The Northern Ireland Assembly - Report on the Inquiry into Education and Training for Industry

1.1 The Association is pleased to have this opportunity to voice its values, beliefs and concerns regarding the above to the Assembly's Committee for Higher and Further Education, Training and Employment.

1.2 As recognised by Strategy 2010, further education colleges are strategically placed to meet the education and training needs of industry. This has been aided by the recent merger of Training and Employment Agency training centres with the further education colleges, which gives added strength to this focus.

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

2.1 Education and Training in Northern Ireland needs to be flexible and responsive to meet the diverse needs of the Northern Ireland economy in the 2010 context.

2.2 There is a global aspect to the training that is required and special provision should be made to support transferable skills including information communication technology and problem solving. Education and training for industry should have a coherent pathway and the Northern Ireland Credit Accumulation Transfer System may help underpin this. Vocational qualifications provided in education and training in Northern Ireland should be recognised beyond Northern Ireland, particularly in the Republic of Ireland and Europe. There needs to be an articulation between the qualifications provided in Northern Ireland and those provided elsewhere to provide the free transfer of labour.

2.3 Education and training needs to embrace an online delivery approach including video conferencing, computer mediated conferencing and virtual training. It should be provided where, when and how consumers wish it to be provided.

3. What are the main strengths and shortcomings and how does this system provide for the needs of Northern Ireland Industry?

3.1 The International Adult Literacy Survey (1998) has shown that we are not realising the potential of a significant proportion of the workforce of the Northern Ireland population. Innovative adult literacy programmes, as provided by further education colleges, need to be expanded and offered in the workplace and beyond.

3.2 The Further Education sector has often had to support a significant number of students who have failed in compulsory schooling. One of the key roles of the sector is giving support and enabling the development of confidence to climb the qualifications ladder through craft and technician training to higher education.

3.3 The slowness of the schools sector to recognise the value of vocational education qualifications is one of the shortcomings of our present educational context. Significant support needs to be given to the development of Vocational A Levels to encourage students to develop thinking about potential career paths at 17 to 18 years of age. One of the strengths of the Further Education sector is the wide range of expertise that is available, which can deliver appropriate and relevant education and training more effectively and feasibly.

3.4 There needs to be sound, unbiased careers advice and guidance available within the schools sector from an early age so that educational choices are based on current information.

3.5 Changes in the funding methodology, such as the removal of the capping of higher education courses in further education, would help to provide a more flexible approach.

4. How important is information technology (IT) to industry now and in the future in Northern Ireland. How can the education and training system (including the university based R & D) provide the IT and communications technology needs of Northern Ireland industry.

4.1 Information technology is vital to the needs of Northern Ireland industry, whether it be large external companies or small, medium enterprises (SMEs). The key gap has been identified as the lack of skilled technicians in information communications technology, software engineering, routing and networking. Further Education is working hard to provide appropriate training in this area. There are a wide range of Level 3 and Higher National Certificate and Diploma courses in these areas.

4.2 The sector can provide for the needs of companies, and especially, tailoring training to meet the needs of companies such as Nortel Networks in their demand for a well-qualified and trained workforce. In seeking to meet the needs of industry, the Association is working closely with the Northern Ireland Training Councils Association and the Software Industry Federation to ensure that appropriate education and training is provided. The Association co-ordinates, on behalf of the further education sector, a 'Lecturers Into Industry' scheme to enable staff to up-skill in relevant areas, particularly information and communications technology (ICT) and software engineering. This initiative is being heralded as a great success and will be further developed to enable a school of practitioners from industry to have teaching blocks in the further education sector.

4.3 The Association sees relevance in the development of a forum to further develop collaboration and partnership between industry and the sector with particular relevance to the information communication technology context.

5. Incentive for training providers and businesses to develop training geared to a high quality, competitive, global economy

5.1 The Association is concerned that there is a level playing field so that the further education sector can compete fairly with schools. At present schools receive significantly increased funding for the provision of Vocational A levels. Businesses should be encouraged by the Training & Employment Agency not only to look at the private sector but to the further education college for training at competitive rates with clear quality assured provision.

5.2 The Association has been working with IDB, LEDU and the T & EA and has contributed to the raising of an inter-departmental understanding of the role of the work of Further Education and its importance to inward investment as exemplified by the role of the Institutes of Technology in the Republic of Ireland.

