Seán Rogers
South Down · Social Democratic and Labour Party · Northern Ireland
“I welcome the opportunity to speak at Final Stage. Coming from South Down, which has ports such as Kilkeel, Ardglass and the neighbouring port of Portavogie, I think that we should not underestimate the importance of the fishing industry, not alone for those areas but for the wider agrifood industry and our economy in general.”
“It quickly became apparent that the Committee did not have the full authority to interrogate the Bill and, due to that, there would be no time to scrutinise the Bill in its entirety.”
“<BR /> <BR />The issues that the Bill initially tried to tackle that could not be tackled due to time constraints and relevant Committee remits still affect our current practices.”
“<BR /> <BR />Finally, regardless of what the Fisheries Bill initially intended, or what it finally became, it will still deliver a better outcome for Northern Ireland at the end of this mandate. In the end, it may not be the catch of the day, but it is a good supper.”
“Maybe that is a model for us today. <BR /> <BR />Reference has been made to the work of the AERC, its various visits and work on women in politics. The key message for me, whether it is the Assembly or local government, is that we need to be a lot more family friendly, not just for the women but for the men as well.”
“They have made a major contribution to building bridges in this land. <BR /> <BR />On a day like this — the Member opposite spoke about this as well — we have to think of women who are suffering today. We think of the women in Nigeria who were kidnapped by Boko Haram, or in refugee camps in Syria, Calais or wherever.”
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“They have specific knowledge in the World Around US. The report does not, however, talk about specific knowledge in STEM subjects. Most STEM graduates are snapped up and choose more lucrative careers. The lack of time and resources for quality continuing professional development for our science teachers can lead them to play safe and be less adventurous in the science experiments that they deliver in the classroom. We have some good examples, but, at best, it is sporadic. The lack of adventure is encouraged by a system that does not judge the quality of practical science delivered or learned by students. School practice is driven by what teachers believe is valued by the ETI. Everything in education is driven by grades.”
“All too often, the real computer whizz-kid is not the teacher at the whiteboard but the student at the back of the class who is programming in his or her spare time. <BR /> <BR />One of the barriers is the lack of qualified STEM teachers, especially in our primary schools, where it is between 1% and 2%. Another quotation from the report states:”
“They perhaps never got around to loving maths, but they managed to get their GCSE in it. The same is true in other STEM subjects, and it can even be more profound. You will not turn a 14-year-old boy on to physics if the only experience that he gets of physics is his textbook. <BR /> <BR />I remember well the early days of computer coding at Queen's in the 1970s and teaching it in the 1980s. Then we had the ICT revolution. If we are advance the next generation, it must be about more than simply learning about word processing, spreadsheets and slide shows. We must teach our children to problem-solve, to code and to design programmes that perform useful functions. Learning to send emails is useful but will not make the next talented software engineer.”
“What the Department failed to tell us is that 35% of schools replied to the ETI survey. You do not need to be a mathematician to work out that 54% of 34% gives you less than 20%. Although that may not be the true figure, it is very worrying that only a small number of our primary schools are proficient at using science. <BR /> <BR />The primary-school experience is an essential foundation and building block of our children's learning. In those early years, children are sponges for learning. That creativity and sense of adventure needs to be satisfied then. Children will stop asking why if, for years, they do not get a satisfactory answer. In my previous life, I met many 11-year-olds who said that they hated maths, but, in most cases, when you answered the why, they gained the confidence and got their GCSE in maths.”
“<BR /> <BR />The World Around Us (WAU) is an integral part of the curriculum at Key Stage 2, but science and technology are buried in that curriculum area along with history and geography. A recent Education and Training Inspectorate (ETI) report, 'The World Around Us', stated:”
“I thank the Members opposite for bringing the motion to the House, and I am delighted to have the opportunity to speak to it. I welcome the Minister as well. <BR /> <BR />STEM subjects are not simply a collection of facts and figures. They are an active and practical way of investigating the natural world. The motion targets third-level education, but we will not get third-level education right if we do not get post-primary STEM provision right, and we will not get post-primary STEM provision right until we get primary provision right. To me, it is the experimentation that brings the learning to life. I am concerned that, particularly in our primary schools, science is being delivered a bit like any other academic subject, without the messy learning and experimentation.”
