Post-secondary non-tertiary, and to a lesser extent, higher education
VET in Ireland is primarily concentrated in the post - secondary non-tertiary sector, with some IVET provision also at tertiary level.

Mobility scheme: Erasmus+
Source of funds: European, national budget
Target group: IVET learners and other groups; some IVET teachers/tutors

Ireland has not set up any targets for the mobility policy in IVET. However, in December 2017, Ireland Department (Ministry) of Education and Skills published a strategy document entitled ‘Ireland’s strategy for foreign languages in education 2017-2026’. It sets out the goals and ambitions to foster foreign language learning in Ireland, particularly within the schools and higher education sectors. However, the document recognises that the further education/training (FET) sector, where most VET in Ireland occurs, is less well placed to foster foreign language skills as the typical duration of FET courses is rarely sufficient to allow for the development of foreign language proficiency to the level required in many of the occupations that require foreign language competences in Ireland (e.g. many call-centre operations require native, or near native standard of language proficiency). Nonetheless, as part of the goal to create a more engaging learning environment for foreign languages, the Strategy aims to look at how learners in both FET and HE could be encouraged to participate in the Erasmus+ programme and to improve the language competence of students returning from the programme.

Ireland has not set up any coordination process for the mobility policy in IVET.

Ireland has not set up any formal evaluation process for the mobility policy in IVET. However, in 2018, Léargas the national agency responsible for managing international and national exchange programmes outside the higher education sector, published the findings of a study undertaken to assess the impact of Erasmus+ Work Placements on Vocational Education and Training (VET) learners from Irish VET institutions.

Ireland has an information and guidance mechanism for international learning mobility of IVET learners.
Léargas is a not-for-profit organisation, wholly owned by the Department (Ministry) of Education and Skills. Léargas oversees two bodies that support international mobility in VET:
- Eurodesk, which is based in Léargas, and is a free information service on EU funding and opportunities to work, study, volunteer and travel in Europe. It is intended for young people and those who work with them.
- The National Centre for Guidance in Education (NCGE), which was established under the aegis of Léargas and which supports international exchange and collaboration in the youth sector. The NCGE is part of the Euroguidance network and hosts the Euroguidance Centre Ireland.

Euroguidance Ireland:
- collects, processes and disseminates information on studying and training opportunities across participating countries.
- liaises with guidance professionals through career fairs, publications, etc.
- meets with the students of guidance counselling nationally and presents to them the Network and the resources available to inform students about studying in Europe.

In the whole mechanism overseen by Léargas, the major part is on information rather than guidance to learners. Within post-secondary non-tertiary colleges of further education/training (where some of VET takes place), there are guidance counsellors present who can provide information and guidance on mobility where appropriate. Currently, Ireland’s FET (further education and training) sector is undergoing reform. Ireland’s National Skills Strategy 2025 and the Action Plan for Education 2016-2019, provide for a Career Guidance Review that would include recommendations on changes to improve the existing career guidance tools and career information for post-primary/further education/higher education students and adults, currently in place across the education and training system in Ireland. Following a public tendering process, Indecon International Consultants were appointed to carry out the Review. In January 2018, Ireland’s Minister for Education and Skills announced a review of career guidance services within the education and training system, including the secondary school, further education and training, and higher education sectors. The review began in quarter 1 2018, with an initial draft prepared by quarter 4 2018.

The mechanism of information and guidance for international learning mobility is coordinated countrywide. NCGE and Euroguidance Ireland are National Centres, and therefore have a remit to deliver goals at a national level. Léargas information provision on the Erasmus+ programme is also co-ordinated country wide.

There is no process for setting targets specific to information and guidance in VET mobility, although there are policy targets in relation to guidance overall (across all sectors of the education system).

There is no legislation where the promotion of international learning mobility in IVET is mentioned as an objective. Nonetheless, the publication of the Languages Connect strategy has outlined goals to improve the uptake of international exchanges by learners and staff. While these goals span a range of education levels, FET learners will also be able to avail of international exchange programmes.

The most significant initiative at the time being is the involvement of Ireland in the ELGPN(1)-led tests of Guidance Frameworks for Quality Assurance and evidence-based practice and development. These tests are carried out at country level. In Ireland, the National Centre for Guidance in Education (NCGE) and its partners are reviewing sections of the Framework outlined in the European Resource Kit and testing them in different sectors. VET is part of these activities, although a minor part of them.

In terms of Erasmus+ IVET projects, Léargas undertook a survey of recently approved European mobility projects in 2019. The aim was to determine their experience of the Erasmus+ application process, supports provided, supports found most useful and other supports that would be welcomed by applicants. Responses from this survey have been used to adapt information and promotional activities on Erasmus+ opportunities.
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(1) European Lifelong Guidance Policy Network

Currently, the policy to improve the provision of information and guidance on international learning mobility for IVET learners is not evaluated. The methods to be used in evaluating information and guidance actions have not yet been decided. However, Ireland is increasingly moving towards evaluation of public services, including those within the education and training sector. It is likely any new initiatives arising from the review of guidance services in education which will be in receipt of Government funding will be subject to evaluation process.

Léargas provides information on a one to one basis when requested, through regional and national information workshops, Discovery Days and application workshops to provide information and assistance on Erasmus+ opportunities for both learners and staff to companies and IVET institutions. Workshops are designed to suit the needs of newcomers to the programmes as well as those who are beneficiaries of the programmes that Léargas manage.

Information is also provided through the website www.leargas.ie, blog series, and newsletters which are sent to subscribers on a periodic basis. Not only do we provide information on the technical aspects of the programme but organisations are actively encouraged to adopt a strategic approach to their projects by connecting with relevant policy at both a national and European level. At a national level the Further Education and Training Strategy 2020-2024 is of particular relevance and makes specific reference to Erasmus as a tool in the context of work placements. Languages Connect – Ireland’s Strategy for Foreign Languages in Education 2017–2026 also identifies Erasmus+ as a tool for improving VET learners' language competence.

In addition, Eurodesk, which is based in Léargas, and is a free information service on EU funding and opportunities to work, study, volunteer and travel in Europe, addresses young people and those who work with them.

The National Centre for Guidance in Education (NCGE) hosts the Euroguidance Centre Ireland which:
- collects, processes and disseminates information on studying and training opportunities;
- liaises with guidance professionals through career fairs, publications, etc.; and
- meets with the students of guidance counselling nationally and presents to them the Network and the resources available to inform students about studying in Europe.

In April 2017, the National Skills Council and Nine Regional Skills Fora were officially launched. One of the main aims of this initiative is to assist employers in identifying and responding to their skills needs. If the response requires an intervention from the education and training system, a Regional Skills Forum manager will liaise with the education and training sector to procure the most appropriate education and training solution. While the emphasis is on meeting skills needs from within the Irish education and training system, should an employer require it, international mobility solutions could be sought through the appropriate local provider (e.g. ERASMUS+ project etc).

