The document summarizes the findings of a survey of young people in Northern Ireland on their careers, choices, and future preferences. Key findings include: - 60% of respondents knew the career they wanted to pursue after education. - The most popular post-education options were further education college, sixth form, or university. - Females were slightly less confident than males about securing their ideal job. - Engineering, teaching, and nursing were the most popular career choices. - Females were more likely to choose university while males preferred apprenticeships. - Females expected lower starting and five-year salaries compared to males.

1. Education and Business Networking Breakfast
Sponsored by Edge Foundation
Headline Sponsor:

2. Introduction and welcome
Gabrielle McEvans & Dr Deirdre Hughes OBE, Skills Northern Ireland

3. The future of work and skills
Olly Newton, Edge Foundation
Sponsor of Skills Northern Ireland Business Breakfast

4. 1. Skills shortages are large and have grown significantly
Source: Employer Skills Survey 2017

5. Source: Open University Business Barometer 2018
2. Skills shortages are have high costs to the economy and society

6. 3. Employers are looking for technical and transferable skills (1)
Source: Employer Perspectives Survey (2016)

7. Source: Research by Edge, Education & Employers, NEU (to be published)
4. Employers are looking for technical and transferable skills (2)

8. 5. The labour market has already experienced rapid change
Source: World Economic Forum, Davos

9. 6. There is significantly more change to come (1)
Source: ONS

10. 7. There is significantly more change to come (2)
Source: World Economic Forum

11. Developing solutions – International Examples

12. Developing solutions – Schools in the UK

13. Contact details
Olly Newton
Director of Policy and Research
onewton@edge.co.uk
@UkEdgePolicy

14. Forecasting future skill needs 2018-28
Mark Magill, Ulster University

15. NI Skills Barometer 2019
Skills NI business breakfast
Mark Magill,
Senior Economist,
Ulster University Economic Policy Centre

16. The demand for skills

17. 17
Net requirement by sector
Health and social work requires the largest volume of qualifiers and migrants (net
requirement)
Source: UUEPC
Average annual net requirement from education and migration by sector
(1-digit), NI (2018-2028)
-1,000 0 1,000 2,000 3,000 4,000
People employed by households
Mining
Elect' & gas
Water supply & waste
Real estate
Agriculture
Arts & entertainment
Other service activities
Finance & insurance
Transport & storage
Public admin & defence
Education
Construction
Information & communication
Professional scientific & technical
Restaurants and hotels
Admin' & support services
Manufacturing
Wholesale & retail
Health & social work
Number of people demanded
Expansion demand
Net replacement demand
Net requirement from education
and migration refers only to the
number of people required to meet
demand from education institutions
and migration flows.

18. 18
The demand for skills
Over the next decade 33% of job opportunities for education leavers will require at
least degree level qualifications
Average annual net requirement from education and migration by qualification (NQF), NI (2018-2028)
Source: UUEPC
2,710
5,960
5,930
2,910
8,780
0 2,000 4,000 6,000 8,000 10,000
Below NQF 2
NQF Level 2
NQF Level 3
NQF Level 4-5
NQF Level 6+
Number of people
33% of the net
requirement require
degree level
qualifications
Total = 26,300 p.a.
Only 10% of the net
requirement will
require qualifications
below NQF level 2

19. How many people will the
skills system supply?

20. 20
Supply side – school leavers
70,000 pupils are expected to leave school without achieving 5+ GCSEs including
English and maths over the next decade
Forecast
Source: School leavers survey, DE
School leavers, achieving versus not achieving 5+ GCSEs including English and maths,
2003/04-2027/28
0
5,000
10,000
15,000
20,000
25,000
30,000
2003/04
2004/05
2005/06
2006/07
2007/08
2008/09
2009/10
2010/11
2011/12
2012/13
2013/14
2014/15
2015/16
2016/17
2017/18
2018/19
2019/20
2020/21
2021/22
2022/23
2023/24
2024/25
2025/26
2026/27
2027/28
Numberofschoolleaversbyhighestqualification
Does not have at least 5 GCSEs A*-C including English and maths
At least 5 GCSEs A*-C inc English and maths

21. 21
Supply side – quantum and
qualifications of FE leavers
High concentration of NQF level 2 qualifiers from FE
Source: DfE Source: DfE
Further Education qualifiers by NQF, NI (2017/18) Further Education qualifiers by NQF, NI (2009/10-2027/28)
0
2,000
4,000
6,000
8,000
10,000
12,000
14,000
16,000
Below NQF
level 2
NQF level 2 NQF level 3 NQF level 4-5 NQF level 6+
0
5,000
10,000
15,000
20,000
25,000
30,000
35,000
40,000
45,000
Below NQF level 2 NQF level 2 NQF level 3 NQF level 4-5 NQF level 6+
Forecast

