Policy developments in Ireland

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Displaying 1 - 31 of 31 policy developments
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Objectives

Goals and objectives of the policy development.

Based on the online job advertisements analysis, the report was to capture the jobs and skills most in demand by employers and to identify career pathways, particularly for those whose employment has been impacted by COVID-19.

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 research report analyses the state of the Irish labour market through job advertisements, particularly looking at job displacements resulting from the impact of the COVID-19 pandemic and other factors, such as digitalisation. Using a skills adjacency model, the report highlights reskilling and upskilling opportunities to help displaced workers get back to employment. It focuses on possibility (skill overlap between occupations), feasibility (similar education requirements and stable or...

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)
  • Skills and Labour Market Research Unit (SLMRU)
ID number
45206
View details
Ireland Strategy/Action plan

Objectives

Goals and objectives of the policy development.

To devise a FET funding system that is ‘future-proofed’, transparent, operationally effective for both, funders and FET providers, offering value for money for the Irish taxpayer, and able to ensure inclusion and equal access to FET for everyone.

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 process of review started in 2019 with the agreement on the guiding principles and approach. An international expert panel was appointed, with an internal funding model review advisory group and data modelling working group established to support the panel’s work.

The review panel had to review the existing approach to funding ETBs to deliver FET by SOLAS in terms of its effectiveness in delivering on national objectives, facilitating ETB flexibility and autonomy in responding to...

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)
  • Cavan Monaghan Education and Training Board (CMETB)
  • City of Dublin Education and Training Board (CDETB)
  • Donegal Education and Training Board (DETB)
  • Dublin Dun Laoghaire Education and Training Board (DDLETB)
  • Galway Roscommon Education and Training Board (GRETB)
  • Kerry Education and Training Board (KETB)
  • Kildare Wicklow Education and Training Board (KWETB)
  • Kilkenny Carlow Education and Training Board (KCETB)
  • Laois Offaly Education and Training Board (LOETB)
  • Limerick Clare Education and Training Board (LCETB)
  • Longford Westmeath Education and Training Board (LWETB)
  • Louth Meath Education and Training Board (LMETB)
  • Mayo Sligo and Leitrim Education and Training Board (MSLETB)
  • Cork Education and Training Board (CETB)
  • Tipperary Education and Training Board (TETB)
  • Waterford Wexford Education and Training Board (WWETB)
ID number
45194
View details
Ireland Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The published policy platform Progressing A Unified Tertiary System for Learning, Skills and Knowledge outlines 35 key objectives that could be summarised as follows.

  1. Learning and Development Opportunities: creation of HE/FET collaborative programmes through the development of more collaborative approaches to programme planning, development and delivery across the sectors;
  2. Inclusion: development of more unified frameworks across FET, HE and research and innovation (R&I) to progress...

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

Creating a unified tertiary system is one of the strategic priorities of the National FET strategy 2020-24. Key stakeholders, DES, Quality and Qualifications Ireland (QQI), SOLAS (the national authority for FET), Higher Education Authority (HEA), Education and Training Boards Ireland (ETBI), the Technological Higher Education Association (THEA) and the Irish Universities Association (IUA) agreed on an action plan to work towards a more strategic and consistent transitions approach to FET 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.
  • Further Education and Training Authority (SOLAS)
  • Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
  • Higher Education Authority (HEA)
  • Technological Higher Education Association (THEA)
  • Quality and Qualifications Ireland (QQI)
  • Education and Training Boards Ireland (ETBI)
  • Irish Universities Association (IUA)
ID number
45186
View details
Ireland Strategy/Action plan

Objectives

Goals and objectives of the policy development.

Creating CotFs, supported with capital investment, is aimed at putting in place a FET system that provides cutting edge, quality and accessible education and training to potential learners, staff, employers and communities. CotFs should improve the perception of FET and lifelong learning in the Irish society by being centres of community-based learning excellence.

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 National FET Strategy defined that CotFs should have the following characteristics:

  1. consolidation: CotFs are single integrated colleges;
  2. dual outcome focus: the offer of courses designed to facilitate immediate entry to careers and employment and those that link directly to further study in HE, epxloring opportunities for co-delivery with HE institutions;
  3. access pathways: supporting a learning pathway from a network of FET providers offering Level 1 to 4 provision;
  4. consistent...

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)
  • Education and Training Boards Ireland (ETBI)
ID number
45179
View details
Ireland Strategy/Action plan

Objectives

Goals and objectives of the policy development.

The Action Plan aims to deliver an apprenticeship system that is flexible and responsive, providing a strong value proposition for employers and potential apprentices, attractive and easy to engage with, and delivers high standards and sought after qualifications.

