Suggested format of email responses to the public ... · vary for individual occupations? Minimum of Junior Cert or approved pre-apprenticeship programme. Entry level can vary with

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Suggested format of email responses to the public consultation: Cover Sheet

Response to Consultation on Review of Apprenticeship Training in Ireland

Name of Organisation : Dublin Institute of Technology Address : 143-149 Rathmines Road, Dublin 6.

Occupational sectors which are covered in the submission Aircraft Mechanic. Wood Manufacturing and Finishing, Bricklaying, Electrical, MAMF (Fitting), Heavy Vehicle Mechanic, Light Vehicle Mechanic, Vehicle Body Repair, Metal Fabrication, Painting and Decorating, Plumbing and Heating, Refrigeration and Air Conditioning, Print Media, Sheet metalwork and Industrial Insulation. Contact Name : Tom Corrigan Dean of Craft Education and Training

Date of submission ___________________________________________________________________________ The submission should be made by e mail to [email protected] by close of business on Friday 30 August 2013. Please note that submissions will be published on the website of the Department of Education and Skills.

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Review of Apprenticeship in Ireland

DIT Response

Background The Department of Education & Skills wrote to the President, Professor Norton, outlining the consultation process for the Review of Apprenticeship in Ireland. That process effectively opened on the 26th June and will close on the 30th August 2013. As the largest higher education provider of standards-based apprentice education within the designated trades, it is imperative that DIT provides a response to the Review. The Review calls for submissions across 6 key areas, beginning with the effectiveness of the current system.

DIT Position on Apprenticeship At SLT on 5 April, 2012 it was recorded that DIT remains committed to delivering programmes in the craft education area. Later that month at an SLT that extended across two days (19-20 April 2012), DIT agreed guiding principles “Craft Education Guiding Principles v1.0”. These are attached as Appendix 1.

Approach agreed by SLT The College of Engineering & Built Environment will take the lead in developing the response to the Review. The Apprentice Sub-Committee of Academic Council (chaired by Tom Corrigan – Dean of Craft Education & Training) will be asked to provide input. Kieran Corcoran will provide input for Print Media. The submission will be emailed to SLT for comment with ten days for feedback. At a combined Governing Body & SLT strategy planning session on 12 July 2013, Governing Body requested that its members be provided with the DIT response in advance of its submission. The submission will be sent to Department of Education & Skills no later than Friday 30 August.

Summary of DIT position DIT remains committed to craft education as part of the Institute’s multi-level approach to education provision. The best way to achieve this is that the link between apprenticeship and undergraduate programmes should continue to be supported. The rich diversity of apprentice education programmes is a strength which has underpinned undergraduate

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programmes for many years and should continue by providing the applied aspect of the undergraduate programmes. The approved curricula and learning outcomes for individual trades should be assessed and the curricula taught in DIT mapped onto the National Qualifications Framework mostly at level 6. Some designated trades will be mapped to Level 7 on the NFQ and so should be provided in centres of excellence such as in DIT. Higher education institutions need to assume responsibility for ensuring that apprentice education programmes contain appropriate width and depth of academic content to allow ease of progression to relevant undergraduate programmes. DIT will support skill areas that facilitate direct progression onto DIT undergraduate programmes. DIT should provide elements of apprenticeship as part of our normal academic provision, offering programmes that:

lead to DIT awards at levels 6 & 7 on the NQF;

that would attract the normal funding, i.e. RGAM, and

that have potential progression paths into our other programmes

also can be offered to suitably-qualified students outside the Irish national apprenticeship schemes.

Specific DIT Comments on Requested Areas

Area 1 Your overview of the effectiveness of the current system, the issues which need to be addressed and presenting your ideal model for the future of apprenticeship, having regard to Ireland's current and future needs.

1. Having regard to the issues outlined in the Press Release and Discussion Paper, please set out your views of the effectiveness of the current apprenticeship programme, highlighting the issues you consider should be addressed to ensure a skilled workforce to meet Ireland's current and future needs.

Current system is very good and is respected internationally

Limited access

Is driven by employers current needs as opposed to strategic needs of the

economy

Cost to the exchequer needs to be addressed.

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2 Please set out an overview of your ideal model for apprenticeship in the future, indicating whether the programme should be extended to cover new occupations, and whether there should be various sub models for different fields of activity.

Modification of the current system which enhances strengths and addresses shortcomings/costs etc.

3. How should the Irish apprenticeship system fit into the EU and international structures?

Based on National Framework Qualifications

Retaining current level/standard providing for mobility across employers and

across national boundaries.

Area 2 Looking forward, what changes might be made in a re-structured or fundamentally reformed apprenticeship system in regard to any or all of the issues set out below. Please feel free to consider a significantly broader approach which embraces a wide range of occupations and provides for different modes of funding, delivery and apprentice-employer relationships.