22. Is the demand and
supply of skills in
equilibrium?
Demand and supply (Im)balances

23. 23
Supply gap by NQF level
Significant undersupply of NQF level 3-5 qualifications
Note: The supply gaps in the above chart have been calculated based on ‘effective supply’. This takes
account of migration patterns amongst qualifiers at NI institutions and NI domiciled qualifiers qualifying from
GB institutions, in addition to labour force participation. A supply adjustment is then applied to subtract
tertiary qualifiers who require additional skills development to effectively fulfil the requirements of tertiary
level employment.
Source: UUEPC
Average annual labour market supply gap by qualification (NQF), NI (2018-2028)
740
0
-2020
-1470
-210
-2,500 -2,000 -1,500 -1,000 -500 0 500 1,000
Less than NQF level 2
Level 2
Level 3
Level 4-5
Level 6+
Average annual supply gap by qualification
OversupplyUndersupply
Marginal
undersupply
Significant
undersupply
Oversupply
Balance

24. 24
Supply gap by degree subject
Engineering and technology is the most undersupplied subject
grouping
Source: HESA, UUEPC
Annual average effective supply gap by NQF level 6+ subject (JACS, 1-digit), NI (2018-
2028)
-400
-300
-200
-100
0
100
200
300
Annualaverage(2018-2028)
Oversupply
Undersupply

25. Employability and
earnings
An overview of Labour market Intelligence

26. 26
Employment rate by qualification
The undergraduate employment rate is 20 percentage points
above the NI average
Masters/PhD
Degree
Foundation
degree/HNC/HND
A-level
5+GCSEs
A*-C
Below5+
GCSEsA*-C
Masters/PhD
Degree
Foundation
degree/HNC/HND
A-level
5+GCSEs
A*-C
Below5+
GCSEsA*-C
Employment rate (%) by qualification level, NI (4 quarter rolling average to 2018)
Source: Labour Force Survey
Note: 4 quarter rolling average to Q3 2018
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Below NQF level
2
Level 2 NQF Level 3 NQF Level 4-5 NQF Level 6 NQF Level 7-8 NQF
Employmentrate(%)
NI average = 71%
Masters/PhD
Degree
Foundation
degree/HNC/HND
A-level
5+GCSEs
A*-C
Below5+
GCSEsA*-C

27. 27
Earnings progression by age and
qualification
Earnings increase as qualification levels increase
Source: Labour Force Survey
Note: Figures refer to total employment
Gross weekly earnings progression by NQF qualifications, NI (4 quarter rolling average
to Q3 2018)
£200
£300
£400
£500
£600
£700
£800
£900
£1,000
21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59 61 63 65
Grossweeklywage(£)
Age
Below NQF level 2 NQF Level 2 NQF Level 3
NQF Level 4-5 NQF Level 6+

28. The importance of
employability skills and
placement experience
Demand and supply (Im)balances

29. 29
Preparedness for work
FE college leavers are more prepared for work compared to
school leavers of the same age
53%
Well/very well prepared
62%
81%
86%
There is often a mismatch between perceived work readiness among employers and
students. The OECD* reported on a study which found 48% of employers reported young
people lacked written communication skills. However, only 6% of young people
recognised lacking these skills. Similar mismatches emerged for being self-critical,
knowing one’s own strengths and weaknesses, conflict management and knowing when
to listen and when to speak.
*OECD (2016) Soft Skills for the Future, Available at: https://oecdskillsandwork.wordpress.com/2016/06/17/soft-skills-for-the-future/
Source: Employer Perspectives Survey
Preparedness for work of education leavers at different ages, NI, 2016
65%
69%
55%
43%
21%
12%
7%
10%
University or HE leavers
17-18 year old FE college leavers
17-18 year old school leavers
16 year old school leavers
Poorly prepared Very poorly prepared Well prepared Very well prepared
36%
32%
11%
5%
17%2%
12%2%

30. Final thoughts

31. 31
 Jobs are created in all sectors of the economy – people retire
and need replaced.
 Careers information - Provide careers information to school pupils at an
early stage to enable informed choices to be made.
 Advice to students – young people should always be encouraged to study
in an area for which they have a passion. But should understand the
supply and demand dynamics of the subject area in which they want to
study.
 Professional & Technical v Academic – choose the course that is right
for the person, not one based on status.
 Sector attractiveness – some sectors need to work harder to market
their industry to potential recruits.
 Students and Employers need internship and work placement
programmes – Developing soft skills.
 Lifelong learning – Addressing changing skill needs in the economy is
essential to shield workers across the skills spectrum from the negative
effects of job loss and structural change.
Final thoughts

32. Thank you
Formoreinformationpleasesee:
https://www.economy-ni.gov.uk/publications/northern-ireland-skills-
barometer-2019-update

