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.”
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“<BR /> <BR />We also see the additional focus that there will be in the buddy system in the workplace, which is there as a form of mentoring. We are trying not to use the term "mentor" because we do not want to create a sense of bureaucracy for businesses, where they feel that this means that a lot of training has to be put in place. That would almost act as a deterrent. The system is there to provide a friend in the workplace for all young people, whether or not they have a disability. There is also a focus on pastoral care to be delivered through the off-the-job training providers, which will give further support for people with disabilities. <BR /> <BR />Beyond that, we recognise that there will be a need for assistance for those who have not yet reached the level 1 qualification, which is required to access the level 2 provision.”
“I thank the Member for her comments. She is right to say that this is a system at level 2, and that will include many people with disabilities. As the Member well knows, there are people with disabilities who are more than capable of engaging with the world of work at a whole range of different levels, and it is incumbent on us to give them full support. In parallel with this strategy, my Department is also finalising a disability employment and skills strategy, which will be issued for public consultation shortly. That will complement the work that is taking place on youth training. As she also knows, within some of the existing provision there is additional support available for people with disabilities. At a minimum, that will be replicated in the new system.”
“<BR /> <BR />The precise location of the industry consultants has yet to be determined, but they will be people who are employed for the specific purpose of engaging businesses and working with young people to source opportunities and provide support. The precise location will be determined through the implementation phase. They will be dedicated people who are there to service this particular programme, this new system of learning, for young people at level 2.”
“Where things have been notified to the Committee and others around savings in those areas, that simply reflects changes or fluctuations in demand. All things being equal, I am committed to at least that level of funding going forward. It is worth stressing that that is supported by the European social fund, where 40%, in common with the practice previously, is earmarked for work on apprenticeships and youth training collectively. <BR /> <BR />We also have access this year to the £7·5 million change fund that was authorised by the Executive and which can be used to take forward pilots, so we are looking to expand and see where that goes. If we have difficulties, we will look to see whether we need to make further interventions.”
“We also know that, at present, there are between 30,000 and 40,000 young people who are not in education, training or employment, so there is a bigger market out there for this system beyond the immediate headcount that is going through the existing provision. We have no plans to cap provision, because we want to expand this into new territory, although, obviously, the issue will be how far budgets can stretch in that regard. <BR /> <BR />To give a scale of the commitment that we are talking about, if we take the current budgets around Training for Success Apprenticeships NI at level 2 and what we do around further education, we are talking in excess of £50 million a year that is spent. Notwithstanding the cuts that my Department has had to face this year, we have not cut any of that provision.”
“I thank the Deputy Chair of the Committee for his comments. I will look at the first issue around the numbers, and that will, to an extent, gravitate into financing. At present, across the three different elements that the system will be replacing — when I say "replacing", I stress again that this not a like-for-like replacement. The new system will be covering a lot more in terms of entry routes, age groups and different types of approaches to training. Across Training for Success, Apprenticeships NI at level 2 and mainstream further education, we are talking about 10,000 young people. However, if we look to the number of young people who are leaving school without level 2 qualifications, we see that that is in the multiples of tens of thousands.”
“<BR /> <BR />We know that there is a real issue, and we have heard from employers about the quality of employability skills. However, with this switch to a much stronger focus on work-based learning, the young person will know that they are getting the skills that they require to be successful in the workplace and to find and sustain employment, rather than doing something in a classroom situation where the direct links to what is happening in industry may not be as clear-cut.”
“It is important to stress that this has to be seen as a win-win situation both for employers and young people. <BR /> <BR />While there may be some sense that this has a wider social responsibility to Northern Ireland, there is a very hard-edged economic reality for employers. They need to be investing in their skills and planning for the future. This is the means by which they will access the young people of Northern Ireland who will be their future employees and make their businesses and organisations a success well into the future. They have a real self-interest in nurturing that fresh talent and making sure that they are investing and delivering the technical skills that they require, and also the employability skills.”
