Theme 4:

Initial Vocational Education and Training in Ireland

Draft report prepared by FÁS on behalf of Cedefop in accordance with Cedefop guidelines.

Stephen Buck Kathy McGinn FÁS Library and Information Resource Centre September 2005

Contents......................................................................................................................................... 2 List of Figures and Tables ............................................................................................................. 3

Contents 0401 040101 040102 040103 040104 040105 040106 040107 0402 040201 040202 0403 040301 04030101 040302 04030201 04030202 04030203 040303 04030301 04030302 0404 040401 04040101 04040102 040402 04040201 04040202 04040203 040403 04040301 04040302 0405 040501 040502 040503 0406 040601 040602 040603 0407 040701 040702 040703 0408

INTRODUCTION TO INITIAL VOCATIONAL EDUCATION AND TRAINING (INCL. STATISTICS) .......................................................................................... 4 Development of IVET............................................................................................. 6 Relationship between IVET and general education (incl. statistics) ..................... 10 Qualifications structure ......................................................................................... 13 Schools/training centres/providers ........................................................................ 13 Role of social partners and enterprises.................................................................. 15 Planning and forecasting ....................................................................................... 16 Diagram of main pathways within IVET .............................................................. 17 IVET AT LOWER SECONDARY LEVEL (INCL. STATISTICS) .............. 19 Curricula………………………………………………………………………….19 Learning outcomes………………………………………………………………. 19 IVET AT UPPER SECONDARY LEVEL: SCHOOL-BASED AND ALTERNANCE (INCL. STATISTICS)............................................................ 20 Access requirements ............................................................................................. 21 Promoting participation......................................................................................... 22 Curricula ............................................................................................................... 22 Content and delivery ............................................................................................. 22 Assessment............................................................................................................ 23 Quality assurance .................................................................................................. 24 Learning outcomes................................................................................................ 25 Qualifications/certification.................................................................................... 25 Progression and transition (incl. statistics)............................................................ 25 APPRENTICESHIP TRAINING (INCL. STATISTICS) ............................... 28 Access requirements ............................................................................................. 30 Apprenticeship contracts....................................................................................... 31 Promoting participation......................................................................................... 32 Curricula ............................................................................................................... 33 Content and delivery ............................................................................................. 33 Assessment............................................................................................................ 34 Quality assurance .................................................................................................. 35 Learning outcomes................................................................................................ 35 Qualifications/certification.................................................................................... 35 Progression and transition (incl. statistics)............................................................ 36 OTHER YOUTH PROGRAMMES AND ALTERNATIVE PATHWAYS (INCL. STATISTICS)...................................................................................................... 37 Access requirements ............................................................................................. 38 Curricula ............................................................................................................... 39 Learning outcomes................................................................................................ 41 VOCATIONAL EDUCATION AND TRAINING AT POST-SECONDARY (NONTERTIARY) LEVEL (INCL. STATISTICS)................................................... 43 Access requirements ............................................................................................. 45 Curricula ............................................................................................................... 46 Learning outcomes................................................................................................ 48 VOCATIONAL EDUCATION AND TRAINING AT TERTIARY LEVEL (INCL. STATISTICS)...................................................................................................... 50 Access requirements ............................................................................................. 52 Curricula ............................................................................................................... 53 Learning outcomes................................................................................................ 54 BIBLIOGRAPHICAL REFERENCE AND WEB SITES .............................. 57 List of acronyms/abbreviations ............................................................................. 61 Relevant Organisations ......................................................................................... 63

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List of Tables and Figures Figure 1.

Main Pathways within IVET..................................................................................... 18

Table 1. Table 2. Table 3. Table 4. Table 5.

Distribution between General Second-Level Education and IVET ............................ 6 Total Participation Rates of Young People (aged 15-20) in IVET ............................. 6 Main IVET Programmes in Ireland........................................................................... 11 Distribution between General Second Level Education and IVET........................... 12 Labour Force Participation: Employment and Unemployment Rates Among School Leavers, by Level of Education, 1998 .......................................................... 12 Percentages of Students Studying Different Leaving Certificate Programmes ........ 21 IVET at Upper Secondary Level: Absolute number of participants – 1995/96 ........ 21 IVET at Upper Secondary Level: Absolute number of participants – 2000/01 ...... 21 Labour Force Participation: Employment and Unemployment Rates Among School Leavers, by Level of Education, 1998 .......................................................... 26 Labour Force Participation by Level of Education 2000 .......................................... 27 Destination of LCA Graduates 1997-2000 ............................................................... 27 FAS Apprenticeship Training by Gender 1990 - 2002 ............................................ 29 Apprentice Population by Trade Groups from 1998-2001........................................ 29 Total FAS Apprenticeship Training by Age 2000-02 ............................................... 30 Fáilte Ireland: Full-time Trainees 2002/2003 (Initial Training)............................... 30 Fáilte Ireland: 2000 Full-Time Craft Graduates – Progression ................................. 36 Youthreach: Take-Up in FAS, 2003......................................................................... 37 Youthreach: Take-up in Education, 2003 ................................................................. 38 Youthreach: Participants by Age and Gender 2003 .................................................. 38 Traveller Training: Participants by Age and Gender ................................................ 38 Youthreach – Participants by Level 2003 ................................................................. 39 Traveller Training Centres – Participants by Level 2003 ......................................... 39 Range of Supports for Early School Leavers ............................................................ 40 Destination of trainees on completion of Youthreach - After Foundation Level ...... 41 Destination of trainees on completion of Youthreach - After Progression Level ..... 42 Destination of Foundation and Progression level combined, 2003........................... 42 Destinations of those who completed programmes in Traveller Training Centres in 2003. ........................................................................................................ 42 PLC by Age Group 2002-3 ....................................................................................... 43 Throughput by Gender and Age on FAS SST and Traineeship programmes, 2002 . 44 Current Employment Status of Traineeship Participants .......................................... 49 Number of Persons Receiving Full-Time Third Level Education by Type of Institution Attended .............................................................................................. 51 Persons in ISCED 5B Education Classified by Gender ...................................... 51 First Destination of University Graduates, 2001....................................................... 55 First Destination of Institute of Technology and DIT Graduates, 2001 .................... 55

Table 6. Table 7. Table 8. Table 9. Table 10. Table 11. Table 12 Table 13. Table 14. Table 15. Table 16. Table 17. Table 18. Table 19. Table 20. Table 21. Table 22. Table 23. Table 24. Table 25. Table 26. Table 27. Table 28. Table 29. Table 30. Table 31. Table 32. Table 33. Table 34.

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0401: Introduction to Initial Vocational Education and Training There is no legal definition of Initial Vocational Education and Training in Ireland. For the purpose of this database, IVET focuses primarily on the education and training of young persons, aged 15 – 20, who have generally completed compulsory second level education and who have not yet significantly engaged with the labour market excluding apprenticeship. In Ireland, IVET is delivered at a number of different levels; in second-level education; in vocational training including apprenticeship; in further education and in higher education. Second Level In second level education, the main forms of IVET are the Leaving Certificate Vocational Programme (LCVP) and the Leaving Certificate Applied (LCA). Participants on these programmes have usually completed the Junior Certificate examination – the national state examination which marks the end of compulsory education, and they are normally aged 15 – 18 years. A third programme, the Leaving Certificate (established) is an academic, non-vocational programme. It is important to note that the majority of upper secondary school pupils choose to follow this programme. Vocational Training Apprenticeship is the recognised means by which persons are trained to become crafts-persons in Ireland. Apprenticeship is organised by the National Training and Employment Authority - FÁS, in co-operation with the Department of Education and Science, employers and trades’ unions. It generally takes place over four years. There are 26 designated trades. The standards-based system was introduced in 1991. Apprentices are recruited and employed by companies. They must be at least 16 years of age and have gained a pass in the Junior Certificate examination or equivalent. Teagasc (the Agriculture and Food Authority) administers a three-year Farm Apprenticeship scheme. Entrants must have completed a one-year course at a residential agricultural college and have reached the set standard in its examinations. Apprentices are placed for one year on each of three master farms. Fáilte, Ireland has responsibility for apprenticeships in the tourism and catering sector. The main form of IVET for early school leavers is the Youthreach Programme. Youthreach is a joint initiative between the Department of Education and Science (DES) and the Department of Enterprise, Trade and Employment (DETE). It provides two years integrated education, training and work experience for young people aged 15 – 20 years who have left school early without qualifications. Further Education There are a range of IVET possibilities for persons in further education (postsecondary, non-tertiary education). The two largest programmes are the Post-LeavingCertificate courses (PLCs) and specific skills training courses provided by FÁS and other sectoral organisations - Teagasc (agriculture), Fáilte Ireland (hospitality) and Bord Iascaigh Mhara (fishing) - for young job-seekers. Traineeships are another form

