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COMMITTEE FOR EMPLOYMENT AND LEARNING Report on the Inquiry into Education and Training for Industry (Continued)
WRITTEN SUBMISSION BY: Background to NIBEP The Northern Ireland Business Education Partnership (NIBEP) was established as a result of the recommendations of the Northern Ireland Review of Business Education Partnerships, and was officially launched in May 1995 by the Department of Education and the Training and Employment Agency. NIBEP's key aim was to bring a coherent and focused approach to linking education and business together in partnership, realising the importance of such links in strengthening the educational and economic infrastructure of Northern Ireland. In doing so, NIBEP advised government on the implementation of business education activities and policy. Partnership between business and education is essential for both economic and social success in Northern Ireland. We live in the globalized and fast changing world where economic survival and success depend upon a skilled and flexible workforce. It is vital that our young people are fully aware of the implications of such change on their future careers and life choices. Partnerships between business and education provide a mutually rewarding opportunity for educationalists and employers within a community to work together to ensure young people develop their full potential and can take full advantage of opportunities available to them. NIBEP recognises that one of the goals of the education process is to ensure that those who progress from the system do so with the skills and knowledge necessary to make well-informed, strategic life decisions. These skills and the knowledge obtained are necessary for decisions made in respect of the selection of career education and future high-quality employment choices. By adding value to the classroom experience of young people through, for example, greatly improved and relevant workplace experience, NIBEP believe young people can develop the skills required by employers and demanded in the workplace in the 21st Century. NIBEP's Extended Remit Following the publication of Strategy 2010, the then Department of Education for Northern Ireland wrote to NIBEP on behalf of the Department and the Training and Employment Agency in November 1999 to set out their thinking on the expanded remit of the new NIBEP to enable it to take forward the priorities and objectives in the area of business/education links. This letter states that NIBEP should be the 'key umbrella' body I taking forward the coherent and strategic approach set out in Strategy 2010 in relation to business/education links. In addition, NIBEP should act as the principal conduit for Government funding in respect of business/education links. Partnership Working NIBEP fully recognises the importance of creating and sustaining relationships and collaborative partnerships with Government Departments and the various NDPBs. In particular, the importance of working in collaborative partnerships with the Education and Library Boards (ELBs) is recognised. The ELBs have the statutory responsibility for the schools and teachers in their charge. NIBEP fully recognises the valuable work in respect of the work-related learning activities which are already going on in schools and which have been supported by the ELBs as part of their statutory responsibilities. Schools and ELBs have already undertaken valuable work, particularly since the last review of careers education, commissioned by DENI and the T&EA in 1995. The guidance materials which were published for schools as a result thereof, 'Evaluating a Careers Programme' (DENI-ETI 1996) and 'Careers-Planning for the Future' (NICCEA 1996) are well known and used by practising career teachers in Northern Ireland. NIBEP will work to support the ELBs and their associated schools in the achievement of their statutory responsibilities. Lifelong Learning Since the election in 1997, the new Labour administration in the UK has attached considerable importance to education and in particular to lifelong learning. The Government's 'Lifelong learning' proposals are set out for consultation in the document entitle, 'The Learning Age - a Renaissance for a New England'. The key rational underlying the proposals are relevant to Northern Ireland and are clearly articulated in the foreword to the document by the Secretary of State for Education, David Blunkett, MP. "We stand on the brink of a new age. Familiar certainties and old ways of doing thing are disappearing. Jobs are changing and with them the skills needed for the world of tomorrow.Continued learning is the key to prosperity-for each of us as individuals, and as for the nation as a whole." (The Learning Age 1998) Lifelong learning has been firmly set at the centre of the Government's new thinking about the relationships between education, training and business. The Government's various proposals include working with business, employees and trade unions to support and develop skills in the workplace and also to raise standards across the teaching profession. In broad terms, the Government recognises that reform of the education system is needed to enable schools to equip their students to flourish in the 21st Century and to bridge the gap between the knowledge and competencies which schools have traditionally taught and the increasing need for excellence and competitiveness in the context of the world of work. It is with this recognition of the need for reform that NIBEP can make a difference. In general terms, there is UK wide awareness of the many changes of the world of work and future career