COMMITTEE FOR EMPLOYMENT AND LEARNING

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

Report 01/01R

4.0            Incentives for training providers and businesses to develop training geared to a highly competitive local economy.

4.1        In order for universities to be able to offer training and education geared to a highly competitive local economy, they need high quality staff to deliver their teaching. As mentioned previously, the recruitment and retention of staff in areas such as computer science and electrical and electronic engineering has become increasingly difficult. There is clearly a need for incentives to be provided to address these difficulties. Equally, the incentives for postgraduate study also need to be reviewed, if the University is to continue to attract high calibre graduates to its postgraduate programmes.

4.2        The University is of the view that there is a need for a partnership approach between industry and higher education to develop training that is geared to a highly competitive local economy. The University is currently exploring opportunities with a number of key companies to develop training courses in specific areas.

4.3        Queen's is currently in discussions with the Department of Higher and Further Education, Training and Employment to develop innovative means of addressing skills shortages in Information Technology, Communications and Electronics. It is anticipated that these discussions will address the issue of incentives for training providers and businesses to develop training geared to a highly competitive local economy.

5.0        Views on skills shortages and how any perceived problems might be tackled.

5.1        It is clear that the actual definition and method of identifying skills shortages is an initial issue that needs to be addressed. In order to prevent skills shortages, it is necessary that a long-term approach is adopted to identify the future skills required in the economy. As stated previously, there is clearly a need for industry and the providers of training and education to work together closely in identifying the key skills required to support the future expansion and growth of the knowledge based economy in Northern Ireland. It is the responsibility of both industry and the education and training system to address any skills shortages.

5.2        The recently published study of the Northern Ireland labour market for IT skills concludes that there should be no skills shortages in IT if the present enrolment trends were to continue. However, this conclusion is based on the erroneous assumption that all graduates in IT-related areas will remain in Northern Ireland. This is clearly not the case as many will inevitably gain employment outside the province.

5.3        While there is no shortage of students wanting to study computer science, there are difficulties accommodating these students. Indeed, the accommodation for the School of Computer Science in Queen's is currently at breaking point, reflecting the University's record of significantly expanding the supply of graduates in this area to service the expansion and growth in the software, electronics and telecommunications sectors over recent years. The number of students undertaking degrees in the School of Computer Science increased by 116% between 1995 and 1999 and the School exceeded its target for student recruitment by 30% in 1998 and 11% in 1999. In responding to the demand for additional IT graduates, a new degree in Business Information Technology was introduced in 1999 by the Schools of Computer Science and Management.

5.4        The University clearly recognises the need to increase the number of computer science graduates and for this reason, proposes to establish a Centre for Software Excellence to deliver a stream of innovative, high quality graduates. This Centre will focus on the delivery of a new four-year degree course in Computer Science. This will require significant expansion in the number of fully funded places in order to accommodate this course. The purpose of this degree, which will have an appropriate blend of knowledge and skills in computer science, business practice and management, is to provide a supply of particularly well qualified graduates who will become industry leaders.

5.5        As previously mentioned, the universities themselves are now in a position where they are encountering difficulties with the recruitment of staff. In areas such as computer science, pharmacy, electrical engineering and law, the University is finding that it cannot compete with the salaries currently being offered in the market. If the University cannot recruit high quality academic staff, the quality and quantity of its graduates will suffer. Indeed if the standard of teaching in key areas is not maintained due to a lack of staff, more students may choose to study these subjects outside the province, thereby adding to the brain drain.

5.6        The University is aware that skills shortages can occur at all levels and not just with newly qualified graduates. Indeed, it is often commented that skills shortages are most serious with regard to experienced and more senior personnel. Queen's is in the unique position of being able to contribute to training at all levels. Within the UK, the University has one of the largest Institutes of Lifelong Learning and is 7^th largest in terms of part-time undergraduate students. A key role of the Institute is to provide Continuing Professional Development programmes, and, to further this aim, will appoint a Continuing Professional Development Officer to identify the requirements of business and bring those needs to the most appropriate part of the University for delivery.

6.0        Your own role and contribution to education and training for industry in Northern Ireland.

6.1        Queen's educates the majority of those trained for the professions in Northern Ireland. It 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. The developmental aspect of research and development plays a pivotal role in the University's contribution to the community, and underpins its involvement in technology transfer and the development of a knowledge-based economy.

