The programme, A Government of Renewal, provides a clear recognition that education is central to the promotion and attainment of equality and prosperity in society, as well as to societal and economic development. That is a central theme of the programme. Education is the most predictive variable of occupational and economic attainment and as Minister for Education I would say it is the most important determinant of an individual's life chances. In a climate of rapid occupational, economic and technological change — a point much appreciated by Senator Ormonde, who guides young adults into the world of training and work — we require a workforce which is adaptable and innovative, with high levels of skill in technical and commercial fields.
A number of studies have highlighted the need to strengthen the vocational and technical dimension of education programmes, to enhance the position of continental languages in the curriculum and to develop a spirit of enterprise in participants in support of innovation, growth and job creation. We have no doubt where the opportunities lie. Major curricular reforms have been initiated within the second level system to achieve this change. That system is responsible for the education of the young tigers who are contributing to this "tiger" economy. The success of post-leaving certificate courses has played an important role in influencing these reforms.
The post-leaving certificate or vocational preparation and training programme was introduced as early as 1985 to provide appropriate vocational training for young people to bridge the gap between school and work. The programme integrates training in vocational skills needed for particular disciplines and the development of general skills necessary in all jobs such as interpersonal skills, adaptability and initiative. It also provides for work experience to give relevance to the skills learned and an appreciation of working life.
A key feature in the development of the programme was the adoption of an approach which would enable training centres to respond flexibly. Within the vocational skills section programme, options were designed to be sufficiently broadly based to allow entry into a series of possible occupations. Centres were also given the opportunity to adapt a general programme to suit their particular needs, a point mentioned by Senator Daly. As a first step in considering the introduction of a PLC programme, schools were urged to carry out an examination of local requirements and resources in consultation and co-operation with employers, voluntary agencies, trades unions and the training and manpower agencies.
As Senator Cotter said, there was not much excitement at these beginnings but the PLC programme was allowed to develop into a programme catering nationally for over 18,600 trainees. Senator Ormonde mentioned some of the skills; they range from horticulture to upholstery, from woodcraft and furniture to video production, animation and even equestrian skills, as well as the more traditional areas of engineering, construction, electronics, computer studies, catering, tourism and business studies. As the sector developed the courses became more varied and this Government invested money to allow the numbers to develop to this point.
When the National Council for Vocational Awards was set up in 1991, a structure was established through which the training agencies, manpower authorities, educational interests and industry representatives became involved in designing not just programmes but certification and assessment issues for PLCs. This ensures consistent high quality standards which are relevant to industry needs on an ongoing basis but also that the education which was available was particularly associated with what I would call the quality mark of the Irish education system. The work of the NCVA will be further progressed and strengthened through the establishment of TEASTAS, the Irish National Certification Authority, on a statutory basis, to ensure that those who gain certificates and diplomas do not enter a cul de sac but rather their qualifications become part of personal progression and meet the needs of industry. TEASTAS has been established on an interim basis and a recent report recommended the integration of the certification currently carried out by FÁS, the National Tourism Certification Board and the National Council for Vocational Awards. There are different avenues of progression and we are establishing a flexibility in that regard.
National certification is fundamental to enhancing opportunities for students to gain employment or, as has been said, access to higher levels of education and training. The input of the various interest groups is crucial. Increased investment in in-service training is essential to the achievement of ongoing quality assurance, and I am pleased to confirm that under the terms of the Operational Programme for Human Resources Development, 1994 to 1997, a threefold increase has been achieved in in-service training at every level of the education system. The needs of the trainers and the requirements of teachers change over time. I recognised on my appointment to Marlborough Street that the teaching profession needed investment in its professionalism.
Ireland's continued economic growth is to a great extent dependent on our success in harnessing the talents of our young population, giving them not only skills but the ability to adapt to the rapidly changing circumstances and demands of the workplace. I think people now coming into the workforce would expect to have three different careers in their working life. Under the post-leaving certificate programme, schools have developed an excellent range of courses, facilitating a coherent approach to catering for the needs of the students and the regions, ensuring consistency of standards, more efficient marketing and providing a framework for the active participation and co-operation of the business community.
The planning, development and delivery of quality programmes does not happen overnight. It demands much from providers. I admire the extent to which schools and vocational education committees have responded to that task. They have ensured the provision of a high quality vocational education and training system to serve the current needs of the economy. Their attraction of business opportunities will also ensure that its future needs are also met.
The Government is fully committed to the development and maintenance of a high quality education system. This can be measured by the massive increase in budget since I became Minister. Equality of access and participation, relevance and quality assurance are the cornerstones of our educational policy and system, a system of which we are all proud. Our programme of activity in the years ahead will include considerable investment in tackling disadvantage in ensuring that support services are provided to enable young people at risk maximise their participation in and benefit from schooling; in ensuring that programmes are relevant to fulfil social and economic needs, and that second chance opportunities are provided for those who have missed out in their initial schooling. Systematic investment in in-service training, certification and assessment and evaluation systems to retain the quality mark will also be provided to ensure a high quality cost effective system.