“This is not going to be a bolt-on; this will be a genuine integrated partnership looking at both youth training and apprenticeships. It will advise Government and others on the high-level policy interventions and how to wider engage employers in the process. Beneath that, there will be the sectoral partnerships that will look at the need for individual sectors, combining industry and curriculum experts. We then have the central service, which will be based in my Department, or whatever successor is determined in due course by the Assembly, that will work with and assist the employers. <BR /> <BR />I want to highlight the role of the industry consultants. They will be a critical element in sourcing the new opportunities. In that regard, we will have a challenge to create the opportunities for young people.”
“As we have sought to learn from evidence from across Europe to inform the strategy that we are announcing today, we have looked at societies that have been most successful with vocational training systems. Without stating what is not a coincidence, they have also some of the lowest figures of youth unemployment. So, there is a very clear lesson to be learned. <BR /> <BR />There is a challenge to ensure that we properly coordinate all of this. That engagement will probably take place in three elements. First, we have the strategic advisory forum, which will build upon the existing forum. It is established on an interim basis and is chaired by Bryan Keating, and it is looking at the apprenticeship strategy.”
“I thank the Chair for his comments, and I join him in recognising the significance of what we are announcing today and the potential that it has to transform the landscape of training for young people at level 2. Of course, given what the Chair has said, it will deliver that transformation only if we are effective in its delivery and implementation. That now becomes our central challenge. <BR /> <BR />Again, he is right to focus on the large numbers of young people who are unemployed. Indeed, youth unemployment is a problem across the European Union. We tend to be somewhere in the mid range. Nonetheless, we have an immense challenge ahead of us. That is why the Chair is right to focus on the importance of work-based learning and how we can place a much stronger focus on that.”
“<BR /> <BR />My Department is also developing a suitable financial model to take account of the considerable commitment and investment required from employers, the costs incurred by providers of training and the support required for young people in training. <BR /> <BR />I commend this statement to the Assembly.”
“<BR /> <BR />A time-bound implementation plan, also published today within the strategy, will ensure that the new model of youth training is in place by September 2016. That implementation plan will, where appropriate, build upon some of the projects and pilots already in place through the apprenticeships strategy. <BR /> <BR />Given the scale of the changes and the requirements for new and creative solutions, piloting of elements of the apprenticeship and youth training projects will commence in September 2015. That will enable lessons to be learned and allow development to upscale in time for full delivery of the new youth training system in 2016.”
“The system will be informed by ongoing robust data collection, analysis and evaluation, and it will feature mechanisms for young people to provide regular qualitative feedback on their experience of training. It will include not only analysis of qualifications achieved but employment outcomes and levels of progression. <BR /> <BR />It is my ambition that the new youth training system will form a key part of a seamless range of opportunities for professional and technical education that will facilitate progression for all young people. This strategy establishes an ambitious system of professional and technical training at level 2, which, when fully implemented, will have a transformative impact on the economy and opportunities available for young people.”
“At a system level, to ensure that prescribed quality standards are achieved, only providers who meet the set quality standards and curriculum requirements will be funded to deliver youth training. <BR /> <BR />To ensure that quality standards are maintained, tutors delivering the non-work-based elements of youth training will be required to have recent experience of their industry and relevant qualifications. <BR /> <BR />In order to clearly delineate responsibilities, maintain quality standards and ensure requirements are not onerous for any party, a specific and easily understood tripartite contractual agreement will underpin relationships between young people, providers of training and employers.”
“<BR /> <BR />The final theme recognises that quality will be the foundation of the new youth training system. The new system will be successful only if it is recognised as a high-quality alternative to the traditional academic pathway, providing clear progression into sustained employment, full-time education or training at a higher level. A range of measures will be implemented to ensure that the highest standards of quality for training are embedded and maintained and that the new system will be respected nationally and internationally by employers, further and higher education providers, young people, parents and guardians.”
“Most importantly, they will liaise with employers to provide advice, encourage their engagement, source work placements and, critically, provide practical support to minimise bureaucracy for employers wishing to engage. Through their efforts, they will raise the profile of the new system and promote its benefits. Incentives will be provided to promote and maintain critical participation by employers, particularly small and microbusinesses. Financial and non-financial incentives will be considered. <BR /> <BR />A final key aspect of engagement to support the new youth training system is clear branding and marketing. A clear brand will engage and secure buy-in from employers, young people, parents and guardians and will raise awareness of the new system’s baccalaureate-style award.”