The main objectives of the plan are:

  1. a high quality and innovative approach - apprenticeship will deliver the highest quality of work-based learning (WBL), supporting and demonstrating innovation to empower apprentices and...

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

Ireland’s Action Plan for Apprenticeship 2021-25 was launched in 2021 by the Ministers for Further and Higher Education, Research, Innovation and Science and the Minister of State for Skills and Further Education. The plan aims to expand the types of programmes available and increase the number of apprenticeships to 10 000 per year by 2025. The plan is to ensure equity of access by creating simplified routes to entry, and improved flexibility within the system so that underrepresented groups...

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)
  • Further Education and Training Authority (SOLAS)
  • National Apprenticeship Office (NAO)
  • National Apprenticeship Alliance (NAA)
  • Education and training boards (ETBs)
ID number
45164
View details
Ireland Strategy/Action plan

Objectives

Goals and objectives of the policy development.

The policy roadmap set three main objectives.

  1. Green skills for life: creating awareness of climate justice, sustainability and bioeconomic issues across VET learners and staff.
  2. Green skills for construction: training and upskilling individuals in construction occupations in the latest green technologies.
  3. Green skills for careers: creating career opportunities in the green economy for the employed, unemployed and those in vulnerable sectors.

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 policy roadmap ‘Green Skills for FET 2021-30’ sets a strategic direction for green skills initiatives throughout the Irish FET sector and points to key areas for the FET Sector in the transition to a green economy. The policy incorporates the National Recovery and Resilience Plan (RRP), the Green skills action plan and responds to some other national policies and legislation, e.g. Skills for zero carbon (2021), Future Jobs Irelans (2019) and the Action plan for apprenticeships 2021-25....

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)
  • Department of the Environment, Climate and Communications
  • Education and Training Boards Ireland (ETBI)
  • Quality and Qualifications Ireland (QQI)
ID number
45129
View details
Ireland Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The core objective of the external review is to evaluate the implementation and effectiveness of an ETB’s internal quality assurance procedures.

The purpose of the inaugural review of ETBs quality assurance was to:

  1. encourage a quality culture and improvement of the learning environment and experience in the ETBs by using evidence-based, objective methods and advice;
  2. provide feedback to ETBs about the overall effectiveness of their quality assurance, organisation-wide quality and the...

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 external review is conducted by review teams. National and international external reviewers are selected for their expertise in one or more specific areas, providing perspectives from education and training, quality assurance, learner voice, community and industry. SOLAS and the Adult Learning Association (AONTAS) provide support to the review teams.

The external review examines the following aspects:

Governance and management of quality

The review evaluates the comprehensive...

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)
  • Further Education and Training Authority (SOLAS)
  • Waterford Wexford Education and Training Board (WWETB)
  • Kilkenny Carlow Education and Training Board (KCETB)
  • Tipperary Education and Training Board (TETB)
  • Mayo Sligo and Leitrim Education and Training Board (MSLETB)
  • Longford Westmeath Education and Training Board (LWETB)
  • Louth Meath Education and Training Board (LMETB)
  • Limerick Clare Education and Training Board (LCETB)
  • Laois Offaly Education and Training Board (LOETB)
  • Kildare Wicklow Education and Training Board (KWETB)
  • Cork Education and Training Board (CETB)
  • Kerry Education and Training Board (KETB)
  • Dublin Dun Laoghaire Education and Training Board (DDLETB)
  • City of Dublin Education and Training Board (CDETB)
  • Donegal Education and Training Board (DETB)
  • Galway Roscommon Education and Training Board (GRETB)
  • Cavan Monaghan Education and Training Board (CMETB)
ID number
45122
View details
Ireland Regulation/Legislation

Objectives

Goals and objectives of the policy development.

The purpose of the fund is to support community education provision targeted at adult learners, who have the highest level of need. It aims to increase the participation of disadvantaged learners, particularly those on literacy and basic skills programmes at NFQ levels 1-3 (EQF levels 1-2). The fund aims to provide funding to support educationally disadvantaged learners in accessing and participating in community education.

The fund emphasises:

  1. community education as a mechanism to...

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

A budget of EUR 8 million was announced as part of the 2021 budget. Its main target is supporting adult learners (in community education), especially those with the highest level of need and who are undertaking literacy and skills programmes. The fund focuses strongly on the digital infrastructure of community education providers, including providing devices and software, and increasing their capacity to deliver online learning.

Community Education providers can apply for funding across...

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 Education and Skills (until 2020)
  • Department of Education
ID number
39973
View details
Ireland Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The strategy sets out the vision, mission and strategic goals that guide the department’s work programme in 2021-23.

