- 2020Completed
Background
This research was commissioned by SOLAS to address the Active inclusion policy in FET in Ireland as detailed in the FET strategy 2014-19. This policy development is to ensure equality of opportunity and access to FET and equal treatment of learners by identifying strategies to address psychological, social and economic barriers to the participation of groups experiencing socio-economic exclusion/distance from the labour market.
Objectives
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
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, FET, with particular reference to long-term unemployed individuals and other vulnerable individuals; course availability and accessibility; lack of fundamental skills (ICT, literacy and numeracy); greater clarity regarding social welfare entitlements; improving course availability and content; better engagement with employers; better engagement with educators and improved support for educators; and clarifying subsequent progression pathways to employment and/or higher education for learners.
Addressing these main issues would clarify what impact attending a FET course would have for the learner, allow educators to more effectively carry out their duties and enable employers access to a better educated and a more highly skilled workforce that meets their needs. Addressing these barriers in a systematic and engaged way may reduce many of the issues encountered by the long-term unemployed, the under 25 NEETs, and other main 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, FET, with particular reference to long-term unemployed individuals and other vulnerable individuals; course availability and accessibility; lack of fundamental skills (ICT, literacy and numeracy); greater clarity regarding social welfare entitlements; improving course availability and content; better engagement with employers; better engagement with educators and improved support for educators; and clarifying subsequent progression pathways to employment and/or higher education for learners.
Addressing these main issues would clarify what impact attending a FET course would have for the learner, allow educators to more effectively carry out their duties and enable employers access to a better educated and a more highly skilled workforce that meets their needs. Addressing these barriers in a systematic and engaged way may reduce many of the issues encountered by the long-term unemployed, the under 25 NEETs, and other main target groups, including people with disabilities and migrant populations. The findings presented advance the potential for: revisions to the approaches taken in the organisational structure of the FET programmes; the dissemination of accurate and appropriate information through the right communication mediums and to the right audiences/ cohorts; and the reduction of economic barriers to participation in FET.
These suggestions also consider the needs of the most vulnerable groups. The report also proposes mechanisms, which support excellence in teaching and learning in the FET programme as this applies to ‘active inclusion’. Cumulatively, they focus on reducing motivational and dispositional barriers for potential learners from these groups, enabling the most disadvantaged and vulnerable to fully participate in society through improved access to education and employment. This has the potential to promote and implement FET policies on access and participation, which are more efficient and effective in meeting the needs of its primary target groups.
The study was completed.
Bodies responsible
- Further Education and Training Authority (SOLAS)
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
- Adult educators
- Guidance practitioners
Entities providing VET
- VET providers (all kinds)
Thematic categories
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.
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.
This thematic sub-category refers to making VET pathways and programmes inclusive and accessible for all. It concerns measures and targeted actions to increase access and participation in VET and lifelong learning for learners from all vulnerable groups, and to support their school/training-to-work transitions. It includes measures to prevent early leaving from education and training. The thematic sub-category covers measures promoting gender balance in traditionally ‘male’ and ‘female’ professions and addressing gender-related and other stereotypes. The vulnerable groups are, but not limited to: persons with disabilities; the low-qualified/-skilled; minorities; persons of migrant background, including refugees; people with fewer opportunities due to their geographical location and/or their socioeconomically disadvantaged circumstances.