“Thank you for that detailed answer, Minister. You mentioned the economic imperative. Is it the preferred option of the Department that any such schemes target those subject areas identified as key economic drivers?”
“I welcome that new nursery provision in the Rathfriland area. In the flexibility around nursery education, a child normally gets five three-hour sessions per week, but have you ever thought about introducing flexibility so that that could be changed to three five-hour sessions?”
“I hope that it goes some way to ensuring high standards of behaviour and personal responsibility in the House and beyond.”
“Furthermore, the Committee was wary of creating extra administrative burden and bureaucracy where they were simply not needed. <BR /> <BR />Having received legal advice, the Committee's view was that Standing Order 69 be reviewed to determine whether it should be amended to reflect the provisions of the new code and guide. Standing Order 69, of course, concerns Members' interests. It is my understanding that the consideration of Standing Order 69 has been passed to the Committee on Procedures and that the code would need to be amended to reflect the considerations of that Committee and any legal advice given. That is a prudent course of action. <BR /> <BR />I commend the work of Committee members and staff in the creation of this report.”
“It is clear that lobbying takes place on a much lesser scale here than in other parts of the world: in the United States, for example, lobbying is a highly regulated, multibillion dollar industry. The Committee broadly agreed that lobbying is a legitimate practice that helps democracy and aids policymaking in the Assembly. However, the possibility that undue weight is given to lobbyists who wield the power of money is always there, and the Committee was cognisant of that. <BR /> <BR />There was a separate discussion about a possible statutory register of lobbyists, as exists in different jurisdictions. That is an interesting idea. However, the Committee was not convinced that the absence of any such register has created problems here.”
“<BR /> <BR />The Committee examined the scope of the code of conduct in relation to the private and family lives of Members. The Ulster Unionists were particularly strong in their representation on this. The Committee was not convinced that it was responsible or proportionate to extend the code of conduct beyond situations to which Standing Order 65 applies. <BR /> <BR />That said, there have been incidents, as acknowledged by the ombudsman, when an MLA might have been acting outside the Chamber in his capacity as an elected Member. It is there that the distinction between public duty and private life may become slightly blurred. I believe, having read the report, that the Committee was diligent in considering this issue, and the code has been updated to reflect that. <BR /> <BR />The Committee's review also considered lobbying.”
“A code of conduct should not be a loose guide to defining how Members should conduct their business in public life but should instead be a mechanism for adherence to an established set of principles. It is for this reason that the ombudsman and the commissioner, when considering the Committee's work on the report, welcomed a change in the language in relation to the code of conduct. The word "expected", for example, has been used before in the code. The ombudsman suggested that the word "required" be used instead. This reflects a key theme that has been highlighted by the ombudsman, the commissioner and others, namely that the code of conduct should extend beyond assistance or guidance for Members and have a greater purpose in compelling Members to behave in a certain way.”
“We have seen recent publications from the Council of Europe's Group of States against Corruption and the Committee on Standards in Public Life on best practice in promoting good behaviour in public life. The Committee on Standards and Privileges here is to be commended for its timely response to reports of this nature and the publication of today's report. <BR /> <BR />I do not intend to give an exhaustive analysis on all issues in the report, but I will highlight a few key areas of work that have been undertaken. The House and its Members should always strive to operate within an established level of conduct that is befitting of elected representatives.”
“<BR /> <BR />From reading the report, it is clear that the Committee has undertaken significant work to review the Assembly's code of conduct and guide to the rules relating to the conduct of Members and to create a new updated version that draws on the opinions of a wide range of stakeholders from within the Assembly and beyond. This work includes a redefinition of the purpose of the code; a clarified scope; 11 aspirational principles of conduct; 21 enforceable rules of conduct; and a clear and more concise guide to the rules. <BR /> <BR />Mr Eastwood asked me to thank, on his behalf, the Committee staff, who worked tirelessly throughout the year in the operation of the Committee and the creation of the report that we are considering today. <BR /> <BR />The Committee's work is prompt.”
