Vol. 577 No. 5
102 Mr. J. Bruton asked the Minister for Education and Science his views on the statement by the National Competitiveness Council that participation in part-time education by adults here is disappointing and that there is a structural bias against part-time education in the higher education system that hinders the upskilling of workers; and if he will make a statement on the matter. [31909/03]
The latest figures available to my Department indicate that in the 2001-2002 academic year a total of 34,965 part-time students were enrolled in third level institutions aided by my Department. This compares with a figure of 124,589 for full-time students.
The concept of lifelong learning is key in terms of supporting broad strategic objectives for a knowledge-based economy and in addressing issues of social exclusion. The 2002 report of the taskforce on lifelong learning pointed out significant participation rate gaps for adult learners in full or part-time education between Ireland and the EU. The provision of opportunities for part-time learning is of significant importance in this context. A recent major milestone in this regard has been the development of a national framework of qualifications, led by the National Qualifications Authority of Ireland. This framework promotes access, mobility, progression, transfer and transparency of prior learning and in so doing provides an important support for learners participating in part-time education.
As the Deputy will also be aware, I have invited the OECD to carry out a review of higher education in Ireland. The context for the review is provided by Ireland's strategic objective of placing its higher education system in the top rank of the OECD in terms of both quality and levels of participation and by the priority to create a world class research, development and innovation capacity and infrastructure in Ireland as part of the wider EU objective for becoming the world's most competitive and dynamic knowledge-based economy and society, as agreed in Lisbon, 2000. The review will examine the role of higher education institutions as centres of education, knowledge and research in respect of their public, social and economic responsibilities and will consider the interface between the higher and further education sectors in meeting these overall needs.
The capacity of the higher education sector for promoting lifelong learning, the transition to the knowledge society, knowledge and technology transfer to the economy and society, supporting spatial strategy, and in meeting the international challenges to learning and research institutions will be key aspects of the review. The comparative Irish performance will be examined by reference to other OECD countries.
The review will, among a range of policy issues, examine how institutions in the higher education sector might best respond to the needs of their students through developing new and innovative approaches for a more learner-centred approach to the design and delivery of academic and other services. It will also look at how approaches to the resourcing of higher education can best enable achievement of the strategic objectives established for the sector.
