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Service Plan for FÁS Training Provision 2012
Contents Page
Section
Description
List of Acronyms
Introduction
Executive Summary.
Page No
5
7
9
1.3
1.4
1.5
1.6
1.7
1.8
1.9
Section 1
Background
Pathways to work and the National Employment and Entitlements
Service (NEES)
The labour market in 2011
Economic and labour market outlook 2012
The reform agenda
Pending dissolution of FÁS
Transitioning to the VECs/ETBs and to SOLAS
Business planning model 2012
The key goals and deliverables in 2012
2.1
2.2
2.3
Section 2
New FÁS training strategy
Cluster framework
Key training response 2012
1.1
1.2
33
33
34
34
35
35
37
38
39
42
42
44
Section 3
3.1
3.2
3.3
3.4
FÁS learners/profile
Priority cohorts
Equity
Who delivers FÁS training?
4.1
4.2
4.3
4.4
4.5
4.6
4.6.1
4.7
4.8
4.9
4.9.1
4.9.2
4.9.3
5.1
5.2
5.3
5.4
Section 4
Keeping FÁS courses relevant
Effective training approaches
Direct contact with employers
Regulatory environment
Government policy
Providing the right skills set for learners
eCollege (on-line learning at FÁS)
Job Opportunities 2012 and FÁS training response
Monitoring the effectiveness and relevance of FÁS training
Targets
Certification
Placement and progression
Utilisation of resources
Section 5
FÁS Funding 2012
Staff costs and overheads 2012
Activity and expenditure 2012
Type of training activity
Version: Endorsed by FÁS Board March 6th 2012
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45
46
46
47
47
48
48
49
49
50
50
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63
63
66
67
67
68
71
2
Section
Description
Page
No
Section 5 (contd)
5.5
Share of training to meet employer needs and to meet what clients
want
Allocation of training by career training cluster
Estimated beneficiaries, associated activity and expenditure
Estimated allocation of beneficiaries by FÁS programme type
5.6
5.7
5.8
Section 6
Apprenticeship
Keeping apprenticeship relevant
Redundant apprentice initiatives 2012
6.1
6.2
6.3
7.0
7.1.1
7.1.2
7.1.3
7.1.4
7.1.5
7.1.6
7.1.7
7.1.8
7.2
7.3
7.4
7.5
7.6
7.7
7.8
7.9
7.10
1
2
3
4
5
1
2
3
Section 7
Innovations in community-based training 2012 (CTCs, LTIs, STPs)
Value for money (VfM)
Corporate governance
Making training more relevant to the labour market
Retention management/progression outcomes
IT
STPs
LTIs
Re-orientation Programme for re-deployed FÁS staff
Enhancements to business supports
Re-development/replacement of existing courses to meet new
FETAC Awards
Training standards system
Addressing the recommendations of the recent FETAC Monitoring
report on FÁS
Contracted training framework
New marking scheme for FÁS assessments
New computerised curriculum and assessment content management
system (CACMS)
New IT-based results capture system (RCCRS)
Strategic partnerships
List of Figures
Overview of allocation of FÁS posts pre January 1st 2012
Estimated share of training for employment by the four labour market
drivers (2012)
Estimated share of training in 2012 by career training cluster
Breakdown of each career cluster share by the four labour market
drivers
Trends in apprenticeship registration 2001-2011
List of Tables
Corporate Objective (Training), goals, deliverables, timelines
Organisational goals (Training) and associated actions 2012
Example of career cluster 1: IT
71
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80
81
83
83
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85
85
85
86
86
87
87
87
88
36
72
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74
80
40
41
43
3
Section
4
5
6
7
8
9
10
1
2
3
Description
List of Tables (contd)
Overview of anticipated employment opportunities in 2012 and the
FÁS training response
Placement,
progression
and
certification
targets
(Non-Apprenticeship) 2012
Vote/FÁS Funding 2012
The 2012 activity (training days) and budget under Training for
Employment and under Training in Employment
Allocation of FÁS beneficiaries in 2012 (full time, evening etc.)
