Mr. Paul O'Toole:

We are getting there. We must recognise that there is an issue, and I think that is being done.

Senator Craughwell mentioned that programmes were being ditched willy-nilly. I will ask my colleague Dr. Bryan Fields to comment later. First, I wish to say that every programme, no matter what its source or nature, must have an objective and targeted outcome. The key point is that it would be a labour market outcome in some or several cases. Many people are not at that stage yet, so we have to devise the indicators of success around the nature of the programme. That is done in an open way and it is our intention to do so. Dr. Fields might discuss the matter further.

The Chairman mentioned a couple of related points such as the transparency of funding. This year, with a gargantuan effort and co-operation by the education and training boards, we published the first further education and training services plan. It shows precisely how the investment of €640 million is spent by the ETBs and other bodies and programmes and shows a value for each one. The information is published on the record. That is a starting point, and we will develop the initiative.

Let me turn to third level education. There were two aspects to the points made about third level education. Perhaps my comments will also answer Senator Jim D'Arcy's point. Over the past number of years, almost 20% of people who undertook training courses had a third level qualification but had found themselves unemployed. They sought a supplementary skill or change of direction and the system was very open to that idea.

The points made by the Chairman probably open up a broader discussion. We have tended to pigeonhole qualifications around the third level or further education and training sector. Perhaps that is the issue we need to address. Some of the Senators and Deputies made the point about what is valued. As I said in my opening statement, the SOLAS mandate covers the National Framework of Qualifications levels 1 to 6, which is intermediate, technical and entry levels. That is our space and that is what we work with, but it does not preclude a more sensible allocation in terms of how courses are delivered. My colleagues in the ETBs will probably give a more informed version of this.