To achieve this vision and mission, the strategy sets out three high level goals:

  1. support the provision of high-quality education and improve the learning experience to meet the needs of all students in schools and early years settings;
  2. ensure equity of opportunity in education and that all students are supported to fulfil their potential;
  3. together with its partners,...

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

DFHERIS funds and creates policy for the higher and further education and research sectors. It also oversees the work of the State agencies and public institutions operating in these areas. It ensures that these sectors support and encourage Ireland’s social and economic development and that public investment and policy in these areas give opportunities to everyone, including the most vulnerable in society.

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)
ID number
39969
View details
Ireland Strategy/Action plan

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

This report details further analysis of the Cedefop’s European Skills for Jobs Survey data for Ireland to give a more in-depth picture of the situation for workers in Ireland. This analysis informs policy decisions to address the ICT skill gaps in the Irish economy and identify emerging skills requirements in the shift towards digitalisation.

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)
ID number
36705
View details
Ireland Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The FET strategy 2020-24, by simplifying the FET structure, aims to:

  • improve access to it;
  • support its learners consistently;
  • build its provision around a distinct, diverse and vibrant community-based FET college of the future.

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 FET strategy 2020-24 was developed in consultation with the FET sector and other key stakeholders. Consultation was wide-ranging and included bilateral meetings, regional workshops and a public call for submissions. Strategy development also involved developing an understanding of the policy context, the evolving environment and the nature of FET provision in Ireland, and then benchmarking this against other international approaches to further and vocational education and training.

A...

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 Education
  • Department of Education and Skills (until 2020)
  • Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
ID number
35767
View details
Ireland Regulation/Legislation

Objectives

Goals and objectives of the policy development.

The main objective was to identify, prioritise and propose solutions to the barriers to participation in FET faced by the long-term unemployed (those unemployed for over 12 months).

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

This report contributes to the development of the evidence-based FET, in policy and practice, by providing the voice of the stakeholders, learners from some of the most vulnerable groups in society, educators, and employers.

In summary, the main challenges for reducing barriers to FET are: the lack of information and clarity around individual courses; the role of SOLAS and FET in general; addressing the negative socio-cultural attitudes towards FET; improved awareness of, and barriers to,...

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)
ID number
35677
View details
Ireland Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The purpose of the study was to explore the benefits and challenges associated with integrated approaches and the extent of existing practice and evidence of impact.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

A study was commissioned to support the ambitions set out in the FET strategy (2014-19) for a FET sector where ‘literacy and numeracy are being addressed effectively and are not a barrier to participation in FET or in achieving employment or education and training progression outcomes’.

Policy considerations for SOLAS

A key strength of existing ILN models is that there is a strong vocational focus and contextualisation of learning. This encourages learner participation as they recognise it...

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)
ID number
35660
View details
Ireland Practical measure/Initiative

Objectives

Goals and objectives of the policy development.
  1. map and evaluate current FET-HE transitions practice and data across the two sectors;
  2. develop proposals so that education and training qualifications from the FET sector are recognised for entry into higher education in an agreed and consistent manner;
  3. examine specific issues relating to the transition for learners from further education and training into third-level education;
  4. consider and make recommendations on how best to position further education and training qualifications for...

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

There are many issues being progressed by the different stakeholders involved in the sub-group and the group has served as an excellent mechanism to discuss ideas, share data and good practice that can influence relevant actions, while also providing a platform for considering opportunities for further work and collaboration. Set out below are the key policy areas that are being progressed by individual members of the sub-group, or which are being discussed as a collaborative response, for...

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.
  • Irish Universities Association (IUA)
  • Technological Higher Education Association (THEA)
  • Quality and Qualifications Ireland (QQI)
  • Further Education and Training Authority (SOLAS)
  • Higher Education Authority (HEA)
  • Department of Education and Skills (until 2020)
ID number
35379
View details
Ireland Practical measure/Initiative

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

In 2016, SOLAS and ETBI published a Strategy for technology-enhanced learning in further education and training 2016-19. The strategy examines ways of bringing technology into the further education and training sector to facilitate innovative teaching and learning practices. In 2017, the SOLAS corporate plan for 2017-19 outlined its goals, one of which is to support the Education and Training Boards in expanding delivery options, including the use of ICT and technology-enhanced learning to...

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.
  • Education and Training Boards Ireland (ETBI)
ID number
28686
View details
Ireland Strategy/Action plan

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

eCollege provides online courses, including computer programming, data science, office productivity and web and graphic design. In 2015, eCollege awarded two major four-year contracts worth EUR 7.5 million to Cenit college and Enovation solutions. Cenit college is responsible for the management of e-tutoring and related support services, while Enovation solutions handles monitoring and reporting services. This eCollege partnership is to ensure that online education and training is...