6.2        The University is also focused on providing graduates with the skills necessary to make them effective in employment in all areas. The Careers Advisory Service has been running a popular and successful course 'Skills to Succeed', to prepare students for work and provide them with employability skills. The Centre for Enterprise, Learning and Teaching (CELT) is actively pursuing a key skills development programme throughout the University. A Skills Co-ordinating Group has been established and a policy on student skills has been approved. This policy covers key skills, subject specific skills and employability skills. The University is establishing a Work Placement Centre which will co-ordinate and monitor the planned expansion of placements of students and staff in work outside the University. This will provide students and staff with the opportunity to gain experience in industry.

6.3        The Northern Ireland Centre for Entrepreneurship (NICENT) is an initiative by both universities to promote and develop an entrepreneurial culture not only in the research community but also amongst the student body. In responding to the DTI Science Enterprise Challenge, and with help from IRTU, the two Northern Ireland universities are now at an advanced stage in establishing a regional centre for entrepreneurship. This centre should be operational by April 2001. The key objectives for NICENT are to:

(i)            embed and entrepreneurial culture in undergraduate and postgraduate students and the wider                 community;

(ii)            mentor best practice entrepreneurship and innovation in the creation of new businesses;

(iii)            maximise opportunities for interaction between entrepreneurs, students and business angels;

(iv)            manage all stages of the knowledge transfer process to support organic growth within the high             technology sectors for spin-out and spin-in enterprises; and

(v)            be a world-class exemplar for high technology enterprise development.

6.4        The Centre will complement the existing regional innovation infrastructure that includes the University Challenge Fund, QUBIS Limited, UUTech, Campus Business Incubators, the Northern Ireland Science Park, linked research centres and venture capital funds.

6.5        To augment the work of the Northern Ireland Centre for Entrepreneurship, Queen's plans to establish a Chair of Innovation to focus on the international benchmarking of innovation of products and processes in business, and will be responsible for the dissemination of best practice to the business and industrial community in Northern Ireland.

6.6        The two universities are using funding from the Higher Education Reach-Out to Business and the Community initiative, to establish a Joint Northern Ireland Industrial Advisory Committee. This Committee will facilitate improved communication between the two universities and industry.

6.7        The University also makes a significant contribution towards lifelong learning. The University has over 7,000 part-time students in its Institute of Lifelong Learning and provides 40 vocational courses. This Institute has developed a number of successful relationships with key industries. A particularly successful example is that of its relationship with Ford where a number of courses have been developed for Ford employees.

6.8        The Northern Ireland Technology Centre within Queen's runs a comprehensive programme of professional short courses. During the past 31 years, over 11,600 delegates from local industry and commence have attended the 800 courses organised by the centre. All courses are delivered by experienced presenters and practitioners in their field in a way that is practical, relevant and promotes the implementation of knowledge and skills in the workplace. More specialist technical courses are also on offer. For example, Physics provides successful training in vacuum techniques and plasma processing for local companies, including Andor Technologies, Seagate and Bombardier Shorts.

6.9        The University plays a key role in 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.

6.10      Queen's and the University of Ulster operate the largest and most successful Teaching Company Scheme programme in the UK. This scheme allows young graduates to be employed by the business, but to be supervised by the academics from the relevant university department. One of the benefits of the scheme is university research and expertise transferring to the small company. The Teaching Company Scheme is a very useful bridge between academic departments and businesses at the level of one business, one academic department. There are 33 TCS projects ongoing between Queen's and local industry at this time. Projects with Wilsanco Plastics and Jordan Plastics were judged respectively as Best Overall TCS Project in the UK in 1999 and Best SME Project in the UK in 1998. This scheme offers a number of benefits to the companies involved as it assists them with the provision of ongoing training and development for graduates.

6.11      The University has a number of 'centres of excellence' which were established with support from the EU and IRTU to provide an effective interface with small and medium-sized enterprises (SMEs) and easy access to communal resources and services - QUESTOR and the Polymer Processing Research Centre are good exemplars. The Northern Ireland Technology Centre provides a valuable resource to the SME community for technical information, materials testing, instrument calibration and rapid prototyping of new products.

