Response to Consultation on Review of Apprenticeship Training in Ireland

Company Name: Liebherr Container Cranes

Address: Fossa, Killarney, Co. Kerry

Occupational Sectors covered: Mechanical Automation and Maintenance Fitter

Electrician

Date of submission: 30/08/2013

Company Profile:

Liebherr Container Cranes Ltd. was founded in Killarney in 1958. The company provides

container handling equipment to ports globally. Our sales, design, manufacturing and

installation / service operations are all based in Killarney. The company currently

employees over 600 employees including 40 apprentices. We recruit apprentices annually

and employ dedicated apprentice trainers for both mechanical and electrical apprentice

training.

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Area 1

Overview

Having regard to the issues outlined in the Press R elease and Discussion Paper,

please set out your views of the effectiveness of t he current apprenticeship

programme, highlighting the issues you consider sho uld be addressed to ensure a

skilled workforce to meet Ireland's current and fut ure needs.

The current apprenticeship structure has served our company and the country well.

The proof of this is the fact that Irish apprentices are recognized throughout the world as

being excellent employees and tradespersons, and the fact that our apprentices

consistently perform well in the World Skills competitions. However, there are ways in

which the system can be improved to ensure that we maintain a skilled workforce into the

future.

Apprenticeship system:

The overall apprenticeship system is too rigid. Every apprenticeship (apart from

print media) is designed in the same way, 7 phases, 4 years, on and off the job training

durations are set etc. Some apprenticeships could be completed in less time. The system

needs to be more flexible, each occupation should be assessed individually to determine

the duration and learning outcomes etc. required.

The system is also very narrow. A lot of the apprenticeships are aimed at

construction, and related trades. The economic requirements 10, 15 or 20 years ago were

very different to those today. We still have a need for the trades covered under the current

apprenticeship system, but we also have a need for new skills in other industry sectors, e.g.

IT, retail, services etc. New skills required by employers should be able to be incorporated

into the system as demand increases. There should be an opportunity for employers to

suggest new apprenticeships on an ongoing basis.

Training Standards:

Training standards differ significantly between organizations, even though every

apprentice is supposed to complete the same curriculum. This difference has become more

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obvious in recent years. We recruited a number of apprentices through the redundant

apprenticeship scheme. While most of them were able to reach the standard required here

after a period of time, some, when they started at our company did not possess the skills

that would be expected of a Phase 3 / 5 / 7 apprentice. There is no set standard required

for an apprentice trainer, and there is no significant quality auditing function built into the

current system (for either on or off the job training).

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Please set out an overview of your ideal model for apprenticeship in the future,

indicating whether the programme should be extended to cover new occupations,

and whether there should be various sub models for different fields of activity.

The current system of block release phases should continue. This allows employers

to plan ahead for times when they know apprentices will be away from the company.

On the job phase assessments should be more company specific. The broad outline

of an assessment should be provided to companies but they should have the ability to tailor

it (materials, time, tasks etc.) to suit their own needs. On the Job assessments are

designed to test the core skills of apprentices, so there should be more flexibility around

materials, time, and dimensions etc. as long as the core skills are still being assessed to the

appropriate standard.

Employers should have more input into what is included in off the job phases.

Employers are in the best position to judge whether apprenticeships are training participants

to an acceptable level. Therefore, their input to the design and review or curricula is

essential.

New apprenticeships should be introduced, both in industries served by the current

apprenticeship programme and different industry sectors as required. Employers should be

able to suggest new apprenticeships on an ongoing basis. Each new apprenticeship should

be assessed in terms of duration, assessment, curriculum design and final qualification.

Where demand is not sufficient to warrant a new apprenticeship for a specific occupation, a

system should be introduced to allow employers to complete traineeships in conjunction

with SOLAS / LTB’s / IoT’s. One possibility would be for the employer to complete agreed

assessments for the trainee similar to current on the job assessments. In conjunction with

this, throughout the duration of the traineeship, the trainee can attend set courses run by

SOLAS / LTB’s and IoT’s. Some employers may already have set training programs in

place for trainees outside of the current apprenticeship system. There should be a

mechanism to assess these for the purposes of conferring an apprenticeship / traineeship

award at the appropriate level on the NFQ. This does not necessarily need to be at FETAC

Level 6.

