Vol. 577 No. 5
101 Mr. J. Bruton asked the Minister for Education and Science his views on the contention of the National Competitiveness Council that too many young people shy away from business and instead pursue careers in the professions and that the emphasis in the Irish education system accorded to courses which prepare students for life in the professions has resulted in a costly misallocation of talent; and his plans in this regard. [31908/03]
The Competitiveness Challenge 2003 Report highlights that too many people shy away from business towards the professions, and argues that further inclusion of entrepreneurship in second and third level curricula is necessary to address this.
It is worth noting that the Annual Competitiveness Report 2003 ranks Ireland as first out of 12 countires examined concerning the proportion of science and engineering graduates per 1000 of the population aged 20-34. Meeting the future skill needs of industry is about producing flexible creative well balanced individuals with a capacity for sound judgment and action, and with a range of core skills and competences that can facilitate lifelong learning and responsiveness to change. The curricular reforms introduced in recent years in the school system are designed to achieve this objective.
At primary level, in the revised curricula, critical attention is being applied to the development of core communication skills and literacy and numeracy, fostering the skills and motivation for learning to learn, and using information and communication technologies to enhance learning. A basic understanding of scientific principles and methods is also provided for. A key objective is to encourage children to be active agents in their own learning, to engage in collaborative active learning, to develop high order thinking skills, to be able to observe, collate and evaluate evidence, question, summarise, analyse and interpret, and to develop problem solving skills. All of these skills form an important basis for lifelong learning, and for creating a culture of enterprise.
At post primary level, major curricular reforms have been introduced since 1994/95 to strengthen the vocational and technical dimension of senior cycle second level programmes, and to promote multi-skilling. The overall thrust of these reforms is to offer a broadly based relevant education with a range of choices and levels to meet diverse interests and needs. The Schools IT Initiative and the language initiatives also play an important role in this. The Transition Year Option, the Leaving Certificate Vocational Programme and the Leaving Certificate Applied programmes all provide for action learning approaches, community based learning, a strong focus on personal development and teamwork, and a work experience programme.
As part of this approach mini-company activities are supported whereby students plan, develop and manage a mini enterprise or organise a major event such as a trade fair or fashion show. Teamwork, multi-disciplinary learning, interpersonal and communications skills, planning, evaluation, and mastery of business concepts are all part of this process. The Link Modules within the Leaving Certificate Vocational Programme provide for formal assessment of learning in this area, as do the Tasks carried out by students under the Leaving Certificate Applied programme. Overall, some 43,000 second level students engage in work experience each year as part of these 3 programmes. In addition, the national IBEC Education Links Scheme, the County Enterprise Boards, Chambers of Commerce, and a variety of voluntary and other agencies have been promoting links between schools and business.
At Post Leaving Certificate level some 28,000 students participate in programmes of integrated education, vocational training and work experience, predominantly in the business and services sectors.
At third level, industry links are supported through provision of industrial liaison officers in third level colleges, establishment of on campus business incubation units, graduate enterprise schemes and provision of courses, such as the Accelerated Technician Programme, which have a substantial in-company training element. Major investment in Research and Development is also being made under the National Development Plan to enhance the research, technological development and innovation capacity of the third level education sector in line with strategic priorities. The aim is to boost human potential in world class research, science and technology, strengthen inter-college and international partnerships, and facilitate collaborative efforts with industry to ensure a research and development culture in all sectors of the economy.
Third level graduation rates by faculty are broadly in line with international trends, and the distribution of places across faculties must take account of a number of factors such as economic needs, employment trends, student demand and availability of staff and facilities. The position will continue to be monitored by the Expert Group on Future Skills Needs.
