| Home | Committees | Membership | Publications | Legislation | Chronology | Commission | Tour | Search |
COMMITTEE FOR EMPLOYMENT AND LEARNING Report on the Department for
Employment and
Learning's
Ordered by The Committee for Employment and
Learningto be printed 4 July 2002 REPORT AND PROCEEDINGS OF THE COMMITTEE RELATING TO THE REPORT MEMBERSHIP AND POWERS The Committee for Employment and Learning is a Statutory Departmental Committee of the Northern Ireland Assembly established in accordance with paragraphs 8 and 9 of Strand One of the Belfast Agreement and under Standing Orders 44 – 46 of the Northern Ireland Assembly. The Committee has a scrutiny, policy development and consultation role with respect to the Department for Employment and Learning and has a role in the initiation of legislation. The Committee has power:
The Committee is appointed at the start of every Assembly, and has power to send for persons and papers and records that are relevant to its inquiries. The Committee has 11 members, including a Chairperson and Deputy Chairperson, and a quorum of 5. The membership of the Committee at 4 July 2002 was: Dr Esmond Birnie (Chairperson)
1 Mrs Joan Carson replaced Rev Robert Coulter
on 11 September 2000. The Department for Employment and Learning Act (Northern Ireland) 2001 received Royal Assent on 20 July 2001 and made provision for the Department of Higher and Further Education, Training and Employment to be renamed the Department for Employment and Learning. Accordingly, the Statutory Committee was renamed the Committee for Employment and Learning. Reports and evidence of the Committee are published by the Stationery Office by order of the Committee. All publications of the Committee are posted on the Assembly’s website: (www.niassembly.gov.uk). All correspondence should be addressed to the Clerk to the Committee for Employment
and Learning, Northern Ireland Assembly, Room 283, Parliament Buildings, Stormont,
Belfast, BT4 3XX. TABLE OF CONTENTS 1. Executive summary 2. Introduction 3. Departmental Responses to the Recommendations
4. Discussion 6. Minutes of Proceedings relating to the Report 8. Written Evidence from the Department for Employment and Learning The purpose of this report is to bring into the public domain the response of the Department for Employment and Learning to the recommendations made in the Report on the Inquiry into Education and Training for Industry.i This report is an attempt to identify and highlight both the progress that has been made, and the work that still has to be done, in the implementation of the forty-three recommendations. The Department for Employment and Learning has implemented, or is in the process of implementing, a number of the recommendations. While the Committee for Employment and Learning appreciates and welcomes the Department’s actions on a number of counts, it nevertheless considers that it is important to draw attention to those areas about which it still feels some concern. In particular, the Committee considers that the following five areas, which are of central importance to the whole field of education and training for industry, require more urgent action on the part of the Department:
The Committee acknowledges the work that has been undertaken in some of these areas, and is aware that some obstacles have hindered progress in others. However, it urges the Department to redouble its efforts to implement the recommendations relating to these key areas as it wishes to review progress later this year. This Report is part of a process to push forward the development and enhancement of education and training for industry. The process began with the Committee for Employment and Learning’s (or, as it was then, the Committee for Higher and Further Education, Training and Employment) Inquiry into Education and Training. The Report of the Inquiry was published in September 2001. In this, the Committee made 43 recommendations. The Committee has prepared this follow up Report in order to bring the responses of the Department for Employment and Learning to the Inquiry, and, in particular, to the Committee’s recommendations, into the public domain. The Inquiry into Education and Training for Industry was initiated under the Committee’s powers to initiate inquiries and make reports on policy issues to the Minister, as set out in the Belfast Agreement, April 1998. The impetus for the Inquiry arose from both a concern and a conviction. The concern was that the productivity of the Northern Ireland economy is significantly lower than that of its competitors (just 84% of that of the UK, and little over 50% of that of the USA). This has immense significance as to whether the Northern Ireland economy and society can make and pay their way in the world. The conviction was that education and training are crucial in contributing to increased productivity. In his book The Wealth of Nations in 1776 Adam Smith complained that the, "greater part of what is taught in schools and universities .... does not seem to be the most proper preparation", for, "the business which is to employ [the student] for the remainder of their days". This does not have to be so. The Terms of Reference for the Inquiry were agreed as follows: "To examine and make recommendations to improve the contribution of further and higher education and training, including university-based Research and Development, to Northern Ireland industry.". 