33. The 14-19 Review: Update
James Hutchinson, Dept of Education

34. Transition of
Young People into Careers (14-19) Project
Educating all of our young people to develop their knowledge and skills, enabling them to
fulfil their potential and contribute to a prosperous Northern Ireland
Transition of Young
People into Careers
(14-19) Project
James Hutchinson
Head of Transformation, Department of Education

35. Transition of Young People into Careers (14-19) Project
Transition of Young People into Careers (14-19) Project
Background
• DE/ DfE Ministerial Agreement in 2017 that the development of a ‘coherent
education policy for those in the 14-19 age group’ should be a priority area of work
for both Departments.
• Innovation Lab event in August 2018 bringing together over 50 stakeholders
(including employers and educationalists) to identify the key challenges in the 14-19
education and training landscape.
• Transition ofYoung People into Careers (14-19) Project established in January 2019.
• Draft 14-19 strategy for consideration by Ministers.

36. Transition of Young People into Careers (14-19) Project
Transition of Young People into Careers (14-19) Project
Outputs
By March 2020
• Strategic Outline Case;
• Draft high level 14-19 Strategy including draft Vision, Guiding Principles,
with the current approach and the key features and benefits of a more strategic,
joined up approach.
By October 2020
• Options paper, including costings, outlining key actions that could be taken to
a more strategic joined up approach to 14-19 education and training;
• Action plan for implementation; and
• Communications Plan.

37. Transition of Young People into Careers (14-19) Project
Vision and Guiding Principles
The Project’s draft vision was developed in consultation with stakeholders
“Educating all of our young people to develop their knowledge and skills, enabling
enabling them to fulfil their potential and contribute to a prosperous Northern
Ireland”
To guide the development of a draft 14-19 strategy, a critical element of the Project’s
work to date has been to agree a set of guiding principles.
• Young Person Centred: Put young people at the heart of what we do and deliver a
strategy that meets the needs of every individual.
• Parity: Ensure all of our young people have access to open and flexible pathways
that enable progression and encourage equality of recognition for professional,
technical and academic routes.
• Collaborative: Work in partnership to deliver improved outcomes for all of our young
young people.
• Innovative: Use data and evidence to develop sustainable and innovative options to
to transform the 14-19 education and training landscape.
• Efficient and Effective: Ensure the efficient and effective use of resources
throughout the 14-19 education and training landscape.

38. Transition of Young People into Careers (14-19) Project
Project Work Streams
In order to progress the development of a draft 14-19 strategy, the Project has
identified a number of work streams / key areas of focus based on the original
Ministerial correspondence, the issues that arose both through the Innovation Lab in
August 2018 and subsequent engagement with stakeholders.
• Strategy Development
• Funding
• Progression and Pathways
• Post 16 Education
• Curriculum Delivery
• Careers
The Project is currently finalising the baseline (current position) in respect of the work
streams and has begun a period of stakeholder engagement to test assumptions and
identify/substantiate key challenges.

39. Transition of Young People into Careers (14-19) Project
Stakeholder Engagement
• Engagement with stakeholders has commenced.
• Purpose of engagement is to enable the Project to identify challenges and to build
an evidence base which will support the development of the draft 14-19 Strategy.
• Initial stakeholder engagement will be with the following groups:
• Young People
• Parents
• Schools (including Principals,Area Learning Communities)
• Further and Higher Education sectors
• Training Organisations and Work Based Learning Providers
• Employers

40. Young people’s careers, choices
and future preferences
Dr Deirdre Hughes OBE, Chair of Skills Northern Ireland
& Helen Bready, City & Guilds
20th November 2019

41. Respondents came from all 6
counties in Northern Ireland
of schools were represented
21%
60% agreed that they knew what
career they would like to go into
after they finish education
This is an increase of
8.55%
on the previous year

42. Most respondents were considering
remaining in education
FE College
Sixth Form
University
Employment
Apprenticeship
29%
were not confident about
securing their IDEAL JOB
when they finished education
There is a lot of people entering the field and so a lot
of competition
I don’t know where to start exactly
Uncertain on whether I will be appealing to businesses or
if I will be capable to secure a job in my preferred career
I may mess up something and have to take another job
I feel as if I’m too shy to go into it

43. 43% of the female respondents selected the
“going to university” option compared to 36% of
the male respondents.
Only 3% of females selected the “apprenticeship”
option compared to 15% of males.
65%
Female respondents were slightly less confident
than their male counterparts.
80%
FEMALE MALE
Females 57%
Males 43%
Less than £20,000 in
their first year of work
More female respondents thought they would
earn a lower salary than their male counterparts
Females 33%
Males 38%
£20,000-£30,00 in
their first year of work
Females 36%
Males 20%
Less than £30,00 after
five years in work

