Skip to main content
Normal View

Apprenticeship Programmes

Dáil Éireann Debate, Wednesday - 17 November 2021

Wednesday, 17 November 2021

Questions (152, 154)

Rose Conway-Walsh

Question:

152. Deputy Rose Conway-Walsh asked the Minister for Further and Higher Education, Research, Innovation and Science further to Parliamentary Question No. 188 of 10 November 2021, if the single apprenticeship system that both consortia-led and craft apprenticeships will be migrated to by 2025 will most closely resemble the craft or consortia-led model; and if he will make a statement on the matter. [56264/21]

View answer

Mary Lou McDonald

Question:

154. Deputy Mary Lou McDonald asked the Minister for Further and Higher Education, Research, Innovation and Science the reason all apprenticeships are being migrated to a consortia-led model when the success of consortia-led model has not yet been demonstrated; and if he will make a statement on the matter. [56322/21]

View answer

Written answers

I propose to take Questions Nos. 152 and 154 together.

The pathway to delivering the intended growth of the apprenticeship system as set out in the Action Plan for Apprenticeship 2021-2025 has been informed by a significant and extensive consultation process. Details of the consultation, and findings arising from the process are set out on www.gov.ie/en/consultation/13be2-consultation-on-the-apprenticeship-action-plan-2021-2025/.

In moving to a single model the objective is to build on the strengths of both the existing craft and the consortia led models. The single model must be capable of delivering apprenticeships which can flex to accommodate the rapid rate of change driven by technological adaption, digital and environmental transformation which is inherent in today’s economy while retaining the high standards required from Ireland’s apprenticeship system.

The existing craft apprenticeship structure relies on a heavily standardised approach to the 25 existing programmes, with academic oversight and curriculum development undertaken by a central body (SOLAS). All craft apprenticeships are four years in duration, with the majority of programmes following a standard seven phase approach of on-the-job and off-the-job training. Advice from the partners on the structure and content of the apprenticeships is through a subcommittee of the SOLAS Board, with Phase 2 delivery undertaken across the Education and Training Boards (ETBs) and phase 4 and 6 undertaken in the Higher Education Institutions (HEIs) through the HEA. There is significant partnership and buy-in from the education and industry partners and a well established reputation internationally.

The existing system has seen two major shocks in the past 15 years, firstly the 2007 housing and economic crash and most recently the COVID-19 pandemic. While those involved in apprenticeship delivery have moved to meet the challenges presented on both occasions, the need for rapid movement has also highlighted limitations of the more centralised craft apprenticeship system compared to individual consortia who had more flexibility to adapt delivery and assessment processes to the changed environment.

The existing consortia-led or post-2016 apprenticeships operate under a structure whereby the academic content of the apprenticeship is agreed by a consortium of education and training providers, employers and relevant partners with the off-the-job training delivery managed by coordinating providers who are themselves part of the consortium. This approach has allowed for rapid re-alignment of off-the job training delivery to allow for apprenticeships to continue insofar as possible during the COVID-19 period, proving resilience and flexibility under testing conditions. Apprentice Occupational Profiles, including QQI level and duration are approved at national level through the Apprenticeship Council.

Over the period of the action plan, the dual system of programme governance will be replaced by a single distributed system of programme governance – the single apprenticeship system. Responsibility for curriculum and apprenticeship content will be placed close to where activity is taking place which will leverage the core strengths of education and training providers, employers and partners who are immersed in the respective industry. It will also foster the integration of apprenticeship within the quality assurance arrangements of the educational institutions across further and higher education. The new National Apprenticeship Office will bring together the oversight and funding roles of SOLAS and the HEA as they relate to apprenticeship into a single office, providing national level oversight of all apprenticeships. The office will provide support for the new apprenticeship consortia and will be informed by the National Apprenticeship Alliance which will comprise stakeholder representatives, including a subcommittee focussed on advising measures for broadening diversity in the apprentice population. Therefore, while there is a move towards a distributed model of apprenticeship, there is a significantly changed and enhanced role for national level governance and oversight mechanisms.

The process by which this transition will take place will be planned in close collaboration with apprenticeship stakeholders, including union partners, through representation on the National Apprenticeship Advisory Committee and the National Apprenticeship Alliance.

Top
Share