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Ireland

SABER: Systems Approach for Better Education Results SABER-Workforce Development. Ireland. Sue Leigh-Doyle 29 May 2012 Washington DC. THE WORLD BANK. Strategy. How has Ireland’s WfD system evolved?. Oversight. emerging > established > advanced.

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Ireland

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  1. SABER: Systems Approach for Better Education ResultsSABER-Workforce Development Ireland Sue Leigh-Doyle 29 May 2012 Washington DC THE WORLD BANK

  2. Strategy How has Ireland’s WfD system evolved? Oversight emerging > established > advanced Summary: Steady progress between 1980-2000 with sustained leadership and support from government. Highlights • Social partnership and institutional consensus facilitated WfD • Sensitivity to international experience and European funding support Macro context • WfD system supported rapid economic growth in the nineties • 5% annual average growth in GDP; importance of manufacturing, FDI, and services sector. Delivery 1990 1980 2000

  3. Strategic Framework Strategy 1. Direction Close-up: 2. Demand-led 3. Coordination Oversight 4. Pathways 5. Funding What were the biggest changes? • Integration of WfD within national industrial and enterprise policies • Sustained government and social partnership commitment What moved the scores? • Policy informed by improved systems for assessment of skill needs • Policies supported by specific budget resources and implementation plans, with review mechanisms What held back progress? • Limited roles for non-government stakeholders up to mid-nineties 6. Standards Delivery 7. Relevance 8. Incentives 9. Accountability 1980 1990 2000

  4. System Oversight Strategy 1. Direction Close-up: 2. Demand-led 3. Coordination Oversight 4. Pathways 5. Funding What were the biggest changes? • Responsibility for standards increasingly devolved, with wider stakeholder representation • New institutional framework for qualifications, and further education awards What moved the scores? • Increased social partner influence on funding priorities • Increased focus on life-long learning What held back progress? • Lack of progression pathways • Provider accreditation systems not standardized 6. Standards 7. Relevance Oversight 8. Excellence 9. Accountability 1980 1990 2000

  5. Service Delivery Strategy 1. Direction Close-up: 2. Demand-led 3. Coordination Oversight 4. Pathways 5. Funding What were the biggest changes? • More diverse mix of non-state providers • More demand-led training • Increased focus on outcomes What moved the scores? • Pro-active, bottom-up industry role • Improved evaluation systems What held back progress? • Long time-frame to build pedagogical capacity in technical trainers • Lack of consistency in quality of work- experience placements/industry internships 6. Standards Service 7. Relevance 8. Excellence 9. Accountability 1980 1990 2000

  6. What have we learned from Ireland’s experience? Challenges faced • Ability of institutions to respond quickly to changing skill requirements while also ensuring quality of provision • Ongoing professional development of trainers, and capacity-building Lessons learned • Importance of sustained government commitment and social partnership consensus to WfD reform • Need for horizontal coordination mechanisms to integrate WfD within industrial and enterprise policy • Robust systems for anticipating skills requirements and for monitoring & evaluation of TVET provision are required to inform WfD policy priorities and funding/resource allocations

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