- 2020Legislative process
- 2021Approved/Agreed
Background
Every five years, under the Further education and training Act 2013, SOLAS (Further Education and Training Authority) must propose a strategy for the development of further education and training (FET) in Ireland to the education minister. The strategy must reflect government policy in relevant areas, the evolving environment and the future world of education and work. The FET strategy (most VET training occurs within FET) steers the system to respond to this context over the following five years.
A new and reformed FET system was established in 2013 and the concept of an integrated model of FET was introduced. Over the past six years the FET sector has been in a development and establishment phase, which involved the embedding of systems and processes to support planning, funding and gathering of learner data. This was reflected in Ireland's first further education and training strategy (FET) 2014-19; the strategy was all-encompassing and focused on clarifying roles and responsibilities across multiple stakeholders. The development path that followed established an integrated and devolved FET system, which over the last six years has delivered significant achievements.
Objectives
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
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 strategy has been developed which sets out a vision for FET's development over the next five years, based around three key priorities: skills, pathways and inclusion. The framework for success of FET in the next five years will be based on these strategic priorities. However, it is recognised that to deliver real reform, integration and performance improvement, there must also be a parallel focus on key enabling themes. Enabling themes are other areas that need to be addressed to realise the vision of future FET. The strategy sets out four enabling themes:
- staffing;
- capabilities and structures;
- learner and performance-centred;
- digital transformation of FET and capital infrastructure.
A focused approach to implementation of these strategic priorities and enabling themes will be key in bringing the strategy to fruition.
A strategy with a vision of improving lives for citizens, while also shaping the future world of work and the skills needed to...
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 strategy has been developed which sets out a vision for FET's development over the next five years, based around three key priorities: skills, pathways and inclusion. The framework for success of FET in the next five years will be based on these strategic priorities. However, it is recognised that to deliver real reform, integration and performance improvement, there must also be a parallel focus on key enabling themes. Enabling themes are other areas that need to be addressed to realise the vision of future FET. The strategy sets out four enabling themes:
- staffing;
- capabilities and structures;
- learner and performance-centred;
- digital transformation of FET and capital infrastructure.
A focused approach to implementation of these strategic priorities and enabling themes will be key in bringing the strategy to fruition.
A strategy with a vision of improving lives for citizens, while also shaping the future world of work and the skills needed to fuel it, is more relevant than ever, particularly as Ireland rebuilds and recovers from the social and economic shocks as a result of COVID-19.
The further education and training (FET) strategy has been drafted and awaits final approval pending the formation of a government in Ireland.
The further education and training (FET) strategy was formally launched by the Department of Further and Higher Education, Research, Innovation and Science in July 2020.
A dedicated project management office and a steering group [comprised of key stakeholders including the DFHERIS, Quality and Qualifications Ireland, Education and Training Boards(ETBs), Education and Training Boards Ireland(ETBI)] were established in 2021 to provide oversight and to ensure progress on actions outlined in the FET strategy implementation plan.
Bodies responsible
- 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)
Target groups
Learners
- Learners in upper secondary, including apprentices
- 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)
Education professionals
- Teachers
- Trainers
- School leaders
- Adult educators
- Guidance practitioners
Entities providing VET
- Companies
- Small and medium-sized enterprises (SMEs)
- VET providers (all kinds)
Other stakeholders
- Social partners (employer organisations and trade unions)
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.
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.
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.
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).
Supporting lifelong learning culture and increasing participation
Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.
This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.
This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.
This thematic sub-category refers to providing the possibility for individuals who are already in the labour market/in employment to reskill and/or acquire higher levels of skills, and to ensuring targeted information resources on the benefits of CVET and lifelong learning. It also covers the availability of CVET programmes adaptable to labour market, sectoral or individual up- and reskilling needs. The sub-category includes working with respective stakeholders to develop digital learning solutions supporting access to CVET opportunities and awarding CVET credentials and certificates.
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Transforming Learning 2020-24: Ireland's National Further Education and Training Strategy: 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/35767