“I also add my condolences to the Hanna family on the death of John. I knew John for many years. He was a councillor on the neighbouring Banbridge District Council. I always found him to be a gentleman. To his wife, Joan, the Hanna family and, indeed, the wider unionist family, I send my sympathies. <BR /> <BR />I welcome the opportunity to take part in the debate on the review of the code of conduct. As was the case with the last Member who spoke, I am the first sub in place of Committee member Colum Eastwood, who is unable to be here today.”
“I thank the Minister for her answer. On the back of a very successful Gran Fondo, which came to the Mournes at the weekend, are there any plans for international mountain biking events in the likes of Castlewellan and Kilbroney park?”
“I, too, congratulate the new Minister. Given her previous role, she will appreciate that one of the major concerns with special educational needs is the lack of joined-up work and cooperation between the Department of Education and the Department of Health. I firmly believe that the Children's Services Co-operation Bill is an essential part of that new SEN Bill. What is her opinion?”
“Thanks to the Minister for her statement. I apologise for missing the start of it. Minister, a couple of months ago in Clare, an oyster fisherman tragically lost his life when the tides came in on him. As you know, good communication between land and sea is vital, but, with competing phone signals in the likes of Lough Foyle and Carlingford lough, the mobile phone is not an answer. Is there any opportunity in the small grants programmes to provide grant aid for a responder device for our oyster fishermen?”
“The SDLP is only too aware of the finite nature of the resources that are available for education services and of the ongoing impasse in welfare reform. However, increased budgetary restrictions and severe Tory cuts in schools will result only in more expensive problems in school maintenance and future provision. <BR /> <BR />I have said this before and will today reiterate that sound financial planning and balanced funding are intrinsic to improving our education system. I urge the Minister of Education to allocate funding to strengthen the educational prospects of all our young children.”
“We also need to address the imbalance in employment opportunities. All Departments have the opportunity to decentralise public-sector jobs. I understand the pressure that the Invest NI budget is under, but smaller, indigenous business needs a greater share of the cake.”
“Critically, those imbalances lead to lacklustre productivity and stifle levels of foreign direct investment and business start-up. Skill gaps act as an impediment to productivity and, as such, can generate lags in growth. Skills shortages refer to an imbalance between demand and supply in our labour market. Labour demands may not be fully met if the labour supply does not possess the skills to meet those needs.”
“To that end, it is crucial that youth services, from voluntary and community organisations to our very libraries, be properly and consistently funded. <BR /> <BR />When reviewing the figures, I made particular note of the almost £27,000 provided to the Department of Education by the European Union Programme for Peace and Reconciliation. I ask Members to recognise how EU membership benefits Northern Ireland, especially given the uncertain future that lies ahead. I listened carefully to the Chair of the Agriculture Committee and thought, "What would the farming community do without EU funding?". <BR /> <BR />If we are to see our economic outlook improve, we need to address the skill imbalances that characterise our island economy.”
“<BR /> <BR />Youth services are another critical aspect of the personal development of young people, with the issues of proper provision and funding needing to be addressed. The Estimates state that the primary goals for youth services should be:”
“I took the advice of the Speaker earlier that I do not get an extra minute. <BR /> <BR />I wish to make a couple of points on literacy and numeracy. In 2010-11, 9,000 pupils left full-time education having failed to reach the required standards in literacy and numeracy. An Audit Office report in February 2013 stated that thousands of Northern Ireland's young people leave school unable to read and write. Northern Ireland's global education position for literacy and numeracy has been on the decline since 2006. Although we need emergency measures to address the issue in late primary and early secondary school, we need to adopt a strategic approach that gets to grips with it early in a child's education — in primary school.”
“It is at that base level that increasing investment is essential to addressing poor rates of literacy and numeracy.”
“Particularly worrying is the effect that such proposals will have on 620 special needs children who rely heavily on such funding to help meet their specific learning needs. The early years fund has proved vital to the development of children across Northern Ireland, by sustaining high-quality services in areas of greatest need and supporting initiatives across the region. Not only is an effective early years plan right for the development of our young people but it will help improve our local economy in the long term. <BR /> <BR />As I noted earlier, a well-educated population can bring innovation, creativity and ingenuity to the local economy. Therefore, the SDLP recognises that a child's development hinges on high-quality early childhood education. I urge the Minister to use excess resources to fund early years learning.”
