andMr. T. O'Donnell asked the Minister for Education if he has seen the report of OECD in relation to education in this country, which advocates less classics and Irish and more technical education as being economically beneficial to the country; and if he will comment on this report.
Ceisteanna—Questions. Oral Answers. - OECD Report on Irish Education.
54.
The Deputies' question appears to be based on newspaper accounts of this matter. Until the OECD report has been issued in its final form I do not feel that it would be appropriate for me to make any comments. In order, however, to correct any misunderstandings that may have been caused by the press accounts I propose, with your permission, a Cheann Comhairle, to circulate the official OECD press release with the Official Report.
Following is the press release:
COUNTY REVIEW OF IRELAND.
The examiners focussed on the question whether the supply of technologists and technicians that will be available to Irish industry corresponded to the needs of Ireland's economic development in the years to come. Special attention was devoted to technicians—that part of the working force which falls between the skilled worker and the engineer—and a special survey was carried out in 37 Irish firms for the purpose of the examination.
Both the quality and quantity of the supply of technologists and technicians was considered. The examiners drew attention to the fact that the demand position for technical manpower in Ireland is complicated by the high rate of emigration. This raises the pertinent problem of the extent to which the Irish authorities should be expected to provide a technical education for those who will exercise their skills abroad.
The quantitative aspect of the manpower problem must be assessed on the basis of the number of posts currently available and the number of graduates produced by existing educational institutions. The examiners therefore recommend that the assembly and collation of statistical data, on which projections could be based, should be a permanent part of the work of the education authorities. The coverage of manpower surveys should be improved and should include the classification of grades and types of technicians. Close co-operation between economists, educationalists and engineers is necessary for this purpose.
Demand projections should be made for the various sectors of Irish industry so that steps can be taken to provide the necessary types and levels of technical education.
The degree to which a shortage of technicians actually exists is difficult to determine because jobs are often filled either by less or by more qualified personnel than is actually required. The examiners suggest that the often very small difference in the wage rates of craftsmen and technicians gives little incentive to workers to improve their skills. This is likely to create future problems because it is probable that the replacement of unskilled men by skilled technicians will become increasingly necessary to maintain economic growth in the face of competition both at home and abroad.
The qualitative aspect of the technical personnel problem raises the important problem of freedom of choice of study: should the State finance education which is of little interest to its economic development?
A major factor determining quality is, of course, the nature of the educational programmes and the curricula. Advanced technical education must be based on a through foundation in mathematics and the physical sciences, and students should previously have attended courses that will have brought them to the required level. The study of a modern Continental language should also be part of their preparation.
The examiners point out that as yet such preparatory courses do not exist. Moreover, the classical secondary schools at present cream off the brightest scholars leaving the technical schools with the less brilliant ones.
The present inadequacy of the science curricula in the secondary and vocational schools means that more time has to be spent on elementary subjects at university. Finally, the examiners consider the present educational system too rigid since there is no ladder by which a bright student may progress from a vocational school to a university.
As the education and training of technicians was the main subject to which they were asked to address themselves, the examiners gave particular attention to the training of apprentices since this lays the foundation for the practical training of technician students.
Craft apprenticeship in Ireland lasts from five to seven years. It is frequently accompanied by attendance at technical schools and generally follows some years spent at vocational school. The examiners suggest that a five to seven year apprenticeship prior to entry on a more advanced course should rarely be necessary.
The Apprenticeship Act of 1959 provides for new technical schools which should raise the level of skills and productivity of newly trained staff. It is assumed that supplementary courses will also be made available for adult workers. The examiners stress the importance of adult courses since they give more immediate results than the training of young apprentices, and recommend that more instructors, increased funds and careful preparation be provided for the supplementary training of adults. This task should be undertaken by a committee similar to the National Apprentice Board and in co-operation with the educational and industrial authorities. A National Committee, consisting of representatives of the Department of Education, the Colleges and both management and labour, should be responsible for policy decisions on the structure of the course, entry requirements, etc. The Irish Government should ensure that the necessary quality standards are met.
The examiners considered the problem of costs. They recommend that the State might accept increased financial responsibility for technological and technical training. A careful analysis of all costs should be made and the question of financial assistance to students should be thoroughly examined. The examiners believe that technical education can be made more accessible by the introduction of courses for the proposed Technical School Leaving Certificate. More full time day classes should be introduced. Bursaries should be available to help needy students.
Special attention should be given to eliminating regional differences in educational opportunities and the financial burdens they impose. The question of the feasibility of a return to the State of the educational subsidy enjoyed by an intending emigrant might also be considered.