ESB submission to Consultation on Review of Apprenticeship Training in Ireland. Occupational sectors which are covered in the submission: Electrical

Transcription

1 ESB submission to Consultation on Review of Apprenticeship Training in Ireland Electricity Supply Board, 27 Lower Fitzwilliam Street, Dublin 2. Occupational sectors which are covered in the submission: Electrical Date of Submission: August 30, 2013

2 OVERVIEW Having regard to the issues outlined in the Press Release and Discussion Paper in relation to the Review of Apprenticeship in Ireland, ESB is pleased to set out in this report its views of the effectiveness of the current apprenticeship programme, highlighting the issues we consider should be addressed to ensure a skilled workforce to meet Ireland s current and future needs, and suggestions for a restructured system for the future. In making our submission, we have focused on our primary areas of interest/expertise which revolve around our involvement in apprenticeships in the electrical craft qualification in an Electrical Power Utility context. This submission is primarily focussed on key areas 1 and 2 of the questionnaire issued by the Department of Education and skills. Strengths In considering the effectiveness of the current system of apprenticeship in Ireland, we see the following as strength areas: The system is standards based and based on continuous assessment thereby providing an objective and on-going means of evaluating the performance of the apprentice in acquiring the skills essential for his/her craft. The system provides a blend of on-the-job and off-the-job learning. This can provide a basis for sound theoretical understanding of the key concepts and the opportunity to apply those concepts in a work-place setting. The system assists in the selection process for the employer. The process of continuous assessments and examination, monitors the progress of the apprentice through the life of the apprenticeship, both off-job and on-job. The apprenticeship system educates the apprentice in the electrical trade/craft; however it needs to be future proofed in order to keep abreast of the latest technical developments and innovations in the electrical sector e.g. Smart technology, sustainability, use of fibre, etc. The system is internationally recognised. The apprenticeship system provides a basis for further education and qualifications for the apprentice and can, for example, be used in progressing to a level 7 NFQ qualification such as an electrical engineering programme. Because of the formal and structured nature of the apprenticeship system, it provides guaranteed off-the-job training for defined periods of time. The apprenticeship programme provides a clear record of progress through the seven phases of the apprenticeship process. The quality of support from FAS (especially locally) in the provision of technical training is one of the strengths of the current apprenticeship system.

3 However it could be further improved by ensuring consistency of approach across all FAS divisions nationally. Looking forward The current system of apprenticeship in Ireland could be enhanced by addressing a number of areas including: The current apprenticeship system has a broad remit, covering a wide range of industries and situations, and therefore does not totally reflect the specific requirements of individual companies in the electrical industry. There are obvious benefits to this approach in terms of consistency. However, this one-size-fits-all approach means that there are no specific modules, or sub-modules, at national level that can address the needs of apprentice electricians working in the electricity utility sector. While recognising that the existing system has six trades in the Electrical Sector, there is a need for a core system with the capacity for industry variants (at modular level) to better meet the needs of industries such as ours. Currently apprentices going through electrical apprenticeship in ESB, or any other electrical company, may not have the opportunity to get the full range of experience desirable for an apprenticeship. This can be due to the work available in a company. This is not unique to ESB. This again points to the need for an apprenticeship system that can be somewhat customised to specific industry sectors such as an electricity utility company like ESB. E.g. some core elements common to all electrical apprentices with some specialities that are specific to a particular industry. The process of how supervisors assess apprentices learning progress onthe-job could be helped by having clearer assessment criteria and measurement guidelines included in the standard national model for apprenticeship. The requirements of the current apprenticeship system in areas such as the block release of apprentices at specific times, can limit an apprentice access to relevant experience. For example, Phase 4 block release can occurs during the outage season in ESB at a time in our annual work cycle when apprentices can avail of access to a variety of plant and equipment associated with essential maintenance work on our electricity networks. By developing a more customised and business-focused apprenticeship system variant for the electricity industry we could better plan the phasing of block releases for off-the-job work to coincide with opportunities for apprentices to gain valuable experience. While the current apprenticeship system, quite rightly, focuses predominantly on the development of technical skills, we believe that there is a need for greater complimentary skills development such as in the areas of problem-solving, communication skills and innovation to be added to the curriculum.