patterns. It is recognised that the world of learning is also changing. There is rapid change with developments in HE, the reforms to post-16 qualifications and the introduction of more vocational pathways in the 14-19 curriculum. These changes mean that all students will needs access to well inform and impartial guidance. Students will also need access to a high quality programme of careers education in the curriculum, which will equip them with the knowledge, understanding and skills needed to make effective use of the guidance. In this regard NIBEP welcomes the Current Review of Careers Education. Strategy 2010 Strategy 2010 is an important strategic document, which was issued in March 1999, and specifically recommended that the Northern Ireland education system place major emphasis on the world of work and the cultivation of skills o promote continued employability in a fast changing modern economy. In particular, Strategy 2010 states, "collaborative clusters of schools, businesses and colleges should be established to deliver education and training outcomes tailored to the needs of the economy. These should be facilitated by a single enabling organisation, centrally directed but operated locally and based o the Northern Ireland Business Education Partnership (NIBEP) model." Amongst one of its most important recommendations was a call for, "greater integration of economic and educational policy and more collaboration between business and education and training in delivering the skills and capabilities needed by business." In particular a Skills Task Force, led by the Chairman of the Training and Employment Agency, has been charged with the responsibility of identifying those skills required to ensure future economic competitiveness. The Skills Task Force will in turn, advise government on measures to develop the skills needed to sustain future employment. Skills and Education In the area of skills and education, Strategy 2010 recommended the following, which are particularly relevant to NIBEP and the DHFETE Committee's work in the area: n economic development strategy should inform education and training policy; n collaborative clusters of schools, businesses and colleges should be established; n the current system of careers guidance should be enhanced; and n teacher training should include an industry placement module. In the context of the Review of the Northern Ireland Curriculum it has been identified that there is a need to clarify the aim and values of the curriculum and to improve curriculum relevance and enjoyment for all learners. If has also been recommended that greater emphasis should be given to work-related education and employability in order to prepare young people more effectively for the transition to adult and working life. Education For Employability The current curriculum review coincides with a period of some uncertainty in relation to the political, economic and social governance of Northern Ireland. Despite this it is widely recognised that Education for Employability should be progressed to empower young people to make positive contributions to organisations and working environments. The approach to developing Education for Employability in the Northern Ireland Curriculum comprises three dimensions as follows: n work in the global economy; n career management; and n skills and qualities for work. Opportunities have been identified at various key stages for NIBEP to provide support particularly with respect to the work of the global economy and with specific reference to the encouragement of young people to develop their skills and qualities in respect of the needs for work. Business Education and Economic Development Policy In a recent statement Prime Minister, Tony Blair, stated that, " Modern business now have to cope with a broader range of expectations than in the past. Customers and employers care about companies impact on the society and the companies have increasingly tried to integrate corporate, social responsibility in to their mainstream business strategy." This statement clearly underlines the growing recognition of social responsibility, which is expected from modern business both large and small. In relation to social responsibility, education represents a meaningful flagship with which business in Northern Ireland, both large and small, can become involved. In a number of respects, the Northern Ireland economy is very different to the economy in the rest of the United Kingdom. Small firms predominate in the Northern Ireland economy. Building and developing an enterprise economy through increasing the level of entrepreneurial activity is one of the principal prerequisites for the future economic growth of the Northern Ireland economy. In the period 1995-2000, Northern Ireland emerges as one of the top performing regions in the UK in terms of employment growth within the small manufacturing firms sector. This places organisations such as LEDU and the associated enterprise agency networks in a pivotal role in relation to fostering enterprise, entrepreneurship and employability. NIBEP clearly recognises the importance of small business development to Northern Ireland and the requirements, which small businesses have for young people progressing through the education system in relation to their knowledge and skills. Corporate Social Responsibility Corporate social responsibility applies across the entire business sector in Northern Ireland and embraces both large and small enterprises. Many companies have already signed up to the EFQM Excellence Model and IIP, which demonstrate the tangible commitment to investing in the community, their staff and