Stephen Farry
North Down · Alliance Party · Northern Ireland
“Speaking for a party that has a longer pedigree in advocating a public inquiry than both the DUP and Sinn Féin, I nonetheless welcome this announcement, despite the torturous path that we have had and, indeed, the missed opportunities.”
“The first was a reform of the petition of concern to take it back to the original intent when it was designed in 1998. It was clear at that stage that Arlene Foster banged the table and said, "No, never. We are not doing that. That is a way whereby we are going to have to fold on equal marriage: it's not happening".”
“<BR /> <BR />The main points that I make concern the substance of the order. There are probably three aspects that the Minister needs to address properly before the Assembly, and they really relate to what other options he has.”
“That raises the question of why they want to go as far as 2022, especially when I am not sure — I would welcome any clarification to the contrary on it — that there has been formal Executive approval of this.”
“<BR /> <BR />There are three major substantive issues that I do not believe have been properly aired on this: VAT; European Commission infraction proceedings; and, most important, the opportunity foregone to revisit the classification of Northern Ireland Water and the ability, through a separate water charge, to allow it to borrow commerc…”
“While my party was supportive of the Good Friday Agreement back in 1998, at that time, we expressed some reservations around the very detailed nature of the proposals and how those could, in due course, destabilise Northern Ireland and prevent us from realising our full potential. We have been very much vindicated in that analysis.”
The complete record
Every one of 2,504 lines we hold for Stephen Farry, in date order, each linked to its source. Free to read, in full, without an account. Page 19 of 51.
“Today I launch the new further education strategy for Northern Ireland: Further Education Means Success. The policy commitments I am outlining today and the steps we will take to implement the new strategy will enable colleges to build on the groundbreaking achievements of the sector over the past decade. In particular, the strategy will ensure that colleges continue to fulfil the important dual role of helping to develop a strong and vibrant economy and supporting social inclusion. The strategy will also enable further education to be recognised as an equal and valued pillar of the education system, alongside higher education and the statutory school system.”
“We are up for those challenges and are happy to work in collaboration with others when they share that common vision.”
“It does not always follow that, when the leader of a society is female, that percolates down to other aspects of public life, business life and civic life. So, there is a challenge in that regard, and while we are making great strides on participation, there is a way to go with progression on that. <BR /> <BR />Alliance will work very closely with the new First Minister and the returned deputy First Minister in the Executive and the Assembly, particularly when they are acting in an inclusive way and are articulating a common good and a common vision for this society. We will undoubtedly have many challenges on the road ahead, including economically, socially, environmentally and, in particular, in genuinely building a shared future and tackling problems in the rule of law.”
“Of course, back then, she and, indeed, many of her colleagues who are also in this Building today were in the youth wing of a different political party, but that is a sign of the evolution of our politics over that time. I reassure her that I cannot recall, at this stage, any particular skeletons from her time at Queen's, though, if my memory serves me well, I will let her know first. <BR /> <BR />There has been a lot of comment about the historic importance of today's events from a number of angles, in particular the fact that we have a joint leader who, for the first time, is female. Indeed, that is truly historic. It is important that that now acts as a spur to greater participation on a gender basis across our society.”
“Indeed, our paths crossed when we were at Queen's probably the best part of a quarter of a century ago. I am sure that she will not thank me for referencing it in those terms.”
“I start by recognising the contribution that Peter Robinson has made to politics in Northern Ireland over the best part of four decades. I wish him a very long and happy retirement. His fate and that of the Alliance Party have been intertwined, for better or worse, for many years, and particularly over the past number of years. We wish him every success and happiness in his future. <BR /> <BR />I move to congratulate Arlene Foster on her appointment as First Minister and Martin McGuinness on his reappointment as deputy First Minister. I am not sure who is the more surprised about that particular outcome, but we recognise the importance and significance of today. <BR /> <BR />With particular reference to Arlene Foster, as she the new incumbent in the joint top office in our society, I can say that I have known her for many years.”