2.3 The timescale of the Inquiry The Inquiry commenced in June 2000 and continued throughout 2001, during which time thirty-nine oral evidence sessions were held throughout Northern Ireland, additional evidence was heard from leading organisations from the Republic of Ireland, and the Committee received over one hundred written submissions. The Inquiry examined eight main areas: skills; Further Education; Higher Education; other training providers; qualifications and the curriculum; removing barriers to education; careers education and guidance; and developing the enterprise culture. The Report of the Inquiry was published in September 2001 and debated in the Assembly on 15 October 2001. The Committee received the Department for Employment and Learning’s response to the Inquiry in January 2002. A meeting with officials from the Department for Employment and Learning followed the written response. At that meeting, on 9 May 2002, Committee members took evidence from officials regarding the progress of proposals and policies relating to the recommendations. The minutes of evidence of the meeting are presented in this report. 3. Departmental responses to the recommendations The Committee made 43 recommendations, categorised into eight areas, which are listed below. The response from the Department is set out in turn below each recommendation.ii 3.1 The Committee’s Recommendations and the Department’s Responses
Departmental Response Basic skills has a high priority within the Department. The draft Strategy currently being prepared will set out the Department’s proposals for adult literacy and identify how it intends to support and develop new provision. It will include recommendations in relation to standards, curriculum, assessment and the dissemination of best practice across all programmes, including in the workplace. Additional resources can only be discussed within the context of the Spending Review.
Departmental Response The Department is continually reviewing initiatives to ensure the needs of employees are met. Recent redundancies, especially following September 11 (2001), are being addressed with the companies most affected and, if necessary, the Department will adjust programmes to seek to minimise unemployment.
Departmental Response The Department acknowledges that the education and training provision for 16-19 year olds is an issue which should receive consideration. The specific recommendation made by the Committee is, however, an area that rests mainly with the Department of Education since decisions on curriculum choices are often made at an earlier age. The Department will raise the issue with DE within the context of the Key Stage 3 and 4 curriculum review and of the post- primary review.
Departmental Response The Department agrees that courses in mathematics and science and ICT need to reflect the needs of industry. The Department will evaluate the pilot in the North-West Institute of Further and Higher Education and will consider the appropriateness of the conversion course offered in maths and science. The Department will continue to offer and develop appropriate provision in ICT.
Departmental Response The Department will continue to focus and provide additional funding to ICT to widen access and to support economic development. ICT and ICT-related areas will remain a priority skill area for the Department.
Departmental Response Agreed. The Northern Ireland Skills Task Force sets the research agenda for the Priority Skills Unit within the Northern Ireland Economic Research Centre (NIERC) and agrees the funding available for surveys supplied by DEL such as Executive Recruitment Watch.
Departmental Response Agreed. Work is underway to better target SMEs, especially in further education and through learndirect.
Departmental Response The Department will set out, in detail, the strategy for the future development of the sector.
Departmental Response The development of Centres of Excellence remains a key element in promoting the sector’s support for the regional economy. This will be reflected in the published further education strategy.
Departmental Response The Department will continue to work with the sector to develop, where appropriate, common solutions and support services to provide best value for money and to avoid duplication of effort.
Departmental Response The Department is actively pursuing the development of an improved management information system in colleges.
Departmental Response The Department agrees on the need for effective training on the roles and responsibilities of governors. Significant focus will be given to training governors, especially in relation to accountability, as soon as the new governors are appointed.
Departmental Response The Department will consider the need for changes to the existing complaints procedure.
Departmental Response The Department will consider a review of the funding mechanism to ensure that it supports the Department’s objective of delivering high-class vocational education to support economic development. Any increase in funding for FE can only be discussed within the context of the Spending Review.
Departmental Response The allocation of funding is guided by the overall strategic objectives for the sector. Any review of the funding mechanism will be closely related to the strategy for the sector.
Departmental Response The Department supports closer links between FE and industry. It is examining, currently, how the Lecturers into Industry initiative can be extended to other vocational areas and also include employers working in colleges.
Departmental Response The Department has given priority and incentive funds to providing courses leading to qualifications in ICT.