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Apprentice recruitment numbers cannot be limited or set by the state. This will

undermine the needs of enterprises, especially those in the private sector. In the last 10

years there was an increase in apprenticeships but this was due to issues in the wider

economy, and particularly in the construction sector. This had a knock on effect for the

state and increased the cost of providing apprenticeships through FAS, IoT’s etc. However,

this cannot be used as a reason to limit numbers of new entrants as this will unfairly punish

companies who have traditionally recruited apprentices annually. For the wider economy,

Ireland’s competitive edge will be detrimentally affected if we do not have adequate

numbers of skilled employees to meet future demand.

Apprenticeship costs for employers need to be maintained as they are at the

moment. The majority of the current cost associated with apprenticeships is borne by the

employer. The cost of training apprentices is a huge challenge and risk for employers

(especially smaller employers). After 4 years of training and investment there is no

guarantee that the employer will ever see any benefit from their investment. Following

qualification the apprentice can decide to transfer to another employer, or emigrate, taking

their newly developed skills with them. Any changes which will increase costs for

employers will lead to further reductions in the number of apprentices being trained.

Employers who have not in the past employed apprentices will also be discouraged from

doing so in the future if costs are increased.

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How should the Irish apprenticeship system fit into the EU and international

structures?

Irish apprenticeships are currently measured on the NFQ, which equates Irish

qualifications to those in other countries. This should continue to be the case. We need to

ensure that we are training apprentices to a standard which will meet the future needs of

Ireland. If this leads to a similar system as that used in other EU countries, very well, but

we should ensure that our apprentices are trained to a standard to meet the needs of Irish

employers and the economy as a whole.

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Area 2

Looking forward, what changes would you recommend i n a re-structured or

fundamentally reformed apprenticeship system in reg ard to any or all of the

issues below. Please feel free to consider a signif icantly broader approach

which embraces a wide range of occupations, and pro vides for different

modes of funding and delivery.

1. Governance

1.a. Should future apprenticeships have a statutory underpinning? What

aspects, if any, should be statute regulated, and w hat aspects should be

market or stakeholder controlled?

Apprenticeships should continue to have a statutory underpinning, and should

continue to be regulated by an agency similar to the role of FAS at present. More emphasis

needs to be placed on training standards and quality control. Curriculum design and task /

assessment requirements should be controlled by the various stakeholders and this must

include more employer input.

1.b. How and who should be involved in planning, cu rriculum development,

support, regulation and monitoring of apprenticeshi ps to ensure compliance

with national objectives? (Quality assurance to be through Quality and

Qualifications Ireland (QQI))

Employers and employer representative bodies must play a more active role in

curriculum development for apprenticeships.

1.c What would be the most effective system of gove rnance to combine

long term system and brand stability with an agile response to national needs?

How can governance arrangements be simplified or st reamlined?

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2. Equity

2.a How can a better gender balance be achieved in apprenticeships?

Apprenticeships need to be encouraged in schools. Some employers proactively do

this on a local basis but there should be a national strategy for this. Career guidance in a

lot of schools is aimed very much towards formal 3rd level education, with very little

information being provided to students regarding their other options including

apprenticeships.

Better gender balance can only be achieved through better guidance to female

students. Subject choices, career guidance information and work experience at second

level would all have a beneficial effect on the numbers of females applying for

apprenticeships.

The occupations that are currently covered in the Irish apprenticeship system have

traditionally been considered to be male orientated. If the system is extended to cover

further occupations, better gender balance may be achieved.

A quota system must not be implemented. This could lead to a situation where

better candidates for apprenticeships miss out on the opportunity to complete an

apprenticeship because of requirement to give the position to a female candidate.

Employers in general are quite willing to consider female candidates if they demonstrate the

interest and aptitude for an apprenticeship. In the last 4 years we have had over 1300

applications for apprenticeships, but only 1 of these was from a female! A quota system will

not solve the gender imbalance if females don’t apply.

2.b How can education and training and labour marke t entry routes for early

school leavers, and those ill equipped for direct e ntry to more academically

oriented FE and HE programmes, be best protected an d expanded?

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Pre-Apprenticeship programmes should continue to be offered to early school

leavers. The information regarding these options has to be provided to students in schools.

