Written Answers. - Business and Education Links Programme.
Denis Naughten
Question:
360
Mr. Naughten
asked the
Minister for Education and Science
the plans, if any, he has to increase contact and co-operation between primary, secondary and third levels with industry; and if he will make a statement on the matter.
[19986/99]
Promoting an inclusive society where social harmony, sustained employment and industrial competitiveness are maintained and enhanced, demands an approach where educational policies are central and are designed, inter alia, to provide a system where education, training and business interests work in partnership to ensure the highest standards of quality and relevance in line with best national and international practice and where the system responds effectively and quickly to emerging needs.
Second level curricular reforms have been introduced under the LCA and LCVP programmes to strengthen the enterprise, vocational, technical and language dimension of senior cycle programmes.
The introduction of these new programmes has been accompanied by the development of links between schools and industry such as the IBEC Business Education Links Programme, which commenced in 1995. The initiative enables schools and industry to work together at local level. There are approximately 100 schools involved in the programme involving over 3,000 students. The IBEC Business Education Links Programme provides for a mix of any or all of the following: participation of students on company induction programmes; focused business visits; mini-enterprise support; demonstrations showing how learning in the school is applicable in the workplace and in-company placement for teachers.
In the LCVP programme students follow a full leaving certificate programme that includes two subjects in related technical-vocational disciplines, allied with a continental language, new technology and three link modules entitled ‘Enterprise Education' Preparation for work and Work Experience'. LCVP schools participate in the IBEC Business Education Links Programme. The support service for the LCVP programme issue a Journal on a regular basis to schools which include inputs from industry.
The revised syllabus for leaving certificate business places a great deal of emphasis on the acquisition of entrepreneurial skills. Many schools integrate into their teaching of the revised syllabusThe Irish Times“Business 2000”, which features case studies of leading Irish companies. Visits to the companies by pupils and visits by the companies to schools often form part of this programme.
"Enterprise Encounter" is a resource devised by teachers for teachers of Transition Year pupils. It will also serve the needs of LCVP – leaving certificate vocational programme – and leaving certificate applied pupils. It focuses on small businesses and aims to create positive attitudes to enterprise, self-employment and innovation.
Mini-companies, a form of work simulation, are part of most transition year programmes. They introduce students to the realities of the work-place in a safe environment. Some of the products of these companies are viable, a fact commented on by visitors to the mini-company trade fairs, a number of which are held every year.
The Business and Education Links Programme, established by IBEC, aims to help pupils to appreciate the world of business and contributes to the development of pupils' work skills by means of classroom talks, company visits and linked activities. Opportunities are also offered to teachers to spend time on placement within the company. A survey carried out on this programme showed that by the end of 1997, 84 link activities had taken place involving 21 companies, 42 schools and 1,583 students. Just under half the students involved were in transition year. The survey showed that 61 per cent of students involved were "very satisfied" with the experience, and 25 per cent "moderately satisfied". 81 per cent of the companies which took part in the survey said they were "very satisfied", while 14 per cent were "moderately satisfied". Among the teachers, 57 per cent declared themselves "very satisfied" and 29 per cent "moderately satisfied". IBEC is expanding this programme from year to year. There are currently 120 companies and 200 schools involved.
Under the Schools IT 2000 Project, Eircom is committed to providing substantial investment in supporting technology and communications infrastructure for all schools at primary and post-primary level.
In regard to third level a joint initiative was recently launched involving the universities and IBEC in association with the Higher Education Authority and the Department of Education and Science on foot of the recommendation of the expert group on future skills needs. Some 1,500 postgraduate places in 1999/2000 are being provided in the universities on courses at this level aimed at meeting skills need in the ICT area at a cost of £6 million. A key element in the scheme will be the inclusion of recruitment opportunities for graduates through a number of initiatives to be co-ordinated on behalf of industry by IBEC. A dedicated website, a recruitment fair and open days with industry will be provided to facilitate students.
At institutional level, the Universities Act, 1997, sets out the objects of a university to include the advancement of knowledge, the promotion of learning and of national economic and social development, the education and ongoing training of higher level professional, technical and managerial personnel. The promotion and facilitation of research and collaboration with business interests are functions of a university. Business interests are represented on the governing authorities of institutions. Under the Universities Act, 1997, all universities must have at least two members who are nominated by organisations which are representative of business and industry.
Similarly, institutes of technology are required by legislation to provide education and training for the economic, technological, scientific, commercial, industrial, social and cultural development of the State with particular reference to the regions served by the institutes. The institutes have close links with economic life and the enterprise sector as part of their central mission. There is continuous industry involvement with the institutes in the process of course validation and with programmatic and institutional review. Industrial and sectoral needs are fully taken into account by the institutes and there is extensive consultation at course and curriculum design stages. Industry and professional bodies are represented on the governing bodies of the institutes to reflect the range of sectoral groups and agencies and the particular industrial focus in the region served.
