FRANCE The

Overall Developments
for Ireland that Ireland should “pursue efforts to sustain
productivity growth and upgrade skills and qualification in the
workforce, through increased emphasis on in-company training and
the further development of lifelong learning, including the setting
of overall targets, and in this respect promote active involvement of
the social partners in implementing the Programme for Prosperity
and Fairness.”
A Taskforce was established under the Programme for Prosperity
and Fairness, and the Minister for Labour Affairs, Mr. Frank
Fahey, released the Report of the Taskforce for Lifelong Learning
in November 2002. The Taskforce stressed the need for coordination
between the Departments of Education, Science and
Enterprise, and Trade and Employment and called for the
establishment of an overarching structure to co-ordinate and review
the implementation of the framework set out in the report and the
recommendations underpinning it.
The initiatives and recommendations set out in the lifelong learning
report focus on promoting and enhancing access to training, the
development of new skills, the attainment of recognised
qualifications and progression to higher level qualifications.
After considering the report by the Taskforce, the Government
decided to establish a Steering Committee to oversee and direct the
work of the National Adult Learning Council, who are tasked to
co-ordinate, review and report on the implementation of the
aforementioned framework.
While the Government can create the framework conditions for
lifelong learning, it requires a response from individuals and
enterprises to make learning, and the potential benefits it can
deliver, a reality. Lifelong learning requires a significant cultural
and attitudinal change on the part of providers, learners, employers,
the public service and the Government. A core element of that
cultural shift will involve viewing learning not as a cost but as an
essential investment, which has tangible economic, personal and
societal returns.
The strategic framework
The aim of the Taskforce was to highlight the fundamental issues
that need to be addressed in the move from the traditional view of
training and education to that of lifelong learning. A long-term
strategic approach must be adopted if genuine success is to be
achieved.
Essentially, the Taskforce has concluded that:
• Lifelong learning requires a significant, systemic shift within the
education, training and certification systems and the enterprise
sector along with a change of culture on the part of society and
individual citizens.
• Lifelong learning is not achievable with incremental or shortterm
approaches;
• It requires a long-term commitment on the part of government
and citizens;
• Some of the building blocks to achieve it are already in place, but
not all;
• There may be additional costs involved; there is a corresponding
downside in terms of Ireland’s long-term economic and social
well being if the necessary commitment is not made.
The Framework established by the Taskforce on Lifelong Learning
has the following important elements:
• Developing and implementing the National Framework of
Qualifications;
• Ensuring Basic Skills for All;
• Providing Comprehensive & Coherent Guidance and
Information;
• Addressing delivery, access and funding issues;
• Better learning opportunities in the workplace and for workers.
These elements and their sub-components interconnect with one
another to build the overall framework. The National Framework
of Qualifications is of overarching significance. It has the potential
to act as a powerful tool, which maps the learning landscape in
terms of awards and, through the work of the Authority (NQAI)
and the two new Awarding and Certifying Councils, brings
coherence and transparency to learning provision and outcomes.
Basic skills are a prerequisite for all further learning. The
shortcomings in this area have been well documented in the White
Paper on Adult Education – Learning for Life. Many positive
developments have occurred as a result of the White Paper.
Guidance and information are essential to providing better access
and choice to learners.
The key issue which the Taskforce has identified here is lack of
coherence, with no single portal or point of contact through which
learners can easily access information on the opportunities open to
them.
Finally, in line with its mandate under the Programme for
Prosperity and Fairness, the Taskforce has focused on the specific
issue of learning in the workplace and makes recommendations to
enhance learning and upskilling opportunities for workers,
particularly in regard to time for learning.
The development of lifelong learning in Ireland has been held back
due to the absence of a coherent framework of qualifications.
However, this is being addressed as Ireland’s new qualifications
infrastructure is now coming into full operation. That
infrastructure involves the National Qualifications Authority of
Ireland (NQAI) and two awarding Councils; the Further Education
and Training Awards Council (FETAC), and the Higher Education
and Training Awards Council (HETAC), operating under the
statutory remit defined in the National Qualifications (Education
and Training) Act, 1999. Key objectives of the new structures are to
provide for access, transfer and progression within a coherent
overall framework.
Implementing the LLL report
The Department of Enterprise, Trade and Employment supports
the broad thrust of the report’s recommendations and will
endeavour to take account of them in the existing training
commitments and programmes. The Department is already
implementing, within existing resources, a range of the actions set
out in the Report including the following:
I.T. Fund
The Department of Enterprise, Trade and Employment and the
Department of Education & Science earlier this year announced the
setting up of an I.T. Fund with an initial allocation of €10m, which is
being administered by the Higher Education Authority. The I.T.
Fund is to support education and training in the area of ICT and
gives effect to one of the key recommendations in the 3rd Report of
the Expert Group on Future Skills Needs.
16 Spring 2003 | European Employment Observatory Review