IHI Response to Consultation on Review of Apprenticeship Training in Ireland

Transcription

1 IHI Response to Consultation on Review of Apprenticeship Training in Ireland Organisation Details: The Irish Hospitality Institute 68 Pembroke Road, Ballsbridge, Dublin 4. Occupational Sectors which are covered in the submission: Tourism & Hospitality Sector Contact Details: Phone: Fax: Mobile: Date of Submission: Signatory: Endorsed by our IHI President Nicky Logue on behalf of the entire IHI board. 0 P a g e - F i n a l S u b m i s s i o n ( R e v i e w o f A p p r e n t i c e s h i p T r a i n i n g i n I r e l a n d )

2 Context The Irish Hospitality Institute s vision is to drive professional excellence in Hospitality Management in Ireland The IHI have a strong role to play within education & training specific to the Tourism & hospitality sector. Our membership is representative of cross-sectorial businesses at National Level and therefore hopes that this submission will assist the Department of Education in its review process for apprenticeship in Ireland for the future. The IHI offers its assistance to the department directly beyond this submission in order to address the current skills gaps both of our own sector and other such sectors in Ireland. The Irish Hospitality Institute (IHI) has two main objectives; to encourage hospitality professionals to take responsibility for their own professional development and to promote professionalism within the Irish Hospitality Industry. The core functions of the Institute are the following: 1. To drive management development in the Hospitality Industry. 2. To provide networking opportunities through the numerous social & educational events organised annually. Industry colleagues can compare best practice and knowledge. 3. To be the first point of reference for hospitality managers to source information. Information is the key to development. The IHI was founded in 1966 as the professional body for managers in the hotel, tourism & catering industries in Ireland, collectively known as the Hospitality Industry. It is a non-profit organisation with a focus on the professional interests and needs of managers in the hospitality Industry. Professionalism and the professionalisation of the Irish Hospitality Industry are central to the work and ethos of the IHI. Collaboration within the educational arena has been evident for many years with IHI and more recently a formalised college partnership approach has been achieved. This collaboration has three main objectives: 1. Provide both Parties with a clear understanding of their respective roles and how each Party can benefit from a deeper engagement. 2. Facilitate relevant & adequate provision of CPD accreditation for both students and Tutors alike. 3. Influence the professional development & maintenance of quality standards in the provision & validation of CPD for tourism and hospitality. 1 P a g e - F i n a l S u b m i s s i o n ( R e v i e w o f A p p r e n t i c e s h i p T r a i n i n g i n I r e l a n d )

3 In addition in 2012, the launch of a formal CPD programme for the first time by the Irish Hospitality Institute provides a tool by which hospitality managers can use the guidance that is provided by the Institute to manage their own CPD and gain formal CPD status as accredited by the Institute. Link here for the IHI CPD Programme This submission is therefore made on behalf of the Irish Hospitality Institute with a focus on key areas as noted within the review document based on the hospitality & tourism sector specifically. A small group was established alongside the actual board of IHI in order to influence the direction of this submission and a list of those involved are noted within the appendix section. As noted at the outset the IHI are happy to offer our involvement further within this review process should it be so required beyond the consultation process. 2 P a g e - F i n a l S u b m i s s i o n ( R e v i e w o f A p p r e n t i c e s h i p T r a i n i n g i n I r e l a n d )