Departmental Response The Department will consider the place of ICT within the curriculum for full-time students.
Departmental Response This recommendation requires additional resources which can only be sought in the Spending Review.
Departmental Response The Department will continue to promote links between higher education and industry. This work will also fall to the Department of Enterprise, Trade and Investment (DETI) and to the Department of Trade and Industry (DTI), in Whitehall.
Departmental Response An increase of 5,500 in HE places is planned in the period up to 2005. Further expansion would depend on competing public expenditure priorities.
Departmental Response Widening access is a high Departmental priority. The range of current initiatives will be evaluated in due course.
Departmental Response The Department is committed to completing an evaluation of the new student support arrangements by January 2008 and conducting preliminary assessments in 2004 and 2006. 3.1.4 Other education and training providers
Departmental Response The Department accepts that a partnership between private training providers and statutory providers is advantageous. Jobskills relies in large part on such partnerships eg in the delivery of the employer-led Modern Apprenticeships. The current review of 16-19 provision will include consideration of this issue.
Departmental Response Agreed. Building on the work of a national policy on sector development, agreed in the UK and devolved administrations, the Department is consulting, locally, on the interface between UK-wide sector organisations and Northern Ireland infrastructures.
Departmental Response Agreed. In light of the recent review of Modern Apprenticeships by Sir John Cassells the Department will review experience in Northern Ireland.
Departmental Response The Department has an extensive programme of evaluation into the effectiveness, efficiency and equity of the New Deal initiatives which informs the development and delivery of the New Deal programmes. Two reports detailing the results of the first stage of a major independent survey of over 1,500 New Deal participants were published on 15 November 2001. Following a wide ranging consultation exercise an enhanced New Deal 25+ programme was introduced on 9 April 2001 with improvements at every stage of New Deal participation. The Department is taking forward the recommendations of the Basic Skills Working Group and the Multiple Barriers Working Group. These include the use of a Basic Skills Tool Kit which was recently introduced to assist Personal Advisers to identify basic skills indicators and the implementation of standard assessment arrangements to be used by Basic Skills providers. The Department is also committed to a Continuous Improvement policy in relation to the New Deal initiatives. This policy has previously resulted in the decrease in the number of administration forms and the introduction of short, accredited vocational training courses. A review of the New Deal for 18-24 year olds programme, which will include consultation with interested parties, has recently commenced. Following an internal review of the Department’s provision for unemployed adults, the Focus for Work programme was introduced in October 2001. Focus for Work is a voluntary programme open to both benefit and non-benefit recipients which includes provision for training (Training for Work) lasting up to 26 weeks leading to accredited qualifications. It is expected that Training for Work will particularly appeal to returners to the labour market, most of whom will be women, as entry is not based on receipt of Jobseeker’s Allowance or any other Social Security benefit. 3.1.5 Qualifications and the curriculum
Departmental Response The Department is supportive of the NICATS project.
Departmental Response The Department agrees that vocational qualifications should reflect the needs of industry.
Departmental Response The Department will engage actively with DE and Council for the Curriculum, Examinations and Assessments (CCEA) in the forthcoming year and will take forward its own review of the provision for 16-19 year olds.
Departmental Response As part of the review of 16-19 provision, the Inspectorate and CCEA’s evaluation of Curriculum 2000, the Department will evaluate the need to initiate further research to evaluate the three types of qualifications. 3.1.6 Removing barriers to education
Departmental Response The Department already has in place policies in relation to fee remission for full-time students aged under 19 and full-time students aged 19 and over on vocational FE courses. The UK recommendation is the subject of a review of workforce development in the UK to which the Department is contributing. Following publication of the initial report, the Department can consider how best to address further the issue in Northern Ireland.
Departmental Response Agreed. ILAs are currently under review and the Assembly Committee recommendations will be fully taken into account.
Departmental Response Widening access to and increasing participation in further and higher education is a key departmental aim with a particular focus on students with learning difficulties and/or disabilities (SLDD). A wide range of interventions are already in place and will be supplemented by the introduction of the forthcoming Special Education Needs and Disability Bill being taking forward in conjunction with the Department of Education. 3.1.7 Careers education and guidance
Departmental Response The Department welcomes the recommendation and will await the outcomes of the Review of Careers Education and Guidance before building on existing policy actions to meet the challenge of implementing an enhanced guidance service. Funding implications may have to be considered in the Spending Review.
Departmental Response The Department welcomes the recommendations but notes the appreciation of the current constraints on public sector finances. The Department is committed, with the other sponsoring Departments, to securing adequate funding to develop this important area of work. 3.1.8 Developing the enterprise culture
Departmental Response The Department supports this recommendation and will seek to work, cross-departmentally, towards the completion and effective implementation of the Strategy’s recommendations.
Departmental Response Additional funding for university R&D is subject to competing priorities and can only be raised in the Spending Review.
Departmental Response This will be a matter for the Executive as a whole.
Departmental Response This will be a matter for the United Kingdom HE sector as a whole.
Departmental Response Additional funding of this kind is a matter for DETI. The Committee welcomed the response to the recommendations made by the Department for Employment and Learning. It was pleased with the broad terms of the response, which indicated wide areas of agreement. There were, however, a number of areas where the Department’s response fell short of that which the Committee was seeking. A meeting to clarify these issues was held on the 9 May 2002, details of which are presented in the Minutes of Evidence of this Report. The Committee is pleased to learn that the Department for Employment and Learning is either already taking action, or is proposing to take action shortly, in accordance with many of the Committee’s recommendations. The Committee wishes to pay tribute to the Department for the work that it is currently engaged in, in the area of education and training for industry, and wishes it to further its efforts in this field. The Committee would therefore wish to highlight those areas where it appears that the Department has not agreed to fully implement the recommendations of the Committee, in order that further progress will occur. In some cases, the Committee is seeking to ascertain the timescales for proposed action; in other cases, the Committee would like some explanation as to why recommendations have not been translated into policy actions or definite plans for action. Each recommendation is discussed below in terms of the eight areas into which the original Inquiry fell. Recommendations 1 to 8 are concerned with skills, including basic (essential) skills, retraining and reskilling, ICT skills, and the training requirements of SMEs. The Committee acknowledges the work of the Department in the area relating to Recommendation 1, namely that of basic skills. The creation of the Basic Skills Unit, enhanced FE funding for adult Basic Education, and the preparation of a comprehensive adult literacy strategy are all to be welcomed. The Committee would have liked earlier publication of the Essential Skills for Living Strategy; but now wishes the Department to ensure no further slippages occur, indeed we would like to see more rapid progress. Recommendation 2 addressed the need for research into developing effective models of workplace basic skills and the effective sharing of best practice to be initiated and funded. The Committee therefore welcomes the eight projects, funded by the Department, that have been set up, with employers, to look for ways of developing skills in the workplace. The Committee hopes that the initiative remains on schedule, and will look forward to reading the outcomes of the projects in the action plan to be published in September 2002. The Committee will follow with interest the pilot scheme on workplace development initiatives in Great Britain. The Committee was pleased that DEL has learnt from the experience of redundancies at Mackies and at Harland and Wolff. Committee members would be interested to learn of the outcome of the training strategy that DEL put in place regarding these. Nevertheless they consider that this initiative may fall some way short of Recommendation 3, which called for the development of flexible and dynamic policies to deal with retraining and reskilling in a range of situations, including redundancies. The introduction of a fast-track programme in maths and science at the North West Institute of Further and Higher Education is welcomed by the Committee, which had, in Recommendation 4, stressed the need for more people to study mathematics and sciences at secondary and tertiary level. The Committee would like to know when this programme, which is a pilot study, will be evaluated, and whether and when similar programmes will be initiated. The Committee is disappointed that DEL feels that it is unable to make progress on the review of the 16-19 curriculum until the Burns review is completed. Very necessary work in this Department cannot be repeatedly delayed because of activities in another Department. The Committee would have liked evidence of conversion courses in mathematics, the sciences and Information and Communication Technology that reflect the needs of industry, as set out in Recommendation 5, in addition to the fast-track programme referred to above. The Committee appreciates that the focus of the first pilots were in ICT and ICT-related areas. Committee members would be interested to know how successful or otherwise foundation degrees are proving to be. They would therefore like to know when the foundation degree pilot will be evaluated, and would like to express their surprise at the decision of DEL to commit to a 50% increase of the programme prior to its evaluation. The Committee welcomes DEL's statement that ICT and ICT-related areas are, and will remain, a priority skill area. It acknowledges that the provision of teaching