A database of participants who have completed these programmes should be established

and regularly updated. This database could be used by prospective apprentice employers

to find suitable candidates. This would be especially beneficial to smaller employers. A

financial incentive (e.g. First 3 – 6 months wages paid / subsidised) could be awarded for

employers who recruit apprentices from this database. As employers buy into this system

the incentives could be phased out.

2.c How can the interests of persons with disabilit ies be advanced within

future apprenticeships?

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3. Range of Occupations

3.a Should the range of occupations covered by appr enticeship /

traineeships be broadened outside the traditional c raft industries? If so, what

occupations / programmes should be covered and how would this be

achieved? Please state why you consider these occup ations suitable for

apprenticeship

New apprenticeships should be considered to meet industry demand. Examples that

would be of benefit to our company are as follows:

• Welding – At the moment welding is partially covered in a number of

apprenticeships, and FAS also offer 6 – 26 week courses. Our experience is that

following these courses the participant still requires a lot of training. A dedicated

welding apprenticeship should be considered.

• Industrial Coating and Painting – This is not covered under the current painting and

decorating apprenticeship curriculum. This occupation requires knowledge of steel

and other metals, preparation of surfaces, shot blasting and cleaning, spray painting,

touch up etc.

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4. Funding

4.a How can the costs of apprenticeship be shared b etween apprentices,

employers and the State?

This should remain the same as at present.

4.b How can the costs of expansion into new discipl ines be best supported

given economic constraints?

Occupations to be included for expansion in the short term should be carefully

selected to ensure that resources that are currently available can be utilized. For example,

welding would not require additional resources. Employers interested in training apprentice

welders probably already employ welders and have all of the required plant and equipment.

FAS training centres an IoT’s throughout the country provide courses involving welding so

tutors and equipment are already in place in a lot of areas. As our economy recovers in the

medium to long term other occupations could then be considered.

Links with other training organizations, state bodies in other European countries, and

employers should be investigated. Certain elements of off the job training do not

necessarily need to be provided by LTB’s or IoT’s. There may be an employer with

specialized machinery / equipment, or a training organization that specializes in certain

types of training. Financial incentives would be required for employers who provide training

services. By sub-contracting specialist training subjects the state would save the cost of the

capital investment in specialist equipment and the salary costs of specialist trainers.

4.c Who should pay the learner (a) on the job (b) o ff the job?

On the job – Employer

Off the job – State

4.d Should pay or allowances vary by discipline?

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Pay rates will vary by discipline and employer. These should not be set. Training

allowances should be based on average pay rates. These should be reviewed as a matter

of urgency as the pay rates in many sectors have dropped in recent years. Travel and

accommodation allowances etc. should also be revised. Most apprentices are earning

significantly more during off the job phases than they are during on the job phases. The

cumulative sum of training, travel, accommodation etc. allowances should not exceed the

apprentice’s normal wages.

4.e What supports, if any, should be available for learners availing of off the

job training away from home?

Support for apprentices while off the job should be maintained but the cumulative

total of all allowances should not exceed their normal pay rates.

4.f Describe how the changes you propose will decre ase or increase the

costs of apprenticeship to Employers, apprentices o r the State.

There will not be any significant difference in the costs for current apprenticeships as

a result of the changes suggested. Revision of the training allowances paid may produce

savings for the state for the provision of off the job training. There will be additional costs

for all parties associated with the development and introduction of new apprenticeships, but

these costs are unavoidable.

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5. Recruitment

5.a Who should control recruitment to apprenticeshi ps and how should this

be done?

Employers should continue to control recruitment to meet the demands of their

company and the industry as a whole.

5.b Given that an agile response to labour market n eeds inevitably gives

rise to peaks and valleys in demand, how can the im pact of this on planning,

infrastructural investment, and employment of train ers, be best catered for?

As discussed earlier, links with other training organizations, state bodies in other

European countries, and employers should be investigated. Certain elements of off the job

training do not necessarily need to be provided by LTB’s or IoT’s. There may be an

employer with specialized machinery / equipment, or a training organization that specializes

in a certain types of training. By sub-contracting specialist training subjects the state would

save the cost of the capital investment in specialist equipment and the salary costs of

specialist trainers.

