The Government of Ireland's Industry 4.0 Strategy 2020-2025 set out the supports for the digital transformation of the manufacturing sector and its supply chain, setting out the ambition that by 2025, Ireland will be a competitive, innovation-driven manufacturing hub of the fourth (4.0) industrial development and adoption. The role of the FET sector is aligned in the particular goal of the strategy to:
Facilitate the current and future workforce to develop the skills to deliver the Industry...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The AMTCE is part of LMETB's FET provision as a centre of excellence, delivering a range of learning options with world class facilities for Industry 4.0 standard, funded by SOLAS as the national agency for FET.
The Centre delivers both full awards and micro qualifications to the employed and jobseekers in Robotics and Collaborative Robotics, Advanced Construction Technologies, Additive Manufacturing and 3D Printing, Cybersecurity, ICT Innovations, Manufacturing Engineering, Advanced...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
QQI's initial Green Paper on Intermediate Qualifications at NFQ Levels 5 & 6 and the later White Paper outlines the changes from the above structures to the following:
The Level 5 Certificate is equivalent to the European Qualifications Framework (EQF) Level 4. The Level 5 Certificate is an intermediate qualification of the short cycle of the Qualifications Framework of the European Higher Education Area (EHEA) sometimes referred to as the Bologna Framework. The Level 5 Certificate consists...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The consultation process for QQI is similar to the Irish parliamentary processes of Green and White Papers. Where QQI issues a Green Paper, this is the first consultation of policy proposals for debate and discussion as part of the consultation with stakeholders. A White Paper follows a Green Paper and is the draft outline of the policy proposed. Both papers undergo full public and stakeholder consultation processes.
The Green Paper, QQI Green Paper on Intermediate Qualifications at NFQ...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Quality and Qualifications Ireland (QQI)
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
The 2025 Transition Year Programme Statement sets out (p.3):
Senior cycle should establish firm foundations for students to transition to further adult and higher education, apprenticeships, traineeships and employment, and participate meaningfully in society, the economy and adult life.
It also outlines that TY will:
expand the student’s experience and awareness of diverse future pathways and nurture the student’s capacity to sustain their growth and development through a process of...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
IVET modules are delivered in partnership between schools and Education and Training Boards, FET centres and institutions (as the regional VET statutory provider). The IVET modules are also designed to increase progression opportunities between secondary education and vocational pathways, to promote a diverse range of future career options and address skills gaps in the labour market.
The NCCA has set out the parameters for the implementation of the IVET module for schools, and resource and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Department of Education
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
Education and Training Boards Ireland (ETBI)
National Council for Curriculum and Assessment (NCCA)
This is the first national Further Education & Training (FET) Strategy for the Green Transition and aims to shape the response and contribution of the sector towards meeting Ireland’s climate action targets to halve Ireland’s greenhouse gas emissions by 2030.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The strategy was developed by SOLAS, in partnership with consultants KPMG and in consultation with Ireland’s sixteen (16) Education and Training Boards (ETBs), public bodies, government departments and key industry stakeholders. The strategy examines crucial sectors including construction, agriculture, transport, energy, hospitality, and finance, identifies critical skills gaps, and presents strategic and sector specific recommendations. The strategy also outlines ways in which FET can...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Further Education and Training Authority (SOLAS)
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
To highlight the opportunities for Vocational Education and Training organisations to enhance Transversal Skills through participation in Erasmus+ funded mobility projects and examine the value of Erasmus+ mobility opportunity as a mechanism for the acquisition of Transversal Skills for VET learners and staff.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The above report was carried out under the direction of the National VET Team. VET Team is a national panel of key experts from across the Further Education and Training sector that advises Léargas on VET practice, policy, recognition and accreditation of skills. The purpose of the VET Team is to promote and support the implementation of EU VET tools in projects funded by Erasmus+.
The report explored the concept of transversal skills to establish consensus in terms of definition and identify...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