in three key skill areas (computing, electronics, and software engineering) attracts additional financial weighting and incentives. DEL reported that Further Education Colleges have received £10m investment (over the last three years) to develop ICT infrastructure and ICT staff development. The Committee is unclear as to what proportion of this funding has been specifically earmarked for community education and outreach programmes, as recommended in Recommendation 6. The Committee welcomes DEL's unqualified agreement with Recommendation 7, to rationalise and develop existing initiatives such as the Skills Task Force, Executive Recruitment Watch and the Priority Skills Unit. It looks forward to seeing developments in this area. The Committee welcomes DEL's unqualified agreement with Recommendation 8, to develop appropriate mechanisms to support the training requirements of Small and Medium-sized Enterprises (SMEs). It would welcome more information on what support structures for SMEs have been developed in the further education sector, and how these will be further developed. Recommendations 9 to 19 deal with further education. The recommendations include issues to do with the strategic review of the sector, its funding, support services, curriculum, and the development of centres of excellence. The Committee stressed the need in Recommendation 9, for the urgent completion and implementation of a further education strategy that would include a 3-5 year strategic plan. The Committee is content with the scope of the proposed strategic review. It will monitor its progress with interest, and appreciates DEL's commitment to keep the Committee informed at key stages of its development. It is vital this project is kept on time and there is full consultation with the main players in the sector. The Committee expressed the wish, in Recommendation 10, that decisions regarding the development of centres of excellence at individual colleges should stem from the overall strategy for the sector. The Committee understands that several centres of excellence have been developed at the universities through Industrial Research and Technology Unit funding. It also has learnt that Invest Northern Ireland is targeting around 20 centres of excellence for inward investment and economic activities. The Committee is pleased that DEL plans to enter into discussion with Invest Northern Ireland regarding centres of excellence. It will look forward to hearing the outcome of this discussion, and hopes that this will take place soon. The recommendation regarding the co-ordination and harmonisation of support services - Recommendation 11 - reflected the Committee's concern that standardisation of procedures across Further Education Colleges would be desirable in itself and could produce cost savings. DEL reported that it has supported a common Internet solution for all colleges, via SUPERJANET. It has also undertaken a review of support structures for curriculum and staff development across the sector. The Committee would like to know more about the findings of the review. The existing management information system used by the further education sector can no longer deal with the scale and complexity of the provision. For this reason, Recommendation 12 stressed the need for the provision of a vastly improved common statistical database on students and staff, to reflect trends in personnel issues and record the outcomes for students attending FE courses. The Committee welcomes the news that DEL began to pilot modules of management information systems in September 2001. It acknowledges that there are limits as to what information can be collected due to data protection legislation. It will monitor the development of a new management information system as a matter of priority. The Committee welcomes DEL's agreement with Recommendation 13 on the need for effective training on the roles and responsibilities of governors. However, members of the Committee were still disappointed that the community and voluntary sector was still not adequately represented in the new appointments to governing bodies. Consequently the Committee looks forward to seeing this matter being adequately addressed in the forthcoming strategic review. The Committee is pleased to have learnt that DEL is now taking steps to address the issue raised in Recommendation 14, namely the question of the resolution of disputes. The Committee's recommendation is that Further Education Colleges should come under the remit of the Assembly Ombudsman, and is unaware of any compelling reasons why this should not be the case. DEL has initiated contact between unions, governors and managers to decide on the most appropriate arrangement. The Committee will follow developments with interest and hopes for a speedy conclusion, while remaining convinced that its own recommendation offers the best solution. In Recommendation 15, the Committee suggested that funding to the further education sector be increased. The Committee welcomed the recent financial support improvements for FE students. However, it also made the point that the current funding mechanism needs to be changed if it is to achieve its objective of delivering high-class vocational training (Recommendation 16), that is regarded as on a par with academic qualifications. The Committee is aware that funding for further education forms part of the strategic view. It will, therefore, monitor the progress of funding decisions during the review. The Committee considers that it may be unfortunate that DEL considers that it is unable to implement a number of the recommendations made by the Committee regarding further education because these are currently being