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

6.1 The Association of Northern Ireland Colleges has learnt from the Council of Directors of Institutes of Technology, that clear foresight planning is required to meet skill needs of an expanding economy. Much has been done to provide graduates for the developing of electronics and information communication technology industries. Little has been done to increase technician training, where now it has been recognised there is a major gap in qualified staff. Changes need to be made in funding systems in the Department of Higher and Further Education, Training and Employment, to allow a swift increase in training in such specialist areas.

6.2 Colleges have a particular difficulty in retaining information communication technology and electronics staff. There are also problems in recruiting teaching staff in these key areas. This is having an impact on delivery. Bonuses should be provided to staff in these key areas as per the English model in schools, (science and maths teachers).

6.3 The Association has done much to build bridges between industry and the further education sector. From a Conference in October 1999, held in Ennis (the RoI 'E' town) relationships have been strengthened with industry and government agencies. The Association provided an 'Industry Day' seminar on the special approaches of colleges to meet the needs of SMEs and larger companies. We have also developed a joint forum with business and industry on the development of a business plan for Further Education in economic development. This emphasises a joint approach to the training of technicians for Northern Ireland industry. This will be presented to the Minister for Higher and Further Education, Training and Employment at our Conference on the 16th November 2000.

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

7.1 The Association of Northern Ireland Colleges is the key voice for further education in Northern Ireland. It provides the following support services for the further education sector as it seeks to meet the needs of Northern Ireland business and industry:

n Manages an Employers' Forum, which supports the negotiations and terms & conditions for approximately 5,500 staff.

n Co-ordinates a curriculum and staff development service for the further education sector.

n Provides a support network for professional staff involved in the further education service (curriculum managers, human resource managers, accountants, marketing officers, estates officers and management information managers.

n Manages committees on behalf of DHFETE on issues such as management standards, health related issues, a response to the NIAO report on further education and marketing further education.

n Provides conferences, seminars and workshops on key issues affecting further education.

7.2 The Association, on behalf of the Further Education sector as a whole, co-ordinates leading edge curriculum development projects and seeks to improve these to meet the education and training needs of the Northern Ireland economy. The Association therefore manages and supports DHFETE curriculum development projects in the following areas:

n Software engineering and manufacturing

n Learning in the workplace

n 3D streaming for engineering

n Partnerships with small/medium enterprises

n Online delivery of NVQ hospitality.

7.3 These projects involve colleges co-operating together to disseminate good practice and to continue the ongoing modernisation of our approaches.

7.4 The Association, on behalf of its members, has developed a series of networks with agencies such as the Basic Skills Unit, University for Industry, Learndirect and with the universities on curriculum staff development approaches.

7.5 The Association has been in close liaison with colleagues in the Republic of Ireland, the Council of Directors of Institutes of Technology, and has developed partnership links between colleges north and south including a formally agreed protocol.

7.6 We are working to improve relationships with the Training and Employment Agency and this has been shown by the Training and Employment Agency funding information communication technology study visits to centres of excellence in England, to benefit practice in Northern Ireland. The Association has supported the development of the Further Education National Training Organisation (FENTO) in Northern Ireland in the development of standards for lecturers, governors, non teaching staff and managers in the sector. The Association has close working relationships with its equivalent bodies, the Association of Colleges in England, the Association of Scottish Colleges and FFORWM in Wales, to allow the drawing of comparisons and bench marking against best practice throughout the United Kingdom. This has been exemplified by the development, through the Association, of the Council of the Isles for Further Education, which seeks to co-ordinate the approach, throughout the United Kingdom, on key issues such as education and training for industry.

7.7 The Association, as part of its commitment to education and training for industry, is providing a conference, "Skills for 2000 and Beyond", at the Hilton Hotel, Belfast, on Thursday & Friday 16th and 17th November 2000. The key aim is to refine a vision for the role of Further Education in the economic and social development of Northern Ireland.

7.8 The Association is committed to improving the quality of provision, thus its Curriculum and Staff Development Committee is looking at how to continuously improve the relevance and effectiveness of Further Education programmes. A number of colleges have adopted the business excellence model, others are working towards obtaining IIP. The Association is supporting the DHFETE curriculum development project on improving quality in teaching and learning (2000/2001).

8. Conclusion

8.1 As can be seen, the Association, on behalf of the Further Education sector, is working to build closer relationships with industry and to improve the quality of provision it makes. The Association would be pleased to give oral evidence to the Assembly Committee and to give wider briefings on the role of the further education sector as it works in partnership with other key agencies to deliver lifelong learning and a world-class workforce.