Estimated beneficiaries, associated activity (training days)
and expenditure (2012)
Estimated share of beneficiaries by traditional FÁS programme
type 2012
List of Appendices
Interim Protocol to enable referral of unemployed people to further
education programmes funded by the Department of Education
and Skills
Cluster framework
Courses being re-developed to meet newly published FETAC
Awards
Page
No
51
65
67
69
71
78
79
89
91
93
4
List of Acronyms
ACCA
ASP
BUSI
CTC
DES
DSP
CACMS
CAD
C&J
CAS
CDM
CTTL
C+G
ECDL
ECF
EGF
EGFSN
ESF
ESRI
ETB
EU
FÁS
FBS
FET
FETAC
FIT
GEO
GNP
GDP
HET
HGV
HTML
ICAAP
ICS
IMF
IACTO
IOS
IVEA
MIG
MIS
MOUS
NARC
NEAP
NEES
Association of Chartered Certified Accountants
Active Server Page
Build Up Skills Ireland
Community Training Centre
Department of Education and Skills
Department of Social Protection
Curriculum and Assessment Content Management System
Computer Aided Design
Carpentry and Joinery
Common Awards System
Competency Determination Mechanism
Contracted Training Tender List
City and Guilds of London
European Computer Driving Licence
Employment Control Framework
European Globalisation Fund
Expert Group on Future Skills Needs
European Social Fund
Economic and Social Research Institute
Education and Training Board
European Union
Training and Employment Authority
FETAC Business System
Further Education and Training
Further Education and Training Council
Fastrack to IT
General Engineering Operative
Gross National Product
Gross Domestic Product
Higher Education and Training
Heavy Goods Vehicle
HyperText Markup Language
Internal Capital Adequacy Assessment Process (Basel II).
Irish Computer Society
International Monetary Fund
Irish Association of Community Training Organisations
iPhone Operating System
Irish Vocational Education Association
Metal Inert Gas Welding
Management Information System
Microsoft Office User Specialist
National Apprenticeship Review Committee
National Employment Action Plan
National Employment and Entitlements Service
5
List of Acronyms (contd)
NFQ
NSD
STP
LMETF
LTI
NALA
NTF
PHP
PLC
QA
QQAAI
RAPS
RCCRS
RPL
SAP
SAS
SCSI
SME
SOLAS
SQL
SSIS
SST
STB
SUR
TESG
TIG
TSS
VEC
National Framework of Qualifications
National Skills Database
Specialist Training Provider
Labour Market Education and Training Fund
Local Training Initiative
National Adult Literacy Agency
National Training Fund
Hypertext Preprocessor
Programmable Logic Controller
Quality Assurance
The Qualifications and Quality Assurance Authority of Ireland
Redundant Apprentice Placement Scheme
Results Capture and Certification Request System
Recognition of Prior Learning
System Analysis and Program Development
Serial Attached SCSI
Small Computer System Interface
Small Medium-sized Enterprises
An Seirbhísí Oideachais Leanúnaigh Agus Scileanna
Structured Query Language
Server Integration Services
Specific Skills Training
Services to Business
Standardised Unemployment Rate
Technical Employment Support Grant
Tungsten Inert Gas Welding
Training Standards System
Vocational Education Committee
6
Introduction
In February 2011, the Board of FÁS agreed that the provision of a best practice
training and assessment system to meet learners’ and employers’ need was the key
corporate objective for FÁS training. This document, serves to put this objective into
effect in 2012. This is the second year that such a service plan has been agreed by the
Board of FÁS relating to training provision for unemployed persons 1.
FÁS has been requested by the Department of Education and Skills to provide training
for 81,500 unemployed persons in 2012 in addition to organising and controlling the
FÁS Apprenticeship Programme and initiating and managing a new Labour Market
Education and Training Fund. The success of this service plan in terms of delivering
high volumes of training for unemployed learners and, at the same time, improving
the levels of placement and progression outcomes 2 as a result of training, is
conditional on, among other factors, correctly matching the needs and capabilities of
the learner to the right training intervention and the provision of supports to
participate effectively in their learning. In that regard, FÁS will work closely with the
Department of Social Protection to ensure that FÁS training can provide a key
component in the individual’s pathway to employment.
This plan has been agreed in the context of a programme of international assistance
and a very challenging economic and labour market environment. In November 2010,
Ireland agreed a programme of assistance with the EU/ECB/IMF troika. This consists
of loans totalling up to €85bn from a combination of the IMF, the EU, bilateral loans
and Ireland's National Pensions Reserve Fund. In return, Ireland has agreed a
programme of reform aimed at firstly, reorganising and recapitalising the banking
sector, secondly, a fiscal consolidation strategy aimed at returning general
government debt to below 3% by 2015, and thirdly, a structural reform agenda,
including in the labour market, to maximise potential for economic growth.
With regard to reform, that of labour market activation and of the further education
and training sector are of particular relevance for the delivery of this service plan.
This agenda includes the establishment of National Employment and Entitlements
Service (NEES) and the launch of the Pathways to Work initiative 3, the pending
dissolution of FÁS, the establishment of sixteen Education and Training Boards
(ETBs) and the establishment of new Education and Training Authority, SOLAS 4, in
2012. The very challenging economic and labour market environment and the reform
agenda are detailed more fully in sections 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, and 1.7 below.
