Chapter 5: Conclusions and Recommendations
Achieving the Proposed Objectives
In order to achieve the proposed objectives set out in Chapter 4, action is required at a number of levels:
- The proportion of the population aged 20-24 with NFQ level 4 or 5 awards should be increased to 94 percent, either through completion of the Leaving Certificate or through equivalent, more vocationally oriented programmes. The retention rate at Leaving Certificate should reach 90 percent by 2020.
- An additional 500,000 individuals within the workforce will need to progress by at least one NFQ level. Specifically, 70,000 individuals will have to be upskilled from NFQ levels 1 and 2 to level 3; 260,000 up to levels 4 and 5; and 170,000 to levels 6 to 10. The cost of the proposed upskilling to levels 3, 4 and 5 is estimated over a thirteen year period at €153 million per annum; the cost of upskilling at higher levels is estimated over a thirteen year period at €304 million per annum.
- The progression rate to third level education will have to increase from 55 percent to 72 percent.
Develop Skills for Economic Growth
All relevant government departments should together facilitate the development of skills that support economic development.
In relation to specific skills shortages, progress in implementing the recommendations in recent reports of the Expert Group on Sales & Marketing and Management Development for SMEs as well as the EGFSN’s Fourth Report should be reviewed, and the outstanding recommendations should be implemented.
Science, Engineering, ICT and R&D skills are an integral part of a knowledge-based economy and their promotion remains important.
Ireland requires a third level fee structure which reflects its economic and social needs. The Expert Group notes and welcomes the commitment in Towards 2016 to establish a fund which will ‘alleviate the fees in public institutions for part-time courses at third level for those at work who have not previously pursued a third-level qualification’ and looks forward to its immediate implementation.
Implement a One-Step-Up Approach
An implementation mechanism under the auspices the Department of Enterprise, Trade & Employment and the Department of Education & Science should be put in place to coordinate the activities of all stakeholders under One-Step-Up.
A One-Step-Up approach needs to involve a wide range of providers including Universities, Institutes of Technology, Vocational Education Committees, Skillsnet, FÁS and other development agencies and education providers. The initiative should be communicated clearly to all key stakeholders, and should incorporate the following key elements:
- Systematic identification of the needs of individuals and enterprises;
- Flexible and responsive training provision;
- A high profile National Media Awareness Campaign;
- An accreditation/quality assurance system; and
- Adequate funding.
Target the Low Skilled and Educationally Disadvantaged
As a general principle, individuals who do not currently hold a qualification equivalent to NFQ Level 4 or 5 should be assisted to achieve such an award, through either full- or part-time study, without incurring tuition costs and with a level of subsistence, where appropriate, provided by the State. The State should continue to support and, where necessary, increase funding initiatives targeted at addressing educational disadvantage, the second-level retention rate, and low literacy levels.
Integrate Migrant Workers
The system for recognition of international awards should be reviewed to ensure that it is meeting its objectives and that the facility is widely communicated to employers and international employees. Procedures to identify those migrants who most need English-language training are also required. The provision of this training needs to be extended, with a distinction being maintained between adult literacy and migrant English-language proficiency. A strategy is required to ensure that migrants integrate into the formal education and training system at all levels and specifically that migrant children are successfully integrated into the Irish education system, particularly at primary and secondary level.
Generic Skills
Substantial evidence points to the fact that certain key generic skills are growing in relative importance in the workplace: basic skills (in particular, literacy), people-related skills, and conceptual skills. These skills should be prioritised and embedded into all publicly funded education and training provision in so far as possible.
Basic Skills
Literacy is a basic foundation skill and the Expert Group notes the recommendations of the report Adult Literacy in Ireland (2006). Mathematics is fundamentally important to the educational and economic well-being of the country. For this reason the review process at second level needs to be expedited and prioritised, and once completed should be accorded immediate consideration by all relevant stakeholders. Furthermore, the success of the revised primary mathematics curriculum needs to be evaluated and any positive lessons built upon at second level ensuring continuity for the learner. Given the importance of mathematics, a strategic approach to its development needs to be adopted.
Collect and Disseminate Information
Timely and relevant flows of information are vital for all stakeholders. To this end, the Expert Group advocates that its recommendations in two recent reports — Careers and Labour Market Information in Ireland (2006) and Analysis of In-Employment Education and Training Data — should be implemented.