“<BR /> <BR />We seek to send out a very positive message to businesses that wish to invest in Northern Ireland, so it is important that we indicate that we are making adjustments, in funding and in the type of study provided, that will make their investments a stunning success.”
“<BR /> <BR />It is worth stressing that it is as we move to a much stronger employability focus in what is being achieved through our higher education institutions that part-time study really comes into its own. Its important that we appreciate that it covers a wide range of policy outcomes that, as an Executive and Assembly, we want to see, both in widening access and participation and in ensuring that we are reaching into corners of the education market that, perhaps, the full-time model does not achieve and that there is also a much stronger potential for what is studied to be directly related to the needs of the workplace.”
“In that regard, we have to find a sustainable model of higher education that finds favour politically, with a consensus that we can stand over for a number of years. <BR /> <BR />People talk about the importance of a higher education strategy. It is worth stressing that we have a strategy in place, Graduating to Success, which was published in 2012. It remains the live strategy through to 2020. In the new context that we have, with a date and a rate now set for lower corporation tax, we need a wider strategy on the back of that, in the accompanying investments, to ensure that that can be a success. It is in that regard that higher education, of all modes of study, needs to receive additional investment.”
“We remain very much seized of the importance of delivering those specific targets, although it is important to stress that, through the actual reduction of places themselves, there will be challenges in the outcomes because those from the most disadvantaged backgrounds will be penalised most by there being less provision in Northern Ireland. People will be forced either to go to Great Britain and pay higher fees or, unfortunately, have no opportunity at all. <BR /> <BR />In that regard, I welcome the comments from all sides of the House about the importance of reversing the current disinvestment in higher education and having a sustainable way forward. That is very much what we are seized on in the Big Conversation and the forthcoming paper that I will circulate to Executive colleagues over the coming days.”
“I concur with all who pay tribute to our local providers, including the Open University as a major player in part-time study. I also reflect on the personal testimonials that we saw from recent, past and current students who are availing themselves of part-time study. It can be a challenging mode of study as well as being very rewarding. <BR /> <BR />We have talked heavily about widening access, and we have our strategy Access to Success.”
“Moreover, if we are successful in increasing the level of participation in part-time study, that opens the Department to uncertain demand-led expenditure in a time of great budgetary instability. <BR /> <BR />I have taken a decision in principle on the way forward. Subject to due diligence around any unforeseen implications and the practicality of the way forward, I hope to announce in the coming weeks what we plan to do in this area. Subject to the capacity of the Student Loans Company to implement these changes in a timely manner, and the sooner we take decisions the better, I hope that a new system would be in place for the 2017-18 academic year. <BR /> <BR />I want to take a few moments to comment on some of the comments made by Members who spoke in the debate.”
“It would be available in addition to the fee grant, covering any remaining tuition fee balance not covered by the fee grant up to the full value of the fees for those ineligible to receive any fee grant. The loan would be available on the same basis as under option 1. <BR /> <BR />The first option would more closely mirror the existing undergraduate system and not replace one current inequity with another perceived inequity. That would also be the more cost-effective option for the Department. However, given that part-time students may be more averse to debt than full-time students, that approach could discourage wider participation rather than open it up. <BR /> <BR />The second option could be more attractive to existing and future part-time students but would involve continued resource expenditure from the Department.”
“The approval of the Treasury would be required for any such scheme. <BR /> <BR />Our consultation document referred to two options. Option 1 involves a tuition fee loan. That option would introduce a non-income-assessed tuition fee loan covering the full value of the part-time student's tuition fees. It would replace the existing fee grant. The loan would be available to all Northern Ireland-domiciled part-time undergraduate students undertaking designated courses at higher education providers in the UK and Ireland. It would also be available to non-UK EU-domiciled students at Northern Ireland's higher education providers. <BR /> <BR />Option 2 involves a top-up tuition fee loan. That option would introduce a non-income-assessed tuition fee loan to top up the existing fee grant.”