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WRITTEN SUBMISSION BY:
BELFAST INSTITUTE OF FURTHER AND HIGHER EDUCATION (BIFHE)

INTRODUCTION

Belfast Institute of Further and Higher Education is the largest educational establishment in Northern Ireland. In 1998-99 it had almost 43,000 enrolments, which also makes it one of the largest providers of further and higher education in these islands.

The Institute operates from six main sites and five smaller buildings which cover more than 60,000 square metres. It also delivers community education across Belfast in almost 200 out-centres, which are mainly rented from a wide range of statutory and voluntary bodies. Its administrative headquarters are in Great Victoria Street in the heart of the city.

The Institute delivers academic and vocational learning at further and higher education levels in almost all areas with the exceptions of mining and agriculture. Courses range from basic education for adults with literacy and numeracy difficulties through to post-graduate degrees. The Institute itself is not a degree-awarding body and all of its degrees are conferred by universities with which it has franchising facility arrangements.

The Institute also offers a wide range of customer-specific education, training and consultancy services for the private and public sectors both at home and abroad. It is an organisation which faithfully reflects contemporary government policy in relation to further and higher education and it plays a full role in helping to shape that policy through public debate, academic analysis and extensive dialogue with policy-makers, politicians, industry, business, the voluntary and statutory sectors and the community.

It is important to note that the Institute is considerably larger and more diverse than any of the remaining 14 Northern Ireland FE/HE institutes. It also offers, by far, the greatest amount of HE and is geographically the most centrally located. The Belfast Institute has a unique role to play, residing between the other FE colleges and the universities. The Institute thus needs to have a clear vision of how we should develop in the longer term. For example, should we develop a solid research base and is that likely to alter our role?

The balance between academic and vocational studies in FE is a very important consideration, as is a coherent strategy to identify and address long term industrial skills shortages. Such issues can only effectively be addressed by ensuring that more meaningful and pro-active links between secondary, further and higher education are developed and indeed embedded in Northern Ireland education structures.

The Institute is thus well placed to provide advice and guidance to the Department of Higher and Further Education, Training and Employment in formulating policy for education and training for industry in Northern Ireland. We regularly consult with our partners in industry and the education sector. The following proposals are a result of that internal and external consultation process.

1. SKILLS SHORTAGES

Northern Ireland industry is facing some of the greatest challenges in its history. The traditional heavy industry base that has been the mainstay of the Northern Ireland economy since its inception has been very seriously eroded and is quickly being replaced by high technology industries that require a very different range of skills.

The education and training sector must respond quickly to these changing circumstances if the resultant shortage in skills requirement is to be met. In fact, the issue of long term skills shortages has never effectively been addressed either in individual vocational sectors or as part of an overall training strategy for skills development. There needs to be a strong and coherent approach that includes an effective forecasting model (or models) that will address skills shortages not just as and when they arise but preferably before.

The detriment to the local economy of the present situation is currently apparent through evidence of demand exceeding supply and people with relevant skills and experience transferring regularly from one company to another. This situation generates unhealthy competition between local companies and a contentious rivalry with the Northern Ireland economy as a whole experiencing growth limiting factors.

The solutions lie in terms of both short and longer term strategies, but in any event can only be effective in conjunction with a prompt, accurate and detailed skills forecasting model. In the short term, where economic skills shortages have been identified, fast track programmes should be in place and ready to action as and when the need arises. In the longer term, a practical, skills-based, adequately funded training model needs to be developed with the joint support of local industry, the training sector and the education sector. The Modern Apprenticeship Scheme already forms the basis of this model but, as yet, does not have the widespread support and backing required from the bodies listed above and almost no recognition within the community.

The current funding methodology for the Jobskills and Modern Apprenticeship programmes needs to be thoroughly reviewed. There is a serious mis-match between standards required to meet certain NVQ qualifications and the resources made available to the FE sector to meet these standards. The present drive to improve efficiency in the education sector, which in itself is entirely valid and justifiable, does not always take account of what can be achieved in simple practical terms. Limitations are being imposed not just by overstretching finite resources, but also by ensuring that current health and safety regulations are not transgressed.

This has led, in many cases, to an almost unmanageable situation where standards are being compromised in pursuit of financial viability. Such a situation is a long-term recipe for disaster not only in terms of the maintenance of vocational and academic standards, but as a means of eroding the most effective modus of continuing economic and social sustainability through a healthy and vibrant manufacturing economy.