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)
ID number
28685
View details
Ireland Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The aim is to have 40 000 workers and 4 500 SMEs engaging in state-supported upskilling programmes by 2021.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

In line with the national skills strategy, SOLAS prepared a further education and training (FET) policy framework for the skills development of employed people. It addresses provision for the skills development of the employed at levels 1-6 on the national framework of qualifications (NFQ) (levels 1-5 on the EQF). This policy framework outlines how the FET sector can ensure that employees' skills are current and relevant and thus contribute to Ireland's future growth. Drawing up the policy...

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)
ID number
28684
View details
Ireland Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

Policy expectations from the provision of RPL services are high. The assumption is that if we make our skills and learning, however attained, visible as qualifications, ultimately there will be better skills matching and less unemployment and underemployment.

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 2016-19 action plan for education includes the aim to develop a national policy on the recognition of prior learning (RPL) (objective 2.1, action No 44) by 2018. The 2025 National skills strategy that was published in 2016 has, among its objectives, the development of a system for RPL and better recognition of workplace learning in support of lifelong learning. In 2017, QQI published policies and criteria for validation in FET. RPL is also a part of the review of the national framework...

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 and Skills (until 2020)
  • Department of Education
  • Quality and Qualifications Ireland (QQI)
ID number
28683
View details
Ireland Strategy/Action plan

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

Established in 2003, the Irish national framework of qualifications (NFQ) is a 10-level, single national entity through which all learning achievements may be measured and related to each other. Underpinned by quality assurance principles, the Irish NFQ describes qualifications in the Irish education and training system and sets out what each qualification says about what learners know, understand and are able to do. It also sets out qualifications pathways from one NFQ level to the next.

...

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)
ID number
28682
View details
Ireland Regulation/Legislation

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

In early 2018, the education minister launched a review of the career guidance services available to learners across three of the four sectors of the Irish education and training system (second level schools, FET providers and tertiary level institutions). The review was carried out by independent consultants.

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 and Skills (until 2020)
ID number
28681
View details
Ireland Practical measure/Initiative

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

In November 2016, the 2017-19 FET professional development strategy was published by the Further Education and Training Authority (SOLAS) and the Education and Training Boards Ireland (ETBI). The strategy acknowledged that provision specific to the FET practitioner was not adequately addressed within the existing formal learning offer. It stated that in the period to 2019, the implementation of the strategy would include an examination of the feasibility of developing a suite of...

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.
  • Education and Training Boards Ireland (ETBI)
ID number
28304
View details
Ireland Strategy/Action plan

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 Department of Education and Skills launched, in June 2018, the EXPLORE programme to address the lack of digital skills among older workers and to increase Ireland's rate of participation in lifelong learning. In each of the nine regions in the regional skills forums network, managers approached Education and Training Boards (ETBs) to provide basic digital skills to workers in the manufacturing sector. Programmes are delivered, to small groups of learners, in flexible formats to suit the...

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 and Skills (until 2020)
  • Department of Education
ID number
28303
View details
Ireland Practical measure/Initiative

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

In 2016, SOLAS commissioned a report on best practices in entrepreneurship education and training in the FET sector. The report outlined a number of key findings, including the need to augment entrepreneurship education in the sector, the need for an action plan on entrepreneurship education, and the need for enhanced resources and more flexible service in terms of entrepreneurship education teaching/training.

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)
ID number
28302
View details
Ireland Practical measure/Initiative

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 Skills for growth initiative was launched by Enterprise Ireland and the Department of Education and Skills to all regions. The inclusion of other government agencies ensures that a comprehensive and coherent picture of skills needs can be gained at the government level. The initiative guides small and medium enterprise (SME) representatives to think strategically about their current and future skills needs. It also introduces them to tools and questionnaires, which help them 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.
  • Department of Social Protection
  • Enterprise Ireland
  • Further Education and Training Authority (SOLAS)
  • Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
  • Department of Employment Affairs and Social Protection (DEASP) (until 2020)
  • Department of Education and Skills (until 2020)
ID number
28301
View details
Ireland Practical measure/Initiative

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

As stipulated in the National skills strategy 2025, a National Skills Council (NSC) was launched in April 2017 and is chaired by the education minister. It oversees and advises on identified skills needs and how to ensure delivery of the corresponding skills. The NSC includes representatives from senior levels in the public and private sector. It is an advisory, non-statutory body under the remit of the Department of Education.

