SOLAS Corporate Plan
2014 - 2016
Foreword
The Challenge
The country is emerging from the deepest economic crisis in its history. The economy and the labour
market are now recovering. The Government’s ambition, as set out in its Medium-Term Economic
Strategy,1 is for Ireland to survive and thrive in an increasingly globalised international economy.
The Further Education and Training (FET) sector is an important pillar of this economic strategy. It will
play its part by ensuring that individuals are equipped with the skills to compete for work and can benefit
from the improving economic conditions.
For its part, SOLAS has been tasked with building the identity and values of a world-class, integrated FET
system.2 People must have confidence that the FET system can deliver the right opportunities for them.
SOLAS, together with the new network of Education and Training Boards delivering quality Further
Education and Training programmes, will generate that confidence.
This is a huge challenge. Meeting it will require SOLAS and the FET sector as a whole to be ambitious, and
to rise to the challenge of transforming the sector in Ireland.
The SOLAS ambition is to be:
•
The leading voice for Further Education and Training in Ireland.
•
The leading hub of labour market intelligence in Ireland.
•
Known for best practice in corporate governance and excellence in everything it does.
•
Demonstrably having a positive impact on individuals, communities and businesses.
•
Outward facing and client-centred.
•
Being vigorous, flexible and responsive.
What will SOLAS do?
The functions of SOLAS will be: to manage, co-ordinate and support the delivery of integrated Further
Education and Training by the Education and Training Boards (ETBs); to monitor delivery and provide
funding based on reliable, good quality data and positive outcomes; and to promote Further Education
and Training provision that is relevant to individual learner needs and national skills needs. This includes
the needs of business and future skills needs.3
1
Government of Ireland, (2013), A STRATEGY FOR GROWTH: Medium Term Economic Strategy 2014 – 2020.
Department of Education and Skills (2012), An Action Plan for SOLAS (An tSeirbhís Oideachais Leanúnaigh agus
Scileanna).
The new Further Education and Training (FET) Authority
3
Ibid.
2
1
SOLAS funding will clearly demonstrate a commitment to creating a FET sector that will secure the right
skills for learners and employers to succeed, at a cost that delivers value for money for the taxpayer.
Employers play a key role in identifying the FET skills needed for business to thrive. SOLAS will collaborate
more intensely with employers at national level, building on existing links such as the EGFSN. It will also
support ETBs at local level in order to get closer to employers and build capacity to innovate and respond
more rapidly to local employer needs and the changing contours of the labour market.
Leading Change in FET
As recognised in the Further Education and Training Strategy, a combined effort is required from many
state institutions in order to improve the FET role in equipping people with the entry level and
intermediate skills that enterprises require and which will help them compete for employment. The FET
Strategy is inclusive and recognises that all citizens have the potential to develop their skill sets if afforded
the opportunity and support to do so.
This Corporate Plan sets out what SOLAS will do over the next three years to lead change in the FET sector
from the perspective of ensuring relevant, high-quality FET programmes which are delivered to a very
high standard.
In order to lead this change, SOLAS will be a trusted guardian of FET. It will develop its knowledge base
and will use this to advance the FET contribution to citizens, the economy and society. Funding will be
applied judiciously, firmly and equitably in pursuit of the agreed objectives for the FET sector.
Over the lifetime of this Corporate Plan, SOLAS expects significant strides to be made in the following
areas:
•
FET relevance, quality and delivery.
•
The availability of FET provision aimed at the entry and intermediate level skills required by
employees to meet current and future needs of employers.
•
Better experiences and outcomes for learners linked to their level of readiness to compete for jobs in
an open labour market.
•
The contribution of FET to economic and social development.
The approach to how these will be achieved is set out in an Overarching Implementation in Part 4 of this
document. It will be further amplified in a detailed Operating Plan to be developed when SOLAS is fully
structured, and which will include appropriate benchmarks, milestones and targets.
How will SOLAS do this?
We have described above what SOLAS will do, how it will make a difference, and what it will ensure will
take place. The following six high-level Goals set out, in a broad sense, how all of this will happen over the
next three years.
2
The first two goals ensure that FET resources are targeted to where the need is greatest, and that the
new FET planning and funding model as well as the new data infrastructure facilitates and supports this:
Goal 1: Enabling delivery of skills for the economy.
Goal 2: Supporting active inclusion.
Goals 3 and 4 focus on ensuring that there is a new relationship with employers, and that FET provision is
more responsive to the needs of learners and employers, as well as fostering a spirit of innovation,
entrepreneurship and self-employment:
Goal 3: Empowering learners and employers.
Goal 4: Influencing FET policy and practice through generating intelligence and supporting
innovation and entrepreneurship.
Goals 5 and 6 focus on ensuring that the FET sector has the capacity to be responsive and targets its
resources at what works best; that SOLAS becomes and remains fit for purpose; that it has access to the
necessary expertise; and that the SOLAS brand becomes trusted and well-regarded for the quality of its
leadership and support.
Goal 5: Building sector capacity and responsiveness.
Goal 6: Building SOLAS capability and organisational effectiveness.
The remainder of this document sets out the Corporate Plan itself, including the policy and labour market
context underpinning the Plan, the work programme relating to each of the Goals and an over-arching
Implementation Plan. It is based on extensive research and the gratefully-received contributions of many
FET sector stakeholders.
3
Table of Contents
List of Figures ................................................................................................................................................... 5
Executive Summary ......................................................................................................................................... 6
Main elements of the SOLAS Corporate Plan, 2014-2016 ............................................................................... 10
Part 1 - Background: FET Reform, the Economy and Labour Market, and Corporate Plan Development ........ 11
1.1 Introduction ................................................................................................................................................... 11
1.2 FET Reform and the Establishment of SOLAS ................................................................................................ 11
1.3 The Economic and Labour Market Context for SOLAS Action ...................................................................... 13
1.4 The Strategic Framework for the SOLAS Corporate Plan .............................................................................. 16
1.5 The Programme and Funding Context ........................................................................................................... 16
1.6 Developing the SOLAS Corporate Plan .......................................................................................................... 18
Part 2 - Overview of the Corporate Plan ........................................................................................................ 20
2.1 Introduction ................................................................................................................................................... 20
2.2 SOLAS Vision .................................................................................................................................................. 20
2.3 SOLAS Mission ................................................................................................................................................ 20
2.4 SOLAS Core Principles .................................................................................................................................... 20
2.5 The SOLAS High-Level Goals .......................................................................................................................... 21
2.6 Connecting the Main Elements of the SOLAS Corporate Plan ...................................................................... 22
Part 3 - The SOLAS Work Programme and Measures of Success ..................................................................... 25
3.1 Enabling Delivery of Skills for the Economy .................................................................................................. 25
3.2 Supporting Active Inclusion ........................................................................................................................... 28
3.3 Empowering Learners and Employers ........................................................................................................... 30
3.4 Influencing FET Policy and Practice by Generating Intelligence and Supporting Innovation ...................... 34
3.5 Building Sector Capacity and Responsiveness .............................................................................................. 37
3.6 Building SOLAS Capability and Organisational Effectiveness ....................................................................... 39
Part 4 - Overarching Implementation Plan ..................................................................................................... 45
4.1 Implementation ............................................................................................................................................. 45
4.2 Overarching Implementation Plan ................................................................................................................ 48
4
Appendicies
Appendix 1: Government Reforms (Overview) .............................................................................................. 61
Appendix 2: Employment Projections 2012-2020........................................................................................... 64
Appendix 3: List of Acronyms ......................................................................................................................... 68
List of Tables
Table 1: Supporting Economic Recovery: Opportunities for FET .................................................................... 15
Table 2: List of Strategic Objectives to achieve the SOLAS Goals ................................................................... 24
Table 3: Key actions where additional funding may be required .................................................................... 47
List of Figures
Figure 1: Overview of Corporate Plan ........................................................................................................... 23
Figure 2: The Relationship between the six High Level Goals ........................................................................ 25
5
Executive Summary
Background and Context
Reform in the Further Education and Training
(FET) sector is part of the Government’s wider
reform of public services. This wider reform
agenda emphasises the need for efficiency,
effectiveness and value in the deployment of
public funding.
FET reform involves structural change as well
as changes to planning, prioritising, funding
and provision of a diverse range of FET
programmes and services. The absence of
strategic co-ordination and co-operation at
central level has been a feature of the
development of FET, and was an obstacle to
providing a better service to all who engaged
with the sector.
A number of other reforms outside of FET are
also impacting on the sector and these
include: the launch and roll-out of ‘Intreo’;
the planned launch of ‘Jobpath’; the
Government’s ‘Pathways to Work’ and ‘Action
Plan for Jobs’ initiatives and the review of the
apprenticeship system.
Government has streamlined the 33 former
VECs into 16 Education and Training Boards
(ETBs) and is completing the planned transfer
of the training function of FÁS into the ETBs
by June 2014 with the aim of bringing local
and regional coherence to FET. The
Government has created a new authority,
SOLAS, the Further Education and Training
Authority, under the aegis of the Department
of Education and Skills. SOLAS is responsible
for the strategic co-ordination and funding of
the Further Education and Training sector.
One of the first major tasks undertaken by
SOLAS was the development of a proposal for
a five-year Strategy for Further Education and
Training and the development of a three-year
SOLAS Corporate Plan. Both have been
completed on schedule.
With regard to the establishment of SOLAS, a
SOLAS Implementation Group (SIG) was setup. It focused on the key actions to be taken
to establish SOLAS as part of the reform of the
FET sector, as well as a requirement to
maintain continuity of provision, while at the
same time pursuing a path towards
transformation.
In parallel to the SIG, substantive legislative
changes were also enacted to meet the FET
reform agenda. The Education and Training
Boards Act 2013 provided for the dissolution
of the VECs and the establishment of 16 ETBs.
The Further Education and Training Act 2013
provided for the dissolution of FÁS, the
establishment of SOLAS and the detailing of
the functions of the new organisation. In
addition, the Act specifies the requirement of
SOLAS to submit a three-year Corporate Plan
to the Minister of Education and Skills within
six months of the establishment of SOLAS.
This SOLAS Corporate Plan forms part of an
integrated FET strategic framework that
includes the five-year FET Strategy and a
companion ESRI study ‘Further Education and
Training in Ireland: Past, Present and Future’,
the first-ever integrated Annual Services Plan
relating to FET and individual five-year
Strategy Statements and the Annual Service
Plans relating to each of the sixteen ETBs.
The SOLAS Corporate Plan has been
developed at a time when the most recent
6
data suggests that the Irish economy has
begun to recover somewhat.4 The ESRI and
other commentators forecast that around
60,000 new jobs will be created in 2014, with
unemployment set to fall to around 10% in
2016. The Government is optimistic and the
OECD5 agrees that all of the jobs lost in the
recession can be replaced by 2020. The labour
market also continues to recover slowly.
Employment in all occupations is expected to
increase in the period 2012-20206. In the
broadest sense, overall employment will
increase by less than 100,000 in the weak
growth scenario by approximately 160,000 in
the ‘modest’ growth scenario and by
approximately 270,000 in the ‘strong’ growth
scenario. In relative terms, the strongest
employment growth is projected for both
higher education and Further Education and
Training qualification holders, while the
employment growth for the higher secondary
and below higher secondary education
categories is projected to be below the
average employment growth.
Funding
In 2014, the Department of Education and
Skills will provide €826m to support Further
Education and Training provision. Of this total,
€640m will be funded through SOLAS,
primarily to fund FET provision by the ETBs.
This includes FET provision provided by both
the former VEC and the FÁS training centre
4
A Strategy for Growth: Medium Term
Economic Strategy 2014 – 2020’ (December
2013). Also the ESRI Quarterly Economic
Commentary, Winter, 2013. Also, Central Bank
of Ireland Quarterly Bulletin 4 2013.
5
OECD (2014), IRELAND’S ACTION PLAN FOR
JOBS: A PRELIMINARY REVIEW, APRIL 2014.
6
SOLAS (2014), Occupational Employment
Forecasts 2014-2020.
networks. The balance of €186m of the
€826m overall budget will be utilised to
provide for teacher salaries in the context of
PLC courses and co-operation hours. Though
SOLAS will not have responsibility for
payment of teacher salaries, it will have
responsibility for approval of PLC provision
and co-operation hours.
A proportion of the €640m budget funded
through SOLAS will be allocated to support
CPD and professional associations such as the
Adult Literacy Organisers Association (ALOA);
and to support FET Agencies and Bodies such
as Aontas, NALA and the Irish National
Organisation of the Unemployed (INOU). A
proportion of this budget will also be
allocated to 12 non-ETB schools/colleges that
provide opportunities relating to PLC and
BTEI. In addition, SOLAS will also co-ordinate
funding for specific organisations within the
education and training sector, such as FIT.
Current FET provision funded by SOLAS is also
offered through the ‘not for profit sector’ as
well as through private trainers using the
contracted training system7 and through
public, ‘not for profit’ and private education
and training providers using Momentum.8 It is
7
A procurement system supported by SOLAS
and operated by the ETBs for the outsourcing
and management of training provision where a
rapid response is required - such as company
closures or start-ups, new course development
and testing, or where extended geographic
reach is required or where additional volumes
of training are required or where specialist
expertise is required such as specialist training
provision for persons with a disability.
8
Part of the Government’s Jobs Initiative,
aimed at long term unemployed persons
referred to Momentum by DSP. Public, ‘Not for
Profit’ bodies and private education and
training providers propose education and
training solutions to maximise employment
7
envisaged that funding for flexible delivery
models, such as contracted training and
Momentum will be continued as part of any
new funding arrangements.
Developing the SOLAS Corporate Plan
Clear markers for the SOLAS Corporate Plan
are outlined in the FET Strategy and the
companion ESRI study commissioned by
SOLAS, ‘FET in Ireland: Past, Present and
Future'; the new FET legislation; Government
education and activation policy; the ‘Pathways
to Work’ and ‘Action Plan for Jobs’ initiatives;
and the Government’s Medium Term
Economic Strategy as well as priorities relating
to the Human Capital Investment Operational
Programme 2014-2020 supported by the ESF9,
and the NESC ‘Strategic Review of Further
Education and Training and the Unemployed’.
There is now a need to elaborate these within
a clear programme of work for SOLAS. This is
set out in Part 3 of this document.
Clear messages were also identified through
further analysis of the 2012 DES-led
consultation on SOLAS functions and
priorities. Additional consultation was
undertaken in 2014 to elicit the views of the
CEOs of the newly established ETBs and of
SOLAS staff. These provided further insights
into the role of SOLAS as the new FET
landscape continues to take shape.
outcomes for participants. A ‘payment by
results’ funding model applies to Momentum.
9
The Programme places education and training
in a central role to support people to get jobs;
to help young people enter the labour market;
to help people in difficulty and those from
disadvantaged groups to get skills and jobs and
have the same opportunities as others do; to
ensure young people complete their education
and get the skills that make them more
competitive in the job market.
Following these consultations, SOLAS
distinguished a number of key issues
associated
with
different
respondent
constituencies, and captured the ideas and
suggestions for how it should operate with a
view to building consensus around its role.
Firstly, almost all stakeholders agreed that
SOLAS needs to be very clear in what it sees
as its vision and mission. This was crucial to
informing the SOLAS Corporate Plan.
Widely-mentioned
themes
from
the
consultations include: SOLAS and/or the ETBs
should continue to encourage and facilitate
the delivery of community education through
community groups; SOLAS should consult with
employers and other relevant stakeholders
about the needs of the labour market; SOLAS
should use the ETBs and local centres as a
network for accessing information on the
needs of learners; and SOLAS should measure
outcomes
that
relate
to
personal
development as well as employment
outcomes.
The SOLAS Corporate Plan
The Corporate Plan for SOLAS 2014-2016 sets
out its vision, mission, core principles and
high-level goals. The six high-level goals are
linked to a programme of priority actions
identified through policy, research and
consultation.
SOLAS believes that the high-level goals are
necessary, credible, achievable, and reflect a
realistic assessment of the evidence and the
current and projected FET environment in
which SOLAS will operate.
8
Goals 1 and 2 are included to ensure that FET
resources are targeted to where the need is
greatest and that the new FET planning, new
funding model and new data infrastructure
facilitate and support this:
Goal 1: Enabling delivery of skills for the
economy.
Goal 2: Supporting active inclusion.
Goals 3 and 4 are focused on ensuring that
there is a new relationship with employers
and that FET provision is more responsive to
the needs of learners and employers and to
foster a spirit of innovation, entrepreneurship
and self-employment:
Goal 3: Empowering learners and employers.
Goal 4: Influencing FET policy and practice by
generating intelligence and supporting
innovation and entrepreneurship.
integrated with, developments in the other
five areas.
An Overarching Implementation Plan in Part 4
of this document sets out the high-level Goals,
the strategic objectives linked to each, and
the priority actions and key considerations
around delivery. A more detailed Operational
Plan will be developed when the organisation
is fully structured and will set out specific
tasks, performance indicators, ownership and
timelines to drive the implementation of the
Corporate Plan as well as to assist with
planning and monitoring progress in that
regard.
Implementation Costs
A cost proposal will be prepared separately
relating to the areas where additional costs
associated with implementing the SOLAS
Corporate Plan are envisaged.
Goals 5 and 6 are focused on ensuring that
the FET sector has the capacity to be
responsive and that it targets its resources to
what works best; that SOLAS becomes and
remains fit for purpose; that it has access to
the necessary expertise; and that the SOLAS
brand becomes trusted and well regarded for
the quality of its leadership and support:
Goal 5: Building
responsiveness.
sector
capacity
and
Goal 6: Building SOLAS capability, and
organisational effectiveness.
While each Goal is listed separately in this
document, they are all of equal value and it
should be stressed that developments in any