The current structure thus needs a root and branch review.

A three to five year strategy to achieve the above objective needs to be developed. Full participation of the employment sector in the development and implementation of the strategy will be crucial to its success. The already good working relationships between the FE sector and the training councils should be built-upon and expanded.

The Belfast Institute as the largest provider of craft/skills training in the province could play a leading role in the development of the strategy.

2. LIFELONG LEARNING

The Belfast Institute derives its lifelong learning remit from the 7 key aims specified in the Northern Ireland paper, " Lifelong Learning - A New Learning Culture for All." The Institute is committed to the concept of Lifelong Learning and, in addition to building on the lifelong learning programmes which have been an integral part of its provision for some time, is also actively involved in a range of relevant collaborative developments with, amongst others, EGSA and UfI. True lifelong learning should value all facets of education and training, not just that work perceived as being mainstream vocational and therefore of socio-economic importance. Any future strategy should acknowledge the work done within the FE sector in engaging large numbers of people in education and training programmes, accredited and non-accredited, as a valuable access route and should fund resource accordingly.

The question of who should be responsible for the co-ordination of this major initiative is of paramount importance. Indeed, analysis of the underlying problems which have given rise to the need for the Lifelong Learning initiative will show that these problems have arisen because of the lack of a co-ordinated, strategic approach to the issues at a national level. Thus, the inequity in funding regimes, the schism between academic education and vocational training, the uneven distribution of essential resources, eg ICT, the lack of a coherent and intelligible national framework of accreditation, and the hitherto piecemeal approach to the fundamental and perennial problem of Basic Skills - all attest to the need for a co-ordinated strategic approach to this initiative.

The Committee might therefore consider the notion of a national lifelong learning service. This will require a radical review of the qualification and delivery system. As proposed by others what we need is a national framework delivered in the context of a locally supported service.

Beyond the issue of co-ordination there are two elements essential to successful implementation - resources (principally funding and ICT support), and collaborative partnerships between formal and informal education and training providers, voluntary and statutory agencies, community based groups and organisations, business, and industry. There is a danger, however, that short-term funding will drive the process, rather than a strategically planned and properly resourced longer term response to the initiative.

Such a response will depend upon sound decisions being made on the basis of quality information - some of which is not, at present, readily available. We need to know exactly where we are in order to move forward towards the realisation of a vision of a learning culture, via the attainment of meaningful and realistic targets. To do so will require research into, and consideration of, the following key components :

n precise statistical information eg relating to skills shortages in specific geographical/employment sector areas.

n a review of the effectiveness of the relationships between:

- the Partnership Boards and the communities they serve;

- the Partnership Boards and formal education providers.

n the systematic provision of the ICT infrastructure necessary to underpin the Lifelong Learning initiative.

n the identification and allocation of appropriate funding regimes to support learning and to reward effective providers.

For many years now the Further Education sector has been delivering programmes that accord with the Lifelong Learning agenda - provision often unsung and under-funded. The experience and expertise acquired in the sector must be a central pillar upon which the Lifelong Learning initiative is built.

3. DEVELOPMENT OF ICT

ICT and related activities such as Telecoms, Software Engineering and Call Centre Development are widely recognised as belonging to the sector of the Northern Ireland economy with the greatest potential for growth. Not only is there rapid expansion world wide, but also the relative geographic isolation of the province is not important in relation to our competitiveness in these areas. The rapid economic development of the South, based on the development of hi-tech industries and a large pool of highly educated and well motivated young people, gives a glimpse of the possibilities for the Northern economy. Up until now the economy of Northern Ireland has tended to rely on traditional industries such as Engineering, Textiles, and Agriculture.

The economy also has a much larger than normal public sector component. Recent political developments, with an easing of the security situation, should see this change. Also the traditional industries are coming under increasing pressure for a number of unrelated reasons eg the recent difficulties in the Agricultural sector, the uncertain future of Harland & Wolff, and recent well publicised difficulties in the Textile sector. New technology will provide alternative economic activity, and if appropriately applied will make existing businesses more competitive. However local uptake of the opportunities provided by ICT and the knowledge-based economy has been slow.

The FE sector needs to provide work related learning in the workplace, particularly to develop the ICT skills of current employees. This can be provided by workplace delivery or through the use of video conferencing, ICT and On-line Learning. The latter method requires the availability or development of educational content, and the development of systems to support, encourage and monitor the progress of remote learners. The business sector needs to be more closely involved in the development ofcourses and in funding the development of on-line learning content. Part of this role is being currently being filled by the University for Industry. The relation between UFI, training providers, and the FE sector needs clarified so that they do not work in competition with each other, and wasteful duplication of effort is avoided.

