Irish Universities Association Submission

National Skills Strategy Consultation

1. Introduction The IUA welcomes the Department’s consultation paper on the proposed new national skills strategy.

The paper provides a useful overview of the very wide range of actions which are currently underway,

relevant to the issue of skills. In line with the approach underpinning the National Framework of

Qualifications, we take the term “skills” to include the troika of knowledge, skills and competence.

While the paper makes some reference to the benefit of higher skill levels in areas outside the labour

market, this point should be further emphasised. High levels of education and skills within the

population can contribute to societal wellbeing and advancement in ways that go far beyond the

confines of the labour market.

In the context of the labour market itself, we welcome the fact that the paper addresses the full

spectrum of employment. In this regard, we wish to emphasise the importance of diversity of

provision across the spectrum of education and training – a diversity which is necessary to mirror the

wide range of occupations and careers in our open economy.

Both as a terminal qualification and a gateway to higher and further education, we welcome the

improvement in leaving certificate retention rates. The data on the striking expansion in higher

education participation since 2009 is a positive for both individuals and the economy. However, the

concurrent very significant reductions in funding for higher education and the various employment

and regulatory constraints applied to it by Government are inconsistent with much of the rhetoric

relating to Ireland as a high skills economy, now and into the future. It is essential that this issue,

which is currently being reviewed by the Cassells Expert Group, is addressed in a real and substantive

way by the incoming government following the upcoming general election.

2. Economic Stability Critical The openness of our economy means that Ireland is disproportionately affected by global economic

cycles and perturbations. For example, the reverberations of the dot com bubble of the late nineties

impacted on parental/student choice for many years even after the industry had returned to growth.

Notwithstanding our economic openness, skills provision in Ireland has suffered from the excessively

(and avoidably) cyclical nature of domestic economic management. The most obvious example of

this is the decline in the construction sector during the recent economic crash, the associated

collapse in student demand, and the skills shortages which are now becoming prevalent as the

economy returns to a trajectory of rapid growth. In addition, the collapse in public sector recruitment

had an enormous impact, particularly on the employment of AHSS graduates.

Effectively addressing the skills needs of the economy must take a medium to long term perspective.

This reinforces the need to avoid short term procyclical budgeting and to invest in assets that will

yield a return over time. In this regard, the nugatory amounts provided in the recently published

capital plan are worrying. It should also be said that the current higher education funding model does

nothing to support a more strategic approach to the overall structure of provision. For example many

reports call for increased numbers of places in STEM related subjects. However, the current funding

model does nothing to recognise the cost implications of a structural shift in provision towards STEM

or to provide for it.

3. Further education and training Many view the further education and training (FET) sector in Ireland as being underdeveloped and

fragmented. The implementation of the 2014 Further Education and Training Strategy referred to in

the paper is critical in this respect. The data given in the paper in respect of Further Education and

Training gives cause for concern in that it suggests a schism between the two, with training places

outside of apprenticeship almost exclusively reserved for the unemployed. While acknowledging the

recent economic crisis, the development of a coherent skills strategy is not well served by the

continuance of this duality.

Progression. We are concerned that the current strategy places an excessive emphasis on

progression. This statement needs to be contextualised carefully. It is wholly desirable that

individuals should have the means, motivation and opportunity to develop their skills and to acquire

higher level skills. In terms of seeking the right balance of education and skills levels across the full

spectrum of the National Framework of Qualifications, the current implicit emphasis in the system is

that learners should seek to move “one step up”, i.e. if their current level of attainment is NFQ L5,

then the learner should seek to move to NFQ L6, and if at NFQ L6, then the learner should seek to

move to NFQ L7, and so forth. While laudable as a lifelong learning philosophy, although lifelong

learning does not necessarily require a learner to move to a higher level, this expectation contributes

to a situation where many qualifications at NFQ Levels 4, 5, and 6 are relatively under-esteemed both

professionally and in society. This is not necessarily helpful in ensuring a good balance of skills across

the economy, or across the range of educational levels. This concern is magnified at the entry levels

of the NFQ and is also seen in the fall off in provision in that area revealed in recent EGFSN studies

of certain skills sectors such as hospitality.