44. The most popular career choice of
respondents were…
9% identified engineering as their top choice followed
by 7.5% choosing teaching, and 5% nursing
Respondents were not considering careers in social care
where many of the future jobs are predicated to be with
the growth of an ageing population

45. Concerns about securing a career when
leaving education varied
Not enough jobs
I will not have enough experience
I will not earn enough to pay rent and bills
I don't know the right contacts/people
I don't have the right soft skills
Other
66% of respondents accessed careers
information via Google
66% of respondents asked family members
for help with career planning
56% of respondents didn’t know how
Brexit will have an impact on your future
job opportunities while 28% thought it
would make it harder to find a job

46. The young people were fairly realistic in their
anticipated earnings expectations for their
first year of employment
49.38%
£10,000 to £19,999
35.30%
£20,000 to £29,999
7.15%
£30,000 to £40,000
3.97%
More than £40,000
reliability
having a positive attitude
having good qualifications
having good communication skills
Being good at numeracy
attitude to work
aptitude for work
general academic ability
Students perception of what is important to employers compared to employers requirements
52% of respondents stated a variety and interest as job
as the thing that most influenced their ideal job choice,
with only 6% stating that they were influenced by being
seen as important and prestigious.

47. To obtain a copy of the full report
Visit: www.dmhassociates.org/blog
To receive our Newsletter: http://eepurl.com/glOP2f
Contact: Dr Deirdre Hughes OBE, Chair Skills NI
Email: deirdre.hughes3@btinternet.com
Tel: 0044 (0) 7533 545057
Twitter: @deirdretalks

48. Q&A with Paula Leathem, NIE Networks
and Panel Members
Headline Sponsor of Skills Northern Ireland

49. NIE Networks
Paula Leathem
Senior HR Business Partner

50. 50 nienetworks.co.uk
Why is Skills NI important for NIE Networks to
support as headline sponsor?
Skills NI 2019

51. 51 nienetworks.co.ukSkills NI 2019
NIE Networks is the electricity networks business in Northern Ireland
Power cuts Meter reading ConnectionsNetwork
Maintenance
and
Development
Connecting
Renewables

52. 52 nienetworks.co.uk
Interconnector
with RoI
Interconnector
with Scotland
1,200
EMPLOYEES
300
MAJOR
SUBSTATIONS
2,200km
OF
TRANSMISSION
NETWORK
47,000km
OF
DISTRIBUTION
NETWORK
877,000
CUSTOMERS
Owner of Electricity Networks in Northern Ireland
Interconnector
with RoI
Interconnector
with RoI
Skills NI 2019

53. 53 nienetworks.co.uk
Why ?
• Extremely important young people possess the right skills and
competencies required by employers
• Current position is far from satisfactory with NIE Networks and many
other employers unable to source appropriately skilled individuals to fill
substantive roles
• There is still a skills mismatch which we all need to continue to address
together
• Skills NI gives us all the opportunity to work together collaboratively
and showcase what Northern Ireland has to offer our young people
Skills NI 2019

54. 54 nienetworks.co.uk
Our focus – opportunities
Apprentice
to Graduate
opportunities
Apprentice to
Graduate
Route
Engineering
Scholarships
Graduate
Programmes
Engineering
Scholarships
(QUB)
Graduate
Programmes
Apprenticeships
Technical and
Higher Level
Apprenticeships
Professional
Support Service
Roles
- HR
- Finance
- IT
- Comms
- Procurement
Skills NI 2019

55. 55 nienetworks.co.uk
Apprenticeships
Why is the apprenticeship route the pathway many
more young people should consider?
Skills NI 2019

56. 56 nienetworks.co.uk
Advantages of the apprenticeship pathway
• Structured training programmes
• On the job work experience – practical hands on experience
• Choice – this is a growing area with many more apprenticeships being offered
• A varied learning experience – academic/vocational qualifications alongside working
• Learn while doing and learning from others in the industry
• Earn while you learn
• Develop soft skills & transferrable skills
• Guidance & support to hand
• Employment potential
An apprenticeship is all encompassing
Skills NI 2019

57. 57 nienetworks.co.uk
Technical Apprenticeship Programme
Skills NI 2019

58. 58 nienetworks.co.uk
Diverse career pathways for the NIE Networks Apprentice /
Graduate
Apprentice
Specialist Craftsperson or
Planner/Wayleaver/Surveyor
Senior Authorised
Industrial Staff
Team Manager
Graduate
Engineer
Manager
Director
Technician
Training Instructor
Specialist Engineer
Senior Manager
Skills NI 2019

59. 59 nienetworks.co.uk
Find further information on our website at
www.nienetworks.co.uk/Careers,
Follow NIE Networks on our social media
channels for more information:
Skills NI 2019

60. Thank you