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VET in Ireland 4. Impact measurement Supporting systems. Impact measurement. Weak research and data bases for VET - Data sources on impact fragmented Many of the numerous non-tertiary VET programmes gather progression data but

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VET in Ireland 4

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Vet in ireland 4

VET in Ireland 4

Impact measurement

Supporting systems

Impact measurement

Impact measurement

  • Weak research and data bases for VET - Data sources on impact fragmented

  • Many of the numerous non-tertiary VET programmes gather progression data but

    • not aggregated - for system, region, an individual provider or pathway

    • difficult to draw meaningful conclusions - response rates may be low; different terminology, reference periods & collection protocols; outputs not harmonised; not timely;

  • Neither FÁS or VEC overall VET services have been evaluated independently - some individual programmes

Vet in ireland 4

But . . .

  • Current pressure on and expectations of, VET as a key economic recovery strategy mean that funding authorities are focusing on learning outcomes and impact measurement

  • Trend is accelerated by pressure on VET programmes to contribute to a measurable reduction in unemployment- in circumstances where good employment outcomes are elusive

  • Numerous recent research and other reports have called for a more formal and robust approach to on-going monitoring of VET progression outcomes based on consistent and sustained recording / reporting to ensure that full value of public investment can be ascertained

Some findings

Some findings . . . .

The evaluation of 2010 Labour Market Activation Fund (LMAF)

  • subjected LMAF to a strong analysis in terms of its impact and in terms of the funding model used

  • found a foundation for contributing to a new model of labour market activation

  • recommended that consideration be given to piloting an outcomes-based funding model within any future fund where project providers are rewarded on the basis of meeting specified outcome targets – a performance management ‘payment-by-results’ approach - potential challenges and pitfalls, but benefits may outweigh disadvantages

Some findings he

Some findings - HE

  • 2010 - Higher Education Authority graduate survey of graduate destinations 9 months after graduation – the Class of 2008 (surveyed 04/ 2009) entered one of the toughest economic scenarios since publication began28 years earlier

  • Level 8 Honours Bachelor graduates - 50% in employment; 10% seeking employment; 34% in further studies/training

  • Strongest performers - graduates in Medicine, Dentistry, Para-Medical and Veterinary

  • Somewhat less than 50% of graduates in Commerce, Business Studies, Science, Food Science, Technology and Engineering in employment

  • For most award levels the Non-Market Services most popular sector

  • The least populated sectors by graduates at any level were:

    • Agriculture, Forestry and Fisheries; Electricity, Gas & Water Supply; Transport, Storage & Communications; Building & Construction; Distribution.

Support systems

Support systems

  • The Expert Group on Future Skills Needs and the National Skills Strategy provide vital information and direction on future skills needs

  • The National Centre for Guidance in Education (NCGE) supports guidance in schools & the local Adult Education Guidance Initiative ( 2000)

  • National Employment and Entitlements Service will support individuals to return to learning in the VET system

  • Number of national databases provide course / career information for potential learners. Qualifaxisa “one stop shop" providing information on education & training

  • Learners can access a number of websites created for career guidance purposes (e.g. Career Directions, Qualifax), but each covers only some elements of the range of VET

Support systems1

Support systems

  • The Further Education Support Service (FESS) established in 1997 to support further education and training centres offering FETAC Modules and Awards - a full-time, year-round consultancy service operating through 5 Vocational Education Committees (VECs)

  • FESScurrently exclusively supports the Department of Education and Skills-funded centres registered with FETAC - provides CPD to VEC staff in relation to FETAC Awards development and assessment

  • In recent years there has been an increased demand for tailored and personalised learning provision. Modularised curricula and theFÁS eCollege, for example, are examples of responses to that trend.

  • In recognition of the demand for learning opportunities from the growing numbers of unemployed persons the eCollege has expanded provision and offers courses at no cost to the individual.

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