I am aware of the important role maintenance grants can play in promoting access to further education and training. Indeed, when PLC courses were first introduced in 1985, a small grant of £300 per annum was payable to students who participated on the programme, and training allowances continue to be paid as a matter of course by agencies such as FÁS and CERT as part of their approach to vocational training.
The VPT grant was withdrawn in 1988 as one of a series of budgetary cuts referred to by Senator Daly, but participation on the programmes was not unduly affected. They have continued to grow in spite of an increase in third level places, improvement in the level of third level grants to eligible students, a decline in the output from the leaving certificate in 1996 because of the impact of the three year senior cycle and the continued competition from courses offering a training allowance. This represents a recognition of the quality of PLC provision, which was not affected by monetary enticements to other areas of expertise. Indeed, there was a recognition by the customers, the students themselves, of the prospects for employment that followed from these courses.
As Minister for Education, I took the step in 1995 of abolishing fees payable for PLC courses. This was important in making access to further education more generally available. There are indications that maintenance and other priorities will be addressed when the population falls and the investment in education continues, which may improve the quality of students' lifestyles. However, given the recognition of the importance of the PLC to students, the absence of maintenance grants has not worked in cutting back on the number of places sought. Indeed, demand has increased following the recognition of NCVA level two awards for entry to selected courses in the Dublin Institute of Technology/RTC sector. This, the signal of the abolition of the fee and the establishment of TEASTAS secured the future of these courses and the anticipated fall in numbers by the Department did not materialise.
The White Paper entitled Charting our Education Future sets out a number of important developments which will enhance provision in the PLC sector. First, there is an overall emphasis throughout on enhancing the quality of provision through investment in in-career development, the focus on the development of school plans and policies and the monitoring of performance against objectives at every level of the system. Second, there is the establishment of a coherent framework for the further education sector, embracing PLC courses, second chance education and training, and adult and continuing education. A framework is being established which will allow the different sectors to develop. This will ensure a mechanism for the support and development of the sector, for co-ordinated provision relative to needs, appropriate quality assurance arrangements and monitoring of the effectiveness of programmes.
Finally, there is the establishment under TEASTAS of a single national certification system for all extra university vocational education and training, covering both the education and training sectors. This will ensure the collaboration of education, training and industry interests in the setting of national standards relative to the student and labour market needs, and in the development of programmes and assessment and certification arrangements. Hitherto, the system was somewhat chaotic. Given the demand, it perhaps developed too quickly. We need to secure a framework that will ensure vocational qualifications and provide for progression pathways to higher levels of education and training. It will provide for the accumulation of credits towards awards so that the system is suitable for either full-time or part-time courses, and will make arrangements for the accreditation of prior learning and work-based experience. This is one of the most important steps in the developments to promote access to further education and training, to ensure the ongoing relevance and quality of programmes and to make lifelong learning a reality.
The House will be aware that the VTOS programme for the long-term unemployed has been expanded significantly in recent years and that there are no longer age barriers to participation on these courses. Approximately 1,500 trainees are participating on PLC courses. The Minister for Social Welfare provides a mechanism whereby the long-term unemployed can access full-time PLC and third level courses without loss of social welfare entitlements. This is another important step in making lifelong learning a reality in an organised way.
My Department is already expending over £39 million per annum towards the cost of PLC courses, this to a sector that does not consider it gets financial support. The payment of maintenance grants on a means tested basis would enhance the attractiveness of these courses and there does not appear to be any fall in demand. However, the cost of such an initiative is significant. To provide a means tested student support scheme along the lines of the higher education grants scheme, with no different means of assessment or level of income, would cost in excess of £11 million per annum. While we should aspire towards this, there is a cost involved.
Well targeted investment in key areas will serve the needs of Irish society in the years ahead in a climate where there are competing demands for resources. As Minister, I have secured an increase in annual educational investment of 28 per cent over the period 1993-97. Yet I cannot meet all demands. A balance must be struck between competing demands for resources in the education sector, such as funding for the different levels of the system, between initial and second chance education, between student supports, investment in quality assurance, and special measures to combat disadvantage and under achievement. We are lucky that Senator O'Toole is not here to remind me about the funding of the primary sector, the basis on which our education system is built.
In the case of PLC courses, it is more important to concentrate on improving the quality of the system. Investment is being made in national certification and assessment arrangements, programme developments, in-service training for the teaching professions and in ensuring provision in a wide range of disciplines for as many students as possible, because demands are increasing. My record is one of significant investment in the development and quality of this sector.
I am pleased to support the terms of the motion. I believe this investment lays a solid foundation for the continuing development of this very important sector into the future. The White Paper spells out the developments which I foresee for this sector. The provision of maintenance grants is a matter, I can assure the House, which I will keep under continuing review in the light of available resources. The contribution of Senators to this debate will play its part in securing those resources at some time.