Ireland has an information and guidance mechanism for international learning mobility of IVET learners, overseen by Léargas, a not-for-profit organisation owned by the Department of Further and Higher Education, Research, Innovation and Science. Eurodesk and The National Centre for Guidance in Education (NCGE) are the two bodies through which provision is ensured. The share of personalised counselling, advice and guidance directly offered to learners in this provision seems limited however, as it is present in part of the IVET institutions mostly (post-secondary non-tertiary colleges of further education). The country has also not set up policy targets for the Information and guidance area. However, reforms are underway to provide guidance services for all of FET sector, including a focus on mobility (Further Education and Training Strategy 2014 – 2019 of the Department of Education and Skills). The existing mechanism is coordinated countrywide. Measures to improve the quality of guidance have been taken recently (tests of Guidance Frameworks for Quality Assurance), however they seem to be far from focusing on the specific issue of guidance for international mobility in IVET. The improvement measures are also not currently evaluated. In future, it should be made sure that the actions aimed at the improvement of information and guidance provision for IVET international mobility are in place and subject to regular evaluation. Setting up policy targets/benchmarks for the information and guidance area could be considered as well.
In the context of equity of access to such international learning opportunities for ‘hard to reach’, marginalised or even part time (IVET) FET learners, NCGE suggest that the access to such opportunities remains confined. Where engagement is established, there is good practice in (IVET) FET, however, there are considerable ‘gaps’, that NCGE FET has highlighted and engaged in collaborative efforts to address.
Outside of the almost overwhelming current Global crisis, NCGE suggest that a coherent, accessible and engaged ‘countrywide coordination of information and guidance provision’ will be dependent on the factors outlined in this document, particularly regarding
• The implementation of the recommendations of the 2019 Department of Education ‘Independent Review Career Guidance Tools and Information’
• The implementation of the SOLAS FET Strategy 2020 – 2024
https://www.cedefop.europa.eu/en/news-and-press/news/council-resolution…
https://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ%3AC%3A2008%3A3…
https://www.solas.ie/f/70398/x/64d0718c9e/solas_fet_strategy_web.pdf
https://www.education.ie/en/The-Department/Action-Plan-for-Education-20….
https://www.education.ie/en/Publications/Education-Reports/indecon-revi…

There are no specific policies which aim to systematically integrate a learning abroad experience in the curricula of IVET learners. In practice, however, any learners who participate in ERASMUS+ may have their learning (including international) recognised formally under the European Credit Transfer system. In addition, for all learners whether within or outside Erasmus+, NQF/EQF-related awards/modules gained abroad may be recognised for access, transfer and progress purposes in Ireland. Also, in principle, recognition of prior learning (RPL) may also allow for the mobility experiences to be considered in the curricula. However, such instances are very much the exception rather than the norm. Quality and Qualifications Ireland (QQI) is currently preparing a more cohesive national approach to the RPL process in Ireland, which will be applicable to all sectors of the Irish education system, including VET.

Ireland has not set up any targets in terms of removing the administrative and institutional obstacles to mobility.

No specific measures have been taken In Ireland to smooth the delivery of visas and residency permits to IVET learners from third countries. Developing VET in Ireland is has not yet extended to facilitating international exchange with third countries in the same way as in higher education.

No specific measures have been taken to reduce the administrative burdens that may hinder the international mobility of IVET learners.

No specific measures have been taken to remove the possible obstacles that may hinder the mobility of minors.

Social security and labour protection
Incoming IVET students from the EU benefit (through the European Health Insurance Card) from the same social security as their counterparts in the country (i.e. local IVET learners). There is no additional social security coverage for these learners.
In terms of labour protection, both EU and non-EU learners who are employed are subject to Irish labour laws. However, in terms of unemployment-related welfare payments, while EU citizens enjoy the same benefits as Irish citizens, non-EU citizens must be legally resident in the country for 2 years before being able to make any claims. Until mid-2018, asylum seekers, until such time as they gain official refugee status, were not entitled to work; however, in June 2018, Ireland’s Minister for Justice and Equality announced new measures that provide for access to the labour market for eligible asylum seekers. Eligible persons are now entitled to work, either as self-employed or employee, in all economic sectors outside of the public service-related sectors (e.g. civil service, armed forces).

Ireland has not set up any process for the coordination of the actions targeted at removing the administrative and institutional obstacles to mobility.

Ireland has not set up any process for the evaluation of the actions targeted at removing the administrative and institutional obstacles to mobility.

Ireland has no explicit policy intention to integrate international learning mobility periods in the curricula of IVET programmes, although integration is possible in practice. Ireland has also not set policy targets in terms of removing the administrative and institutional obstacles to the mobility of IVET learners and has not taken any measure to facilitate the mobility of IVET learners. For future progress, it could be considered developing a clear policy expression of support to the integration of mobility experiences in the curricula of IVET learners. It could also be investigated (e.g. through users/stakeholders surveys) whether there is a need for measures to smooth the delivery of visas and residence permits to IVET learners from third countries, alleviate the administrative burdens induced by organising mobility, and remove the possible obstacles to the mobility of minor IVET learners. Measures could then be considered and taken accordingly, including setting up policy targets and developing mechanisms for complete and systematic coordination and evaluation of the policy.

Recognition of learning outcomes acquired by IVET learners involved in international learning mobility is handled case by case at the discretion of IVET providers. In addition, Quality and Qualifications Ireland is collaborating with other countries and working towards mutual recognition of qualifications between Ireland and, for example, China (in 2017) and Hong Kong (January 2018), which is expected to facilitate the international recognition of the qualifications systems of both countries. While this applies to education and training, it includes vocational qualifications also.

Learning acquired abroad by IVET learners involved in international learning mobility may be recognised, but anecdotal evidence suggests that the process in general for the recognition of prior learning (at home or abroad) may at times be considered by some as somewhat difficult. The recognition of learning outcomes acquired abroad by IVET learners is included under the recognition of prior learning. Initial attempts have been made to gather views on this issue by QQI (Quality and Qualifications Ireland), QQI have already begun to develop an improved, more streamlined, qualifications recognition service (e.g. through collaboration currently underway with other countries, e.g. China, Hong Kong). QQI continues to collaborate with international partners in enhancing and promoting the international recognition of qualification systems. Finally, Ireland’s public employment service has also introduced the European classification of Skills competences, Occupations and Qualifications (ESCO) which is hoped to facilitate recognition of skills and competences internationally.
In Ireland, Qualifications Recognition (for qualifications obtained abroad) is overseen by NARIC (the designated agency for the recognition of international qualifications). Quality and Qualifications Ireland (QQI) hosts NARIC Ireland. In a document entitled ‘Policy Impact Assessment of the Irish National Framework of Qualifications (December 2017), QQI outlines the findings of a survey which aim to establish the impact of the NFQ amongst a variety of stakeholder groups, including learners, education/training providers (including VET), employers, among others. The survey found that respondents felt that having qualifications that were recognized on the National Framework of Qualifications allowed for greater ease in having qualifications obtained abroad recognised in Ireland. However, the report also pointed out that future priorities should focus on a number of issues, including ensuring strong international engagement. While the NFQ refers to all sectors of the Irish education system, these initiatives, while not specific to VET, are indeed applicable to any VET awards.

No targets have been set. However, in Ireland, the areas of quality control (including recognition of learning outcomes) is increasingly seen as important; implementation however is still in the very early stages of discussion. In September 2016, Ireland's Department of Education and Skills published its Action Plan for Education in which it sets out its action (no 44) to develop a national policy on recognition of prior learning in 2018. In the meantime, QQI (Quality and Qualifications Ireland) have facilitated ongoing discussions and exploration of the topic, holding workshops and seminars to inform and seek opinions of key stakeholders involved in recognition of prior learning. Recent amendments to legislation also aim to facilitate recognition of learning.

