- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Completed
Objectives
The aim is to have 40 000 workers and 4 500 SMEs engaging in state-supported upskilling programmes by 2021.
Description
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 framework involved consultation with a range of stakeholders, including government departments (e.g. Education and Skills; Enterprise, Business and Innovation), Government agencies (e.g. the industrial development agency, Enterprise Ireland), business associations and representatives, education and training providers (e.g. skillnets, education and training boards, the national adult literacy association), among many others. The document was officially launched in September 2018.
Enterprise Ireland launched, in December 2017, its Spotlight on skills programme to train Irish companies in identifying their skills needs over the short to medium term. Two persons from each company attend a workshop to identify and plan solutions to their skills requirements, within the context of their companies' business strategies. Following the workshop, interested companies may also avail themselves of targeted engagement with their local regional skills forum (RSF) manager to address any education and training related skills needs.
In October 2018, SOLAS published, in October 2018, its strategy Supporting working lives and enterprise growth in Ireland 2019-21 to support the upskilling of the adult working age population. It outlines the ways, in which those in employment could avail themselves of upskilling opportunities through the engagement between Education and Training Boards (ETBs, FET providers in Ireland) and employers.
The first relevant programme Skills to advance was launched. This is a national initiative that provides upskilling and reskilling opportunities to employees in jobs undergoing change and to those currently employed in vulnerable sectors. The Skills to advance aims to equip employees with the skills they need to progress in their current role or to adapt to the changing job market. Working closely with small and medium-sized enterprises (SMEs), the programme helps employers identify skills needs and invest in their workforce by providing subsidised education and training to staff.
The SOLAS Skills to compete initiative was launched to support those who have lost their jobs as a result of the COVID-19 pandemic.
In support of the Government's programme and the post-COVID-19 recovery plan, the FET sector is prioritising the reskilling and retraining of those unable to return to their previous employment following the COVID-19 crisis. The Skills to compete should lead this reskilling and retraining response by combining and ramping-up three strands of FET provision, linked to tailored advice and support: transversal skills development to help employability; building the digital capabilities now required for almost every job; and specific level 4-6 (EQF levels 3-5) courses targeting growth sectors and occupations.
The Skills to compete responds to this situation by addressing gaps within individual skill sets via targeted modular provision that can improve employability and ability to compete for opportunities arising. It is interesting to note that both modular provision and a greater use of digital methods of delivery and micro- and digital credentialing within the certification mix are key elements of the transformational agenda set out in the new draft strategy for FET provision.
Each ETB shapes its own Skills to compete provision to reflect the labour market characteristics of its region and the responses that will be most effective for their local community.
During 2020, 15 000 places in FET were refocused through Skills to compete. The initiative planned to develop additional 50 000 places over 2020 provision.
An online web portal was launched. It is a one-stop shop for businesses, employees or unemployed persons and outlines the third level options available to them. These options may be a short part-time course, a course for an individual in employment or an option to return to the third level. The portal outlines the FET places and the courses in higher education on offer, and information for those on a social welfare payments. Business owners are also encouraged to explore the range of upskilling options available from Skillnet Ireland, including enterprise-led business support, targeted upskilling opportunities for employees in businesses, free online training programmes and virtual job placements.
National digital skills promotional campaign was launched in October 2022. A regional campaign ran until the end of November to support the roll out of the first micro qualification (MQ) in Digital Skills for Business by the Tipperary Education Training Board (TETB). The Digital skills campaign included national press ads, national and local radio and a targeted digital media campaign on Facebook, LinkedIn, Instagram and Twitter as well as digital audio, Spotify and online news sites. It targeted both employers and employees. The full suite of Skills to Advance new visual identity assets is available on Moodle, including artwork files and brand guidelines. The Digital skills promotional assets have also been shared on Moodle for ETBs to use in their own localised campaigns.
On 28 November 2022, an online skills assessment tool and the central repository were launched as a dedicated web page on the Department of Enterprise, Trade and Employment (DETE) website. It gives access to the online skills assessment tool and signposts the agencies provision for leadership and management upskilling. The work has been accomplished with DETE, other departments and agencies including higher education and Skillnet Ireland on SME Management Development Group.
Skills development opportunities are now mainstreamed in Further Education and Training (FET) provision nationally and regionally.
Bodies responsible
- Further Education and Training Authority (SOLAS)
Target groups
Learners
- Unemployed and jobseekers
- Persons in employment, including those at risk of unemployment
- Low-skilled/qualified persons
Entities providing VET
- Companies
- Small and medium-sized enterprises (SMEs)
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.
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.
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 all kinds of incentives that encourage learners to take part in VET and lifelong learning; VET providers to improve, broaden and update their offer; companies to provide places for apprenticeship and work-based learning, and to stimulate and support learning of their employees. It also includes measures addressing specific challenges of small and medium-sized enterprises (SMEs) willing to create work-based learning opportunities in different sectors. Incentives can be financial (e.g. grants, allowances, tax incentives, levy/grant mechanisms, vouchers, training credits, individual learning accounts) and non-financial (e.g. information/advice on funding opportunities, technical support, mentoring).
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.
This thematic sub-category refers to providing high-quality lifelong learning and career guidance services, including making full use of Europass and other digital services and resources.
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Skills development opportunities for the employed individuals: 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/28684