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of provision at this level. They involve employers and FÁS working together in a dual system of occupational training leading to a qualification. They combine workplace training with formal off-the-job tuition in a FÁS training centre. Higher Education Degrees and other higher education courses are provided by seven universities, 14 institutes of technology and other specialised institutions. The Institutes of Technology have main responsibility for IVET at this level. Entry to courses in the Institutes of Technology is based on ‘points’ gained in two of the Leaving Certificate examinations – the LCVP and the Leaving Certificate (established). Appropriately qualified students from PLC programmes can also access Institute of Technology and university courses. Qualification Levels Different levels of qualifications are pursued on the above programmes. The ten-level, National Framework of Qualifications (foundation level to doctoral level) was launched by the National Qualifications Authority of Ireland (NQAI) in 2003 and national certification is available from two awarding councils – the Further Education and Training Awards Council (FETAC) and the Higher Education and Training Awards Council (HETAC) for all education and training in the State other than that provided in the primary and post-primary sectors, the Dublin Institute of Technology and the universities. The State Examinations Commission is responsible for the awarding of qualifications at secondary level of education. The LCVP is fully accepted as a basis for entry to third level education/training while the LCA enables entry into a wide range of Post Leaving Certificate courses from which entry to third level may subsequently be gained if appropriate. The LCA and the LCVP would be equivalent to a Level 4 and Level 5 award within the National Framework of Qualifications. The majority of accredited IVET programmes fall under the remit of FETAC and the qualifications are located at different levels within the ten-level National Framework of Qualifications. Certification for Youthreach is provided at level 3 and 4 (options in the Junior Certificate and LCA are also available). Traineeships and FÁS specific skills training are placed at Levels 4, 5 and 6. Apprenticeship and PLC certification is placed currently at Level 6. Certification for IVET at higher level education is provided by HETAC and qualifications are located generally at Level 6 and 7 within the Framework of Qualifications. (http://www.nfq.ie/nfq/en/TheFramework/DiagramTheNationalFrameworkofQualific ations/larger/ ) IVET Providers VET is provided in many state funded centres directly or through intermediary bodies. Centres include Vocational Education Committee (VECs) schools, secondary and community and comprehensive schools; local vocational education and training centres; FÁS training centres; Further Education Colleges; Institutes of Technology; universities and dedicated sectoral training centres. The vast majority of VET

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provision is within the State sector. However, other providers include some private third level colleges and commercial training bodies. Statistics Table 1 below outlines the distribution between general second-level education and IVET. The vast majority of students are engaged in second-level general education. While the proportion of students engaged in IVET is comparatively low, it is increasing steadily. Table 1 Distribution between General Second-level Education and IVET Year General Secondary Education % IVET* % 1990 321 456 94 20 960 6 1995 349 796 91 36 554 9 2000 282 453 88 39 677 12 Source: Department of Education and Science * IVET includes Youthreach, Leaving Certificate Vocational Programme and the Leaving Certificate Applied Programme

The figures in Table 2 refer exclusively to those aged 15 – 20 in IVET. The age breakdown for IVET students in 1990 and 1995 are not available. In 2000, 89% of students engaged in IVET were aged 15 -17 years. Table 2 Total Participation Rates of Young People (aged 15-20) in IVET Age 15 16 17 18 19 20 Total Nos. 5,330 15,906 13,991 4,123 250 23 39,623 Source: Department of Education and Science Reference Year: 2000

040101: Development of IVET Historical development of IVET The Irish Free State was established in 1922. In 1926 a Commission on Technical Education was set up by the government to assess the existing vocational training system. Arising out of recommendations from the Commission’s report, the Vocational Education Act (1930) was implemented. This resulted in the setting up a country-wide network of Vocational Education Committees (VECs) whose function was to provide a system of education – both academic and technical, throughout the country. The Commission also developed ‘Apprenticeship Committees’ for training in the skilled (craft) trades. Various Government Commissions subsequently assessed the apprenticeship system; in 1959 a new apprenticeship act was passed to bring about a more systematic and effective training system and in the early 1970s a new apprenticeship ‘time-served’ system was established and implemented for apprentices in construction and other designated industrial trades. This reduced the training period to four years and established an ‘off-the-job’ first year of full-time training. Increased industrialisation in the 1950s/60s encouraged a major reappraisal of all aspects of vocational education. AnCO (An Chomhairle Oiliuna) the Industrial Training Authority was established in 1967 to organise training on a systematic basis, for apprentices, the unemployed and those already at work. Other sectoral bodies were 6

also set up during this period. For example, the Farm Apprenticeship Board (which is now part of Teagasc) was established to look after agricultural training and the Council for Education, Recruitment and Training (CERT) was set up to raise training standards in the hotel and catering sectors. Between 1962 and 1965 a comprehensive survey of the Irish education system was undertaken. The resultant report ‘Investment in Education’ saw the beginning of ‘free’ second-level education, the restructuring of vocational school courses and the emergence of community and comprehensive schools. Compulsory schooling was extended from age 14 to 15 years. Three state examinations existed during this period; the Group Certificate which was a vocational education examination taken after three years of study in a VEC school; the Intermediate Certificate was taken after four years of study in a secondary school and marked the end of compulsory education and the Leaving Certificate programme which was typically completed two years later. Both the Intermediate and Leaving Certificate programmes were classical-academic in orientation. A joint OECD/Department of Education report (1964) produced a programme for the construction of Regional Technical Colleges (RTCs). The courses in the RTCs had a strong vocational focus and they offered national certificate, diploma and degree programmes. They were set up under the control of the VECs. In 1972, the National Council for Educational Awards (NCEA) was established to award degrees and diplomas in the vocational education system. The 1970s was a period of recession and high unemployment. Pre-employment courses (PEC) were introduced in 1977 by the Department of Education in vocational and community/comprehensive schools. The PEC curriculum had three elements: vocational studies, general studies and work experience and were intended to give additional skills to young people unable to find work. Originally they were not offered in secondary schools, but in 1984, when the initiative was expanded into a Vocational Preparation and Training Programme, some secondary schools took up the option. The same period saw the introduction of initiatives to combat early school leaving outside of the mainstream system. The first of these was the development of a network of community training workshops (CTWs) set up by AnCO. This was later followed by ‘The Social Guarantee’ – a (then) European Community resolution on vocational training policy which recommended that up to two years’ vocational preparation be made available to early school leavers. A new out-of-school initiative ‘Youthreach’ was launched in 1989 under the joint responsibility of the Departments of Education and (then) Labour. In 1987, the Labour Services Act was enacted. It was designed to reform the national training system and to align it with economic objectives. In 1988, FÁS – the National Training and Employment Authority, was established. It was formed from three previously separate bodies – AnCO (vocational education), the Youth Employment Agency (concerned with young unemployed) and the National Manpower Service (the State employment and placement agency). FÁS’ functions incorporate the separate functions of its three predecessors. The vocational training services provided by FÁS include training for persons seeking to enter or re-enter the labour market, the

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unemployed and, to a lesser extent, those in employment. FÁS also has statutory responsibility for the apprenticeship system. Pressure to reform the apprenticeship system developed following the 1986 Government White Paper on Manpower policy and in 1991, following a period of intensive consultations and review, a new ‘standards-based’ apprenticeship was introduced. The system is managed by FÁS with the support of the National Apprenticeship Advisory Committee, which consists of representatives of the social partners, FÁS and the Department of Education and Science (DES). Secondary school education remained predominantly academic during the 1970s and 1980s. In 1989 a new Junior Certificate programme was introduced to provide a single unified programme for students aged between 12 and 15 years replacing the Group and Intermediate Certificate programmes. In the late 1980s and 1990s, the traditional senior cycle was altered by the addition of two new Leaving Certificate options – the Leaving Certificate Vocational Programme (LCVP) and the Leaving Certificate Applied programme (LCA). These programmes are more vocationally orientated than the established Leaving Certificate programme and were introduced to encourage young people to remain in the education system. However, the majority of upper- secondary senior cycle students continued to follow the established programme which retains its academic emphasis. Post Leaving Certificate courses (PLCs) are provided in VEC schools and colleges. They are aimed at young people and adults who have completed upper second level education but need vocational training to enhance their employment prospects. Over 1,000 courses are offered in 229 centres and approximately 18% of all school leavers enter these courses. In 1997, all third-level tuition fees were abolished with a view to increasing access to third-level. In 1998, the Institutes of Technology Act re-named the Regional Technical Colleges (RTCs) as Institutes of Technology and gave them significant additional autonomy. The institutes are the main providers of initial vocational education at third level. The certificate and diploma programmes offered by them are formally called Technical Business Skills Training and they form the core component of IVET at this level. The certificate programmes are known as Middle Level Technician programmes and the diploma programmes are called the Higher Technical and Business Skills Programme. At sectoral level, The National Tourism Development Authority Act 2003 replaced CERT with Fáilte Ireland. Fáilte Ireland is responsible for initial and continuing vocational education and training in the tourism/ hospitality sector. Teagasc and Bord Iascaigh Mhara are the organisations responsible for IVET in the farming and fisheries sectors respectively.

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Recent Developments in IVET The main developments in IVET in recent years have been: •

• • • •

The introduction of the Leaving Certificate Vocational Programme (LCVP) and the Leaving Certificate Applied (LCA) Programme into upper second level education and the expansion of Post Leaving Certificate courses. The White Paper on Education; ‘Charting our Educational Future’, 1995 The White Paper on Adult Education; ‘Learning for Life’, 2000 The Task Force Report on Lifelong Learning, 2002 The Qualifications (Education and Training) Act, 1999

Until the introduction of the LCVP and the LCA, the focus of upper second-level education was primarily academic and concentrated on providing students with the education necessary for entry into higher education and white collar occupations. While the majority of students completing upper second level education continue to follow the established Leaving Certificate programme (74%), the introduction of the two new programmes offers alternative routes to further and continuing education and training and entry to the world of work. While the numbers following these programmes are substantially less than those following the established programme (LCVP 21%, LCA 5%), they have been steadily increasing over the past number of years. (See 0403). The expansion of PLC courses has provided a bridge between school and work for those who need vocational training to improve their chance of gaining employment. They also provide an alternative pathway to enter third level education for persons whom, on completion of their secondary education, do not get the necessary qualification to enter it directly The two White Papers on Education and the Report of the Taskforce on Lifelong Learning provide the blueprint for the development of education in Ireland. A major aim of the White Paper on Education, ‘Charting our Educational Future’ (Department of Education and Science, The Stationery Office, 1995) was the retention of young people in the mainstream system of education to the age of 17/18 years - the objective was that the proportion of the16-18 year age group completing senior cycle would increase to 90% by the year 2000. The White Paper increased the compulsory school-leaving age to 16 years (or completion of a 3 year junior cycle, whichever is the later). In 2000 The White Paper on Adult Education - Learning for Life was published and was followed by the Report of the Task Force on Lifelong Learning in 2002. Both documents are core reference texts in the move towards a more coherent policy in vocational education and training and adult learning provision. The White Paper reflected on the role of adult education in society and, in setting out principles, policies and strategies, built on a very wide consultation process. For the first time, the State extended its educational commitment to include the population which has left the initial education system. In particular, government policy undertook to give particular attention to disadvantaged groups and persons with low educational attainment. Policy outlines in the White Paper were augmented by The Task Force on Lifelong Learning, which was established by the Department of Enterprise Trade and Employment in collaboration with the Department of Education and Science. Eight 9

Government Departments with relevant responsibilities were represented on the Task Force, along with education, training, social partner, community and voluntary interests and industrial development agencies. The Task Force on Lifelong Learning concentrated on the five themes of: • • • • •

Developing and implementing a National Framework of Qualifications Ensuring Basic Skills for all Providing Comprehensive Guidance, Counselling and Information Addressing delivery, access and funding measures Providing better opportunities for workplace learning, and learning for workers.