Arising from these external pressures, a key task for FÁS in 2012 will be to maintain
1
FÁS also provides training for employed persons (Training in Employment) for example, under Construction
Skills Certification Scheme (CSCS), Film and TV training and under Apprenticeship. Apprenticeship is subject to
a separate business planning process. However its key 2012 deliverables are outlined in Section 6 of this Plan.
2
Progression is understood to refer to undertaking further skills or education courses by FÁS learners within a
specified timeframe following completion of a FÁS provided or funded course. Placement is understood to refer to
securing of employment by a learner following completion of a FÁS provided or funded course, again within a
specified timeframe.
3
Provided for in the Programme for Government. According Minister Burton ‘The objective is to integrate the
provision of employment services and benefit payment services within the Department (DSP). The Pathways to
Work initiative was launched on the 23rd February 2012, to be delivered alongside the measures in the
Government’s Action Plan on Jobs, to ensure that as many jobs as possible are filled by those on the Live Register.
4
‘An Seirbhísí Oideachais Leanúnaigh Agus Scileanna’.
7
business continuity involving oversight of a budget 5 of €453.023m providing 4,000+
training programmes for approximately 81,500 unemployed beneficiaries 6. Local
management and their teams plus head office support teams will continue to support
FÁS senior management and the Board of FÁS in implementing necessary
organisational change, transitional plans and transformational activities in their areas.
The plan also reflects the need to maintain training provision oversight and
governance until the expiry of the existing FÁS Authority.
The plan consists of a set of organisational goals to be achieved through the efforts of
all of business units including training centres and central support units. Thus,
business unit plans are linked to this plan, just as this service plan is linked to FÁS’
overall corporate training objective. The achievement of these unit plans is
conditional upon appropriate human and financial resources that may be uncertain at
present. Progress in implementing the goals will be evaluated on an on-going basis by
FÁS Senior Management and the Board of FÁS as required. FÁS recognises that
changes in the organisational goals may be necessary to adapt to unanticipated
developments as they arise in a time of relative uncertainty for business planning.
The plan is divided into seven sections;
Section 1 provides an overview of the external environment and emerging policy
context. Anticipated job opportunities in 2012 are then outlined. The 2012 training
objectives, organisational goals, key actions and timelines are presented.
Section 2 sets out the aim of the Board approved training strategy and the new career
cluster training model7. The FÁS training response to meet the needs of unemployed
persons is also provided.
Section 3 provides an overview of FÁS learners, how training provision will meet the
needs of priority cohorts in 2012; an overview of how FÁS training is delivered.
Section 4 sets out how FÁS will ensure on-going relevance of its training courses to
evolving labour market need; how the effectiveness of its training provision is
measured including output and outcome targets.
Section 5 provides a detailed analysis of the 2012 training budget, associated activity
and expenditure.
Section 6 sets out the key deliverables and budget for the FÁS Apprenticeship
programme.
Section 7 provides details of improvements to FÁS community-based training
programmes (CTCs, LTIs and STPs) as well as enhancements to a range of business
supports to improve the overall quality and effectiveness of FÁS training provision.
5
Inclusive of €136,793 from the exchequer and €316,230 in respect of the National Training Fund and €20m for
the Labour Market Education and Training Fund (LMETF) transferred to FÁS from Dept. of Education and
Science. Additional 6,500 beneficiary numbers (on top of the 75,000) will be required from the Labour Market
Education and Training Fund budget.
6
A beneficiary is an individual who is currently receiving training or has completed training within a given
calendar year. Figure includes 6,500 beneficiaries to be activated through the Labour Market Education and
Training Fund and 500 beneficiaries activated by FIT but not 12,000 beneficiaries to be activated by DSP via the
Technical Employment Support Grant (TESG).
7
Career cluster training is a collection of related courses that provides occupation-specific training to meet current
and future job requirements.
8
Executive Summary
In February 2011, the Board of FÁS committed to a transformation agenda for the
Organisation. The Board agreed that the provision of a world-class training and
assessment system, to meet learners’ and employers’ needs, was one of the key
corporate objectives. This document represents the 2 nd annual service plan to put this
objective into effect. The plan outlines specific goals, timetables and targets in
relation to training provision in 2012.
The plan was developed in a very challenging fiscal environment for Government. In
November 2010, Ireland agreed a programme of assistance with the EU/ECB/IMF
troika. This consists of loans totalling up to €85bn from a combination of the IMF, the
EU, bilateral loans and Ireland's National Pensions Reserve Fund. In return, Ireland
has agreed a programme of reform aimed at, firstly, reorganising and recapitalising
the banking sector, secondly, a fiscal consolidation strategy aimed at returning general
Apart from international assistance, the FÁS service plan for 2012 also needs to be
viewed against a backdrop of Government’s response to the fiscal crisis, on-going
high levels of unemployment, wide ranging public sector reform, more particularly
reform of the labour market and of further education and training (FET). At the time
of writing, FET reforms of most relevance for this plan include: the pending
dissolution of FÁS; a new Further Education and Training Authority, SOLAS, is
being established; FÁS Employment Services and FÁS employment programmes
transferred8 to the Department of Social Protection (DSP) as part of the establishment
of the National Employment and Entitlements Service (NEES). A number of existing
Awarding/QA bodies are being amalgamated into a new single agency 9.
