Mr. Andrew Brownlee:

On behalf of SOLAS, I thank the committee for the opportunity to discuss Ireland’s skills needs and, in particular, the role of SOLAS in this important matter. The mandate of SOLAS, as set out in primary legislation, the Further Education and Training Act 2013, is to fund, co-ordinate and monitor a range of further education and training provision to ensure economic and social well-being and to play our part in progressing, influencing and supporting the development of a further education and training sector that is increasingly responsive to the needs of learners and employers.

SOLAS has a range of responsibilities, which includes but is not limited to funding of the further education and training sector; implementing the further education and training strategy; overseeing the implementation of the strategic performance agreements which have been signed between SOLAS and each education and training board, ETB, and which set out their plans over the next three years; statutory responsibility for the apprenticeship system; carrying out analysis of the labour market; and promotion of the standing of further education and training. Central to these responsibilities is a key overarching objective that further education and training provision is underpinned by a clear labour market rationale to ensure learners are being provided with key skills aligned with an evidence-based skills need. Such an approach maximises the potential for the learner to move into employment following their studies and, in tandem, address a skills gap for employers. For those in employment, access to lifelong learning will ensure skills remain relevant to meeting future technological changes in the workplace due to the impact of automation and digitalisation.

In regard to today's discussion on Ireland's skills needs, it is worth referencing the skills and labour market research unit, SLMRU, which is a team of economists and labour market researchers within SOLAS. The SLMRU undertakes research and analysis of the labour market and publishes data which facilitates policy development on skills needs across Government. For example, the output of the unit feeds into the work of both the National Skills Council and the EGFSN. Each year, SOLAS and the National Skills Council publish the national skills bulletin, which provides up-to-date information on labour market needs, which, in turn, assists policymakers in determining strategic approaches to addressing skills gaps in all sectors of the economy. The SLMRU also undertakes analysis at a regional level that supports the objectives of the regional skills fora, which work with educators and employers to address regional skills needs. As part of the strategic performance agreements, the ETBs take account of this regional labour market analysis in their planning. More generally, the work of the SLMRU can inform and assist learners, parents and guidance professionals in making choices on future education and employment.

We understand the committee is particularly interested in the role of apprenticeship in addressing skills needs. I will hand over to Dr. Mary-Liz Trant in that regard.