The recognition approach in place in the country applies to:

• Courses
• Credit points
• Units
• Modules
• Programmes
• Qualifications/diplomas/degrees

Currently, the approach to recognition of learning outcomes acquired abroad by IVET learners is not coordinated. However, QQI hosts the Enic-Naric (1) centre which provides services and advice on the recognition of qualifications. Further issues on recognition are currently being addressed by QQI and SOLAS, although to date, no policy or process changes have been implemented.
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(1) European National Information Centre / National Academic Recognition Information Centre Networks

The recognition process is not subject to a regulatory time limit.

There are currently no actions aimed to establish, or make more visible, contact points for recognition of learning acquired during mobility periods.

However, in February 2015, Quality and Qualifications Ireland (QQI) organized a first meeting of the Recognition of Prior Learning National Practitioners inviting interested parties (e.g. Recognition of Prior Learning Officers at schools and colleges, representatives from SOLAS and other education and training bodies) to explore how the recognition of prior learning in the non-formal and informal areas could be developed. Recognition of Prior Learning in Ireland is still in its infancy in many areas (although apprenticeship is an exception). QQI’s actions, as one of the main awarding bodies in the area of FET and VET in Ireland, are a first step in making RPL a more comprehensive and easily accessible service for learners (both Irish and international). This should go some way in establishing contact points, and from there, making them more visible. The involvement of QQI means that these developments are likely to occur and be co-ordinated at a national level.

There is no visibility policy, so no evaluation of it.

The National Europass Centre is under the responsibility of QQI. The National Europass Centre is promoting the use of the Europass Mobility Documents and the Europass Certificate Supplements nationally.
EQF/NQF is promoted nationally by QQI to all education and further education and training institutions.
QQI also hosts the Enic-Naric (European National Information Centre / National Academic Recognition Information Centre Networks) which provides services and advice on the recognition of qualifications.
Ireland’s public employment services have implemented ESCO in relation to vacancies advertised on its jobs portal (jobsireland.ie) and in the vacancies submitted to EURES. Ireland was one of the first countries in the EU to use ESCO in its public employment services vacancies, thus facilitating the ability of jobseekers and employers to understand tasks and competences. While this feature does not apply to awards or education qualifications in the strictest sense, it should, in practice, allow for greater ease of international mobility of jobseekers, including VET graduates, because it allows for a comparison of skills (rather than awards or educational outcomes).

The recognition policy undergoes some monitoring. Recognition of learning outcomes falls under the remit of Quality and Qualifications Ireland (QQI). QQI is responsible for reviewing the effectiveness of quality assurance in the further education and training system. The work is overseen by a number of QQI committees (e.g. Policies and Standards Committee; Approvals and Reviews Committee), made up of both internal QQI staff and external, independent experts.

In the thematic area of Recognition of Learning Outcomes, the main positive aspect is that recognition applies to all types of learning components considered in this review, i.e. courses, credit points, units, modules, programmes and qualifications / diplomas / degrees. The recognition policy undergoes some monitoring, which is carried out QQI (Quality and Qualifications Ireland). The points of concern are that no targets for the recognition policy has been set out; the process of recognition is not bound to a regulatory time limit. It is not coordinated countrywide. Anecdotal evidence suggests that the process in general for the recognition of prior learning abroad may at times be considered by some to be somewhat difficult. The country also lacks actions aimed to establish visible contact points for recognition of learning acquired during mobility periods. On the other hand, Quality and Qualifications Ireland (QQI) has started to investigate ways to develop an improved, more streamlined service for recognition. The pending issues (e.g. ease of access, coordination of the recognition process, visibility of contact points) could be tackled as part of future developments. To further encourage and support IVET mobility, the country could also be suggested to better exploit the range of EU tools for the visibility, transfer and recognition of learning outcomes, namely ECVET and the Learning Outcomes approach, and make use of these tools (including the Europass Mobility Document and Certificate Supplement and the NQF/EQF) in IVET mobility processes. Setting up policy targets for the recognition policy and making the evaluation of this policy systematic and complete could also be considered.

Ireland has not set up any policy targets for the the partnerships and funding area.

Ireland has not set up any process for coordinating policies in the partnerships and funding area.

While there is no specific policy as such, Léargas is regularly involved in Transnational Cooperation Activities. For example, in April 2018, Léargas hosted a contact seminar in Dublin, specifically focused on VET. The VET Connected GET Connected seminar was a three-day long event, aimed primarily at newcomers to ERASMUS+ mobility projects. The seminar aimed to allow participants to become familiar with the VET mobility opportunities available, to hear others’ experiences, and to connect with potential EU partners (for future KA1 mobility projects).

There is no policy to support the creation of partnerships and networks, so no evaluation of it.

Funding the international mobility of learners is made primarily to institutions. In first place, ERASMUS+ funds applicant institutions. These institutions, in turn, provide the funding to learners.

In 2018, Léargas conducted an impact study on Erasmus+ work placements for VET learners from Ireland. In late 2018, Léargas launched a survey, aimed at learners who were on vocational placements between 2007 and 2019, to better understand how such placements affect vocational learner.

Stakeholders and staff involved in organising IVET mobility projects receive support within the framework of Erasmus+ and Léargas. No systematic action is organised outside this framework.

There is no evaluation of the support to stakeholders.

Ireland has mechanisms to fund the international mobility of IVET learners and provides support to stakeholders in charge of organising mobility projects. However, no policy targets have been set for this policy strand, and there are no actions to support the creation of mobility partnerships and networks. The existing actions are of limited scope and are not evaluated. They are also not countrywide coordinated. To improve the conditions for IVET mobility, the country could develop a policy to support the creation of mobility partnerships and networks; make sure that funding for learners and support for stakeholders are available countrywide (i.e. also outside Erasmus+ and Léargas); set up policy targets for actions in the area of partnerships and funding; and arrange for these support measures to undergo complete and systematic coordination and evaluation.

No specific actions for raising the awareness of learners on the added value of mobility or promoting a mobility culture. The publication of the Languages Connect strategy has outlined goals to improve the uptake of international exchanges by learners and staff. While these goals span a range of education levels, FET learners will also be able to avail of international exchange programmes. Such plans are in the early stages, however.

No awareness raising or mobility culture actions, hence no coordination thereof.

No awareness raising or mobility culture actions, hence no evaluation thereof.

Ireland has not set any policy targets in terms of raising the awareness of learners on the added value of mobility or promoting a mobility culture.

Ireland has not developed any actions to raise the awareness of learners about the added value of mobility or promote a mobility culture. It has also not set up any policy targets in terms of motivation. Steps forward which could be considered in future include (a) developing motivation actions targeted at making learners, families and stakeholders aware of the added value of mobility (e.g. in terms of self-fulfilment; development of professional, linguistic, social and intercultural competencies; creativity; active citizenship; future employability; learning about working practices, problem solving, resilience, being a team player; autonomy, self-confidence, etc.), and fostering a mobility culture in IVET (through mainstreaming mobility opportunities into all learning contexts and promoting greater social recognition of the value of learning mobility); (b) setting up policy targets for these actions; and (c) making policy coordination and evaluation in this area systematic, complete and topic-specific.

Steps have been taken in the dimensions of basic digital competencies and internationalisation.

