Apprenticeship Council Report on New Apprenticeship Programme Proposals

In May 2013, the then Minister for Education and Skills announced a wide ranging review of apprenticeship in Ireland. The review was undertaken by an independent Review Group under the chairmanship of Kevin Duffy. The objective of the review was to “examine the future of apprenticeship training in Ireland with a greater focus on a work based learning and a closer alignment of the current needs if the Irish labour market”. The Apprenticeship Review took place in the context of a wider reform programme in education and training, including major structural change in further education and training, the establishment of SOLAS and the development of new national strategies in both further and higher education. Apprenticeship was defined by the Apprenticeship Review Group as a programme of structured education and training, which formally combines and alternates learning in the work place with learning in an education or training centre, (a dual system i.e. a blended combination of on-the-job employer-based training and off-the-job training) whose completion - Prepares the participant for a specific occupation - Leads to an award, recognised under the National Framework of Qualifications from Level 5 to Level 1

Development of a National English Language Policy and Framework for Legally Resident Adult Immigrants - Horwath Report

The Office of the Minister for Integration (OMI), in conjunction with the Department of Education and Science (DES), commissioned an independent review to assist in the development of a national English Language policy and framework for legally-resident adult immigrants. Horwath Consulting Ireland, in association with Rambll Management and Matrix Knowledge Group, were awarded the contract to undertake this assignment. The terms of reference for the assignment state that: “proposed future developments will be governed by a clear strategy which reflects the importance of English language tuition in overall integration objectives and which addresses key coordination, technical, funding and service-delivery issues."

Horwath Report - Appendices

The Commonwealth Immigrants Act of 1962 and the Commonwealth Act of 1968 restricted the rights of citizens from the Commonwealth of Nation countries to migrate to the UK by only permitting those with government issued employment vouchers to settle in the UK. As a reaction to racial violence at that time, the government established the Commission for Racial Equality in 1976. By the 1980's the UK immigration policy was marked by two strands: strict controls on entry and protection of ethnic minority rights. The UK integration system has focused mainly on the integration of ethnic minorities. In February 2008, due to the increasing number of immigrants moving to the UK, the UK reformed its integration system by introducing a point system, in order to restrict immigration focusing especially on labour migration.

Horwath Report Survey

The Office of the Minister for Integration (OMI), in collaboration with the Department of Education and Science have commissioned consultants, Horwath Consulting Ire-land and their partners, to carry out an independent review to assist in the develop-ment of a National English Language Policy and Framework for legally–resident Adult Immigrants. This is inclusive of asylum seekers. This review aims to identify the strengths and weakness of current provision, to sug-gest ways in which the strengths can be optimised and the weaknesses can be mini-mised. The review will assist in identifying barriers to participation, taking into ac-count Ireland’s rapidly changing demographics, and will suggest ways of overcoming these barriers. To achieve as broad a view as possible the consultants are engaging in a multi-pronged consultative approach. Key stakeholders have been interviewed, focus group meetings have been arranged and to expand the process it is proposed to carry out this survey. This survey seeks to obtain the views of providers of English Language to adult immigrants and interest groups. The views received will be analysed and will be used to inform the process.

ICT Action Plan Meeting the high-level skills needs of enterprise in Ireland

The technology sector in Ireland is thriving. Employment, through indigenous and multinational technology firms continues to grow strongly year on year. All of the top 10 multinational technology companies have a significant presence in Ireland and the indigenous software sector’s exports are worth well in excess of €1 billion annually. Five of the top 10 exporters in Ireland are technology companies, and the sector is responsible for approximately one-third of Ireland’s total turnover. Since January 2011, over 80 jobs a week have been announced in the sector. This is on foot of 6% employment growth in 2009 and 4% in 2010. A recent global competitiveness report ranks Ireland as the top destination in the world by quality and value of investments. With a growing multinational technology presence in Ireland and a vibrant and innovative indigenous software sector, the future prospects for Ireland’s technology sector are bright.

