Mr. Peter Baldwin:

The Chairman asked about an excessive emphasis on the academic side. We are keen to see a spectrum of education and training provision that covers a range of needs. This extends from further education and training, which typically goes up to and includes level 6 on the qualifications framework, to research work at level 10 in the institutes of technology and the universities.

We have discussed nature of the institutes of technology. Clearly, we want them to retain the mission they have had traditionally, which is a focus on the technological side of things, rather than mission drift into university education, other than the provision now in place for technological universities. The question is better seen in the context of a full continuum whereby we have recognition of the different needs within enterprise and different skill sets within individuals. The idea is to provide a spectrum to meet this.

It is true to say we are a largely third level centric society. When people are doing the leaving certificate, the main focus is on the number of points a student gets for university. One of the ambitions of the further education and training strategy is to strengthen further education and training provision, including apprenticeships and other models in order that people see the value of further education and training as a route to employment.

There is a degree of activity under the strategy but what is important ultimately is that the value parents and young people put on further education and training is sufficient to ensure a broader view of where to go after school. This includes a greater appreciation that further education and training can lead not only to a job but a career. That is at the back of the various elements of the further education and training strategy.

Rather than refer to an excessive emphasis by the institutes of technology on the academic side, there is probably an excessive emphasis on that side within society. We want to achieve a greater recognition through engaging with employers and through a range of other actions that will increase the value of further education and training while retaining the distinct missions of each of the providers within the education and training sector. There is an element of not allowing mission drift as well. We do not need more universities, but we do need a spectrum that meets people's needs. I hope that answers the Chairman's question.