4 Area 1 Overview of current system within the sector While the definition of the apprenticeship programme currently in existence by FÁS may slightly differ to that of current programmes on offer within the Tourism & Hospitality sector the principles of such remains the same. The concern however of our sector in light of the original FÁS scheme while never having a specific criteria for apprenticeships programmes, this was at the time the remit of Fáilte Ireland (under the old CERT regime). This structure now also is no longer in existence as a focus for skills level. A clear gap for our sector therefore exists for such a provision while also considering an explanation of such apprenticeship type programmes outside of the ones noted within this document. Unlike other such sectors as you mention within the background issue paper, while many such sectors have experienced economic downturn which has led to collapse in demand, our sector may well be the opportunity in this instance. The Tourism & Hospitality Sector, no different to other such sectors has experienced similar economic downturns but with recent CSO figures showing signs of clear recovery the gap however in skills shortage to provide such services still exists. This situation has been compounded by the current change and re-focus of our State Body Fáilte Ireland, where the provision for skills training has been completely cut. With continued high levels of unemployment in Ireland, our sector is well placed to provide such trainee opportunity through such funded apprenticeship programmes in areas were clear skills gaps exist. This is outlined later in the document. It is important to also note that the programmes in the past funded by our state body in some instances still currently on offer for our sector were developed a number of years ago to meet similar unemployment needs. They also ensured the facilitation of such trainees who would had not primarily secured fulltime degree programmes based solely on leaving cert results as well as demographic issues which existed at the time given the skill sets required. Such programmes still exist and run successfully where funding has been made available. The facilitation of such programmes varies between the IOT sector, our professional body the Irish Hospitality Institute, and in some instances in the past funded by our state body Fáilte Ireland. In addition, consideration should be given the level of investment & infrastructure that was secured in a number of key IOT s over the last decade. The provision particularly in the culinary arts area was well positioned to facilitate such apprenticeship programmes. Such programmes given the funding available to continue aligned with additional offerings to widen the skillset would meet the 3 P a g e - F i n a l S u b m i s s i o n ( R e v i e w o f A p p r e n t i c e s h i p T r a i n i n g i n I r e l a n d )

5 current skill gaps in areas such as food & beverage and front office and may well create opportunities not alone for trainees but employer s needs & economic needs while accounting for the need of cost effectiveness into the future. The recommendation therefore to also consider the structure of such provision outside of the academic calendar year is also noted due to the facilities within IOT s & Colleges of further education being made available & funded. Reference is also made later within area 2 in regard to the facilitation of minor CPD awards aligned to overall major awards for completion. Programmes currently in existence and running successfully are now noted below with links to further course detail. 1. The Irish Hospitality Institute 2 year Day Release programme in conjunction with Dublin Institute of Technology. Years Delivered by Intake Costs Level 2 year Higher cert Day Release each year over the academic year Sept to June up to 10 hours of lectures Dublin Institute of Technology Up to 20 trainees each year and they must be working with an employer over the course of the programme to apply learning approx. paid by either trainee or employer in some instances. Some employers rereimburse trainee each year once exam are passed. They also gain membership of the IHI while completely the programme Level 6 within the national framework With progression open to enter ordinary degree level in DIT Further details on this specific programme link here 4 P a g e - F i n a l S u b m i s s i o n ( R e v i e w o f A p p r e n t i c e s h i p T r a i n i n g i n I r e l a n d )

6 2. National Trainee Management Development Programme run by Institute of Technology Tralee & funded by student and industry partners. Years Delivered by Intake Costs Level 3 years block release programme Trainees should be working up to 3 months within an hospitality business prior to the programme commencing IT Tralee This programme will require candidates to spend seven weeks per annum at IT, Tralee s state-of-the-art facilities in the Hotel, Culinary Arts and Tourism Building. During this period six modules will be delivered. The remaining modules will be delivered on-line and through work based learning. In year one there will be one additional induction week. Up to 20 trainees and entry level for mature students does not require leaving cert 2,000 per annum (50% of the fees are redeemable from the employer on successful completion of each year of the programme). NFQ LEVEL 7 With an option to progress onto a the hospitality management degree programme NFQ LEVEL 8 Further details on this programme link here ManagerDevelopmentProgramme/ 5 P a g e - F i n a l S u b m i s s i o n ( R e v i e w o f A p p r e n t i c e s h i p T r a i n i n g i n I r e l a n d )

