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VET in Ireland 4

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

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VET in Ireland 4

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  1. VET in Ireland 4 Impact measurement Supporting systems

  2. Impact measurement • Weak research and data bases for VET - Data sources on impact fragmented • Many of the numerous non-tertiary VET programmes gather progression data but • not aggregated - for system, region, an individual provider or pathway • difficult to draw meaningful conclusions - response rates may be low; different terminology, reference periods & collection protocols; outputs not harmonised; not timely; • Neither FÁS or VEC overall VET services have been evaluated independently - some individual programmes

  3. But . . . • Current pressure on and expectations of, VET as a key economic recovery strategy mean that funding authorities are focusing on learning outcomes and impact measurement • Trend is accelerated by pressure on VET programmes to contribute to a measurable reduction in unemployment- in circumstances where good employment outcomes are elusive • Numerous recent research and other reports have called for a more formal and robust approach to on-going monitoring of VET progression outcomes based on consistent and sustained recording / reporting to ensure that full value of public investment can be ascertained

  4. Some findings . . . . The evaluation of 2010 Labour Market Activation Fund (LMAF) • subjected LMAF to a strong analysis in terms of its impact and in terms of the funding model used • found a foundation for contributing to a new model of labour market activation • recommended that consideration be given to piloting an outcomes-based funding model within any future fund where project providers are rewarded on the basis of meeting specified outcome targets – a performance management ‘payment-by-results’ approach - potential challenges and pitfalls, but benefits may outweigh disadvantages

  5. Some findings - HE • 2010 - Higher Education Authority graduate survey of graduate destinations 9 months after graduation – the Class of 2008 (surveyed 04/ 2009) entered one of the toughest economic scenarios since publication began28 years earlier • Level 8 Honours Bachelor graduates - 50% in employment; 10% seeking employment; 34% in further studies/training • Strongest performers - graduates in Medicine, Dentistry, Para-Medical and Veterinary • Somewhat less than 50% of graduates in Commerce, Business Studies, Science, Food Science, Technology and Engineering in employment • For most award levels the Non-Market Services most popular sector • The least populated sectors by graduates at any level were: • Agriculture, Forestry and Fisheries; Electricity, Gas & Water Supply; Transport, Storage & Communications; Building & Construction; Distribution.

  6. Support systems • The Expert Group on Future Skills Needs and the National Skills Strategy provide vital information and direction on future skills needs • The National Centre for Guidance in Education (NCGE) supports guidance in schools & the local Adult Education Guidance Initiative ( 2000) • National Employment and Entitlements Service will support individuals to return to learning in the VET system • Number of national databases provide course / career information for potential learners. Qualifaxisa “one stop shop" providing information on education & training • Learners can access a number of websites created for career guidance purposes (e.g. Career Directions, Qualifax), but each covers only some elements of the range of VET

  7. Support systems • The Further Education Support Service (FESS) established in 1997 to support further education and training centres offering FETAC Modules and Awards - a full-time, year-round consultancy service operating through 5 Vocational Education Committees (VECs) • FESScurrently exclusively supports the Department of Education and Skills-funded centres registered with FETAC - provides CPD to VEC staff in relation to FETAC Awards development and assessment • In recent years there has been an increased demand for tailored and personalised learning provision. Modularised curricula and theFÁS eCollege, for example, are examples of responses to that trend. • In recognition of the demand for learning opportunities from the growing numbers of unemployed persons the eCollege has expanded provision and offers courses at no cost to the individual.

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