Basic digital competencies
In October 2015, the Department (Ministry) of Education and Skills published its Digital Strategy for Schools 2015-2020. The aim of the Strategy is to modernise the curriculum at second level and to embed digital learning for all students. As set out in the Strategy, the National Council for Curriculum and Assessment (NCCA) is tasked with ensuring that future curriculum specifications will incorporate clear statements of learning that focus on developing digital learning skills and the use of ICT in achieving learning outcomes at all levels of second level education. While the Strategy does not cover education beyond ISCED 3 (upper secondary), care was taken in developing the Strategy to ensure that the actions align with and complement strategies and initiatives to support digital learning in the further education (ISCED 4 – where most VET occurs in Ireland) and higher education (ISCED 5-8) sectors.
Within IVET itself, actions to ensure basic digital competences feature in programmes are visible mainly in the certification requirements, where learners must achieve a minimum number of credits in basic digital skills.
The SOLAS FET Strategy also highlights the importance of incorporating digital skills, although it does not prescribe any mandatory actions.

The SOLAS FET Strategy 2020 – 2024 highlights the importance of digital skills and capabilities. Under the pillar of ‘Inclusion’, Literacy and Numeracy supports will address the digital divide and provide learners with core ICT skills to address digital literacy. Digital literacy capability will be embedded as a core part of support in this area. FET is undergoing a digital transformation, adopting a more holistic approach to how it will embrace and deploy technology over the next five years. Comprehensive and accessible digital solutions will be devised to improve access for all potential FET learners, the way in which learning is offered will be fully transformed to embrace the blended and online experiences which the future FET learner will expect. FET will support the implementation of the National Digital Strategy and in shaping Government responses to improve digital literacy.

Internationalisation of VET curriculum
Internationalisation of the IVET curriculum in Ireland occurs mostly through the compliance procedures required for validation of apprenticeship programmes, which are validated by Quality and Qualifications Ireland (QQI), the statutory body that issues certification on completion of certain types of education/training programmes in Ireland, including VET. The validation exercise is an external quality assurance process that provides an opportunity for an objective view on whether a QQI award can be offered in respect of a given programme. Associated outcomes include the endorsement of good practice and the identification of opportunities for improvement. Under the QQI validation process for apprenticeship programmes, there is a requirement to map the learning outcomes for apprenticeship programmes to equivalent programmes operating internationally, where possible. Since the commencement and launch of new apprenticeship programmes in Ireland since 2016 as a result of the National Action Plan to Expand Apprenticeships and Traineeships in Ireland 2016-2020, QQI approve apprenticeships for both SOLAS in the area of craft apprenticeships and also for consortia led apprenticeships. Consortia led apprenticeships have been developed in many diverse areas since 2016 including in finance, hospitality, biopharma and logistics. Details of all apprenticeship programmes are available on www.apprenticeship.ie All programmes require validation by QQI.

The Apprenticeship team in SOLAS (Ireland's Further Education and Training Authority - mostly ISCED 4 education/training) administers and manages the designated craft apprenticeship programmes at a national level. The curriculum for each craft apprenticeship programme is based on uniform, pre-specified standards which are agreed upon and determined by industry. QQI map the learning outcomes for apprenticeship programmes to equivalent programmes operating internationally and match with the corresponding EQF levels in Europe.
In relation to mobility to countries outside of Europe, the Apprenticeship team in SOLAS has worked with Canadian authorities particularly in Alberta whereby Irish Craft Qualifications are mapped against those qualifications in Alberta for a number of trades including Carpentry, Plumbers, Heavy Vehicle Mechanics, Welders, Electricians and Industrial Insulators. This is known as Foreign Credentials Recognition.

Regarding foreign languages
In Ireland, foreign language education begins mostly at lower and upper secondary schools, although proficiency in a language is not a
prerequisite to progression through the education system; while entry to many tertiary education (ISCED 5-6) courses requires minimum standards in at least one foreign language, no such entry requirements exist for entry to VET programmes (e.g. apprenticeships, traineeships and specific skills courses). As such, little foreign language training is provided in the main VET programmes in Ireland.
In 2015, the Department (Ministry) of Education and Skills held a public consultation to allow key stakeholders to have an input into the development of a languages strategy. The Languages Connect strategy was launched in 2018, https://www.gov.ie/en/publication/dd328-languages-connect-irelands-stra…
The languages direct website has resources and support material for learners, guidance councillors and teachers. https://languagesconnect.ie/

It is the view of SOLAS (Ireland's Further Education and Training Authority - mostly ISCED 4 education/training) that because training courses are generally of relatively short duration, designed to provide employment in specific occupations […] it is difficult to envisage how a training course could provide the level of fluency required, given that foreign languages are not a pre-requisite to course entry.

Coordination frameworks are in place but with separate partial scopes. To the extent that it occurs, national coordination of these three areas is ensured due to the national remit of National Strategies relevant to foreign language learning and ICT skills as well as to the national remit of QQI to validate and make awards. The identification in the FET Strategy 2020-24 of the importance of drawing on international expertise abroad in order to complement FET expertise in Ireland is a step toward using international expertise.

International expertise was imbued in the development of the strategy – benchmarking against international approaches to further and vocational education and training. SOLAS has benefitted significantly from working with the UK Commission on the FE College of the Future, involving representatives from England, Scotland, Northern Ireland and Wales, as they research and develop a future vision for the development of FE over the next 10 years. Consultations were also held with relevant FET experts from New Zealand, Germany, Finland and Spain to identify learning to feed into the development of the FET approach in Ireland.

The existing preparation actions undergo some monitoring as part of the overall evaluation process of Apprenticeship programmes. Evaluation of apprenticeship in general occurs in the form of a validation panel which is a QQI established panel made up of national and international experts. Apprenticeship programmes are reviewed every five years in the area of craft apprenticeships or as required for consortia-led apprenticeship programmes. There is no specific process to evaluate the linguistic, intercultural, digital and internationalisation actions.

Ireland has not set up policy targets for the long-term preparation area. There are no targets specifically set with the aim of ensuring mobility. However, mobility (international curriculum and ICT skills), being part of the validation criteria, forms an implicit part of certification targets, particularly within the FET/VET sector.

While mobility is not explicit in the preparation of policy work, SOLAS has extensive responsibilities for interfacing with a wide variety of stakeholders and is bound under the Industrial Training Act 1967 to involve both learners and stakeholders in the process. Craft apprenticeship programmes for example are collaborative programmes and as such a wide range of stakeholders are brought together from a variety of areas i.e. employers are represented from industry, commercial and domestic backgrounds and employee representative groups are brought together in the initial consultation period so that the identification of occupational needs can be established. This guideline is set out in the 1967 Act. National and international experts may be called upon in order to establish a programme which needs the demand for skills requirements. Consortia led apprenticeship programmes are subject to the specific requirements in place for each validated programme.

Ireland has in place actions to provide IVET learners with digital preparation for future mobility from the early stages of education. Actions to internationalise the VET curriculum are also in place. The existing actions are to some extent coordinated and monitored. However, proper actions for long-term linguistic preparation of IVET learners are lacking. Ireland has also not set up any policy targets for the long-term preparation of learners for mobility. In future, it could be considered introducing proper long-term linguistic preparation for mobility. Setting up policy targets for the long-term preparation policy could also be a valuable step forward. Other steps that could be considered include: developing complete and systematic coordination and evaluation processes for the long-term preparation policy; making sure that all potential users know about the long-term preparation actions and how to access them; making room for users to give feedback on the long-term preparation mechanisms upon having experienced them; and monitoring the use of the said mechanisms so as to readjust and improve them accordingly over time as necessary.