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 and Skills (until 2020)
  • Department of Education
  • Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
ID number
28300
View details
Ireland Practical measure/Initiative

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

To take on board skills needs at regional level, the Department of Education and Skills set up and funded nine regional skills forums in May 2016. The forums are part of the National skills strategy. Their main purpose is to facilitate cooperation and engagement between employers and education and training providers to make sure that the content of programmes is aligned to labour market needs. They also promote digital skills amongst older workers. Each forum is guided by a steering group...

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 and Skills (until 2020)
  • Department of Education
ID number
28299
View details
Ireland Regulation/Legislation

Objectives

Goals and objectives of the policy development.

The development of data IT systems to track FET graduate outcomes, known as the Programme and learner support system (PLSS).

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 PLSS is a suite of software applications that are designed to provide an integrated approach to the collection and processing of personal data of users of PLSS and FET programmes funded through SOLAS, and the outputs, outcomes and performance of such programmes.The data are informing the SPAs between the Education and Training Boards (ETBs) and SOLAS.

The PLSS consists of three elements:

  1. national programme database (NDP) - a depository of all programmes/courses designed to be run by...

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.
  • Central Statistics Office (CSO)
  • Further Education and Training Authority (SOLAS)
ID number
28298
View details
Ireland Practical measure/Initiative

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

Various FET programmes (some of which include VET) have undergone external evaluation. For example, in 2017 the post-leaving certificate (PLC) programme underwent an evaluation by Ireland's Economic and Social Research Institute (ESRI). Based on the recommendations arising from the evaluation, SOLAS established a PLC programme improvement advisory committee to develop an improvement plan. Actions to be implemented under this plan include:

  1. the readjustment of the balance between PLC...

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)
  • Economic and Social Research Institute (ESRI)
ID number
28296
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Ireland Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The SPAs define how ETBs contribute to achieving national performance targets for FET success in ‘generating outcomes of employment, progression, active inclusion, lifelong learning, meeting critical skills needs, and new models of delivery’ (National FET Strategy 2020-24).

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

Each SPA set out plans for the development and innovation of the VET system and include each ETB's contribution to the national FET system targets agreed with the Department of Further and Higher Education, Research, Innovation and Science (DFHERIS). Measures and targets can vary by ETB, and take into account their regional characteristics, such as educational attainment, unemployment rates, enterprise base. Every year, the SPAs are reviewed and necessary amendments are agreed.

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)
  • Further Education and Training Authority (SOLAS)
  • City of Dublin Education and Training Board (CDETB)
  • Cork Education and Training Board (CETB)
  • Donegal Education and Training Board (DETB)
  • Cavan Monaghan Education and Training Board (CMETB)
  • Dublin Dun Laoghaire Education and Training Board (DDLETB)
  • Galway Roscommon Education and Training Board (GRETB)
  • Kerry Education and Training Board (KETB)
  • Kildare Wicklow Education and Training Board (KWETB)
  • Kilkenny Carlow Education and Training Board (KCETB)
  • Laois Offaly Education and Training Board (LOETB)
  • Limerick Clare Education and Training Board (LCETB)
  • Longford Westmeath Education and Training Board (LWETB)
  • Louth Meath Education and Training Board (LMETB)
  • Mayo Sligo and Leitrim Education and Training Board (MSLETB)
  • Tipperary Education and Training Board (TETB)
  • Waterford Wexford Education and Training Board (WWETB)
ID number
28295
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Ireland Strategy/Action plan

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 2025 National skills strategy is targeted at ensuring relevance of education and training to the needs of learners, society and the economy. It is based on active involvement of employers and quality teaching and learning, with a perspective of lifelong learning and inclusion. The strategy points to the need for employers - especially small and medium enterprises (SMEs) - to provide work placement opportunities for learners.

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 and Skills (until 2020)
  • Department of Education
  • Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
  • National Skills Council (NSC)
ID number
28294
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Ireland Strategy/Action plan

Objectives

Goals and objectives of the policy development.

To increase the number of apprenticeship and traineeship programmes and learners as a core contributor to Ireland's growth as a society and economy.

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 Action plan to expand apprenticeship and traineeship 2016-20 in Ireland focuses on the actions required to achieve some of the goals set out in the National skills strategy 2025, the current programme for government in which Ireland aims to significantly grow work-based learning using the apprenticeship and traineeship modes of learning and skills development, and the education action plan. The actions outlined in these plans are funded through a variety of sources, depending on the...

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 and Skills (until 2020)
  • Further Education and Training Authority (SOLAS)
  • Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
  • Department of Education
ID number
28293
View details
Ireland Strategy/Action plan