one area must be informed by, and will be
9
Main Elements of the SOLAS Corporate Plan,
2014-2016
Vision
Mission
A well-recognised FET sector,
valued for its quality and for
the delivery of education,
training and skills that enables
learners to succeed in the
labour market and thrive in
society
Fund, co-ordinate and monitor a range of FET
provision to ensure economic and social
wellbeing;- and to play our part in influencing and
supporting the development of an FET sector that
is more responsive to the needs of learners and
employers and is innovative, flexible and
demand-led
Core Principles
Goal 1
Enabling delivery
of skills for the
economy
Goal 2
Supporting
active inclusion
Goal 3
Empowering
learners &
employers
Goal 4
Evidence-based. Responsive and
flexible. Outward-looking and
learner-centred. Collaborative.
Focused on excellence.
Goal 5
Influencing FET
policy & practice
by generating
intelligence &
supporting
innovation &
entrepreneurship
Building sector
capacity &
responsiveness
Goal 6
Building SOLAS
capability &
organisational
effectiveness
Strategic Objectives and Work Programme
OVERARCHING IMPLEMENTATION PLAN
10
Part 1 - Background: FET Reform, the Economy and Labour Market,
and Corporate Plan Development
1.1 Introduction
The SOLAS Corporate Plan is part of an overall process of FET reform that embraces policy, a strategic
planning framework, and a renewed focus on implementation. These reforms reflect the changing
national economic and labour market situation, which indicates that in the context of economic
recovery and employment growth, FET provision and qualifications will be increasingly in demand
within the labour market. The main aspects of the FET reform agenda and economic context
underpinning the SOLAS Corporate Plan are elaborated in this section.
1.2 FET Reform and the Establishment of SOLAS
1.2.1 The policy context for FET Reform
In July 2011, the Government approved a restructuring of the Further Education and Training (FET)
sector. This restructuring is part of the Government’s wider public service reforms, including
education, which emphasise the need for efficiency, effectiveness and value in the deployment of
public funding.
Reform in primary and secondary education is broadly focussed on improving quality, accountability
and supporting inclusion and diversity in schools. Reform in higher education and in Further
Education and Training, is focused on creating the right opportunities for Irish adults. The education
reforms include early education/the framework for early learning, the national literacy and numeracy
strategy, Junior Cycle reform, as well as higher education reform.
Reform relating to FET involves structural-level change, as well as changes affecting planning,
prioritising, funding and the provision of FET programmes and services. They are based on an
identified need for a more coherent and effective system of provision.10
A number of other reforms outside of education are also impacting on FET, including:11
•
The launch of ‘Intreo’, (2012).
•
The planned launch of ‘Jobpath’, (2014).
•
The establishment of Quality and Qualifications Ireland, (2012).
•
The Government’s ‘Pathways to Work’ Initiative, (2012), (2013).
•
The Government’s ‘Action Plan for Jobs’, (2012), (2013), (2014).
•
The Review of Apprenticeships in Ireland, (2013).
10
National Economic and Social Council (2013), A Strategic Review of Further Education and Training and the
Unemployed.
11
A summary of these initiatives is provided in Appendix 1.
11
•
The introduction of the Government’s ‘Youth Guarantee’, (2014).
The reform of FET aimed to provide increased focus on the needs of learners, especially jobseekers.
This involves ensuring that Further Education and Training programmes are modern, flexible and
relevant to labour market skills needs. Two key structural changes were envisaged:
•
The first was the establishment of a new authority called SOLAS, responsible for the coordination and funding of Further Education and Training.
•
The second was that the former network of 33 VECs would be amalgamated into 16 newlyestablished Education and Training Boards (ETBs). ETBs would deliver most Further Education
and Training programmes funded through the Department of Education and Skills (DES). FÁS was
to be disbanded.
1.2.2 Implementing the FET reform agenda
A SOLAS Implementation Group (SIG) was established to implement these changes in the FET sector.
The group was chaired by the Minister for State with responsibility for Training and Skills, and its
membership included the Department of Education and Skills, FÁS and the Irish Vocational Education
Association.
The Government tasked the SOLAS Implementation Group to draft an Action Plan for the
establishment of SOLAS. The Implementation Group focused on the key actions that should be taken
to establish SOLAS as part of the reform of the FET sector. It also focused on the requirement to
maintain continuity of provision, while at the same time pursuing a path towards transformation. Its
Implementation Plan set out a roadmap in that regard.12In parallel to the SOLAS Implementation
Plan, substantive legislative change was also required to meet the FET reform agenda outlined
above. Consequently, two pieces of legislation were enacted in 2013. They provided the statutory
basis for the dissolution of the VECs, the dissolution of FÁS and the establishment of SOLAS.
With regard to the ETBs, the Education and Training Boards Act was signed into law in May 2013,
replacing nine existing Vocational Training Acts with one piece of legislation. The new Act provided
for the dissolution of the VECs and, through a process involving a merger of most of the existing 33
VECs, for the establishment of 16 ETBs. The key aim of this legislation is to modernise governance
provisions and to more accurately reflect the current mission of ETBs. The functions of the ETBs were
published in the Education and Training Board Act 2013.13
The Further Education and Training Act 2013 was signed into law in July 2013. It provided for the
dissolution of FÁS and the establishment of SOLAS. It enabled the phased transfer of the existing FÁS
training centre network (and associated staff and training provision) to the relevant ETBs. The
12
http://www.education.ie/en/Publications/Policy-Reports/An-Action-Plan-for-SOLAS.pdf
13
http://www.irishstatutebook.ie/2013/en/act/pub/0011/
12
legislation also strengthened consultation between SOLAS, DSP, DJEI and employers to improve FET
provision for the activation of unemployed persons on the Live Register and for employers.
The Further Education and Training Act 2013 details the functions of SOLAS.14 In that regard, Section
31:1(a) of the Act specifies the requirement of SOLAS to submit a three-year corporate plan to the
Minister within six months of the establishment of SOLAS.
The reform of FET is taking shape. FÁS has been dissolved, SOLAS has been established and a
network of 16 Education and Training Boards (ETBs) has also been set up. A new landscape in-andaround FET has emerged. This includes a priority focus on labour market activation, and the
establishment and on-going roll out of ‘Intreo’ and ’JobPath’ by the Department of Social Protection
(DSP) to provide employment services and associated supports for unemployed people. Former
qualifications bodies FETAC and HETAC as well as IUQB and NQAI have been amalgamated to form
Quality & Qualifications Ireland (QQI). The Government is also progressing with its Action Plan for
Jobs and a recent review of the apprenticeship system has identified sectors for the expansion of
apprenticeship and other work-based learning.
1.3 The Economic and Labour Market Context for SOLAS Action
The changing economic and labour market situation has significant implications for both the supply
of and demand for FET. These were highlighted in the FET Strategy15 and have influenced the shape
and focus of the SOLAS Corporate Plan.
The international financial collapse had a severe effect on Ireland, partly due to the existence of a
property price bubble and excessive bank lending into the property sector. The economic collapse at
home led to a severe contraction in tax revenues, partly due to an over-reliance on taxes arising from
property development. When combined with the banking-related liabilities that the state accrued as
a result of the banking guarantee, a public finance crisis emerged and led to the EU/IMF bailout in
2010.
The most recent data suggests that the Irish economy has begun to recover somewhat.16 Real GDP
forecasts for 2014 range from 1.8–2.6%. The ESRI forecasts that around 60,000 new jobs will be
created in 2014 with unemployment set to fall to around 10% in 2016. The Government is optimistic
that all of the jobs lost in recession can be replaced by 2020. This view is supported by the OECD.
SOLAS17 is also forecasting significant employment growth in the period 2014-2020.
The labour market also continues to recover slowly. There has been a slight increase in the number
of people in employment from 2011 to 2013. Between Q2 2012 and Q2 2013, unemployment fell
back from 15.0% to 13.9%, and subsequently to 12% in January 2014. Approximately 61,000
additional individuals were at work in 2013, bringing total employment to 1,909,800.18
14
http://www.irishstatutebook.ie/2013/en/act/pub/0025/
Proposal for FET Strategy 2014-2019 and Implementation Plan, Section 3.
16
For example, A Strategy for Growth: Medium Term Economic Strategy 2014 – 2020’ (December 2013). Also the
ESRI Quarterly Economic Commentary, Winter, 2013. Also, Central Bank of Ireland Quarterly Bulletin 4, 2013.
17
SOLAS (2014), Skills and Labour Market Research Unit, ‘Employment Projections 2012-2020’.
18
CSO, (2014) Quarterly National Household Survey, Quarter 4, 2013.
15
13
During 2014-2016 and beyond, there are specific opportunities for the FET sector to support the
recovery.
These are set out in Table 1 below.
14
Table 1 - Supporting Economic Recovery: Opportunities for FET
Effective access to
skills upgrading for
low-skilled adults
Improvements in intermediate skills are estimated to generate average annual net
benefits of 0.4% and 0.45% of GDP respectively, primarily due to enhanced levels of
19
productivity. There is a similar return from investing in low-skilled workers, but they
20
are less likely to be offered, seek or avail of training. There is a greater need,
therefore, for positive intervention by the FET sector to develop the human capital of
low-skilled adults.
A need to raise
literacy and
numeracy standards
Analysis of the most recent PIAAC data has also shown Ireland to score ‘below
average’ in adult literacy and numeracy. In addition, around a quarter (26%) of adults
in Ireland score at or below Level 1 on the numeracy scale; compared to just 20% on
average across participating countries. Ireland is around the average in problem
21
solving in technology-rich environments. The performance of young Irish adults (1624 years) is below par in literacy and numeracy.
A need for
continuous
development of
labour market
intelligence and
updating of
occupational
forecasting
Securing the best returns on investment in skills requires the ability to: assess the
quality and quantity of the skills available in the population; to determine and
anticipate the skills required in the labour market; and to develop and use those skills
22
effectively in better jobs that lead to better lives.
Increasing the
acquisition rate for
major awards
While Ireland continues to make progress towards achieving ‘top line’ targets in the
National Skills Strategy (NSS), the ESRI research indicates that, in terms of
accreditation, a relatively low proportion of FET graduates/leavers in 2012 gained a
major award (24%), with just over 2,000 (or 5% of total number of major award
holders) gaining major awards at Levels 1-3 combined. This indicates the challenge for
the FET sector to increase the number of individuals who achieve major awards, and
particularly awards at the lower levels.
Responding to FET
skill needs of IDAand EI-supported
companies
19
Co-existence of skills shortages with high unemployment, and/or persistent evidence
of mismatch between employees’ skills and job requirements, indicates that a
population’s skills base (and workforce) and the investment made to develop those
skills may be partly wasted. Building effective systems of labour market/skill
intelligence, planning and funding can mitigate this problem.
IDA and EI have a clear understanding of the skill needs (relevant to both FET and HE)
required to attract and sustain the companies supported by them. These companies
have specific skill needs and are located throughout the country. The ETBs have a
presence in every county in Ireland and have a comparative advantage in that regard
over other providers. It is essential that the relevant FET skill needs of IDA and EI
supported companies (existing and new) are identified to the relevant ETB and DSP
and addressed by them locally in the most appropriate and timely manner.
th
For example: Expert Group on Future Skills Needs (2007) ‘Tomorrow’s Skills: Towards a National Skills Strategy’, 5
Report, Dublin: Forfás. See also Leitch, L. (2006) ‘Prosperity for All in a Global Economy – world class skills’, Final Report,
London: HM Treasury. See also Brown, P., Green, A., Lauder, H. (2001) ‘High Skills: Globalisation, Competitiveness and Skill
Formation’, Oxford: Oxford University Press.
20
O’Connell, P.J. (2007) ‘Who generally trains? The effects of personal and workplace characteristics on training at work’,
Apeldoom: Het Spinhuis and Dublin ESRI.
21
OECD, (2013), Skills Outlook 2013: Results from the Survey of Adult Skills (PIAAC).
22
OECD Skills Strategy; Developing the right skills and turning them into better jobs and better lives.
15
1.4 The Strategic Framework for the SOLAS Corporate Plan
The SOLAS Corporate Plan is part of a four-stranded strategic framework for FET:
Strand 1. The first strand is the five year FET Strategy 2014-2019, now agreed and adopted by
Government, along with a companion ESRI study, ‘Further Education and Training in Ireland: Past,
Present and Future’, commissioned by SOLAS as part of the FET Strategy development process. An
overarching FET Strategy Implementation Plan and a more detailed Operational Plan sets out the
specific tasks, performance indicators, ownership and timelines relating to the main FET Stakeholders
including SOLAS, to drive the implementation of the FET Strategy, as well as to assist with planning
and monitoring progress in that regard.
Strand 2. The second strand includes the first ever integrated Annual Services Plan relating to FET.
The Plan sets out, for the first time, ‘base-line’ details around the type, mix and volume of
programmes and services to be delivered by the FET sector in 2014, as well as the associated funding
and estimated outcomes relating to programmes and services. The integrated FET Services Plan
consists largely of sixteen ETB Plans for 2014 ‘rolled up’ into one national ‘Services Plan’.
Strand 3. The third strand is this SOLAS Corporate Plan. While the FET Strategy outlines the way
forward for key actors in the sector, including SOLAS, the SOLAS Corporate Plan outlines the specific
contribution that SOLAS will make to progress the FET Strategy and provide clarity on how SOLAS will
deliver its mandate as set out in the Further Education and Training Act 2013, including the
management of strategic FET programmes such as Momentum and e-College.
Strand 4. The fourth strand includes individual five-year Strategy Statements and the Annual Service
Plans relating to each of the sixteen ETBs. The former outlines the way in which the ETBs propose to
develop and deliver their programmes and services over a five year period, while the latter sets out
the type and volume of programmes and services that will be provided each year. Again, both will be
informed, inter alia, by the FET Strategy and by Government priorities as well as by learner and local
employer needs.
1.5 The Programme and Funding Context
1.5.1 Funding for FET: A diverse landscape
The full extent of FET provision in the State is very broad-ranging and includes many actors in
addition to the former VECs and FÁS. The FET Strategy has identified the diversity and tradition of
FET provision, as well as its accessibility to a very diverse profile of learners as key strengths.
Targeting programmes at National Framework of Qualifications (NFQ) Levels 1-6, including both
accredited and unaccredited provision, FET supports individuals to achieve career and employment
as well as personal, developmental and social aspirations, tackling skills shortages and boosting the
future growth and competitiveness of the Irish economy. FET also plays an important role in helping
people to lead fulfilling lives, supporting individuals of all abilities to achieve their potential.
In excess of 200,000 people will enrol in DES-funded FET in 2014. In terms of the annual budget of
the FET sector, excluding allowances in lieu of eligible DSP income supports, in 2012 the Department
16
for Education and Skills (DES) spent €309.5m on a range of programmes primarily delivered through
the former VECs. In the region of €117.0m million was spent on training formerly provided by FÁS,
while €50m was spent on a range of adult literacy and community development programmes
(including the Adult Literacy and Community Education Scheme) with a further €50m of funding
provided to Pobal.23 In 2014, the Department of Education and Skills will provide €826m to support
Further Education and Training provision of which €640m will be funded directly through SOLAS.
1.5.2 SOLAS funding
SOLAS is funded through the Department of Education and Skills. Expenditure during the 2014
transition phase will include training centre costs run by SOLAS in the first half of the year and
contracted-out costs and the grant-aid of those costs in the second half of the year after the transfer
to the Education and Training Boards (ETBs) is completed. It will also include the grant-aid of ETBs
and non-ETBs for further education. From 2015, SOLAS will fund places for FET through ETBs,
excluding the teacher pay element of the PLC programme. This includes FET provision provided by
the former VEC and the former FÁS training centre networks.
Funding will consist primarily of grant-aid for Further Education and Training, with direct expenditure
arising on some programmes being managed by SOLAS, together with the administration costs of
SOLAS. The FET sector will require a dedicated capital budget to maintain and progress FET over the
lifetime of the FET Strategy and to ensure improvements to (or construction of) facilities; or to
purchase new (or improve existing) campus and training centre equipment and infrastructures,
including networks, other information technology investments; and for capital maintenance to keep
facilities/estates in good repair.
A proportion of the €640m budget will be allocated by SOLAS to support CPD and professional
associations such as the Adult Literacy Organisers Association (ALOA); and to support FET Agencies
and Bodies such as Aontas, NALA and the Irish National Organisation for the Unemployed (INOU). A
proportion of the budget will also be allocated to 12 non-ETB school/colleges that provide
opportunities relating to PLC and BTEI. In addition, SOLAS will also co-ordinate funding for specific
organisations within the education and training sector.
Current FET provision funded by SOLAS is also offered through the not-for-profit sector as well as
through private trainers using the contracted training system24 and through public, not-for-profit and
private education and training providers using Momentum.25 It is envisaged that funding for flexible
23
It should be noted that expenditures to private providers could not be separated out in this data.
A procurement system supported by SOLAS and operated by the ETBs for the outsourcing and management of
training provision where a rapid response is required - such as company closures or start-ups, new course
development and testing, where extended geographic reach is required, where additional volumes of training are
required, or where specialist expertise is required such as specialist training provision for persons with a disability.
25
Part of the Government’s Jobs Initiative, aimed at long-term unemployed persons referred to Momentum by
DSP. Public, Not for Profit’ bodies and private education and training providers propose education and training
solutions to maximise employment outcomes for participants. A ‘payment by results’ funding model applies to
Momentum.
24
17
delivery models, such as contracted training and Momentum will be continued as part of any new
funding arrangements.
Finally, a total of €186m of the €826m overall budget will be utilised to provide for teacher salaries in
the context of PLC courses and co-operation hours. While SOLAS will not have responsibility for
payment of teacher salaries, it will have responsibility for approval of PLC provision and co-operation
hours.
1.6 Developing the SOLAS Corporate Plan
The process of developing the SOLAS Corporate Plan has drawn on the extensive contributions and
views of a wide range of stakeholders; available research and intelligence about the economic and
labour market context for FET provision and future skills demand; and the evolving policy and
programme priorities in Ireland.
As well as the FET Strategy and the companion ESRI study commissioned by SOLAS, ‘FET in Ireland:
Past, Present and Future’, a number of additional initiatives and reports have been used to provide
clear markers for this Corporate Plan. These include: the SOLAS Implementation Group (SIG) Action
Plan; the new legislative framework around FET and, in particular, the Education and Training Act
2013 setting out the functions of SOLAS; the Pathways to Work and the Action Plan for Jobs
initiatives; the Government’s Medium Term Economic Strategy; priorities relating to the Human
Capital Investment Operational Programme 2014-2020 supported by the ESF26; and the NESC
‘Strategic Review of Further Education and Training and the Unemployed’.
In terms of the views of stakeholders, further analysis was undertaken of the results of the 2012
consultation on SOLAS roles and functions. The Corporate Plan also incorporates observation and
reflection on the results of the 2014 wider consultations on the FET Strategy. This was augmented by
further follow-up consultation to elicit the views of the CEOs of the newly-established ETBs and
SOLAS staff. These provided further insights into the role of SOLAS. From these contributions, SOLAS
was able to identify clear ideas and suggestions on how SOLAS should operate with a view to building
a consensus around the SOLAS role and agenda for action.
Key messages to emerge from the development process and review of research were that, while it is
acknowledged that there are many examples of high-quality provision within the richly-diverse FET
sector today, there are difficulties in systematically understanding ‘how’ and ‘how effectively’ the FET
sector as a whole is contributing to economic success, as well as social inclusion and mobility. This
raises fundamental questions:

Is the balance of FET provision right to ensure the best deal for learners and employers?

How should the trade-offs between competing priorities for funding be managed and on what
evidence should they be based?
26
The Programme places education and training in a central role to support people to get jobs; to help young
people enter the labour market; to help people in difficulty and those from disadvantaged groups to get skills and
jobs and have the same opportunities as others do; and to ensure young people complete their education and get
the skills that make them more competitive in the job market.
18

What support does the FET sector need to provide relevant and appropriate skills that will make a
tangible difference to learners?
SOLAS, working in partnership with the sector, will strive to tackle these and other questions within
the context of the reform of FET and the four-strand strategic framework outlined above. The SOLAS
starting point will be the ‘outcomes’ of FET – what it achieves for learners, employers and
communities. The potential gains from FET provision are substantial. The SOLAS Corporate Plan is
based on harnessing this potential to maximum effect. In addition, while the new infrastructure of
ETBs covering local areas underpins FET integration, it creates for SOLAS a short- to medium-term
need to support and take account of the substantial transition for the sector as a whole.
The SOLAS Corporate Plan therefore embodies clear messages about:
•
How the organisation will work with partners (potentially filling multiple roles – funding, a
supporting role for the sector and a monitoring role).
•
What it expects to achieve (and how, therefore, its success can be measured).
19
Part 2 - Overview of the Corporate Plan
2.1 Introduction
This Corporate Plan sets out the SOLAS Vision, its Mission, as well as the Core Principles defining how
SOLAS will operate. The Plan is based around six high-level goals, five of which are outward facing.
The sixth is internally-focussed, in support of the other five goals. The six goals drive the focus of
SOLAS work over the next three years, including strategic objectives and key actions that SOLAS
believes will make the major difference in delivering on its remit. These goals are necessary, credible,
and achievable, and reflect a realistic assessment of the evidence and the current and projected FET
environment in which SOLAS will operate.
2.2 SOLAS Vision
Our Vision is to achieve a well-recognised FET sector, valued for its quality and for the delivery of
education, training and skills that enable learners to succeed in the labour market and thrive in
society.
2.3 SOLAS Mission
Our mission is to fund, co-ordinate and monitor a range of FET provision to ensure economic and
social wellbeing; and to play our part in progressing, influencing and supporting the development of
a FET sector that is more responsive to the needs of learners and employers and is innovative,
flexible and demand-led.
2.4 SOLAS Core Principles
In order to realise the Vision and the Mission of SOLAS, the following core principles underpin the
SOLAS Corporate Plan. These take into account the actions identified for SOLAS and its partners in
order to implement the FET Strategy and transform the FET sector, as well as reflecting feedback
from the consultation process.
SOLAS will be:
•
Evidence-based: Ensuring there is robust intelligence to inform the planning, funding and design
of new and existing FET provision.
•
Responsive and flexible: Promoting innovation and the funding of provision that meets
identified needs.
•
Outward-looking and learner-centred: Being open to new ideas, proactive in seeking out
evidence of ‘what works’ in FET, and ensuring that the learner experience is at the centre of
decision-making.
•
Collaborative: Focusing on adding value by fostering collaboration across the FET sector, sharing
learning and empowering delivery organisations.
20
•
Focused on excellence: Maintaining a central focus on standards and quality in FET, including
excellence in programme development and the on-going professional development of the FET
workforce, as well as promoting and embodying best practice in corporate governance.
2.5 The SOLAS High-Level Goals
Goal 1: Enabling delivery of skills for the economy
SOLAS will develop and implement a new framework for the planning and funding of FET based on a
defined and measureable set of outcomes, which reflect the full breadth of the FET contribution to
the economy and society. SOLAS will put in place systems for the effective monitoring of learner
outcomes across the diverse FET provider base. Over time, SOLAS will use new evidence about ‘what
works’ alongside intelligence on skill needs to inform funding priorities and ensure value for money.
Goal 2: Supporting Active Inclusion
SOLAS will ensure that funding is targeted at those groups most in need and that FET delivery
supports individuals to progress in learning. SOLAS will develop options for integrating and
embedding literacy and numeracy skills in mainstream FET provision, and will enable learners to
achieve recognition and accreditation wherever possible.
Goal 3: Empowering learners and employers
SOLAS will ensure that learners and employers are at the heart of a FET sector that is accessible,
transparent and accountable. SOLAS will proactively seek their views, understand their priorities and
ensure that they have the necessary information to make decisions about learning. SOLAS will also
support moves to ensure that FET provision is responsive to the needs and expectations of learners
and employers, and is based on clear pathways to employment and further learning.
Goal 4: Influencing FET policy and practice by generating intelligence and supporting innovation
and entrepreneurship
SOLAS will be one focal point alongside ETBs, employers and learners for new ideas and evidence on
the effectiveness of FET education. Working alongside ETBs, employers and learners, SOLAS will be a
focal point for the generation of research and intelligence on the demand for skills and further
education, for ‘what works’, and for the stimulation of innovation and entrepreneurship in the
sector.
Goal 5: Building sector capacity and responsiveness
Through the effective transition of the former FÁS training centre network, associated staff and
training provision, SOLAS will facilitate capacity-building and development of synergies within the
sector that can lead to better services for learners and employers.
Goal 6: Building SOLAS capability and organisational effectiveness
In order to provide strategic direction and lead change in the FET sector, SOLAS too will need to be
responsive, effective and flexible. SOLAS will strive to operate to the highest standards of public
service delivery at all times and will deploy its resources to be an enabler to ETBs and other FET
21
providers that are delivering positive outcomes and in this way to achieve a better service for
learners and employers.
2.6 Connecting the Main Elements of the SOLAS Corporate Plan
The diagram below (Figure 1) summarises the main elements of the Plan. While each Goal is listed
separately in this document, they are all of equal value and it should be stressed that developments
in any one area must be informed by, and will be integrated with, developments in the other five
areas.
Underpinning each of the six high-level Goals, SOLAS has developed a series of strategic objectives to
elaborate how the Goals will be met and to operationalise the priorities for action. These strategic
objectives are summarised in Table 2 below. Part 3 of the Corporate Plan provides the rationale and
detail of the SOLAS work programme linked to each of the strategic objectives. It also sets out a set
of performance measures that begin to capture how SOLAS will judge and be judged as achieving
these goals and fulfilling its remit.
Part 4 sets out an over-arching Implementation Plan. Three-monthly progress reports will be made
by SOLAS on progress in implementing the SOLAS Corporate Plan and corrective action identified (if
required). A more detailed Operational Plan will be developed when the organisation is fully
structured and will set out specific tasks, performance indicators, ownership and timelines to drive
the implementation of the SOLAS Corporate Plan as well as to assist with planning and monitoring
progress in that regard.
Linked activity supporting the implementation of the SOLAS Corporate Strategy consists of:
•
The FET Strategy and its associated Implementation Plan.
•
A national annual integrated FET Services Plan managed by SOLAS.
•
Individual five-year strategic plans developed and managed by ETBs and further supported by
individual annual services plans developed and managed by ETB.
22
Figure 1 - Overview of Corporate Plan
Figure 1 - Overview of the Corporate Plan
Vision A well-recognised FET
sector, valued for its quality and
for the delivery of education,
training and skills that enables
learners to succeed in the labour
market and thrive in society
Goal 1
Enabling delivery
of skills for the
economy
Goal 2
Supporting
active inclusion
Mission Fund, co-ordinate and monitor a range of
Core Principles
FET provision to ensure economic and social
wellbeing;-and to play our part in influencing and
supporting the development of an FET sector that
is more responsive to the needs of learners and
employers, and is innovative, flexible and demandled
Evidence-based. Responsive and
flexible. Outward-looking and
learner-centred. Collaborative.
Focused on excellence.
Goal 3
Empowering
learners &
employers
Goal 4
Goal 5
Influencing FET
policy & practice
by generating
intelligence &
supporting
innovation &
entrepreneurship
Building sector
capacity &
responsiveness
Goal 6
Building SOLAS
capability &
organisational
effectiveness
Strategic Objectives and Work Programme
OVERARCHING IMPLEMENTATION PLAN
23
Table 2 - List of Strategic Objectives to achieve the SOLAS Goals
High Level Goals
Strategic Objectives
Enabling delivery of skills for
the economy
Strategic Objective 1 - Put in place a framework of outcomes relevant to the breadth
of FET programmes; including completion, progression, employment and certification.
Strategic Objective 2 - Develop a revised funding model that ensures resources are
most effectively targeted according to learner/employer skills needs and ‘what works’
in terms of effective provision.
Strategic Objective 3 - Implement an integrated planning process.
Strategic Objective 4 - Put in place a data infrastructure to inform decision-making
and to assist ETBs and other providers in the consistent capturing of outcomes data,
feedback and analysis.
Strategic Objective 1 – Ensure effective targeting of provision and outcomes for
priority groups.
Strategic Objective 2 – Identify and address barriers to participation.
Strategic Objective 3 – Support new forms of delivery and awareness-raising activity
to increase engagement with literacy and numeracy provision.
Strategic Objective 4 – Embed basic skills provision within mainstream FET provision.
Strategic Objective 5 – Increase the opportunities for learners to achieve accreditation
in order to support progression.
Strategic Objective 1 – Ensure transparency about FET provision, providing learners
and employers with the necessary information about learning opportunities to make
informed choices.
Strategic Objective 2 – Enable flexible, high-quality FET provision in line with learner
and employer expectations.
Strategic Objective 3 - Promote the value of FET qualifications by ensuring that they
enable progression.
Strategic Objective 4 - Enable learners and employers to directly influence FET
provision.
Strategic Objective 1 - Undertake and commission targeted strategic research and
reviews to support the development of the sector.
Strategic Objective 2 - Stimulate innovation and entrepreneurship in the sector by
proactively seeking out good practice and providing support for the piloting, testing
and scaling-up new ideas that are shown to work.
Strategic Objective 3 – Provide a comprehensive view of the effectiveness of current
programmes and the potential of new approaches through evaluation.
Strategic Objective 4 – Ensure widespread use of FET intelligence and promote
understanding of the sector.
Strategic Objective 1 – Ensure smooth and effective transition to the new ETB-led FET
delivery model so that learners experience continuity of service and that, over time,
ETBs and other providers have the capacity to meet their objectives.
Strategic Objective 2 – Ensure that the FET workforce has the necessary skills and
knowledge to respond to the priorities set out in the FET strategy.
Strategic Objective 3 – Provide sector advocacy to ensure a joined-up approach on
designing and implementing skills policy.
Strategic Objective 1 – Install an effective SOLAS Structure.
Strategic Objective 2 – Improve SOLAS capability.
Strategic Objective 3 – Develop a Communications and Branding Strategy.
Supporting Active Inclusion
Empowering learners and
employers
Influencing FET policy and
practice by generating
intelligence and supporting
innovation and
entrepreneurship
Building sector capacity and
responsiveness
Building SOLAS capability and
organisational effectiveness
24
Part 3 - The SOLAS Work Programme and Measures of Success
The work programme sets out how the six high-level goals for the period 2014 to 2016 can be
achieved. The goals are inter-linked (see Figure 2 below). These goals and their related strategic
objectives are the key strands of action that make up the SOLAS work programme.
Figure
Therelationship
Relationship
between
the
six High-Level
Goals
Figure 22–- The
between
the six
high-level
goals
Goal 1: Enabling delivery of skills for the economy.
Goal 2: Supporting active inclusion.
These two Goals are to ensure that FET resources are targeted to where the need is greatest and that the
new FET planning, new funding model, and new data infrastructure facilitates and supports this.
Goal 3: Empowering learners and employers.
Goal 4: Influencing FET policy and practice by generating intelligence and supporting
innovation and entrepreneurship.
These two Goals are focused on ensuring that there is a new relationship with employers and that FET
provision is more responsive to the needs of learners and employers and to inculcate a spirit of
innovation, entrepreneurship and self-employment.
Goal 5: Building sector capacity and responsiveness.
Goal 6: Building SOLAS capability and organisational effectiveness.
These two Goals are focused on ensuring that the FET sector has the capacity to be responsive and
targets its resources to what works best; that SOLAS becomes and remains fit for purpose; that it has
access to the necessary expertise; and that the SOLAS brand becomes trusted and well-regarded for
the quality of its leadership and support.
3.1 Enabling Delivery of Skills for the Economy
3.1.1
To put in place a framework of outcomes relevant to the breadth of FET programme
including completion, progression, employment and certification
SOLAS intends to develop an outcomes framework for the FET sector in collaboration with ETBs,
providers, learners and employer representatives. This will provide a comprehensive overview of the
full range of success measures relevant to FET provision. The outcomes framework will be a tool for
moving towards consistency in monitoring and evaluating the effectiveness of FET provision.
Systems for the effective monitoring of agreed learner outcomes across all FET provision will be
installed. Over time, SOLAS will gather evidence about ‘what works’, as well as evidence on existing
and emerging skill needs to inform planning and funding priorities and to ensure value for money.
25
This evidence-based approach is expected to enable improved targeting of public investment to
where it is most needed, to where the benefits are greatest, and as a result, the effectiveness of
different types of provision can be identified.
In order to balance different learner needs, it is important to have a comprehensive, integrated
range of agreed FET outcomes. These outcomes may include;