1a. Should future apprenticeships have a statutory underpinning? What aspects, if any, should be statute regulated, and what aspects should be market or stakeholder controlled?

Should have statutory underpinning and responsibility for entry standards,

curriculum, assessment methods, quality system and qualifications

The needs of all stakeholders should be considered with particular focus on the

needs of apprentices and economy.

1b. How and who should be involved in planning, curriculum development, support, regulation and monitoring of apprenticeships to ensure compliance with national objectives? (Quality assurance to be through Quality and Qualifications Ireland (QQI))

All stake holders and Quality and Qualifications Ireland (QQI) should be involved in planning, curriculum development, support, regulation and monitoring of apprenticeship.

1c. What would be the most effective system of governance to combine long term

system and brand stability with an agile response to national needs? How can governance arrangements be simplified or streamlined?

Statutory body with support from skill specific advisory groups.

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2 – Equity 2a. How can a better gender balance be achieved in apprenticeships?

Raising profile of apprenticeship as a fulfilling and rewarding occupation and as a

foundation for lifelong learning

2b. How can education and training and labour market entry routes for early school leavers, and those ill equipped for direct entry to more academically oriented FE and HE programmes, be best protected and expanded?

A flexible entry system to include pre-apprenticeship programme which will allow young person to develop aptitude for trade and reintegrate into education system

2c. How can the interests of persons with disabilities be advanced within future

apprenticeships?

By widening the number and range of apprenticeships which will facilitate people with disabilities to participate.

3 - Range of Occupations 3a. Should the range of occupations covered by apprenticeship/traineeships be

broadened outside the traditional craft industries? If so, what occupations/programmes should be covered and how would this be achieved? Please state why you consider these occupations suitable for apprenticeship.

Yes – e.g. technical sales, technical stores persons, hospitality etc. require curriculum and assessment to a common standard nationally. (See Area 5)

4 – Funding 4a. How can the costs of apprenticeship be shared between apprentices,

employers and the State ?

Using current levy system plus revision of training allowances. 4b .How can the costs of expansion into new disciplines be best

supported given economic constraints?

Levy system. Levy could vary across different apprenticeships.

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4c. Who should pay the learner (a) on the job (b) off the job?

Employer should pay learner during training on the job. The state should pay learner during off the job training and education.

4d. Should pay or allowances vary by discipline?

There should be a standard rate of pay for apprenticeships.

4e. What supports, if any, should be available for learners availing of off the job training “off the job” away from home?

Current system of support and payment should continue. Learners in DIT have full access to a comprehensive range of social, learning and developmental support and use of facilities as provided to all other students in higher education.

4f. Describe how the changes you propose will decrease or increase the costs of apprenticeship to Employers, apprentices or the State.

Reviewing of training allowances downwards will mean less cost to state and the employer.

5 – Recruitment 5a Who should control recruitment to apprenticeships and how should

this be done?

Recruitment should be controlled by the state and be based on skill advisory group recommendations. Advisory groups should meet regularly.

5b. Given that an agile response to labour market needs inevitably gives rise to peaks

and valleys in demand, how can the impact of this on planning, infrastructural investment, and employment of trainers, be best catered for?

Refer to advisory groups. 5c. Should State provision of training be decoupled from employer

recruitment?

Should be partly decoupled based on strategic planning.

5d. How can the supply and demand for the different disciplines be most effectively planned?

Planning should be based on the recommendations of the advisory groups.

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5e. What should be the minimum entry requirements? Should these vary for individual occupations?

Minimum of Junior Cert or approved pre-apprenticeship programme. Entry level can vary with certain trades – some areas have specific requirements which need to be considered.

5f. Should there be a probationary period?

Yes, there should be a probationary period as in current Phase 1.

6 – Curriculum 6a. What is the appropriate balance of (a) technical and occupational

skills and (b) transversal skills, and what subjects should be added or strengthened in the programme? (e.g Transversal skills could include mathematical skills, ICT, communications, literacy, teamwork, planning, research and evaluation skills)

75% technical and occupational skills and 25% transversal skills.

6b. Should the programmes for various trades and occupations have different learning outcomes and durations?

Yes.

6c. How should the programme provide for progression beyond apprenticeship?

Clear progression routes that provide advanced entry to discipline related courses. This is currently the practice within DIT.

6d. How can learners be best prepared for potential career change in a

knowledge based society?

Having a life long learning ethos and transferable skills built into programmes which promote good decision making and assist smooth transition to other career paths. Apprentices may also access the DIT Career Service and Learning Support.

6e. What transition measures/programmes, if any, are needed to prepare students to enter an apprenticeship, (a) in the case of early school leavers and (b) in the case of those with a Leaving Certificate or equivalent and (c) those with significant experience beyond school?

