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" Identifying Future Skills for Growth and Competitiveness “ Abridged Version. My Vantage Point. Founding President, Letterkenny Institute of Technology 1971 – 1974 President, Waterford Institute of Technology 1974 – 1977
Social Partnership Agreements;
‘…..there is an argument that a large expansion in third level education would increase the supply of highly-qualified graduates in various disciplines beyond national manpower needs and would, in effect, be educating people for emigration or unemployment and in a particularly expensive way. It is recognised however, that there are serious reservations about planning on the basis of manpower projections alone. Account must be taken of the extent to which a well educated cadre of people can, of itself, contribute to economic recovery’...
NOTE:In 1987 ca. 70% of university bachelors graduates of that year emigrated!
From the early 1980’s there had been concerns expressed at the growing pressure for an increased output from HEIs.
Government established (in 1997) the Expert Group on Future Skills Needs (EGFSN).
Its objectives are: to develop national strategies to tackle the issues of skill needs; manpower forecasting and the education and training for business membership.
Membership of the EGFSN includes: business people; educationalists; training providers; trade unions; policy makers; public servants; industrial promotion agencies.
It is imperative that enterprise must be one of the key considerations in policy making for education.
Incorporating the views of enterprise into the educational system is in the best interests of students as it maximises their choices of career path.
Advancing the Lisbon Agenda - Integral to this is maximising social inclusion, providing high quality employment and delivering improvements in the social fabric.
Science, Engineering and Technology Skills
Foreign Language Skills
Post Leaving Certificate (PLC)
Leaving Certificate Applied
Leaving Certificate Vocational Programme (LCVP)
Transition Year Programme
English and Communications,Mathematical Applications,Social Education,Irish Language,Modern European Language, 2 Subjects from the Vocational specialisation e.g. Agriculture/Horticulture, Engineering,Technology, Childcare/Community Care, Hair and Beauty
New Institutions-New Attitudes and New ProgrammesRegional Technical CollegesInstitutes of TechnologyNew Universities(Dublin City UniversityUniversity of Limerick)
Key Proposals for 2020:
• 48% of the labour force should have qualifications at National Framework of Qualifications (NFQ) Levels 6 to 10 - from National Certificate to PhD level;
• 45% should have qualifications at NFQ levels 4 and 5 - Awards equivalent to Leaving Certificate Examination;
• The remaining 7% are likely to have qualifications at NFQ levels 1 to 3 (i.e. below Junior Certificate) while aiming to transition to higher levels.
• An additional 500,000 individuals within the workforce will need to be upskilled and to progress by at least one NFQ level over and above their current level of education and training;
• The (School) Leaving Certificate retention rate for young people should rise to 90 percent;
• By 2020, the proportion of the population aged 20-24 with NFQ level 4 or 5 qualification (Leaving Certificate or equivalent), should be increased to 94 percent;
• The progression from second- to third-level education should increase from 55 percent to 72 percent; and
The NFQ comprises ten levels of qualifications, with each level based on nationally agreed standards, skills and competence. These standards define the learning outcomes to be achieved by learners seeking qualifications at each level. The ten levels include qualifications gained in settings from schools, to places of work, the community, training centres and to colleges and universities, from the most basic to the most advanced levels of learning. Information on the NFQ is www.nfq.ie
Three Critical Areas of Focus: