COMMITTEE FOR EMPLOYMENT AND LEARNING

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

Report 01/01R

WRITTEN SUBMISSION BY:
NORTHERN IRELAND TEXTILES AND CLOTHING TRAINING COUNCIL (NITC²)

Education and Training for Industry

NITC² welcomes the opportunity to respond to the request from the Northern Ireland Assembly's Committee for Higher and Further Education, Training and Employment for its views on further and higher education and training.

The Northern Ireland Textiles and Clothing Training Council's Mission is:

"To identify and ensure education, training and development that will deliver the necessary skills for the profitable growth of the Northern Ireland clothing and textiles industry."

EXECUTIVE SUMMARY

The Northern Ireland clothing and textiles industry's contribution to the NI economy is substantial. It is exclusively responsible for 20% of all employment in Northern Ireland's manufacturing output. Textiles accounts for over 20% of NI overseas export. The industry provides employment for many skilled people, including shop floor operatives, managers, technologists, designers, engineers, pattern cutters and marketers.

However, the industry is currently facing the greatest challenges in its history. In the past five years 1,300 clothing firms and 400 textile firms have gone out of business in the UK. Low labour - cost suppliers are securing an increasingly large share of world markets, state aid in a number of overseas countries are distorting competition, sourcing patterns on the Higher Street are changing as are consumer spending patterns and the general weakness of the euro and related European currencies is having a significant, negative impact upon exports.

The industry must respond quickly to these changing circumstances and increase its chances of maintaining the critical mass necessary for its survival.

We must therefore:

1.            Encourage and enable manufacture/retailer co-operation to establish stronger and more efficient supply chains.

2.         Nurture and use effectively appropriate design and innovative talent.

3.         Ensure the effective and widespread use of IT.

4.            Maximise the potential to the industry of technical expertise and resources available in our Universities and Institutes of Further and Higher Education.

5.            Effectively promote the industry's reputation for quality and excellence.

This will require innovation, improved training and development, marketing skills and a revised recruitment strategy which will ensure high quality candidates.

Tremendous opportunities exist which must be exploited, particularly in areas such as technical, designer wear, dyeing and finishing, CAD, branded clothing, capital intensive manufacturing and high value niche markets.

To exploit these opportunities consideration should be given to the setting up of a number of Centres of Excellence within the current educational provision supported by both public and private funding. These Centres would offer industry-specific training running in parallel with generic skills training common to all industry sectors and would reflect the "clusters" identified by NI Growth Challenge including the textiles and clothing industry.

Last year the top 10 companies in Northern Ireland out-performed their Republic of Ireland and Great Britain counterparts, each of which is growing rapidly. This was achieved by employing modern design themes, new technologies, brand development and balanced cost sourcing strategies. There is still a need to:

n     develop new skills in logistics and purchasing;

n     exploit the fact that our closeness to our current markets affords us a quicker response time than competitors from overseas;

n     develop new routes into global markets;

n     establish joint ventures, combined marketing initiatives and networking strategies;

n     change the widespread perception that this is a sunset industry;

n     develop both existing and new brands for Northern Ireland companies.

This industry can only benefit from a productive partnership with Further and Higher Education providers of education and training. NITC² welcomes the opportunity to assist in the formation and nurturing of these partnerships.

Education and training is necessary to support the following Recommendations:

n     Design is the Key. We must improve our design and quality so that domestic production is a necessity rather than simply an option.

n     Investigate ways of improving speed of response to customer demand eg, how the successful Spanish Retailer Zara, with over 700 stores, still uses local factories, yet meets the varied customer demands from various European countries.

n     Sponsorship to attract and retain high quality personnel in all aspects of the industry.

n     For Higher Education institutes to be effective in meeting the needs of industry a number of centres of excellence need to be established. These may reflect a "clusters" model identified by NI Growth Challenge and should be supported by public and private funding.

n     Be more pro active at sourcing in the UK eg, NHS has a spend of £130 million, MOD a spend of £100 million, much of which is spent abroad.

n     Create a strategy that would support Life Long Learning in the Industry ensuring the continuous development of skill, knowledge and understanding essential for employability and personal fulfilment.

n     Maximise the effectiveness and efficiency of the industry through the use of ICT.

n     Create a strategy for the development of basic and key skills in the industry.

n     Develop work place learning initiatives with educational institutions.

n     Develop partnerships with the University for Industry.

n     Identify and remove barriers to education and training in the industry.

n     Prepare people to meet the challenge of changing jobs more often by ensuring they have transferable skills - team player, flexible positive attitude, numeracy, IT and communication skills.

n     Offer a programme of pre entry industry career guidance and counselling with an emphasis on a positive work ethic and the social benefits that follow from the rationale for work.

n     Partnerships should be encouraged at all levels between education and the private industry sector to promote greater awareness of their needs and to develop projects to meet those needs.

15 November 2000

WRITTEN SUBMISSION BY:
THE OPEN UNIVERSITY IN IRELAND

1.            INTRODUCTION

1.1        The Open University in Ireland is pleased to respond to the N.I. Assembly's Committee for Higher and Further Education, Training and Employment's Enquiry into Education and Training for Industry in Northern Ireland.

1.2        The focus of this response is the capability of the Open University in order to assist with the delivery of learning and training programmes of international quality, to enhance the skills of the local workforce. Such programmes can help bring about the creation of a dynamic, knowledge-based, competitive economy for Northern Ireland as visualised in the N.I. Executive's Draft Programme for Government and the N.I. Economic Development Strategy 2010.

2.             Question 1.             "What should the education and training system (including university-based R & D) offer, and how does it need to change, to meet the needs of the N.I. economy?"

2.1        The education and training system needs to support innovation in existing industries and an infrastructure for the introduction of new industries to replace those in decline. To do this requires investment in the local learning, training and support infrastructure to the levels found in other European regions where this has been recognised as the foundation for economic growth and success, such as is the case in Scotland and the Republic of Ireland. The system needs to develop and support a learning environment which produces the best-equipped people to help Northern Ireland compete successfully with those in other regions.

2.2        The ability of the N.I. region to compete with other regions will depend on the capability of the education and training system to address the skill shortages of new entrants to the workforce as well as updating the skills of those already in employment. To enable this to happen requires an integrated approach from all providers underpinned by a comprehensive system and culture of lifelong learning and training for all, the main features of which need to include the following:

-       integrated programmes with clear articulation between providers.

-       clear and well-defined progression routes.

-       practical Credit Accumulation and Transfer system (CATs) to which all providers are committed.

-       learning opportunities that combine underpinning knowledge with the development of relevant skills and competencies.

-       clearly understood learning transcripts for students that provide evidence of their knowledge and competencies.

-       clearer definition of qualifications in terms of the level and range of attributes of holders.

-       learning opportunities that meet the needs of individuals and the economy through flexibility.

2.3        The Open University can help achieve this by providing alternative methods of delivering high quality learning and training programmes. As a European-wide distance education and on-line learning institution, the OU offers employers and employees:

-       Flexibility

-       Open entry

-       A modular structure

-       Accessibility

-       Supported Open Learning

-       No attendance requirements (workplace learning)

-       International quality ICT programmes

3.             Question 2.              "What are the main strengths and shortcomings in how this system provides for the needs of Northern Ireland industry?"

3.1        A strength of the system is the production of skilled graduates, a feature which is given high priority and recognised consistently by inward investors.

3.2        The Open University can help these people reach their potential through the delivery of integrated learning programmes which involve individual study and practical skills development. These programmes include work-based activities and have been presented in association with partner training providers such as the Northern Ireland Training and Employment Agency.

3.3        The Open University commends the contribution of local colleges and institutes of further and higher education in this important area. If the N.I. Assembly is serious about the creation of a competitive workforce it needs to give further support to these institutions. They have a region-wide infrastructure which produces high quality learning and training programmes, mostly vocational. "Parity of esteem" needs to be granted to their qualifications and further investment given to supporting closer and more effective collaboration between further and higher educational institutions.

3.4        The Open University wishes to highlight the critical importance of vocational qualifications, work-based learning and the introduction of Foundation Degrees in the progression towards a competitive economy and the creation of a skilled and responsive workforce for industry. It points to the success of the Institutes of Technology in the Republic of Ireland in the rapid delivery of training to meet skill shortages and the fact that this was made possible because government and industry resources were deployed to this sector.

3.5        The Open University wishes to play a part in the development of Foundation Degrees and bridging collaboration with colleges of further and higher education. The O.U. has already well established partnerships with most of these institutions and with other providers in the system, such as the Workers' Educational Association and Trade Unions such as UNISON, which provide validated awards, within the QAA qualifications framework, to enhance the learning and skills of people in the region. The O.U. is well placed to share and apply this expertise further in relation to the educational and training needs of the workforce.

3.6        The Open University commends the strength of the existing education and training system in facilitating an extensive network for the exchange of information, partnerships and dissemination of good practice. However, it wishes to draw attention to the lack of articulation between the needs of industry and training providers and the need for better advice and guidance services. This shortcoming limits the willingness and capability of employers to engage effectively in education and training.

4.             Question 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 of Northern Ireland industry?"

4.1        The Open University has noted that in its Draft Programme for Government, the N.I. Executive has undertaken during 2001/02 to promote Northern Ireland as a world class centre for e-commerce. It also notes the significance of ICT as acknowledged in the RoI White Paper on Adult Education, which states that there are compelling reasons for integrating ICT into the education and training system, the biggest influence being the Internet, which is the fastest growing network in the history of communications. Increasingly, the Internet will be used as the means of conducting consumer and business transactions (e-commerce). It follows that knowledge and familiarity with IT based technologies will have a critical bearing on levels of employability in Northern Ireland.

4.2        To acquire this knowledge and familiarity will require an increasing number of adults to access education and training opportunities through ICT. As an opportunity for adult learning, ICT provides a whole new mechanism for overcoming distance in the pursuance of accredited learning and training programmes. On-line accessibility from anywhere in the world means that Northern Ireland is no longer disadvantaged by its peripheral location. Increasingly, institutions will be required to adapt their programmes for electronic delivery and for interaction with other learners in a virtual classroom environment. The Open University is a world leader in this field.

4.3        The Open University accepts that while it is better to look to the virtual environment to supplement, rather than replace, the actual one, it considers that the application of ICT in adult education and training presents a huge opportunity for the education and training system in Northern Ireland. The Open University is already in the position to deliver ICT and related programmes of international quality to Northern Ireland and wishes to be part of an integrated and complementary ICT provision for the region.

4.4        An important aspect of Open University programmes is that they require learners to engage in the use and application of ICT as an intrinsic part of their studies. By doing this in their place of work or at home, learners and trainees are improving their IT, communications and interpersonal skills. These are the key individual skills required in a competitive workforce.

4.5        The Open University offers an introductory IT programme which is delivered entirely on-line. This course is recognised as a world leader and involves electronic support and interaction at all levels, via e-contact with tutors, virtual tutorials, computer conferencing, group project work and networking with students Europe-wide.

4.6        It also has a complementary range of associated IT/computing courses which use and develop computing and IT skills, all of which incorporate conferencing, e-mail contact with tutors and assignments on-line. These are available at access level, as short courses, and through to postgraduate masters' level.

4.7        These courses can contribute significantly to employment opportunities in Northern Ireland particularly in relation to the demand for high level and specialist IT skills, applications and network design.

4.8        They can be delivered to students anywhere in Northern Ireland. This is especially important in relation to remote areas of need such as West of the Bann. Utilising the Open University's expertise as a world leader in 'on-line' supported learning, the rhetoric of wishing to be a global centre of e-commerce could become a reality.

5.             Question 4.              "Incentives for training providers and businesses to develop training geared to a highly competitive global economy."

5.1        Clearly there needs to be a set of incentives for training providers and businesses if the requisite quantity and quality of learning and training is to take place to bring about a competitive economy for the region. The Open University has noted that the N.I. Executive has committed itself to increasing further education and training provision in priority skills areas by providing, by March 2002, an additional 500 places in skills shortage areas. The Open University commends this investment and wishes to help the Executive meet its targets in this area.

5.2        It is important that barriers in adult learning and training such as inability to pay part-time fees, as well as the need to extend tax benefits for businesses, providers and individuals are addressed effectively.

5.3        The Open University feels that special attention needs to be paid to the provision of high quality training for small businesses. It suggests that a new advisory body be established, dedicated to the provision of advice on priority skills training for small businesses. The right kind of incentives must be made available to SME's if they are going to be persuaded to release their employees for training - a very practical difficulty for a small company.

5.4        The Open University can help address this problem by the provision of on-line supported learning programmes, short business management courses and the provision of specially designed, "off the shelf" training and resource packs.

6.             Question 5.              "Views on skill shortages and how any perceived problems be tackled."

6.1            Northern Ireland has a persistent level of high unemployment - the N.I. Executive has recognised reducing long-term unemployment as fundamental to tackling a whole range of social and economic problems in the region. The Executive has committed itself to ensuring that programmes such as New Deal and Welfare Reform Programme give people the skills and incentives which they need to get jobs and escape the cycle of deprivation. In this respect, it has acknowledged the importance of equipping people with those skills, including ICT skills, which are increasingly necessary in the labour market and enable people to stay in employment.

6.2        The Open University welcomes these initiatives by the Executive but wishes to point out that they must be underpinned by unhindered access to the education and training system, including up-to-date learning resources, so that people can maintain and enhance their employability in a fast-changing world. If a knowledge-based society is to come about in Northern Ireland, there needs to be practical solutions and incentives put in place to overcome obstacles such as inability to pay fees, inadequate childcare provision and educational leave, together with measures to support the reconciliation of learning and family life. If these are addressed, the region will have the infrastructure from which it can address skill shortages.

6.3        The Open University wishes to continue to contribute to the efforts to enhance work skills. Together with the two other universities in Northern Ireland and in collaboration with the colleges and institutes of further and higher education, EGSA, DENI, T&EA, Employers' and Students Unions, it has already helped to shape the way forward in the form of the NIHEC Regional Initiative on Personal Development and Graduate Skills for Employment. This report was published in 1999 and highlighted the importance of the need to integrate generic skills development into the HE curriculum.

7.             Question 6.              "Your own role and contribution to education and training for industry in Northern Ireland."

7.1        Of the three universities in Northern Ireland the Open University has the highest research and teaching quality ratings and assessments. It is a world leader in the provision of distance education, supported open learning and on-line delivery of learning and training opportunities. It very much wishes to contribute further to the vision of a knowledge-based society and competitive economy for Northern Ireland - it can do this through the complementary provision of high quality learning and training programmes ranging from Access to Masters' degree levels.

7.2        The Open University has a set of management programmes which are particularly suited to the needs of middle and senior managers in small businesses.

7.3        The Open University has extensive experience of collaboration with colleges of further and higher education and other social partners.

7.4        The OU is in a position to play a key role in the introduction of Foundation Degrees. These will enhance the status of vocational and technical qualifications, and could prove pivotal in the parity of esteem debate about qualifications. Properly designed and resourced, and with the full support of employers, Foundation Degrees could provide a 'fast-track' for meeting skill shortages.

7.5        Because of the flexibility and quality of its learning and training programmes the Open University is in a unique position to bring the right skills to the workforce in its challenge to establish new economy industries in Northern Ireland.

8.         Enquiry Terms of Reference and Sub-points

8.1        The composite response from the Open University in Ireland includes reference and comment on most of the economy sub-points listed on document "Annex 1". There are some of these points such as comparisons between "international models" with respect to technical and vocational education, which we are not in a position to consider at this time.

WRITTEN SUBMISSION BY:
QUEEN'S UNIVERSITY OF BELFAST

1.0        What should the education and training system (including university-based R&D) offer, and how does it need to change, to meet the needs of the Northern Ireland economy?

1.1        The arguments for the need for a knowledge-based economy are now widely accepted. In such an economy, the education and training system plays a key role, as it supports the economy through the training and development of its workforce.

1.2        Queen's makes an immense contribution to the skills resource and economic capability of Northern Ireland through the training of undergraduates and postgraduates in both vocational and non-vocational subjects. Many of the skills fostered and developed in its students not only underpin and encourage self-development and personal fulfilment but are transferable and relevant to serving the needs of an adaptable, sustainable, knowledge-based economy at local, regional and national levels.

1.3        The education and training system also plays a vital role in supporting the economy through the provision of leading edge research. The universities constitute a major part of the research activity in Northern Ireland. Indeed, the achievement of sustainable economic development will depend, to a large extent, on their ability to pursue research and innovation of national and international standards. Research undertaken by the universities also has a critical role to play in inward investment. If Northern Ireland is to be successful in attracting inward investors, then it is essential that a high priority is given to protecting the existing skills base and ensuring that Northern Ireland has the internationally recognised research infrastructure it needs if it is to attract hi-tech, high-value investment. Investment follows excellence and companies at the cutting edge want to be located close to centres of excellence. In today's global economy, industry will locate where there is a highly skilled labour-force.

1.4        With regard to how the system needs to change to meet the needs of the Northern Ireland economy, the University wishes to comment on the changes it considers necessary to further develop its role in supporting industry. It has been acknowledged by many commentators that the research undertaken by the universities is particularly significant given the nature of the Northern Ireland economy, which is characterised by a high number of small and medium sized enterprises which simply do not have the capabilities or resources to invest in world-class research. This fact was also highlighted by the National Committee of Inquiry into Higher Education (1997) which emphasised the importance of university research in Northern Ireland because the "structure of the economy, with its small firms, the prevalence of external ownership and bias towards low technology operations, reduces the short-term opportunities for research conducted by business".

1.5        The importance of the research undertaken by the Northern Ireland universities has also been highlighted by the Northern Ireland Economic Council report "Publicly Funded R&D and Economic Development in Northern Ireland", which was published in December 1999. The Council argued that the two universities have a key role to play in R&D and economic development. There is clearly a need for additional funding for the research infrastructure of higher education. The University welcomes the introduction of the Support Programme for University Research, however, it believes additional funding is still necessary to develop and improve the research infrastructure base.

1.6        A major issue which will need to be addressed if the education and training system is to continue to meet the needs of the Northern Ireland economy, is the question of the recruitment and retention of academic staff. At present the University is losing staff in key areas such as computer science and electrical and electronic engineering, as it simply cannot compete with the salary levels now on offer by industry. If the University is unable to attract and retain high calibre staff, the standard of its teaching and research will fall and the quality of its graduates will inevitably be affected. It is therefore important that the University can introduce measures to address the current difficulties regarding the retention and recruitment of staff. The University believes that there is a role for industry in assisting universities with these difficulties and there would be merit in higher education working closely with industry to develop innovative solutions to deal with the current staffing problems.

1.7        The University believes that a plentiful supply of research students is an essential element of successful research. However, the recruitment of postgraduate students, particularly in engineering and science disciplines, is becoming increasingly difficult, due to the low levels of financial support available by comparison with the salaries in the buoyant labour market: a postgraduate award of £6,800 compares very unfavourably with starting salaries of £18,000-£25,000 for graduates within these subject areas. While the University has developed a number of initiatives to respond to these difficulties, there is clearly a lot more that needs to be done.

1.8            Research students are a source of recruitment for academic staff and industry, and are a key element in the transfer of technology to business and industry. Indeed, a reduction in the number of postgraduate research students could cause difficulties for industry in the long-term, as it will inevitably lead to a shortage in the supply of suitably experienced research personnel. In order to address a potential future skills shortage, it is necessary that steps are taken to deal with the current difficulties in attracting research students in certain disciplines. An immediate issue which needs to be addressed is to ensure that the PhD awards in Northern Ireland will be increased in line with the agreed increases in the rest of the UK.

1.9        The contribution of education and training, and particularly higher education to wealth creation needs to be understood and built into the planning for a knowledge-based economy for Northern Ireland. The University believes there is a need for the providers of education to work closely with industry and relevant government departments in developing a long-term strategic approach to enable the education and training system to work more closely with industry. The nature of planning in education and training is long term, while the needs and demands of industry can change regularly as a consequence of technological advances. There is clearly a need to address the relationship between industry and the providers of education and training in order to foster mutual understanding of the needs of both sectors. It is important to acknowledge that while education and training have a key role to play in supporting the economy, the role of education goes beyond an economic agenda and caters for all the knowledge needs of society.

2.0        What are the main strengths and shortcomings in how this system provides for the needs of Northern Ireland Industry?

2.1        The University believes that the education and training system in Northern Ireland has many strengths. Queen's provides highly qualified graduates which form a core element of the skills base which supports Northern Ireland industry. In 1998/99 86% of first degree computer science graduates and 90% of first degree graduates in electrical and electronic engineering grained permanent employment in Northern Ireland.

2.2            Students at Queen's are educated in an environment where excellence in teaching is underpinned by excellence in research. Indeed the University's record in teaching, based on the quality ratings awarded by the UK Quality Assurance Agency (QAA), places it clearly in the 'first division' of UK universities. Subjects which have achieved 24/24 in teaching quality assessments include Psychology, Pharmacy, Dentistry and Electrical and Electronic Engineering.

2.3        In an economy such as Northern Ireland, where industry relies on the research undertaken by the universities, a key strength is clearly the standard of research undertaken at Queen's. At the last Research Assessment Exercise the School of Mechanical, Manufacturing and Aeronautical Engineering obtained at 5*, the highest possible score, while Electrical and Electronic Engineering, Physics, Music, Archaeology, Agriculture and Irish Studies achieved a score of 5.

2.4        The University has in place an ambitious long-term research strategy. Its vision for research is:

n     to have specific subject areas which are world leaders (RAE grade 5*);

n     to achieve national and international excellence in all subjects (RAE grade 4 or better);

n     to have all its academic staff active in research of high quality, with many recognised as leaders in their field;

n     to provide a first-class infrastructure to support world-class research and to attract internationally- recognised researchers and high quality research students to Queen's.

2.5        Queen's has a long established strategy of fostering an entrepreneurial culture and of promoting the successful transformation of good research into good business through innovation and commercial development. The University's technology transfer and business incubation company, QUBIS Ltd, was established in 1984. To date it has assisted the establishment of 25 spin-out companies. The QUBIS companies employ over 500 people, mostly graduates, and have a combined turnover in excess of £20 million per annum. Over 95% of the output of the QUBIS companies is exported.

2.6        The University has identified what it considers to be a number of shortcomings in the current education and training system. Firstly, if the standards of research referred to above are to be maintained, there is a need for additional investment in research infrastructure in the universities. It is notable that there has been significant investment in the universities in the Republic of Ireland, with £560 million available over the next 5-6 years to build up infrastructure in IT and biotechnology. This funding is in addition to £240 million currently being invested in university research aimed at making Irish Higher Education Institutions "world class research centres". If the Northern Ireland universities are to continue to compete with their counterparts in the Republic of Ireland, there will be a need for additional sustained investment in the research infrastructure.

2.7            Collaboration between the local universities and further education colleges is the most effective use of resources. Whilst such partnerships should be encouraged it is also important that a mission for the further education sector is clearly established, to discourage "mission drift" towards the higher education sector. Collaboration and not competition should be encouraged between further and higher education.

2.8        As previously mentioned there is a need for improved communication between industry and the education and training providers. While the providers of education and training must recognise that there is a need to be responsive to the demands of industry, industry too must accept that the nature of education and training does not allow it to be immediately or completely responsive and reactive to the demands of industry.

2.9        A further shortcoming of the education and training system is the MaSN cap on the number of student places. The University has made a detailed bid for additional student places and has set out how these places would be strategically allocated to subject areas which would directly support the knowledge-based economy in Northern Ireland. Indeed, the University has already redistributed student places to courses where it has identified student demand and a skills shortage in the economy. In 1999, 10,351 students from Northern Ireland entered higher education, 3,862 of these students left the province to study in England, Scotland and Wales, as there were only 7,349 higher education places in Northern Ireland in 1999. The University believes that if more places were available, then a large number of these students would choose to stay in Northern Ireland, thereby providing a larger pool of graduates for industry.

2.10      As mentioned in 1.7, the University is of the view that postgraduate students are an essential element of successful research. The recommended increase in the PhD allowance by the research councils will mean that unless the overall budget for postgraduate training is increased, the number of fully funded PhD places will ultimately decrease. The potential reduction in ESF funding may also have a negative impact on the level of postgraduate funding. In today's economy the higher levels of skills of postgraduate students are increasingly in demand and it is essential that the level of funding available is addressed.

2.11      The rigid interpretation of regulations currently in place regarding the funding of postgraduate students also restricts the University's ability to recruit postgraduate students. For example, the Schools of Electrical and Electronic Engineering and Computer Science at Queen's and the School of Computing at the University of Ulster have had their postgraduate funding from DHFETE embargoed, due to problems with low completion rates of PhD students. However, the reason for the apparently low completion rates is the PhD students are headhunted by industry and offered large salaries to attract them away. Students leaving seldom complete their PhD studies. The difficulty is that the universities simply cannot compete with the salaries on offer in the market-place and are now being further penalised by having postgraduate funding withdrawn in some areas. There is clearly a need for an urgent review of the application of regulations governing postgraduate funding to ensure that they are sufficiently flexible.

3.0        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 of Northern Ireland industry?

3.1        The University recognises the importance of Information Technology to industry both now and in the future. The University can assist in providing the IT and communication technology needs of Northern Ireland Industry in two ways: firstly, through the provision of leading edge research and development in IT and secondly, by providing the graduates with the appropriate knowledge skills to support this industry. The University believes that the term IT encompasses not only Information Technology, but also Communications and Electronics (ITCE).

3.2        The University can support the IT and communication technology needs of Northern Ireland Industry through the provision of leading edge research in the area of IT and communications. It has plans to establish a world class research institute in Electronics, Communications and Information Technologies. This Institute will build on very strong existing research links with industry locally, nationally and internationally and, through both research and the expansion of the high technology skills base created, contribute significantly to economic growth in this key industrial sector. The key to the success of this Institute will be the attraction and retention of high-quality staff.

3.3        Queen's has submitted a proposal under the Support Programme for University Research to establish a Virtual Engineering Centre. The central thrust of this centre will be to use fundamental understanding of engineering phenomena in the development of advanced information technologies, to promote competitive and sustainable growth, by enhancing engineering design and product development. The Northern Ireland research base will benefit directly from the access to this centre and its research results, as well as from the pool of highly trained staff emerging from the research programmes. This will provide additional help to agencies working to attract inward investment.

3.4        In September 2000, the University admitted in the region of 300 students to computer science related degrees and over 100 students to its postgraduate conversion courses in computing. Indeed, the emergence and growth of the Northern Ireland ITCE industry owes much to the reputation for excellent skills of Queen's University computer science graduates. Although the number of graduates being produced by the two Northern Ireland universities is attractive to inward investors, more important is the quality of these graduates which has given Northern Ireland its international reputation in software.

3.5        The University believes that Northern Ireland must take steps to secure and enhance the supply of high quality ITCE professionals. It has plans for the establishment of a high profile Centre for Software Excellence at Queen's University, within the School of Computer Science. This Centre will deliver a stream of innovative, high quality graduates who will be the powerhouse for the next generation of the software sector. These graduates will be expert in the underpinning software technologies necessary for advancements in telecommunications and e-commerce. In a rapidly-moving sector, it is all too easy to concentrate on today's applications. To stay at the top requires the ability to create new technologies, not just apply existing technology. This proposed development will add a vital ingredient to the existing software skills provision in Northern Ireland, and will provide a strategic resource for sustaining and developing the internationally leading position of the Northern Ireland software industry. Establishing such a Centre will also act as a powerful incentive to potential inward investors, and the message it sends to the rest of the world about the commitment at the highest levels to the future of the software industry in Northern Ireland will have significant marketing potential.

3.6        The proposed Centre will achieve its aim by introducing an extended four-year degree in Computer Science. The aim of this degree is to provide a supply of particularly well qualified graduates who will become industry leaders. The Centre will focus on the delivery of this degree, which will have an appropriate blend of knowledge and skills in computer science with business practice and management. It is proposed to involve industry in delivering parts of courses and in giving exposure to the latest equipment and practice.

3.7        The University is also aware that it has a responsibility to equip all graduates and not just those in the engineering and science disciplines with basic computer skills. Those students undertaking courses of study in the humanities and social sciences are provided with basic computer training and it is expected that all graduates will have a sound understanding and practical experience of computing.

3.8        While the importance of ITCE is recognised, it is important that education and training system does not adopt a narrow focus which will be directed towards ITCE only. The University believes that it is important for a watching brief to be kept on emerging technologies that have economic potential, and for appropriate R&D skill bases to be developed in their use and application. In particular, opportunities for development of the pharmaceutical industry and the creative industries including multi-media should be examined. Indeed, the University has identified the potential in a number of these areas and its recently submitted bid under the Support Programme for University Research included proposals for a Sonic Arts Research Centre, which brings together research in both Music and Engineering and a proposal for a Medical Polymers Research Institute.

Top

<< Prev / Next >>