6.12      At Queen's collaborative pre-competitive research, sponsored by IRTU's START programme, is ongoing between Bombardier Shorts and Aeronautical Engineering, Franklin Textiles and Mechanical Engineering, DuPont and Electrical and Electronic Engineering, Clarehill Plastics and the Ploymer Centre, McKehnie and the Polymer Centre, Courtaulds Lingerie and Mechanical Engineering, and Moy Park and Chemical Engineering. There have been 30 collaborative START projects with a total value in excess of £15 million between local firms and Queen's during the past 6 years.

6.13      Queen's and the University of Ulster have successfully operated R&D research training consortia with companies such as Seagate Technology and Nortel Networks Ltd. The Science Shop project, also jointly developed and run with the University of Ulster, links students to the needs of voluntary and community groups. The Manufacturing Technology Partnership Ltd is another joint venture which seeks to encourage and facilitate small firms in using technology to develop and grow their business in an effective manner.

6.14      Strategy 2010 identifies the Creative Industries Sector as a rapidly expanding area that will play a key role in the future development of the Northern Ireland economy. This sector is also identified in the recently launched Programme for Government, with research on the potential development of the creative industries identified as a specific action. Queen's has taken the lead in research and management within the Creative Industries Sector and has recently established a Creative Industry Research Network, which brings together academics, practitioners and policy makers working in the Creative Industries from across the UK and Ireland, its main purpose being to research and inform the organisation and management of the Creative Industries in these islands. Queen's clearly already has unique and relevant expertise in these industries and provides an excellent environment to educate students wishing to pursue careers in the Creative Industries.

6.15      The University's contribution to education and training is not confined exclusively to Belfast. Substantial numbers of students in nursing and midwifery are based at the Queen's Altnagelvin campus. Furthermore, in 1995 the University opened outreach centres in Armagh and Omagh, the former a separate campus, the latter within Omagh Institute of Further and Higher Education and the Ulster Folk Park. The purpose of these centres is to promote university-level programmes of study in border county areas that in the past lacked higher education provision. Both outreach centres offer a range of courses provided through the Institute of Lifelong Learning and other professional areas of the University.

6.16      The Armagh campus is structured around four educational themes: promoting social inclusion; cross-border activity; culture and tradition; and enhancing the local skills base, especially in the area of ICTE, to enhance local economic development. The University is represented on Armagh City and District Economic Development Committee, and the ICT sub-committee, and has indicated a specific commitment to assist proposals brought forward by the local economic community in relation to technology transfer and business incubation. The University is also in discussions with Omagh Institute of Further and Higher Education about a pilot of the proposed new Foundation Degree.

6.17      The University has recently established a Research and Regional Services Directorate which brings together the functions of the Research and Regional Offices. The Directorate will continue to promote and develop further the University's role in the business, commercial, industrial and social life of the Province and will establish a readily identifiable contact point within the University for business, community and voluntary groups and the wider community. It will ensure that the University is complementing its programmes of national and international research with appropriate and relevant developmental, training and support services to meet local needs.

WRITTEN SUBMISSION BY:
UNIVERSITY OF ULSTER

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?

A modern University must perform at a level of quality in teaching and research which is highly respected nationally and internationally. In doing so, it will contribute to the development of a sophisticated, knowledge-based economy. Government has clearly stated that universities will be expected to emphasise as strategic priorities activities related to creating and exploiting knowledge, entrepreneurship and innovation, collaboration between universities and businesses and strong regional partnerships. These priorities were emphasised in the recent Government White Paper, which argues for the central role of science and innovation in technological and economic progress and in improving quality of life.

In the global research environment huge advances are being made in key areas of science and technology. Mapping of the human genome will unlock new cures for diseases. Advances in areas such as biotechnology, information and communication technologies, functional materials and environmental technology will be the basis for entirely new industries that will impact upon the quality of life, in clinical medicine, pharmaceuticals, agriculture and sustainable energies. Such research must therefore be coupled with industrial development that will provide important synergies and help to ensure that research is translated effectively into products and services of value to the community. The history of high technology development has shown that vibrant commercial development is clustered around centres of research excellence in major universities, which act as a nucleation point for commercial innovation.

The education and training system in Northern Ireland must be broadly based, covering the arts, humanities, social sciences, science and engineering. However there must be an emphasis on, and selective support for, the key wealth-creating sectors, through investment in training at all levels and support for innovative research. These include the life and health sciences, information and communication technologies, and business and management studies. There must also be breadth in terms of the levels of the programmes provided in order to provide a balanced workforce. The education and training system must be viewed as a continuum ensuring accessibility for the entire community and flexibility in order to respond to dynamics of industry.