There is a need to provide IT training in the community, to reach those who choose for various reasons not to follow recognised courses at established FE centres. These courses need to be offered in a flexible way, in the right surroundings, and with creche facilities where appropriate. The courses need to lead to recognised qualifications. Participants need to have a clear progression pathway so that they can gain industry relevant qualifications after the initial qualification. Lack of such clear progression could lead to frustration and disillusionment of participants who would find that a basic IT qualification was not a guarantee of employment in this area.

There is great scope to develop a "family learning programme" in ICT that will allow parents to develop ICT skills in the context of helping their children with their programmes of study in primary and secondary schools. This is particularly relevant with the launch of the "Classroom 2000" programme in primary and secondary schools, and the ongoing curriculum review of primary and secondary education. Such a programme has the potential to be developed throughout Northern Ireland and should produce significant benefits in developing ICT skills of both parents and children.

Belfast Institute has a well developed physical infrastructure with 1600 networked computers linked by a Gb fibre optic ring on 7 major sites throughout Belfast. The Institute network has a 2Mb link to SUPERJanet. The Institute provides ICT training at all levels from introductory to HND level. The Department of Learning and Teaching Resources is responsible for the maintenance and development of the ICT infrastructure for Belfast Institute.

4. LINKS WITH THE SECONDARY EDUCATION SECTOR

To meet the skill needs of the NI economy there should be improved liaison between the school sector, and the further and higher education training sector. The demand for software engineers, electronic specialists and people with high level IT and technical skills is such that an increased number of school leavers should be encouraged and prepared to enter these vocational areas at all levels - post 16 and post GCSE. This could be addressed by:

n Structured career guidance in schools perhaps supported by innovative taster events and activities hosted by industry. Events should also be organised to provide careers teachers with the latest information regarding opportunities, career paths and technical qualifications. To be effective this approach needs to be ongoing and supported with appropriate back-up documentation.

n A public campaign targeted at parents to increase parental understanding and awareness of the skills needs of NI plc, to address the importance of career planning and promote vocational education and training as a real alternative to too many young people chasing GCE A levels.

n Review of funding of post 16 education (schools and Institutes of FHE) and co-ordinated measures to 'steer' young people into education and training in the new technologies.

n Funding for innovative bridging programmes (supported by industry) to assist people gain the maths and science essential for entry to skill shortage areas.

n Incentives to establish school/ FHE partnerships for 'widening' the base of post 16 education and training and avoid the tendency (common in N Ireland) for parents to encourage pupils to stay in the safety of the structured school environment at 16 - which while understandable, leads to too many young people entering non-technical post 16 education.

5. LIAISON WITH INDUSTRY

Today the involvement of industry with the education and training sector is piecemeal and ad-hoc. A strategy should be devised to highlight the importance of individual support for the development of training methods and techniques and indeed a commitment to long-term training provision.

Links between the industrial sector (particularly the high technology sector) and the education sector have been developed at university level but need to be improved at technician level in the FE sector. The content of HND and GNVQ qualifications needs to be relevant to the needs of local industry and in turn the awareness of local industry needs to be raised regarding these qualifications.

The FE sector needs to provide courses which will help local businesses establish "e commerce" as a significant fraction of the local economy.

Career progression routes in some sectors, particularly engineering and construction, are unclear and confusing. The links between education, employment and career enhancement need to be much more clearly articulated with the various alternatives simply explained and indeed "sold" to secondary level pupils.

The various industry sectors need to be persuaded to play a much more active promotion role than they have done to date.

The recent DHFETE initiative to provide industrial secondment for FE/HE lecturers has been a resounding success both in terms of updating lecturers' skills but also as a means of providing industry, albeit on a short term basis, with a different expertise that has yielded effective results in relation to research and development. This initiative should be continued and expanded.

There are some very good examples of "real" partnerships developing between the FE sector and the Northern Ireland colleges/institutes. The Belfast Institute has pioneered a joint programme with Bombardier Shorts to deliver mathematics to craft/technician apprentices in a manner which makes the subject more meaningful and appropriate. This pilot scheme was the subject of a conference paper delivered to the Institute of Applied Mathematicians and was extremely well received. A strategy should be developed which will assist, nurture and support the development of such innovative approaches to the delivery of vocational education and training. In developing such a "strategy for partnership" the Department also needs to look at how it liaises with other government departments and agencies, with a view to ensuring that effective communication takes place both internally and externally. Too often in the past has the view of the governmental department been explicitly at variance with another.

