The expansion of employment opportunities in the teleservices industry in Ireland in the 1990s, particularly in newer areas such as Teleservices, saw the development of educational provision such as the International Teleservices programme. Due to the recent changing economic climate and the employment market context, former opportunities in this area have declined. This paper examines the ways in which these earlier developments, some of which are now redundant, may be harnessed, modified and restructured to meet current employment needs. However, the curriculum and subject area development for this course was of a high standard as evidenced by the evaluation carried out. For this reason, it has been decided to explore opportunities for the adaptation of the various course inputs. As a result of changing population patterns in the 1980s, many second level vocational schools found it increasingly challenging to retain student numbers. This was compounded by competition from more academically focused secondary schools. In the light of such challenges, it was felt that an innovative curriculum based on a more technical and vocational model of education was required to address this sector’s changing needs. The International Teleservices Programme resulted from a joint initiative of the Irish Government and industry during the 1990s. International research indicates that during its presidency of the EU in 1996, Ireland was instrumental in the formulation of “ A Strategy for Lifelong Learning”, a strategy ratified by the EU Council of Education Ministers in December 1996 and which “was to influence subsequent EU policy directions, as well as extend the agenda for reform in Ireland” (Coolahan, 2003:2). Recent developments from the European Union, the Bologna Declaration (1999) and the Lisbon Agreement (2000) have highlighted the need for the restructuring and harmonisation of education systems and the need to take cognisance of changing concepts of work and competence. Section 25 of the Lisbon Agreement states that “Europe’s education and training systems need to adapt to the demands of the knowledge society and to the need for an improved level and quality of employment” (2000). The EU commissioner for Education, Culture and Multilingualism, notes that “the knowledge-based economy is based on spreading knowledge through education and training” and asserts that there has to be greater emphasis “on skills and training within Europe” (Figel, 2005: 21-22). In the context of lifelong learning, society increasingly expects workers to have open qualifications, transferable skills, and flexibility and adaptability (Hargreaves, 2003).

The International Teleservices programme is examined in terms of student attainment and related factors.The analysis involved an examination of the attainment of students in each course module, using the statistical package SPSS. Data was provided by the accrediting body for each of the 35 colleges offering the course.The analysis also looked at variables including regional dispersion of programme providers and their proximity to future local employment providers. Data on student characteristics such as gender, prior educational attainment, age and socioeconomic status were taken into account to investigate the existence of possible patterns of association between those characteristics and student attainment. Findings of this part of the study were considered in the context of challenges emerging from the knowledge society and recent labour market trends. Current employment and retraining needs represent further dimensions in the consideration of the programme. These needs are undergoing major changes in the recent global economic downturn.

This study provides an analysis of student attainment in Teleservices courses and the factors which contribute to this attainment. More importantly, it illustrates the necessity for such courses to be responsive to market and employment. Similarities and differences between various regions within the country regarding age categories, types of courses undertaken, forms of assessment and gender issues are illuminated. Such outcomes may then be used to inform revision and development of courses in both the short term and the long term.