Timeline
  • 2018Approved/Agreed
  • 2019Implementation
  • 2020Implementation
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
ID number
28295

Background

A brief overview of the context and rationale of the policy development, explaining why it is implemented or why it is important.

Strategic performance agreements (SPAs) in the further education and training (FET) sector are concluded between SOLAS (the national authority for FET) and education and training boards (ETBs).

Education and training boards (ETBs; in Irish: Bhord Oideachais agus Oiliúna, BOOanna) are statutory FET providers; they manage centres for FET and adult education and training throughout the country. There are 16 ETBs in Ireland. Education and Training Boards Ireland (ETBI) is the national representative association for the ETBs.

Further education and training (FET) is one of the four sectors of the education and training system, and it includes vocational education and training programmes.

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.

2018
Approved/Agreed
2019
Implementation

In January 2019, the SPAs were published.

SOLAS-funded FET provision in 2019 amounted to EUR 683 million. This comprised of EUR 430.3 million in Exchequer funding, EUR 249.1 million from the National Training Fund (NTF), and SOLAS income of EUR 3.6 million. Following provision for SOLAS running costs, there was a budget available for distribution of EUR 19.3 million to ETBs, voluntary secondary and community and comprehensive schools (VSCCS) and other FET organisations. In 2019, a capital budget of EUR 12.7 million was available to ETBs to meet carryover capital commitments from 2018 and to fund capital investment projects.

In 2019, SOLAS made EUR 606.6 million available for FET programme provision and it was estimated that 247 855 individual learners commenced a FET programme in 2019. Many participate in FET more than once, and, in this regard, the total number of beneficiaries of FET programmes was estimated at 329 293, which was almost 7% more than the reported number in 2018. ETBs catered for nearly all of the increase in planned beneficiary numbers in 2019.

The services plan provided comprehensive analysis for estimated retention, completion and accreditation rates by programme for the ETBs and other providers for 2019. Analysis was also provided on planned participation rates for the priority groups of the long-term unemployed, refugees, disabled learners and learners in need of literacy and numeracy skills. A new measurement of full-time equivalency (FTE) had been introduced taking account of the number of participation hours required for the completion of each FET programme. It was envisaged that the new measurement, which provided a different lens to view planned provision in the sector, would lead to a more transparent approach in measuring inputs, outputs and outcomes and would, therefore, inform future FET investment decisions.

2020
Implementation

The 2020 FET services plan was published in the shadow of the unprecedented COVID-19 pandemic. While the challenges presented were many, there was confidence that the agile nature as well as the flexible planning and funding mechanisms of FET would leave the sector well-placed to meet them.

2021
Implementation

The process of preparing the SPAs started in 2021, with some delay due to the COVID-19 pandemic. Intensive consultations took place. SOLAS sought the views of key stakeholders, and internally, consultation was undertaken with the Senior Leadership Team in SOLAS, the Strategic Planning Committee (a sub-committee of the SOLAS Board) and the Board. ETBs were also consulted to ensure that the agreements were co-designed and co-developed in a spirit of mutual respect and partnership. A draft framework was then developed by SOLAS.

2022
Implementation

In 2022, the consultations were concluded. The SPAs were signed between SOLAS and 16 ETBs for the period of 2022-24, within the timeframe of the current FET strategy (2020-24). The SOLAS national system report and individual SPAs were published and came into effect in December 2022.

The SOLAS system report gives an overview of overall context of the national FET and includes a summary of the collective national ambition of the ETBs and SOLAS. The report also defined each of the twelve targets, outlined the process of establishing the SPAs and reflected on the ETBs achievements in 2018-21.

By the end of 2024, Ireland's FET system is expected to achieve the following:

  1. an over-12-percent increase in sustainable employment outcomes from pre-pandemic levels, with over 30 000 FET graduates securing sustainable work in 2024;
  2. an over-10-percent increase in employment outcomes from pre-pandemic levels, with around 20 000 unemployed learners reskilled per year;
  3. refocused on pathways within FET, expanding learning progression within FET and to higher education by up to 25%, to over 35 000 learners progressing to other courses by 2024, through the unified tertiary system;
  4. sharply increased certification of transversal skills and widened participation of key target groups by at least 10% on pre-pandemic levels, while adding 10 000 places in support of the Adult literacy for Life (ALL) 10-year strategy;
  5. increased lifelong learning participation by over 7% beyond pre-COVID levels, and doubling the scale of the Skills to advance workforce upskilling initiative;
  6. by 15% expanded provision that focuses on critical skills needs and embedding green skill modules across all VET curricula/training courses.
2023
Implementation