7 3. National Apprenticeship Programme (Professional Cookery) offered in a number of Institute of Technology funded by Fáilte Ireland. Years Delivered by Intake Costs Level The traineeship is a two year programme undertaken while working full-time as a trainee/commis chef in an approved hotel or restaurant kitchen. Up to now Athlone / Cork Galway/Mayo Waterford Crumlin College of Further Education Limerick Trainees work full-time as a commis chef and attend college one fixed day a week, with a 1 week period of college in Autumn and Spring of each year. Employers support the trainees in paid employment for the duration of the programme and nominate a dedicated mentor to support the trainee. All work based learning is supported by the academic programme. Up to 20/25 in each college Fáilte Ireland will contribute to the tuition and registration fees for this course; however colleges may require additional payment towards the cost of trainee s services, uniforms, books and certain training modules. Advanced Certificate In Professional Cookery, FETAC Level 6 Options to progress onto B.A. in Culinary Arts (2/3 years modular) For further details on this programme link here Courses-and-Careers/Course-Guide/Failte-Ireland-funded-Courses/National- Apprenticeship-In-Professional-Cookery/. 6 P a g e - F i n a l S u b m i s s i o n ( R e v i e w o f A p p r e n t i c e s h i p T r a i n i n g i n I r e l a n d )

8 4. Total Immersion Programme Professional Cookery Years Delivered by Intake Costs Level 9 months duration 1st 6 months: 3 days in College & 2 days with employer Last 3 months: 3 months structured training with employer Varies year by year Cork Institute of Technology Galway/Mayo Institute of Technology Institute of Technology Tralee Tourism College Killybegs Waterford Institute of Technology Up to 20/25 in each college Fáilte Ireland will contribute to the tuition and registration fees for this course; however colleges may require additional payment towards the cost of trainee s services, uniforms, books and certain training modules. Advanced Certificate in Professional Cookery (Level 6 - FETAC Successful graduates may be eligible for the BA in Culinary Arts For further details on this programme link here Courses-and-Careers/Course-Guide/Failte-Ireland-funded-Courses/Total- Immersion-Cookery-Programme-/ Based on a report by Fáilte Ireland, (Report on the Employment Situation and Occupations of Trainees Completing Professional Cookery Courses in 2008 and 2009, Prepared August 2012) the number of persons completing both entry level and in-work professional development programmes on an annual basis has been of the order of a minimum of 500 over 08/09. This figure was set to increase to a minimum of 570 for The key findings of interest also presented in the body of the overall report show that, even during a period when employment was contracting, in the region of 75% of trainees who completed courses in professional cookery in 2008 and 2009 remained in employment at the time of each of their follow-up surveys. Moreover, the employment rate increased over time and, in the most recent follow-up survey 7 P a g e - F i n a l S u b m i s s i o n ( R e v i e w o f A p p r e n t i c e s h i p T r a i n i n g i n I r e l a n d )

9 undertaken in June of 2012, reached 83.6% for the 2008 cohort of trainees and 77.0% for the 2009 cohort of trainees. This shows that the majority of trainees completing courses leading to qualifications in the area of professional cookery can expect to obtain employment following the successful completion of their courses. One of the more notable findings was that, among persons progressing to work as chefs, a significant proportion (at least 40%) identified the need for further training in professional cookery in order to improve their career prospects. This indicates the relevance of both on- and off-the-job training opportunities for supporting the career development of people working as chefs. It also indicates the importance of providing opportunities for professional development for people employed as chefs as part of a strategy to increase the quality of human resources in the sector. The report noted was commissioned on the basis of the concern raised about Chef Trainees specifically, yet the results may well compare for other programmes noted above but such reports have not been conducted. This is something the IHI could assist with following this submission while addressing industry statistic s for potential programmes proposed for the future. Strengths of programmes: The programmes are all of high quality, offered within state of the art facilities with expertise, delivering modules that meet the needs of skill levels of the sector providing the competencies for the trainees to progress on, in either further study or their career choice. They offer access for those from various demographic groups who would otherwise have not had the opportunity or access to further education. Due to the collaborations within Industry the provision of applied & blended learning is achieved. The contribution of craft skill level trainees is vital to meeting the skills gaps within the sector directly. The contribution of funds in some instances by our state body Fáilte Ireland has ensured the supply of such trainees onto programmes without which would not be achieved. It has also assisted the contribution required by the employers to be maintained. 8 P a g e - F i n a l S u b m i s s i o n ( R e v i e w o f A p p r e n t i c e s h i p T r a i n i n g i n I r e l a n d )

