Seanad debates

Wednesday, 5 July 2006

Institutes of Technology Bill 2006: Second Stage.

 

5:00 pm

Photo of Joanna TuffyJoanna Tuffy (Labour)

I have a strong background in the institute of technology sector. I graduated from a university but I gained a postgraduate diploma at the Dublin Institute of Technology and I worked there also. I agree with Senator Ryan's point that the institutes of technology have led the way on the issue of flexibility. When I worked at DIT Bolton Street a student there started on a trades course, transferred to a certificate, went from part time to full time and eventually completed a degree. This is an example of the flexibility that has been evident in the institutes of technology for years.

My father would have supplied the example of a person who started studying at the Institute of Technology Tallaght at certificate level and ultimately completed a PhD in Israel. There is parity of esteem, in practice, for universities and institutes of technology. I agree with the points made on the benefits of the binary system; they indicate that institutes of technology are equal to, but different from universities. That is how they should be resourced and promoted.

I welcome a number of aspects of this legislation including some areas that were amended when dealt with on Committee and Report Stages in the Dáil. The provision relating to the legality of institutes of technology taking part in the promotion and management of companies is welcome as is the requirement that the governing body must, in the performance of its functions, have regard to the attainment of gender balance, equality of opportunity and so on.

Institutes of technology have played an important role in offering access to college. They had a broad access policy, admitting a more accurate representation of the population and its various groups, than universities long before universities. The Labour Party covered this fact in a document which suggested this admissions policy was helped initially by lower fees and subsequently no fees under the European Social Fund, ESF, funding scheme.

I will propose an amendment to section 8 to insert the words "and the region served by the college". The college has a role in encouraging students from the local area to attend. This is evident when one examines the statistics on who attends which college. It is important that they encourage people from disadvantaged areas to attend. Unlike the University Acts there is no section in this Bill on the objectives of the institutes of technology. These should be included, particularly those relating to facilitating lifelong learning and the promotion of gender balance and equality of opportunity. This lack must be a discrepancy because on page 35, where reference is made to the Higher Education Authority, an allusion is made to institutes of education as bodies having regard to the objects and functions of institutes of higher education. There no section outlining objects in this Bill and I will propose an amendment to this end on Committee Stage.

I agree with other Senators who argued that parity of esteem is very important. Senator Ryan, in particular, hit the nail on the head in that regard. One way to ensure parity of esteem is to resource the institutes of technology adequately so that they have facilities which are on a par with those in the universities. I refer particularly to facilities that would be provided as student supports. At present, students do not have the space for all the activities that should take place in a college, including clubs, societies, as well as supports such as psychological services and so forth. The institutes should be given the resources to provide those extra facilities and amenities. I agree with all of the points made by Senator Ryan.

Another issue which nobody has mentioned and which relates to the issues of access and flexibility is the importance of the institute's role in education in the trade sector, which I hope will continue. It is important that the institutes retain that role because it is an aspect of education which relates directly to issues of flexibility and access.

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