It is therefore important that employers and the state boost the image of vocational education and

training opportunities as a route in themselves to skilled employment, and not simply as a stepping

stone or as a secondary route to higher education.

Training in employment. The paper and the strategy itself should also deal more comprehensively

with the entire area of training in employment (this itself a key component of lifelong learning). While

there is a reference to Skillnets’ meeting its targets, more information is needed on the investment

by firms in employee training and the interrelationship between firm demand and the supply system,

both public and private.

National Training Fund. We would also draw attention to what could be seen as an imbalance in the

utilisation of the National Training Fund in respect of measures devoted to, respectively, training in

and for employment. While the underpinning legislation allows for both, arguably, as a fund directly

paid for by employers, a greater proportion should go to benefit employees.

Holistic approach. In taking a more holistic view of training, we need to look beyond the traditional

sectoral boundaries. For example, universities are very active in the space of continuing professional

development. There is potential to expand the role of higher education in this space, but supportive

policies are needed. These policies need to span measures to stimulate demand on the part of

employers and employees and to ensure the blockages in the supply system are removed.

Regulations on hiring and remunerating staff are foremost in this regard.

Work experience/internships/placements: there is wide agreement about the benefits of structured

work experience/internships for students, and large numbers of students benefit from these as an

integral part of their higher education experience. Further numbers of students also benefit from

structured volunteering experiences with voluntary or community organisations, where essential

skills and competences are also honed. We also know that such experiences also lead in many cases

to employment for the student, as a direct result of a successful placement. However, the supply of

these opportunities from both private and public sector employers in Ireland is limited and curtails

the numbers of students who can and should benefit from this opportunity for skills development.

The National Skills Strategy needs to include ways to stimulate the supply of high quality work

placements, integrated with an accredited programme of study, through fiscal and other

bureaucracy-light incentives, as an essential link in the skills development process. The SME sector

in particular needs to be targeted, making it simpler and more normal for it to provide students with

these work placements, and also at the same time gain additional exposure to young talent and the

innovation this can bring.

Researchers. As regards training for employment in the Higher Education context, the development

of the framework for careers for researchers is critical. As set out in the IUA’s submission on the new

national research and innovation strategy, a dedicated fund is needed to support the acquisition by

researchers of transferrable skills and their mobility into the wider labour market. The resources to

support this should come from the NTF. IUA welcomes the proposals in the new Innovation 2020

strategy to increased postgraduate output. This reinforces the need for effective career development

mechanisms for researchers. It is important that research funders engage fully with this issue also.

4. Careers and guidance services The provision of these services across the education and training sector has been hit severely by the

cutbacks of the 2008-2014 era. Such guidance is important, particularly for those students who lack

relevant role models or cannot benefit from the positive experiences of family and friends, in

ensuring that students make informed choices in developing the knowledge, skills and competences

needed for their preferred occupations and/or other life interests. Guidance counsellors in many

parts of the system also have to provide counselling services to students, and there has been a large

increase in demand for these services due to the growing range of economic, social and cultural

pressures on students.

In improving these services, there is a critical need to ensure that sufficient resources are devoted to

the careers advice aspect specifically. As the world of work becomes more diversified students need

to have access to quality information on the diversity of careers available. Equally, advisors need up

to date information and need to continually update themselves on changes in the economy and

workplace. The structures to provide careers advice to second level students need to be fully linked

up with other aspects of the state’s labour market apparatus.

5. Public Service as Employer As reflected in the paper, the public service is a major employer and a notable employer of graduates.