“<BR /> <BR />Coming back to our options for funding reform, it is important to acknowledge the current constraints on public expenditure, which is likely to remain the prevailing context for several more years. So, policy options involving significant levels of additional resource cannot be deemed feasible. Additional investment in direct funding has to be considered in the context of choices being made in reductions elsewhere or passing on the costs to the higher education institutions when they are already being expected to absorb significant funding cuts. <BR /> <BR />Student loans are however managed and accounted for differently. They are considered to be annually managed expenditure and, as such, their costs are borne by HM Treasury. It is, therefore, possible to extend student loans without detracting from resource funding.”
“It is through that apprenticeship approach to upskilling that we will be able to achieve a better, more efficient matching of supply and demand, with employers influencing where training occurs, informed by the new skills barometer. Employers will be more likely to have access to workers who have the technical and employability skills required to flourish in the workplace, while employees will know that they have the basis to better sustain employment. <BR /> <BR />Officials in my apprenticeship team are working on the funding model for apprenticeships at all levels, including higher-level apprenticeships. It is likely that the state will wish to make a direct contribution to at least some of the costs of the off-the-job training. However, that will take account of wider reforms to the funding regime for part-time study.”
“That is where apprenticeships come into their own, with the course provision in college or university serving as the de facto off-the-job training that complements the on-the-job training provided by the employer directly, with each element operating under a common agreed curriculum. In turn, that curriculum will have been devised and shaped by employers and other relevant stakeholders through appropriate sectoral partnerships.”
“There will be opportunities at levels 5 and 6 to link training in the workplace with the completion of a foundation degree or honours degree on a part-time basis at a local college or university. <BR /> <BR />Many of those who are studying part-time will already be in work. For some, there will be some connection to their existing employment but, for others, there will be no connection, yet, even for those whose studies are related to their job, there is unlikely to be a common framework that spans what they are learning on the job and in the workplace and what they are learning in university or college.”
“Employer support for part-time study has also significantly dropped off in recent years, almost certainly as a by-product of the recession, with businesses cutting training budgets. <BR /> <BR />One opportunity to expand part-time provision lies with Northern Ireland's new strategy for apprenticeships, Generating our Success. As Members know, we are expanding the range of occupations for which training can be facilitated through the apprenticeship route. Basically, any professional or technical role can lend itself to this system of training. Crucially, in the context of the motion, we are expanding the range of skills or qualification levels to which apprenticeships can be applied from level 3, which is A-level equivalent, through to level 8, which is PhD equivalent.”
“The maximum course grant is £265, and that tapers to zero with a household income of just over £28,000. There is no maintenance grant available because there is a presumption, rightly or wrongly, that most people who are engaged in part-time study have other sources of income or means of support. <BR /> <BR />Of the 20,000 enrolled students in 2013-14 who may have been eligible to apply for the part-time grants, only just over one in five were able to avail themselves of any support. Either they were ineligible to receive a grant due to the income assessments or were unaware of the support available. By contrast, 91% of full-time undergraduates availed themselves of some form of support.”
“<BR /> <BR />Under the current model, part-time undergraduate students from Northern Ireland have no access to the student loan system. Instead, they can be supported by a package of income-assessed, non-repayable grants called fee grants and course grants. The fee-grant level is determined, first, by the student's intensity of study and is then based on the level of the student's household income, up to a maximum of just over £25,000. The maximum fee grant is £1,230, which is available to students studying at 75% of the full-time intensity and from household incomes of below £16,800. The average amount received by those eligible was just over £700 last year. The course grant, which is paid directly to students, is designed to contribute to the costs of materials.”
“They are also limited to students studying at an intensity of at least 50%. They are also often not sufficient to cover the full costs of the fees charged. Those fees are not regulated at present, in contrast with fees for full-time students. Almost 99% of student finance paid to Northern Ireland students was in respect of full-time undergraduates, even though they account for around only 60% of the higher education student population. In 2013-14, some 62% of new Northern Ireland domiciled part-time undergraduate enrolments had no award or financial backing for their tuition fees. It is in that context that I decided to undertake a consultation on part-time and postgraduate student finance earlier this year. I want to put on record my appreciation to all those who responded to that exercise.”
