Ciarán Cannon (Galway East, Fine Gael) | Oireachtas source

I am very pleased to have the opportunity to address the House on the major structural reform and policy changes under way in our further education and training sector and to set out the proposed changes to our overall apprenticeship model. The further education and training sector is undergoing major structural change and its reform is an integral part of the Government's overarching public sector reform agenda. The principal aim of that reform is to have a public service which is responsive to the needs of its users generally and, in this instance, to the needs of learners and trainees.

It has been acknowledged that the further education and training elements of the sector developed in a somewhat ad hocfashion as two quite separate sectors with their own ethos and practices. In my early days in this portfolio, I noted that significant duplication of delivery was a feature of certain sectors. Equally, there was not much sharing of knowledge, experience or educational content across all of our provision nationally. By establishing SOLAS, we are certainly setting out to face that challenge. The Government and the Department of Education and Skills recognised that the lack of co-ordination in the running of certain parts of the further education and training sector represented an obstacle to the provision of a highly regarded service that could assist the unemployed and learners.

The establishment of SOLAS has served to give the entire sector a unique identity and brand. This was sadly lacking in the past when it was seen as a kind of Cinderella sector, comprising what was left over when every other element of educational provision had been accounted for. It now has its own unique identity, as it should. That is what is happening under SOLAS. The Government took the view that major structural changes were required in this sector. We decided that a fundamental rethink of how we provide these services, and how people can access them, was needed. We realised that at a time of scarce resources, we needed to plan carefully and where necessary prioritise funding towards those most in need. The economic downturn saw the number of unemployed people increase to unprecedented levels. The sector struggled to provide unemployed people with relevant training and education programmes. It was recognised that programmes that were responsive to the needs of industry and would enhance the prospect of the unemployed obtaining employment had to be given priority.

I think it would be useful at this stage to outline the various structural changes that have taken place as a result of the passage of various Bills through this House. Following the establishment last year of SOLAS and 16 education and training boards, the former functions of the 33 vocational education committees and the FÁS training services were transferred to the new bodies. The Education and Training Boards Act 2013 and the Further Education and Training Act 2013 provide the legislative basis for these structural changes. The 16 education and training boards were established on 1 July 2013 and SOLAS was established on 27 October 2013. The education and training boards assumed responsibility for the delivery of primary, post-primary and further education from 1 July 2013.

SOLAS will bring a much-needed strategic direction to this sector. It will enable and empower the new education and training boards to deliver an integrated further education and training sector for our people. Seven SOLAS training centres located within the geographic areas of the city of Dublin, Dublin and Dún Laoghaire, Cork and Kerry education and training boards were transferred to the relevant education and training board with effect from 1 January 2014. The remaining 12 SOLAS training centres will be transferred to the relevant education and training boards on 1 July this year. The whole process of handing over the training facilities that were dotted around the country will be completed by July of this year. When these structural changes have taken place, the system will be able to focus on how we plan and provide education and training services. It should be noted that as the reform of the further education and training sector has progressed, it has become apparent that the sector has many similarities within its overall provision and has significant strengths which will be built upon. I think Senators will agree that bringing together the expertise and wisdom that have been accumulated over decades of provision in the further education and training sectors under one organisation will be a powerful development in the area of further education and training provision for the future. They will also agree that there are many challenges in developing an integrated further education model. I do not doubt that process will be completed in an efficient and effective manner.

Arising from a troika commitment, the National Economic and Social Council carried out a review of the delivery of further education and training in Ireland. The review primarily examined the changes might be required so that the current provision can meet the skills needs of the economy and, in tandem, address the unemployment challenge. The council's review will form a key input into the development by SOLAS of a further education and training strategy, which will give us a roadmap for the future. The development of this strategy is at an advanced stage. It is expected to be submitted to the Minister for Education and Skills by the end of this month. In addition to the further education and training strategy, SOLAS is also developing an integrated further education and training services plan for 2014. It will provide information on the entire range of further education and training that is funded by my Department. It will set out in detail how the State's investment of €826 million in 2014 will be used by the education and training boards and by SOLAS to advance current policy objectives. As I have mentioned, the newly configured education and training boards replace the vocational education committees. The Act articulates the functions of the boards to better reflect the existing and future role of these bodies in the provision of education and training to learners of all ages in schools and in other settings. The role is considerably wider than the original concepts of vocational and technical education which were set out in the 1930 legislation which governed vocational education committees.