The Qualifications (Education and Training) Act, which led to the establishment of the National Qualifications Authority of Ireland (NQAI), was passed in 1999. The main objective of the NQAI was to establish a national framework of qualifications for all educational levels. The NQAI is not an awarding body. Two award Councils have been set up under the provisions of the Act; the Further Education and Training Awards Council (FETAC) and the Higher Education and Training Awards Council (HETAC). These two councils make national certification available for all education and training in the State other than that provided in the primary and post-primary sectors, the Dublin Institute of Technology (DIT) and the universities. A ten-level (foundation level to doctoral level) National Framework of Qualifications was launched in 2003.The framework, which places emphasis on an outcomes-based approach to learning, puts learners at the centre of the education and training system. It promotes the principle of access, transfer and progression in a way that has never been done before in Irish education of training. While FETAC and HETAC do not provided certification for schools, universities and the DIT, the latter have been closely involved with the developments which have taken place to date. It is likely that over the next number of years all VET programmes and services will undergo further changes in order to provide improved access, better progression and more transparent, and more transferable accreditation. 040102: Relationship between IVET and general education. General education is the responsibility of The Department of Education and Science (DES). Initial vocational education and training policy falls mainly within the remit of the DES and the Department of Enterprise, Trade and Employment. •

•

The Department of Education and Science (DES) is responsible for general education in Ireland. It is also responsible for the policies and the development of national programmes for vocational education and training in schools and colleges at second level and at further and higher level. The Department of Enterprise, Trade and Employment (DETE) is responsible for policies to upgrade the skills and competencies of the adult population within a framework of lifelong learning.

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General second-level education takes place in secondary and comprehensive and community schools throughout the country. The main programmes followed are the Junior Certificate (lower-secondary) and the Leaving Certificate (established). Both programmes are predominantly academic. The State Examinations Commission (Department of Education and Science) is the body responsible for the setting and awarding of qualification at this level. Responsibility for the provision of vocational education in schools and colleges at second level and at further education level is devolved from the DES to thirty-three Vocational Education Committees (VECs) which are city/county based statutory authorities. FETAC is the main qualifying body. Those undertaking a Youthreach programme can opt to sit a Junior or a Leaving Certificate programme. The Department of Enterprise, Trade and Employment VET policies are implemented through FÁS (the National Training and Employment Authority). Other Ministers have responsibility for aspects of sectoral training, such as agriculture, fisheries and tourism. The qualifications are generally FETAC qualifications. Table 3 Main Initial Vocational Education and Training Programmes in Ireland Department of Education Programme and Qualification Description Post Leaving Certificate Courses (PLCs) To provide vocational education/training for FETAC qualification young people who do not progress directly into higher education or who wish to find employment. (VEC schools/colleges). Leaving Certificate Vocational Programme 2 year duration. Leaving Cert. programme with (LCVP) tuition in vocational/technical/business State Examinations Commission – certifying body disciplines. Includes 3 Link Modules on enterprise education, preparation for work and work experience. (secondary /community/comprehensive/VEC schools). Leaving Certificate Applied Programme (LCA) Designed to meet the needs of students who State Examinations Commission - certifying body choose not to opt for other Leaving Cert. programmes. Objective is to prepare students for working life through relevant experiences. Emphasis on vocational and technical subjects. (secondary /community/comprehensive/VEC schools). Middle Level Technician (HETAC) 2 year course to National Certificate Level Higher Technical Business Skills (HETAC) 3 year course to National Diploma Level or 1 year with a National Cert. (institutes of technology Post-graduate conversion 1 year in ‘skills shortage’ disciplines (universities and institutes of technology) Department of Enterprise & Employment/Other Departments FÁS Courses (FETAC) Apprenticeship, Traineeships, Specific Skills Training Fáilte Ireland Courses (FETAC) Courses in LCA in secondary schools, PLC courses in VEC schools, Apprenticeships in nondesignated trades, development courses, management courses Teagasc Courses (FETAC) Certificate/diploma in Farming, Farm Apprenticeship BIM Courses (FETAC) Marine related courses Joint Department of Education & Science and Enterprise & Employment Youthreach (FETAC/State Examinations Aimed at early school leavers who have left Commission) without qualifications. Seeks their re-integration into mainstream activities.

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In the European Union as a whole, vocational education is predominant at the upper secondary level. However, general education predominates in Ireland. Table 4 Distribution between General Second-level Education and IVET Year General Secondary Education % IVET* 1990 321 456 94 20 960 1995 349 796 91 36 554 2000 282 453 88 39 677

% 6 9 12

Source: Department of Education and Science * IVET includes Youthreach, Leaving Certificate Vocational Programme and the Leaving Certificate Applied Programme

Annual school-leavers surveys were undertaken for 20 years but were discontinued in 2000. The figures in Table 5 below relate to the last survey and are taken from the ESRI 1999 Annual School Leavers Survey (ESRI, 2000). They suggest that there is a strong relationship between labour market success and initial level of education. The Table focuses on labour market entrants and provides information on participation, employment and unemployment rates of school leavers according to initial level of education achieved. Table 5 Labour Force Participation: Employment and Unemployment Rates among School Leavers, by Level of Education, 1998 No Junior Qualification Certificate % % LF Participation Rates % employed % unemployed

Leaving Certificate (+VPT) % *

87.4

86.9

78.9

Leaving Certificate (no VPT) % 39.0

52.5 47.5

79.6 20.4

93.3 6.7

90.4 9.6

Total %

86.5 13.5

56.1

Source: ESRI. Reference Year: 1998 * VPT refers to Vocational Preparation Training – includes LCVP and LCA. No VPT refers to established Leaving Certificate

Employment increases with higher educational attainment. The unemployment rate among those with no qualifications is more than twice that for those with a Junior Certificate (lower-secondary qualification) – 47.5% and 20.4% respectively – and between 5 and 7 times higher than their Leaving Certificate counterparts. A much higher proportion of those who complete vocational Leaving Certificate programmes (LCVP and LCA) enter the labour market than do those who have completed an established Leaving Certificate – the latter tend to pursue further/higher education.

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040103: Qualification Structures. The National Framework of Qualifications was launched in 2003. This is a ten-level framework ranging from Foundation (Level 1) to Doctoral Level (Level 10). Altogether, there are five awarding bodies who are involved in the establishment of policies and criteria for the making of awards and the validation of programmes. The Five bodies are: • • • • •

The State Examination Commission (Department of Education and Science) FETAC – Further Education and Training Awards Council HETAC – Higher Education and Training Awards Council DIT – Dublin Institute of Technology Universities

The State Examinations Commission is responsible for making awards at Levels 3 - 5 (the Junior Certificate and the three Leaving Certificate Programmes). FETAC makes awards at Levels 1 – 6. HETAC and the DIT make awards at Levels 6 – 10 (advanced certificates, diplomas and degrees) and the universities make awards at Levels 7 – 10 (primary and master degrees, post-graduate diplomas and doctorates). Most IVET qualifications are awarded by FETAC and, to a lesser extent, HETAC. Table 3 (040102) gives details of the qualifications awarded for the main IVET programmes. Most IVET courses are awarded between levels 3 – 6. Primary university degrees (Level 7) are normally considered to be part of general education as opposed to IVET. There is limited equivalence in terms of access to further studies between vocational and other qualifications. Students undertaking the Leaving Certificate Vocational Programme (Level 5) and Post-Leaving Certificate courses (Level 6) can proceed either directly onto the labour market or to third-level colleges. Further details of the National Framework of Qualifications (NFQ) can be found at: (http://www.nfq.ie/nfq/en/TheFramework/DiagramTheNationalFrameworkofQualific ations/larger/) 040104: Schools/Training Centres/Providers The vast majority of VET provision in Ireland is within the State sector. Second Level The main forms of IVET at second level education are the Leaving Certificate Vocational Programme (LCVP) and the Leaving Certificate Applied (LCA). The main providers at this level are: • Vocational Education Committee schools and colleges • Voluntary schools and community and comprehensive schools 13