Notwithstanding this, there has been little engagement by public service leadership on the issue of

skills supply and skills development of its workforce. As a result of demographics and the

employment control framework the public sector is now facing serious challenges with regard to

skills and expertise. The development of appropriate structures and measures to address this should

be a feature of the new strategy.

6. Curriculum Issues We welcome the reference to the initiatives taking place at first and second level in regard to

curriculum and assessment. The IUA supports these developments and is working closely with the

Department on the wide range of issues impacting on the transition from second to third level.

The paper and the strategy could better reflect other developments within the universities in this

space. Examples include the systematic review of undergraduate curricula now complete or

underway in four universities to ensure that the curricula across all UG courses in those universities

incorporate the development of desired knowledge, skills and competences for graduates.

Another example is the recently launched (2015) National Framework for Doctoral Education, which

formalises the provision of a broad range of skills and competences for all doctoral students in

Ireland, irrespective of whether their postdoctoral place of work is in private industry, the broad

public sector or in academia. Likewise, HEI clusters across the country are developing pathways for

students to progress from FET to HE as part of structured skills development programme in pursuit

of certain national priorities, for example the ICT strategy.

The use of student feedback gathered through the ISSE should also be emphasised more, as should

the importance of feedback mechanisms generally, including the employer survey. Such instruments

need to be continually developed and supported – see below.

7. Intelligence The consultation paper very usefully brings together the key facts and figures relating to skills. We

would like to see a more coherent approach to the collection and utilisation of data and evidence for

planning and strategic purposes. Equally importantly, more coherent structures are needed to

ensure support for both the gathering and use of this intelligence. Some points in support of this are:

Regional Skills Fora. The Regional Skills Fora are a welcome development and have the potential to

both improve intelligence and cohesion of provision at national level. The regional skills fora should

be seen as a key component in the implementation of policy on the clustering of HEIs and other

education providers. It is important that regional clustering structures are not made overly

complicated. In this regard, the bottom-up approach to the Skills Fora which seeks to empower local

actors is strongly supported.

EGFSN. At the national level, the role, composition and location of the Expert Group on Future Needs

(EGFSN) should be reassessed. The move to bring educational and skills provision under the ambit of

a single department (the DES) should be mirrored by locating the EGFSN and its secretariat within

that same Department. In so doing, the composition of the group should be reviewed in the context

of considering the relative balance of the following roles and functions: expert analysis, advocacy

and representation. However, the group should continue to be composed of employer and education

and training system members and provide an effective locus for open discussion and exchange of

information between the two. Consideration also needs to be given to how the group links with the

regional skills fora as these develop.

As regards the work of the group, consideration should be given to the balance between its more

broadly based analytical work on labour market demand and skills provision and the conduct of

sector based studies. In particular, a critical analysis should be undertaken of the “predict and

provide” approach which underpins much of the sector analytical work. This work should include an

international benchmarking of the approach currently used in Ireland.

First Destination and Employer Surveys. In terms of the more broadly based approach, the

developments now underway in respect of graduate outcomes are of fundamental importance. The

First Destination Reports, available for university graduates since 1982, provide comprehensive data

on the first occupational destinations of these graduates 9 months following graduation. These

reports have consistently shown the high levels of employability, both at home and abroad, of Irish

university graduates, at all levels.

However, the limitation of this report is the time at which graduate employment is sampled and its

limited coverage of HEIs. In this regard, the extension of the survey to all HEIs is a vital development.

Equally important is the development of longitudinal studies and more focus on the post graduate

cohort. This will provide further opportunities to examine graduate outcomes across a range of

disciplinary, institutional and professional fields, adding another layer to our understanding of skills

and competence development.

As previously mentioned, the employer survey is also very important. Contrary to the impression

given by the consultation document, the overall findings of the employer survey were that in general

employers expressed remarkably high levels of satisfaction. However, while the survey as carried out

in 2014 had a number of limitations, leading to unsatisfactory employer response rates and limited

overall validity of the survey, its overall findings and the overall feedback from employers were

remarkably consistent with the results of the 2012 survey. This employer feedback can also be

usefully compared to the feedback regarding skills development obtained from students themselves

in the Irish Survey of Student Engagement, now entering its 4th year of operations.