10 The structures within each programme allow a systematic blend of on & off the job training that ensures positive outcomes for both the trainee & employer. It facilitates a strong engagement of both industry & education within curriculum development & workplace assessment. Weaknesses of programmes: The funding model which has been discontinued for the most part at skills training levels by Fáilte Ireland is having a major impact on intake & success rates for the sector. A clear gap for craft level skills in other areas of the sector exists. (Food & Beverage & Front office as examples) Delivery within an academic year can be limited given the supply & demand of the sector needs. Consideration to operate such facilities which remain idle for the most part of the summer months may well present opportunities while appreciating the costs factor to manage this possibility. In some instances the programme pre-requisites of leaving cert qualification limits the opportunity for trainees to access therefore their ability to apply and gain such access. A structured process of RPL must be in place in such cases. Given that most of the colleges offer similar modules within full time programmes, the facility to offer more day release or block release is currently limiting. More structured approaches to CPD offerings should be facilitated where possible to allow all potential trainees & employers address specific skills gaps. This would also facilitate a process of credits assigned per modules to allow trainees accumulate points if the full programmes are not completed. 9 P a g e - F i n a l S u b m i s s i o n ( R e v i e w o f A p p r e n t i c e s h i p T r a i n i n g i n I r e l a n d )

11 Area 2 Restructure/ reformed apprenticeship programme within the given categories noted below: 1. Governance a state structure should be in place that at the very least facilitates some level of funds towards registration fees. The regulation of such programmes could be facilitated by professional bodies in conjunction with the IOTs & colleges of further education. Should funding cease, as has occurred by Fáilte Ireland, there may well be opportunities to have a similar structures in place by other providers. The employer s responsibility is then widened to ensure that trainees are given basic pay rates in line with the position offered while conducting the programme for its duration. The collaboration between the college provider and industry employer is key to ensuring skills gaps needs are met through curriculum development input in line with QQI standards at FETAC level 6 offerings. This collaboration also assists widening the pool of applications as employers may well have a pool of potential trainees working with their establishments. This process as well as providing positions for those not working from the live register but given the programme would participants would then hold the required skill levels to assume roles that may then be available. The responsibility of the employer & provider must be approached in a structured way where the employer assigns a mentor to each trainee employed and programme assessment methods include on the job assessments & reflective journals which are submitted by the trainee as part of the overall award structure. 2. Equity gender balance has never been an issue within our sector programmes. In regard to entry levels FETAC relies heavily on leaving cert standard in our examples where each application is given consideration and in some instances may also include interviews before accepted. Early school leavers should apply for basic level 4&5 introductory course as pre-requisites. Mature students should apply through the normal application structure. This should form part of a RPL application process. Persons with disabilities can be advanced through employer engagement & facilitation. The IHI in conjunction with the Equality Authority in 2009 as part of the diversity awards has already developed a 10step guideline for employers in addressing such equality issues and is widely used within the sector as standard P a g e - F i n a l S u b m i s s i o n ( R e v i e w o f A p p r e n t i c e s h i p T r a i n i n g i n I r e l a n d )