“It will provide an online location to advertise training opportunities, provide promotional tools and signpost to careers advice and other support. A central register of participating employers who meet the required quality standards will also be available. That will provide young people, along with their parents and guardians, one central point from which to obtain information and to connect with employers and providers of training. <BR /> <BR />To further support employer participation, dedicated industry consultants will complement the central service. Industry consultants will possess extensive knowledge of training provision and local employment opportunities and will build and maintain good relationships with key organisations.”
“<BR /> <BR />In accordance with international best practice, sectoral partnerships comprising industry representatives and curriculum experts will be established. They will help to determine the overarching expectations of work-based learning and define the qualifications to be delivered as part of the curriculum for each sector. They will also advise on mechanisms to increase and maintain participation, particularly for small and microbusinesses. Depending on each sector’s needs, sectoral partnerships may be shared between apprenticeship and youth training provision or established to carry out that function specifically for youth training. <BR /> <BR />A central service will be established to help facilitate the sourcing and managing of opportunities for work-based learning across all sectors.”
“<BR /> <BR />The third theme of the new strategy recognises that the new youth training system will be effective only if it meets the needs of all parties, all stakeholders are engaged and employers are actively involved in its design and delivery. Following the approach being implemented through the apprenticeships strategy, a strategic advisory forum based on a partnership comprising employers, government, providers of training and representatives of young people will enable the new system to learn from experience and to adapt to changes and differing demands. A common forum for apprenticeships and youth training will help to ensure that the two systems are aligned. However, the forum’s roles for each system will be shaped around that system’s individual needs.”
“<BR /> <BR />Young people following either the employed or non-employed routes will receive financial support to contribute towards the costs of transportation, equipment and living expenses. My Department is reviewing funding arrangements, and the current level of funding will be the starting point in developing an appropriate level of financial support. Current provision recognises that some individuals have additional requirements, such as a disability, for example, and may require extra support and flexibility. The existing arrangements already provide for extended duration, additional funding and specialist support services, and those arrangements will be bolstered by the additional development opportunities and support provided by workplace buddies and the pastoral support offered by the new system.”
“My Department is also developing a Northern Ireland skills barometer that will enable labour market trends and potential future skills shortages to fully inform young people’s choices. <BR /> <BR />A dual-mentoring approach will be delivered through the provision of a one-to-one buddy system in the workplace with pastoral support mechanisms, including mentoring, being offered by providers of training. Workplace buddies will help the young person to integrate into the workplace by giving practical advice and assistance relevant to their skills development. Pastoral support offered by providers of training will mainly focus on non-workplace or study-related issues that many young people face.”
“<BR /> <BR />The new baccalaureate-style award for youth training will normally be designed to take a maximum of two years to complete. There will, however, be some flexibility within that. Temporary breaks to facilitate a withdrawal from the system for a period may also be authorised for those who want an opportunity to return and complete their qualification. <BR /> <BR />The second theme of the strategy focuses on support measures to help young people to successfully complete their training and progress into employment or higher-level training or education. Each young person will receive impartial careers advice and guidance before starting and upon completion.”
“<BR /> <BR />To ensure that a young person is ready to participate in a full level 2 programme, and to better align provision, there will be one common minimum entry requirement for youth training: namely, a full standard of achievement at level 1, to be defined as four GCSEs at grades D to G, including English and mathematics at grades D to F. Equivalent qualifications or alternative evidence of a young person's potential to achieve at level 2 will also be recognised. Young people not yet ready to start youth training, or who have not yet reached a full standard of achievement at level 1, will continue to receive support from my Department through a range of targeted initiatives and mainstream further education to assist their progression into youth training.”