“<BR /> <BR />To allow our children to grow and develop in the most beneficial way, it is crucial that there be investment in a long-term early years strategy, as it remains essential if we are to create the building blocks for our children's educational future. Underinvestment and the lack of a long-term strategy in education not only fails our children and young people but is detrimental to our economy and to social justice. Early years funding now stands at £26·9 million, representing a noticeable drop from last year. I am once again dismayed that even the most critical years of a child's development are underfunded. The proposed reduction of £1·7 million in the early years fund creates a serious risk to 170 jobs and up to 2,500 early childhood places.”
“The SDLP believes there must be a more robust focus on attainment in STEM subjects and degrees to provide our young people and, as a consequence, our businesses with the necessary skills base to excel in this era of global competition. <BR /> <BR />Education funding must make proper provision for young people in order to help them reach the highest possible standards of educational achievement and, as outlined by the Estimates, to grant them a secure foundation not only for lifelong learning and employment but to develop their values and attitudes so that they may help bring new prosperity into Northern Ireland.”
“Through the local management of schools (LMS), the large majority of schools have demonstrated that they are capable of sound financial management. I have no doubt that, if other aspects of their budgets were delegated, they could do a very good job and ensure value for money. I have spoken many times about the procurement process for general maintenance. I have no doubt that schools could save thousands of pounds and redirect this to where the need is in the classroom. <BR /> <BR />With less money tied up in education administration in the Department and at authority level, primary schools could deploy resources in areas of curricular need. Science, in The World Around Us, is the birthplace of STEM.”
“I note, however, that this was a wise move, as, ultimately, the proper provision of education for the region will have a lasting impact for generations to come. Education forms the building blocks of our society and economy. It is primarily through education that children and young people will develop their attitudes and their views of the world. Education remains essential for gaining the tools necessary to build a fulfilling future. I call on the Minister to use the money wisely and effectively. When I say "wisely", I mean through sound financial management that empowers schools and other institutions to meet the educational needs of all young people. <BR /> <BR />The term "subsidiarity" comes to mind. The Oxford dictionary's definition of the term is that it is the idea that:”
“I welcome the motion today and the opportunity to speak on it. <BR /> <BR />The Supply resolution for the Northern Ireland Main Estimates 2015-16 provides us with another opportunity to assess the areas of greatest need in the education sector. I have consistently argued that the main priority for the Assembly in its approach to education should be delivery in the classroom. Northern Ireland must consistently raise standards in the proper provision of education and, in order to do that, there must be a consistent strategy and balanced funding for all levels of a child's development. <BR /> <BR />Let me say to begin with that I fully appreciate and welcome the additional £6 million being provided to the Department. I recognise that not all Departments have been so lucky.”
“Minister, has your Department bought any new buildings either in the last financial year or this year?”
“Minister, thank you for your answers thus far. When the trusts review services, they speak about identifying areas for decommissioning. Can you outline the cuts in service provision that are being brought forward by trusts and the Health and Social Care Board (HSCB) through the £105 million in efficiency savings planned by your Department for 2015-16?”
“Do you have any plans to address the maximum combination weight of tractors and trailers? As tractors get bigger and heavier, the situation could arise in which you could have small tractors towing big trailers? How do you plan to address that?”
“Minister, you expressed your concern about the delay in the single planning policy coming from the Executive: what are the reasons for that delay?”
“Does the Member accept that everyone, born or unborn, has a right to life?”
“I also thank the Minister for his statement and welcome the ongoing cooperation between North and South, particularly on the movement of waste and fuel laundering. What areas will be considered by the Department in the review of the North/South programme?”
“I thank the Minister for his answer, although I am very disappointed because STEM is necessary in enriching our students' learning and to our economy. Has he any plans to seek extra funding for the Sentinus STEM programme in future rounds?”