6. QUALIFICATIONS - PARITY OF ESTEEM

Northern Ireland has high educational standards in United Kingdom terms, with more than 40% of young people going on to Higher Education. However we do less well for those who are not high achievers, and 20% of the population currently have no formal qualifications. The number of HE places within the province is insufficient to meet the demand with 62,000 people from NI participating in HE last year, but only 50,000 attending colleges or universities in the province. Overall our record in technical and general education is low by international standards.

The A-level/University route to career progression is still regarded by many parents as the benchmark. However, many industrial sectors greatly favour the FE route as they feel this provides them with employees who demonstrate both practical and academic skills. It is important therefore that a strategy be devised that ensures parity of esteem for vocational qualifications. This has long been an aspiration but, as yet, very few practical steps have been taken by successive governments to ensure that parity becomes a reality.

A large proportion of the existing workforce still holds no formal qualifications. Priority sectors should be identified and funding should be provided to support initiatives (including fast tracking) to deliver qualifications to appropriate sectors. It should also be formally recognised that there is always a need to provide for "niche" sectors and any funding methodology should incorporate a means whereby specialist sectors could be catered for, taking into account the long term contribution to the local and wider economy.

We need to develop a VALUED vocational educational programme at sub degree level. This should be based on existing HND/C and GNVQ qualifications but these need to change so students acquire skills more directly useful to industry. For ICT this means introducing industry standard qualifications, such as MOUS, MCP, CNE, as a component of the vocational qualification.

The number of available HE places needs to be increased.

7. TECHNICAL AND ACTIVE RESEARCH

As well as most valuable technical research carried out by the universities, there is a niche in research for local communities and SME's, not all of whose needs are being met by the universities. This need could be met by the FE sector. Also, there is a need to promote research within FE on purely FE matters in relation to quality and the curriculum. It should be informing itself and not relying on a top-down approach from the universities. The present limited support by DHFETE, welcome as it is, is only scratching the surface.

There is also a role for FE colleges in promoting the economy. All FE colleges are not the same and to regard FE as a single block is a simplification. Clearly institutes such as BIFHE are of a scale and complexity that makes them different. The Springvale Campus is a recognition of this fact. Large institutes such as ourselves can therefore be expected to play an enhanced role in the future. That role, or the role of our HE sector, might be to act as a type of polytechnic, delivering a broad range of foundation degrees and to carry out research for local communities and SMEs similar to the system of HE in the Republic of Ireland. Our FE sector could also act as a 6th form alternative with clear vocational provision for all of Greater Belfast and its environs. This could well provide a more efficient alternative to the fragmented school system. In so doing we would be in a position to more clearly help and support the modernization of the local economy.

CONCLUSIONS AND RECOMMENDATIONS

In order to meet the challenges outlined in the paper the Belfast Institute notes the following recommendations.

n There should be greater scope to provide ICT training in the community with progression pathways clearly defined. Family learning programmes should be incorporated in this initiative.

n ICT support and infrastructure systems should be developed to encourage and monitor the progress of remote and work-based learners and to underpin the Lifelong Learning initiative.

n The business and industry sectors should be much more closely involved in the development of courses and in assisting with funding the development of on-line learning contact.

n Relationships between industry, UFI, training providers and the FE/HE sector needs to be clarified to avoid destructive competition and wasteful duplication.

n A comprehensive, accurate, reliable and detailed skills forecasting model (or models) should be developed in conjunction with industry and the training councils/boards).

n The current funding methodology for Jobskills programmes should be reviewed to more accurately reflect the demands of national standards and awarding bodies.

n The current relationships between Partnership Boards, the communities they serve and education providers should be reviewed to determine their current effectiveness.

n Schools careers teachers should be provided with comprehensive training to help them more fully understand and appreciate the opportunities offered in technology-based careers.

n There should be a public campaign targeted at parents to increase awareness of skills needs of N.I. PLC.

n There should be funding supported initiatives to steer young people into education and training in the new technologies.

n Various industry sectors need to be persuaded to play a much more active promotion role than they have done to date.

n The DFHETE initiative to provide industrial secondment for lecturers should be further developed.

n A VALUED vocational educational programme at sub-degree level should be developed and promoted across all industry sectors.

November 2000

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