Conclusion In addition to these general observations, some responses from IUA member institutions are

included in the appendix.

IUA, December 2015

Appendix:

Additional Questionnaire Responses received from universities:

A

DEVELOPING RELEVANT SKILLS

Relevant Skills:

What do you consider to be the relevant skills for development in the period to 2025?

The consultation paper highlights a number of sectors e.g. IT, construction where there will be an

increasing requirement in skills to 2020 and beyond. However, other key skills in addition to

occupational skills such as transferrable work-place skills of digital literacy, critical thinking,

decision-making, team work skills will also be in demand and are transferable across all sectors.

Do we have the right mix of initiatives to deliver the future needs of enterprise, the economy and

society?

There are a number of ongoing initiatives including the recent Regional Skills Forum, which enable

education, research, skills and training providers and employers across a region to work together in

partnership and identify future training gaps. There is also a wealth of labour market data available

through Forfas and other such research agencies providing a review of current and future skills

requirement. This data tends to be presented at a relatively generic and high level; it has

limitations in meeting the needs of employers who have more immediate skills requirements. What

is needed most is the more immediate and accessible exchange and transparency of information

across these organisations and initiatives rather than increasing the mix of initiatives on offer.

How can employers and education and training providers work more effectively to identify and

address skills needs and ensure the “work readiness” of learners?

Greater collaboration and dialogue is required among parties (education / training providers and

employers) to initially share the information that is on offer - as much is currently available, to

address any skills needs. Initial work is required to gain more comprehensive and cohesive

approach and agreed communication channels - internally amongst the education and training

providers in each region, and internally within employment sectors. The complexity of the differing

skills needs to be recognised and addressed; MNCs, SMEs and micro enterprises differ e.g. micro

enterprises may not have the capacity to invest in long-term "work readiness" of employees.

Employers should be active on Programme Boards for education and training providers, be

available to present as guest lecturers to students to ensure closer collaboration at programme

development and delivery stages. There is strong evidence in relation to the positive impact of

work based learning on career readiness - a high level of support and co-operation will be required

between education and training providers and employers to sustain this in the future. Key

interventions are required to influence work readiness and employability in all organisations,

including the employment of career and employability specialists to facilitate focused life-long

learning.

Measurement & targets:

What indicators should be used to measure progress in the new Skills Strategy (e.g. NFQ levels,

Employer surveys, other)?

Employer surveys mapped against national skills research and trend analysis would be the most

useful indicators.

Life Long Learning:

How can we motivate more people to participate in life-long learning?

Enhanced employability and professional development opportunities are important motivating

factors cited by people in employment when considering further study. Highlighting these links

will be critical in increasing uptake as well as the personal and community benefits of lifelong

learning.

With increasing access to flexible learning methods of delivery including online and blended

learning modes, the number of structural barriers are decreasing and students can access learning

from their home or place of work. However, not all students are ready to embark on a full degree

or masters programme of study and may require foundation programmes or pre-entry supports

including study and literacy skills in order to prepare them for a HE course of study.

Finance and the ability to pay for a course of study is a huge barrier for adult learners returning to

either full or part-time study. There has been a decrease in the uptake of HE places by full- time

mature students. Personal finances have a direct impact on the uptake of courses and increased

financial support must be put in place. Part-time students are not eligible to receive free tuition

fees or higher education grants and must personally finance their studies as employers do not

always fund an employee’s education programme.

What are the attitudinal and structural barriers to learning that need to be overcome?

A lack of finance and accessible accommodation are key structural barriers for education and

training, particularly for students from lower socio-economic groups. Interventions are particularly

required for 'non-traditional' learners, from primary level forward, to aspire towards higher

educational attainment via Access programmes, disability and career support.