Pathways to Work and the National Employment and Entitlements Service
(NEES)
The NEES is part of the Government’s reform of labour market activation policies as
set out in the Pathways to Work initiative launched on 23 rd February 2012. This
initiative has five strands; more regular and on-going engagement with people who
are unemployed; greater targeting of activation places and opportunities; incentivising
the take-up of opportunities; incentivising employers to provide more jobs for people
who are unemployed; reforming institutions to deliver better services to people who
are unemployed. Individuals will no longer remain on the live register for lengthy
periods without an appropriate offer of assistance from the State. In return, individuals
will be made aware of their responsibility to commit to job-search and/or other
employment, education and training activities or risk losing welfare entitlements.
The NEES will ensure active case management for people in need of assistance.
Jobseeker services will form an integral part of options available for those in need of
assistance and in that regard the FÁS will offer 4,000+ training courses to support
8
On January 1st 2012.
Further Education and Training Awards Council (FETAC), Higher Education and Training Awards Council
(HETAC), National Qualifications Authority of Ireland (NQAI) and Irish Universities Quality Board (IUQB) are
being amalgamated into a new single agency namely, The Qualifications and Quality Assurance Authority of
Ireland (QQAAI).
9
9
individuals in pursuit of skill development and employment opportunities in a range
of areas, as well as courses for those who require more intensive support to meet their
particular career and employment aspirations on their individual pathway to work.
The SOLAS Implementation Group, comprising representatives of the Irish
Vocational Education Association (IVEA), the Department of Social Protection, FÁS
and the Department of Education and Skills have agreed an interim protocol to enable
referral of unemployed people by the Department of Social Protection to further
education programmes funded by the Department of Education and Skills. This
interim protocol builds on, rather than replaces, existing referral protocols where only
those jobseekers deemed by DSP/NEES to be in need of training should be considered
for referral to FÁS training courses. See Appendix 1 for the interim protocol.
The existing protocol is set out at Schedule 4 ‘Interagency Arrangements’ in the MOU
of the 09/11/11 ‘Transfer of Employment Services and Community Employment
Programmes from FÁS to Department of Social Protection (DSP) and on-going cooperation between FÁS and DSP’.
Economic and Labour Market Outlook 201210
The launch of the Government’s Action Plan on Jobs and the Pathways to Work
initiatives, the introduction of NEES and the provision of more relevant FÁS training
courses are set in a very challenging economic and labour market context. Exports are
expected to expand in 2012 while domestic demand is expected to contract for the
fifth consecutive year. The labour force is expected to decline as participation rates
fall and people out migrate, with unemployment expected to persist at 14% or slightly
above. In 2011, employment continued to decline albeit at a slower rate than in 2010
and so the number of unemployed persons is not projected to fall below 300,000 in
2012. Over 40% of those on the Live Register are long-term unemployed persons.
The outlook for the labour market is even less encouraging than for the economy as a
whole and no significant net employment growth is envisaged over the short-tomedium term.
Transition to the VECs and Establishment of SOLAS
As legislation is enacted regarding the establishment of the Education and Training
Board (ETBs), phasing arrangements will emerge around the incorporation of the
existing training arm of FÁS - consisting of 16 training centres and circa 800+ posts and the VEC sector into 16 new Education and Training Boards (ETBs). Ultimately
SOLAS will have a staffing complement of about 10% of that of FÁS 11.
The corporate training objectives and associated deliverables in this plan remain
aligned with the corporate training objective of the FÁS Board. These objectives and
deliverables may be impacted as the reform agenda is implemented.
10
ESRI ‘Quarterly Economic Commentary, Autumn 2011’- 24th November 2011. The ‘Quarterly National
Household Survey Quarter 3, 2011’-12th December 2011. Also ‘Live Register December 2011 ESRI’ -5th January
2012). Please note that the Live Register is not designed to measure unemployment. It includes part-time workers
(those who work up to three days a week), seasonal and casual workers entitled to Jobseeker’s Benefit or
Allowance. Unemployment is measured by the Quarterly National Household Survey and the latest estimated
number of persons unemployed as of the third quarter.
11
Prior to the transfer of Employment Services and employment programmes to DSP (700+).
