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VET in Ireland 3

VET in Ireland 3. TVET Programmes - institutional and workplace learning. Ensuring the relevance of TVET programmes. Several structures and measures

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VET in Ireland 3

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  1. VET in Ireland 3 TVET Programmes - institutional and workplace learning

  2. Ensuring the relevance of TVET programmes Several structures and measures • Social Partnership agreements – current agreement ‘Towards 2016’ has an extended section on education and training across an individual’s lifecycle. Social Partnership came to an end in 2010 -after 23 years • Involvement of the social partners at all national and local levels • Labour market research and guidance carried out / provided by range of national agencies • Labour market and VET programme reviews

  3. Main VET providers • Upper secondary schools • Further and adult education and training centres • FÁS regional training centres + sub-contracted private, statutory and community providers • Sectoral training under other government departments • Institutes of Technology/Universities • Commercial providers • Professional bodies • Skillsnets – employer-led training networks supported by FÁS • Enterprises

  4. Initial professional development of teachers / trainers / lecturers • Serious challenges in the VET sector outside of schools • Qualifications requirements vary or are non-existent • Many lack pedagogical training or need upskilling • A recent report recommends : • all VET teachers & trainers should have some pedagogical training • as a longer-term goal, pedagogical training should be offered to supervisors of VET students (e.g. apprentices, trainees) in companies • convergence in qualification requirement for teaching in different sectors of the VET system be encouraged - .

  5. Workplace training • Substantial element of programmes such as apprenticeship, traineeship, specific skills training and some programmes in IoTs • VET in VECs provides only limited workplace training - • Recent OECD report called for ‘extensive use of workplace training in all VET programmes building on the existing types of provision’.

  6. Workplace training • Far from systematic in many courses • Employers less willing . . . • ‘Curriculum’ - FETAC workplace learning module & associated standards developed through consultation with trainers & employers • Workplace mentors / coaches - formal training rare • Apprenticeships & traineeships - more structured • Apprenticeship training and traineeships are covered by national agreements between .training side & .social partners • In apprenticeships the employer is or nominates, a qualified craftsperson as workplace mentor/assessor • Traineeships - skills coach training for experienced enterprise employees

  7. Workplace training • Institution-industry links have become much more integral to HE • individual enterprises maintain close links with departments / faculties – courses, upskilling . . . • career guidance personnel maintain mutual communication with industry • Interface tends to be a local institutional issue - dependent on institution’s governance structures and / or contact networks

  8. Access, transfer & progression • NFQ makes it possible for a person with a vocational qualification to progress to gain a qualification to become a member of a profession, such as a primary degree • In practice, the person’s progression will depend on acceptance on such a course - possible challenges due to: • limited inter-institutional co-operation • structural challenges • competition for HE places • lack of a system for RPL • and/or financial constraints • Increased levels of transfer & progression withinHE by holders of tertiary-level Certificates or Diplomas on to degree level

  9. Examples • In 2009 a Framework for the Progression of Craftspersons - a progression routefrom Advanced Certificate – Craft to a Level 7 degree programme / beyond - framework facilitated progression for 40 craftspersons to L 7 in electrical engineering • Main obstacles were: lack of time & financial support; distance from provider; failure to have prior work & learning experiences recognised • Awell-structured progression route - Higher Education Links Scheme (HELS) - progression from Post-Leaving Certificate courses to HE via FETAC Level 5 & some Level 6 awards • currently c.18% of applicants to HE hold a FETAC L5 or L6 major award

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