placement in employment,

progression in employment,

progression to higher-level learning,

and ‘softer’ outcomes, such as increased confidence that enables learners to become more
active citizens or move closer to the labour market.
The roll-out of a framework will consist of working with partners to address gaps in information
availability and the testing of the proportionality and appropriateness of the agreed outcome
measures applying across the full range of FET programmes. The objective is to have an agreed and
effective framework that can be used by the ETB sector to support continuous improvement, to
inform planning decisions and in the allocation of funding.
3.1.2
Develop a revised funding model that ensures resources are most effectively targeted
according to learner/employer skills needs and ‘what works’ in terms of effective provision
SOLAS will set the parameters with ETBs, DES, DSP, DJEI, and other relevant partners for channelling
the annual investment in FET to ensure maximum impact and value for money. In the past,
substantial parts of FET funding have been distributed based on legacy formulae rather than
evidence-based needs. Research and consultation undertaken as part of the development of the FET
Strategy indicates a need to change the current approach to an outcomes-based model that targets
public investment towards high-performing FET provision in terms of meeting learner and employer
needs.
A set of principles will underpin the new FET funding model:

Future funding will be outcomes-based and focused on achieving value for money.

Ensuring the development and roll-out of new programmes at national level is managed by
SOLAS. Development and roll-out of new programmes also takes place at local level by ETBs in
order to respond to both nationally-driven Further Education and Training requirements and to
regional/local priorities.

FET delivery will be through providers that can efficiently offer innovation, value, high-quality
learning and positive outcomes for learners and employers. All provision, whether directly
delivered by public providers or contracted-out, will be expected to meet the same quality
standards for delivery.

The funding model will embed a focus on contributing to labour market activation and the
Pathways to Work and Action Plan for Jobs Initiatives, while ensuring that the measures of
success take account of a sector that delivers across both the social and economic spectrum.
26

Currently, only a relatively small proportion of learners achieve a major award, with the vast
majority of FET learners gaining minor awards, especially at Levels 1-327. The five-year FET
strategy identifies a need to ensure that FET resources are allocated to support more learners at
Levels 1-6 to graduate from FET programmes with major awards. In this way SOLAS can play a
leading role in advancing the relevant National Skills Strategy targets. SOLAS will explore how the
funding model can be used to meet this ambition.
Being attuned to the needs of local employers and communities, the ETBs and other providers will
retain responsibility for planning and managing provision in each local area. SOLAS will advise on
national priorities, ensuring that sufficient focus is given to growth sectors, STEM skills and areas
where skill needs or employment opportunities have been identified, such as ICT, hospitality, and
‘green’ skills.
3.1.3
Implement an Integrated Planning Process
SOLAS will lead the allocation of funding under the new outcomes-based model through the
identification of national and local priorities that inform the annual integrated FET Services Plan.
Priorities to meet learner and employer skill needs will be identified by SOLAS at national level using
the existing infrastructure such as EGFSN, the DSP Labour Market Council and the planned HEI
clusters and the Department of the Environment, Community and Local Government-led local
economic and social councils (LEOs). SOLAS will also collaborate with the HEA to conduct a survey of
employers’ views of the effectiveness of both HET and FET provision. This will complement local
labour market intelligence gathering mechanisms by the ETBs themselves.
The new planning process will be introduced on a phased basis. Funding criteria will be set to inform
the allocations and plans of ETBs and other providers, and will be based on meeting the ambitions of
the five-year FET strategy.
The planning model will have a clear focus on reducing duplication and overlap of provision, as well
as to ensure the availability of relevant, learner-centred and flexible employment-led provision, while
taking account of Government priorities (e.g. Pathways to Work; the Action Plan for Jobs; the Youth
Guarantee).
A collaborative approach to planning FET provision is at the heart of the complementary roles of
SOLAS, the ETBs and other providers. SOLAS will work in partnership with the ETBs and other
providers to support them to undertake their mandated role effectively and efficiently. While SOLAS
will retain strategic oversight to ensure that the cumulative effort of ETB-funded provision meets
local and national needs in the context of a planning process that promotes and rewards innovation,
flexibility and responsiveness.
SOLAS will use funding agreements to ensure ETBs and other funded organisations retain ownership
over their own planning within national guidelines, while ensuring consistency in approach and
quality across the regions. SOLAS will ensure that organisations in receipt of funding have sufficient
freedom to meet local needs within a clearly-defined national framework. SOLAS will sustain funding
27
ESRI (2014), Further Education and Training in Ireland; Past, Present and Future.
27
for existing levels of contracted-out provision and other models such as Momentum that offer high
levels of responsiveness and flexibility.
3.1.4
Put in place a data infrastructure to inform decision-making and assist ETBs and other
providers in the consistent capturing of outcomes, data, feedback and analysis
The five-year FET strategy emphasises the current weaknesses in the data infrastructure (such as the
multiplicity of data-gathering systems across FET and the lack of systematic data collection). As a
result there has in the past been limited use of data in decision-making at all levels of policy and
practice. In order to make effective, evidence-based funding decisions in future, this situation has to
change.
The outcomes framework and future funding model depend on having effective systems for
consistently recording learner progress across the spectrum of FET provision. SOLAS will take a lead
role, with the support of its FET partners such as DES, ETBs, QQI and DSP, to develop and install a fitfor-purpose FET data infrastructure consisting of the following elements:

A National Course Database (a ‘live’ tool listing all relevant programme details such as content,
certification and learning outcomes).

A National Course Calendar identifying when courses are due to start and where they are
available .

A ‘real time’ National Learner Database to track learners and provide the basic performance
measures that can be used to inform future funding decisions (learner profiles, completion rates,
the cost-effectiveness of provision).

Research to identify labour market outcomes for learners across the spectrum of FET, including
the longer-term destinations of learners, whether this is employment or further study, in order
to build a robust picture of the wider benefits of learning.
Scoping work has already started on the programme database, national course calendar and national
learner tracking system. It is likely to take a number of years before all of these systems are
embedded across the whole of the FET sector. However, it is anticipated that the long-term benefits
will be substantial.
3.2 Supporting Active Inclusion
3.2.1
Ensure effective targeting of provision and outcomes for priority groups
The new SOLAS funding model will take account of the need to support the active inclusion of people
of all abilities, whether they self-refer or are referred by DSP to ETBs for Further Education and
Training. SOLAS will ensure that FET also serves the needs of priority groups identified by DSP,
including long-term unemployed people, lone parents, young unemployed persons and people with
disabilities.
28
There are two strands to the SOLAS role in this regard:

Ensuring that suitable FET programmes and services are available by advising ETBs and other
providers about what constitutes effective provision for different target groups based on
evidence emerging through the research.

Supporting FET providers to offer sufficient high-quality provision for priority groups that make
active inclusion a reality.
There are also specific strands of FET funding that play a crucial role in supporting active inclusion.
Funding for community-based learning will be sustained until the new funding model is rolled out. In
the meantime, and central to community provision having a more positive impact on individuals and
society, is a need to establish clear FET access and progression routes. In that regard, SOLAS will work
with the community education sector, the HEA, HEIs, QQI and DES.
Funding for adult literacy and numeracy will also be sustained until a sufficient evidence base exists
to inform the most appropriate approach to adopt with regard to embedding literacy and numeracy
provision across all relevant forms of FET provision.
3.2.2
Identify and address barriers to participation in FET
Examples of mechanisms that could be structured into FET to address barriers to participation
include:

Identifying and understanding the nature of the barriers which cause learning breakdown and
lead to exclusion.

Supporting a commitment to identify and adopt best practice mechanisms which exist within FET
and which have been used or can be used to break down barriers and meet the range of needs
which are present.
SOLAS in collaboration with a range of FET partners will also need to identify those mechanisms
which need to be developed so that diversity can be accommodated in an integrated system of FET.
For example: innovative practices for recognising and accommodating diversity; activities that
advocate against discrimination and challenge attitudes; and training programmes which equip FET
staff to deal with diverse needs.
3.2.3
Support new forms of delivery and awareness-raising activity to increase engagement with
literacy and numeracy provision
The five-year FET strategy highlights that while there has been rapid expansion of third-level
education, the proportion of working-age adults in Ireland with at most, lower secondary education
remains only at average level compared to other EU or OECD countries. Ireland is below the OECD
average in terms of adult literacy and numeracy skills.
There is a risk that any focus on investing in high-value skills can mean that parts of the adult
population are left behind. Low levels of literacy and numeracy, as well as inadequacies in digital
literacy, are associated with poor educational outcomes, serving as a fundamental barrier to
29
individuals being able to actively and effectively engage in society. SOLAS will support the
implementation of the literacy and numeracy strategy in line with our statutory role. In that regard
SOLAS will host a national committee to oversee the promotion of higher levels of engagement with
the national literacy and numeracy programme. It will provide for a co-ordinated approach to
awareness-raising.
3.2.4
Embed basic skills provision within mainstream FET provision
The way in which literacy and numeracy provision is delivered needs to evolve so that it is integrated
or embedded, as appropriate, into mainstream FET provision. This is no easy task, and, in the first
instance, SOLAS will lead research into how literacy and numeracy can and should be embedded
across different FET programmes. This will draw on international best practice regarding the delivery
of basic skills provision. It will consider the ramifications of any new proposed approach in terms of
the pre-assessment of learner basic skill levels, course design and delivery and required FET teaching
expertise, as well as any resource implications.
3.2.5
Increase opportunities for learners to achieve accreditation in order to support progression
As part of the development of the new outcomes framework to underpin FET funding and
monitoring, SOLAS will explore whether accreditation should be introduced across the whole
spectrum of FET provision. The principle should be that all individuals have the opportunity to have
their learning accredited, wherever possible.
There is no upfront assumption that accreditation can feasibly be introduced for all programmes certainly over the lifetime of this Corporate Plan – but as minimum all programmes should be
associated with appropriate outcome metrics as part of a comprehensive framework that recognises:

The different purposes of FET programmes.