Léargas oversees mobility programmes for the VET sector and provides support to project beneficiaries as well as putting place specific measures to ensure quality of mobility projects.
The recently launched Further Education and Training Strategy 2020-2024 links to Léargas’ work and European Programmes such as Erasmus+ by making specific reference to the relevance of Erasmus as a work placement tool – “the development of consistent and structured work placements will be particularly important in ensuring success, with internship models worthy of further explorations, and mechanisms like Erasmus used to facilitate an international dimension to the placement approach”. The Programme for Government also identifies Erasmus in general as a priority area in the section 'Mission: At the heart of Europe and Global Citizenship': "Seek to agree the Multiannual Financial Framework focused on COVID-19 recovery, and which sets out an ambitious strategic agenda for Europe, meeting key priorities for Ireland such as climate action, Common Agricultural Policy, Horizon, Erasmus and Interreg."
At application stage, applicants are assessed against the quality of their project design and implementation and scoring in this area plays an important part in determining whether an applicant will receive funding for their project. Once funded, beneficiaries are required to attend a project management day where they are guided through the various elements and requirements of their project and provides another important quality check.

Peer-to-peer engagement is also an important way through which Léargas supports and ensures quality of mobility projects. At every Project Management Day, there is strong emphasis on peer to peer learning particularly from experienced to new beneficiaries. There is input from past beneficiaries on the strategic development of their projects and sharing of the knowledge gained and “top tips”.
Attendees also work together in groups to share knowledge and experience on topics relating to Erasmus+ projects e.g. project management, partnership management, support to participants etc. There are also stand-alone events to enhance the quality of the mobility experience. For example, in 2018, Léargas brought together project co-ordinators from a variety of IVET colleges and organisations to share their experiences of how best to support students during their Erasmus+ IVET placements abroad. Two blogs were then written by Léargas staff to capture this sharing of expertise and best practice and to further disseminate experiences.

The Erasmus+ VET Mobility application requires the applicant to address the preparation and monitoring of participants, as well as evaluation of both the mobility experience and project implementation.
While there are no formal mechanisms outside of the Erasmus+ programme to ensure each dimension, the following actions occur in relation to some individual programmes:
Preparation: Léargas is involved in a number of supportive initiatives for those wishing to engage in international mobility, these initiatives include :
• eTwinning - funded by the European Union and administered in participating countries by a National Support Service (NSS). Léargas is the National Support Service for eTwinning in Ireland.
• Eurodesk (to learn about mobility opportunities) - Léargas coordinates Eurodesk and works with a network of Youth Information Centres, Europe Direct Information Centres and Spunout.ie (Ireland’s youth information website) to provide information where it is needed.
• Monitoring the stay process:
• This is achieved via monitoring within projects, usually via the presence of an accompanying person to support the IVET learner.
• Feedback: This is gathered through participant reports that are a requirement of all Erasmus+ placements. These are evaluated as part of a final report for funded projects. Also, informal mechanisms allow for case studies (frequently reported on in Léargas Annual reports) which allow for future improvements.

In addition, research was undertaken by Léargas to determine the impact of Erasmus+ work placements on Vocational Learners from Ireland in the period 2014-2016. Results of the study are available here: https://www.leargas.ie/news/impact-study-erasmus-vocational-mobility-ir…. Léargas conducted follow-up research into the later career and education paths of VET learners who had taken part in the LLP and Erasmus+ programmes. This will feature in a transnational study to be published by the Polish National Agency FRSE and in a national study published by Léargas, both in late 2020.

Léargas also publish policy reform and further information on their website.
https://www.leargas.ie/?s=policy

There is no process to ensure countrywide coordination of the existing quality-related actions.

Erasmus+ project is evaluated through final reports, interim and progress reports for projects. In addition to this, there is monitoring of projects through site visits, monitoring calls and subsequent reporting of same. Systems checks of projects are also undertaken on a number of projects to ensure quality.

No policy targets have been set for the Quality area. However, quality is ensured via clear and transparent criteria and scoring for evaluation of Erasmus+ projects.

Erasmus+ participants who are undertaking placements of 19 days or longer have the opportunity to avail of the European Commission OLS (Online Linguistic Support) tool. However, feedback from participants and project beneficiaries is that the tool is not user friendly for the IVET cohort and uptake and use of the tool is low.

At an organisational level, Léargas places particular importance on quality in terms of safeguarding of participants. This is taken into account in the assessment of project applications, project management days and guidance is offered to beneficiaries through the Léargas Safeguarding Guidance Resource. https://www.leargas.ie/?s=safe+guarding#anchor

Learners and stakeholders’ views are captured in an informal way; some are reported on in the Léargas Annual Reports. Erasmus+ final reports are evaluated against clear and transparent evaluation criteria.

Ireland does not have in place a fully-fledged policy to ensure the quality of mobility. Some actions were taken but appear to be ad hoc and informal. The country has also not set up policy targets for this area. Steps for future progress could include developing a sound action plan for ensuring that IVET learners are provided with pre-stay linguistic preparation, stay monitoring services, post-stay feedback opportunities, and affordable and convenient transport, catering and housing all along their mobility experience. It could also be considered setting up policy targets for the quality policy, and developing mechanisms for complete and systematic coordination and evaluation of the actions undertaken. Other steps that could be considered include making sure that all potential users know about the quality mechanisms and how to access them; and monitoring the use of the mechanisms to readjust and improve them accordingly over time as necessary.

Public and private grant schemes are in place.

The two major purposes are (a) ensuring equal educational opportunities; and (b) promoting some study subjects.

The State is the main funder for education and training. Funding is allocated centrally and not regionally. There are also private funders.

1. Public grants
1.1. Student grant
The grant is for those engaging further education or training (the level at which most VET occurs in Ireland) or third level education* (mostly general learning). Financial support is available only to eligible candidates attending an approved course in an approved institution. Funding is allocated only to full time Post Leaving Certificate courses, leading to awards at EQF levels 4 and 5, or full-time undergraduate third level education, leading to awards at EQF levels 5 and 6. Students in part-time courses or on non-approved courses are not eligible for the Student Grant. The amount of funding available depends on income thresholds of the applicant and or their parents. For example some students are eligible for funding to cover the costs of tuition, registration fee and living expenses (maintenance); others may be eligible for funds covering registration fee only. Further information on student eligibility can be found on the SUSI website: https://susi.ie/plc-student/

1.2. Student Assistance Fund
The Student Assistance is for full-time higher education students who are experiencing financial difficulties whilst attending college. It is not available for Further Education and Training. While it does not distinguish between general or vocationally oriented courses, a small number of VET courses are delivered at Institutes of Technology at third level and therefore some VET students may avail of this fund. Students can apply for Student Assistance to help them with either temporary or ongoing financial difficulties. The Student Assistance Fund provides a further source of funding for higher education students in addition to the Student Grant. Each year, the State allocates a certain amount of Student Assistance funding to all publicly funded higher education colleges based on the size of the college’s full-time student population. Students in need of financial support can then make application to the college for assistance under the Fund. https://hea.ie/funding-governance-performance/funding/student-finance/s…

