Ann Ormonde (Fianna Fail)

I welcome the Minister of State, Deputy Seán Haughey, and am pleased that he is taking this debate. He has taken this subject into his own ambit and has become very knowledgeable in the area. I appreciate that he is in the Chamber to hear what we have to say.

Lifelong learning begins in pre-school and continues to the post-retirement stage. It is a continuous process. Education is a fundamental factor in improving our knowledge, skills and competence. The country currently faces major economic and social challenges, and education is of fundamental importance.

I welcome the Government's decision to adopt a national skills strategy to examine the skills profile to 2020. It clearly shows that if Ireland is to make progress vis-À-vis our competitors, we must focus on skills development at various levels. We must examine where jobs are likely to be in future, but how can we go about doing that? We are now in a major recession and therefore we must assess what kind of courses are most suitable. We must also decide how to reach out to the unemployed to take on the challenges of the future.

I have undertaken some research to determine how to protect existing jobs and create new ones. We must examine the various courses that are available. I welcome the adult education budget increases which have gone from €256 million in 2006 to €420 million this year. Let there be no doubt that it is a major commitment, which stands alone. It means that 23,000 adult education and training places have been created since then, which is a big step forward. How can we design education courses that will afford access and transfer opportunities for low-skilled, disadvantaged and unemployed people, as well as undergraduates and graduates? Such courses must be open to all. The main purpose is to provide a range of supports to those who have left school early, are unemployed and require further vocational education and training to enhance their employment prospects. Upskilling can enable them to take part in what is a very competitive environment. They should be facilitated to re-enter the jobs market, which is the core objective. We must get the requisite courses in line with the vision of the national skills strategy to place square pegs into square holes.

The Youthreach project, which is aimed at school drop-outs, is an excellent one targeting young people from 15 to 20 years of age. They may not like the school environment, but they can work in a community environment instead. That system is working, but we must ensure that the right type of teachers are engaged who understand the young people involved. The latter cohort do not want to be involved in a structured school situation, so an alternative programme is required for them. There are horses for courses, so some teachers may be better suited to the community style environment than to the school-room. Sometimes, academic teachers do not fit well into Youthreach courses. We should be watchful to ensure that such courses will work for young people who cannot adapt to normal school structures.

The vocational training opportunities scheme, or VTOS, provides superb programmes for people seeking to re-enter the education system. The vocational skills courses provided by VTOS are excellent. Post-leaving certificate courses facilitate entry at all levels, including to third-level institutes of technology. PLC courses cover vocational skills, work experience, vocational studies and general studies. They are suitable for those who do not like a formal structure, in addition to leaving certificate applied students, or those who have left the system and now wish to return to it. PLC courses provide such people with an entrée to the education sector, thus giving them a chance to move on to institutes of technology.

Part-time community programmes provide courses in literacy and numeracy. Many people may have had great jobs in the construction industry, but could not read or write. They are now coming to terms with themselves and, with time on their hands, they can opt to pursue adult literacy courses. They are doing very well in the areas with which I am familiar.

The back to education initiative provides access to part-time education. In that way, students can work with a chosen industrial sector while pursuing flexible courses. That system also applies to higher education courses. In future, we will have to change course content to absorb the partnership arrangement whereby those in full-time employment can get time off to attend such courses. Alternatively, part-time workers could access courses two days a week, for example. We need to work closely in a partnership arrangement with the business community and in conjunction with local schools.

In the past, the Dublin industrial estates worked well with schools, involving various work experience programmes. Industry representatives gave lectures in schools, particularly for leaving certificate applied and post-leaving certificate students. We now need more of that type of co-operation and co-ordination.

The strategic innovation fund covers flexible learning projects which are becoming more prevalent in the institutes of technology. Flexible courses can encompass a vision of the future, including how to upskill people for jobs and change society's focus towards the kind of jobs that will arise. All our higher education institutes must change their course content to suit future needs. Many degree courses have not evolved over the past ten years, so they should become more flexible and outwardly focused. Academics need to be more open-minded in accepting new suggestions, rather than going by the book and ignoring a vision for the future. I hope the situation will change. FÁS has done a good job, but I am still a bit worried about duplication. If we are to encourage upskilling, we must consider all the stakeholders. I refer to officials in the Departments of Education and Skills, Social Protection and Enterprise, Trade and Innovation and to other stakeholders such as teachers and higher education academics. More co-ordination is necessary if we are to fill the new jobs and courses of the future. We need a vision if we are to move from where we are. The strategy is a good move. I hope we can use it as a guideline. If more stakeholders are involved, perhaps it will be broadened further.