That all FET programmes can be viewed in the context of a common path to inclusion,
engagement in society, progression in learning and employment.
As part of this work, SOLAS will aim to clarify and make more transparent the basis on which
provision is accredited or not-accredited. With the presumption that accreditation is of value to
learners, there will need to be a clear case for funding non-accredited learning.
3.3 Empowering Learners and Employers
3.3.1
Ensure transparency in FET provision, by providing learners and employers with the
necessary information about learning opportunities in order to make informed choices
SOLAS will need to facilitate wider promotion and awareness-raising actions for the FET sector as a
whole, so that learners and employers have a good understanding of the range of options and
provision available to them. The needs of learners - including employees as well as employers - will
need to be supported by SOLAS from their first point of engagement with FET through to the learning
experience and beyond. SOLAS will engage with the National Centre for Guidance in Education, DES
30
and DSP, ETBs and others with regard to the development of an integrated guidance service for the
sector.
SOLAS will support work to ensure that career guidance initiatives are systematically evaluated to
establish what works best, and to ensure a robust evidence base into best practice on how guidance
can be integrated into the learner journey. Led by SOLAS, the development of a National Course
Database and National Course Calendar during 2014 will provide practical tools for individuals
looking to make informed decisions with regard to suitable and relevant FET opportunities.
3.3.2
Enable flexible, high-quality FET provision in line with learner and employer expectations
Engagement with FET should be straightforward for learners and employers. Through the funding
mechanism SOLAS will strive to foster increased flexibility for learners, including flexible entry and
exit points, modular provision, and blended learning and e-learning. SOLAS will also support the
incorporation of extended high-quality and structured work placements and on-the-job training
where relevant to programmes.
SOLAS will co-ordinate the drafting of a Learner Charter for FET in collaboration with the relevant FET
Stakeholders such as ETBs, learner and employers. The Charter will set out the standards of
delivery/service learners can expect from FET providers, including employers who provide incompany placements.
According to the QQI28, quality assurance is a system(s) put in place by a provider to maintain and
improve the quality of its education and training programme. QQI quality assurance requirements
are primarily set in the context of validation of programmes leading to a QQI award. The desired
programme of quality will be influenced by the provider’s goals as well as its external obligations (for
example, to regulators and to statutory and professional bodies). QQI intends to develop and
implement a corporate responsibility model for quality of provision in FET on similar lines to that in
higher education. In other words, all individuals engaged in or supporting FET, including teachers and
instructors, will take responsibility for quality and in meeting the QA policy and procedures set by
QQI.
SOLAS, on the other hand, understands quality in a context where it is obliged to assure itself of the
quality of the funding investment in FET. SOLAS needs to make judgements about the performance
of individual ETBs and specific elements of their provision against what was agreed with SOLAS in
terms of how the funding is to allocated and the expected outcomes arising from that allocation,
including minimum acceptable levels of learner success rates. Success rates may be defined as the
percentage of learners who start and course and/or who complete it successfully and achieve the
planned employment and progression outcomes as well as a qualification.
However not all FET is accredited. Many FET programmes in adult education that will be funded by
SOLAS may not be accredited. In many instances this may be acceptable although every effort should
be made to introduce the relevant certification where it is appropriate and if such an award exists.
28
QQI: Quality Assurance Guidelines and Criteria for Provider Access to Initial Validation of Programmes Leading to
QQI
Awards,
Further
Education
and
Training.
http://www.qqi.ie/Downloads/%E2%80%8CInitial%20Validation/IV_QA_Guidelines_Further_Education_2013.pdf
31
Where certification is deemed by SOLAS and the provider not to be appropriate, a broad and
coherent set of measures of success that properly recognises learner achievements29 needs to be
identified by the provider with learner agreement. For example, there must be clearly stated aim(s)
for the programme, identification of learner starting points, statement of distance travelled (skills,
knowledge and competence learned) and by when. Records of learner self-assessment, group and
peer assessment, tutor records of assessment activities and individual or group progress and
achievement to demonstrate progress in meeting the course aim will be required.
While QQI quality assurance requirements around FET provision leading to a QQI-approved award is
bound to overlap with SOLAS requirements around assurance of its funding investment, SOLAS will
also need to look at provider's funding plans that incorporate particular improvement targets that
include learner number targets for certain cohorts identified by DES/DSP such as LTUs and young
unemployed persons as well as employer engagement targets, success measures and teacher
qualifications. In addition, SOLAS intends to measure learner and employer satisfaction with the
quality and effectiveness of FET provision for benchmarking purposes. All of these tools including QQI
quality assurance for certification purposes and associated QQI quality monitoring reports on SOLASfunded FET providers will assist SOLAS to assure its overall funding investment in FET. Developing
synergies between SOLAS and QQI, sharing data and avoiding duplication of effort is key to ensuring
effective quality of provision and assurance of funding investment without unduly burdening
providers.
Finally, while QQI policy30 states that it will develop new award standards, occupational standards if
they do not exist will have to be developed and submitted to QQI as part of a provider’s submission
for the development of a new award or the review of an existing award by QQI. For example, new
forms of work-based learning including new employer-led apprenticeships are likely to require the
identification and development of new award standards. In this regard, new occupational standards
will need to be identified, developed and submitted to QQI as part of the process of developing a
new award standard. SOLAS is committed to the development of new forms of employer-led workbased learning, and will work with a range of partners under the policy direction of DES to ensure
that this is successful.
Enhancing the quality of FET provision is also a major goal of the five-year FET strategy. The focus on
quality and excellence is one of SOLAS core principles. Many of the actions contained in this
Corporate Plan are directed towards maintaining a high-quality FET system for learners and
employers through; the identification of learner needs, excellence in programme development, the
reform of guidance systems, and the CPD framework for the FET workforce.
SOLAS will work with ETBs, other providers, DES, IDA and EI to develop a strategy for maximising the
role of FET in supporting workplace skill needs. This Workforce Development Strategy will aim to
expand, within existing resources allocated to SOLAS and the ETBs, the provision of FET to employers
29
Learning and Skills Council (2005), Recognising and Recording Progress and Achievement in Non-accredited
Learning.
30
'QQI Guidelines and Criteria for Proposing the Development of New Award Standards or Review of Existing
Ones.'
32
and employees in order that the existing workforce has good opportunities to up-skill and that
employers can acquire training that meets their business and human resource development needs.
3.3.3
Promote the value of FET qualifications by ensuring that they enable progression
Some major award holders in FET progress to higher education via the Higher Education Links
Scheme, the pilot scheme for Institutes of Technology and other locally-agreed routes.
SOLAS will have a role alongside QQI, HEA and DES in supporting more effective progression
pathways to Levels 7 and 8. SOLAS intends to build on existing regional clusters of HEIs to support the
development of enhanced partnership agreements between further and higher education providers
to support access and progression, contributing to the HEA target of 10% of higher education
entrants coming from FET by 2016.
In addition to supporting progression, it is also important that FET accreditation has currency with
learners and employers. This was identified as an issue in the five-year FET strategy. SOLAS will
support the work of QQI in ensuring that:

existing and new awards are relevant to current and future skill needs;

it is easier for training providers to interpret Common Award specifications;

there is clarity about what awards are intended to achieve; and

there is an appropriate balance between generic and technical skills within programmes and that
the technical content reflects relevant occupational profiles.
3.3.4
Enable learners and employers to directly influence FET provision
There should be opportunities for learners and employers to provide feedback on their experiences,
as well as the opportunity to influence future provision. SOLAS, though our research function, will
gather evidence on employer skill-needs. Employers will be facilitated by ETBs and SOLAS to engage
in a dialogue locally with ETBs and other providers to ensure appropriate provision. SOLAS will
complement this role at national level by working with existing and planned employer engagement
structures31 to identify skills shortages.
In addition, SOLAS intends to explore the use of learner panels and ‘learner voice’ surveys at national
level to complement local ETB strategies for engaging learners and to ensure that learner input goes
beyond just providing course feedback to shaping future policy. SOLAS will use these mechanisms to
gather direct feedback from learners - especially job seekers - to ensure that FET provision responds
to the current and evolving needs of the labour market.
31
Such as the HE regional clusters, DSP Labour Market Council, the Expert Group on Future Skill Needs,
Department of Environment, Community sand Local Government’s social and economic councils, local ETB
employer forums etc.
33
3.4 Influencing FET Policy and Practice by Generating Intelligence and Supporting
Innovation
3.4.1
Undertake and commission targeted strategic research and reviews to support the
development of the sector
In the push towards maximising the effectiveness of FET, it is essential that those involved in the
planning and delivery of provision have access to robust evidence. SOLAS will continue to
commission and disseminate high-quality research evidence on priority subjects and skill areas for
current and future provision.
SOLAS will continue to support ETBs and other providers in capturing local labour market and skills
intelligence to inform their own local planning and provision, providing relevant data for ETBs and
others to develop a mix of provision that is in tune with local employer needs and learner demand
and leads to jobs, opportunities for career development, and for personal development.
SOLAS will continue to support skill needs studies and research into strategic sectors of the economy
to enable the ETB sector respond appropriately to employer skill needs in these growth areas. In
addition, SOLAS will plan and lead a programme of evaluation to ascertain the effectiveness of all
strands of FET provision to meet its stated objectives on which its funding is based. Arising from
these findings a programme of continuous improvement will be agreed with ETBs to increase both
the effectiveness and efficiency of the provision in question.
3.4.2
Stimulate innovation and entrepreneurship in the sector by proactively seeking out good
practice and providing support for the piloting, testing and scaling-up of new ideas that are shown
to work
3.4.2a Innovation
The OECD defines four types of innovation: product innovation, process innovation, marketing
innovation and organisational innovation.32 While all four types are important, more generally to
keep FET relevant and efficient, on-going programme innovation is key to meeting the rapidly
changing skill needs of employers. It is therefore important to offer programmes that are relevant,
not only for the current skill needs of learners, but which enable future learning and employment
opportunities to be exploited. As human capital is the essence of innovation, learners need to be
empowered to innovate. Consequently, curricula and pedagogies need to be constantly adapted to
equip students with the capacity to learn and apply new skills throughout their lives.33
This implies a constant flow of new curricula, methodologies and programmes to meet new skill
requirements. It also implies scoping out what currently works best within the sector and
32
33
OECD (2010), The OECD Innovation Strategy: Getting a Head Start on Tomorrow.
Ibid.
34
internationally and enabling its review and dissemination, where appropriate, across the ETB sector
more generally. SOLAS or the ETBs or QQI etc. cannot do this alone. It needs cross-institutional cooperation to ensure that programmes of national strategic importance are developed rapidly,
including standards development, and rolled-out within the ETB sector.
In that regard, SOLAS and the ETBs, QQI and HEA will work with employers to ensure that new forms
of employer-led work-based learning appropriate to FET, including apprenticeships and traineeships
and PLC courses, are developed speedily and in line with emerging DES policy; and that existing
apprenticeships are incorporated into the new apprenticeship infrastructure as appropriate.
At the same time, it requires ETBs to rapidly develop and roll out local programmes to meet local
learner, community and employer skill needs. In this regard the updating of the skill sets of ETB staff
directly engaged in providing and designing FET provision is paramount along with innovation in
organisational, management, design and work practices within the ETB sector. SOLAS will work with
DES, ETBS and others to facilitate this.
Finally, it needs SOLAS, ETBs and other partners such as Aontas, NALA and FESS to collaborate to
identify what currently works best within the sector to generate programme, process and
organisational innovation and to disseminate best practice by, for example, bringing practitioners
together and through fostering contact between national and international experts in different fields.
3.4.2b Entrepreneurship
Entrepreneurship education is more than preparation on how to run a business. Entrepreneurship
refers to an individual’s ability to turn ideas into action.34 The important role of education in
promoting more entrepreneurial attitudes and behaviours is now widely-recognised.35 Research
shows that pupils and students who have participated are three-to-six times more likely to start a
business at some point in life than those who do not receive entrepreneurship education.36 The
entrepreneurship competence encompasses transversal skills and attitudes as well as more
specialised knowledge and business skills. In a broad sense, entrepreneurship should be considered
as a mind-set that supports everyone in day-to-day life at home and in society, and provides a
foundation for entrepreneurs establishing a social or commercial activity. Entrepreneurship is a key
competence for lifelong learning, as defined in the 2006 European Framework for Key Competences.
SOLAS and the ETBs will continue to play their part in ensuring the relevant training and education
programmes that foster entrepreneurship are available as well as ensuring that the necessary CPD is
available to ensure that those directly engaged in the delivery and design of FET provision
incorporate leading-edge strategies and pedagogies to inculcate an mindset of entrepreneurship.
This will also require collaboration with other relevant bodies (such as Pobal, Skillnets, LEOs etc.) as a
means of co-ordinating provision and furthering the Government’s aim of building entrepreneurial
34
European Commission (2009), Entrepreneurship in Vocational Education and Training.
European
Commission,
‘Education
&
Training
for
Entrepreneurship.’
http://ec.europa.eu/enterprise/policies/sme/promoting-entrepreneurship/education-trainingentrepreneurship/index_en.htm
36
European Commission (2013), Entrepreneurship Education: A Guide for Educators.
35
35
capability. It is noted that Business Appraisal and Start Your Own Business courses are already part of
the existing ETB provision throughout the country.
3.4.3
Provide a comprehensive view of the effectiveness of current programmes and the
potential of new approaches through evaluation
Innovation, programme design, curriculum development and ETB staff development needs will be
informed by a programme of identification and evaluation led by SOLAS with regard to current and
emerging best practice in adult learning, including:

Good practice in thematic areas, such as, education and training for entrepreneurship.

Effective pedagogies for transferring learning to the workplace; and understanding and
preventing early leavers from FET.