It is worth mentioning the establishment of Intreo offices by my colleague, the Minister for Social Protection, Deputy Burton. These offices are designed to provide a more realistic and targeted approach to supporting unemployed individuals, particularly the long-term unemployed and young people, and helping them to stay close to the labour market. This approach will ensure regular and ongoing engagement with the unemployed to provide opportunities for work, education and training. Effective engagement between education and training boards and the Department of Social Protection, including the Intreo offices, is absolutely crucial as a vital component of a well-functioning further education and training system. While local protocols have been put in place to achieve that, a great deal of work needs to be done to better define recruitment and referral arrangements and ensure the relationship with employers works more effectively.

When an individual who is unemployed approach his or her local Intreo office, a suite of advice should be made available to him or her. The supports of the Department of Social Protection are available to help him or her through the time he or she spends without a job. More importantly, a map back to employment is developed for each individual. This involves determining what his or her existing skill set is and what sort of career path he or she intends to embark upon, and advising him or her on the excellent further education and training opportunities that can be availed of in the local region to help him or her on the path back to work. The education and training boards will be operating within their own regions. They will carry out ongoing research on the skills shortages that are currently occurring in the region and might occur in the future. On foot of that, training and further education opportunities will be tailored to respond to the skills challenges that are emanating from each respective region.

This is an exciting time to be involved in further education and training. There is a real opportunity to build on and integrate the range of provision developed over time and shape a coherent, strong and sustainable sector for the future. This sector has to be built around the needs of learners. When they approach their local Intreo offices or their local education and training boards, they have to feel they are being treated with the dignity and courtesy they deserve. People who are out of work have to be assured that they are embarking upon a meaningful interaction with their local education and training boards that might help them back into employment. Options should also be available locally to people who are in employment and who wish to advance their careers.

As part of the Government's action plan for jobs initiative, my Department undertook a review of the Irish apprenticeship system to determine whether the current model should be retained, adapted or replaced. The review was tasked with taking into account the needs of learners and industry and ensuring our system offers value for money and is cost-effective and sustainable into the future. The current apprenticeship system was developed and implemented in the early 1990s. Over the subsequent 20-year period, there have been major changes in our economy and in the way in which people are employed. As I mentioned earlier in the context of further education and training reform, the economic downturn highlighted a number of issues with the current system - particularly, the high level of apprenticeships associated with the construction sector. The system was seen to be inflexible. The relatively high costs to employers and the State needed to be examined.

By its nature, the apprenticeship system is employer-led. A key feature of any revised system would be the alignment of the education and training provision with the needs of the labour market. The review was undertaken in two stages. The first stage was the preparation of a background issues paper in the Department of Education and Skills.

The second stage involved the establishment in May 2013 of an independent review group, chaired by Mr. Kevin Duffy who is the Chair of the Labour Court. Membership of the group included employers - one of whom was a nominee of the Minister for Jobs, Enterprise and Innovation - representatives of business and unions and academic experts. The review group worked exceptionally well and undertook a substantial consultation process with all major stakeholders, as well as inviting submissions from members of the public. In that context, 69 written submissions were received by the review group. The group also arranged meetings with 25 organisations which provided their views on how best to develop a revised apprenticeship model. The group's comprehensive report was completed in December 2013 and was published on the Department's website in January.

In its report, the independent review group endeavours to find a solution to the various issues raised in the preparation of the background issues paper and the views expressed during the consultation process. The group made a number of recommendations regarding a new structure for apprenticeship, which is envisaged as being relevant to a much wider group of industries. For example, in Ireland there are perhaps 24 or 25 career options which one can take up through the apprenticeship model whereas in Germany there are 330. The question that arises is how we encourage young people and, more important, their parents to look beyond the normal understanding of what apprenticeship meant in Ireland in the past and recognise that it can apply to many other career opportunities which may not be apparent at this point. Recommendations were also suggested in relation to current apprenticeships.

The review group believes that the framework and recommendations set out in its report provide a workable model for a well-functioning apprenticeship system which will serve Ireland's future needs. The Minister, Deputy Ruairí Quinn, and I are in agreement with the broad thrust of the recommendations contained in the report. Those recommendations require further detailed discussion to identify how best implementation can be addressed. This matter is being progressed by my Department, with initial engagement with key stakeholders to take place as quickly as possible.

I reassure Senators that the Government is determined that the outcome of the major structural changes I have outlined will ensure we will have a further education and training sector that is fit for purpose and that is responsive to the needs of both learners and industry. The sector will equip people with the skills and training necessary to allow them to take up employment opportunities as they arise.

I must again state that I am grateful for the invitation to come to the House for this debate. I look forward to hearing Senator's views and contributions.