addressed in the strategic review. The Committee hopes that the strategic review will address the issues thoroughly, and look forward to examining its outcomes. The Committee acknowledges DEL's support for closer links between the further education sector and local industry and industrial development organisations, as suggested in Recommendation 17. The Committee acknowledges that up to 40 lecturers annually enter industry for periods of up to 12 weeks, and that this scheme has also been extended to technician staff. It will monitor developments of this scheme with great interest and expect higher levels of industrial placements. In response to Recommendation 18, DEL stated that it has given priority and incentive funds to providing courses leading to qualifications in ICT. The Committee welcomes this and would like to continue to see an increase in the availability of places on Higher National Diploma/Higher National Certificate and other courses which lead to professional qualifications in ICT. The Committee welcomes DEL's agreement with Recommendation 19 that all students in further education (both full and part-time) should develop skills in ICT. The Committee would like to know the outcome of the cross-college curriculum development project to determine the content of a common curriculum (including ICT skills) for all full-time students of further education. The Committee would welcome evidence that DEL proposes to include an ICT module on all further education courses. Recommendations 20 to 24 address issues to do with Higher Education, including funding, student numbers, and links between the sector and business. The Committee is supportive of DEL's focus on university research and learner support, as stated in its Position Report on the Budget 2002 Process. In Recommendation 20, the Committee called for an increase in funding to the university sector to ensure that quality staff are attracted and retained, and to develop the research base of the universities. It pointed out that this should include increasing and developing matched private sector funding for initiatives such as the Support Programme for University Research (SPUR). Clearly, one aspect of the development of the research base of the universities is that there should be at least adequate, if not excellent, facilities such as well-equipped laboratories and well-provisioned and serviced libraries. The Committee therefore supports DEL's bids to address the backlog in capital investment for both maintenance and new-build projects. As indicated in Recommendation 21, the Committee regards the development of links between higher education and business as of considerable importance. The Committee supports DEL in its proposal to continue to promote such links. It would welcome specific information as to whether the following initiatives will be further developed: the Teaching Company Scheme; industry and charity sponsored professional chairs; technology incubation units; science parks; spin-off companies; and the encouragement of entrepreneurship through innovative approaches to programme design and specialist postgraduate programmes. The Committee would like to know more of DEL's role in the inter-departmental Working Group, which was established to develop a co-ordinated approach to the Government's support of research, and would thereby facilitate the contribution made by universities to economic development through improved R&D and knowledge transfer. Recommendation 22 called for a continued increase in the number of university places, especially in areas of skill shortages (in line with the Committee's recommendation in its Report on Student Finance, October 2000). The Committee welcomes DEL's initiative to expand the provision of Higher Education over the period from 1999 to 2005, whereby there will be an increase of 5,500 places. The Committee is keen that all initiatives (not only those funded by Government), which aim to increase access to higher education, be co-ordinated, as suggested in Recommendation 23. The Committee welcome DEL's activities in the field of widening access, such as additional funding to assist universities in widening participation, the increase in domestic HE places, the development of NICATS, and the development of Springvale. It particularly welcomes the reintroduction of grants, from September 2002, for people on low incomes. The Committee wishes to monitor the progress of the various initiatives undertaken by DEL in this area and looks forward to the evaluations of these initiatives in 2003/04. The Committee remains unclear as to whether, or how, the various initiatives are co-ordinated, in order to avoid duplication and to ensure effective action. The Committee will look forward to learning of the outcome of the primary assessments of the student support arrangements, to be conducted in 2004 and 2006. It is interested in the effectiveness and equality impact of the new measures (as stated in Recommendation 24), and will continue to monitor the progress of the arrangements until the full evaluation in 2008. 