“Employers will benefit by having the opportunity to train young people following the employed route, in line with their organisational culture and the exact requirements of the role, whilst addressing skills shortages and benefiting from new ideas and fresh thinking. <BR /> <BR />Work inspiration activities, including short project-based work tasters, will be widely used to help to engage young people not yet in employment. They will make learning about the workplace dynamic and attractive, providing positive experiences to assist informed decision-making on study options and potential future careers.”
“That will provide a solid foundation and ensure that young people are recognised as having the knowledge and skills required to enable progression in employment, training and education, and that they can meet the current and future needs of employers. <BR /> <BR />In addition to the breadth of learning, the youth training system will deliver structured work-based learning to all participants, whether through existing employment or a work placement. That will further broaden the young person's knowledge and experience of the real working environment in their chosen sector. It will enable them to develop sector-specific skills in addition to employability skills.”
“The system will also provide distinct routes of progression: an employed route, designed to cater for those in employment or starting a new job role; and a non-employed route, for those who wish to change occupational area, or who have not yet secured employment. There will be a shared curriculum across both routes, providing considerable flexibility. <BR /> <BR />The new system will provide a broad-based baccalaureate-style professional and technical award at level 2, equating to a minimum of five GCSEs at grades A* to C, including level 2 English and mathematics qualifications, with additional qualifications deemed relevant to the needs of individual sectors.”
“<BR /> <BR />The first theme ensures that the new system will be underpinned by a set of core features defining the target group, the routes of progression, the curriculum offered and the expected duration for participants. <BR /> <BR />All young people aged between 16 and 24 who require training at level 2 will be offered the opportunity to participate in the new system. It is a significant departure from the current provision, as it widens the focus of the new system beyond the current emphasis on training 16- and 17-year-old school-leavers not yet in employment. The offer will be extended to those in employment, those starting a new role and those who wish to change occupation, as well as those not yet in employment.”
“It provides equality of access, irrespective of entry point, that will take youth training at level 2 into new areas. In essence, young people who traditionally may have found themselves trapped in low-paid jobs can now access a pathway to progression that will allow them to move forward, should they wish to do so. <BR /> <BR />The extensive research base of stakeholder feedback enabled the refinement of the 26 proposals in the interim report, and there are now 22 key policy commitments under four themes: the core features of the youth training system; supporting young people; delivery and employer engagement; and ensuring quality.”
“The expert panel that I established last year has been particularly helpful in providing advice on the emerging proposals, and I am very grateful for their key contribution. Additionally, I wish to thank the Committee for Employment and Learning for its typically positive contribution to the review process throughout the development and consultation stages. <BR /> <BR />The review resulted in the strategy that I present to the Assembly today, and which will also be published online. Entitled 'Generating our Success: The Northern Ireland Strategy for Youth Training', it is not just another initiative simply to replace existing programmes. It is an innovative and revised system of professional and technical learning for young people aged between 16 and 24.”
“The review therefore proposed a brand new youth training system to greatly expand the scope of training beyond its present boundaries and, consequently, replace the current options and address gaps to fully provide for the needs of young people who leave school without level 2 qualifications. <BR /> <BR />The review drew from international best practice in professional and technical education and training systems, a call for submissions and an employer survey. My Department published the interim report on the review for consultation in November 2014. The review benefited from a robust consultation process, engaging with a wide range of stakeholders including young people, employers and providers of training. Overall, the response to the consultation was very positive, with broad support for all of the proposals.”
“Many current options at level 2 only require that literacy and numeracy skills be developed to level 1, which subsequently restricts a young person's access to higher-level training or alternative careers. The review also recognised that the current options face challenges in delivering training that can respond to industry needs and deliver the breadth of skills, knowledge and experience that young people require. <BR /> <BR />Finally, at an individual and system level, young people require support to guide their choices through independent careers advice and guidance, supported by up-to-date labour market information. Greater monitoring of outcomes and destinations of participants is also required.”