ICT Skills Action Plan 2014-2018

In January 2012, in a direct response to specific skills shortages for people with high-level ICT skills, the Department of Education and Skills published a joint Government–industry ICT Action Plan aimed at building the supply of high-level ICT graduates. One of the key measures in the Plan was the roll-out, from March 2012, of more than 800 places on intensive NFQ level 8 higher diploma ICT skills conversion programmes by higher education providers in partnership with industry. In recognition of the ICT and software development skills shortages that continue to exist, a second phase of the ICT Skills Programme was rolled-out in late 2012, with the Higher Education Authority requesting proposals from higher education providers for a further round of specialist programmes aimed at addressing identified ICT and software development skills gaps. From spring 2013, a number of higher education providers are again offering a number of Level 8 Conversion Programmes, in collaboration with industry partners, which will provide graduates from other skills areas with the opportunity to up-skill or re-skill through a 1 year full-time HDip Conversion Programme in core computing/programming, software and data analysis.

Review of ALCES funded Adult Literacy Provision

Following the publication of the International Adult Literacy Survey (IALS), the White Paper on Adult Education set targets for the participation of adults with low levels of literacy and numeracy in VEC provision. These participation targets have been attained. It is not known if the skill levels of the Irish population have changed since 1995 but the publication of the results of the OECD’s Programme for the International Assessment of Adult Competencies (PIAAC) in October 2013 will provide this information. The Skills Strategy and other Government policy statements relating to activation measures propose that an additional 500,000 individuals within the workforce need to progress by at least one level on the National Framework of Qualifications (NFQ) by 2020. While no new overall strategy for the development of Adult Literacy in Ireland has been devised since the publication of the White Paper in 2000, there have been a number of specific initiatives taken by Government which complement the initial provision framework (Intensive Literacy (ITABE), DEIS Family Literacy, projects focused on the workplace). Blended and distance learning initiatives have also been supported. These issues should inform the development of any new Adult Literacy strategy by SOLAS.

Cochrane Short Courses Training Application Form 2011

Application Form for Training Courses on Conducting Systematic Reviews, 2011.

Mind your head, a student guide to mental health

This booklet is full of practical tips and information on managing stress and achieving and maintaining positive mental health and emotional wellbeing. It also contains a comprehensive list of helpful local organisations and websites. The booklet targets first year students at university and further and higher education colleges as the transition from school to further education can be a very stressful time. It��'s distributed at universities and colleges during freshers week and is also available on request from student services or the students union at many campuses.

A Mind of their Own. A Qualitative Study of Drug Education from a Young Person's Perspective: Exploring their Experiences, Views and Opinions

The main aims of the research are to explore young people's experiences and opinions of drug education and to discover whether it is, in their opinion, meeting their needs. The study was conducted with twenty young people aged fifteen to nineteen years in two towns in North County Dublin. The principal school teachers from three secondary schools in the area were also interviewed. The findings reveal there is a lack of planned drug education in the schools mainly, according to principal school teachers, due to timetable constraints. Another key finding is the need expressed by the young people for accurate and balanced drug education. The study also shows that there is a conflict between young people's negative opinion of teachers as drug educators and that of the literature and research, which identifies teachers as the most appropriate drug educators. In view of these findings the following recommendations are recommendations are suggested. Firstly, the role of teachers as drug educators needs further research. Secondly, the Substance Abuse Prevention Programme needs to be extended to include the over fifteen year's age group with a harm reduction/safety module as part of the programme. Thirdly, the Social, Personal and Health Education as a core subject needs to be fully implemented in the schools. Finally, the inclusion of young peoples' views in the form of a 'reference' or 'representative' group in each school would be a positive recommendation. This would give young consumers of drug education programmes some input into drug policy within the schools they attend.This resource was contributed by The National Documentation Centre on Drug Use.