At present there are three 11 week training periods per year for phases 4 and 6

(January – March, April – June, and September – December). A fourth 11 week period

could be scheduled between June and September during times of high demand?

5.c Should State provision of training be decoupled from employer

recruitment?

State provision of training needs to be maintained. As discussed earlier (Area 1),

training standards can differ significantly from employer to employer for Phase 1, 3, 5 and 7.

Phases 2, 4 and 6 ensure that every apprentice, no matter who they are employed by,

completes standard training exercises, and must pass the same assessments. This

ensures that apprentices have at least some transferrable skills on completion of their

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apprenticeship. If state training provision is removed the variance between employers could

increase even further. The state should play a more active role in ensuring the quality

standards of on the job training.

5.d How can the supply and demand for the different disciplines be most

effectively planned?

Employers will continue to be in the best position to plan their future needs for skilled

employees. Planning the needs of the overall economy for the next 5 – 10 years should

include all the social partners including employer groups and economic experts. They

should advise on the probable requirements in the future but apprentice numbers should not

be limited on the basis of their recommendations.

5.e What should be the minimum entry requirements? Should these vary for

individual occupations?

For this point we considered a number of different options:

(1) Increase the standard to 5 D’s at Leaving Cert

(2) Increase the standard to 5 C’s at Junior Cert

(3) Specify subjects that applicants must receive a D grade in

(4) Leave the requirements unchanged (5 D’s at Junior Cert)

After consideration of all of the above we chose option (4). Our reasons are outlined below.

Option (1) will remove any possibility for early school leavers to complete an

apprenticeship. However, as discussed in Point 2 (b) it should be mandatory for early

school leavers to attend a pre-apprenticeship course (and an entrance exam as described

in 6 (a) below).

Option (2) will not have a significant impact on the standard of entrants to

apprenticeships, and a ‘D’ grade is a pass so applicants who pass the Junior Cert should

have the option to progress to an apprenticeship.

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To list specific subjects required for entry to an apprenticeship (Option 3) would be of

benefit in that an employer could be sure that the applicant has reached a certain level in

the relevant subject area. For example, an applicant to a Mechanical Automation and

Maintenance Fitter apprenticeship would need at least 5 D’s at Junior Cert but at least 3 of

those D’s would need to be in Mathematics, Engineering and Technical Graphics. This

makes sense because these are all core skills required in that occupation. However, not all

schools offer the same subject choices, and sometimes a student doesn’t have the option to

complete Engineering or Technical Graphics. Implementing this change could disqualify

students from possibly completing an apprenticeship of their choice, because the post

primary school they attended did not offer the relevant subjects required. Therefore, a D

grade in specific subjects should not be a prerequisite.

The minimum entry requirements should remain unchanged. If an employer is of the

opinion that a higher level is required to enter their apprenticeship program, they have the

option to recruit apprentices who have completed Leaving Cert or completed specific

subjects at either Junior Cert or Leaving Cert.

Although we are recommending that the minimum entry requirements remain

unchanged, we would strongly recommend that secondary school students fully complete

their Leaving Cert, and schools and society as a whole should also continue to recommend

this. During the apprenticeship they will need to attend an IoT for 2 phases, and as part of

this they must attend and sit formal exams. The experience of completing the Leaving Cert,

and the learning that occurs between Junior Cert and Leaving Cert is hugely beneficial

when it comes to successful completion of phases 4 and 6.

5.f Should there be a probationary period?

Yes, this should be co-ordinated by employers. This does not necessarily need to

be monitored by the state.

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6. Curriculum

6.a What is the appropriate balance of (a) technica l and occupational skills

and (b) transversal skills, and what subjects shoul d be added or strengthened

in the programme? (e.g Transversal skills could inc lude mathematical skills,

ICT, communications, literacy, teamwork, planning, research and evaluation

skills)

Technical skills must continue to form the core of the apprenticeship programmes.

Certain traversal skills such as teamwork, planning, research and ICT are currently built into

the training provided by some employers both intentionally and unintentionally.