Working with the HEA to conduct a national employer skills survey capturing evidence directly
from employers on their FET skill needs and the effectiveness of FET provision (as well as HET).
This research will be supplemented by a programme of evaluation to assess the effectiveness and
efficiency of key lines of provision, including: PLC provision; Youthreach; and VTOS, Traineeship and
SST, literacy and numeracy, to inform planning and funding considerations.
3.4.4
Ensure the widespread use of FET evidence and promote the benefits of FET
The SOLAS role will be to continually collaborate with key FET partners to promote evidence and best
practice for the FET sector as whole. The focus will be on building on existing SOLAS/SMLRU research
and labour market publications, and on establishing the appropriate channels to share best practice
with as wide an audience as possible in order to facilitate continuous improvement.
SOLAS will continue to share its research and evaluation outputs at national level with key partners,
such as the public employment service (Intreo/Jobpath), DJEI, IDA and EI; and the higher education
sector such as HEA and IOTI. By putting FET effectiveness in the context of the overall activation,
jobs, and education and training landscape, SOLAS will be better placed to lever the evidence
generated to ensure that new policies are implemented through co-ordinated approaches.
SOLAS will oversee a programme of independent research to identify the local, regional and national
economic and social benefits of FET provision in each ETB area, and pro-actively raise awareness of
these benefits to improve the standing and appreciation of FET. These impact studies and the
benefits identified for the individuals and the economy at local and national level will assist all FET
partners with promoting wider understanding of what the FET sector does and the opportunities
available for learners, communities and employers.
36
3.5 Building Sector Capacity and Responsiveness
3.5.1
Ensure the smooth and effective transition to the new ETB-led FET delivery model so that
learners experience continuity of service
It is essential that during the transition period whereby all of the former FÁS training centre network,
associated staff and provision are incorporated into the newly established ETB network, existing
programmes are maintained and that provision for learners is not disrupted. SOLAS will fully
discharge its commitments made to ETBs with regard to supports that it will provide to ensure a
smooth transition is completed e.g. maintaining administrative support services (such as finance and
payments, HR, and ICT) during the transition. SOLAS will also continue to provide support for
contracted provision, maintaining the list of pre-qualified providers, providing guidance on the
procurement and management of contracted provision, and providing support and guidance for
those ETBs with no mainstream (former FÁS) Training Centre in their region. SOLAS will also continue
to manage both the Momentum programme on behalf of DES and e-College on-line provision.
3.5.2
Ensure that the ETB FET workforce has the necessary skills and knowledge to respond to
the priorities set out in the FET strategy
The future success of the FET sector depends to a large extent on the expertise and enthusiasm of
thousands of professionals working in and managing and supporting FET provision nationally and
locally. SOLAS will systematically collect data on the current qualifications and skills profile of the ETB
workforce. This will facilitate a review of CPD needs in the context of currently-available provision.
In collaboration with ETBs, staff and staff representatives, DES and other FET partners and in line
with the five-year FET strategy, SOLAS, in collaboration with FESS, will support the ETBs to develop,
negotiate and establish a professional and competency skills roadmap. This roadmap will emcompass
those entering into and currently engaged in the FET sector in its broadest sense, rather than just
relying on the mandatory qualification framework for teaching staff engaged in FET as introduced by
the Teaching Council.
This will be complemented by work to ensure the provision of world-class standards of learning
through ongoing provision of staff development programmes as well as internal and external
assessment of provision informed by robust good practice benchmarks and by QQI
evaluations/monitoring reports.
3.5.3
Provide sector advocacy to ensure a joined-up approach to designing and implementing
skills policy
SOLAS will seek co-ordinated, joined-up approaches across Government where this will enable
increased FET effectiveness. Complementing the advocacy role of ETBs and other FET partners such
as Aontas and NALA, SOLAS will also advocate for the sector, for example by:
37

identifying the most effective operational models to ensure ETBs contribution to the Department
of Social Protection’s activation policy;

advocating for a dedicated FET Capital Fund to underpin high-quality provision through
investment in new equipment, technology and premises and maintaining existing
facilities/estates in a condition of good repair; and

mobilising support for the development of appropriate accreditation/occupational standards by
QQI.
38
3.6 Building SOLAS Capability and Organisational Effectiveness
3.6.1
Install an effective SOLAS structure
As part of the transition programme for FET in Ireland, there is a need for SOLAS, as a new organisation, to ensure that it is effectively constituted to deliver the goals
contained in this Corporate Plan and its commitments in the FET Strategy. The new SOLAS organisational structure is based around three divisions with clear lines of
accountability for the range of functions that SOLAS will carry out.
Resources
Central Programmes and FET Support Services
FET Strategic Services
This Division will:



Provide the internal hub for developing
the FET Strategy, the SOLAS Corporate
Plan, sector knowledge, labour market
intelligence and the evidence-base of ongoing research and evaluation.
Lead on continuous improvement with
regard to all FET provision as well as
operational planning and in particular the
development of the Annual Integrated FET
Services Plan, stakeholder engagement
with the ETBs and others, providing an
expert and customer-centred approach to
managing relationships with key partners
of SOLAS.
Co-ordinate the implementation of the
FET Strategy, the SOLAS Corporate Plan
and the Literacy and Numeracy Strategy.
This Division will:






Support capacity building in the FET sector,
including the expansion of apprenticeships and
traineeships and other forms of work-based
learning, enabling innovative new national
programmes to complement local provision by
ETBs.
Co-ordinate the development and implementation
of a FET strategy for people at work.
Continue to manage Momentum on behalf of DES
and e-College courses.
Continue to support and maintain the Contracted
Training System and manage the Contract Training
Tender List and maintain a contracted training web
based portal for ETBs.
Maintain relevant transition supports for ETBs
subject to resources e.g. apprenticeship, quality
assurance.
Following a review of CSCS, QSCS and SafePass in
2012 concluding that the delivery of SafePass, CSCS
and QSCS does not fit with the strategic remit of
SOLAS, options with regard to the transfer of these
programmes to a more appropriate host
organisation will be examined.
This Division will:






Support the FET Strategic Services Division on
performance management of the disbursement of public
funding.
Continue to provide a financial accounting, management
accounting and staff payroll service and, subject to
additional resources being allocated to SOLAS, provide
SAP support for ETBs and a co-ordinating role with regard
to ESF and EGF.
Transfer of all relevant administration functions and
systems currently being provided by the Finance Unit to
the ETBs.
Develop ICT platforms to support information for
learners, employers and providers and external funders
of SOLAS and the operational functions of SOLAS and the
sector including a National Course Database, a National
Course Calendar and a National Learner Database.
Continue to provide a range of IT related platforms for
ETBs and DSP, as per agreed timelines.
Provide a range of corporate support services e.g.
Corporate Governance/Audit, HR, Staff Relations, Legal
39
Services, Risk Management to ensure SOLAS capability to
discharge its mandate under the Further Education and
Training Act 2013.
3.6.2
Improve SOLAS Capability
SOLAS will be an outward-looking agency and success will depend on being able to work in tandem with a
diverse range of SOLAS stakeholders. The SOLAS team will need to have the skills to tread the line between
ensuring consistency and standards in FET provision, while allowing those at the forefront of FET provision
to make choices about what works best for their learners, employers and communities. Having effective
relationships with a wide range of FET stakeholders is central to this ambition.
A programme of investment in the right skills, knowledge and working practices will ensure that SOLAS has
the right type and level of expertise across the organisation to deliver its mandate. This will be facilitated
by an internal skills audit and by building on the recently launched ‘change management’ programme for all
staff. The goals and values of the new organisation will be incorporated into job descriptions so that all staff
can understand their contribution to meeting the mission and vision of the organisation. Through PMDS,
staff will be able to assess their contribution to the progress of the high level goals and agree corrective
action, if appropriate.
The merging of the former VEC and the FÁS training centre network was also a merger of two different
cultures. A successful merging of cultures requires patience and leadership from the top and support from
key partners. SOLAS as a key partner has been providing technical support for ETBs. However, SOLAS
recognises that there are gaps in its understanding and knowledge of the FE part of the FET sector, the ETBs
and how they work including ETB work culture and ethos. SOLAS will need to develop strategies to increase
its own capability in the domains of FE more generally, and ETBs more specifically. SOLAS will seek to
develop a secondment and exchange programme with other parts of the FET sector to support the
development of a range of technical and personal expertise, creating permeable boundaries between
SOLAS and the ETB sector as a whole.
3.6.3
Develop a Communications and Branding Strategy
3.6.3a
Communications
Organizations of all sizes and operating in different sectors and societies must, if they are to be effective
and succeed, find ways to establish and nurture relationships with the stakeholders they depend upon. A
communication strategy should be linked to the way in which an organisation plans its business activities in
three time ‘horizons’: what must be done now; in the mid-term; and in the long-term.37
Reporting directly into the office of the Chief Executive, the SOLAS Communications Unit will be responsible
for developing effective communications with key SOLAS partners combined with effective joined-up
internal stakeholder management, so that our partners perceive and receive value from engaging with
SOLAS and that engagement is efficient and knowledgeable.
37
Mahony, J. (2012), Strategic Communication, Principles and Practice, Oxford University Press, Oxford, UK.
40
The SOLAS Communications Unit will also be responsible for leading the development of a communications
strategy to promote FET and to celebrate its successes. In parallel, the Unit will also lead the development
of a SOLAS communications strategy, which will include: exploring the feasibility of setting-up a web-based
platform for ETBs and providers as a resource for clear, useful information about SOLAS operations; and a
website for employers and learners setting out what is on offer across the ETB and the FET landscape more
generally and, where appropriate, signposting to further information and links. As part of this website, a
function to enable learners to provide feedback on their experiences of FET will be investigated.
3.6.3b
Corporate Branding
The SOLAS ‘brand’ will be developed primarily through the reputation it develops as a trusted leader and
guardian of FET with its stakeholders. This reputation will be developed through the work of SOLAS which
will be delivered professionally in a consistent fashion in accordance with its values and guiding principles.
The ‘brand’ as such will not be akin to a “high street” brand in that learners will not be attending SOLASdelivered courses or acquiring SOLAS qualifications, as SOLAS is not a provider of courses or an awarding
body. A strong reputation for excellence; clear, evidence-based direction; and an open collaborative way of
engaging with stakeholders will be a paramount to developing a strong SOLAS 'brand’.
3.7 What will success look like for SOLAS?
3.7.1
Measuring Success
Due to the lack of robust baseline data on current FET inputs, outputs and outcomes, SOLAS is at this time,
not in a position to identify feasible benchmarks and targets to measure progress in implementing the
Corporate Plan. This evidence base will emerge over time. The data contained in the first-ever integrated
FET Services Plan is a good starting point.
However, much more work needs to be accomplished in this area. In addition, SOLAS itself is developing its
own structures to deliver its mandate and make it fit for purpose. This also will take time to bed in.
Nevertheless at this stage it is possible to identify areas to be considered as possible high-level indicators
for each of the SOLAS Goals with a view to connecting the corporate plan to the positive impacts that
SOLAS is aiming to achieve over the next three years.
(Possible measures are outlined below)
41
Possible Measures and Indicators for each of the high level SOLAS Goals
Goal 1: Enabling delivery of skills for the economy
Measures
Positive outcomes
from FET learning
Indicators
A higher proportion of those who engage in FET, including those with
barriers to participation such as persons with a disability, as well as
existing and future priority cohorts identified by DES in conjunction
with DSP, stay engaged, complete qualifications, transition
successfully into employment or where appropriate, move into
higher level qualifications in FET or HET.
Skills progression
A higher proportion of FET learners (i.e. more than 24%) are
achieving a major award across levels 1-6 and particularly at Levels 13 so that the NSS targets for FET are being progressed more rapidly.
Value for money
Reduced costs per positive outcome achieved over time.
Goal 2: Supporting Active Inclusion
Measures
Removing barriers to
participation
Indicators
The nature of the barriers which cause learning breakdown and lead
to exclusion are understood.
Mechanisms which need to be developed are identified and
implemented which will enable diversity to be accommodated in an
integrated system of FET such as innovative practices for recognising
and accommodating diversity; activities that advocate against
discrimination and challenge attitudes; training programmes which
equip FET staff to deal with diverse needs.
Engagement with
literacy and
numeracy provision
The Literacy and Numeracy Strategy as set out in the FET Strategy is
being implemented.
42
Goal 3: Empowering Learners and Employers
Measures
Indicators
Quality standards
All funded organisations sign-up to and implement agreed standards
for learner service (the Learner Charter).
Flexibility
Increased availability of flexible course provision.
Learner satisfaction
Increase in the proportion of FET learners that are satisfied with the
quality of learning.
Employer
engagement
Large employers and SMEs are increasingly taking up FET and
increasingly engaged in workforce development.
Employer
satisfaction
Increase in the proportion of FET employers that are satisfied with the
quality of learning.
Goal 4: Influencing FET policy and practice by generating intelligence and supporting
innovation and entrepreneurship
Measures
Indicators
Influence
SOLAS is recognised as a leading source of high-quality, relevant labour
market information and labour market /skill needs intelligence and FET
research.
Innovation
Increased number of new courses successfully developed and
implemented at national and local level.
Entrepreneurship
Entrepreneurship introduced as an explicit objective within the
curriculum, steering documents (e.g. curricula and syllabi) and
guidelines developed/updated, and the scope and effect of
entrepreneurship education in SOLAS funded FET is measured.
43
Goal 5: Building Sector Capacity and Responsiveness
Measures
Indicators
Stakeholder added
value
The majority of ETBs and other funded providers report that SOLAS
adds value in supporting delivery.
FET workforce
By 2016, over 75% of the ETB workforce is actively engaged in
continuing professional development.
Goal 6: Building SOLAS Capability and Organisational Effectiveness
Measures
Indicators
Stakeholder
satisfaction
An increasing proportion of SOLAS stakeholders at national and
regional level report the organisation to be professional and
responsive and effective.
Branding
Brand impact is positive and increasing over the timeframe of the
Corporate Plan.
44
Part 4 - Overarching Implementation Plan
4.1 Implementation
4.1.1 Context and Purpose
The following proposed Overarching Implementation Plan sets out the High Level Goals, their associated
objectives and the actions to progress each objective. The linkages between activities are highlighted. A
more detailed Operational Plan will be developed when the organisation is fully structured and will set out
specific tasks, performance indicators, ownership and timelines to drive the implementation of the
Corporate Plan, as well as to assist with planning and monitoring progress in that regard.
When reading the Overarching Implementation Plan it is worth remembering that almost all of the strategic
objectives and related actions are inter-connected and inter-dependant. For example, enabling delivery of
skills for the economy is either explicit or implicit in the majority of the strategic objectives and many of the
associated actions. The same holds for active inclusion and meeting learner needs. With regard to planning,
SOLAS will participate and contribute to the determination of national skills priorities in consultation with
‘Intreo’, HEA, the Expert Group on Future Skill Needs and other departments/agencies. Both SOLAS and
ETBs will contribute to local skills advisory and economic development networks and connect with local HEI
planning structures. SOLAS and ETBs will be lead partners in this regard.
4.1.2 Implementation timelines
Implementation of the Corporate Plan is based around three phases of action:
o
2014 - Building the Foundations: Managing the transition to the new integrated FET system and
detailing the plans for the next steps in the transformation of FET.
o
2015 - Pathways to Progress: Development and piloting of major operational changes and early
delivery on critical issues.
o
2016 - Delivery, Reflection and Continuous Improvement: To have in place a fully-functional and
operational organisation, working with and for the FET sector.
4.1.3 Implementing the SOLAS Corporate Plan – Examples of Challenges
Some of the main challenges associated with implementing the Corporate Plan are:
o
Deploying existing SOLAS resources to ensure business continuity and progressing Government
priorities with regard to education policy, ‘Pathways to Work’ and ‘Action Plan for Jobs’ initiatives.
o
Additional resources may be required to discharge additional functions to those outlined in the
SOLAS Implementation Plan such as managing the European Globalisation Fund and expanding
and developing the number of new apprenticeships and transferring existing apprenticeships to
the new system.
o
Loss of key corporate skills and knowledge through early retirement.
It is worth noting that the success of the Corporate Plan is contingent on policy support and resources.
45
4.1.4 Implementation oversight
On-going management of the implementation process will be overseen by the SOLAS Board.
4.1.5 Implementation Monitoring
Overall monitoring of the implementation of the Corporate Plan will be the responsibility of the SOLAS
Board. The SOLAS Executive will be tasked with following-up on individual activities that support the
delivery of the Goals and objectives byproviding regular progress reports on Corporate Plan
Implementation for consideration by the SOLAS Board. SOLAS will undertake this task in collaboration with
its main partners. These are DES, ETBI, ETBs and other Government Departments such as DSP and DJEI and
Bodies such as QQI, as well as employers and learners and organisations involved in FET, such as NALA and
AONTAS.
4.1.6 Targets
DES sets FET policy and provides direction on a range of targets for FET provision including Government
targets relating to the ‘Pathways to Work’ Initiative and the Action Plan for Jobs initiatives. The Annual FET
Service Plan as well as the individual Annual ETB Service Plans will reflect DES-agreed targets around
provision. Overarching responsibility for standards and awards development and overall monitoring of
quality assurance provision is primarily the responsibility of QQI.
4.1.7 Implementation Costs
The overall delivery of the SOLAS Corporate Plan will be predicated on introducing a number of initiatives,
including for example: a ‘fit for purpose’ FET data infrastructure; responsibilities around management of
the ESF in Ireland; leading the introduction of the new apprenticeship system; and, developing new
apprenticeships.
Recurrent annual funding for publicly-funded FET is currently running at around €800m+. This would need
to be maintained just to provide current nominal levels of resourcing per learner.38 The SOLAS Corporate
Plan is striving to achieve better outcomes from participation in FET (and in the labour market) across a
diverse range of individuals, including those experiencing barriers, such as persons with a disability, early
school-leavers and long term unemployed persons. The cost of effective education and training
programmes to address the needs of these individuals, for example, specialist training provision for persons
with a disability and community training workshops for early school leavers, tends to be higher than
‘standard’ programmes.
Any serious reform programme will require additional investment. The current economic climate poses
challenges for SOLAS to ensure that its Corporate Plan is effective in progressing the FET Strategy. However
it is worth keeping in mind that the timeframe for the FET Strategy is five years and the situation may
38
Not taking into account inflation adjustments.
46
improve in the meantime. Notwithstanding this, there are some key actions where additional resources
(with cost implications) may be required and these are listed in Table 3 below.
Table 3 - Key actions where additional funding may be required
Item
Data Infrastructure – roll out and implementation
Management of ESF
CPD
Enhanced research and support for programme reviews and identification and roll-out of FET
best practice across the sector
Funding of new apprenticeships and other forms of work-based learning
Capital Development
47
4.2 Overarching Implementation Plan
Goal 1: Enabling Delivery of Skills for the Economy
Strategic Objective 1 - Put in place a new framework of outcomes relevant to the
breadth of FET programmes including completion, progression, employment, and
certification.
Action
1.1.1
Develop an outcomesbased framework for
the FET sector
1.1.2
Implement and support
the operation of an
outcomes-based
framework
1.1.3
Outcomes framework
fully operational
Linked to Action Items
Linked to Action Items 3.3.1, 3.4.2, 4.3.1, 4.4.2
Linked to Action Item 1.4.3, 1.3.3
Strategic Objective 2 - Develop a new funding model that ensures resources are
most-effectively targeted according to learner/employer skills needs and ‘what works’ in
terms of effective provision
Action
1.2.1 Set parameters for
funding allocation
Linked to Action Items
Linked to Action Item 2.1.1
1.2.2 Develop new funding
allocation model
1.2.3 Establish funding
priorities
Linked to Action Item 1.4.1
1.2.4 Pilot new funding model
48
Strategic Objective 3 - Put in place a new data infrastructure to inform decisionmaking and assist ETBs and other providers in the consistent capturing of outcomes data,
feedback and analysis
Action
1.3.1 Establish a National
Course Database for FET
Linked to Action Items
1.3.2 Establish and publish a
National Course Calendar for
FET
1.3.3 Develop and operate a
National Learner Database to
provide real-time information
Linked to Action Item 1.1.2
Strategic Objective 4 - Implement a new Integrated Planning Process
Action
1.4.1 Identify priority cohorts for FET
funding
Linked to Action Items
Linked to Action Items 1.2.1, 1.2.2 1.2.3
1.4.2 Apply labour market intelligence to
inform planning of course provision
Linked to Action Items 4.1.1, 4.1.2, 4.1.3
1.4.3 Collaborate with ETBs in devising
annual plans
Linked to Action Items 1.1.2, 1.1.3, 1.3.1,
1.3.2
49
Goal 2: Supporting Active Inclusion
Strategic Objective 1 - Ensure effective targeting of provision and outcomes for
priority groups
Action
2.1.1 Ensure that FET serves the needs of
priority groups identified by DSP
Linked to Action Items
Linked to Action Item 1.4.1
2.1.2 Support the provision of education
and training for inclusion
Strategic Objective 2 - Identify and address Barriers to Participation in FET
Action
2.2.1 Promote equal access to FET in order
to engage with groups who are distant from
the labour market
Linked to Action Items
Linked to Action Item 2.1.2
Strategic Objective 3 - Support new forms of delivery and awareness-raising activity
to increase engagement with literacy provision
Action
2.3.1 Host a committee to develop a literacy
awareness campaign
Linked to Action Items
2.3.2 Ensure the implementation of a
literacy and numeracy strategy for the
sector
50
Strategic Objective 4 - Embed basic skills provision within mainstream FET provision
Action
2.4.1 Commission research on integration of
literacy and numeracy into FET programmes
Linked to Action Items
Linked to Action Item 2.3.1
2.4.2 Pilot test integration based on
research outcomes
Strategic Objective 5 - Increase the opportunities for learners to achieve
accreditation in order to support progression
Action
2.5.1 Review unaccredited provision with a
view to increasing volume of accredited
programmes
Linked to Action Items
Linked to Action Item 3.3.2
51
Goal 3: Empowering Learners and Employers
Strategic Objective 1 - Ensure transparency about FET provision, providing learners
and employers with the necessary information about learning opportunities to make
informed choices
Action
3.1.1 Establish and publish a National
Course Calendar for FET
Linked to Action Items
3.1.2 Provide Information for learners to
facilitate informed decision-making
3.1.3 Engage with the National Centre for
Guidance in Education in relation to
development of an Integrated Guidance
Strategy
Strategic Objective 2 - Enable flexible, high-quality FET provision in line with learner
and employer expectations
Action
3.2.1 Co-ordinate the development of a
Learner Charter
Linked to Action Items
Linked to Action Item 3.4.1
3.2.2 Co-ordinate the Development and
implementation of an FET strategy for
people at work
52
Strategic Objective 3 - Promote the value of FET qualifications by ensuring that they
enable progression
Action
3.3.1 Map FET progression pathways to
higher education in collaboration with QQI,
DES and HEA
Linked to Action Items
3.3.2 Promote currency and benefits of FET
accreditation among employers and learners
3.3.3 Support QQI in the review of award
specifications
Strategic Objective 4 - Enable learners and employers to directly influence FET
provision
Action
3.4.1 Establish learner advisory groups
Linked to Action Items
3.4.2 Conduct learner and employer
satisfaction research
Linked to Action Item 3.2.1
3.4.3 Build on existing structures for
engagement with employers
Linked to Action Item 4.1.1, 4.1.3
53
Goal 4: Influencing FET policy and practice by generating
intelligence and supporting innovation and entrepreneurship
Strategic Objective 1 - Undertake and commission targeted strategic research and
reviews to support the development of the sector
Action
4.1.1 Conduct research on current and
emerging skill needs of the economy
Linked to Action Items
Linked to Action Items 1.4.1, 1.4.2,
4.1.2 Disseminate research findings on skill
needs of the labour market
Linked to Action Items 1.4.2, 1.4.3
4.1.3 Commission National Employer Skills
Surveys
Linked to Action Item 1.4.2
4.1.4 Deliver major parts of the EGFSN
Annual Work Programme
4.1.5 Contribute to the review of existing
Apprenticeships
4.1.6 Support the development of ETB
capacity to deliver high-quality
apprenticeships
Linked to Action Item 6.3.2
54
Strategic Objective 2 - Stimulate innovation and entrepreneurship in the sector by
proactively seeking out good practice and providing support for the piloting, testing and
scaling-up of new ideas that are shown to work
Action
4.2.1 Implement best-practice exchange
within the sector
Linked to Action Items
Linked to Action Item 6.3.2
4.2.2 Support innovation and knowledge
transfer within the sector
Linked to Action Item 6.3.2
4.2.3 Support innovation in new programme
development based on the needs of the
economy
Linked to Action Item 4.1.1, 4.1.2, 4.1.3,
4.1.4
4.2.4 Contribute to the design of new
apprenticeships
Linked to Action Item 4.1.3
4.2.5 Facilitate the development of other
forms of employer-led work-based