society at large. NIBEP also recognises the role of Business in the Community in promoting and supporting companies to develop corporate community investment policies. It is the business sector, which can influence the education agenda and the career choices of young people. Lastly, NIBEP intends to build on the progress achieved to date in relation to the first NIBEP strategy entitled, 'Raising Achievement Through Partnership 1997-2000'. This strategy set out five areas, which were identified for particular priority action. The priority action areas are as follows: n work experience; n mock interviews; n economic/enterprise awareness; n teacher/lecturer placements; and n supporting careers guidance. These priority action areas, together with the other key areas set out in the 1997-2000 strategy, will continue and have been developed in the new strategy and business plan, copies of which are included. 1. What should the education training system (including university-based R & D) offer, and how does it need to change, to meet the needs of the Northern Ireland Economy? NIBEP believes that greater use of information communications technology and e-commerce teaching together with greater use of the web for tutorial teaching should be encouraged within Northern Ireland. The education system locally needs to increase student access within Northern Ireland More outreach work is needed to encourage higher levels of participation in education, particularly amongst women. This requires increased facilities in rural areas to allow access to conversion courses. Pedagogy needs to be more flexibly, with innovative forms of assessment introduced to develop key skills that mirror team working. This will require the FE/HE sector to move away from formal exams to more skill set building to reflect the new and emerging economy. The type of skills required by employers can be characterised by the following: - n Skilled at managing information from many sources; n Skilled at transferring skills - applying them to many areas of their work; n Skilled at adapting to new technologies and ideas; n Good at learning new vocabularies and new techniques; n Business aware, able to react to new business opportunities and spot potential ones, good at working with teams, with sharing information; n Good at visualising concepts and communicating them; n Good at communicating in general; n Good at new ideas; n Good at defining and solving problems of all types; n Good at networking and making the network work for work; n Not afraid to take risks and learn from their mistakes [1] NIBEP firmly believes that partnership between business and education are therefore essential to the economic and social well being of Northern Ireland. NIBEP recognises that shared experience and joint working can produce recognisable superior outcomes for young people and business in the future workplace. In order to share experience partnerships are fundamental and their formation provides, not only a deeper appreciation of the interests of various organisations, it also provides opportunities for access to resources and increased achievement. NIBEP will therefore seek to build on existing partnerships and increase their effectiveness to help develop the type of people modern business needs in Northern Ireland. This should be a key aspect of university-based training. NIBEP believes that the university system needs to improve links with international centres of excellence throughout the world to share research and to access developments in teaching and learning. The establishment of the cross-border bodies on education and economic development are to be welcomed and NIBEP fully supports moves towards greater cohesion between universities in all parts of Ireland. 2. What are the main strengths and shortcomings and how this system provides for the needs of Northern Ireland industry? Significant changes are taking place in the 14 - 19 curriculum and beyond. Northern Ireland industry needs to be informed and kept aware of the changes that are taking place to allow them to respond to the various options available to young people by way of either employer based programmes such as modern apprenticeships, link programmes between schools and work, i.e.GNVQ's, NVQ's together with those who choose to take the much more academic route through A' levels or vocational A' levels. Equally further education colleges must be fully resourced to provide the full range of provision from both an academic and vocational point of view. Greater awareness of economic development and forecasting locally should be an essential element of universities planning for the next five years. This type of research in association with the Training and Employment Agency and the Department of Enterprise, Trade and Investment will allow the university system to be more proactive in improving and developing new courses. This type of development did take place during the early 1990's with the introduction of the High Technology National Training scheme (HTNT). This scheme funded by the then Department of Employment in England and the Training and Employment Agency in Northern Ireland sponsored students, largely on postgraduate courses, in pioneering or emerging technologies prior to these courses gaining funding approval via the Higher Education Funding Council. Industry, Higher Education and Government should work collaboratively together to develop an innovation fund, which will support developments in the application of technology, within universities, industry, pharmaceuticals sector, medicine or emerging technologies. NIBEP believes that we should promote greater employer participation