Some apprentices struggle with some of the core skills in our experience, especially

literacy, numeracy, technical graphics and science. Consideration should be given to all

apprentices attending an entrance exam as part of their FAS / LTB induction. To assist

apprentices who are experiencing difficulties standard tutorials (possibly online) could be

offered in these subjects. These should be offered to all apprentices, but should be

compulsory for any apprentices who fail to reach an acceptable standard in the entrance

exams. Apprentices who have to complete these compulsory tutorials should be unable to

progress past an agreed point (Possibly Phase 2) in their apprenticeship until these have

been completed.

ICT skills should be incorporated into the apprenticeship system. Even the

completion of a basic ECDL (or similar) qualification would be a very beneficial introduction

to ICT for apprentices.

6.b Should the programmes for various trades and oc cupations have

different learning outcomes and durations?

Each trade should be individually assessed in terms of duration and learning

outcomes. Some current trades could probably be completed in less than 4 years.

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6.c How should the programme provide for progressio n beyond

apprenticeship?

Most people who embark on apprenticeships do so with the intention of working in

the chosen occupation. However, there are people who will realize throughout their

apprenticeship that they would prefer to take another route. At present there is no direct

entry route for qualified apprentices to any courses in Universities. There are a range of

opportunities for progression to HETAC Level 6 and Level 7 courses in IoT’s and limited

opportunities for progression to Level 8 courses in IoT’s.

The current system discourages qualified apprentices from considering further study,

as the exemptions being offered are minimal, and in some cases non-existent. For

example, an apprentice who has qualified with a FETAC Level 6 Certificate (Electrical) can

progress to a HETAC Level 6 Certificate in Electronic Engineering at one particular IoT, but

there are no exemptions for this. This is basically telling the apprentice that the last 4 years

of study and work were of no benefit whatsoever, they could just as easily have applied

directly through the CAO system on completion of their Leaving Cert.

A one year exemption should be the minimum for any qualified apprentice applying

to join a relevant Higher Level course. Apprentices entering Higher Level courses may lack

theoretical knowledge but their knowledge of the practical application of technologies etc.

will be far greater than that of other 3rd level students, and this needs to be taken into

account.

6.d How can learners be best prepared for potential career change in a

knowledge based society?

6.e What transition measures/programmes, if any, ar e needed to prepare

students to enter an apprenticeship, (a) in the cas e of early school leavers and

(b) in the case of those with a Leaving Certificate or equivalent and (c) those

with significant experience beyond school?

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As discussed above, Pre-Apprenticeship programmes should be maintained for early

school leavers, and these should be compulsory for all early school leavers. Transition

measures are not required in the case of (b) or (c).

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7. Assessment

7.a Should the different disciplines/trades lead to awards at different levels

of the national framework of qualifications?

No, current apprenticeships should all continue to lead to the same level of award. If

some awards are lowered, this would lead to a perceived ‘dumbing down’ of these

apprenticeships.

New apprenticeships being considered should be assessed to determine their

qualification level. If learning outcomes do not reach the standard required for FETAC

Level 6, then Level 6 qualifications should not be awarded.

7.b Should interim awards be provided for during tr aining?

No, some apprentices may equate this to a qualification in their relevant trade.

Awards should only be conferred on successful completion of the whole programme, similar

to Higher Level courses at third level institutions. At present phase assessments are used

to record an apprentice’s progress through the apprenticeship and therefore interim awards

are not required.

7.c Should time spent on and off the job be more fl exible where learners are

assessed as meeting the final learning outcomes for the relevant discipline?

Time spent on and off the job can be more flexible provided an apprentice has met

the learning outcomes for that particular phase. The total duration however should be set,

i.e. an apprentice should not be able to finish their apprenticeship before the full time has

been served. Learning on the job is continuous, even if an apprentice has completed the

assessments for the relevant phase they are still learning and perfecting their new skills,

and therefore they should serve the full duration.

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7.d How should arrangements for accreditation of pr ior learning be best

delivered?

If an apprentice has completed a HETAC course at Level 6 or higher in a relevant

discipline (e.g. electrical engineer applying for an electrical apprenticeship) then an

exemption should be granted from the 1st year of the apprenticeship. In this case the

apprentice could start at Phase 3, and have 52 weeks of time credited. A list of relevant

qualifications should be established for each apprentice occupation.

