Addressing High Level ICT Skills Recruitment Needs

Ireland is a successful major centre for ICT operations with ten of the top ICT companies in the world having substantial operations here. The large talent pool of ICT professionals that exists here is valuable both for foreign-owned and Irish companies. The cluster of internationally renowned firms and Irish companies offer a range of attractive career opportunities for professionals. A range of skills recruitment difficulties have been raised through the work of the Expert Group on Future Skills Needs (EGFSN), specifically the immediate issue of high-level ICT skills within both the ICT sector and from other sectors such as international financial services, banking and business services. Forfs, with the support of IDA Ireland and Enterprise Ireland, engaged in discussions with a selected range of foreign–owned and Irish companies employing approximately 30,000 employees to establish the nature of positions involved, the reasons for recruitment difficulties and to identify measures to help address them. Consultations were also held with key stakeholders including IDA Ireland, Enterprise Ireland, ICT Ireland, Software Ireland, IT@Cork, Engineers Ireland and Dublin Chambers of Commerce. Discussions were held with the heads of the computing departments of all Universities and Institutes of Technology at a meeting chaired by the Higher Education Authority. An in-depth analysis of third-level ICT supply statistics and trends was undertaken to inform the research.

Equal Measures

The Gender Equality Unit of the Department of Education and Science (DES) has produced this resource for primary schools entitled Equal Measures, which consists of a manual and a DVD. The manual contains four separate booklets. These booklets have been developed to assist teachers, parents, pupils, the school community and boards of management in formulating a gender equality policy and in promoting gender equality in primary school.

Framework for Junior Cycle 2015

This document, the Framework for Junior Cycle (2015), outlines the key educational changes that the Department of Education and Skills (DES) is putting in place for young people in the first three years of their post-primary education. It builds on and advances the vision for junior cycle reform that was outlined in the Framework for Junior Cycle (2012). The Framework for Junior Cycle (2015) incorporates a shared understanding of how teaching, learning and assessment practices should evolve to support the delivery of a quality, inclusive and relevant education that will meet the needs of junior cycle students, both now and in the future. This shared understanding is informed by engagement with stakeholders and by national and international research.

Further Education and Training Strategy 2014-2019

he first ever strategy for the Further Education and Training (FET) sector is being launched by the Minister for Education and Skills, Ruair�_ Quinn T.D., and Minister of State for Training and Skills Ciarn Cannon T.D. The overall aim of the Strategy is to develop a world-class integrated system of further education and training in Ireland, which will promote economic development and meet the needs of all citizens. The new strategy was developed by SOLAS with assistance from the ESRI which was commissioned to carry out evidence based research and assist in the development of the Strategy. Five high level strategic goals have been identified: -Skills for the Economy: to address the current and future needs of learners, jobseekers, employers and employees and to contribute to national economic development -Active Inclusion: to support the active inclusion of people of all abilities in society with special reference to literacy and numeracy -Quality Provision: to provide high quality education and training programmes and to meet the appropriate national and international quality standards -Integrated Planning and Funding: FET provision will be planned and funded on the basis of objective analysis of needs and evidence of social and economic impact -Standing of FET: to ensure a valued learning path leading to agreed employment, career, developmental, personal and social options. The Strategy follows a radical overhaul of the structure of the sector by the Government which includes the streamlining of 33 existing VECs into 16 Education and Training Boards (ETBs), the abolition of F́S and creation of SOLAS, the Further Education and Training Authority. Speaking at the launch in the Chester Beatty li

HEA Report to the Minister for Education and Skills on Irish higher education

This report to the Minister for Education and Skills from the Higher Education Authority is the culmination of a series of consultations and reports aimed at addressing the challenges and recommendations outlined in the National Strategy for Higher Education(the National Strategy), in particular as these relate to the structure or configuration of the Irish higher education system. This advice builds on other major changes announced since the publication of the strategy, including the agreement of the Process and Criteria for Designation as a Technological University setting out how institutions can become designated as technological universities and the significant role these new institutions can play in Irish higher education. At the same time it must be recognised that other elements of the implementation of the strategy (for example, those relating to sustainability) are still under way. This report to the Minister is concerned with the structure and institutional disposition of the system.

HEA Report to the Minister for Education and Skills on Irish higher education (Response Letter)

HEA Report to the Minister for Education and Skills on Irish higher education (Response Letter). Provided by the Department of Education and Skills, Ireland.