in the design and delivery of university programmes and therefore improves employer's understanding of the benefits of business education partnerships with universities and further education colleges. NIBEP believe that boards of governors of schools, further education colleges together with the senates of our universities should have increased industry representatives serving on major committees to strengthen and improve the understanding of Northern Ireland industry and education. Business Education Policy The Department of Enterprise Trade and Industry's Company Development Programme provides financial and other assistance to companies who are seeking to develop new working practices and methods aimed at improving business performance. A key condition for participation on the Company Development Programme is the willingness of companies to apply for the Investors in People Standard and to encourage employees to undertake NVQ's as part of their training. NIBEP believes that the provision of Selective Financial Assistance from Government to companies should include a condition that recipients should develop links with their local school, Further Education College or University. In doing so a greater understanding of the education system and the various progression routes on offer will be more fully understood by Northern Ireland Industry. This type of engagement with the education sector will contribute to the growing awareness of corporate social responsibility and the European Quality Excellence Model. Furthermore, Northern Ireland industry can contribute to societies understanding of industry's needs through work experience, teacher/lecturer placements or indeed placements from business people into schools, colleges and universities. This type of activity will foster greater understanding of each other's needs through mutually beneficial partnerships. This can be further complimented by ensuring that high quality and independent careers education advice and guidance is given to our young people so that they can make informed choices about their future career plans. NIBEP in this regard welcomes the work of the review of careers guidance currently being undertaken by Professor Sean Fulton and looks forward to working with the various agencies concerned to implement the recommendations that flow from the review. 3. How important is Information Technology (IT) to industry now and in the future in Northern Ireland? How can the education and training system (including university-based R&D) provide the IT and communication technology needs in Northern Ireland industry? If Northern Ireland wishes to be at the leading edge of IT Development then we have to attract high-class companies, involved in high added value research and development. These companies should be attracted to Northern Ireland not because of Government grants but because of our knowledge based economic infrastructure. We need to ensure that companies want to come to Northern Ireland because what we have here is better than what is available elsewhere be that in Italy, Germany, Scotland or for that matter Silicone Valley. Furthermore we also realise that Northern Ireland's remoteness from the marketplace means that if we are to be successful we need to be ahead of the game. There are considerable new opportunities to be had in information technology and if we in Northern Ireland are at the leading edge then we can maximise the export potential of IT products and services throughout the world. Whilst there is certain research development capacity available locally the types of activities that companies are engaged in are not entirely leading edge. Recent job loses at Nortel and a number of suppliers are a symptom of this because the work is at the commodity based level. If we move from high added value to low added value, then these jobs will be under threat and companies will move to third world countries where labour is cheap and abundant. Information technology also relies heavily upon hardware. Northern Ireland needs to be in a situation where they we are engaged in developing the next generation of hardware and be in a position where we can manufacture the computers here for export elsewhere within the world. NIBEP's main message in regard to the whole issue of information technology is that there are no low tech sectors any more. All aspects of industry and commerce have come to rely upon information technology, be that in terms of providing services or in manufacturing. What Northern Ireland needs is to ensure that its information technology industries are driven by the highest standards, that we attract the best people, that we engage in research and development and that we are doing things smarter and better than people elsewhere in the world. This used to be the case in the textiles and clothing including industry within Northern Ireland. However, past history has taught us that if we don't continue to invest, change and adopt our working methods and practices then we might well see the collapse of the IT industry as has been the case with textiles. 