The VEC schools and colleges are public institutions which are located throughout the country. They provide mainly vocational education – both initial and continuing. The voluntary schools and the community and comprehensive schools are also found throughout the country. They focus on general education but many provide the LCVP and the LCA. The curriculum for these programmes is set by the National Council for Curriculum and Assessment, the courses are delivered by qualified teachers and the State Examinations Commission sets the examinations and awards the qualifications. Vocational Training Apprenticeship training is organised by the National Training and Employment Authority (FÁS). Apprenticeship training is standards-based (SBA). It has seven phases; three off-the-job (totalling 40 weeks in all) and four on-the job. It generally lasts for four years. The first ‘off-the job’ phase takes place in FÁS training centres. FÁS has a network of 20 training centres which are located throughout the country. The final two ‘off-the-job’ phases take place in the 13 Institutes of Technology which also are located throughout the country. The apprenticeship curricula are based on uniform, pre-specified and industry-agreed standards; they are written by subject matter experts nominated by employers, trade unions, FÁS and the Department of Education and Science. On successful completion of all written and practical assessments for both on-the-job and off-the-job training, a National Craft Certificate is awarded by FETAC. This certificate is currently placed at Level 6 in the NFQ. Youthreach is the main form of IVET for early school leavers. Youthreach is delivered in out-of-school VEC centres for education and FÁS community training centres. Youthreach is a national programme however the centres are managed locally and the programmes reflect the particular social, economic and cultural environment in which they operate. FETAC qualifications (usually Level 3) are offered on these programmes. Participants are also entered in the Junior Certificate, in individual subjects in the Leaving Certificate and in the Leaving Certificate Applied as a progression programme – these latter examinations are the responsibility of the State Examinations Commission. Further Education (post-secondary, non-tertiary) Post-Leaving Certificate courses are delivered by a network of over 230 schools and colleges throughout the country. The majority of provision (92%) is by the VEC colleges. PLCs are designed to provide a bridge between school and work for those who need vocational training to improve their chance of gaining employment. They also provide an alternative pathway to enter third level education for persons whom, on completion of their secondary education, do not get the necessary qualification to enter it directly. Successful completion of a PLC course leads to a FETAC certificate at Level 5 or 6 in the National Qualifications Framework structure. Other Further Education programmes are provided by sectoral bodies. FÁS provides Traineeships and Specific Skills programmes in its network of training centres. Fáilte Ireland provides training for the hospitality and catering sector, Teagasc for the agricultural sector and An Bord Iascaigh Mhara (BIM) for the fisheries sector. These are all State-sponsored bodies with responsibility for the development of their own respective sectors. They provide both initial and continuing VET. The accreditation awarded on their programmes is from FETAC.

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Higher Education The Institutes of Technology have main responsibility for IVET at this level. There are 13 Institutes located throughout the country. The main IVET programmes provided are the Middle Level Technician courses and the Higher Technical Business Skills programmes. Accreditation is awarded by the Higher Education and Training Council – HETAC. The institutes also offer general education. The universities tend to offer general, as opposed to vocational, education. However, they do offer vocational ‘Post-graduate conversion’ courses which provide training in ‘skill shortage’ disciplines. 040105: Role of the Social Partners and Enterprises The development of partnership is now widely regarded as the remedy to the traditional adversarialism that has been identified as a barrier to optimum organisational performance. Partnership between Government and the Social Partners has underpinned recent socio-economic planning in Ireland (Stokes and Watters, 1997). The social partners have an established place in their representative capacity within those structures established by the State to meet the country’s training needs. Specifically, the social partners have seats on the Board of FÁS and on its advisory bodies. It has been a major principle of the FÁS board and its committees that the social partners (employers and unions) have equal representation on them. The social partners are also members of the board of Fáilte Ireland, responsible for training in the catering/tourism industry, and TEAGASC, in relation to training for agriculture. They also play an important role in relation to award bodies established under the Qualifications Act (1999). Policies on education and training have played an important part within the national partnership agreements. Since 1987, Ireland has had a series of three-year ‘national partnership agreements’ covering a range of economic and social policy issues. These agreements have been negotiated by government and the social partners and provide overall policy objectives in a range of areas including vocational training. They do not have any legal standing but are nevertheless important in guiding policy development. Such agreements have included, for example, policies in relation to apprenticeship, the needs of early school leavers, persons with disabilities, long-term unemployed people and life-long learning. Since 2000 the Agreements made nationally between the Social Partners have encouraged the formation of worker/management partnerships at local level and in many organisations both public and private this is now happening. The current ‘Sustaining Progress’ programme (2002 – 2005) makes further provision for this type of agreement. The Skillnets Training Networks Programme was set up in 1999 by employer bodies and trade unions to support enterprises to develop strategic answers to their joint training needs. Within this programme, enterprises have been supported in working together in sectoral, regional and other groupings to develop and deliver training.

15

Skillnets is funded by the Department of Enterprise, Trade and Employment through the National Training Fund. Skillnets focuses on mobilising groups or networks of companies to develop strategic responses specific to their own needs. 040106: Planning and forecasting There are a number of mechanisms for skills anticipation in place in Ireland. The principal education and training organisations carry out their own forms of future assessment, and the Expert Group on Future Skill Needs and the FÁS/ESRI (Economic and Social Research Institute) Manpower Forecasting Programme provides a research and co-ordination mechanism at national level. Increasingly, the requirements of the National Qualifications Authority are demanding that training/education organisations align their courses in a systematic manner to identified needs. Education and training organisations Education and training organisations use a mixture of formal consultation, informal feedback and research to identify future skill needs. FÁS has a representative Board of Management and advisory committees in a number of sectors to inform it of sectoral needs. It also undertakes, through its research department, studies of future skill needs. At local level, decisions on training course mix are based on a variety of local data including course demand from the public, expected recruitment demand from new or expanding companies, the success of existing courses in terms of job placement and the views of various local organisations including social/voluntary organisations and chambers of commerce. The IVEA (Irish Vocational Education Association) acts as the consultative body on behalf of the VECs at national level. Expert Group on Future Skills Needs (EGFSN) Forfás is the national board responsible for providing policy advice to government on enterprise, trade, science, technology and innovation in Ireland. Under the aegis of Forfás, the Expert Group on Future Skill Needs (EGFSN) was established in 1998 by the Government in the context of increasing concerns about labour and skill shortages in Ireland. The Group reports jointly to the Ministers of Enterprise, Trade, Employment and Education & Science. It comprises representatives of the social partners, Government Departments, industrial development organisations and education/training bodies. It thus represents a unique collaboration between the enterprise and education sectors. The EGFSN's objectives are to: • • • •

•

Identify the skills needs of different sectors and to advise on the actions needed to address them; Develop estimating techniques that will assist in anticipating the future; Advise on the promotion of education and continuous training links with business at national and local levels; Consider strategic issues in developing partnerships between business and the education and continuous training sectors, in meeting the skills needs of business; Advise on how to improve the awareness of job seekers of career sectors where there are demands for skills, of the qualifications required, and of how they can be obtained. 16

The Group has undertaken research on a wide range of skill areas including ICT, engineering, biotechnology, construction, pharmaceuticals, e-business, research and the labour market as a whole. Its recommendations have been very influential in increasing public investment in ICT and other scientific fields. FAS/ESRI manpower forecasting programme The main objective of the FÁS/ESRI Manpower Forecasting Programme is to develop a system which can be used to provide information on the changing pattern of occupations and to identify possible variations in skill requirements across broad occupational areas of the economy. The information is of considerable value to FÁS in determining medium-term strategies and in planning training provision. The forecasts are of assistance to government in more effectively planning its employment and education policies, and in achieving greater coherence between these two areas. The Skills and Labour Market Research Unit in FÁS is designing a database with the objective of collating all available information regarding the supply and demand of skills at national level. The aim of the database is to facilitate the analysis and forecasting of the labour market at skills level. The data currently included in the database comprises: • Employment data • Education provision, participation and output • First destination of third level students • Work permit/visa data • Job Vacancies • Job seeker data 040107: Diagram of Main Pathways within IVET. Figure 1 below outlines the main pathways of IVET in Ireland at this time. Where complexities arise these are due to the ill-defined nature of what constitutes Initial and what constitutes Continuing VET. Certain bodies i.e. Fáilte Ireland, and BIM have a significant level of continuing training in addition to initial training. Where this is the case continuous arrows have been drawn to indicate the ongoing nature of certain elements of training.

17

Figure 1 Main Pathways within IVET Pathways within IVET in Ireland

Typical Ages: Doctorate Master

Post Graduate Degrees

4-16years

16-18years 16-18years

17-19years

18-21years 21-24years

Post-Grad Diploma (1yr)

II.

Bachelo r Degree

III.

Bachelor Degree

IV.

National Diploma

(3-4yrs)

A.

Public Sector Training

Universities

B.

FÁS Train ing

SST Courses

Leaving Certificate Estbl.(2yrs )

Fáilte Ireland Teagasc BIM Coillte (Varied duration)

Leaving Certificate Applied(2yrs )

Apprenticeship Training (4yrs)

PLC Course

VTOS (VECs) (Varied duration)

Leaving Certificate Vocational(2yr s)

Transition Year (1yr)

Primary and lower secondary school up to Junior Certificate. End of compulsory education (up to age 16)

Main Outflows

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0402: Initial Vocational Education and Training at Lower Secondary Level Ireland does not have initial vocational education and training at this level in the education system. Lower second level education consists of a three year Junior Cycle for ages 12 to 15/16 years. At the end of the three years, the Junior Cycle is assessed by the Junior Certificate examination. This marks the completion of compulsory education in Ireland. A Junior Certificate School Programme (JCSP) was introduced in 1996 and is particularly targeted at lower secondary students who are at risk of early school leaving. It is not an alternative to the Junior Certificate programme but is a curriculum framework that assists schools in making the Junior Certificate more accessible to learners who may otherwise leave school without formal qualifications. 040201: Curricula The principal objective of the Junior Cycle is for students to complete a broad, balanced and coherent curriculum composed of a variety of courses incorporating core and optional areas of study. During the Junior Cycle students are offered learning opportunities and formal experiences across the eight areas below: • • • • • • • •

Language and Literature Mathematical Studies Science and Technology Social, Political and Environmental Education Arts Education Physical Education Religious and Moral Education Guidance, Counselling, Pastoral Care

Typically students sit an examination in seven to ten subjects including Irish, English, Mathematics, History and Geography. Schools can provide a variety of additional subjects such as modern languages, art, music, home economics, materials technology (wood), metalwork and technical graphics. All junior cycle students follow a social, personal and health education programme. Guidance and counselling is provided as well as physical education. 040202: Learning Outcomes The Junior Certificate examination is taken at the end of the Junior Cycle. The Junior Certificate facilitates access to upper Secondary School and some forms of training. The Junior Certificate examination is a national state examination comprising written examination papers and relevant oral/aural and practical tests.