(a) Pre-apprenticeship programmes which assist early school leavers in preparation for apprenticeship. (b) Perhaps some one-day ‘hands on’ experience sessions in a FÁS Centre or IOT for school leavers who hold Leaving Certificate (c)

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Robust, nationally consistent and transparent RPL programmes for those with significant work experience.

7 – Assessment 7a. Should the different disciplines/trades lead to awards at different levels of the

national framework of qualifications?

Yes, based on the learning outcomes. The curriculum learning outcomes should reflect the full richness of the skills required with due recognition of the high levels of hand skills required.

7b. Should interim awards be provided for during training?

The principle of interim awards needs consideration, taking into account that minimum skill requirements are needed to practice in certain fields.

7c. Should time spent on and off the job be more flexible where learners are assessed as meeting the final learning outcomes for the relevant discipline?

No. This would be difficult to manage. Some apprentices may seem to reach final learning outcomes earlier than others but apprenticeship is also about gaining experience and growing in maturity. There are no shortcuts to these.

7d How should arrangements for accreditation of prior learning be best delivered?

As mentioned in 6e Robust, nationally consistent and transparent RPL programmes for those with significant work experience.

7e. How can redundant apprentices be best catered for ?

The existing systems where redundant apprentices may be placed in industry or with local authorities appears to be a good option. The competency test system which assists apprentices who have successfully completed Phase 6 but are short of some time to be deemed qualified also seems to be working well.

8 – Delivery 8a. What should be the appropriate balance between work-based

learning and education/training?

The current system seems to have a good balance between work-based learning and education/training. However, clear guidelines to employers as to what is expected of them and monitoring is essential. Introduction of portfolio of work to support this. Portfolio will be signed off by an Assessor.

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8b. How should this be best structured in terms of phases, duration, block or day release, e-learning etc.

Phases 4 and 6 need to be increased to approximately 13 weeks each to accommodate transversal skills and the introduction of new skills and technologies. Day release may be appropriate in some cases but storage of work in progress etc may be problematic in some trades e.g. Bricklaying. E-learning may be appropriate in some cases but may not always be equitable as not all apprentices may have access to computers, iphones etc. Some apprentices may not have the required computer skills to partake of e-learning. Some support may be required in this area.

8c. Can employers play a greater role in delivery and how should this be done

Not all employers can or want to play a greater role in the delivery of training. However, greater interaction between on-the-job and off-the-job delivers would be of benefit to apprentices, employers and education and training providers. There is a need for employers to be trained as trainers and assessors.

8d. Should web based learning form part of the approach and how

would this be integrated into the programme?

Yes but as mentioned in 8b, possible problems would need some consideration.

9 – Providers 9a. What providers should deliver the off the job elements in regard to

(a) technical and occupational skills (b) transversal skills

The current arrangement of providers of technical/ occupational skills and transversal skills is working well.

9b. How should this be structured?

As per current arrangement.

10 – Economy

What is the impact of your proposals on the economy in terms of (a) meeting Ireland's current and future skills needs (b) providing a high quality entry route for apprentices to sustainable employment

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(c) costs to the State, to employers and apprentices

The current proposal will assist the economy in promoting the supply of highly skilled, well educated and adaptable craft-persons now and into the future (b) A modification of the current model will provide apprentices with the tools for sustainable employment (b) The cost to the state will be somewhat reduced by the proposals.

Area 3 Information on other systems/programmes in Ireland, including those with significant work based learning.

1. Name of Programme - Aircraft Mechanic

This programme has 50% theory and 50% practical. Of that 50% practical half is

conducted in a Part 145 organization (live aircraft). This is an example of structured work

based learning where a portfolio of work is produced by the apprentice.

Area 4 Information on programmes in other jurisdictions which have a significant work-based learning element which are relevant as possible future models in Ireland.

Country: Germany Differences exist in training and certification between different federal states. Length of time to serve: Apprenticeship programs usually lasts 4 years. The apprentice attends either day release or block release, which is free, and the apprentice is paid. Licensed Requirement: Yes Issued by each territory. Must pass an exam and have experience working as a journeyman electrician. Master standard available. Yes. This is required to start a contracting business. The training consists of number of subjects, which make up the four basic parts of the Master Electricians Training. These parts are:

a) Additional technical training in the theoretical aspects of the chosen field. b) The production of a ‘Master Piece’ of practical work in the chosen field. c) Training in Book Keeping, Finance, Taxation Law and Estimating. d) Employment Law, duties and responsibilities of the employer and the pedagogical

aspects involved in the employment/training of apprentices.

Parts (c) and (d) have the training curriculum common to all trades. The cost of completing the Masters Electricians course is between €5000 and €6000. Based on 2010 figures.