4 The current apprenticeship system adopts an all or nothing approach with regard to the granting of qualifications. An apprentice must complete the full four-year programme to receive any form of certification. Awards credits and partial qualifications during the life of the apprenticeship would enable transferability and progression in the training and education sector. Technical knowledge gap between phase 2 and phase 4 leads to an underestimation by apprentices of the requirements of the curriculum for phase 4. The technical content and theory assessments should be similar for all off job phases and these should be assessed using short answer tests, as used in off-job phases 4 &6, rather than the multi choice questions of phase 2. CHANGES WE WOULD RECOMMEND IN A REFORMED APPRENTICESHIP SYSTEM To address the concerns mentioned above, we would recommend that the following changes for development in any new form of apprenticeship system. The proposed model for the future apprenticeship should be based on an upfront initial period of off-job phase in fulltime education followed by the completion of the apprenticeship on-job with the employer. The duration of the off-job to be determined by the curriculum. At the moment the total off-job time is approximately 43 weeks, however other European models are longer. This permits a common technical module followed by a focused and specific on-job element which is specific to the business of the employer. We would recommend that future apprenticeships should have an upfront module of full-time education equating to the current phases 2, 4 & 6 and additional off job business specific content, followed by on-job module focussed on the specific business of the employer, which is assessed and certified. The duration of both of these modules to be determined by the contents of the curriculum. This permits core module followed by specialisation leading to various sub models for different fields of activity, similar to the apprentice structure as used in Norway, where the first 2 years are classroom/off job based The current apprenticeship system is generic and covers all industries. Apprentices training for qualification in the electrical craft receive a broad training across a range of concepts and disciplines for their craft. However, the system does not adequately take account of the specialist training needed by an apprentice who will work in an electricity utility company or other specific areas of the electrical industry. Specialist knowledge of electricity generation, transmission and distribution across a country-wide electricity network will be essential for the apprentice to perform effectively, once qualified. We would recommend an apprenticeship system that, while having a fixed core range of subjects, would have industry variants, modules and sub-modules that could provide the specialist training needed for competency as an electrician in an electricity utility environment.

5 This would mean increasing the number of trades in the Electrical Sector from the present 6 to include Electrical Power Utility Electrician. The provision of the specialist training needed for apprenticeships in electricity utilities and other specialist areas could delivered on-job, with appropriate assessment and certification or off-job or a combination of both. Employers with specialised needs could have responsibility for delivery of this training on the basis that it is certified and recognised as specific elements of the apprenticeship and is part of the national curriculum. We would recommend the provision of specialist training for apprenticeships in electricity utilities and other specialist areas is accredited within the National Framework of Qualifications. A restructured apprenticeship system, which is capable of handling industry variants, should be adaptable enough to enable apprentice s avail of opportunities to gain valuable experience - for example outage seasons. The off job modules should not conflict with the opportunities for apprentice to gain this on-job experience. We would recommend that the scheduling of on-job and off job modules should be designed to allow apprentices avail of opportunities to gain valuable on-job experience. By their nature, apprenticeships in craft qualifications will predominantly focus on the development of technical skills. However, a greater emphasis on the development of complimentary soft skills such as problem-solving, teamwork, communication and IT. This could lead to a more dynamic use of technical skills in the workplace where the apprentice will be faced with new and different challenges and will have to work with colleagues to overcome those challenges. Similarly, we would like the Review Group to consider the merits of cross-industry rotations for the apprentice during the course of the apprenticeship. This could generate the benefits of versatility and lateral thinking as well as increasing the self-confidence of the apprentice. We would recommend that, in addition to technical and occupational skills, a restructured apprenticeship programme should include transversal skills such as problem solving, teamwork, communication and IT skills. In terms of expanding the technical syllabus of the curriculum, we propose adding a higher level of computer skills development to the curriculum, as well as topics relevant to our industry sector such as smart technology, innovation, environmental and sustainability topics We would recommend adding subjects to curriculum such as computer skills, innovation, smart technology, environmental and sustainable topics. As part of the current apprenticeship system, the apprentice receives no formal recognition or qualification until the end of the four-year apprenticeship process. We would suggest a credit-based system whereby the apprentice gathers recognised credits and partial qualifications as he/she journeys through the apprenticeship programme. These credits, which comply with the

6 NFQ, could then be parlayed by the apprentice in subsequent educational endeavours. We would recommend that interim awards should be provided during the course of an apprenticeship in order to enable transferability and progression in the education sector, for the apprentice. In restructuring the apprenticeship system, we would like to see the Review Group develop more ownership and responsibility on the part of apprentice for their development and involvement in the programme. We would recommend a stronger level of ownership at apprentice-level in any future apprenticeship system. This could take the form of a portfolio or an apprentice log book, which is presently used in ESB, which the apprentice must complete at all times during the apprenticeship, on-job and off-job, and forms part of the final assessment. In our view, other occupations or streams that might be included under the electrical apprenticeship system include, draughtsman, commissioning technicians and telecoms technicians and other related specialities We would recommend that apprenticeships should be extended to include disciplines such as electrical commissioning of equipment, telecoms, etc. We would also like to suggest that the Review Group considers the introduction of a CPD-type (Continuous Professional Development) component to the apprenticeship system whereby apprentices will maintain their skills during and post qualification. We would recommend that during and post-apprenticeship there should be a continuous professional development type component designed to keep abreast of recent technical developments. End.