Credit transfer and accumulation provides excellent opportunities to develop and grow a talented workforce. Additionally employers must engage more actively with education providers.

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

A recently published report by the Northern Ireland Economic Council supports the view that investment in education, R&D and innovation in Northern Ireland is a critical determinant of enduring competitiveness. It is clear from the report that while the universities are major providers of R&D in Northern Ireland, overall, in comparison with other UK regions and other nations, expenditure on R&D in Northern Ireland is low. Among the recommendations in the report is that: "increased public expenditure should be committed to the encouragement in an appropriately balanced way of both private and public R&D and innovation in Northern Ireland, based on a long-term capabilities-building and public-private partnership approach".

Studies show that over half of Northern Ireland's graduates feel that their skills and talents are underused in Northern Ireland business and industry, and that local employers do not provide mechanisms to develop and enhance graduates' skills. Graduates are typically satisfied or highly satisfied with the skills they have acquired in higher education. A substantial majority of graduates, however, record a low level of utilisation of these skills and a failure of most of their employers to provide mechanisms for the development or enhancement of those skills. Few employers have a training policy and the identification of training needs and their implementation is largely left up to individual employers. Three-quarters of these graduates were employed in SMEs. These employers are less likely to utilise graduate skills and to have training policies.

How important is Information Technology (IT) to industry 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?

Information technology now pervades almost every aspect of commerce and industry and IT skills are fundamental in the employment market. The rapidly expanding IT sector and the related employment opportunities in Northern Ireland have been recognised both by government and the private sector. The recent Strategy Review of the Department of Economic Development (1999) highlighted that . the IT sector and associated industries Northern Ireland have grown by over 300% in the last two years, with the potential of employing 18,000 by 2003. The University of Ulster has the largest IT provision in the UK university sector and our existing portfolio of programmes meet the market needs in terms of skills demand. However we are exporting around 30% of our IT graduates, the majority going to the Republic of Ireland. Therefore we must ensure that sufficient graduates are available to meet the projected expansion of the sector. As the world-wide shortage of IT specialists becomes ever more acute, Northern Ireland will become increasingly attractive to inward investors. The high level of technology transfer activities and industrially-driven research in the ICT area help to keep the University and the companies involved at the leading edge of rapidly developing technologies. The establishment of sector specific incubators has addressed an immediate need in providing a stimulating and supportive environment for potential entrepreneurs and start-up companies. However medium term sustainability will require renewed support from government.

Incentives for training providers and businesses to develop training to a highly competitive global economy.

The University of Ulster has a strong reputation for innovation in course design and curriculum development. Working closely with the professions, it was the first UK university to offer honours degrees in Occupational Therapy, Physiotherapy and Radiography and has extended continuing professional development opportunities at undergraduate and postgraduate levels in a range of areas such as Youth Work, Social Work and the Professions Allied to Medicine. It has pioneered innovative and vocationally relevant courses in areas such as Biomedical Sciences, Clinical Sciences, European Law and Policy, Interactive Multimedia Design, International Business, Equine Studies, Primary Health Care, Technology and Design, Cultural Management, Tourism, Applied Languages, Media Studies, Theatre Studies, Leisure, Sport, Communication, Advertising and Public Affairs. More recently, courses in Food Biotechnology, E-Business and Information Innovation are being developed in association with industry and commerce. The University places particular emphasis on inter-disciplinary courses such as the Combined Studies degree which is available in a number of locations, Computing and Enterprise, Bioinformatics and Geotelematics.

Taught programmes with particular relevance to wealth creation, addressing skills and competencies for the global economy should be given priority for expansion. Accordingly support for post-graduate research in these key areas must be flexible to allow for completion on a part-time basis without disadvantaging the award holder or the host institution.

Tax credit systems for training support and professional development should be reviewed to enable employers, particularly SMEs to benefit from investment in the workforce.

Views on skill shortages and how perceived problems might be tackled.

Strategy 2010 indicated that skills shortages are most acute in areas such as electronic and telecommunications engineering. The shortages are across all levels, from technicians through to experienced professionals. A problem faced by the University is that there has been a marked decline in the numbers of students studying at A level those subjects, such as Mathematics and Physics that are essential pre-requisites for many engineering programmes.