For shorter courses (e.g. 6 month FAS Advanced Welding course) more limited

exemptions could be granted, perhaps apprentices would be exempt from welding elements

of Phase 2 training or something similar. Exemptions should only be granted for relevant

courses that have been fully completed.

7.e How can redundant apprentices be best catered f or ?

In a normally functioning apprenticeship system redundant apprentices can easily

transfer between employers. In recent years this was not possible due to the high numbers

of redundant apprentices. The redundant apprentice and Competency Determination

mechanism schemes were successful in clearing the backlog. In the future if there is a

similar backlog, a financial incentive for employers should be available, but this should be

on the condition that the employer allows the apprentice to complete all of their time

required, not just 26 or 12 weeks for the particular phase.

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8. Delivery

8.a What should be the appropriate balance between work-based learning

and education/training?

This should be the same as at present.

8.b How should this be best structured in terms of phases, duration, block

or day release, e-learning etc

Training should continue being delivered in phases as at present. E-Learning should

be used to supplement training, e.g. extra tuition modules for apprentices who fail to reach

the required standard during the entrance exam.

8.c Can employers play a greater role in delivery a nd how should this be

done?

This should be the same as at present.

8.d Should web based learning form part of the appr oach and how would

this be integrated into the programme?

E-Learning should be used to supplement training, e.g. extra tuition modules for

apprentices who fail to reach the required standard during the entrance exam.

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9. Providers

9.a What providers should deliver the off the job e lements in regard to (a)

technical and occupational skills (b) transversal s kills

This is a decision for all of the relevant stakeholders, to be considered with the

changes currently taking place with the introduction of SOLAS.

9.b How should this be structured?

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10. Economy

What is the impact of your proposals on the economy in terms of

(a) meeting Ireland's current and future skills nee ds

The extension of the apprenticeship scheme will ensure that we have better trained

employees in a wider range of disciplines. We still have huge numbers of school leavers at

both Leaving Cert and Junior Cert level who do not proceed to any further form of

education. Extending the apprenticeship programme will ensure that more of these

progress to a formal recognized training course and gain a nationally and internationally

recognized qualification upon completion.

Better alignment of FETAC and HETAC qualifications will make it easier for

apprentices to progress to HETAC courses and vice versa. These trainees will gain a more

rounded education covering both theoretical and practical skills.

The availability of additional tutorials will ensure that all apprentices have a good

level of literacy, numeracy etc. skills upon completion of their apprenticeship.

(b) providing a high quality entry route for appren tices to sustainable

employment

(c) costs to the State, to employers and apprentice s

The proposals included will not have a significant impact on the costs for the state or

employers. If a review of training allowances is completed apprentice may receive a lower

amount for off the job phases.

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Area 5

Broader integration of other disciplines into an apprenticeship or

traineeship model in Ireland.

Name of programme:

Welding

Occupations covered:

General Welding (covering MIG / MAG, TIG, MMA, Brazing, Soldering, Gas

Welding)

Target Group:

School leavers or trainees who have completed the 6 month FAS Advanced welding

course.

Level of Certification and Certifying Body:

FETAC Level 6 Advanced Craft Certificate

Duration (a) in work (b) in an education centre (c) in a training centre:

Total duration of 2 – 3 years. Time spent on and off the job should be in a similar

ratio to current apprenticeships.

Nature of payment or training allowance to learner, if any

This should be the same as current apprenticeships.

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Who controls recruitment?

The employer should control recruitment.

Who funds the programme?

This should be the same as current apprenticeships.

How and who should regulate the operation of the programme and the curriculum?

This should be the same as current apprenticeships.

What are the advantages of incorporating this into an apprenticeship / traineeship

model?

The welding courses currently available do not provide training to a sufficient level

for the steel manufacturing industry. Courses available at present include basic welding

(generally 6 weeks part time), a six month Advanced Welding course and Coded welding

courses.

It is our experience that following completion of these courses trainees still require a

further period of on the job training before they are competent to carry out their duties.

Through this on the job training the employees skills are significantly improved. However, if

the employee wishes to move to another company, they have no recognized qualification

which takes account of the time spent training on the job. Creating an apprenticeship in

Welding will provide welders with a higher level of training, more suitable for industry, and a

recognized qualification which is transferrable and internationally recognized.