1.3. Fund for students with disabilities
The Fund for Students with Disabilities is not means tested and is one of the few financial support measures available to students in Ireland that is not made on the basis of income thresholds. The Fund is available to undergraduates and postgraduates with disabilities studying in full-time publicly funded courses which lead to awards at NQF level 5 or higher (EQF 4+). The eligible courses under the FSD are full-time approved post-leaving certificate (PLC) courses of at least one year in duration in Ireland. The list of approved PLC courses is available from the ETBs or SOLAS.
The fund is designed to cover many of the educational support requirements which students with disabilities may require to compete on a level playing field with their peers, for example note takers, assistive technology, personal assistants, learning support and more. It is not intended to cover disability-related costs such as medication or standard study-related costs such as books, stationery costs etc. The funding is secured once the applicant has registered with the Disability/Access service in college by supplying them with the relevant medical documentation. The Disability/Access service apply for the Fund for Students with Disabilities on behalf of the student. The college receives the funding from the National Access Office and puts the supports you need in place. The Fund is not a direct grant to the student but is given to the Disability/Access Service of the relevant institution who then put the support in place for the student. Equipment provided under this fund remains the property of the third level institution.
With effect from the 2020/21 academic year, SOLAS will assume responsibility for the management of the FSD for the further education and training sector. Any queries relating to FSD eligibility and supports for students on PLC courses should be directed to your PLC college, local ETB or SOLAS.
https://hea.ie/funding-governance-performance/funding/student-finance/f…

1.4. Back to Education Allowance (BTEA)
BTEA is an educational scheme for persons in receipt of certain social welfare payments (mostly those in receipt of unemployment benefits, lone parent allowances or disability allowances) who wish to pursue education and training courses. Financial support is available to enable two study options to be pursued: the Second Level Option enables the learner to study FET (including VET) courses provided they lead to a level 6 (EQF level 5) award. The Third Level Option enables study to be undertaken to NFQ level 8 (EQF level 6) and in limited circumstances to include post-graduate study. This scheme is administered and delivered through the Department of Social Protection. The allowance is paid on a weekly basis for the duration of the course of study. The funding covers the cost of course fees, registration fees and living expenses. Courses may be full or part-time. https://www.gov.ie/en/publication/ff3e80-back-to-education-programme-sw…

1.5. Vocational Training Opportunities Scheme (VTOS)
Eligible learners are those in receipt of a social welfare payment (usually unemployment benefits, but also others including those in receipt of Lone Parent Allowance, Disability Allowance, etc.). The scheme allows these learners to either continue to receive their social welfare payments or receive a training allowance in lieu of a social welfare payment. Books are provided and learners receive a weekly meal allowance and, where participants have to travel more than 5km to a learner centre, a travel allowance.
https://www.education.ie/en/Schools-Colleges/Services/Further-Education…

1.6. FET training allowance
A FET training allowance may also be paid for those taking part in traineeship and Specific Skills training programmes. The allowance is in lieu of and equivalent to the social welfare payment (e.g. unemployment benefit); course fees are not charged to those in receipt of the allowance and some individuals may be eligible for a meal allowance, an accommodation allowance, a travel allowance (if the learner lives 5 km or more from the course centre) and free childcare. Payment of these additional allowances depends on individual circumstances and on the facilities available at course training centre locations. Traineeships and specific skills programmes in the FET sector are spread across levels 4, 5 and 6 of the National Framework of Qualification (EQF level 3, 4 and 5).
https://www.citizensinformation.ie/en/education/vocational_education_an…

1.7. Apprenticeship allowance
During the periods of off-the job training and education, the State (through SOLAS) pays an allowance to apprentices, equivalent to their wages for the existing craft apprenticeships. Craft apprenticeship training costs are funded through the National Training Fund, which in turn is funded through a payroll tax of 0.7% from the relevant industries (construction, engineering, motor, electrical and printing). https://www.citizensinformation.ie/en/education/vocational_education_an…

2. Private grants
Private scholarships are available to learners, although they are mostly for third level education (and as such more generally oriented rather than vocationally oriented learning). These scholarships are made to a very small number of individuals every year (almost always fewer than ten and mostly for just one or two individuals). Most scholarships are made on the basis of academic achievement and the existence of economic or disadvantaged socio-economic backgrounds.

2.1. Irish tax unit scholarship
The Irish Tax Unit allows a learner to avail of financial assistance through third level education and then to progress to the Chartered Tax Adviser programme. One scholarship per year is awarded. It is made on the basis of a candidate’s motivation, the existence of an economic barrier, achievement of a minimum academic attainment in the upper secondary leaving exams and an interview. The Third Level Scholarship Programme provides costs towards living expenses and books. The amount is determined on a case by case basis. On completion of the third-level undergraduate degree, the Scholarship will cover the costs of the Chartered Tax Adviser (CTA) qualification. https://taxinstitute.ie/career-in-tax/scholarships/third-level-scholars…

2.2. Scholarships for architecture studies
The National Building Agency, in consultation with the Royal Institute of Architects of Ireland, awards two or more scholarships to provide the opportunity to study architecture to persons who, because of economic or social disadvantage, might not be in a position to undertake such a course of study. Two or more Scholarships, amounting to a total of up to €8,000, are awarded each academic year. The scholarship is for same amount for the duration of the degree programme. https://www.dit.ie/architecture/studyatdsa/scholarships/
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*Third level education encompasses Universities (offering degree programmes at bachelor, masters and doctorate level), institutes of technology, and colleges of education for training of teachers.

In general, allowances made to learners pursuing IVET courses are not portable. While the Student Grant is available for students in both further and higher education, in order to pursue studies abroad (outside of the Erasmus+ programme), only those pursuing studies at third level may avail of the Student Grant. While some third level courses are VET oriented, the vast majority are more general in nature. Therefore, the portability of the Student Grant for IVET learners is not possible. Although a small number of learners are enrolled on VET courses at third level (since changes to the system were formally introduced in 2016), given that learners’ employment is based in Ireland, it is not possible for them to transfer any allowances or payments made to them by their employers to another country.

Ireland does not have mechanisms for the portability of IVET learners’ personal and study-related grants, loans and benefits that were awarded for domestic use.

There are no portability mechanisms, and so no countrywide coordination thereof.

There are no portability mechanisms, and so no evaluation thereof.

No targets / benchmarks in terms of portability have been set.

Ireland has in place a range of financial support awarded to learners (including IVET learners) for domestic use, but the country has not taken any actions to make these funds (or even at least part of them) portable during mobility periods. In future, it could be considered exploring the need for a portability policy, and possibly setting up policy targets and an action plan in this area.

The country has taken actions in the area of Information and guidance. Two major channels are in place.

1. Study Abroad Without Limits
Study Abroad Without Limits is a forum on the LINK website. LINK aims to promoting the inclusion of students & graduates with disabilities. The forum offers information concerning studying and international mobility for 5 countries (Ireland, Belgium, Sweden, the Netherlands and Austria). It provides a unique opportunity to learners and potential learners to contact local professionals and students who already have had the experience and gives information on how to organize learners’ stay abroad. The aim is to respond to practical questions on international mobility and in this way helps in the preparation for mobility.

