VET in Ireland 5 Conclusions

 The 2010 OECD report on learning for jobs in Ireland listed a number of the strengths of the system, including:  diverse post-school VET provision by a diverse range of providers  good collaboration with the Social Partners  innovative ways of engaging employers in the provision of VET  a well-structured apprenticeship system  a comprehensive national framework of qualifications (NFQ) covering all kinds and levels of general education and vocational education and training  Of these, the NFQ stands out as one of the most influential developments in E&T in Ireland in decades:  coherence and transparency to the previously fragmented, incoherent and virtually incomprehensible array of qualifications  true potential in terms of access, transfer and progression has yet to be realised  development of the embryonic RPL system would be a first step in the right direction...

Challenges  An examination of VET in upper secondary schooling - to determine its strengths and weaknesses. Following on - a widespread public debate about the nature of upper secondary and the options and alternatives at the nation’s disposal  Quality - development and assurance - in VET in the interests of relevance, equity, efficiency and effectiveness  Given that staff is a key determinant of quality in VET, a comprehensive review of staff qualifications, the gaps therein and measures to address them  Development of a comprehensive data system to underpin VET policy & practice  Monitoring methodologies to establish a data chain based on the principle of ‘collect once, use many times’ and linking all levels from individuals to providers to policy-makers to national and European monitoring bodies  Finally, and immediately, the ‘big bang’ change needs to be managed - to maximise the benefits and minimise the threats for the greatest number possible