ࡱ> % ?bjbj%% "GG;l $x44444   $. Nr "   A 442A A A  44A  A A 4( +74 H0x A  DEL Consultation Training for Success: Professional and Technical Training A comment on the Department of Employment and Learnings Consultation Document by the University and College Union. Introduction. The Committee of Public Accounts of the House of Commons described the Department of Employment and Learnings Jobskills programme as one of the worst-run programmes that this Committee has examined in recent years. The Committee noted a quite astonishing catalogue of failures and control weaknesses, all of which pointed to a disturbing level of complacency within the Department. For years trade unions and other bodies had voiced their concerns regarding the lack of quality and accountability in DELs stewardship of the Jobskills programme. Perhaps in the light of what has been a monumental failure there is a chance that on this occasion our views will not be so lightly dismissed. 51 views Training for Success as something of a panic reaction by caned civil servants to put distance between themselves and the expenditure of half a billion pounds for what was considered poor value for money by the Public Accounts Committee. The introduction to the Consultation Document argues that the education landscape in Northern Ireland today is significantly different to that in .1995 as a result of further education reform and the implementation of the Post primary Review. It considers this to be a primary reason for the new proposals. The difference referred to is far from clear. As yet - apart from tentative developments in the form of the vocational enhancement programme - little has changed in FE or in the pattern of young persons moving into employment or higher education. The proposals are based at best upon a guess as to the likely shape of relationships between schools and post school institutions and employment opportunities. There is little in the document by way of statistical evidence relating to patterns for progression for young persons at post -16, demographic trends for the groups at issue, youth unemployment or those staying on in full-time education. DELs Jobskills statistical information at 31st Oct.2003 shows over 15,000 participants in the programme. There is little evidence that there has been a significant decline in the numbers likely to continue to avail of the programme. It is true that unemployment has fallen in recent years. Precisely how this trend impacts upon the groups covered by Jobskills however is far from clear. Such persons were not seen as unemployed in the first instance. There is no evidence presented by DEL to support the view that employment opportunities are sufficiently buoyant so as to facilitate the vast majority of those, who is past years would have entered the Jobskills Access or Traineeships ( over 9,000 annually), will now enter the employment market as paid employees and apprentices. Any training provider will give masses of evidence as to the difficulties in securing job placements for one or two days a week for such young people at no cost to an employer. It will take a quantum leap both in terms of employers attitudes and employment opportunities for the groups at issue for the numbers concerned to move in the short term to employed status. For DEL to expect that employers will readily employ considerable numbers of these trainees and pay industry rates or at worst the minimum wage is aspirational in the extreme. Industry trends also show that those areas where apprenticeships had traditionally been an important route to higher level skills - such as in craft trades and engineering - continue in decline and indeed that the shortfall in skills, where they exist, are not being addressed by employers training for the future, but by the recruitment of migrant workers. 51 believes the Departments strategy will prove to be fundamentally flawed from the outset unless it reconsiders its mandatory requirement for employed status at level 2. Response to DELs Questions Q1. What is your view of the Draft Principles? A. Firstly the dropping of the Jobskills title is welcomed. The principles of flexibility and individuality are important however employers and providers of training will for reasons of cost inevitably insist that time is not without limit That being so there is a need for a government steer regarding the expected duration of any programme. 51 also supports progression and a qualifications framework and measures to ensure quality and control standards the mistakes of the past must not be repeated. Just as important as principles is the outworking of the scheme. The completion (success) rates for Modern Apprenticeships under Jobskills at around 40% was low compared with the 65 -70% success rates in countries such as Germany, France or Denmark. The revised scheme will only have credibility when it can demonstrate similar levels of achievement. In England the Adult Learning Inspectorate has criticised the highly variable quality of provision commenting an apprentices chance of receiving a good training, a decent preparation for a career, is largely determined by which sector they enter ( ALI Annual Report 2003). The same can be said for Northern Ireland. Whilst a number of larger employers have a excellent track record in their treatment of apprentices trade unions and others have been critical of abuses in approach where employers particularly SMEs - have failed to pay industry rates or honour contractual agreements; where young persons have been viewed as a source of cheap labour performing tasks which could be described as anything other than training; where abuses of health safety and welfare standards and the frequent denial or obstruction of day release education requirements have been widespread. Quality assurance must mean that abuse will not be tolerated and that any employer not fully complying with the rights of trainees will be removed from participating in any training programme. Q2. Are there any improvements or other cross-cutting issues which should be addressed? A. We have a concern regarding the role of Sector Skills Councils. Only a small number of Sector Skills Councils in Northern Ireland are worthy of the title and have the wherewithal to set industry standards. These tend to be associated with larger employers who themselves have had a traditional commitment to high quality training. These are the exceptions. Most SSCs have a long way to travel both in terms of having credibility to act on behalf of a sector of industry and in having the commitment of employers. In an economy dominated by small employers the likelihood of establishing common industry standards on a voluntary basis in the short and medium term is low. There is a case for government, acting with social partners and specialist providers of education and training to take a lead in determining the curriculum where industry is unable to deliver. Q3, What is your view of the proposed range of flexible new provision? Q4. Do you agree that the emphasis should be on apprenticeships? Q5. Do you agree that there is merit in introducing a specific Level 2 apprenticeship? Q6. Do you agree that employer engagement is central to a new ear of training provision? A. The opportunity to take part in pre-apprentice training is welcomed. This however needs to be placed on a proper footing so as to ensure that young people have real experience of working in industry. Collaborative arrangements between schools and FE colleges and other participants must be on the basis of a partnership of equals. The FE sector with its historic links to business and industry coupled with the industrial experience of its lecturing staff must be a key participant in the determination of curriculum developments in this area. The concept of a two tier apprenticeship is problematic. The introduction of a level 2 apprenticeship will be confusing to employers, young people and their parents. It will undermine the traditional concept of an apprenticeship as a route to highly skilled employment and career progression into professional qualifications and higher education. It will establish the vocational/academic debate into a new area in employment. The Level 2 element of the programme should not be classified as an apprenticeship. 