2. Foróige
Foróige is a youth organisation in Ireland and has been working with young people since 1952 to enable young people aged 10-18 to involve themselves consciously and actively in their development and in the development of society. Foróige is governed by volunteers, but is funded by a range of bodies including the Department (Ministry) of Children and Youth Affairs, Education and Training Boards, the European Social Fund, and corporate sponsorship, among others. As part of its work, Foróige provides information (publications) on EU initiatives and services available to Irish citizens in the EU (e.g. Healthcare in the EU), ERASMUS+ programmes, Europass, EURES, among others. While not all potential users of this information are disadvantaged, it may also be used by the unemployed.

Inclusion and diversity are significant policy priorities under the Erasmus+ programme and a number of supports exist to enhance the opportunities for participation of those who experience disadvantage and those with special needs. This includes the availability of specific financial supports that can be applied for when making a funding application. Within Léargas, a specific role of Inclusion Officer exists. The Officer provides support and guidance to applicants as well as linking with relevant organisations to create opportunities for participation in the programmes that Léargas manages and ensuring greater inclusion and diversity of participants. Léargas also has developed a specific inclusion strategy for the organisation.

Coordination within channels is insured in that the organisations involved are national organisations and are accessible to all learners throughout the Republic of Ireland. Foroige, is a national organisation although it is also organised locally. However, there is no established coordination between channels.

Although the actions are reported on in Annual Reports, there is no evaluation thereof.

No targets / benchmarks have been defined for the policy for the mobility of disadvantaged IVET learners.

In June 2017, AHEAD (Association for Higher Education Access & Disability) announced the launch, by the ERASMUS Student Network, of a new service, MappED – a platform which aims to encourage more students with disabilities to go abroad. This is an EU initiative, promoted on the AHEAD website. The goal of MappED! project is to provide equal opportunities to students with disabilities for their participation in the Erasmus+ Programme, providing them with the necessary tools to be better informed about their rights, procedures and support services they are entitled to.

Ireland has developed information and guidance actions specifically targeted at disadvantaged learners in order to support their mobility. These actions are to some extent countrywide coordinated. They are not evaluated however, and the country has also not set out any targets / benchmarks for the mobility of disadvantaged IVET learners. Steps for further progress in future could include putting in place policy targets as well as mechanisms for complete and systematic coordination and evaluation of policies in this area. It could also be considered expanding the scope of actions through also addressing funding, motivation, long-term preparation and use multipliers to support the mobility of disadvantaged IVET learners. Other actions which could also be considered include: making sure that the existing mechanisms for the mobility of disadvantaged learners (including how to have access to them) are visible to all potential users; making room for users to give feedback on the support mechanisms upon having experienced them; and monitoring the use and practice of the said mechanisms so as to readjust and improve them accordingly over time as necessary.

Initiatives using 'multipliers' have been taken. However, these initiatives were typically not oriented towards attracting not-yet mobile learners to become mobile. Their aim was rather to encourage new VET institutions to commit to mobility activities. Léargas has been a key player in these actions. Léargas is a not-for-profit organisation, wholly owned by the Department (Ministry) of Further and Higher Education, Research, Innovation and Science which was established to support international exchange and collaboration in the youth sector. It organises events and information sessions at local level to foster eTwinning, use of Europass and to inform interested parties on European exchange. Léargas has undertaken and hosted a number of contact seminars for the schools, adult education and VET Sectors.

Focusing on the VET sector, yearly Transnational Cooperation Activities (TCAs) have been held over the last number of years. TCAs are events arranged by Erasmus+ National Agencies to encourage collaboration and sharing of best practice within Erasmus+. An example of such a European wide thematic seminar is “Myth Busting European Project Management for VET Mobility” which was held in Dublin on 21 – 23 October 2019. The event was aimed at staff, particularly senior staff in VET organisations with experience in organising Erasmus+ VET Mobility projects or other international projects. Newcomers to the Erasmus+ Programme are also very welcome to participate in this opportunity to learn from experienced colleagues. This thematic Contact Making Seminar promoted Erasmus+ quality project management in Irish and European VET organisations, shared ideas and good practice from peers on what works well and what steps are involved in a good project management, created awareness of the transformational benefits that mobility projects can have on VET organisations and facilitated the establishment of new partnerships.

Another example is 'Enhancing VET Provision through European Staff Mobility' (a.k.a. 'VET Staff Connected') which took place from 26-28 November 2018 in Dublin. The seminar was aimed at senior staff who are newcomers to VET Mobility and provided an opportunity for staff to become more familiar with Erasmus+ KA1 VET mobility projects and possible future funding opportunities. Participants had the opportunity to work with their peers, from Ireland and abroad, reflecting on past successes and building partnerships for future mobility programmes involving VET Staff. Irish participants represented IVET providers wishing to explore opportunities for sending staff abroad as part of an Erasmus+ mobility project, with the potential to also extend this to learner mobility programmes in the future.

Within Léargas, emphasis is placed on encouraging organisations to take a strategic approach to their projects by integrating European projects into their work and strategic plans and thus ensuring commitment from staff at various levels within their organisations. In applying for projects, organisations are also required to develop a European Development plan which further enhances the strategic approach they take in their European projects.

Erasmus+ Charter holders (VET organisations that have a proven track record in organising high-quality VET mobility for learners and staff) strategically plan their mobilities over the lifespan of the programme, rather than planning on a project by project basis. There tends to be more staff mobilities and commitment in such charter organisations.

No specific actions were taken using multipliers to attract not-yet mobile learners to become mobile, valuing VET staff commitment to organising mobility, or mainstreaming mobility in the training of staff, so no coordination thereof.

No actions were taken using multipliers to attract not-yet mobile learners to become mobile, valuing VET staff commitment to organising mobility, or mainstreaming mobility in the training of staff, so no evaluation thereof.

No targets / benchmarks in relation to using multipliers to make mobile not-yet mobile learners, valuing VET staff commitment to organising mobility, or mainstreaming mobility in the training of staff have been set in Ireland.

Ireland has neither taken any actions nor set out any targets/benchmarks in relation to using multipliers to make mobile not-yet mobile learners, valuing VET staff commitment to organising mobility, or mainstreaming mobility in the training of staff. In future, it could be considered setting up policy targets and an action plan in this area.

Information and guidance: Ireland has an information and guidance mechanism for international learning mobility of IVET learners, overseen by Léargas, a not-for-profit organisation owned by the Department of Further and Higher Education, Research, Innovation and Science. Eurodesk and The National Centre for Guidance in Education (NCGE) are the two bodies through which provision is ensured. The share of personalised counselling, advice and guidance directly offered to learners in this provision seems limited however, as it is present in part of the IVET institutions mostly (post-secondary non-tertiary colleges of further education). The country has also not set up policy targets for the Information and guidance area. However, reforms are underway to provide guidance services for all of FET sector, including a focus on mobility (Further Education and Training Strategy 2014 – 2019 of the Department of Education and Skills). The existing mechanism is coordinated countrywide. Measures to improve the quality of guidance have been taken recently (tests of Guidance Frameworks for Quality Assurance), however they seem to be far from focusing on the specific issue of guidance for international mobility in IVET. The improvement measures are also not currently evaluated. In future, it should be made sure that the actions aimed at the improvement of information and guidance provision for IVET international mobility are in place and subject to regular evaluation. Setting up policy targets/benchmarks for the information and guidance area could be considered as well.
In the context of equity of access to such international learning opportunities for ‘hard to reach’, marginalised or even part time (IVET) FET learners, NCGE suggest that the access to such opportunities remains confined. Where engagement is established, there is good practice in (IVET) FET, however, there are considerable ‘gaps’, that NCGE FET has highlighted and engaged in collaborative efforts to address.
Outside of the almost overwhelming current Global crisis, NCGE suggest that a coherent, accessible and engaged ‘countrywide coordination of information and guidance provision’ will be dependent on the factors outlined in this document, particularly regarding
• The implementation of the recommendations of the 2019 Department of Education ‘Independent Review Career Guidance Tools and Information’
• The implementation of the SOLAS FET Strategy 2020 – 2024
https://www.cedefop.europa.eu/en/news-and-press/news/council-resolution…
https://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ%3AC%3A2008%3A3…
https://www.solas.ie/f/70398/x/64d0718c9e/solas_fet_strategy_web.pdf
https://www.education.ie/en/The-Department/Action-Plan-for-Education-20….
https://www.education.ie/en/Publications/Education-Reports/indecon-revi…