“Thanks, Minister, for your answers thus far. The sustainable schools policy guidelines for travel time to school state that primary-school children should not travel for more than 30 minutes and post-primary-school children should not travel for more than 45 minutes. Will the Minister provide some guidance on travel time for preschool children?”
“— review these plans and take the opportunity to get this right. I commend the report.”
“If there is a will, there is a way. Unfortunately, it is evident that there is not the will for real and meaningful cross-border cooperation to ensure that cross-border communities can be sustained and have viable schools in their own areas. <BR /> <BR />Through the Education Authority, there is an opportunity for a joined-up approach, but there needs to be a better analysis of the school estate centrally. We have many oversubscribed schools and, on the other hand, many empty desks. I urge the Minister again to —”
“Excuses used include that it is a different education system and that they transfer at 12 instead of 11, but educationalists know that those issues are not insurmountable.”
“As far as I can see, they seem to be arbitrary lines drawn in the sand. Numbers are important, but we must take into consideration good leadership, the quality of teaching and learning and financial viability. That is just one of the flaws that has been exposed in the Bain proposals. Those flaws will have a detrimental and long-lasting impact on our rural schools, their communities and our rural economy. <BR /> <BR />I must also raise concerns regarding just how seriously cross-border cooperation is being pursued. As far as I can see, little real consideration has been given to it. Consider, for example, the provision of post-primary education in Fermanagh. A more sustainable and viable option may be a school 15 miles away in Donegal, not a school in Enniskillen that is maybe an hour or an hour and a half away by bus.”
“One of the SDLP's main concerns is how rural schools fare in all this — or, rather, any school outside Belfast or Derry, which is the Department's bizarre definition of "rural". As it stands, we are left with a situation where a school in Lisburn must satisfy different sustainable criteria from one down the road in Belfast or where a school in Newry has the same sustainable criteria as one in the rural Mournes. Part of that set of sustainable criteria is that rural primary schools are expected to have more than 105 pupils, and schools in Belfast or Derry are expected to have more than 140. For post-primary, that number rises to 500. Whilst it is certainly important to take into consideration the number of pupils, no satisfactory explanation has been given of the rationale behind those figures.”
“What was evident was the lack of transparency and the real mistrust felt by parents, schools and other stakeholders around this. They do not feel listened to or confident. The Department is in danger of promoting a culture of competition, with schools trying to outdo each other rather than complement each other. Area planning will not succeed if schools operate in a climate of suspicion. That is something that the Department must address.”
“We lack a precise and clear analysis of the situation at present. Without it, we cannot plan for the future. We have plans from the boards, CCMS and whatever is left over. In addition, our colleges of further education have been left out of the process, despite the integral part they play in our education system. They offer a wide variety of courses, academic and skills-based, and they play a key role in local learning networks and shared education. In one sense, we are encouraging shared education, but, on the other hand, we are cutting off the best vehicle of shared education: the entitlement framework. It is time that we had one cohesive and strategic plan in place that takes account of our unique educational landscape across the North.”
“I am pleased to have the opportunity to speak on the matter today after the work that the Committee carried out in compiling the report. Before I go any further, I thank Peter and his staff for the way in which they compiled the report. I call on our Minister to take careful heed of the report and implement its recommendations. <BR /> <BR />The seven years and £17 million that was squandered through ESA did little to help the area-based planning process. The Committee found only a limited impact of area planning to date. Education is the building blocks of an individual's life and our economy. Every child should have access to the highest possible quality of education. A quality education should not be the luck of the draw. <BR /> <BR />With the Education Authority now in place, it is vital that we get area-based planning right.”
“Thanks, Minister, for your answers thus far. In the Republic, there are plans through the new forestry programme to plant over 8,000 hectares over the next 10 years. What expansion plans does DARD have for forestation and creation of woodland?”
“The motion calls on the Minister to work with the new Minister of Enterprise, Trade and Investment to undertake a report into the benefits of a reduced rate of VAT for tourism hospitality to send to the Treasury. Now, more than ever, facing years of austerity handed down from London, I urge Ministers to make Northern Ireland prosperity their priority.”