What actions can be taken by employers to support and encourage increased participation in

lifelong learning?

Increased financial supports should be provided by employers to fund the part-time study of

employees. Flexibility in terms of time-off for study is also required at peak points of the academic

year to assist students with the rigors of their academic programme.

What actions can be taken by education & training providers to support and encourage increased

participation in lifelong learning?

Increased provision of flexible modes of learning to include online delivery and ability to offer

programmes on a completely modular basis, which allows students to customize their study paths.

Programme supports such as study skills, academic writing, time management and career

development programmes should also be on offer to support students through the learning

process. While many of these services are on offer to students, making them available in a flexible

format to accommodate learners in their working lives will benefit adult students. Increased use of

RPL (Recognition of Prior Learning), processes will also assist students in their progression routes

from one provider or programme to another.

What actions can be taken by the State to support and encourage increased participation in lifelong

learning?

Financial support is critical for part-time students and also mature students wishing to complete a

programme of study on a full-time basis. Tax incentives for employers who support student fees

would be very helpful.

How can we give recognition to prior learning including skills acquired in work, home or community

settings?

Support the development and growth of micro-credentialing systems such as Digital Badges for

informal and formal learning and the demonstration of achievement. (http://openbadges.org/

https://www.macfound.org/programs/digital-badges/ and http://allaboardhe.org/)

There is an established policy on the Recognition of Prior Learning at a national level. This has been

adopted by the various HE institutes. A full roll-out of the RPL policy and advertisement of same

with prospective students and employers would increase uptake and provide opportunities and

progression pathways for adult learners.

What barriers need to be addressed in order to stimulate investment in training by Irish

enterprises?

What barriers need to be addressed to encourage disabled people to engage with education and

training?

The provision of appropriate supports throughout the whole spectrum of education (primary to

third level) for people with disabilities. There needs to be a clear pathway for graduates to engage

in meaningful work in their areas of expertise. Appropriate monitoring of current employees with a

disability and potentially quotas may need to be established.

There must be opportunities for under-represented groups to gain exposure to people in the

professions. These could be through outreach programmes, work placement or mentoring.

Selection mechanisms, as well as programme components and requirements, also need to be

examined to identify and remove any barriers to entry and progression which may exist on a

systemic level for this group.

How can the range of work place experiences be expanded, particularly in SMEs, to increase

opportunities for learners to gain practical experience as part of their education and training

programme?

Traditional barriers such as access to training programmes have been overcome by the HEIs

through the introduction of a range of online learning technologies to make provision of

programmes more accessible to all prospective students. One of the final barriers is the availability

of finance and time to allow employees to upskill. These barriers can become more significant for

smaller enterprises who have less access to resources.

A coordinated and financially supported approach to work place experiences is required,

particularly for SMEs to engage with learners. Many SMEs do not have the resources to facilitate

work placements, such as time to recruit suitable candidates, induction programmes and

processes, supervision capacity. These enterprises need to be incentivized - financially, by

provision of training and induction programmes etc.

Skills infrastructure

Is the structure and architecture for the education and training system fit for purpose?

Currently, there are a range of education providers offering courses at various stages of the NFQ,

delivery has been enhanced through online learning technologies and modular modes of study are

available to prospective students. These can be augmented to suit individual groups, but

fundamentally the building blocks are in place.

Is there a need for greater collaboration, particularly in the post-secondary sector to support

learners to access learning opportunities and to meet the skills needs of employers?

Greater collaboration is certainly required across all levels of the post-secondary sector from FE to

HE to illustrate to learners the various educational pathways and progression opportunities. The

establishment of the Regional Clusters at HE level and the Regional Fora for FE and HE providers

will enhance this transferability and visibility for learners.

How can we encourage the provision of a range of programme offerings by education and training

providers that are relevant to learners and enterprise needs?

