In order to meet the skills needs of the Irish economy as set out in this report, a coherent policy approach spanning several government departments is required, in particular, an integrated policy approach between the DES and the DETE. An implementation mechanism which coordinates the activities of all relevant stakeholders is also essential.
Policy initiatives should be ‘learner’ and ‘enterprise’ centric rather than being developed from the
perspective of education or training providers. This approach would be demonstrated by adopting agreed national objectives, increased co-operation between both departments and their agencies and co-funding of initiatives. In relation to One-Step-Up, an integrated policy approach would also be enhanced if an implementation mechanism under the auspices of DETE and DES was put in place to coordinate the activities of all stakeholders.
Efforts to tackle educational disadvantage will require policy responses from the Department of Finance and the Department of Social & Family Affairs in addition to the DETE and the DES.
46 OECD, Employment Outlook, 200. Detailed discussions on various policies to promote adult learning and evaluations of these programmes are also available in the OECD reports Beyond Rhetoric: Adult Learning Policies and Practices (200), and Promoting Adult Learning (2005)
5.7.2 Role of the Educational Institutions
Changing demographic and economic circumstances are creating demand for new types of skills, and hence education and training. This poses significant challenges and opportunities for the third level sector in particular. In order to deliver the types of services demanded by consumers (both enterprises and individuals), universities and, in particular, institutes of technology (IoTs) will have to deliver flexible, market driven solutions. This will require these institutions to tap into market trends and to develop improved linkages with potential customers.
Recent developments in the Higher Education (HE) sector are significant in this context. Structurally, bringing the IoTs within the remit of the HEA and providing them with greater managerial discretion through the
Institutes of Technology Act, 2006, will facilitate them in developing and responding in an increasingly flexible way. At a strategic level, it unifies the publicly-funded HE sector. It is important to note that the distinctive roles of the universities and the IOTs are to be maintained, in particular their applied and regional focus. The Strategic Innovation Fund (SIF) is a competitively driven resource stream to drive organisational transformation. It is intended to foster collaboration between institutions in competing for funding that aims to: n Incentivise and reward internal restructuring and reform efforts;
n Promote teaching and learning reforms, including enhanced teaching methods, programme re-structuring at third and fourth level, modularisation and e-learning;
n Support quality improvement initiatives aimed at excellence;
n Promote access, transfer and progression and incentivise stronger inter-institutional collaboration in the development and delivery of programmes;
n Provide for improved performance management systems and meet staff training and support
requirements associated with the reform of structures and the implementation of new processes; and n Implement improved management information systems.
There is a growing recognition that the strength of the Irish HE system, which consists of a relatively large number of institutions with diverse missions, will only be fully realised through institutional collaboration. The system aims to build world class quality and capacity and it is intended that the Fund will allow institutions to draw on their considerable respective strengths and form strong partnerships across sectoral and other barriers.
The Strategy for Science, Technology and Innovation initiative builds on a number of pillars of research activity already taking place most of which is within the HE sector. Eight government departments who have a particular role in research policy and funding will, for the first time, now co-ordinate their activities. The strategy will, among other things, help to build capacity and capability in both basic and applied research across the HE sector.
The Action Plan 2005-2007, published in December 200 by the National Office for Equity of Access to Higher Education, identifies a number of practical goals which will help to achieve further progress. Among these goals are: the development and implementation of a national framework of access policies and initiatives so as to ensure that all disadvantaged schools, areas and communities are linked to the access programmes and routes of entry of at least one higher education institution in their region; the creation of new and expanded routes of access to higher education, in particular from further education and training and community education; the development of more diverse teaching and learning strategies in higher education so that the needs of a more inclusive student population are met; and ensuring adequate financial support and resources for learners, communities and education providers.
Currently, it is difficult to establish the extent to which educational institutions are adapting to their changed circumstances. In view of the essential role that the institutes of technology are expected to play in Ireland’s future social, cultural and economic development, Forfás and the Higher Education Authority (HEA), in conjunction with DES and DETE are undertaking a review of the capabilities and capacities of the Institutes to underpin enterprise growth.
The objective of the review is to develop a comprehensive view of the diversity and depth of the Institutes’ activities and to provide indications of the future potential of the sector, as an input to national policy formulation. The review is examining the following areas in order to reflect the breadth of activity that is taking place in the Institutes:
n Education and training; n Research and innovation; n Collaboration;
n Company formation;
n Resources and staffing; and n Strategic development.
The review is comprised of a combination of a survey and site visits. The review results will be available early in 2007 and should help to inform the National Skills Strategy.
5.7.3 Implementation
DETE and DES should agree a mechanism to monitor and report on the implementation of the National Skills Strategy. Consideration should be given to publishing a report on an annual basis detailing progress.