Mr. Michael Hourihan:

I would like to thank the committee for inviting me to this meeting as apprenticeships and skills are of great interest to me both personally and professionally. Having begun my own apprenticeship in the late 1970s, then moving on to apprenticeship education in the early 1990s, I feel that I am in a unique position to comment on this topic in a meaningful and focussed manner. Furthermore, I have been involved in the World Skills Competitions for the past 17 years I have a good understanding of the education and training of apprentices from all over the world.

The traditional Irish apprenticeship system is excellent. Since 2003 at the World Skills Competitions 74% of the Irish competitors who have travelled to competition have won medals. At the competitions we regularly hear positive comments about our competitors and we receive regular requests for joint training sessions with Irish competitors. Furthermore, Irish trades qualifications are recognised and respected all over the world and, as we are all aware, Irish tradespeople have no problem getting work when they travel abroad. It is important to note that myself and other colleagues in the higher education system do not view apprenticeship provision or other skills schemes referenced in this discussion as alternatives to higher education programmes provided by the CAO system.

Rather, higher education institutes such as Cork Institute of Technology regard apprenticeship and skills schemes as an integral part of the higher education system. Institutes of technology, for example, provide phases four and six off-the-job training for the majority of the existing 27 craft apprenticeship programmes and all the off-the-job training for the new higher education apprenticeship programmes. Unfortunately, from my experience many leaving certificate students, their parents and some career guidance teachers do not know how the Irish apprenticeship system works, including, for example, how to get an apprenticeship, how long an apprenticeship lasts for, what trades are available and sometimes even what is involved in the individual trades or what the job actually is. The view is that apprenticeship leads only to a trade qualification and that following the leaving certificate, the only real option is to look at the CAO system. Nothing is further from the truth.

It should be noted that standard CAO entry to higher education is not for everyone, as is highlighted by high drop-out rates in certain disciplines. The earn-and-learn apprenticeship model would be a successful option for many of those young people who do not want to further their studies through the CAO process. Within the engineering and manufacturing industries, tradespersons have many progression paths available to them including supervisory roles, training and junior engineering positions, among others. There are many options available to apprentices and qualified tradespeople who want to continue in higher education on completing an existing craft apprenticeship. From my experience, apprentices and qualified tradespersons excel when they progress onto additional higher education programmes. Their past practical experience and work ethic mean that they normally deal with assignment deadlines and exam pressure in a very measured and focussed manner.

New apprenticeships have been developed recently and many more are in the pipeline. It is particularly encouraging to see the large number of higher education apprenticeships that have been developed or are in development as the State seeks to expand apprentice provision across all levels of the national framework of qualifications. This can only be a good thing as it gives greater exposure and strengthens the earn-and-learn model. Indeed the Department of Education and Skills, the HEA and SOLAS need to be congratulated for implementing and supporting this development.

The Irish apprenticeship system is employer-led. During the Celtic tiger period, this led to a very high number of apprentices in the system and in recent years during the downturn there were very few apprentices in the system. At present there is a shortage of tradespeople, especially in the construction industry, due to the fact that apprentices were not employed during the downturn. Thankfully, because of the commitment of State agencies such as the Department of Education and Skills, SOLAS, the HEA, ETBs, Cork Institute of Technology and all institutes of technology, we are in a position to cater for the increase in apprentice numbers that is inevitable if the economy is to grow.

For apprenticeships to thrive, we should consider several options. There should be an aggressive promotion of apprenticeships and trades at national level with input from well- known large employers, Government and training agencies. There should be engagement with second level students, their families and career guidance teachers on apprenticeships and the apprenticeship system. A national portal to facilitate connectivity between prospective apprentices and approved employers, which would greatly enhance the profile and opportunities available in apprentice education, should be developed. The national and world skills competitions should be promoted. Tradespeople and apprentices are well respected in most countries. We should examine apprenticeship training in other countries with a view to building respect for apprenticeship in Ireland. The world skills competitions would be a good starting point for this process.

Further development of new apprenticeships, particularly in higher education and promotion of the earn-and-learn model, is required. While the new developments in apprenticeship are welcome, the pace of development of new apprenticeship programmes is slower than desired. One contributory reason is the legal basis for the development of apprenticeship. I understand the HEA has recommended, in line with the recommendations of the apprenticeship review, that existing legislation should be reviewed or amended to enable greater flexibility. We should encourage industry to highlight the advantages and progression paths within industry for apprentices and tradespeople and should highlight the existing progression paths and further develop new progression paths for tradespeople within third level institutions.

CIT and other institutes of technology incurred huge expense during the downturn to keep apprentice workshop and laboratory facilities fully maintained and to retrain lecturing staff when it was necessary. This was necessary in order that we would be fully prepared for the increase in the number of apprentices in the system that is now evident. Apprentice numbers should not be allowed to rise or fall dramatically due to economic factors, which is the case with the employer-led system. We should perhaps consider a parallel system whereby there would be control over the maximum number of apprentices in the system and where the minimum number would not drop below a critical value.