What key interests should be engaged with in developing such an approach? (e.g.

name key unions, employer bodies, providers)

This should be the same as current apprenticeships.

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Core Competencies (Examples)

• Metal and metal types (e.g. steel, stainless steel, brass etc., grades, quality etc.)

• Treatments of steel (Hardening, Tempering etc.)

• Manipulation of steel (Straightening, pre-heating etc.)

• Welding processes including practical:

o MIG/MAG

o TIG

o MMA

o Brazing

o Gas

o Soldering

• Welding joints (Fillet, butt, V-butt etc.)

• Weld positions

• Machine setting

• Wire types and sizes

• Welding gases

• Multi-run welding

• Technical drawing (incl. welding symbols)

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Broader integration of other disciplines into an apprenticeship or

traineeship model in Ireland.

Name of programme:

Industrial Painting and Coating

Occupations covered:

Painter and shotblaster

Target Group:

School leavers

Level of Certification and Certifying Body:

FETAC Level 6 Advanced Craft Certificate.

Duration (a) in work (b) in an education centre (c) in a training centre:

Total duration of 2 – 3 years. Time spent on and off the job should be in a similar

ratio to current apprenticeships.

Nature of payment or training allowance to learner, if any

This should be the same as current apprenticeships.

Who controls recruitment?

The employer should control recruitment.

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Who funds the programme?

This should be the same as current apprenticeships.

How and who should regulate the operation of the programme and the curriculum?

This should be the same as current apprenticeships.

What are the advantages of incorporating this into an apprenticeship / traineeship

model?

The apprenticeships and training courses currently available do not provide training

to a sufficient level for the steel manufacturing industry. ‘Painting and decorating’ and

‘Vehicle body repairs’ apprenticeships cover some of the requirements of this role, but their

applications are limited.

It is our experience that following completion of these apprenticeships trainees still

require a further period of on the job training before they are competent to carry out their

duties. Also, general labourers are currently being trained to become painters /

shotblasters. Through this on the job training the employees skills are significantly

improved. However, if the employee wishes to move to another company, they have no

recognized qualification which takes account of the time spent training on the job. Creating

an apprenticeship in Industrial Painting and Coating will provide painters / shotblasters with

a higher level of training, more suitable for industry, and a recognized qualification which is

transferrable and internationally recognized.

What key interests should be engaged with in developing such an approach? (e.g.

name key unions, employer bodies, providers)

This should be the same as current apprenticeships.

Core Competencies (Examples)

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• Paint

o General knowledge (Types, uses etc.)

o Volume of solids

o Wet / dry ratio of solids

o Wet gauges and their application

• Health, Safety and Environmental

o ATEX environments

o PPE

o Extraction

o Material Safety Data Sheets

o First Aid

o Disposal and clean up

• Surface preparation

o Blasting specification

o Blasting practical

o Metals and Steel (General)

o Steel profile (Acceptable standards etc.)

o Masking

• Paint Spraying

o Mix ratio (Hardening agents etc.)

o Setting up pumps

o Cleaning pumps, lines etc.

o Tip size selection

o Practical

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Area 6

Please make any other points you consider relevant to the

review.

This review is an excellent opportunity to put changes in place that will improve our

apprenticeship program as a whole, and will provide suitably qualified employees for all

industries into the future. Improvements in any area of training will ultimately lead to more

skilled employees and better economic prospects for our country as a whole.

For the review to be most effective it is of the utmost importance that the main

providers and beneficiaries of the training programmes should be involved in the review.

Over the course of a standard 208 week apprenticeship, apprentices spend approximately

150 weeks (removing FAS and IoT phases and 4 weeks annual leave per year) training on

the job with employers. Following completion of their apprenticeship employers see first-

hand the benefits of their training, but, they also see what’s lacking? What areas need to be

improved? What could have been done better?

For this reason, employers should have been more actively targetted to make

submissions to this review. Notification of the review should have been sent directly to

apprentice employers; FAS must be in a position to provide a list of apprentice employers

nationally. We were not notified directly about the review; we received notification through

an IBEC publication. Smaller apprentice employers in a lot of cases will not receive such

notifications and will not be monitoring press releases from the Dept. of Education.

In the interests of completing the most effective review possible, should the

submission date be extended, and notification sent to apprentice employers

nationally?