Dáil Éireann debate -
Wednesday, 25 Mar 1998

Vol. 489 No. 1

Written Answers. - Business-Education Links.

Michael Ferris

Question:

59 Mr. Ferris asked the Minister for Education and Science his views on the article Business Education Links in IBEC News, February 1998; the proposals, if any, he has in relation to the points raised; and if he will make a statement on the matter. [7521/98]

Minister for Education and Science (Mr. Martin)

I welcome the opening statement in the article Business Education Links in the February edition of IBEC News acknowledging that we have an educated workforce which is one of Ireland's clear competitive advantages in the world economy.

Young people in our schools are exposed to many areas of life and development not all of which are directly related to the workplace but which have enormous personal and social value. These include art and music, physical education and recreation, social, health and relationships education.

The transition year programme gives students the opportunity to develop many of the skills that the article states that schools are not capable of addressing. During this year the students become heavily involved in groupwork, brainstorming and co-operative project work which are exactly the areas required by business. In addition, all students on this programme engage in work experience and are briefed, monitored and debriefed during and after their experience.

In addition many schools give the same opportunity to students to participate in sporting teams and other competitive areas like debating, and many students develop leadership and teamworking skills within these activities. Also, almost all schools have some involvement in various national and local competitions, for example, young scientist, choral competitions, stock exchange simulations and competitions, computer and language clubs, rotary and young achievement leadership programmes and minicompany and young entrepreneur programmes. Most schools also organise trips to adventure centres, field visits, career guidance exhibitions and educational visits to Britain and Europe.

The criticism of the leaving certificate in the article does not seem to take account of the recent changes that have taken place. Revised syllabuses have been introduced in a number of subjects at leaving certificate. In all the modern language programmes there is now an emphasis on oral and aural work. The revised leaving certificate business programme has a major emphasis on enterprise and the revised accounting syllabus has included management accounting and IT as major components.

In addition, there are now two additional leaving certificates available. The leaving certificate vocational programme is taken by students in 50 per cent of our schools. Students take a selection from the established leaving certificate subjects and, in addition, take the following three modules: work preparation, work experience and enterprise education. The leaving certificate applied is a completely new programme with an obligatory focus on a vocational area. Again, work experience, projects and tasks are at the core of this programme.

I welcome the work of IBEC with our schools and applaud the enterprise which it has shown in the development of the links programme. It provides extremely valuable learning materials for teachers and opportunities for local businesses to build up a link and relationship with the schools. I also would like to acknowledge the work of IBEC in organising a placement programme with employers whereby over 130 business teachers have worked for two weeks plus in its members' firm.