Increased dialogue with the education providers and employers through Programme Boards and

the Regional Skills Forums will increase the relevance of provision.

What can institutions do to ensure their policies and practices are inclusive and open to people

with disabilities and other underrepresented groups?

Through full roll-out and implementation of the widening access and participation agenda and the

National Access Plan, Universities are working with under-presented groups and people with

disabilities to ensure their full participation at 3rd level. A range of services, programmes and

initiatives are currently in place.

There are divergent views on the issue of over-education and the scale of skills mismatches in the

economy. It is clear that enterprise requires skills at all levels of the NFQ. We would welcome views

on this issue and the implications that it has for the skills system and in particular the balance of

provision between further education and training and higher education.

How can education and training providers and employers work together more effectively to

respond to the results of the Employer Survey to achieve greater satisfaction amongst employers in

future with the skills of graduates?

Consider the opportunities for further developing the EuroPass model

(http://www.europass.ie/europass/) according to the recommendations outlined in the review of

2013 (file:///Users/iain/Downloads/Europass_Commission_Report%20(1).pdf and ensuring that

the system is simplified, modernised, able to capture a wider range of certifications (eg Open

Badges) and can be used to develop both a personal profile and opportunity for personal reflection

on skills development, learning from the German ProfilPASS model (http://www.profilpass.de/).

Linking data and personal skills profiles with employment vacancies, employer needs and market

analyses would provide an effective basis for both contingency and longer-term strategic planning.

ACTIVATING SKILLS SUPPLY

What changes can be made to the approach to training and skills development to improve the

employment prospects of people who are long-term unemployed?

How can the education and training system better engage with unemployed people with low levels

of educational attainment?

How can we encourage people with disabilities and other under-represented groups to return to

education or to retrain for employment?

What measures can be taken to improve the progression of young people from education and

training – as well as those not in education or training, including early school leavers – to

employment?

What can we do to facilitate and support the return of skilled Irish migrants in the coming years?

How can we encourage older people to reskill & retrain and continue to participate in the labour

market? What skills will they require?

How best can this reskilling and retraining be facilitated?

EFFECTIVE USE OF SKILLS

What changes could be made to ensure that future skills needs of the economy can be anticipated

and communicated most effectively to education and training providers, employers, students and

those already in employment?

Full engagement in 'foresight' exercises and strategic engagement with international organisations,

such as the OECD and the EC, ensuring that trends documents arising from such are effectively

summarised and disseminated through a variety of channels.

How can all stakeholders work more effectively to increase awareness of skills requirements and

career opportunities among both school leavers and those already in the labour market?

How can the new network of Regional Skills Fora best contribute to the development of the skills

base in each region?

Identifying and benchmarking best practice in employer-education/training provider engagement,

nationally and internationally. Targeting sectors and facilitating dialogue, relationship development

and communication channels between relevant parties in a dynamic and sustainable way. This will

include mapping programmes among education and training providers and enabling employers

(and their representatives) to interact as needed.

How can we ensure a better understanding of the skills that are available, for instance in creating a

common understanding of language proficiency?

Frameworks for proficiency and competence need to be readily available. Creating a common

understanding will take time and effort - this includes information provision and also targeted

sectors and forums to enable engagement.

How can we promote a more effective use of skills at work? In particular, how can managers be

supported to identify effective work and organisational practices that make the best use of skills

available to them?

How can this best be promoted among SMEs?

How can workplace learning be used more effectively to link training provision more closely to

employer needs?

What additional measures are required to support entrepreneurial education and

entrepreneurship skills in Ireland?

How can SMEs be better supported and encouraged to engage with training?

National Skills Strategy: invitation for submissions on the development on a

New National Skills Strategy

DEVELOPING RELEVANT SKILLS

Relevant Skills

What do you consider to be the relevant skills for development in the period to 2025? Linguistic ability; ICT/digital skills; capacity for critical thinking; global and cultural fluency.