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0403: Initial Vocational Education and Training at Upper Secondary Level: School-Based and Alternance (including statistics) According to Eurostat’s study Key data on Education in Europe 2002, at upper secondary level, ‘In Ireland all students are in general education as no separate vocational stream exists’ (Eurostat, p.86, 2002). While this is certainly the case at lower secondary education, the system at upper secondary is more complex. For the purposes of this study, and in accordance with Department of Education and Science statistics, it is proposed that the Leaving Certificate has some vocational elements, although general education still predominates at this level. Alternance IVET, training combining a school-based environment and a real workplace (CEDEFOP Glossary 2003), is not a feature of IVET at upper secondary level in Ireland at this time. At the end of compulsory schooling, the majority of students proceed to upper secondary education (or the Senior Cycle). This consists of an (optional) Transition Year followed by one of three versions of the two-year Leaving Certificate programme although not all versions are offered in every school. All schools have the option of offering the Transition Year programme to their students. It is generally seen as the first year of a three-year Senior Cycle programme. While the Transition Year is now taken by a majority of the student cohort and is offered by 75% of second level schools, it does remain optional. The mission of the Transition Year, as set down by the Department of Education and Science, is to promote the personal, social, educational and vocational development of the students and to prepare them to participate as responsible members of society. The programme guidelines facilitate the school in developing its own curriculum to suit the needs and interests of the students who can also contribute to the development of the programme. While some Transition Year students do gain work experience this cannot be defined as Alternance IVET for the purposes of this study. There is no state examination. Each school offers school-based assessment, which helps students to identify their strengths and weaknesses. Assessment is on-going and students become involved in their own assessment. Project work, portfolios and exhibitions of students' work are part of the assessment process. The school provides its own school-based certification. There are three, two-year, ring-fenced, full-time Leaving Certificate programmes - the Leaving Certificate (established), the Leaving Certificate Applied (LCA) and the Leaving Certificate Vocational Programme (LCVP). The focus of the established Leaving Certificate is primarily academic and its main emphasis is on providing students with the necessary education required for entry into third-level and higher education. The Leaving Certificate established is followed by the majority (nearly three-quarters) of Irish students in the senior cycle. The LCA is structured around three elements – Vocational Preparation, Vocational Education and General Education. On completion of the programme, participants

20

generally proceed to Post-Leaving Certificate vocational education and training courses or directly to the labour market. The LCVP is vocational in nature and its objective is to prepare learners for further and continuing education and for the world of work. The LCVP is based on combinations of Leaving Certificate (established) subjects (two of which must be vocational) and students must take three Link Modules in Enterprise Education, Preparation for the World of Work and Work Experience. Table 6 Percentage of Pupils Studying Different Leaving Certificate Programmes Leaving Certificate Established Vocational Applied 1999/2000 74% 21% 5% Source: Dept of Education and Science

It can be seen from above that the majority of students do the established Leaving Certificate. However, numbers undertaking vocational programmes are increasing slowly. In 2001, of the 54,499 students who completed the Leaving Certificate, 12,354 (23%) completed the LCVP. The following Tables show the numbers of young people, by age, in IVET at upper secondary level (reference years 1995 and 2000 - data for 1990 was unavailable). The Tables show combined figures for the LCVP and the LCA. Table 7 IVET at Upper Secondary Level – Absolute number of participants 1995-96 Gender Age Total 14 (and 15 16 17 18 19 20 (and less) more) Male 16988 1 715 660 1249 5311 2635 6417 Female 19566 1 907 488 2119 8526 2741 4784 Total 36554 2 1622 1148 3368 13837 5376 11201 Source: Department of Education and Science

Table 8 IVET at Upper Secondary Level – Absolute number of participants 2000-01 Gender Age Total 14 (and 15 16 17 18 19 20 (and less) more) Male 16890 0 1998 7055 6033 1684 106 14 Female 20631 3 2469 8204 7527 2224 144 60 Total 37521 3 4467 15259 13560 3908 250 74 Source: Department of Education and Science 040301: Access Requirements Access to upper secondary school education is dependent on completion of the Junior Cycle. Academic performance in the Junior Certificate examination determines, to a large extent, which of the three Leaving Certificate programmes a student may take. 21

Students who attain high grades in this examination tend to opt for the Leaving Certificate established programme. The Leaving Certificate established programme is available in all secondary schools offering upper secondary education. In the school year 1999/2000, the LCVP was offered in approximately 480 of the 770 schools and centres while the LCA was offered in 209 schools. Participants are free to choose the programme they would like to follow depending on whether the programme is available in their school. 04030101: Promoting Participation The majority of students completing Junior Cycle education are encouraged to take one of the three Leaving Certificate programmes in order to enhance their career and/or further training prospects. The introduction of the LCVP and the LCA into the senior cycle system was in part to provide alternate programmes to the Leaving Certificate established that would be attractive to people who might otherwise leave the educations system early and without qualifications. A major objective of the Irish Government is that the percentage of the sixteen-to-eighteen-year old age group completing senior cycle will increase to 90%. 040302: Curricula The National Council for Curriculum and Assessment (NCCA) was established in 1987 and reconstituted as a statutory body in 2001. It is responsible for defining the curricula in early childhood education and in primary and post-primary schools. The work of the NCCA is carried out by a number of specialist committees, comprising teachers, inspectors, representatives of teacher unions and school management bodies, parent and subject associations and higher education interests including universities and other colleges. These committees draw up the syllabus or course for each subject or part of the curriculum. A process of reviewing and revising the syllabus of Leaving Certificate (established) subjects has been ongoing since the mid-1990s and, during this period, the NCCA were instrumental in the introduction of the range of senior cycle options – the Transition Year, the LCVP and the LCA. Evaluation and review of the LCVP took place in 1998 and 1999 and the LCA has been under a continuous monitoring and review since its inception. The NCCA are currently in the process of reviewing senior cycle education in its totality and how it should develop into the future. The Junior Certificate programme is also under review. 04030201: Content and delivery As each of the three Leaving Certificate programmes has different curricular emphasis the content and delivery of each of the programmes is described under the respective programmes below. All programmes are of two years duration.

22

Established Leaving Certificate Most Senior Cycle students choose the Established Leaving Certificate which is a two year, predominantly academic, programme. The curriculum can be selected from an extensive range of subjects including languages, arts, humanities, sciences and technology which are normally studied at either Ordinary or Higher Level. Students normally study 6 or 7 subjects during the Senior Cycle. Two subjects, Irish and Mathematics, can also be studied at Foundation Level. Foundation Level is geared to the needs of students who might have difficulty with those subjects at Ordinary Level. The Leaving Certificate Vocational Programme The LCVP is a more vocationally oriented version of the traditional Leaving Certificate. The LCVP requires that participants, while taking Leaving Certificate (established) in the usual way, ensure that two of the subjects chosen constitute a vocational subject grouping (e.g. Engineering and Physics) from the list of 13 or so specified. They must also study a continental language but, most significantly, they take three activity-driven modules known as Link Modules - Enterprise Education, Preparation for the World of Work and Work Experience. These Modules usually take a total of 2 to 3 class periods per week, compared with a Leaving Certificate subject which generally takes 4 to 5 class periods in a week. The Link Modules are assessed, the results achieved are recorded on the Leaving Certificate and they can be used to generate points for the purpose of progression to third level. The Leaving Certificate Applied The Leaving Certificate Applied is a distinct, self-contained, two-year Leaving Certificate programme aimed at preparing students for adult and working life. Participants in the LCA are predominantly engaged in work and study with an active, practical, task-based orientation. The programme consists of 4 half-year blocks called sessions. Achievements are credited in each session. Courses are offered in three main areas: • • •

Vocational Preparation, involving work experience, enterprise and communication. General Education, offering life-skills, the arts, social education, leisure and language. Vocational Education.

Each course consists of a number of modules. Each module takes place over half a year. There is also a wide range of practical courses, called vocational specialisms, from which the student can choose. On completion of the programme, participants generally proceed to Post-Leaving Certificate vocational education and training courses or directly to the labour market. 04030202: Assessment The State Examinations Commission is responsible for setting examinations and awarding the qualifications received in the Irish secondary education system.

23

The Established Leaving Certificate The Established Leaving Certificate is assessed through a national, written examination at the end of the two-year programme. There are practical examinations and project work in certain subjects, such as Art, Construction Studies and Engineering. There are oral examinations in Irish and continental languages. The practical and oral tests take place during the final year of the programme. The written examination is held in June each year. The Leaving Certificate Vocational Programme (LCVP). The LCVP consists of Leaving Certificate subjects, together with compulsory link modules. The Link Modules are assessed in a written examination representing 40% of total marks and a portfolio of coursework representing 60% of total marks. Students receive the same certificate as other established Leaving Certificate students, but their Leaving Certificate includes an additional statement of the results of the Link Modules (Pass, Merit or Distinction). The LCVP gives students the same opportunity to proceed to universities and colleges as the students taking the established Leaving Certificate. The Leaving Certificate Applied (LCA) Assessment is continuous throughout the course and there is also a final examination. Assessment takes place on the completion of modules and practical activities that allow the student to integrate the learning from different courses. 04030203: Quality Assurance The promotion of quality in the educational system is the responsibility of the Inspectorate which is a Division of the Department of Education and Science (DES). The range of approaches that the Inspectorate uses to promote quality assurance in the Irish educational system includes: • The promotion of school self-evaluation. • Support for school development and planning. • Teacher in-career development and support in the context of ongoing curricular/syllabus change and development. • External evaluation of schools by the Inspectorate. • Programme evaluations by the Inspectorate focusing on aspects of curricular provision. • System evaluation through participation in international studies such as TIMMs, PISA, etc. and periodic national surveys of attainment. • The State Certificate examinations which are organised by the State Examinations Commission, a body independent of the Department of Education and Science. The Inspectorate contributes to curriculum development through representation of the DES at the NCCA (see 040302). Inspectors participating in NCCA committees contribute to the ongoing review of syllabi and accompanying guidelines for teachers. They also advise schools and teachers on curriculum implementation during inspections.