12 3. Range of occupations Similar models should be offered in a wide range of occupations as the focus currently within our sector is for management or culinary. There exist serious skills gaps in other such areas at basic skill levels within food & beverage, accommodation & front office. 4. Funding - costs may well be shared as is currently the case in our sector. Programmes however should as a minimum provide for registration fees funded by state or through a professional body. The employer s contribution is basic pay levels paid to the trainee within the duration of the programme and uniforms which may well be used could be also provided by the employer. In some instances the trainee should supply the costs for uniforms. In the case where fees are paid in the first instance the trainee could pay them with the employer reimbursing on successful completion of the programme. If expanded into other disciplines the same approach is taken as full fees are not covered by state currently in our examples. The trainee should be paid on or off the job at minimum wage but this structure must be agreed with each employer on signing up each trainee for the duration of the programme. If the trainee pays initially fees to the college provider, the employer reimburses on successful completion. A contract of this agreement must be entered into as standard. It ensure the employers responsibility of releasing the trainee as well as making the standard salary payments but gives the employer a level of security that the trainee will remain as an employee for the duration of the programme. All trainees must be paid minimum wage by employers and only where board and lodging applies for some hotels should allowances be made. Support mechanism should be in place with the college provider to allow online communications if available while the trainee is off the job training. Most colleges provide access to central contact points and therefore should support be required the facility is in place from the outset. This currently is exampled within the Trainee Management Development programme where classes are also facilitated through online webcam. It is not envisaged that costs would increase to either the employer or trainee if standard pay rates apply. The main increase to college providers and or state is the occupations if widened to facilitate those skill gaps noted for our sector then additional funding & facilitation would be increased. However noting that a lot of the current IOT s offer modules within fulltime programmes already. 11 P a g e - F i n a l S u b m i s s i o n ( R e v i e w o f A p p r e n t i c e s h i p T r a i n i n g i n I r e l a n d )

13 5. Recruitment a structure whereby employers could advertise the availability of traineeships within their business in the initial stage. An interview process should form part of the application process and it s then the employer who assigns the trainee to a local college provider within their catchment area. Given labour market needs, a constant output of trainees could well be facilitated where programmes begin day or block release style in the first instance in January then additional intake in June. This however has implications for the established academic year, and this in itself should be reviewed. Again highlighting the level of investment & infrastructure consideration should be given to such college providers to facilitate programmes over the summer months rather than having the facilities themselves sitting idle. The structure of facilitating intensive day and block release options should be considered pending the college provider catchment area meeting sector needs. Intake every 3 months for intensive structures with elementary offerings for 12 week introduction programmes for those at levels 1 & 2 with progression routes thereafter. Minimum entry requirements could be applied depending on occupations, however taking cognisance of those trainees who may not have leaving cert equivalent but industry experience, should not be inhibited in any way from accessing programmes. There should be a standard probationary period applied pending durations of programme offerings which also applies and allows security for the employer. 6. Curriculum A similar balance of technical & occupational skills based on programmes noted above at the block or day release offering. Due to the nature of the programmes & modules covered all skills are most defiantly transferable but the inclusion of such modules for communications, ICT, customer care & professional development are paramount. All programmes for each occupation may hold varying learning outcomes. Progression routes for further study must be clearly outlined as noted within programmes above in line with the QQI beyond level 6 FEATC & HETAC. Based on the modules & generic skillsets in some cases of the sector programmes the potential for career change due to transferable skills has always existed. In order to prepare trainees for entry to an apprenticeship programme it is envisaged the generic online induction programme be conducted. This online induction could be offered at early school leavers as well as leaving certs students as part of career guidance module. The Irish Hospitality Institute in partnership 12 P a g e - F i n a l S u b m i s s i o n ( R e v i e w o f A p p r e n t i c e s h i p T r a i n i n g i n I r e l a n d )