“In particular, given its ability to attract a greater diversity of people and its potential to much more closely relate to the direct needs of employers, part-time higher education is a pathway that should be encouraged and facilitated. However, barriers to part-time study remain. Some of the greatest barriers include the course design and flexibility of provision, which will be taken into account around the new higher level apprenticeship model; the importance of careers advice, on which we have had a local review of careers policy and practice and a new strategy; and, of course, finance. <BR /> <BR />At present, part-time undergraduate students can access non-repayable grants to support them with their tuition fee costs, but they are income assessed and only a minority of students are eligible to receive them.”
“<BR /> <BR />Over the most recent 10 years, from 2004-05 to 2013-14, Northern Ireland domiciled part-time enrolments at higher education institutions have declined by 12·9%. That reflects an overall fall in part-time study across the UK. However, over the same 10-year period, the number of Northern Ireland students studying through the Open University has increased by 3·9% and now stands in excess of 4,000. Within higher education and further education, there were over 7,000 part-time enrolments in 2013-14. Part-time study is the predominant mode in that context. The majority of enrolments were in business, administration and law; and health, public services and care. <BR /> <BR />The recently published skills barometer sets out the requirements to provide greater numbers of skilled individuals by qualification and subject area.”
“<BR /> <BR />In 2013-14, just over 18,000 Northern Ireland domiciles were enrolled at UK higher education institutions on a part-time basis, and just over 90% of those were studying in Northern Ireland. Part-time enrolments are almost equally split between those studying for a first degree, those studying for another undergraduate qualification and those studying at a postgraduate level. The most popular types of subjects include education, business and administrative studies, allied health and social studies. In terms of narrow STEM, part-time enrolment is relatively low, accounting for only 14% of all Northern Ireland students studying part-time throughout the UK and only 9% of part-time enrolments at our local institutions.”
“Part-time provision contributes to a more flexible and diverse system of higher education. <BR /> <BR />First of all, it helps to widen access and participation to a broader spectrum of backgrounds and, in particular, it can capture sections of the community beyond the stereotypical student between the ages of 18 and 21. Part-time study may be more appealing for mature students, students with dependents or caring responsibilities, and students with disabilities. Secondly, it can be shaped and more closely related to the immediate requirements of the workforce and, therefore, offer opportunities for people in work to upskill or reskill. In that regard, it is worth making particular note of the opportunity that lies in part-time higher education study as part of a higher-level apprenticeship, which I will discuss in further detail shortly.”
“Thank you very much, Mr Speaker. That was timely advice from Mr Flanagan. I very much welcome all the contributions made during the debate. They reflect the greater opportunities for individuals, our economy and our society that lie with an expansion of part-time provision, but they also underline the challenges that lie ahead in their achievement. <BR /> <BR />At the outset, I want to stress that the motion is very much in keeping with the policy direction that I am setting for my Department. I want to see more part-time provision, both in absolute numerical terms and as a relative proportion of overall higher education provision. As Members have stated, our economy requires more and more high-level skills, and we need to consider and facilitate a wide range of pathways to achieve these outcomes.”
“I beg to introduce the Employment Bill [NIA 73/11-16], which is a Bill to make provision relating to conciliation and other matters in connection with industrial tribunals and the Fair Employment Tribunal, including power to refer to chairmen as employment judges; to amend the law relating to protected disclosures; to confer power on the Department for Employment and Learning in connection with careers guidance and apprenticeships; to correct references relating to statutory shared parental pay; to make other provision relating to employment; and for connected purposes.”
“It is also important to bear in mind that we have not actually seen a reduction in the full-time opportunities for Irish. What has happened is that the provision has been consolidated in Derry, and we have seen the removal of the full-time provision from Belfast. In the future, that situation may be restored, but I never fail to be amazed at the concern expressed about courses being moved into the north-west, given that Sinn Féin in particular has been very keen to see Magee developed more and more as part of our higher education landscape.”
“Let me be clear: it is not my place to say whether it was wise or unwise. It was the university's decision to make. As the Member is fully aware, the context that it found itself in was not one of my making; it was certainly not one of its making, and very difficult choices had to be made.”
“I need to be conscious about my lifespan as a Minister and what I will do. I can comment only on what I can do in my capacity as Minister through to May of next year. It is likely that we will consider a one-year Budget in the first instance rather than necessarily going for a full five-year Budget. In that way, full account will be taken of the elections and incoming Ministers thereafter in future Programmes for Government. <BR /> <BR />The Member can take some assurance from the fact that those types of innovative interventions need to be examined by the Executive as a whole. If we do not fully explore all the opportunities that are before us, we will potentially miss opportunities. His comments will be well heard. I expect that those opportunities will be fully scoped out, whether by me or others, now or in the future.”
“If we have innovative ways as to how that can happen, I am very happy to consider them.”
“It is only the last aspect of that question that directly falls under my responsibilities as Minister for Employment and Learning. We had a debate in the Assembly a few weeks ago about the concept of city deals, and people are open to exploring those. It is important that we fully appreciate exactly how they will work, whether additional resources will be provided or whether we will repackage resources that are already in our gift. <BR /> <BR />We have seen progress in university development in Belfast, and I appreciate that there is also a hunger for university expansion in the north-west. The funding for Belfast is already in place, but there is uncertainty as to how we will facilitate any expansion in Derry if that is what the business case indicates as the appropriate way forward.”
“Again, those are largely matters for the Minister of Health to take forward. However, there is a common approach across the Executive to ensuring that we have wide access to higher education. <BR /> <BR />Nursing is obviously a key sector in our economy. The Member will be aware that, for example, we published a skills barometer on 12 November and that health and social care, particularly nursing, was identified as a key pressure point in our economy. We have a clear need, so it is important that we put in place policies that do not deter people from going into those areas, and, in doing so, we facilitate people and encourage them into those areas.”
“It is important that we draw a distinction between the types of roles that are available in residential homes. As the Member will appreciate, nursing and the training of nurses are matters for the Department of Health. It sets the numbers and provides the finances. I have no doubt that the Member's colleague will be aware of that. There are, of course, other roles in health and social care where my Department can play a role. The Member will be aware, for example, of the new youth training system that we launched in June this year. I expect that health and social care will be a major strand in the future needs of our economy. The new work-based learning approach that we are putting in place will hopefully be very attractive to a lot of young people, especially those leaving school at 16 who want to find new opportunities.”
“Yes, that is very much the logic as to why they are there and for the commitment to them. Resources have been tight over the past number of years as part of the wider tuition fees settlement, and we have not had the same opportunity to invest in maintenance because the resources have simply not been there. However, maintenance grants are an important tool in their own right for ensuring that we attract people from a range of backgrounds into higher education. It is crucial for the future of our economy that the ability to pay is not seen as a barrier to participation in higher education. Access to higher education should be based on merit and on people's ability to learn and to gain from the experience.”
“My working assumption is that people will want to continue the status quo because that is more in keeping with the particular circumstances in which we find ourselves in Northern Ireland.”
“At this stage, there are no plans to change the situation with maintenance grants and, even if there were, there would be a lead-in time to bring secondary legislation through the Assembly. I think that it is important that maintenance grants stay in place. They are important to help widen access. Scotland, which I visited last week, has moved to funding maintenance more through loans than grants. There are ongoing debates about how well they are doing in widening participation. Obviously, the UK Government have proposed the removal of maintenance grants in England. Exactly what that works out as in negative Barnett consequentials for Northern Ireland remains to be seen, but the decision on whether to keep maintenance grants in Northern Ireland will be taken by the Executive collectively.”
“Comments were made about upskilling and higher education. These have to be the subject of freestanding Executive commitments because they are core requirements for us in delivering a successful economy. I do not think that it is a case of simply moving money from tax credits into higher education, as tempting as that is. Higher education must stand on its own two feet and be seen as part of the core responsibility of the Executive for upskilling and having a successful transformed economy.”