24

Since March 2003, the State Examinations Commission was established as a body independent of the DES and responsibility for the State Certificate examinations was transferred to it from the DES. The functions of post-primary inspectors (design and setting of examination papers and marking candidates’ papers) in relation to the State certificate examinations became the responsibility of the Commission. 040303: Learning Outcomes Most students in upper secondary are studying one of the three programmes described in 04030201 that lead to the publicly recognised Leaving Certificate. The Leaving Certificate (established) and the LCVP are used for the purpose of selection into further and higher education. On completion of the LCA, participants generally proceed to Post-Leaving Certificate vocational education and training or directly to the labour market. 04030301: Qualifications/Certification Performance in the Leaving Certificate examination is used for purposes of selection into further and higher education. Application for almost all full-time undergraduate courses (Degree, Diploma and Certificate courses) in the universities and Institutes of Technology is made through a single agency – the Central Applications Office (CAO). There is no central applications body for Post-Leaving Certificate (PLC) courses. Students apply directly to the individual colleges. Students who have taken the Leaving Certificate established and LCVP are allocated points for the results they get in their 6 best subjects, at a single sitting of the Leaving Certificate. Examinations take place at Higher and Lower Level. Grades are awarded ranging from A1 (90-100%) to D3 (40-44%) and points are awarded to these grades. The points awarded depend on the level of achievement in the subject. The number of entry-level points needed for any course depends on the number of places and the number of applicants for those places so the entry level varies from year to year. Higher points are awarded for Higher-Level papers than for Ordinary-Level papers and Link Modules. The LCA certificate is awarded at three levels: pass, merit and distinction. Candidates who get less than 60% (120 credits) or who do not complete the course are awarded a Record of Experience. A Pass in the LCA is the equivalent of 6 Grade Ds at Ordinary Level in the established Leaving Certificate. The LCA does not provide direct entry to third level education, however, LCA students who proceed to PLC courses and gain FETAC qualifications at Level 6 in the National Framework of Qualifications are eligible for some third-level courses in the Institutes of Technology and the National University of Ireland (NUI). 04030302: Progression and Transition The Established Leaving Certificate is the accepted basis for entry into third level education, Colleges of Further Education and Higher Education institutions. Students

25

who have been awarded the Leaving Certificate Applied can go on a very wide range of Post-Leaving Certificate courses (PLCs). These are available primarily through the Vocational Educational Committees (VECs) and take place in local post-primary schools and colleges. Students with the LCA cannot gain direct entry through the Central Applications Office (CAO) system to the universities or Institutes of Technology. However, those who get a Further Education and Training Awards (FETAC) Level 6 award can be eligible for some third-level courses in the Institutes of Technology and the National University of Ireland and through these to some degree programmes. Students with the LCA can also go on to FÁS (National Training and Employment Authority) apprenticeship programmes and many other courses and programmes are now recognising the qualification for entry purposes. Many LCA students also go directly to employment. Annual school-leavers surveys were undertaken for 20 years but were discontinued in 2000. The figures in Table 9 below, relate to the last survey and are taken from the ESRI 1999 Annual School Leavers Survey (ESRI, 2000). They suggest that there is a strong relationship between labour market success and initial level of education. The Table focuses on labour market entrants and provides information on participation, employment and unemployment rates of school leavers according to initial level of education achieved. It can be seen from the Table that employment increases with higher educational attainment. The unemployment rate among those with no qualifications is more than twice that for those with a Junior Certificate (lower-secondary qualification) – 47.5% and 20.4% respectively – and between 5 and 7 times higher than their Leaving Certificate counterparts. Table 9 Labour Force Participation: Employment and Unemployment Rates among School Leavers, by Level of Education, 1998 No Junior Qualification Certificate % % LF Participation Rates % employed % unemployed

Leaving Certificate (+VPT) % *

87.4

86.9

78.9

Leaving Certificate (no VPT) % 39.0

52.5 47.5

79.6 20.4

93.3 6.7

90.4 9.6

Total %

86.5 13.5

56.1

Source: ESRI. Reference Year: 1998 * VPT refers to Vocational Preparation Training – includes LCVP and LCA. No VPT refers to established Leaving Certificate

Table 10 is further confirmation of the above trend and shows the participation rates for males, females and all persons in the Irish labour force in 2000 by education qualification. Two very clear trends emerge from examining the data. First, there is a very strong correlation between the highest level of education attained and the level of participation in the labour market, with those who have attained higher levels of

26

education participating to a significantly greater degree in the labour market. Looking at men and women combined, we see that while only 45% of persons with no formal education or only primary level education were participating in the labour market, this figure increases to approaching 90% for those who have completed third level of education. Table 10 Labour Force Participation by Level of Education 2000 Level of Education Males % Females % Total % No formal education/primary education 61.6% 27.1% 45.4% Intermediate Certificate/equivalent 73.8% 41.4% 58.4% Leaving Certificate/equivalent 82.5% 59.4% 70.3% Further education/training 93.8% 74.7% 84.3% Third level non-degree 93% 81.2% 86.1% Third level degree or above 94% 84.3% 89.4% Other 75.6% 65.8% 71% Not stated 79.7% 57.2% 68.6% Total 70.1% 55.7% 67.4% Source: Central Statistics Office

The second notable feature is that while participation rates are generally lower for females than for males, the difference in levels of participation between men and women reduces very significantly as the level of education attained increases. While there is a 35% differential in the level of labour force participation between men with no formal, or only primary, education and women of the same educational attainment, this differential has dropped to under 10% when we compare men who have completed third level degree education with women who have completed the same level. The only information available on the destination of those who completed their school-based IVET is for those who completed the LCA in 1997 through to 2000. A survey of LCA graduates was undertaken by the Shannon Curriculum Development Centre on behalf of the National Council for Curriculum and Assessment. The results of the Destination Study of Graduates and Non-Graduates of the Leaving Certificate Applied 1998-00 are summarised below. Table 11 Destination of LCA Graduates 1997 – 2000 N=867 Destination 2000 1999 1998 Graduates Graduates Graduates Employment 37% 38% 38% PLC Courses 27.5% 22% 22% Apprenticeships 14% 17% 19% Fáilte Ireland 3% 4.5% 5% Courses Teagasc Courses 1% 2% 3% FÁS Mainline 1.5% 3.5% 2% Other non-PLC 0.5% 2% 2%

1997 Graduates 39% 32% 11% 1% 3% 1% 1%

27

Seeking Employment No info/unavailable for work

4%

4%

4%

6%

11.5%

7%

5%

6%

Source NCCA

The results confirm that 88.5% of LCA graduates surveyed proceeded to work or further education on completion of the programme. A noticeable feature of the Table is the increase of 4.5% in the category No further information/Unavailable for work, from 7% in 1999 to 11.5% in 2000. Of the 100 students included in this category, no further information was recorded for 77 of them, 11 are recorded as unavailable for work and the remainder were recorded as having emigrated, deceased, re-habilitation courses and non-specified. 0404: Apprenticeship Training (incl. Statistics) Apprenticeship is the recognised means by which people are trained to become crafts persons in Ireland. Apprenticeship in Ireland is organised by FÁS (the National Training and Employment Authority) in co-operation with the Department of Education and Science, employers and unions. The main craft trades have been designated by FÁS and come within the scope of the Statutory Apprenticeship system. There are about 25,000 registered apprentices in the country (FÁS, 2003) and 25 designated trades. The list of trades involved in the scheme is currently being expanded. FÁS has responsibility for the organisation and control of apprentice training in the designated occupations. In consultation with the employer, trade union organisations, and the Department of Education and Science, FÁS is responsible for making the Rules of Apprenticeship for the designated occupations. FÁS also maintains a Register of Apprentices and is responsible for overseeing their training and related education. Registration by FÁS confirms that the individual meets the entry requirements and has been accepted as an apprentice. The system requires that the progress of the apprentice through all phases of the apprenticeship is recorded by FÁS. The current apprenticeship training on offer in Ireland is standards-based (SBA) - it used to be time-served. Apprenticeship training has seven phases; three off-the-job (totalling 40 weeks in all) and four on-the job. It generally lasts for four years. While the training is on-the-job, the employer pays a recommended apprenticeship wage and during the off-the-job phases. FÁS pays a weekly allowance equivalent to that wage. The apprentice also receives a contribution towards any travel and accommodation that is required during the off-the-job training period. Off-the-job training takes place in a FÁS Training Centre or in an educational college. The skills developed are assessed through on-the-job competence testing as well as off-the-job modular assessment and examinations and, on successful completion of these assessments; a National Craft Certificate is awarded which is recognised in Ireland as well as some other EU and non-EU countries. Standards-Based Apprenticeship applies to the following trades:

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• • • • • • • • • • • • •

Carton Maker Originator Bookbinder Printer Plasterer Vehicle Body Repairer Aircraft Mechanic Construction Plant Fitter Heavy Vehicle Mechanic Toolmaker Electrician Instrumentation Craftsperson Floor/Wall Tiler

• • • • • • • • • • • • •

Wood Machinist Cabinet Maker Bricklayer Sheet Metal Worker Painter/Decorator Agricultural Mechanic Refrigeration Craftsperson Metal Fabricator Plumber Motor Mechanic Carpenter/Joiner Fitter Electrical/Instrumentation

