities of its students. Q1A What should the education and training system offer (including university-based R&D)? It is the view of Craigavon Borough Council that there must be coherence and integration in all sectors of education from primary to higher, linked with economic development strategy eg Strategy 2010 and employment opportunities. There needs to be a clear role for each sector. Further Education should be the main provider of education and training in economically relevant skills eg Construction, IT, Engineering, Manufacturing, Electronics, Tourism and Hospitality which are vitally important to Northern Ireland's future. Ease of access to education and training is essential for all who are able to benefit from it with financial support where necessary. All 16-18 year old students in full-time education should receive the financial aid that at present is only available to Job Skill trainees. Research and Development should be strategically directed at areas of potential growth in the economy. It should be driven by partnerships with government departments involved in economic policy planning, labour market intelligence, skills forecasting and research bodies including the Universities and Further Education Institutes. Q1B What changes are required in the education and training system in order to meet the needs of the Northern Ireland economy? There is a need for continued but more substantial links between all the partners involved in education and training. Linkages need to start at Primary Level through to Higher Education so that 'education' and 'training' policies develop in tandem. These high strategic linkages need to be within Government Departments such as DETI, DoE, DHFETE, IDB, LEDU and bodies such as CCEA, NIBEP, ANIC in order to ensure all policies are developed in tandem. The educational and training capacity of the FE sector should be fully integrated with the inward investment activities of the IDB and ought to become a more central part of the overall package of measures used to attract investment into Northern Ireland. In the Further Education sector, Centres of Excellence should be identified and adequately resourced. Regarding funding of training for business, there needs to be government financial support where firm partnerships are formed in order to tackle skill shortages. For example, companies of all sizes, would work together in strategic skill partnerships eg engineering, construction, information technology with their local FE Institute to develop generic skills programmes ie multi-skilling for engineering needs. At another level these skills partnerships would play a pivotal role where Councils, Government Departments and IDB are seeking to attract inward investment in their areas. Funding should be given to establish a Business Unit in each FE Institute similar to the models in the Regional Technical Colleges in the South of Ireland. This would provide a 'one stop shop' for companies or economic development bodies and would give assistant with traditional and tailor made courses. Q2 What are the main strengths and shortcomings in how this system provides for the needs of the Northern Ireland industry? Strengths The Northern Ireland Education System has an excellent reputation and is held in high esteem throughout the world. In the Further Education sector, approximately 90,000 People study part-time. This is a strong foundation on which Lifelong Learning may build. There are many sources of expertise in training and education whether in the private or public sector as well as Personnel and Training Managers in companies. Shortcomings While many people are studying part-time, they are often required to fund this from their own personal income. Marginalized groups remain largely outside the Further Education and Higher Education system for retraining. More support in reaching these groups need to be addressed such as ear-marked funding for training small groups. Groups of long-term, unemployed people may often be attracted to new skills such as IT skills through their children. This might take the form of 'Family IT Club' run at a local Institute. However, DHFETE do not permit Further Education Institutes to enrol children under 16. Hence, parents may not have the confidence to enrol by themselves. Teaching a family IT skills often can be a first and softer approach. Q3A How important is IT to industry now and in the future of Northern Ireland? This area will be one of the key growth areas for Northern Ireland in the future. In DHFETE's publication 'A Study of the NI Labour Market for IT Skills' seventy per cent of the 65 firms questioned stated they had difficulty recruiting for all IT categories of staff. This shortage is particularly evident in positions such as graduate project leaders, and managers as well as strategic planners. This imbalance needs to be addressed. Q3B How can the education and training system (including university-based R&D) provide the IT and communication technology needs of Northern Ireland industry? At a local level the Upper Bann Institute strives to accommodate the ICT needs of Northern Ireland by providing a high quality core of Higher Education Computing and Electronic Engineering programmes - both full-time (HNDs) and part-time (HNCs). Existing Higher Education programmes can be improved by adding to them industry-based ICT programmes such as those from industry-based ICT programmes such as those from Microsoft Certified Professional, CISCO or Nortel. Models of good practice should be examined such as that of Fast-track into IT run in Dublin. This is targeted at long-term unemployed people and aims to develop 3500 jobs in the IT industry in one year and works on the basis of partnership with IT companies, Government Departments and all Training Providers - public and private. Q4 What incentives for training providers and businesses need to be developed to provide training geared to a highly competitive global economy? Many companies require short, modular and customised training programmes which can be delivered in-house. Unfortunately courses delivered by Further and Higher Education Colleges require a minimum number of candidates to be financially viable and companies will therefore be charged for non-attendance as education establishments will apply a full cost recovery funding mechanism. This acts as a disincentive to companies as they are reluctant to pay. Hence other methods of training provision are required. Q5 What are your views on skill shortages and how any perceived problems might be tackled? To address skill shortages Northern Ireland Companies need to put in place incentive schemes for lifelong learning and upskilling for all levels of staff. The Career Development Scheme developed by NACCO Materials Handling Company based in Craigavon is a model of such a scheme. Companies need assistance in preparing business and training plans. In the local area of Craigavon, recent research in 100 companies indicated a promising outlook with over 70 expecting to expand their business within the next year. However, the same study revealed that 61 per cent had no business plan. This is not a criticism of the companies but highlights the difficulty in identifying future training needs. top1. Definition of Careers Guidance. n Providing information and advice on specific options relevant to a young person's interests, abilities and to available opportunities. The main focus of careers guidance is the individual's progression within and between education, training and employment. n The guidance process involves: Informing - providing
information about education, training and employment opportunities without discussing
the relative merits of different options. Advising - helping
clients interpret information and choose the most appropriate action. Counselling - help clients discover, clarify
and understand their education, training and employment needs and the
various ways of meeting them. Assessing - defining
the clients current levels of skill, knowledge and experience on the basis of
verbal and written information gathered on their personal, educational and vocational
background. Individual assessment tools may also be used. Enabling - supporting
clients in dealing with employers, training organisations and agencies in terms
of completing application forms, interview preparation etc. Advocating - negotiating
directly with employers, institutions or agencies on behalf of clients. Agreeing Action - Agreeing
action to be taken to enable clients to achieve goals. 2. Careers Guidance Provision n Careers Officers from the Department provide careers guidance services to young people in schools, FE Colleges and Training Organisations as well as to those 16 and 17 year olds who are unemployed. They also offer a limited service to unemployed adults and job changers. n Careers Officers are professionally qualified and hold the Postgraduate Diploma in Careers Guidance. There are 97 Careers Officers based throughout the JobCentre network providing information, advice and guidance on specific options relevant to the young person's interests, abilities and to the available opportunities. n The provision of careers guidance in schools and colleges is facilitated through Service Level Agreements signed by the School Principal and the JobCentre Manager. These Agreements detail the Careers Education programme within each school and the relevant guidance input from the Careers Officer. Each Agreement will differ in content however the range of guidance services will normally include Interest Inventories, Aptitude Tests, Individual Interviews, Class Talks and Group Sessions. n The Year 12 (5th Form) average cohort in schools is 26,000 pupils. Each year the Careers Service tracks the destination of each eligible school leaver. This year's survey is underway while the surveys for the past three years show the following destination trends:
|