Ms Geraldine Canning:

I am listening to what everybody is saying here, and the fact is that we need funding but cannot get it. The question arises as to how we can hold on to things.

I am concerned about whether our learners will have better opportunities post-SOLAS. We need to concentrate on access, transfer and progression. How will we make it easier for people to get in, how can they transfer and how will they progress? We cannot forget recognition of prior learning, work based learning or blended learning. When I was a school principal, I was sickened by the rote learning system where students took it all in and spat it back out. I moved to this area to investigate the potential for different learning outcomes. We have to quantify progress based on what makes a difference for the learner. Community education is particularly important in respect of access. Through community education we can engage people in the community and empower them to change the cycle.

We have a two tier system and I am particularly worried that the new Intreo process will give rise to groups of learners who are either referrals or attending by choice. We need to become more embracing. I studied apprenticeship schemes in Norway, which offer students at the equivalent of junior certificate level the choice between completing their education over four years, including two years as an apprentice, or spending three years in the classroom. When I carried out my study on Norway, the unemployment rate there was 2% and considerable work was being done with employers on engaging students. It was not simply a case of letting the students stand at the photocopier all day; they were engaged meaningfully and were constantly assessed. Most of them ended up getting jobs after the process and, if they did not, they went down the academic route.

I say "glory alleluia" for the introduction of FETAC because previously there was no choice for crafts people other than the academic route. At least they can now complete certain modules before proceeding to university level or study subjects like child care and early childhood studies based on their accreditation from what was FETAC and is now QQI.