Mr. Ben Friel:

I thank the Chair, Deputies and Senators for the opportunity to speak today. I represent AMLÉ, which speaks for over 300,000 students across the island of Ireland. I am especially grateful for the opportunity to speak about apprenticeships, because they matter deeply to our economy, our communities and those who choose this path. It is important to say at the outset that apprentices are not a single group. If I asked members to picture an apprentice, some might think of an 18-year-old training as an electrician. Others might think of a 35-year-old mother retraining for the benefit of her family or someone doing a degree apprenticeship. All these are correct. Apprentices come from every walk of life, and they have different goals and different needs.

I know this because I was an apprentice. I completed a technology degree apprenticeship in the North, combining study with industry experience. It was exciting but challenging. Balancing work and study was demanding. Costs mounted quickly. Many of my peers struggled, particularly those in more traditional industries. My employer invested in my development and treated me as a professional in training, but not every apprentice has that support. There is a stark contrast between degree apprenticeships and more traditional craft programmes. Degree apprentices often face integration challenges in higher education. Many report feeling invisible on campus and excluded from supports. Unlike in Northern Ireland, they may also be required to pay student contribution fees of up to €1,000 per college block.

Traditional apprentices, meanwhile, face low pay and the cost of paying for their tools, travel and, sometimes, accommodation for training placements. A basic electrician toolkit costs €1,000. On the Irish apprentice minimum wage of €7.16 per hour, that requires about 140 hours of work or nearly a month’s wages before rent, food or travel are paid for. These are not abstract figures; they are real choices. Some apprentices put tools on credit cards and spend years paying them off. Others rely on family support, which not everyone has. Many turn to second-hand tools, which creates a bigger imbalance. It is not just the cost of tools. The cost of travel to training centres, childcare for older apprentices and even protective clothing add further strain.

One apprentice told us they felt invisible on campus and excluded from student life because timetables and supports were designed for full-time degree students. Another simply told us, “I learned a lot, but I also burned out”. These are systemic barriers. Degree and traditional apprenticeships involve different challenges that require tailored solutions. Even with these differences, however, apprentices often face some of the same struggles, including: financial vulnerability where pay is low and costs are high; recognition gaps where apprenticeships are still too often seen as second-class compared with university students; and access barriers, especially for those in rural areas who face long travel and accommodation costs. For example, people who live in Sligo but get assigned to do their education phase in Dublin suddenly have to sort out accommodation in Dublin even though they have options to study locally in Sligo. That just puts extra stress and financial pressure on students.

Despite these barriers, apprenticeships remain life-changing. They open doors to skilled work. They connect education with industry and they widen access for people who might not see university as the right path. This is why it is vital that we get the system right. From an apprentice perspective, that means three things. The first is fair treatment. Apprentices must be supported as learners as well as workers, with pay and supports that reflect the costs they face. No one should start a career already in debt just to have the right tools. The second is that they need a stronger voice. Too often, policy is made about apprentices rather than with them. If we want programmes that succeed, apprentices must shape how they are designed and delivered. The third is parity of esteem. Apprenticeships should never be seen as a fallback option. They must be respected, supported and celebrated as a first choice equal to any other route in education. Apprenticeships can transform lives and build the workforce Ireland urgently needs. However, apprentices cannot do that if financial barriers and social stigma hold them back. Supporting apprentices properly is not only about fairness for individuals. It is about strengthening our economy and our society.

Again, I thank the committee for the opportunity to contribute today. I look forward to working together on building an apprenticeship system that truly delivers on its promise and potential.