51 supports progression from level 2 into an apprenticeship at Level 3 but we are of the view that the high currency value placed the apprenticeship title and understood by all should not be diluted. The addressing barriers to employment section is predicated upon the notion that numbers will be relatively small. We accept that will be the case for those with personal barriers to overcome. The real barrier for a large number of young people with lower educational attainment however will be accessing employment - currently the numbers in the Jobskills programme who do not have employee status stands at over 9,000. Employers have not sought to engage this group hitherto. The incentive offered to employers to employ young people at level 2 will not be attractive to them and in many cases the jobs are simply not there. No proposals exist for this group of young people. Many of these will be resistant to continuing on at school or to entering full-time further education. What alternative opportunities will be available for this group. This is a major gap in the Departments strategy. Q7. Should contracts for Level 2 and Level 3 Apprenticeships be offered to industry recognised bodies/employers or to training organisations or both. A. The two options should be employed. Where there is a record of past commitment contracts for level 3 apprenticeships should be available to industry recognised bodies and employers. These do not exist in many of the Groups identified by DEL. Where such is the case contracts should be available to recognised training organisations with a proven record of achievement and who meet the quality assurance standards of the ETI. Where level 2 trainees do have employed status contracts should be available to industry recognised bodies and employers subject to the concerns raised above. However where employed status is not available contracts should be available to recognised training organisations with a proven record of achievement and who meet the quality assurance standards of the ETI. Q8. Do you consider that training organisations who act solely as a Managing Agent should be able/unable to tender for occupational parties delivered by a third party. A. Such bodies engage in training schemes for the purpose of making a profit. Only those organisations who have a direct interest in the career development of trainees through employment or education should be involved. Q9. What is your view of the proposed funding model? Q10. Is the Proposed funding model too complicated ? Q11. How would you feel as an employer or a supplier operating under the proposed funding model? A. The funding structure is complex. It is also reinforces gender bias. The level of funding for those areas of employment usually accessible to females are funded to a much lesser extent than those usually accessible to males. How is this justified when apprentices in each group will work to a similar level of attainment in qualifications? Employers outside of Group 6 also will feel that their contribution to the social economy is valued less by government. More information and estimates regarding the total amount government is prepared to allocated to the programme based upon anticipated numbers of participants would have helped. For example some indication of the expectations of government regarding the number of participants on the apprentice route, the personal development route and the non-NVQ based provision would have helped. It would also have been useful if this latter group are to be a continuing group or as is inferred those currently on programmes and who will merely see them out. A comparison between what is to be available and what was available under Jobskills would have set a useful context for comment. It would also have been helpful to know how the funding levels of particular groups have been determined. There is frequently a suspicion that government initiatives may be designed to cut costs to the public purse. In the absence of a transparent statement of overall projected costs it is difficult to conclude otherwise. Firstly costs will be reduced if the vast majority of trainees are moved to employed status. Secondly it is intended to remove from trainees the current (and appallingly low training allowance) and replace it with means tested EMAs. For families with an income 25,000 + and whose son or daughter is unable to access employed status this will an increased financial burden to them. In any event at 40 per week the Minimum Training Allowance is far too low and should be raised to the minimum available under the Job Seekers allowance. There is an issue here of age discrimination applied by government. On a more positive note 51 welcome the recognition given to distance travelled by way of attainment. We believe however that no distinction should be made between the levels of payment at particular milestones. The funding model could be considerably simplified and made fair by making all funding as at Group 6 for all schemes. Q12 What is your view of the proposal for revised travel arrangements? A. These are to be paid only to those on the Barriers to Employment option. They should be available to all trainees with non-employed status and they should include reimbursement of actual costs incurred. Q13. Do you agree EMAs should be extended to unwaged trainees. A. There is a danger that if this is made mandatory many young people will be forced to leave home and seek to live independently. For many it may not be in their best interests to live outside of a supportive family environment. There should be a change in social security regulations to permit a young person in training to receive the equivalent of the job seekers allowance for the duration of the programme without this impacting upon other family benefits. Q14 Do you agree that Level 2 and Level 3 Apprenticeship provision should be available to adults over the age of 25. A. Government is introducing legislation to prevent discrimination on grounds of age. All post-school age groups for employment should be treated equally in training opportunities. DELs Equality Impact Asessment of 2004 has identified past policy as impacting adversely upon equality of opportunity. Q15. Is there merit in introducing a lower level upskilling initiative and in what circumstances? A. Yes. As well as there being a need to up-skill existing employees in many areas of employment a new and growing group of employees mainly from the New Accession States of the EU are entering the Northern Ireland workforce. 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