In 2023, the annual progress report on the SPAs was published, showing significant growth in learner numbers, to nearly 219 000 learners accessing just over 375,00 places. Overall, one in ten adults in Ireland engages in Further Education and Training (FET). The increase in FET learners and activities included increases in the Post Leaving Certificate (PLC), and increase in Skills to Advance, an upskilling initiative for employees. In addition, the FET sector supported more than 40 000 learners from Ukraine. Participation in online learning increased to 31 000 learners, which now includes green skills offerings.

Over 5 000 learners trained in Net Zero Energy Building (NZEB), contributing to the Government's Housing for All Strategy. Over 150 000 learners undertook construction safety training.

For monitoring the SPAs and targets, there is a live data dashboard, with key metrics and progress indicators for monthly reporting. There are also informal dialogues between SOLAS and Education and Training Boards (ETBs) regarding performance.

The other key achievements noted by the 2023 report are that national system targets were exceeded significantly in the key priorities of building skills, inclusion, creating pathways.

The growth in green skills provision was not as strong as the other target, and this continues to be focus for green skills and climate action initiatives to impact the outcomes for FET.

Some target measurements, such as supporting jobs, have a time lag in reporting, as the outcomes are provided by the Central Statistics office and are only counted one year after a learner exits a FET course. The 2023 data on jobs was not available at the time of the publication of the report.

2024
Implementation

In October 2024, there was an expression of interest call for peer reviewers for an expert panel for the Strategic Dialogue Processes to inform the next round of the SPAs in alignment with the next FET Strategy for 2025-2029.

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)

Target groups

Those who are positively and directly affected by the measures of the policy development; those on the list are specifically defined in the EU VET policy documents. A policy development can be addressed to one or several target groups.

Learners

  • Young people (15-29 years old)
  • Young people not in employment, education or training (NEETs)
  • Learners with migrant background, including refugees
  • Learners at risk of early leaving or/and early leavers
  • Learners with disabilities
  • Adult learners
  • Older workers and employees (55 - 64 years old)
  • Unemployed and jobseekers
  • Persons in employment, including those at risk of unemployment
  • Low-skilled/qualified persons
  • Learners from other groups at risk of exclusion (minorities, people with fewer opportunities due to geographical location or social-economic disadvantaged position)

Other

Education and training boards (ETBs)

Thematic categories

Thematic categories capture main aspects of the decision-making and operation of national VET and LLL systems. These broad areas represent key elements that all VET and LLL systems have to different extents and in different combinations, and which come into focus depending on the EU and national priorities. Thematic categories are further divided into thematic sub-categories. Based on their description, policy developments can be assigned to one or several thematic categories.

Governance of VET and lifelong learning

This thematic category looks at existing legal frameworks providing for strategic, operational – including quality assurance – and financing arrangements for VET and lifelong learning (LLL). It examines how VET and LLL-related policies are placed in broad national socioeconomic contexts and coordinate with other strategies and policies, such as economic, social and employment, growth and innovation, recovery and resilience.

This thematic category covers partnerships and collaboration networks of VET stakeholders – especially the social partners – to shape and implement VET in a country, including looking at how their roles and responsibilities for VET at national, regional and local levels are shared and distributed, ensuring an appropriate degree of autonomy for VET providers to adapt their offer.

The thematic category also includes efforts to create national, regional and sectoral skills intelligence systems (skills anticipation and graduate tracking) and using skills intelligence for making decisions about VET and LLL on quality, inclusiveness and flexibility.

Coordinating VET and other policies

This thematic sub-category refers to the integration of VET into economic, industrial, innovation, social and employment strategies, including those linked to recovery, green and digital transitions, and where VET is seen as a driver for innovation and growth. It includes national, regional, sectoral strategic documents or initiatives that make VET an integral part of broader policies, or applying a mix of policies to address an issue VET is part of, e.g. in addressing youth unemployment measures through VET, social and active labour market policies that are implemented in combination. National skill strategies aiming at quality and inclusive lifelong learning also fall into this sub-category.