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School training before starting? No.

Do you always need an employer? Yes.

Specialty electricians. Called an Electrical Technician, they have a common first year module followed by streamed training in one of 7 specialist areas depending on the field the employer operates in:

1. Energy and Building Technology. 2. Building Automation Technology. 3. Telecommunications and IT Networks. 4. Office Equipment and Industrial IT Networks. 5. Electrical Machines and Electrical Plant. 6. Industrial Automation Technology. 7. Audio Visual Equipment and Systems.

Reference:

http://europa.eu/abc/european_countries/eu_members/germany/index_en.htm http://www.liv-fehr.de/index.php?id=15

http://www.e-zubis.de/ http://ich-kann-

etwas.de/templates/jobpictures.php?topic=berufsbilder&currentOccupationCategoryID=2&currentOccupationID=12294

http://www.handwerk.de/handwerksberufe/details.html http://www.bibb.de/en/32113.htm

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Area 5 The scope for broader integration of other occupations into an apprenticeship or traineeship model in Ireland. This could include an exploration of areas where current work based learning provision is of an ad hoc or

unstructured Area 5 Scope for broader integration of other disciplines into an apprenticeship or traineeship model in Ireland. Please provide examples of programmes or occupations which could be integrated into a more structured form of traineeship/apprenticeship. Please complete a separate sheet for each programme/occupational area. Where multiple programmes of a similar structure are being described only one sheet is necessary, but please list the names of each programme here. There is certainly scope for broader integration of other occupations into an apprenticeship or traineeship structure in Ireland. Many Western European countries have a wide range of apprenticeships and traineeships. Germany for example has approximately 348 recognised training occupations and these are continuously updated. Since 2001, 163 of the occupations have been modernised and 45 have been newly created. The 348 recognised training occupations are spread across the fields of industry, commerce, skilled trades, office/administration, health and agriculture. In Ireland there are approximately 27 designated apprenticeships. In Germany the Federal Ministry of Education and Research (BMBF) is responsible for general policy issues of vocational education and training. A wide range of programmes or occupations in the following fields could be considered:

Specialist Marketing and Research

Machine and plant operators

Safety and security specialists

Recycling and waster management

Health services administrative assistants

Micro –technology. From an overall organisational and management of programmes the following may apply

School leavers and those requiring retraining would be the target groups. Level of certification and certifying body would depend the needs of industry Duration in work, education centre and training centre would depend on the level of

learning outcomes required Payment or training allowance should be paid by state and employer when

appropriate.

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Recruitment would be controlled by statutory organisation based on recommendations of advisory group who would meet at appropriate intervals to determine and plan industry needs.

The statutory body with national responsibility would control the operation of the programme and the curriculum

The various stake holders including unions, employer bodies, training and education providers should be engaged with in developing such an approach

The advantages of incorporating these occupations into an apprenticeship/traineeship model is that they would help to have a regulated supply of well trained workers to satisfy the skills needs of the relevant areas of industry and thus contribute to social cohesion and a vibrant economy.

Technical Stores Manager – E.G. Stores that sell materials for construction or engineering companies Technical Retail Assistant – Business and Administrative Professions.

Area 6

Redundant Apprentices – strong safeguards need to be in place to protect redundant apprentices and facilitate the completion of their training.

The integration of apprentice and under-graduate education provides mututal benefits to all students. This is the current practice within DIT. This will be greatly enhanced with the development of the new campus.

A Master Craftsman should be considered as a vocational progression path.

The clear definition of apprenticeship, as it is understood nationally and internationally, should be retained so that it cannot be diluted as it has been in other jurisdictions.

Appendix 1

Craft Education – Key Guiding Principles

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1. DIT remains committed to craft education as part of the Institute’s multi-level approach to education provision.

2. The inextricable link between apprenticeship and undergraduate programmes

should continue to be supported. The rich diversity of apprentice education programmes is a strength which has

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underpinned undergraduate programmes for many years and should continue by providing the applied aspect of the undergraduate programmes.

3. Responsive to changing economic and national needs:

(a). DIT should take an active role in the proposed review of apprentice structure. (b). DIT should assume a leadership role in the development of a strategy for the future of apprenticeship provision within the third level sector.

4. Access and Progression: Higher education institutions need to assume responsibility for ensuring that apprentice education programmes contain appropriate width and depth of academic content to allow ease of progression to relevant undergraduate programmes. DIT will support skill areas that facilitate direct progression onto DIT undergraduate programmes.

5. Critical mass:

Apprentice Education programmes should seek to achieve sustainable numbers as part of the Dublin alliance

6. Appropriate funding:

Ensuring sustainability of funding for apprentice education programmes must be a priority of the Institute

Approved by SLT on 19&20 April, 2012