4. Incentives for training providers and businesses to develop training geared to a highly competitive global economy. NIBEP fully supports the need to provide timely and informative information on the future skills, which are required in order to assist the Northern Ireland economy to grow. Good work has already taken place on forecasting and identifying current skills shortages by the Northern Ireland Skills Taskforce and The Training and Employment Agency's Skill Task Force. NIBEP would like to see greater employer participation in forecasting skills and in course design with training providers to ensure where possible that best practice is being followed. It is also important that state of the art facilities are provided across a broad range of communities both rural and urban. Schools provide a good example of were IT training could take place. BT working in partnership with schools in the Ballycastle area is a good example of were industry can link with parents and others to provide local IT training making use of educational facilities in the evenings that would otherwise not be used as part of LLL. Particular incentives should be given to training providers to reach the required outcomes ahead of projections in regard to training. Participants on programmes who achieve success ahead of projected timescale should also be considered for incentives. Output related funding is a useful tool to ensure quality of provision and to increase the level of qualifications offered and gained. Bridge to Employment is an excellent scheme, which can link unemployed people with companies seeking to expand or recruit. NIBEP would like to see greater use of this and other incentive methods aimed at driving up standards. 5. Views on skills shortages and how any perceived problems may be tackled. NIBEP wishes to support the view that the success of Northern Ireland's economy is heavily dependent on the skills of the Northern Ireland workforce. NIBEP will play its part in promoting high levels of employment, growth and sustainability within the Northern Ireland economy. In association with our partners in business NIBEP will seek to close the gap between the needs of young people and the needs of industry. In doing so NIBEP hopes to assist with the development of a skilled workforce within Northern Ireland, which will contribute to sustainable economic development. The identification of opportunities, the transformation of ideas into products and services and the ability to be first into the marketplace will underpin the creation and wealth of employment opportunities for students, those in work and others who are currently economically inactive with the capacity of potential to participate in employment and enterprise. NIBEP sees the issue of skills gaps as not only an economic issue but also a social issue. For example, they may be poorly skilled, unemployed, living on low income or coping with difficult home circumstances. For people of working age, joblessness is one of the most profound cases of poverty. Being out for work impacts directly on income and the government's view is that, for many people, the best protection against poverty is a job with a decent wage. It is in this context that as part of the earlier Targeting Social Need Initiative, the then Department of Economic Development set targets for increasing employment opportunities and training activities in, or adjacent to, disadvantaged areas. In addition, through the Lifelong Learning Policy, DENI and the Training and Employment Agency have delivered a strategy, which will increase employability through the development of basic skills and by linking education and training provision more closely to regional, and local skill needs. New Deal and Worktrack are examples of interventions designed to help people to move back into the world of work and off benefits. DENI's School Improvement Programme, and the targeting of new places in pre-school education provision towards children from less well off families are also mechanisms for improving the standards amongst the next generation. NIBEP would welcome the greater use of educational bursaries similar to those currently available to those following the Training and Employment Agency's Industrial Scholarship Scheme used to encourage bright students to stay at local universities whilst being linked to local companies. Local companies need to play a greater role in providing sponsorships not only for the brightest of our young people but also for those who are on the cusp who could benefit from financial help and assistance in progressing their education. Companies can view this as their contribution to corporate social responsibility and by being good corporate citizens for Northern Ireland. NIBEP particularly welcomes the findings of 'The Northern Ireland Skills Monitoring Survey 2000' and the contribution it has made to the complex issue of skill shortages and skills gaps locally. An important aspect of this Survey work highlighted the growing awareness amongst employers locally of the benefits of building links with schools and colleges. Overall 12% of companies surveyed identified improved school/college links as a measure taken by them to overcome recruitment difficulties. Whilst this is to be welcomed the survey also identified that 30% of employers were doing nothing to overcome recruitment difficulties. NIBEP firmly believes that there is and remains a high degree of compliancy amongst employers of the importance and benefits of business education links. This needs to be tackled to ensure economic prosperity and the full funding of NIBEP's Business Plan will go a significant way to achieving this. 6. Your own role and contribution to education and training for industry in Northern Ireland NIBEP will contribute to the social development, educational attainment and economic prosperity of Northern Ireland, with the mission: "to promote the development of innovative, value-creating and effective partnerships between business and education to enhance the educational experience, employability and entrepreneurial attitudes and skills of young people, thereby preparing them for the world of work." We are operating in "a fast growing, competitive, innovative, knowledge-based