programmes, including traineeships and PLC
courses
Linked to Action item 4.1.3
4.2.6 Introduce entrepreneurship as an
explicit goal within the curriculum,
develop/update steering documents (e.g.
curricula and syllabi) and guidelines, and
measure both the scope and effect of
entrepreneurship education and training in
SOLAS-funded FET
55
Strategic Objective 3 - Provide a comprehensive view of the effectiveness of current
programmes and the potential of new approaches through evaluation
Action
4.3.1 Plan annual programme evaluations to
assess effectiveness of key lines of
provision, e.g. PLC etc.
Linked to Action Items
4.3.2 Identify and promote best practice in
adult learning among FET providers
Strategic Objective 4 - Ensure widespread use of FET intelligence and promote
understanding of the sector
Action
4.4.1 Communicate outcomes of labour
market research, evaluation reports and
SMLRU research to key partners
Linked to Action Items
Linked to Action Item 6.3.1
4.4.2 Commission impact studies on the
benefits of FET at local, regional and
national level
Linked to Action Item 6.3.1
4.4.3 Raise awareness of the benefits of FET
Linked to Action Item 6.3.1
56
Goal 5: Building sector Capacity and Responsiveness
Strategic Objective 1 - Ensure smooth and effective transition to the new ETB-led FET
delivery model so learners experience continuity of service, and over time, ETBs and other
providers have the capacity to meet their objectives
Action
5.1.1 Manage the transition and transfer of
former FÁS Training Centres to the ETBs
Linked to Action Items
5.1.2 Provide support for contracted
provision to ETBs as appropriate
Strategic Objective 2 - Ensure that the FET workforce has the necessary skills and
knowledge to respond to the priorities set out in the FET strategy
Action
5.2.1 Support the development of a
framework to underpin CPD for the ETB
sector to include those entering the sector
and those currently engaged
Linked to Action Items
5.2.2 Provide funding and support for CPD in
the FET sector
5.2.3 Commission a skills audit of the ETB
workforce
5.2.4 Review CPD needs for ETBs
57
Strategic Objective 3 - Provide sector advocacy to ensure a joined-up approach on
designing and implementing skills policy
Action
5.3.1 Develop operational models to ensure
ETBs contribution to DSP Activation Policy
Linked to Action Items
Linked to Action Items 2.1.1
5.3.2 Seek the establishment of a FET capital
fund
5.3.3 Support the development of
occupational profiles to facilitate award
development and accreditation
58
Goal 6: Building SOLAS Capability and Organisational
Effectiveness
Strategic Objective 1 - Install an effective SOLAS Structure
Action
6.1.1 Devise organisational structure for
SOLAS based on three divisions: FET
Strategic Services; Central Programmes and
FET Support Services; and SOLAS Resources
Division
Linked to Action Items
6.1.2 Build on the strategic capability of
eCollege and Momentum and contracted
training to ensure responsive, flexible and
innovative FET provision
6.1.3 Subject to appropriate options being
identified, arrange for the transfer of CSCS,
QSCS and SafePass to an appropriate host
organisations
6.1.4 Maintain transition supports for ETBs
as appropriate, subject to resources e.g. QA,
apprenticeship
6.1.5 Maintain, subject to resources, SAP
transition support for ETBs and coordination related to ESF and EGF
6.1.6 Continue to provide support services in
IT, finance and payroll to ensure SOLAS
capacity to discharge its mandate
59
Strategic Objective 2 - Improve SOLAS Capability
Action
6.2.1 Conduct an internal skills audit
Linked to Action Items
6.2.2 Implement a HR development
programme
6.2.3 Implement a secondment and
exchange programme with other parts of
the FET Sector
Strategic Objective 3 - Develop a Communications Strategy
Action
6.3.1 Develop a communications and
branding strategy and conduct periodic
service and brand quality surveys to
measure brand impact
6.3.2 Develop an effective relationship
management system for SOLAS partners and
internal stakeholder management
Linked to Action Items
Linked to Action Item 4.2.1, 4.2.2
6.3.3 Externally benchmark SOLAS on a
periodic basis to compare and measure
against other comparable organisations
outside Ireland
60
Appendix 1: Government Reforms (Overview)
Higher Education Reform
In May 2013, the Minister for Education and Skills announced a major re-organisation of the
country’s higher education sector. This announcement followed recommendations made by
the Higher Education Authority (HEA) on system reconfiguration, inter-institutional
collaboration and system governance in Irish higher education. A new system performance
framework is also being put in place by the HEA based on key system objectives and
indicators noted by Government. A key element in the overall approach will be the
implementation of performance funding in the sector. One of the key objectives in the
Higher Education System Performance Framework is the promotion of access for
disadvantaged groups and the establishment of coherent pathways from second level
education, from further education, and from other non-traditional entry routes. Integrated
strategic planning between FET and HET will play an important role in achieving this
objective. In January 2014, the Minister for Education and Skills announced the publication
of the Heads of a Bill which will allow for the future establishment of Technological
Universities and the mergers of Institutes of Technology.
Development and launch of ‘Intreo’, Department of Social Protection
‘Intreo’ is a service provided by DSP and provides a single point of contact for all
employment and income supports. Designed to provide a more streamlined approach,
‘Intreo’ offers tailored employment services and supports for jobseekers and employers
alike. The new ‘Intreo’ service is a key part of the ‘Pathways to Work’ initiative and is
focussed on supporting those who are unemployed, or become unemployed, to stay
connected to the workforce and to find employment. The intention at the core of ‘Pathways
to Work’ is that no-one who loses their job should be allowed to drift without support into
long-term unemployment. The Further Education and Training sector continues to play a key
part in ensuring that ‘Pathways to Work’ initiative is an effective response to the jobs crisis.
61
Jobpath39
JobPath is a new programme of employment activation aimed specifically at the long-term
unemployed (over 12 months) as well as those most distant from the labour market. It will be
delivered by third-party providers of employment services under contract to the Department and will
supplement and complement existing ‘Intreo’, Local Employment Service (LES) and Job Clubs
capacity.
The National Youth Guarantee Implementation Plan40
The Irish ‘Youth Guarantee’ Implementation Plan was launched in January 2014. The implementation
of the Guarantee is being led by the Department of Social Protection and involves actions relevant
for FET, including the delivery of opportunities to young people through relevant and meaningful
education and training programmes. The FET sector has a major role to play as a key partner in
assisting DSP to deliver the ‘Youth Guarantee’ and is ready to build on its current achievements in
addressing the education and training needs of young people. In considering the allocation of FET
places under the ‘Youth Guarantee’ and ‘Pathways to Work’, the existing level of places for PLC
courses may also need to be taken into account.
‘Action Plan for Jobs’ 2014
The ‘Action Plan for Jobs’ is a key component of the Government’s response to the unemployment
crisis. It involves all Government Departments and 46 Agencies. The ‘Action Plan for Jobs’ is
complemented by other Government Initiatives including ‘Pathways to Work’ and the Medium-Term
Economic Strategy. The aim of the ‘Action Plan for Jobs’ is to have 100,000 more people in work by
2016 as a key platform to enable Government policy objectives of increasing employment and
reducing unemployment, while also increasing competitiveness and productivity in the Irish
economy. The Action Plan for Jobs focusses on: creating an environment conducive to job creation
and innovation; helping the unemployed back to work; meeting the skills needs of the economy; and
increasing competition through better regulation. FET has a key role to play in collaboration with
39
DSP Presentation “Jobpath”, Proposed contracting of third party providers of employment services,
Information Session, Friday, 26th July 2013, Chartered Accountants House, Dublin.
40
‘Pathways to Work': The implementation of the EU Council Recommendation for a Youth Guarantee,
Ireland.
62
other government departments and agencies in supporting the aims of the Action Plan and in
particular with assisting unemployed back to work and meeting the FET skill needs of the economy.
Establishment of the Quality and Qualifications Ireland QQI
On the 6th November 2012, Quality and Qualifications Ireland (QQI) was established as a new
integrated agency.41 QQI is responsible for the external quality assurance of further and higher
education and training (including English language provision). In addition to acting as an awarding
body, it is also responsible for the quality assurance oversight of providers across further and higher
education and training and for promoting and facilitating activities that lead to quality enhancement.
In addition, it has legislative responsibilities around data and international education. QQI is also
responsible for the development of the National Framework of Qualifications (NFQ). The FET sector is
a
key
provider
of
QQI
accredited
programmes
at
Levels
1-6
on
the
NFQ.
See
http://www.qqi.ie/About/Pages/Strategy-Statement.aspx.
Apprenticeship Review
A recent review of the apprenticeship system published in January 2014 concluded that there is
significant scope to expand employer-led apprenticeships at FET level (and also in higher education)
into a wide range of occupations in business sectors such as ICT, retail, hospitality, business
administration, medical devices, sport and leisure, childcare and social care, financial services,
accounting, hairdressing and beauty care.
41
Replacing the Further Education and Training Awards Council, the Higher Education and Training
Awards Council and the National Qualifications Authority of Ireland and incorporating the functions of
the Irish Universities Quality Board.
63
Appendix 2: Employment Projections 2012-202042
Publicly-funded education and training systems tend to expand in economic ‘good times’ and to
contract in recessions. However educational needs travel in the opposite direction; they tend to
expand during recessions.43 The recent recession has seen an increased appetite for more people
wanting to invest more in education and training, stay longer in schools and postpone their entry
into the labour market, while at the same time the government promotes education and training,
inter alia, as a strategy to help people out of unemployment.
The need for increased engagement in FET (and HET) is also being driven by the conclusion that
skilled employment will keep growing up to 2020. Furthermore, a number of policy measures are
successfully activating older workers (55 - 64 years) to increase their employment rate into the
future.44 An increasing number of individuals can therefore be expected to ‘dip into’ education and
training more frequently, to learn new skills or refresh or upgrade their skillset so that they can
access employment, sustain their employability, or change career direction, become more productive
or to insulate themselves against unemployment.45
Employment projections imply certain skills requirements and associated education and training
provision linked to these occupations. While skills have become the global currency of 21st-century
economies, they can depreciate as the requirements of labour markets evolve. Securing the best
returns on investment in skills requires the ability to assess the quality and quantity of the skills
available in the population, determine and anticipate the skills required in the labour market, and
develop and use those skills effectively in better jobs that lead to better lives.46
The fact that skills shortages can co-exist with high unemployment, and that there is persistent
evidence of mismatch between employees’ skills and job requirements, indicates that a population’s
skills base (and workforce) and the investment made to develop those skills may be partly going to
waste. Building effective systems of labour market/skill intelligence, planning and funding can
mitigate this problem.
In the early 1990s, the Economic and Social Research Institute (ESRI), through collaboration with FÁS,
developed an occupational employment forecasting model.47 Following the dissolution of FÁS, SOLAS
42
The SOLAS Skills and Labour Market Research Unit, (2014) ‘Employment Projections 2012-2020’.
OECD, (2013) Global perspectives on education and skills.
44
To a target of 50%.
45
EU (2013) Growth potential of EU human resources and policy implications for future economic
growth Working Paper 3/2013.
46
OECD Skills Strategy; Developing the right skills and turning them into better jobs and better lives.
47
Between 1991 and 2007, a series of FÁS/ESRI Manpower Forecasting Studies were published using
this modelling framework. In 2009, the model was transferred from the ESRI to the Skills and Labour
Market Unit (SLMRU) which was then based in FÁS. Some indication on how the projected occupational
employment may impact on the educational composition of the workforce by 2020 can also be
43
64
has been responsible for the maintenance and the updating of the model and the production of the
employment projections at occupational level. Through this model SOLAS is in a position to provide
an indication of how the growth paths outlined in the ESRI Medium Term Review (MTR) 2020 are
likely to impact on employment at occupational level over the period 2012-2020.
It is important to keep in mind that projections generated using the model are not predictions of
what will happen, but rather an illustration of possible outcomes, particularly in terms of the
direction of change.
Three scenarios were developed for modelling purposes.48 The scenarios are based on assumptions
regarding the performance of the Irish economy over the projection period 2012-2020, including the
global economy and EU growth path, domestic policies, fiscal responses, etc. In addition, it is also
assumed that the shifts in sub-sectoral, occupational and educational profile of employment within
sectors observed over the period Quarter 1, 2007 to Quarter 1, 2013, will continue over the
projection period 2012-2020. Occupation projections are extended to provide some indication on
how the projected occupational employment may impact on the educational composition of the
workforce by 2020.
Irrespective of scenario, employment in all occupations is expected to increase in the period 20122020. In the broadest sense, overall employment will increase by less than 100,000 in the weak
growth scenario (‘zombie EU’), by approximately 160,000 in the ‘modest’ growth scenario
(constrained credit) and by approximately 270,000 in the ‘strong’ growth scenario (recovery). See
Figure 1 overleaf.
provided. The model is based on the shift-share methodology developed by the University of Warwick
and represents an extension to the ESRI HERMES macroeconomic model of the Irish economy.
48
Developed by the ESRI: the ‘recovery’ scenario (in the Strategy referred to as ‘strong’ growth: the EU
economy grows, facilitating growth in the Irish economy, and the domestic policies succeed in restoring
the banking system; The ‘delayed adjustment’ scenario (in Strategy referred to as ‘modest’ recovery);
the EU economy grows, however, there is a failure (due to domestic policy or other reasons) in resolving
the remaining issues with the Irish banking sector, resulting in restricted credit supply to the enterprise
sector and households; The ‘stagnation’ scenario (referred in the Strategy as the ‘weak’ growth), the EU
economy stagnates (due to deflationary fiscal policy, collapse of the euro and/or a lower productivity
growth than anticipated), preventing growth in the Irish economy.
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Figure 1: Employment forecasts in the different growth scenarios
Employment (m)
2.05
2.02
2.00
1.95
1.90
1.90
1.85
1.81
1.80
1.75
1.70
1.65
1.60
2011
2013
Recovery
2015
Zombie EU
2017
2019
Constrained credit
Source: SOLAS SMLRU
Employers’ skill needs most relevant to the FET sector relating to the anticipated employment
projections have been identified in a series of Forfás/EGFSN reports.49 An expanding range of FETrelated skill needs are emerging such as the ‘greening’ of operative, skilled workers and skilled trades
in construction;50 4,500 immediate vacancies at levels NFQ 5/6 in ICT companies in Ireland;51 heritage
and conservation skills;52 special skills relating to industrial heritage;53 growth potential of over 3,000
full time equivalent jobs by 2020 in the sea fisheries and aquaculture (farm-fish and shell-fish)
industries;54 tourism/hospitality sector culinary, operative, administrative and marketing skills.55
IDA and EI have a clear understanding of the skill needs (both FET and HET) required to attract and
sustain the companies supported by them. These companies have specific skill needs and tend to be
49
For example, ‘Guidelines for VECs in aligning further education provision with the skills needs of
enterprise 2013 - Update Guidelines for VECs’. Also Forfás, Future Skills Requirements of the Manufacturing
Sector to 2020. Also Forfás, Future Skills Requirements of the Wholesale and Retail Sector. Also Forfás,
Ireland’s Construction Sector: Outlook and Strategic Plan to 2015.
50
Build Up-Skills Ireland (BUSI), a joint IoT, CIF, ICTU initiative and is part of an EU wide initiative.
51
FIT, (2013), ICT Skills Audit Report.
52
International Council of Monuments and Sites, (2009) ‘Sustaining our Built Environment, Review of the State of
Conservation Education and Training in Ireland’.
53
The Industrial Heritage Association of Ireland.
54
Department of Agriculture, Fisheries and Food, (2010), Food Harvest 2020 ‘A Vision for Irish Agri-Food and
Fisheries’.
55
Irish Hotels Federation, Irish Restaurants Association and Fáilte Ireland in individual discussions with
SOLAS.
66
located across the country. The ETBs have a presence in every county in Ireland and have a
comparative advantage in that regard over other providers. It is essential that the relevant FET skill
needs of IDA- and EI-supported companies (existing and new) are identified to the relevant ETB and
DSP and addressed by them locally in the most appropriate and timely manner.
The Educational Distribution of Employment Forecast 202056
The number of people employed in the economy with a higher education qualification has risen since
the recession struck. Employment levels for those without a Leaving Certificate are down by over
40% and for those with a Leaving Certificate but without a FET or HE qualification, are down by about
25%. The educational distribution of occupational employment is projected to improve further. The
share of higher education graduates will increase in all occupations. The share of FET-qualification
holders will increase in all occupations except professional, associate professional and administrative.
The share of persons with less than higher secondary education will decline in all occupations. In
relative terms, the strongest employment growth is projected for both HET and FET qualifications
holders, while the employment growth for the higher secondary and below higher secondary
education categories is projected to be below the average employment growth.
56
SMLRU, (2013) ‘Employment Forecasts 2020’. See also ESRI, Quarterly Economic Commentary, Winter
2013.
67
Appendix 3: List of Acronyms and Abbreviations
AEGI
AONTAS
BTEI
CAO
CPD
CSCS
DSP
DES
DPER
EGF
EGFSN
EI
ESF
ESRI
ETB
ETBI
EU
FÁS
FET
FETAC
FESS
FIT
GDP
HEA
HEI
HET
HETAC
IBEC
ICT
IDA
INOU
IoT
ISME
IUQB
IVEA
LTU
NALA
NCGE
NESC
NFQ
NSS
NQAI
Adult Education Guidance Initiative
The National Adult Learning Organisation
Back to Education Initiative
Central Applications Office
Continuous Professional Development
Construction Skills Certification Scheme
Department of Social Protection
Department of Education and Skills
Department of Public Expenditure and Reform
European Globalisation Fund
Expert Group on Future Skills Needs
Enterprise Ireland
European Social Fund
Economic and Social Research Institute
Education and Training Board
Education and Training Boards Ireland
European Union
Training and Employment Authority
Further Education and Training
Further Education and Training Awards Council
Further Education Support Service
Fastrack to IT
Gross Domestic Product
Higher Education Authority
Higher Education Institute
Higher Education and Training
Higher Education and Training Awards Council
Irish Business and Employers’ Confederation
Information and Communications Technology
Industrial Development Agency
Irish National Organisation of the Unemployed
Institute of Technology
Irish Small and Medium Enterprises Association
Irish University Quality Board
Irish Vocational Education Association
Long-term Unemployed Person
National Adult Literacy Agency
National Centre for Guidance in Education
National Economic and Social Council
National Framework of Qualifications
National Skills Strategy
National Qualifications Authority of Ireland
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STEM
OECD
PIAAC
PLC
PLSS
PMDS
QA
QSCS
QQI
RPL
SAP
SIG
SME
SOLAS
SST
VEC
VET
VTOS
Science, Technology, Engineering and Maths
Organisation for Economic Co-operation and Development
Programme for the International Assessment of Adult Competencies
Post Leaving Certificate Course
Programme and Learner Support System
Performance Management and Development System
Quality Assurance
Quarrying Skills Certification Scheme
Quality and Qualifications Ireland
Recognition of Prior Learning
Systems Applications and Products (in data processing )
SOLAS Implementation Group
Small-to-Medium sized Enterprises
An tSeirbhís Oideachais Leanúnaigh Agus Scileanna
Specific Skills Training
Vocational Education Committee
Vocational Education and Training
Vocational Training Opportunities Scheme
69