Optimising VET funding

This thematic sub-category refers to the ways VET is funded at the system level. Policies include optimisation of VET provider funding that allows them to adapt their offer to changing skill needs, green and digital transitions, the social agenda and economic cycles, e.g. increasing the funding for VET or for specific programmes. They can also concern changing the mechanism of how the funding is allocated to VET schools (per capita vs based on achievement or other criteria). Using EU funds and financial instruments for development of VET and skills also falls into this sub-category.

Engaging VET stakeholders and strengthening partnerships in VET

This thematic sub-category refers both to formal mechanisms of stakeholder engagement in VET governance and to informal cooperation among stakeholders, which motivate shared responsibility for quality VET. Formal engagement is usually based on legally established institutional procedures that clearly define the role and responsibilities for relevant stakeholders in designing, implementing and improving VET. It also refers to establishing and increasing the degree of autonomy of VET providers for agile and flexible VET provision.

In terms of informal cooperation, the sub-category covers targeted actions by different stakeholders to promote or implement VET. This cooperation often leads to creating sustainable partnerships and making commitments for targeted actions, in line with the national context and regulation, e.g. national alliances for apprenticeships, pacts for youth or partnerships between schools and employers. It can also include initiatives and projects run by the social partners or sectoral organisations or networks of voluntary experts and executives, retired or on sabbatical, to support their peers in the fields of VET and apprenticeships, as part of the EAfA.

Establishing and developing skills intelligence systems

High-quality and timely skills intelligence is a powerful policy tool, helping improve economic competitiveness and fostering social progress and equality through the provision of targeted skills training to all citizens (Cedefop, 2020). Skills intelligence is the outcome of an expert-driven process of identifying, analysing, synthesising and presenting quantitative and/or qualitative skills and labour market information. Skills intelligence draws on data from multiple sources, such as graduate tracking systems, skills anticipation mechanisms, including at sectoral and regional levels. Actions related to establishing and developing such systems fall under this thematic sub-category.

Modernising VET infrastructure

This thematic category looks at how VET schools and companies providing VET are supported to update and upgrade their physical infrastructure for teaching and learning, including digital and green technologies, so that learners in all VET programmes and specialities have access to state-of-the-art equipment and are able to acquire relevant and up-to-date vocational and technical skills and competences. Modernising infrastructure in remote and rural areas increases the inclusiveness of VET and LLL.

Modernising infrastructure for vocational training

This thematic sub-category refers to measures for modernising physical infrastructure, equipment and technology needed to acquire vocational skills in VET schools and institutions that provide CVET or adult learning, including VET school workshops and labs.

Modernising VET offer and delivery

This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.

The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.

This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.

Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.

Modernising VET standards, curricula, programmes and training courses

VET standards and curricula define the content and outcomes of learning, most often at national or sectoral levels. VET programmes are based on standards and curricula and refer to specific vocations/occupations. They all need to be regularly reviewed, updated and aligned with the needs of the labour market and society. They need to include a balanced mix of vocational and technical skills corresponding to economic cycles, evolving jobs and working methods, and key competences, providing for resilience, lifelong learning, employability, social inclusion, active citizenship, sustainable awareness and personal development (Council of the European Union, 2020). The thematic sub-category also refers to establishing new VET programmes, reducing their number or discontinuing some. It also includes design of CVET programmes and training courses to adapt to labour market, sectoral or individual up- and re-skilling needs.

Acquiring key competences

This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).

Integrating green transition and sustainability in VET curricula and programmes

Green transition and environmental sustainability have a significant place in the EU agenda (Green Deal), including the agenda for VET. This thematic sub-category refers to identifying in cooperation with industry, incorporating into VET curricula and programmes and teaching the skills related and needed for the green transition, including sector- and occupation-specific skills and those across sectors. It covers measures aimed at ‘greening’ VET programmes, including awareness and knowledge about climate change, green technologies and innovation, energy efficiency, circular economy and environmental sustainability. It also includes the use of appropriate learning methods that develop such awareness.

Subsystem

Part of the vocational education and training and lifelong learning systems the policy development applies to.
IVET
CVET

Country

Type of development

Policy developments are divided into three types: strategy/action plan; regulation/legislation; and practical measure/initiative.
Strategy/Action plan
Cite as

Cedefop, & ReferNet. (2025). Strategic Performance Agreements for FET System National Targets 2022-2024: Ireland. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].

https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/28295