“I congratulate the Member on his bravery and on trying to entice me along those lines. There are a lot of ifs in that chain of logic. Things can be done differently to help those on welfare, and we have had discussions on economic inactivity. If a decision were taken to redirect those resources, that type of intervention — something to help those who are unemployed and, in particular, the young and long-term unemployed — would be most relevant, in that people could see the transparency of money moving from one intervention to another.”
“It is important that there is balance in the approach that we take.”
“I thank the Member for his question. At this stage, we have not been invited to make bids by the Executive as a whole or by the Minister of Finance and Personnel. Decisions on how that money will be reallocated are still to be taken by the Executive. I stress that there are many ways in which we can help those who are most vulnerable and marginalised. Mitigation of the Tory welfare policies being pursued in Great Britain is one such way, but we have to take a balanced approach. Further investment in public health, early years education, as well as investment in my areas of responsibility — employment schemes, training schemes, opportunities in further and higher education — are all very important in giving people the opportunity to move off dependency on welfare and progress in life.”
“I entirely concur with the sentiments that the Member has expressed, and, indeed, that has been a major focal point of Question Time to date. I simply echo the point that I made: it is important that, as we look ahead to making our own Budget decisions over the coming weeks and months, we very much have in mind some of the things that have been done in the past and the requirements of the future. It is important that we start now to invest more in skills. Simply waiting until 2018 to do so will not be effective. We now have a two-year window, and it is important that we send a very clear message that Northern Ireland is open for business from day one of people looking to make investments on the basis of the lower corporation tax rate.”
“However, I was not expecting any particular lines on or commitments to further or higher education, although those would, in due course, have been picked up through the more general process of the promotion of economic prosperity and opportunity.”
“On the surface, no, but I was not expecting any huge commitments in those regards. This was meant to be a political deal, and insofar as that was the bar, it was a deal in some respects between some parties, covering some but not necessarily all areas. Like the Member, I would have liked a stronger general commitment to how we can better invest in and plan our economy. I would have liked the agreement to set in train a process by which we could have a better planning process that draws on international experience and allows us to benchmark our progress in Northern Ireland. The omission of that was, perhaps, a lost opportunity.”
“I thank the Member for his question and those comments. We made clear to our officials that we want them to work through those practical issues that are being raised by organisations. I am aware of the concerns that have been expressed around, for example, capacity issues and how other qualifications are being recognised. We are looking to see how we can work through those issues in a constructive way to reach a resolution. I stress to the Member and the Assembly the importance of ensuring that we have quality. I am sure that everyone shares that objective. Right across our education and training system, we want to make sure that those providing the training are operating to the very highest standards. I accept that there can be different ways in which that can be assessed and accredited.”
“<BR /> <BR />My officials are continuing to consider a paper submitted on this issue by the Northern Ireland Council for Voluntary Action and will respond in due course, but it is important that the rationale for the introduction of that requirement is clearly understood.”
“The Department's key priority in developing any element under the 2014-2020 European social fund (ESF) programme is to ensure that the participants receive the best possible training and education available to them. Any departmental requirements of qualifications for teaching or tutoring staff apply to tutors in further education college settings and providers of the Training for Success programme, as well as educators in the ESF projects. <BR /> <BR />In each of those contexts, the primary rationale is to ensure quality and consistency throughout education and training across Northern Ireland, and to provide a guaranteed minimum level of quality in our teaching. We cannot, and should not, lose sight of the fact that the participants on ESF projects, and therefore the quality of training they receive, should remain our primary focus.”
“As I said, at this stage we have only one potential pilot programme operating through DSD. The rest of the strategy is parked, pending the allocation of resources. <BR /> <BR />I would like to think that resources will be made available. This is an important area and a major structural problem in our economy in Northern Ireland. It is imperative that we press on and seek to address this. This is a much more beneficial way to address the situation where people unfortunately find themselves on welfare. Many who are on welfare want to engage with the world of work but are coming across barriers that are preventing them from doing that. We want to see how we can tackle and remove those barriers.”
“<BR /> <BR />Those are discussions that we have to continue with at Executive level, but those are two potential avenues through which resources could be made available to commence work on that strategy.”