Fáilte Ireland (the State Tourism Authority), is the national body responsible for training and development in the Irish tourism and hospitality sector. It is governed by a Council, which is appointed by the Minister for Tourism, Sport and Recreation. Fáilte Ireland provides full-time day/block release courses for craft and management trainees in the hotel, catering and tourism industry. Statistics The FÁS apprenticeship population (Time Served System) in 1990 was 12 987. The total figure in 1995 was 10 772 and at this time 2 762 persons were in the Standards Based System. By 2000, the total number had grown to 23 928 and to 26 072 in 2002. The rapid growth in apprenticeship training reflected the economic growth that Ireland was undergoing during this period and the construction boom that was taking place. The most noticeable feature of Table 12 below is the low level of female take-up in FÁS apprenticeships – this is mainly due to the traditional nature of the trades that are currently designated. However, the list of trades is currently being expanded. To promote the entry of women into the designated apprenticeships, FÁS offers a bursary to employers to encourage an increased level of recruitment of women apprentices. Table 12 FÁS Apprenticeship Training by Gender 1990 - 2002 1990 1995 2000 2002 Male 12 830 10 639 23 812 25 955 Female 157 133 116 117 Total 12 987 10 722 23 928 26 072 Source: FÁS Apprenticeship Section

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The following Table shows the number of apprentices registered by trade group over the period 1998 to 2001. Table 13 Apprentice Population by Trade Groups from 1998-2001 1998 1999 2000 2001 Furniture 554 729 856 951 Printing 283 302 259 213 Electrical 4056 5620 6849 7488 Motor 1981 2366 2577 2668 Engineering 3013 3521 3720 3595 Construction 6238 8111 9396 10548 Total 16 125 20 649 23 928 25 463 A detailed breakdown of the total apprenticeship figures by gender and age is not available. About 10-15% of all school leavers follow the designated apprenticeship routes. The majority of apprentices are aged 17 to 19.

Age 2000 2002

Table 14 Total FÁS Apprenticeship Training by Age 2000/02 16 17 18 19 20 Rest 3 077 5 329 7 299 4 186 1 787 2 210 3 405 5 565 7 705 4 599 1 979 2 813

15 40 6

Total 23 928 26 072

Source: FÁS Apprenticeship Section

Fáilte Ireland There were a total of 1 460 persons engaged in full-time initial training with Fáilte Ireland in the year 2002/3. Nearly two-thirds (63%) were female.

Age

17

Male 23 Female 66 Total 89

Table 15 Fáilte Ireland: Full-time Trainees 2002/2003 (Initial Training) 18 19 20 21 22 23 24 25 26- 30- 36+ 29 35 101 107 91 43 25 21 15 11 42 31 33 182 220 140 65 29 21 14 18 39 34 89 283 327 231 108 54 42 29 29 81 65 122

Total 543 917 1 460

Source: Fáilte Ireland Reference Year: 2003

040401

Access Requirements

FÁS Apprenticeship The minimum entrance requirements laid down are that apprentices must be at least 16 years of age and have a minimum of five passes in 5 subjects in the Junior Certificate (State examination at the end of the lower secondary cycle) or equivalent grades in other approved examinations. If the educational requirements are not met, an interview or preparatory training course may provide an alternative entry pathway. Persons over 25 years of age, who have a minimum of 3 years work experience relevant to their chosen occupation, may also be

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accepted. School leavers entering apprenticeships over the last number of years have tended to have had Leaving Certificate qualifications. Fáilte Ireland Fáilte Ireland courses are designed for first time young entrants who wish to pursue careers in tourism, catering and related occupations. The trainees are generally aged from 17-24 years and must have a minimum of a Junior Certificate level qualification. Alternatively, the National Elementary Certificate, which can be obtained directly through Fáilte Ireland or in a FÁS or Post-Leaving Certificate setting, is required. Fáilte Ireland and the Department of Education and Science also co-operate in relation to vocational training courses within schools1. Fáilte Ireland operates three broad kinds of training: • • •

Student training (craft and advanced programmes) Adult training (shorter courses for unemployed persons) Industry training (for persons already employed in industry

Student training (initial vocational training) is mainly delivered in the Institutes of Technology on one or two year craft programmes involving college-based training complemented by periods of industry work experience. Fáilte Ireland also offer a Day Release National Apprenticeship Professional Cookery Programme. To be eligible for this apprenticeship, trainees must be working as a commis chef. 4040101: Apprenticeship Contracts FÁS Apprenticeships The apprenticeship contract is between the employer and the apprentice. There is no written contract of apprenticeship as such rather it is a contract of employment. If, during the course of the apprenticeship, the employer has to let the apprentice go, the onus is on the employer to find a suitable alternative employer in order to let the apprentice complete his apprenticeship. The employer recruits and employs the apprentice. He has to register the apprentice with FÁS. The apprenticeship has seven phases, three off-the-job and four on-the-job and usually takes place over a four year period provided all assessments are successfully completed. The employer is responsible for training and assessing the apprentice in the skills, knowledge and techniques of the designated trade and must release the apprentice to the statutory off-the-job training modules when scheduled by FÁS. The employer also has to return the Summary Assessment test to FÁS for updating the apprentice records. During the on-the-job training phases apprentices are paid the normal apprentice wage rate by the employer. In most cases such rates have been agreed between employer and union representatives and vary according to year of apprenticeship. While attending off-the-job phases the apprentice is paid a training allowance by FÁS which is based on the net pay the apprentice would normally receive from the employer if being paid the agreed industry norm. FÁS also pays a contribution towards any

1

A tourism specialism within the Leaving Certificate Applied Programme commenced in 1997 and provided a new avenue into a professional career in tourism. Fáilte Ireland has also designed Post Leaving Certificate curricula.

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necessary travel and /or accommodation costs incurred by the apprentice during the off-the-job phases. Fáilte Ireland Fáilte Ireland apprenticeships are developed in conjunction with industry, college and employee representatives and contract arrangements are agreed with employers accordingly. 04040102: Promoting Participation FÁS Apprenticeships The National Apprenticeship Advisory Committee (NAAC), which represents apprenticeship stakeholders, and whose role is to advise the FÁS Board, established an apprentice review process in 2002. The Gilbert Report, which it commissioned, Making Apprenticeship Work, NAAC, 2002, advised that the broadening of access to apprenticeship is urgently required. It suggested that measures should be introduced to ensure easier access to apprenticeship for categories of people not traditionally associated with such training. It recommended that the following should be taken into consideration: • The structure and content of pre-apprenticeship programmes for non-typical entrants including those for older workers. • Bridging or introductory programmes for applicants who have subject competency deficits or for long-term general operatives wishing to progress. • Recognition of skills acquired in earlier stages of an applicants life • Financial support for older workers entering apprenticeships • Supports for apprentices from particular disadvantaged groups at present underrepresented in apprenticeship training • The educational requirements for entry to apprenticeship training should be reexamined (for some electrical trades, entry requirements are at present, determined by individual employers) • Initiatives should go beyond simply ensuring compliance with equality legislation to actively promote diversity in apprentice intake. Apprenticeships are available in traditionally male-dominated occupations. In Ireland standards-based apprenticeships are not available in areas seen as traditionally female such as hairdressing, catering and travel services. While women have never entered into the designated apprenticeships in large numbers since the SBA system has become fully operational, the participation of women is becoming increasingly invisible. There appears to be a lack of interest from women in traditional apprenticeships. In 2002 there were 17 new female entrants, while for each of the previous six years there were between 31 and 46. The highest recent female recruitment level was 46 entrants in 2001. To assist women wishing to take up apprenticeships, provision has been made for a range of special measures. FÁS, and the education system, provide preparatory training, where necessary, to help women in particular to prepare for an apprenticeship. To promote the entry of women into the designated apprenticeships, FÁS offers a bursary to employers to encourage an increased level of recruitment of women apprentices. The bursary provides a total grant of €2,100 to each employer for each female apprentice recruited. The grant is a contribution towards wage and other apprentice costs over the first 28 weeks of phases 1 and 3 (on-the-job phases) of the apprenticeship.

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People with a disability, who meet the entry requirement, are encouraged to apply directly to employers for apprenticeship places. Alternatively a number of persons with a disability are selected annually from a special panel and assistance is provided for them to find appropriate apprenticeship employers. Where persons with disabilities do not meet the entry requirements they may still be registered as apprentices by employers on successful completion of an approved preparatory training course for persons with disabilities and an assessment interview by FÁS. Fáilte Ireland Fáilte Ireland runs training programmes for unemployed persons at its three permanent training centres and in a number of hotel-based temporary centres. Fáilte Ireland is committed to promoting equality of opportunity in the workplace. Their report, Competing Through People, A Human Resource Development Strategy for Irish Tourism, 2005-2010, recommends that Fáilte Ireland should take a direct role in assisting non-national workers joining the tourism industry to develop the entry-level skills they will require to work effectively initially and thereafter to progress their learning along the NQAI (National Qualifications Authority of Ireland) framework at a recognised college of further education. 040402: Curricula FÁS Apprenticeship The apprenticeship curricula are based on uniform, pre-specified and industry agreed standards, and are written by subject matter experts nominated by employers, trade unions, FÁS and the Department of Education and Science. The apprenticeship review process which was established in 2002 by the National Apprenticeship Advisory Committee (NAAC) invited submissions from stakeholders including representatives of employers, trades unions, FÁS and Institutes of Technology (ITs). The NAAC recommended that certain revisions take place in the apprenticeship curriculum. The Curriculum and Quality Assurance Department of FÁS are in the process of making such revisions within the parameters of the NAAC recommendations, the National Framework of Qualifications and the HETAC/FETAC requirements. The NAAC also recommended that each apprenticeship be reviewed on a three-year cycle. Fáilte Ireland Fáilte Ireland courses at this level come within the remit of FETAC. Full time courses on offer include: • • • • • • • • •

Tourism Skills Hotel Reception Hotel Reception Skills Professional Cookery Restaurant Service Hospitality Skills Accommodation Service Bar Service Accommodation and Restaurant Service.