“However, it is encouraging that the majority of young people do leave school with a level 1 qualification and have the potential to progress into the system of youth training. <BR /> <BR />The youth training review considered the professional and technical training currently provided at level 2, which includes training programmes such as Training for Success — Skills for Work Level 2, apprenticeships at level 2 and mainstream further education at level 2. One of the key challenges identified was the complexity of the current offer, with a variety of different options available to young people. Greater clarity on progression routes was also a key concern highlighted by stakeholders. Employers also expressed concerns about the rigour and relevancy of the qualifications available, as well as the number available at present.”
“<BR /> <BR />Research has shown that, over the next decade, more than 70% of vacancies will require qualifications at level 2 or above, while employment opportunities for individuals with skill level 1 or below are predicted to decline. In addition, a level 2 qualification is regarded as the minimum prerequisite for further study. To prepare young people for the demands of the labour market, achievement at level 2 will therefore be critical, but there are challenges on the supply side in ensuring that young people reach that level. Last year, approximately two out of five young people left school without five GCSEs at grades A* to C including English and mathematics. That measure of achievement at level 2 is, in many cases, the minimum requirement for prospective employers.”
“<BR /> <BR />The new system for youth training should be considered in conjunction with the review of apprenticeships and the new strategy for apprenticeships, Securing our Success, which was launched in June 2014 and is now being progressively implemented. The apprenticeships strategy covers professional and technical training between level 3 and level 8. The new system of youth training presents a transformed offer at level 2. Fundamental changes to the apprenticeship model informed the focus and remit for the review of youth training. It is essential that young people have the opportunity to progress to the highest level, should they wish to do so.”
“<BR /> <BR />Through investing in the skills of our young people and integrating them into real working environments, we will develop their knowledge and understanding of chosen occupational pathways. Consequently, young people will be better skilled to meet employers' current and future needs, to sustain employment and to support economic growth. Employers are integral to the success of the new system of learning. They will be involved in the design of curriculum content and delivery requirements. Employers will assist with the delivery of the system and the development of the new skilled workers that they require through the provision of work inspiration activities to young people who are not yet sure of their career choice by offering work placements and by establishing a workplace buddy support system.”
“The new system, as outlined in the strategy, will promote progression and greater social mobility by preparing our young people for higher-value opportunities and the jobs of the future. It will better match the needs of and provide a range of benefits to young people, parents and guardians, employers and the wider economy. It will constitute a high-quality parallel route to the traditional academic pathway and provide young people with opportunities for professional education at level 2 and training that will facilitate seamless career progression to sustained employment, an apprenticeship or further education (FE). That will be achieved through a broad curriculum and qualifications to support ongoing career development.”
“The outcome is not just a series of adjustments to existing provision, but, rather, it constitutes major changes that will culminate in a new system of professional and technical learning for young people in Northern Ireland.”
“Today, I announce the outcome of our review of youth training and our final policy position through the publication of 'Generating our Success: The Northern Ireland Strategy for Youth Training'. At the outset, I emphasise that it was a significant root-and-branch review.”
“<BR /> <BR />There are, of course, challenges to us all, both in the West and states in the Middle East, in how we tackle propaganda and prevent our citizens from leaving our shores as fighters. Those are discussions for another day, but we need a genuine global response to what is a genuine global problem.”
“Islamic State is as much a threat to the states in the Middle East as to ourselves here in the west. People referred to Tunisia, which is now suffering hugely in terms of the loss to its economy. There is no doubt that it was particularly targeted, as this is the second major attack there in a number of months, because it was the first state to be involved in the Arab Spring and it has successfully made the transition to democracy. <BR /> <BR />We should also recognise the acts of many individual Tunisians who stepped in and prevented even worse acts of terrorism from occurring last week. They are real heroes. They recognise their common humanity with our citizens, as well as the fate of their state on the back of this.”
“We are seeing barbaric acts and atrocities occurring with alarming frequency and people being singled out based upon their religion, some warped view of a lack of adherence to religion or, indeed, their sexuality. <BR /> <BR />It is clear that the threat from the so-called IS is a very localised challenge in some parts of the Middle East, but it is also now a major global challenge facing us all, with terror taking place on an almost random basis. That is obviously driven by what is very clearly a warped interpretation of Islam, just as throughout history we have seen barbaric acts and atrocities carried out through warped interpretations of other world religions. <BR /> <BR />I have a slight difference of opinion with Mr McNarry in saying that I think that very few states in the world are actively harbouring Islamic State.”