10
Nevertheless, given the structural and reform challenges above, planning for and
transitioning into the ETBs and SOLAS from a FÁS perspective while continuing to
discharge its training mandate, involves a wide range of tasks as well as an increased
workload for staff. In that regard, an integrated change management process has
commenced within FÁS which will support staff in addressing transformational
challenges.
In order to deliver on these challenges, FÁS recognises the need to create a more
productive and relevant industrial relations environment. FÁS will therefore seek to
re-negotiate existing industrial relations agreements with staff representative groups
during 2012. In addition, a performance management system will be introduced with a
view to: better tackling of underperformance; better evaluation of performance against
goals; increasing productivity. Performance management commenced in early 2012 in
relation to senior management, the Director General and overall organisational
performance.
To drive the change agenda at organisational level, an internal FÁS transition team 12
has been established. Its work will be informed by the work of the SOLAS
Implementation Group13. The team will engage directly with its counterpart in the
VEC sector and will act as a co-ordinating pivot for the development and
implementation of programmes and projects underpinning the change agenda within
FÁS, as well as driving the development and implementation of associated transition
plans.
An important aspect of the team’s work will be to focus on embedding a new team
ethic within FÁS, look at ways of fostering imaginative, more productive and
innovative ways of working, examine ways of delivering a generational leap in IT
support systems and identify certain services to be outsourced. The external focus will
include building relationships and improving interaction and communications with
external stakeholders such as DSP/NEES, DES and of course with FÁS learners.
Mindful of the external environment including the FET reform agenda and taking into
account the available resources within FÁS, the goals and deliverables for training
provision in 2012 are as follows;
12
The Senior Management Team will act as the Steering Group. A transformation sub-group has also been
established, chaired by a FÁS Area Director, with representatives drawn from across disciplines and functions.
13
The Government has established a SOLAS Implementation Group. The Group is chaired by the Minister for
Training and Skills, Ciaran Cannon TD, and is charged with the preparation of an Action Plan. The Action Plan
will set out the ‘roadmap’ for SOLAS so that on establishment and with the DES, it can implement the significant
transformation programme needed to deliver the necessary changes. The Implementation Group has set up subgroups to deal with the key policy areas. As part of this process, VEC sector is preparing and planning for the
integration of FAS training division into its 33 existing VECs and the reconstitution of the VECs/FÁS into 16
Education and Training Boards.
11
Goals
1. Agreed training activity for 75,000 unemployed persons and interventions for
up to 6,500 longer term unemployed persons under the new FÁS managed
Labour Market Education and Training Fund 14, are delivered on time and
within the allocated budget to FÁS
2. The Apprenticeship programme will be provided in line with employer
demand
3. FAS will work closely with DSP to ensure that the Pathways to Employment
initiative is successful
4. Learner-centred and outcomes-based training is provided to meet the skill
needs of an evolving economy.
5. New and innovative training will be introduced to refresh the existing portfolio
of courses and courses no longer relevant to client or employer need will be
withdrawn
6. Training is provided to meet agreed pathways of employment for priority
cohorts as identified by DSP/NEES
7. Further enhancements will be made to the FÁS quality assurance system to
improve the quality of training and assessment and the training experience of
learners
8. A new FETAC approved marking and grading scheme for FÁS assessments
will be rolled out in line with the publication of new FETAC awards
9. A share of 50% of training provision will be ‘market-led’ to meet identified
skill needs of an evolving economy
10. A minimum of 70% of learners on certified courses will achieve an award or
part thereof
11. A range of enhancements to community-based training provision and support
systems will be introduced
12. Business continuity will be maintained in terms of FÁS discharging its
training mandate for 2012 while at the same time as preparations are
completed to facilitate a smooth and timely transition into the VECs/ETBs and
into SOLAS.
14
FÁS has been requested by the Dept. Of Education and Skills to initiate and manage a new Labour Market
Education and Training Fund (LMETF) for up to 6,500 longer-term unemployed persons during 2012. A budget of
€20m has been allocated for the Fund.