4.4 Other education and training providers Four recommendations fell into this section. The Committee looks forward to the outcome of the 16 Review for its consideration of further developing partnerships between the education sector and private training providers, as suggested by the Committee in Recommendation 25. The Committee welcomes the agreement of DEL to develop an improved, more comprehensive, streamlined and effective National Training Organisation and Sectoral Training Council structure, as set out in Recommendation 26. The next recommendation made by the Committee, Recommendation 27, was that Modern Apprenticeships should be continuously monitored and developed to meet changing labour demands. The Committee is pleased that an evaluation of the programme of Modern Apprenticeships has just been commissioned. The Department plans to act in advance of completion of the evaluation, to incorporate the concerns of some principals of colleges of further education. In autumn 2002 it hopes to produce an approach to Modern Apprenticeships that will complement the future approach to Jobskills. The Committee will look forward to learning the details of this. New Deal is considered to be the flagship of the Government's welfare to work programme. As such, it is an ambitious and far-reaching scheme, and one that has received both praise and censure. The Committee suggested, in Recommendation 28, that New Deal be continuously monitored, evaluated and improved in order that it achieves its employment outcomes in the most cost-effective manner. The Committee further recommended that the Department consider other training schemes, which might better address the equal opportunities issues surrounding the availability of training. The Committee therefore welcomes the changes that have been initiated in New Deal. The Committee appreciates that New Deal for 25+, about which there had been the most stringent criticism, has been enhanced. Preliminary evidence suggests that the enhanced programme is more successful than its predecessor was; however, the Committee would like to see an objective evaluation to back this up. The Committee welcomes the increased training of New Deal Personal Advisers, and the increased liaison between New Deal staff and agencies that have an expertise in dealing with people with multiple barriers to employment. The commencement of a review of New Deal 18 to 24 is welcomed. The introduction, in October 2001, of Focus for Work, which is a voluntary programme for both benefit and non-benefit recipients, goes some way to addressing the concerns of the Committee regarding equality issues. 4.5 Qualifications and the curriculum The Committee recommended that the Department support the continuing development of the Northern Ireland Credit Accumulation and Transfer System (NICATS) initiative. The Committee welcomes the Department's response to Recommendation 29 in support of NICATS and DEL's funding of three separate NICATS projects. The Committee will look forward to learning of the outcomes of the projects in due course. The Committee acknowledges that many HNDs and HNCs include qualifications such as the European Computer Driving Licence (ECDL) and Microsoft Office User System (MOUS). However, it remains unclear as to whether the Department plans to include international industry-standard qualifications as a component of vocational qualifications, as suggested in Recommendation 30, so that ultimately all vocational qualifications will be related to the needs of industry, and recognised as such internationally. The Committee acknowledges that there are a number of reviews yet to be completed that address the issue raised in Recommendation 31, namely to facilitate inter-departmental focus on parity of esteem for vocational and academic qualifications. The Committee will monitor with interest the progress of DEL's discussions with the Department of Education and the Council for the Curriculum, Examinations and Assessment on this matter. Due to their concerns about vocational training and qualifications, Committee members recommended that a research project be initiated and funded to evaluate the three types of vocational qualifications, namely HNDs, HNCs and foundation degrees (Recommendation 32). While the Committee is aware of the ongoing reviews that impinge on this area, it would like to know when the Department will decide whether to implement this recommendation. 4.6 Removing barriers to education The UK Skills Task Force recommended that learning to level 3 (craft/technician level) should be free of charge to all up to their twenty-fifth birthday. Recommendation 33 asked the Department to determine the feasibility of implementing this for Northern Ireland. The Department has responded that policies are already in place regarding fee remission for full-time students aged under 19, and full-time students aged 19 and over on vocational FE courses. It will consider how to further address the issue in Northern Ireland, after the report of the review into workforce development in the UK is published. The Committee will continue to monitor progress in this area. In Recommendation 34, the Committee called for the development of the Individual Learning Accounts scheme. The scheme, which is currently suspended, is due to be reintroduced by September 2002 (DEL). The Committee awaits its reintroduction with interest. In particular, the Committee will be interested to see whether the new scheme can offer greater targeting and financial support for those in most need without creating excessive administrative costs. The Committee recommended the further development of initiatives to assist with childcare and those with educational special needs and disabilities in order to facilitate increased access to all education and training - Recommendation 35. The Committee welcomes the actions of the Department that are designed to widen access to education by students with learning difficulties and/or disabilities (SLDD). The Committee has been looking forward to reading the details of the forthcoming Special Education Needs and Disability Bill, and is, therefore, disappointed that the Bill is not yet out for consultation. It will continue to monitor this situation. The Committee welcomes the introduction of childcare grants for students. |