economy where there are plentiful opportunities and a population equipped to grasp them," certain key principles support our mission, namely: n collaborative partnerships n supporting enterprise, entrepreneurship and employability n making full use of developments in Information and Communication Technology n promoting social inclusion and equality n excellence in all activities In promoting social inclusion and equality, a number of key actions are necessary: n The need for NIBEP to ensure dispersal of activities across Northern Ireland both in terms of geography, community representation, and by educational establishment. n The need to ensure that programmes and activities identified in the Business Plan take place throughout localities including those which are designated as most disadvantaged. n The skewing of energies towards the development of activities designed to achieve greater business education relationships targeted at disadvantaged locations and potentially disadvantaged groups. This will necessitate the consideration of the allocation of resources in terms of not only money, but also time and effort, and the associated distinction between urban and rural circumstances. We will endeavour to engage with all our partners in the primary, post-primary, special needs and Further Education (FE) sectors in developing business education policies and activities in pursuit of NIBEP's extended role. NIBEP's Business Plan - funding shortfall Whilst there has been broad agreement reached by all parties that links between business and education are an essential element to the process of economic prosperity the practicalities of implementing the policy have proven difficult. Unfortunately, given the competing priorities within the Programme for Government it has not been possible for NIBEP's Business Plan to be fully funded during this financial year. The position for the financial years 2002 - 2003 and 2003 - 2004 remains unclear. This is due to the Executive's decision to agree financial planning on an annual basis. Regrettably the funding situation has had a major impact on NIBEP's ability to take forward this important work. This will have a knock on effect on our partners in industry, schools, colleges and the Provider Bodies. NIBEP has had to reduce its planned levels of activity and concentrate on developing a modest range of programmes, at a time when major expansion was planned. NIBEP would welcome the support of the DHFETE Committee to lobby the Minister, Dr Sean Farren, to fully fund our Business Plan and allow NIBEP to fulfil its remit letter in regard to business education activity.
15 May 2001 topWRITTEN SUBMISSION BY: Summary of this submission This submission is divided into two sections. Section A: Curriculum and Qualifications for 14 - 19 Year Olds Section A sets out the approach being taken by CCEA to review the curriculum and qualifications for 14 - 19 year olds in order to take account not only of the needs of the individual students but also of the demands from employers. In particular, 'employability' is at the core of what is being proposed in a more flexible arrangement for 14 - 19 year olds who can choose a range of different types of courses both academic and vocational. In addition, CCEA believes that the proposals have the potential to promote the development of enterprise and entrepreneurial attitudes in an economy where 94% of the 84,535 businesses in Northern Ireland employ less than 10 people. - This submission confirms CCEA, in its review of the curriculum and qualifications up to the age of 19, is attempting to respond to the perceived needs of industry. This recognizes that there are both shortcomings and strengths within the existing education system. - The importance of comprehensive and impartial careers guidance will be emphasized. The process of personal career planning should begin at Year 8 - the first year of post-primary school. Section B: Colleges of Further and Higher Education Section B makes some observations on and suggestions for the further and higher education sector. In particular further education needs to clarify better its focus and concentrate on key segments of the learning 'market', particularly adults returning to education and others already in employment who require upskilling in a lifelong learning environment. Transfer Procedure Debate and Potential Implications for the FE Sector CCEA believes that the Review of Post Primary Education currently underway, will inevitably consider the interrelationships between Primary, Secondary and Tertiary education. It is entirely possible that this review could have significant implications for Further Education. SECTION A Curriculum and Qualifications - Response to the Changing Needs of Industry The Council welcomes the Minister's decision to undertake the examination of the contribution of further and higher education and training to Northern Ireland industry. The economic landscape, both locally and globally, is changing rapidly. The time is most opportune, therefore, for this review. The Council further welcomes the fact that the Committee acknowledges that definitive views on the role of further and higher education and training can only be formulated when account is taken of the wider educational context. The broad questions set out in the invitation letter, dated 15th August 2000 offer scope for a consideration of what happens in the education sector up to age 19 for which CCEA has a remit. As an initial reaction to the terms of reference for the review of policy the Council draws attention to the claim in a Department of Education for Northern Ireland (DENI) research