Do we have the right mix of initiatives to deliver the future needs of enterprise, the economy and society? Yes, but they need to be leveraged in tandem.

How can employers and education and training providers work more effectively to identify and address skills needs and ensure the “work readiness” of learners? Through the Regional Skills forum and in discussions regarding development of and/or sponsorship of postgraduate vocational programmes.

Measurement & targets

What indicators should be used to measure progress in the new Skills Strategy (e.g. NFQ levels, Employer surveys, other)? Employer surveys; destination of graduate surveys; focus groups from industry & further education & higher education providers.

Life Long Learning

How can we motivate more people to participate in life-long learning? Promote an understanding of the benefits e.g. career change and progression within their careers as well as tools to enable people to adjunct to changing societies and conditions e.g. ageing. What are the attitudinal and structural barriers to learning that need to be overcome? Structural barriers are presented by the limited numbers of part time courses available as well as the financial barriers to returning to study - full time options are funded and part time are not. This is despite the fact that indications are that part time return to education combined with employment is the preferred option. (ESRI report.)

There are also within the system concepts which are no longer fit for purpose e.g. query currency of current definition of “mature student”. What actions can be taken by employers to support and encourage increased participation in lifelong learning? Enterprise partnerships with HEIs to facilitate upskilling/CPD for employees. Workplace PhDs in particular as evidenced through the enterprise schemes of the IRC are very progressive in this space.

What actions can be taken by education & training providers to support and encourage increased participation in lifelong learning? Credit accumulation and a greater provision of part time courses generally, particularly if made available at times which can be combined with work hours e.g. 5-7pm or block sessions at weekends.

What actions can be taken by the State to support and encourage increased participation in lifelong learning? Support targeted at programmes which facilitate incremental registration for ongoing training/re-skilling/CPD. Implement a sustainable funding model for higher education.

How can we give recognition to prior learning including skills acquired in work, home or community settings? Universities have RPL initiatives developed in niche areas- e.g. creative writing programmes and creative practice PhDs - These need to be rolled out more generally into other areas and at levels throughout the framework of qualifications.

What barriers need to be addressed in order to stimulate investment in training by Irish enterprises? SME sector in particular needs to be enabled to take advantage of opportunities in this space without undue concern over engaging in long term commitments e.g. concerns regarding whether SME can afford a four five year degree or four year PhD could be overcome by state guarantee of enabling continuation should SME experience financial difficulties

What barriers need to be addressed to encourage disabled people to engage with education and training? Inadequate infrastructure and service support. Address backlog maintenance of existing higher education facilities to ensure safe and adequate access for students with a disability.

Real World Experiences for Learners

How can the range of work place experiences be expanded, particularly in SMEs, to increase opportunities for learners to gain practical experience as part of their education and training programme? Vocational placements recognition for credit. Diploma supplement with inbuilt recognition of provision of ‘soft’ skills.

Skills infrastructure Is the structure and architecture for the education and training system fit for purpose?

No inflexibility is built on an outdated model of a full time student engaged in a three or four year undergraduate degree as the norm. This is unsuitable for the current diverse student population and future needs for lifelong learning.

Is there a need for greater collaboration, particularly in the post-secondary sector to support learners to access learning opportunities and to meet the skills needs of employers? Yes through development of greater and more flexible pathways cluster routes and broadening of access through FETAC etc. How can we encourage the provision of a range of programme offerings by education and training providers that are relevant to learners and enterprise needs? Skills funding initiatives with employment/internship guarantees. What can institutions do to ensure their policies and practices are inclusive and open to people with disabilities and other underrepresented groups? Promote models of good practice. Quotas. There are divergent views on the issue of over-education and the scale of skills mismatches in the economy. It is clear that enterprise requires skills at all levels of the NFQ. We would welcome views on this issue and the implications that it has for the skills system and in particular the balance of provision between further education and training and higher education. A comprehensive Higher education matrix is critical and needs to operate at the highest levels to give the system credibility. However, it also needs to include and extend to training at