14 with the Institute of Technology Tralee have begun discussions about such an induction programme which would be facilitated online should funding be confirmed. 7. Assessment All disciplines should lead to level 6 FEATC within the national framework of qualifications. Based on offerings a structure should be in place to award interim minor awards to trainees who complete modules within the programme but not complete the entire programme. Credits should be awarded for work based learning which allows the trainee to accumulate credits over time. A college structured system should be in place for a policy of recognition of prior learning (RPL) based on occupations of a given sector and skills competencies. 8. Delivery Delivery would be a similar structure as those noted above in area 1 however noting the possibility to widen the offering within other skillset areas that currently is not provided for, yet sector skill gaps exist. It is also noted the facilitation of such programmes outside of the traditional academic year. The offering as noted should meet the needs of the given location & catchment areas for the pool of trainees where facilities are available in either block or day release. The facilitation of online options requires serious address and it is not widely used. (The example of the TMDP as noted is one the works well) Employers can play a greater role with the learner through the appointments of an in-house mentor for each trainee which also combines input for assessment of reflective journals for off the job training elements. The IHI have already for the sector developed a Personal Mentor Programme. Link here for further information of same. ng_handbook_final_2013_pdf.pdf Web based learning should form part of the programme and should be facilitated particularly when (block or day) is being completed and then once trainees are completing off the job elements in addition for support. This structure could facilitate through a reflective journal forming part assessment to ensure the application of learning is achieved. 9. Providers each college provider should facilitate elements of blended learning approach for technical / occupational & transferable skills as part of the overall programme. 13 P a g e - F i n a l S u b m i s s i o n ( R e v i e w o f A p p r e n t i c e s h i p T r a i n i n g i n I r e l a n d )

15 10. Economy The impact of such offerings given the structural change and focus of our state agency will facilitate a serious gap in skill competencies for the sector. It also encourages further engagement & collaboration between industry and education by its very nature. Such model offerings noted clearly facilitates 4 core elements through the involvement of both education & employers - Securing trainees into employment Facilitating skill development and competencies Development of career paths & progress routes for further education Meeting economic needs while accounting for the need of cost effectiveness into the future. 14 P a g e - F i n a l S u b m i s s i o n ( R e v i e w o f A p p r e n t i c e s h i p T r a i n i n g i n I r e l a n d )

16 Area 3 Is covered within the above area noting examples of work based learning specific to the sector which exist. Appendix 1. List of other organisations representatives that inputted on submission - Institute of Technology Tralee Mary Rose Stafford Merrion Hotel Maureen Carroll Hilton Group Yvonne Brady Westbury Hotel Barbara Monaghan Dublin Institute of Technology Dominic Dillane Compass Group Ireland - Stephen Connolly The IHI board of directors have also advised on this submission co-ordinated by the CEO Natasha Kinsella who has submitted this document endorsed by Our President Nicky Logue. Board representation includes: Killiney Castle Hotel Aramark Compass Group Ireland Netaffinity Ltd Choice Hotel Group Conrad & Hilton Ireland Shannon College of Hotel Management Prem Group Slieve Donard Resort & Spa Green Hospitality Programme 15 P a g e - F i n a l S u b m i s s i o n ( R e v i e w o f A p p r e n t i c e s h i p T r a i n i n g i n I r e l a n d )

17 2. Links for programmes details within the document as outlined - IHI Day Release programme in conjunction with DIT Trainee Management Development Programme TraineeManagerDevelopmentProgramme/ National Apprenticeship Programme (Professional Cookery) offered in a number of Institute of Technology funded by Fáilte Ireland. Guide/Failte-Ireland-funded-Courses/Total-Immersion-Cookery-Programme-/ Total Immersion Programme Professional Cookery Guide/Failte-Ireland-funded-Courses/Total-Immersion-Cookery-Programme-/ 3. Links of other additional documents from IHI as noted IHI CPD Programme IHI 10 STEPS TO Equality & Diversity IHI Personal Mentoring Programme ng_handbook_final_2013_pdf.pdf Other sources noted: Report on the Employment Situation and Occupations of Trainees Completing Professional Cookery Courses in 2008 and 2009, Prepared by Fáilte Ireland August P a g e - F i n a l S u b m i s s i o n ( R e v i e w o f A p p r e n t i c e s h i p T r a i n i n g i n I r e l a n d )