report [2] which states that the principal policy implication to be drawn from the evidence reviewed in this paper is that efforts to produce a better educated and more highly skilled workforce ought to be a central element in the overall economic development strategy in Northern Ireland. The evidence reviewed related to education in its broadest sense including lower and upper secondary level schooling, vocational training and university level education. Throughout the remainder of this paper the term 'industry' will be interpreted widely to include reference to all sectors of the economy. Nevertheless, particular attention, is paid to specific occupational areas which have been identified as future development and growth priorities. Changes in the 14 - 16 curriculum CCEA believes that the current curriculum provision needs to be radically overhauled not only to take account of the individual needs of pupils but also to respond to the views of teachers and employers. The review of the curriculum is now under way. There were many pressures for change to the statutory curriculum, which had been put in place, for the first time, in 1990. Among the advocates for change were post- primary school principals who argued strongly that a very 'academic curriculum' did not allow for diversity and choice among their pupils. In particular, they felt that there was insufficient emphasis on the vocational dimension in the curriculum. A significant minority of pupils themselves were not motivated by what they were being offered. The Council acknowledges the dramatic shift towards a knowledge-based economy and the erosion of the 'career path'. Knowledge and innovation are key to economic success which will depend upon ideas, skills and enterprise. The Strategy 2010 Report [3] states that we need a fast growing, competitive, knowledge based economy where there are plentiful opportunities and a population equipped to grasp them. In a report by the Institute of Directors entitled Skills Survey 2000, issued in November 2000, it was stated that employers need an increasingly skilled and well-educated workforce. 46% of respondents said that between 51 - 100% of all their employees needed two A levels or an NVQ level 3 to do their jobs. 23% of respondents said that between 91 and 100% of their employees needed to be qualified to at least this level. CCEA agrees with the Confederation of British Industr [4] who state that by the time young people reach the age of 16 - whether they choose to leave the education system or to continue with it - it is important that they have the knowledge, skills and attitudes which will equip them for the world of work, and lifelong learning. In recognition of these comments, and from its own view of education, CCEA is currently drawing up detailed plans for a new curriculum for introduction in 2003. In summary, the curriculum is being framed around the firm belief, which has been endorsed widely across the education and employment sectors, that the curriculum for all young people up to the age of 16 should develop each individual as: - an individual; - a contributor to society; - a contributor to the economy and to the environment. At the core of the curriculum is provision for 'employability' which incorporates knowledge of the global economy, personal career management and the skills and qualities required for modern world class workforce. CCEA believes that the suggested curriculum reforms will make a significant contribution to the promotion of enterprise and entrepreneurial attitudes which are so important in a small economy where 94% the 84,535 businesses in Northern Ireland employ less than ten people [5] In putting the framework into practice CCEA believes that the curriculum should be common and prescribed up to the end of Key Stage 3 at age 14. At that point, CCEA is proposing that a more flexible approach should be adopted for the 14 - 19 continuum. The Council's detailed proposals are included in the enclosed paper entitled Proposals for the Curriculum at Key Stage 4. Changes in the 16 - 19 curriculum CCEA supports the move towards a broader curriculum for 16 - 19 year olds. Guidance and support have been offered to schools and colleges to help them to ensure that individual students follow a broader range of courses, together with key skills. However, higher education and employers have an obligation to respond positively to the current post-16 innovations. Following a review of the post-16 curriculum Sir Ron Dearing (now Lord Dearing) proposed significant changes to the curriculum for 16 - 19 year olds. One of the principles which guided his work was the need to encourage students to follow a broader curriculum. The CBI [6] states that breadth of learning post-16 is essential to prepare young people for changeable working lives. Breadth in terms of transferable skills and qualities for work needs to be a feature of all different routes. All young people should have access to develop and assess the full range of their key skills. In order to provide an understanding of work and help develop key skills and attitudes, enterprise projects and work experience opportunities should also be available in all routes. In this context, CCEA, in collaboration with its Regulatory Authority colleagues in England (QCA) [7] and Wales (ACCAC) [8] , has introduced the new AS courses, revised Advanced GNVQs (now referred to as vocational A levels) and specifications for six key skills (Communication, Application of Number, Information Technology (IT), Working with Others, Improving Own Learning and Performance, and Problem Solving).
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