lower levels with connectivity from those (to include apprenticeships) onto other levels (e.g. regarding apprenticeships follow on management training etc.). How can education and training providers and employers work together more effectively to respond to the results of the Employer Survey to achieve greater satisfaction amongst employers in future with the skills of graduates? Involve in programme development and curricular review as well as enrolment plans for the institutions. By actively participating in the Regional Skills Fora. ACTIVATING SKILLS SUPPLY What changes can be made to the approach to training and skills development to improve the employment prospects of people who are long-term unemployed? Part time study options need to be developed and made available in greater number right throughout the levels, with a facility to engage with no loss in benefit How can the education and training system better engage with unemployed people with low levels of educational attainment? Through leverage of the welfare system combined with part time provision as above. How can we encourage people with disabilities and other under-represented groups to return to education or to retrain for employment? Pathways facilitating incremental acquiring of retraining options. What measures can be taken to improve the progression of young people from education and training – as well as those not in education or training, including early school leavers – to employment? Apprenticeship options being made available linked into the further and higher education provision. Broadening out the model of training and allowing for transition upwards and between training options will encourage greater engagement without a sense of having to make definite choices at too early a stage in life and career. What can we do to facilitate and support the return of skilled Irish migrants in the coming years? Opportunity for up-skilling/retraining. Engaging with higher education sector where they may wish to provide and input to training of new graduates in light of their experience e.g. as Adjunct appointments. Quality of whole education spectrum making it attractive for them and their families.

Quality of life and work life balance. How can we encourage older people to reskill & retrain and continue to participate in the labour market? What skills will they require? Emphasise the fast pace of change in society and the utility of an enhanced ability to adapt – for example through leveraging and use of technology to enhance quality of life connectedness etc. and mobility as ageing process occurs. How best can this reskilling and retraining be facilitated? Through partnership with local (regional) education providers thereby leveraging the expertise available within the sector more widely to the benefit of regions through regional partners. EFFECTIVE USE OF SKILLS What changes could be made to ensure that future skills needs of the economy can be anticipated and communicated most effectively to education and training providers, employers, students and those already in employment? Through the continued engagement of The Expert Group on Future Skills Needs/SOLAS and the provision through EGFSN/SOLAS of more detailed information on future skills needs to be met by graduates. How can all stakeholders work more effectively to increase awareness of skills requirements and career opportunities among both school leavers and those already in the labour market? Through an appropriately funded Regional Skills Forum. How can the new network of Regional Skills Fora best contribute to the development of the skills base in each region? Through a clear understanding across all participating parties of the complementary and differentiated role of education providers in meeting skills needs. The valuable role and contribution of the ETBs needs to be understood and leveraged by employers. By understanding of the critical role the work-place plays in training and skills development. How can we ensure a better understanding of the skills that are available, for instance in creating a common understanding of language proficiency? Through greater clarity, if required, in the details provided in reports of The Expert Group on Future Skills Needs/SOLAS .

How can we promote a more effective use of skills at work? In particular, how can managers be supported to identify effective work and organisational practices that make the best use of skills available to them? A suggestion is to work this dimension actively through the participating organisations of the National Steering Group for the Regional Skills Fora. Employer representative organisations should communicate such opportunities with their members. How can this best be promoted among SMEs? As above, through ISME and the Small Firms Association and other SME representative organisations. How can workplace learning be used more effectively to link training provision more closely to employer needs? By managers being aware of Recognition of Prior Learning opportunities and being aware of education offerings that meet employees individual training plan needs.

What additional measures are required to support entrepreneurial education and entrepreneurship skills in Ireland? Broaden concept of ‘entrepreneurship’ and embed modules in programmes which recognise periods spent in those activities and capacities How can SMEs be better supported and encouraged to engage with training?

Through clarity on the relevant points of contact in the Education Providers.

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