12
Deliverables
1. Training activity for 75,000 unemployed persons and interventions for up to
6,500 longer-term unemployed persons under the new FÁS managed Labour
Market Education and Training Fund are provided within a budget
allocation15 of €453.023m in a cost effective and timely manner to meet the
career and pathways to employment of identified priority cohorts 16, other job
seekers and to meet the skill needs of an evolving economy
2. The Apprenticeship programme will be provided for 1,200+ new registrants
3. A new career training cluster framework for training provision for
unemployed persons will continue to be implemented
4. Additional new courses across stable/growing industry sectors and subsectors
will be introduced while courses not relevant to the needs of learners or
employers will be withdrawn
5. New courses will continue to be developed in line with published FETAC
Common Awards System (CAS) at levels 4, 5 and 6
6. Independently commissioned placement and monitoring surveys 17 will
continue be commissioned and findings acted upon
7. The current FÁS MIS will be examined with a view to improving existing data
capturing systems relating to placement and progression outcomes
8. The FÁS placement and progression target for course provision will be
established by benchmarking against what the labour market can bear as
expressed in the most recent FÁS Placement and Monitoring surveys and
against the results of follow-up on placement outcomes being conducted by
FÁS area management
9. Feasibility of a learner support service to assist learners avail of training,
participate effectively in the learning process, avail of further guidance where
necessary during the learning process and enable learners secure suitable job
placement and suitable progression opportunities in accordance with their
agreed pathway to employment will be examined and progressed as
appropriate
10. The right mix of certified technical, generic and transferable skills at award
levels 3-6 will be provided
11. Recommendations in the FETAC Monitoring Report of FÁS QA systems will
be addressed
12. New IT-based certification results capture system will be rolled out to second
providers18.
15
Inclusive of staff costs and overheads.
As identified by DSP/NEES.
17
The survey is usually conducted every 2–3 years. The most recent was in 2011. The survey provides detailed
qualitative and quantitative data and it forms the basis for the calculation of a number of key impact indicators
such as placement by programme type (a market orientated programme as opposed to a foundation type
programme) progression rates and certification. FÁS is currently reviewing both the timing of the survey and the
size of the sample with a view to conducting the survey on an annual basis and increasing the sample to provide
statistically reliable results at course level for at least some programme categories.
18
All relevant internal staff (115) have been trained and are operating the system. In early 2012, second providers
will be entering their results directly into this system.
16
13
Key Training Response
Twenty one courses19 across industry sectors have been introduced with an
initial impact on circa 400 learners and a potential impact following roll-out
on 3,500 learners per annum20
Twenty-five additional new courses21 across industry sectors are in
development or approved for development with a view to their introduction
during 2012. These courses will have an initial impact on circa 500 learners
and on 4,000 learners per annum following roll-out.
30 new On-line course titles are being introduced22
Eleven re-developed FETAC level 3 courses23 are being rolled out, to replace
existing courses, with an impact on circa 3,000+ learners
A further 60+ courses at levels 4, 5, and 6 are being re-developed/replaced to
meet newly published FETAC Awards impacting on approximately 10,000 +
learners are planned to be introduced during the latter part of 2012 24.
An additional 45 new FETAC awards due to published during 2012 will
require the replacement of a significant number of additional courses and
assessments. This work will commence during the 2nd half of 2012
A range of interventions will be provided to assist eligible apprentices (4,673)
including redundant apprentices, to progress their apprenticeship 25.
Construction-related training26 will account for approximately 6% of total
training activity in 2012
The volume of ECDL training will account for approximately 8% of total
activity in 2012
A new Labour Market Education and Training Fund will be initiated and
managed effectively to provide innovative measures for up to 6,500 long-term
unemployed persons
A new learner support and training model will be introduced into Specialist
Training Providers that will, in due, course impact on circa 2,000+ learners
A comprehensive assessment of the relevance and effectiveness of each
existing Local Training Initiative (LTI) will commence in 2012
The policy of re-deploying Instructors, whose courses are not now relevant, to
areas of critical business need, will continue 27.
19
Such as Enterprise Skills for Redundant Construction Craft and Skilled Workers, Dublin Aerospace Sheetmetal
Operative, Butchery Skills (Meat Processing), Overhead Line Worker and ‘Green’ energy courses such as Passive
House Building Envelope, Passive House Construction, Rainwater Harvesting, Domestic Thermal Insulation,
Intelligent Build Control Systems, Small-scale Wind Turbine Air Tightness Testing.
20
Estimated volume based on two courses (20 per course) per year running on average in 4 training locations.
21
In the IT sector such as Business Analyst & .NET framework, Apple Mobile Platforms. In the Energy sector
such as Large Scale Wind Turbine Technician, Estimates based on courses running on average twice a year in four
locations.
22
For example, Video Communications using Adobe Premier, Rich Media Communications using Adobe Flash,
Microsoft Certified Solution Developer.
23
Of which nine are in IT such as Digital Media, Internet Skills, incorporating 45 new training modules and 27
associated common award assessments and a range of new learning resources. In addition, two Welding courses
(Oxyacetylene and Arc) also introduced. See Appendix 3 for details.
24
See Appendix 3 for details. These courses will incorporate the new grading and marking assessment system.
25
At the end of December 2011, the number on the Redundant Apprentice Population Register was 4,673. Of this
total number, 2,734 can progress in their apprenticeship and 1,939 are classed by FÁS as referred and have not
reached the minimum standard in off-the-job training. These apprentices are required to re-sit their outstanding
assessments in order to progress.