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.

Management Framework Agreement between the Department of Education and Skills and City of Dublin ETB

Management Framework Agreement between the Department of Education and Skills and City of Dublin ETB. Provided by the Department of Education and Skills, Ireland.

Naming the Reformed Junior Cycle Proposals for the Minister for Education and Skills - Irish Second Level Students Union (ISSU)

It was important to us to engage with as many students as possible throughout the process of developing a new name for the reformed junior cycle. In this vein, we used a wide variety of methods to engage with students in order to capture as many ideas as possible; text messaging, Facebook, Twitter, email and consultation sessions. We circulated posters to all schools via post and/or email, and contacted schools in catchment areas for the consultation sessions by phone. In our consultation sessions, we had discussions with the participating students about what the new junior cycle would be, closely guided by the content of “Towards a Framework for Junior Cycle” from the National Council for Curriculum and assessment. In these sessions, students then gave feedback on what they thought of the reformed junior cycle, developed their own ideas, and identified what they thought should be reflected in the name of the reformed junior cycle

Schools IT2000

Ireland lags significantly behind its European partners in the integration of information and communication technologies (ICTs) into first and second-level education. The need to integrate technology into teaching and learning right across the curriculum is a major national challenge that must be met in the interests of Ireland’s future economic well being. In the Action Programme for the New Millennium the Government commits itself to address this and achieve computer literacy throughout the school system. This document, which is based on the work of an expert Steering Group, sets out a comprehensive and innovative programme for realising this objective.

Medical students' skills and needs for training in breaking bad news.

This study assessed medical students' perception of individual vs. group training in breaking bad news (BBN) and explored training needs in BBN. Master-level students (N = 124) were randomised to group training (GT)-where only one or two students per group conducted a simulated patient (SP) interview, which was discussed collectively with the faculty-or individual training (IT)-where each student conducted an SP interview, which was discussed during individual supervision. Training evaluation was based on questionnaires, and the videotaped interviews were rated using the Roter Interaction Analysis System. Students were globally satisfied with the training. Still, there were noticeable differences between students performing an interview (GT/IT) and students observing interviews (GT). The analysis of the interviews showed significant differences according to scenarios and to gender. Active involvement through SP interviews seems required for students to feel able to reach training objectives. The evaluation of communication skills, revealing a baseline heterogeneity, supports individualised training.

Task Force on the Physical Sciences Report and Recommendation

Ireland has positioned itself to take advantage of technological change by encouraging the inward investment of high-tech industries and by providing a highly-educated workforce to sustain and enlarge them. Employment of science, engineering and technology graduates at all levels has been a hallmark of the modern Irish economy, as the educational sector responded to the mix of skills demanded by industry. An outstanding record of graduate output has contributed to the phenomenal growth in Irish-based technology. In an era of rapid technological change, the goal of "scientific literacy for all" has become a primary objective of a general education. Science is one of three literacy domains, along with reading and mathematics, that is included in measures of educational achievement by the OECD.

White Paper on Adult Education Learning for Life

This is Ireland’s first White Paper on Adult Education and marks the adoption of lifelong learning as the governing principle of educational policy. The Paper reflects on the role of adult education in society, builds on the consultation process following publication of the Green Paper, and sets out the Government’s policies and priorities for the future development of the sector. It does not aim to provide a policy blueprint for the training sector given that this work is being advanced through the National Employment Action Plans and previous publications, and the work of the Task Force on Lifelong Learning recently established by the Department of Enterprise, Trade and Employment. Rather, it seeks to ensure that there is a fit and complementarity between education and training provision, so as to ensure that learners can move progressively and incrementally within an over-arching co-ordinated and learner-centred framework.

Análisis y diseño de un sistema de acreditación de competencias digitales a través de entidades locales

Desenvoluparem un Sistema d'Acreditació de Competències Digitals a través d'entitats locals. El sistema consisteix en una sèrie de proves que es realitzaran presencialment o a través d'una plataforma en línia, aquestes proves demostraran les competències digitals dels usuaris, es registraran de manera que es puguin explotar les dades obtingudes, conèixer la situació en què es troba la població atesa per poder emprendre iniciatives adequades i avaluar el funcionament del propi sistema. Per a registrar les dades emprarem una base de dades ja existent, aquesta base de dades registra les diferents iniciatives que es duen a terme per part de l'entitat local.