The province has recently seen the introduction of a Credit Accumulation and Transfer System (NICATS). The idea behind NICATS is that people should be able to build up a qualification piece by piece. They should be able to claim credit for learning achieved and cash in this credit at a later stage towards a recognised award. We are now at the stage where learning is for life and where people will drop in and out of learning throughout their lives. NICATS will enable them to build on credits already achieved so that the don't have to repeat or duplicate learning. The impact of new technologies on learning, such as, for example, global, web-based online learning opportunities and the UfI/learndirect initiative are now offering alternative opportunities both to learn and demonstrate achievement. It is in this context that developing a system that can allow for both the accumulation and transfer of credit will truly come into its own.

Innovative Work-Based Learning programmes leading to post-graduate awards have been very successful at the University of Ulster. This concept of engaging employers in supervision and validation of specific learning contracts' has considerable scope for expansion in partnership with business and industry.

Your own role and contribution to education and training for industry in Northern Ireland.

Since 1984, the University's student population has increased by 87% and in 1999/2000 it has some 20,900 full-time and part-time students. In addition over 3,500 students are enrolled on more than 100 of its approved courses in other institutions, mainly in the further education (FE) sector in Northern Ireland. The scale of its provision is the largest of the universities on the island of Ireland. Its programmes range from non-degree to doctoral level and span the Arts and Humanities, Social Sciences, Business and Management, Information Technology, Science, Health Studies and Engineering.

The University of Ulster is one of the UK's most successful universities in attracting students from disadvantaged backgrounds with 40 per cent of the University's students coming from working class and other disadvantaged sectors of the community. More than 22 per cent of those who study at the University are mature students. The University's innovative 'Step Up' scheme specifically targets pupils who live in areas of social and economic deprivation from both sides of the community.

Over the past three years the University has seen major growth in student numbers in key areas related to the "emerging industries" (see tables). This growth has been at both the undergraduate and postgraduate levels and it is clear that the University is making major contributions to continuous professional development in these areas.

The School of Built Environment in the Faculty of Engineering at the University of Ulster offers full-time and part-time undergraduate and postgraduate taught, research and continuing professional development programmes in architectural technology, civil engineering, construction engineering and management, fire safety engineering, environmental engineering, environmental health, property investment, quantity surveying, building surveying, planning and development, renewable energy and transportation. The School is the largest tertiary education provider in Ireland in its field and is widely recognised as being on the leading edge of education, research and training in Europe and overseas. The ongoing commitment to technology and knowledge transfer which underpins all activities ensures not only that built environment professionals receive the highest quality education but also provides a safe and sustainable environment for all the people of Northern Ireland and further afield.

Northern Ireland currently has the lowest level of internet connectivity of any region in the United Kingdom. The emergence of the internet as a vehicle for international business, offers unprecedented opportunities for innovation and entrepreneurial activity. To help address this, the University of Ulster, which has been at the cutting edge of research and teaching in Informatics and Business and Management in Europe, has a number of important training and research initiatives to support the business community. The most recent was the opening in July of the Northern Ireland Centre for e-Business, an on-line business centre at the University's Coleraine campus. The Centre provides a portfolio of innovative teaching and training courses at its four campuses and elsewhere in Northern Ireland. These are delivered both online, so that participants can work at their own pace and in their own study space, and face to face, allowing for group discussion and networking among participants.

Through NICEeB, participants will have access to the Virtual University for Small and Medium-size Enterprises (VUSME). This is a comprehensive range of 22 self access course which provide the knowledge and hands on skills required by managers and entrepreneurs in e-business.

Conclusion

The University of Ulster faces the new millennium with confidence. The University appreciates the tremendous benefits of devolved government and will continue to contribute to, and play a leading role in, the economic, social, cultural and political development of the region.

In this context the University is mindful of the recommendations of the National Committee of Inquiry into Higher Education Higher Education in the Learning Society (the Dearing Report, 1997) which outlined higher education's regional role, and particularly so in relation to Northern Ireland: "we recommend that higher education institutions in Northern Ireland, in close collaboration with the relevant external players, steadily enhance their regional role, taking full advantage of the special potential for the development of strong regional networks".

The University is committed to enhancing its proven track record in supporting regional development initiatives by adopting an innovative approach to the provision of relevant, high quality teaching and research programmes. Outreach, in its regional, national and international dimensions, will be a key feature of the University's Strategy. External interactions and partnerships will be strengthened by streamlining and making transparent its structures, access routes to core business activities, support structures and delivery mechanisms.

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