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04040201: Content and Delivery FÁS Apprenticeship The apprenticeship has seven phases of training, both on-the-job with the employer and offthe-job in a FÁS Training Centre or Educational College. Phase 1, On-The-Job training is an introduction to apprenticeship, safety, the world of work and to the basic skills of the occupation. Phases 2, 4 and 6 Off-The-Job give the apprentice structured, full-time skills training and related education and provides time for practice of the skills. The duration of the off-the-job phases will generally be 40 weeks, divided approximately as follows: Phase Phase 2 Phase 4 Phase 6

Time 20 weeks 10 weeks 10 weeks

Location FÁS Training Centre Educational College Educational College

Phases 3, 5 and 7 On-The-Job: entail the practice and further development of the skills learned in the off-the-job phases. The only exception to the above is the apprenticeship in Floor/Wall Tiler which has five phases, three on-the-job and two off-the-job. The minimum duration of apprenticeship training is 4 years. This is subject to review by FÁS and the social partners. The total content of each off-the-job phase is delivered in a single institution to ensure integration of practical training with the necessary theory, maths, science, drawing and personal skills. Off-the-job training introduces the apprentice to the skills and related knowledge of the trade and provides time to practice these further. Continued practice and the development of these skills take place on-the-job. FÁS makes arrangements for the off-the-job phases of apprenticeship either in FÁS Training Centres or Educational Colleges. Release of apprentices by employers for off-the-job phases of the apprenticeship, when scheduled by FÁS, is compulsory under the statutory apprenticeship rules. Fáilte Ireland Fáilte Ireland provides full-time day/block release courses for craft and management trainees in the hotel, catering and tourism industry and runs training programmes for unemployed persons at its three permanent training centres and in a number of hotel-based temporary centres. The day release national apprentice cookery programme is for three years and takes place one day a week over 26 weeks and four weeks full-time attendance blocks. The course is built around culinary arts, scientific principles and introduction to business. 04040202: Assessment FÁS Apprenticeship Apprentices are assessed at a number of stages throughout the apprenticeship, during both onthe-job and off-the-job phases. During on-the-job phases, apprentices’ competence is assessed in performing specified tasks under normal working conditions. During off-the-job phases,

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apprentices are assessed on the basis of exercises and projects together with standardised practical and theory tests. Fáilte Ireland Courses are task oriented and examined by continuous assessment and a final written examination. 04040203: Quality Assurance FÁS Apprenticeship Monitoring of the system within FÁS and the educational establishments is carried out by their own respective quality assurance systems. Its aim is to assess the effectiveness of the education and training curriculum. It is the responsibility of FÁS to monitor each on-the-job phase of the apprenticeship. The objective of in-company monitoring is to verify that the training and assessment practices in the enterprises meet the standard required for each on-the-job phase of the apprenticeship. The National Apprenticeship Advisory Committee (NAAC) which represents apprenticeship stakeholders and whose role is to advise the FÁS Board established an apprentice review process in 2002. The aim of the review was to ensure that apprenticeship training remained upto-date, relevant, and met the needs of the workplace. The NAAC recommended that certain revisions take place. The Curriculum and Quality Assurance (CQA) Department of FÁS are currently in the process of making the revisions which include: • Revising the curriculum for all seven phases of 22 apprenticeship curricula, leading to new national outcome standards for all apprenticeships. • Revising the assessment specifications for all phases in line with the requirements of the NQF. In order to assure the quality of the revised curriculum and assessment materials, CQA has established an Editorial Panel and a Curriculum Management Group respectively. This process also involves the Apprenticeship Services Division in FÁS whose remit involves co-ordinating a consultation process among employers, trade unions, FÁS and Institutes of Technology. The revised apprenticeship courses will then have to be validated by HETAC/FETAC. Fáilte Ireland All qualifications, awarded by FETAC, are internationally recognised. 040403: Learning Outcomes FÁS Apprenticeship On successful completion of the apprenticeship, the apprentice receives a National Craft Certificate, recognised in Ireland and some other EU and non-EU countries. This qualification enables the former trainee to take up employment in their chosen trade. Fáilte Ireland The FETAC National Certificate in Professional Cookery is awarded on successful completion of the programme. The qualification enables students to take up employment in their trade.

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04040301: Qualifications/Certification FÁS Apprenticeship During the apprenticeship the trainee is required to follow a specific course of training. On successful completion of all written and practical assessments for both on-the-job and off-thejob training, a National Craft Certificate is awarded. This FETAC certificate is currently placed at Level 6 within the NQF, however, there are several Level 7 outcomes associated with awards in the set. The current placement does not preclude the possibility of existing National Craft Certificate programmes being validated at level 7. Fáilte Ireland The FETAC National Certificate in Professional Cookery is awarded on successful completion of the programme. The qualification enables students to take up employment as a 3rd year commis chef in hotels restaurants, licensed premises and in industrial and hospital catering. Successful students are also eligible to follow on to advanced Culinary Arts courses. 04040302: Progression and Transition (incl. Statistics) FÁS Apprenticeship The National Craft Certificate, which is awarded on successful completion of apprenticeship training, qualifies the holder to be employed as a trained craftsperson in the designated trade in which they were apprenticed. While an enterprise recruits and employs the apprentice during the apprenticeship, they are in no way obliged to employ the individual when the apprenticeship is completed. Currently, there are no specific mechanisms to assist qualified craftsperson continue with their education or training. While craftspersons can progress through educational channels to diploma and degree level and beyond, at present there is no direct progression path available. The apprenticeship review recommended that the NAAC should develop with HETAC and FETAC a structure that allows for crossover into further study and other areas and subjects, with the National Craft Certificate facilitating entry and/or credits for further educational programmes and awards. The review also recommended that new opportunities be introduced for the continuing development of qualified craftsperson including: • upskilling/crosskilling - acquisition of craft skills (at the same level) from other trades or relevant skills related to new technology to facilitate flexibility and craft mobility; • master craftsperson training which develops skills and knowledge in business and human resource development as well as further training in the trade area; A detailed breakdown of progression statistics for FÁS Apprenticeship is unavailable. Fáilte Ireland Figures for Fáilte Ireland trainees are provided in Table 16. Questionnaires were posted to the 828 students who graduated from full-time craft programmes in 2000. However, as only 219 completed questionnaires were returned from 828 graduates (giving a response rate of 26%) the findings have to be interpreted cautiously. Sixty-nine per cent of respondents were female.

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Table 16 Fáilte Ireland - 2000 Full-Time Craft Graduates – Progression (%) Full-Time Craft Graduates Male Female Total No. of Participants Surveyed 298 530 828 No. of Respondents 67 152 219 No. (%) Full-time employed 59 (27) 120 (54%) 179 (82) No. (%) Part-time employed 2 (1) 14 (6) 16 (7) Total No. (%) Employed 61 (28) 134 (61) 195 (89) No. (%) Education/training 4 (2) 13 (6) 17 (8) No. (%) Unemployed 2 (1) 5 (2) 7 (3) The level of employment was high at 89% - with the majority employed on a full-time basis. 8% of graduates had progressed to further education/training and 3% were unemployed. 0405: Other Youth Programmes and Alternative Pathways. This data island outlines the main specialist programmes providing education and training opportunities for early school leavers (ESL) in Ireland. Early School Leavers are defined as people less than 21 years who have left school with below Leaving Certificate qualifications and who face difficulties in the labour market. Specialist provision for Early School Leavers comprises two forms; in-school support for those identified as being at risk of leaving school early and other programmes that are aimed at providing training and education opportunities for people who have left the formal education system early without any qualifications. The Department of Education and Science (DES) introduced the School Completion Programme in 2002. The objective of the programme is to provide a range of interventions that support the retention of young people in education, through in-school, after-school, out-ofschool and holiday time supports in disadvantaged areas. The programme acknowledges that a wide variety of home, community and school based factors can contribute to early school leaving and as such, schools participating in the programme are required to devise focused and targeted plans in support of young people at risk The Leaving Certificate Applied, the Leaving Certificate Vocational and the Junior Certificate Schools Programme (0402, 0403) were also introduced with the aim of improving the retention rates in the formal education sector, where the traditional curriculum has failed to work for early school leavers, by introducing technical/vocational disciplines into the education curriculum. The main programme for young people who leave school early without any qualifications or before completing the senior cycle is YOUTHREACH, which targets young, unemployed people, generally aged between 15-18 years. YOUTHREACH is a joint programme between the Department of Education & Science (DES) and the Department of Enterprise, Trade & Employment (DETE). YOUTHREACH operates through a number of different strands. YOUTHREACH centres funded by the DES and managed by Vocational Education Committees (VECs); Community Training Centres funded and managed by FÁS, and Justice Workshops funded by the Department of Justice, Equality and Law Reform and FÁS. A parallel programme is delivered in Senior Traveller Training Centres (STTCs) by the VECs. 37

Under YOUTHREACH, there are 85 YOUTHREACH centres, 47 Community Training Centres and 31 Traveller Training Centres operating throughout the country catering for in excess of 7,800 trainees. Table 17 Youthreach: Take-up in FAS 2003 Early School Leavers 4 186 Source: January – December 2003 Progress Report on FÁS activities to the Monitoring Committee of the Human Resources Development OP (2000-2006).

Table 18 Take-up in Education Sector 2003 YOUTHREACH 2 653 Travellers 981 Total 3 643 Source: Employability Pillar Early School Leavers – Youthreach & Travellers Progress Report January – December 2003.

Table 19 shows that over one-third (39%) of participants in the VEC YOUTHREACH centres are age 16 years or less and nearly two-thirds (63%) of these are male. Female participation increases with age – three-quarters of the participants aged 19 and over were female. Table 19 YOUTHREACH Centres (VECs) – Participants by Age and Gender 2003 Age