Institutional and administrative issues: Ireland has no explicit policy intention to integrate international learning mobility periods in the curricula of IVET programmes, although integration is possible in practice. Ireland has also not set policy targets in terms of removing the administrative and institutional obstacles to the mobility of IVET learners and has not taken any measure to facilitate the mobility of IVET learners. For future progress, it could be considered developing a clear policy expression of support to the integration of mobility experiences in the curricula of IVET learners. It could also be investigated (e.g. through users/stakeholders surveys) whether there is a need for measures to smooth the delivery of visas and residence permits to IVET learners from third countries, alleviate the administrative burdens induced by organising mobility, and remove the possible obstacles to the mobility of minor IVET learners. Measures could then be considered and taken accordingly, including setting up policy targets and developing mechanisms for complete and systematic coordination and evaluation of the policy.

Recognition: In the thematic area of Recognition of Learning Outcomes, the main positive aspect is that recognition applies to all types of learning components considered in this review, i.e. courses, credit points, units, modules, programmes and qualifications / diplomas / degrees. The recognition policy undergoes some monitoring, which is carried out QQI (Quality and Qualifications Ireland). The points of concern are that no targets for the recognition policy has been set out; the process of recognition is not bound to a regulatory time limit. It is not coordinated countrywide. Anecdotal evidence suggests that the process in general for the recognition of prior learning abroad may at times be considered by some to be somewhat difficult. The country also lacks actions aimed to establish visible contact points for recognition of learning acquired during mobility periods. On the other hand, Quality and Qualifications Ireland (QQI) has started to investigate ways to develop an improved, more streamlined service for recognition. The pending issues (e.g. ease of access, coordination of the recognition process, visibility of contact points) could be tackled as part of future developments. To further encourage and support IVET mobility, the country could also be suggested to better exploit the range of EU tools for the visibility, transfer and recognition of learning outcomes, namely ECVET and the Learning Outcomes approach, and make use of these tools (including the Europass Mobility Document and Certificate Supplement and the NQF/EQF) in IVET mobility processes. Setting up policy targets for the recognition policy and making the evaluation of this policy systematic and complete could also be considered.



Partnerships and funding: Ireland has mechanisms to fund the international mobility of IVET learners and provides support to stakeholders in charge of organising mobility projects. However, no policy targets have been set for this policy strand, and there are no actions to support the creation of mobility partnerships and networks. The existing actions are of limited scope and are not evaluated. They are also not countrywide coordinated. To improve the conditions for IVET mobility, the country could develop a policy to support the creation of mobility partnerships and networks; make sure that funding for learners and support for stakeholders are available countrywide (i.e. also outside Erasmus+ and Léargas); set up policy targets for actions in the area of partnerships and funding; and arrange for these support measures to undergo complete and systematic coordination and evaluation.



Motivation: Ireland has not developed any actions to raise the awareness of learners about the added value of mobility or promote a mobility culture. It has also not set up any policy targets in terms of motivation. Steps forward which could be considered in future include (a) developing motivation actions targeted at making learners, families and stakeholders aware of the added value of mobility (e.g. in terms of self-fulfilment; development of professional, linguistic, social and intercultural competencies; creativity; active citizenship; future employability; learning about working practices, problem solving, resilience, being a team player; autonomy, self-confidence, etc.), and fostering a mobility culture in IVET (through mainstreaming mobility opportunities into all learning contexts and promoting greater social recognition of the value of learning mobility); (b) setting up policy targets for these actions; and (c) making policy coordination and evaluation in this area systematic, complete and topic-specific.

Long-term preparation: Ireland has in place actions to provide IVET learners with digital preparation for future mobility from the early stages of education. Actions to internationalise the VET curriculum are also in place. The existing actions are to some extent coordinated and monitored. However, proper actions for long-term linguistic preparation of IVET learners are lacking. Ireland has also not set up any policy targets for the long-term preparation of learners for mobility. In future, it could be considered introducing proper long-term linguistic preparation for mobility. Setting up policy targets for the long-term preparation policy could also be a valuable step forward. Other steps that could be considered include: developing complete and systematic coordination and evaluation processes for the long-term preparation policy; making sure that all potential users know about the long-term preparation actions and how to access them; making room for users to give feedback on the long-term preparation mechanisms upon having experienced them; and monitoring the use of the said mechanisms so as to readjust and improve them accordingly over time as necessary.

Quality: Ireland does not have in place a fully-fledged policy to ensure the quality of mobility. Some actions were taken but appear to be ad hoc and informal. The country has also not set up policy targets for this area. Steps for future progress could include developing a sound action plan for ensuring that IVET learners are provided with pre-stay linguistic preparation, stay monitoring services, post-stay feedback opportunities, and affordable and convenient transport, catering and housing all along their mobility experience. It could also be considered setting up policy targets for the quality policy, and developing mechanisms for complete and systematic coordination and evaluation of the actions undertaken. Other steps that could be considered include making sure that all potential users know about the quality mechanisms and how to access them; and monitoring the use of the mechanisms to readjust and improve them accordingly over time as necessary.


Portability: Ireland has in place a range of financial support awarded to learners (including IVET learners) for domestic use, but the country has not taken any actions to make these funds (or even at least part of them) portable during mobility periods. In future, it could be considered exploring the need for a portability policy, and possibly setting up policy targets and an action plan in this area.

Disadvantaged learners: Ireland has developed information and guidance actions specifically targeted at disadvantaged learners in order to support their mobility. These actions are to some extent countrywide coordinated. They are not evaluated however, and the country has also not set out any targets / benchmarks for the mobility of disadvantaged IVET learners. Steps for further progress in future could include putting in place policy targets as well as mechanisms for complete and systematic coordination and evaluation of policies in this area. It could also be considered expanding the scope of actions through also addressing funding, motivation, long-term preparation and use multipliers to support the mobility of disadvantaged IVET learners. Other actions which could also be considered include: making sure that the existing mechanisms for the mobility of disadvantaged learners (including how to have access to them) are visible to all potential users; making room for users to give feedback on the support mechanisms upon having experienced them; and monitoring the use and practice of the said mechanisms so as to readjust and improve them accordingly over time as necessary.

Multipliers: Ireland has neither taken any actions nor set out any targets/benchmarks in relation to using multipliers to make mobile not-yet mobile learners, valuing VET staff commitment to organising mobility, or mainstreaming mobility in the training of staff. In future, it could be considered setting up policy targets and an action plan in this area.