Ireland 
FAS, May 1997
 

Government Policy Economic background Early School Leavers Social Partner Agreement Educational Legislation Certification Client Service Government Policy The long-awaited ‘White Paper on Human Resource Development’ has been published. In the ‘most radical reorientation of policies for training and upskilling the Irish people for the new millennium,’ and involving the social partners, government agencies, the individual worker and the unemployed person, the document sets out the following objectives: (1) promoting an increase in the level, relevance and the quality of training undertaken by enterprises to achieve best international practice (2) assisting small enterprises to overcome the skill barriers to development (3) improving the level of management training and development (4) helping young people to become more employable through the development of their skills (5) re-integrating the unemployed (6) promoting equal opportunities (7) strengthening the commitment to lifelong learning (8) developing quality assurance and (9) ensuring the efficiency, effectiveness and net economic benefit of State expenditure on Human Resources Development. A series of measures to achieve these objectives are advanced, among them the establishment of an awareness programme of the skills and training needs of Irish business led by the social partners, a new employer-led Training Networks Programme to raise standards in firms to ‘best practice’ and the establishment of a new subsidiary of FAS-Training and Employment Authority, the National Employment Service, to play a major role in assisting the long-term unemployed back to work. (Hibernian Resource Development : White Paper, Department of Enterprise and Employment, Dublin, 1997, ISBN 0-7076-3849-6) [Back to the top] Economic background The economic context in which the White Paper has been published is one of strong growth which is expected to continue. "The next decade will be a period of exceptionally rapid economic growth and improving living standards, the benefits of which can be widely shared." This is the optimistic forecast in the ‘Medium-Term Review’ of the Economic and Social Research Institute (ESRI) which predicts a continuing average economic growth of 5 % up to the year 2003. Strong employment growth of around 3% per annum should make possible a sustained reduction in unemployment of around 8.6% by 2000 to 7% by 2005. The report identifies a number of factors which have led to this favourable position, chief among these being rising educational attainment. (Medium-term Review : 1997-2003, ESRI, Dublin, 1997, ISSN 0760-9470) [Back to the top] Early School Leavers The ESRI Review warns that, despite strong growth, those with very limited education are likely to remain seriously disadvantaged on the labour market. Proposals to address the problem of ‘Early School Leavers and Youth Unemployment’ have been advanced by the National Economic and Social Forum. Around 4% (3,200) of young people left school in 1995 without sitting the lower secondary level Junior Certificate. The unemployment rate for young people aged 15-24 with no educational qualifications in the same year was 46 %. A five year strategy which could eliminate early school leaving is proposed. Education and training measures, including specific targeting of specially at risk groups, an increase in the number of places on existing programmes and the development of an area-based inter-agency response to local needs are among the solutions suggested. [Back to the top] Social Partner Agreement A new agreement between Government and the Social Partners ‘Partnership 2000 for Inclusion, Employment and Competitiveness’ (December 1996) followed previous agreements of this nature and has a strong vocational training element and a specific programme for greater social inclusion. The development of new business-led approaches to company training will be accompanied by a requirement that all company applications for any form of state aid must be accompanied by a training plan. A commitment to lifelong learning from Government and the Social Partners, support for individuals investing in their own training and the introduction of a "National Traineeship Programme and Certification" are also proposed. (Partnership 2000 for Inclusion, Employment and Competitiveness, Dublin, Stationary Office, 1996, ISBN 0-7076-3762-7) [Back to the top] Educational Legislation The first comprehensive educational legislation in the history of the State has been published. The ‘Education Bill’ replaces the present system of centralised education which operates without a statutory framework. It is the culmination of a lengthy process of consultation and dialogue between the Department of Education and the interested organisations in education, namely owner managers, teachers, parents and students. For the first time each partner will have a statutory role in the education system with established roles, responsibilities and rights. Apart from providing for a range of issues relating to these rights and duties in respect of education, other than third level education, the Bill provides for the structure and administration of the education system. It is the main piece of legislation to be published by the Department of Education to give effect to the proposals contained in the Government White Paper on Education. [Back to the top] Certification TEASTAS, the interim Irish National Certification Authority, has presented its proposals on the proposed qualifications framework and organisational structure for TEASTAS. It’s first Annual Report defines its two functions (1) as a certifying authority with full responsibility for all state certification of qualifications in extra university education and training (other than the Junior and Leaving Certificates) and (2) the supervisor and regulator of the overall framework. In this capacity the authority will, it is proposed, establish the general structure of the qualifications framework, define standards, promote access, progression and mobility and provide recognition of and accreditation of work-based, informal, community-based and experiential learning for the purposes of certification. Eliminating the distinction between second and third level education is essential, the report says, if progression through a lifelong learning system is to be achieved. (First Report, January 1997, Teastas, Dublin) [Back to the top] Client Service FAS-Training and Employment Authority has announced the appointment of a Client Services Commissioner. The Commissioner will be the investigator of unresolved disputes between FAS and its clients. Although appointed and funded by FAS, the Commissioner will be independent of the organisation and will operate under his own terms of reference. Clients who will have access to the Commissioner include trainees, apprentices, programme participants, companies, co-operatives and community groups. Examples of complaints would include alleged unfair treatment, uncorrected mistakes, maladministration, negligence, poor service etc. The services of the Commissioner will be free of charge to clients and complaints will be handled on a confidential and impartial basis. The Commissioner has powers to investigate and make recommendations to resolve outstanding complaints. Source: FAS The Training and Employment Authority [Back to the top]