Dr. Mary-Liz Trant:

Good afternoon to all. On behalf of the National Apprenticeship Office I am very pleased to make this statement to the joint committee working on the future of science, technology, engineering and maths, STEM, in Irish education and the important contribution that national apprenticeships can make in this regard. The National Apprenticeship Office is a relatively new body. It was established jointly in 2022 by the further education and training agency, SOLAS, and the Higher Education Authority, to oversee and manage the national apprenticeship system and to drive its transformation and further expansion as set out in the Action Plan for Apprenticeship 2021-2025.

The Government is now investing significantly in apprenticeships as a route to skills development.

This year, more than €250 million has been allocated to support a population of some 26,000 apprentices and almost 9,000 active employers engaged in 66 national programmes. This compares to an investment of €55 million in 2016 for 25 programmes.

Apprenticeships are currently making a substantial contribution to STEM education, with 40 of the 66 programmes now available now in STEM areas and with more than 20,000 apprentices involved. Uniquely, given that apprentices are employed for the duration of their training, this number corresponds to more than 20,000 jobs, as well as 20,000 training places.

Later this year, five more apprenticeships in STEM areas will launch, in occupational areas that include quantity surveying, digital marketing and media, civil engineering, and precision machinery engineering. These apprenticeships have emerged in response to a comprehensive business case made by the relevant industry representatives where skills needs have been identified. The content of each programme has subsequently been designed by industry and supported by education providers. So far this year, the National Apprenticeship Office is receiving on average one new inquiry a week from industry groups who are interested in developing new apprenticeship programmes to find and retain talent.

As set out in our submission to the joint committee, the apprenticeship model of training is located at the heart of 21st century industries in Ireland. Once apprentices are hired by an employer, they are learning and contributing immediately to the needs of the business. Innovation and new technologies that emerge are being experienced in real time by apprentices during their training on-the-job. In the Irish model, at least 50% of training must be in the workplace. In general however, 70% to 80% of training on current apprenticeship programmes is on the job. The involvement and oversight by industry means that the content of programmes can remain relevant and up to date as knowledge and skills evolve.

We believe that the work of the joint committee provides a unique opportunity to illuminate the full range of learning opportunities in STEM in Ireland. We propose that additional policies and practice aim to reach learners from the earliest stages of preschool education and into primary, second level, further and higher education, and through lifelong learning while people are in-career.

In our submission, we included three practical suggestions for the future. The first was to ensure that national and regional awareness and promotional campaigns include STEM apprenticeships alongside other options and include information on the specific opportunities and benefits offered to those choosing the apprenticeship route. Second, we suggest that additional targeted initiatives are developed to promote STEM opportunities and apprenticeships in STEM areas to reach young people from the earliest age. Third, we suggest that additional incentives be created for potential apprentices and for employers that result in greater diversity and inclusion in STEM apprenticeships. Particular target groups would include women, people with disabilities and those experiencing social or economic disadvantage. Since January of this year, a national committee is in place and working on access and inclusion within the national apprenticeship system. Increasing diversity and inclusion in STEM-related apprenticeships will form a natural part of the committee’s work agenda.

We believe that it is through a holistic approach that the correct next steps will be identified to not just consolidate but to grow the numbers and calibre of those choosing learning and careers in STEM. We look forward to the discussion with the committee today on the part that the national apprenticeship system can play in achieving the State's goals in this most important area for our economy and society.