“With others, I join in condemnation of this attack in Tunisia and express our sympathy to all the families of the victims, injured and bereaved. We also join in recognising that this is part of a three-pronged attack, including that in France and the attack on the Shia mosque in Kuwait. <BR /> <BR />It is right that, given the British and Irish victims in Tunisia, we reflect in particular on that incident and loss, not least given that it is perhaps the most serious terrorist attack that we have experienced in these islands for effectively 10 years. Somewhat poignantly, we are coming up to the tenth anniversary of 7/7 itself. However, we should bear in mind that this type of action is happening day and daily in different parts of the world, most notably in Iraq and Syria, but also in other parts of the Middle East.”
“I draw to the Member's attention the fact that China traditionally draws its political leadership from the pool of engineers. I am not sure whether there is a lesson there for us.”
“The stocktake of the strategy will also involve reviewing international best practice and proposing new, focused, evidence-based actions, with an emphasis on integration with current programmes and initiatives and a greater coordination of activities.”
“In 2012-13, 62·5% of STEM enrolments in our higher education institutions were male. Recommendation 4 of the strategy, which falls under the responsibility of business to take forward, is to address gender bias. The STEM business coordinator has already undertaken significant work in this area, but additional analysis will be required to consider what further actions might be appropriate or possible. <BR /> <BR />The final key area will be on how we define STEM and its subcategories. Do we retain the definition of narrow STEM, which is defined as biological sciences, physical sciences, mathematical sciences, computer science and engineering and technology? We will consider that and even the possibility of a more focused approach, concentrating particularly on subjects such as mathematics, computer science and core science subjects.”
“<BR /> <BR />As the STEM strategy was originally published in 2011, it is now time to take stock of it and to refresh the way forward, taking full account of the changing economic and policy environment. It will be important to assess the effectiveness and impact of the implementation of the recommendations of the strategy as a whole within Northern Ireland’s economic context. <BR /> <BR />It will focus on three areas. The first key area will be a detailed trend analysis. It is necessary to consider whether more needs to be done to better match the supply of specific STEM skills from our schools, colleges and universities to those sought by employers. We will examine statistical trends on relevant STEM subjects along the pipeline from GCSE through to higher education. <BR /> <BR />The second key area will be on gender.”
“<BR /> <BR />FE colleges continue to be the cornerstone for training across all sectors, including STEM, and they play a crucial role in ensuring that those learners who are participating in courses are fully equipped with the relevant high-quality skills and qualifications. The emphasis on high-quality provision is driven by the colleges’ focus on responding to local, regional and national priorities, as well as by employers’ demands for upskilling and reskilling their workers. <BR /> <BR />Higher-level STEM skills are vital for the future of our economy. My Department continues to lead on those initiatives, and I outlined just some of the initiatives and activities that are being taken forward.”
“It is vital that STEM skills are promoted from primary school through to higher education. The Department of Education has supported professional development for teachers of mathematics across Key Stage 2 and Key Stage 3, introduced a range of STEM intervention and business education programmes led by Sentinus and will have fully implemented the entitlement framework by September 2015. <BR /> <BR />CCEA is continuing to develop STEM curricular resources for primary and post-primary schools. In addition, it is continuing to develop new and more challenging GCSE and A-level specifications to meet the needs of further and higher education and employers.”
“The project supports SMEs and larger companies to develop female employees in STEM roles, to promote STEM to schoolgirls and to establish a women’s network to mentor and support girls and women who are progressing on a STEM career pathway. <BR /> <BR />In partnership with industry, I have established a computing and engineering scholarship programme that offers funding to support employer scholarships for undergraduates who are studying relevant degree courses. There will be 16 scholarships this year, with 10 in computing and six in engineering. Further employers and students will be recruited for the forthcoming academic year. <BR /> <BR />We have worked with our colleagues in the Department of Education throughout the implementation of the STEM strategy.”