26
Traditional building skills such as Construction Skills Operative, Paving and Kerb Laying and Dry Stonewall
Building will complement a suite of ‘green’ course such as Passive House, Micro-wind Generation, Rainwater
Harvesting, Photo-voltaic Installation as well as CAD courses. Some Construction Skills Certification Scheme
(CSCS) provision will be provided in the FÁS Mt. Lucas facility.
14
Career-Training Cluster Framework
To underpin the new training strategy, FÁS has reclassified and regrouped its existing
course category framework into a career-themed approach to training (career training
clusters), which will evolve on an on-going basis as new skills and occupations
emerge. For example, the current ‘computer applications’ course category and the
‘computer hardware/networks/programming’ category will be merged into the IT
training cluster. ECDL will be transferred from the existing computer applications
category to the Business Administration and Management training cluster. The
existing ‘electronics/industrial servicing’ and the ‘engineering related’ course
categories will be merged into the Manufacturing/Engineering cluster
The process of re-organising all training provision into this career cluster framework
will be implemented in 2012 and will involve communicating this approach to
prospective clients to DSP and more widely within FÁS etc. The framework has the
following key elements; career cluster training model; occupational standards and
qualifications; labour market information and intelligence that constantly refresh
training course content to meet existing and future labour market needs. The
following career clusters will be introduced28:
Cluster 1: Information technology
Cluster 2: Transportation, distribution and logistics
Cluster 3: Sales and marketing
Cluster 4: Health, care and other personal services
Cluster 5: Built environment
Cluster 6: Financial services
Cluster 7: Business administration and management
Cluster 8: Manufacturing/Engineering
Cluster 9: Natural resources
Cluster 10: Skills sampling/Supported training (training based in the
community and provided via Community Training Centres (CTCs), Specialist
Training Providers for persons with a disability (STPs) and Local Training
Initiatives (LTIs).
FÁS Learners
Learners on FÁS programmes range from those who are disadvantaged in some way
to those who are highly skilled. Training provision in 2012 will continue to focus
primarily on those who have lost their jobs in the downturn, in particular, longer-term
unemployed persons as well as those who find it increasingly difficult to enter or reenter the labour market. More specifically it will continue to meet the training targets
for the priority cohorts identified by DSP/NEES.29
27
Instructors (as well as other staff) may be required from time to time to transfer to other critical business areas
such as delivering new redundant apprentice initiatives; delivering other existing or new more relevant courses.
28
Additional clusters may be added from time to time to take account of new occupations and emerging
technologies, work practices etc.
29
The majority of individuals will be referred to FÁS by NEES as part of the Pathways to Work initiative.
15
Equity
While FÁS mainstream training is open to people with disabilities, FÁS will continue
to provide the level of places to that provided in 2011 for Specialist Training
Provision (STPs) for persons with disabilities, who require a greater level of support
than may be available in mainstream provision.
How will training be delivered?
FÁS’ own staff provides almost all of the training based in training centres (20%)
including Phase 2 of the Apprenticeship programme. A large volume of FÁS funded
training is also provided by private and public training providers (referred to as 2 nd
providers) who deliver training on behalf of FÁS. For example, in 2011 private
training contractors sourced through the FÁS contracted training list (CTTL) provided
approximately 20%, while ‘Not for profit’ organisations provided approximately 13%
- this includes Community Training Centres, Local Training Initiatives and Specialist
Training Providers. Approximately 10% was provided through the Technical
Employment Support Grant (TESG)30 for eligible unemployed persons who have
sourced training privately as part of agreed action plan. Payments are made directly to
these private providers. The tutor support element of On-line training, which is
contracted, accounts for circa 12% of provision, while Evening training accounts for
approximately 25% of provision and is delivered by individuals contracted by FÁS31.
Keeping FÁS courses relevant
The re-alignment of FÁS training programmes with evolving labour market needs is
evidence-based. This is facilitated by FÁS’ internal resource namely, the National
Skills Database (NSD), as well as research by the Expert Group on Future Skills
Needs (EGFSN) and other relevant sources including; information coming from DSP/
NEES; national and international research on future skill needs; national and local
labour market intelligence; legislative and regulatory environment; government
policy; direct contact with employers; job vacancy data 32; independent surveys on
course outcomes commissioned by FÁS.
Providing the right skills set for learners
In 2012, FÁS will provide the technical skills in whatever occupation and skills gaps
that are identified and at whatever level to meet labour market needs. Generic skills
will also be provided at whatever level and in whatever mix identified by occupational
needs and by award specifications. 33 These latter skills cut across all workplaces and
all occupations at all levels.
eCollege
FÁS e-College is a popular and flexible training alternative for many unemployed
learners34. Over 11,000 learners on thirty-three courses received training in 2011 and
a similar level of service is planned for this year via approximately 60+ courses. This
represents approximately 15% of training provision in 2012. The majority of courses
30
The 2012 TESG budget has transferred to DSP.
Some FÁS staff may also have a separate contract to deliver evening courses in addition to their normal daytime
FÁS contract.
32
Circa 70,000 job vacancies notified to FÁS in 2011.
33
Communication, team working, initiative and enterprise leading to innovation, problem solving, planning and
organising skills.
34
e-College is a national on-line service for delivering courses for unemployed persons. There is a small minority
of learners who pay an on-line fee. Unemployed persons are granted a fee-waiver for on-line training.
31
16
are IT-related. Applicants can access their course within a week of application. An eTutor service is provided for learners taking certified courses while a 24/7 content
support service is available to learners using Skillsoft content. In response to learner
feedback, a Virtual Classroom will be introduced onto all courses in 2012. A
marketing campaign is planned for 2012 and a course self-selection tool and process
for learners is currently in design stage. Many of these new courses will focus on the
IT skills shortages35 identified below.
Employment Opportunities 2012 and FÁS Training
Below is a summary of the anticipated employment opportunities in 2012 that have
informed this service plan;
1) There will be many employment opportunities in IT-related occupations in
2011. Indeed, vacancies in IT-related occupations accounted for over 40% of
all advertised vacancies in professional positions in 2011.
2) With regard to transport and logistics over 80% of everything that is produced
in Ireland is exported. Consequently, efficient transport and logistics systems
are a critical determinant of the overall level of competitiveness of the Irish
economy. Information technologies have had a major impact on the skill
requirements in this sector.
3) There was very strong demand for sales personnel in 2011. This pattern will
continue into 2012 and beyond, as Ireland manufacturing companies seek to
increase their share of European and emerging markets, particularly in
commodities such as processed foods. Jobs in contact centres are re-emerging.
4) With regard to healthcare, childcare and social services, there is a strong
demand for carers generally, particularly childcare and care of the aged.
5) Direct employment in the construction industry in Ireland has contracted from
a peak of 284,000 in 2007 to just under 100,000 today. However, there is
evidence that both activity and employment have stabilised and further
significant reductions in employment are not anticipated in 2012.
Nevertheless, there is an excess supply of construction craft skills and as there
will be little if any activity in the residential sector in 2012, the requirement
for training in these trades is extremely limited. Some training, however, will
continue to be necessary as a result of mandatory qualifications. This training
is mainly, although not exclusively, in the area of construction plant, quarrying
and Safe Pass.
6) It is anticipated that there will be more job losses in financial services in
Ireland in 2012 as the banks seek to downsize their operations and reduce their
presence overseas in particular. However, there will also be some significant
job opportunities in financial services.
7) There is an excess supply of secretarial/administrative staff due to the
significant number of job losses in sectors with large numbers of staff in these
type of roles, especially in the banking sector (e.g. AIB, Ulster Bank) and
insurance (e.g. Aviva). Therefore, the supply of secretarial/administrative
staff is likely to be greater than the demand, at least in the short-medium term.
Nonetheless, these occupations employ almost 200,000 in Ireland and there
will be demand arising from the need to replace workers who leave (retirement
etc.) of a magnitude likely to exceed 4,000 annually.
35
Such as Web 2.0-Tech Skills, Cisco, Automated Test Engineer.
17
8) With regard to manufacturing there is an increasing demand for ‘super’
operatives and ‘process technicians’ while the number of employers
sponsoring toolmakers and fitters has increased during the year.
9) The demand for skills associated with the conservation of energy and the
generation and maintenance of alternative sources of energy will continue to
be in demand.
Measuring the effectiveness and relevance of FÁS training
FÁS primarily relies on ‘hard’ metrics to measure the quality and effectiveness of its
training courses. It also uses a number of ‘softer’ metrics. ‘Harder’ metrics include
placement36 into a job; progression37 to further/higher education/training; independent
reviews of training outcomes; certification rates; cost effectiveness (i.e. utilization of
training centre facilities and cost per training place). ‘Softer’ metrics such as
improved confidence and willingness to progress to further training are captured
locally through learner feedback mechanisms as part of the FÁS quality assurance
system and systematically through course evaluations38.
FÁS commissions an independent placement and monitoring survey 39 every 18-24
months to establish outcomes relating to learners participating on FÁS courses. The
most recent such survey was carried out in 2011 and results are not yet finalised. The
previous survey, in 2009 identified outcomes that were largely positive in a very
challenging economic environment and have been presented to Board and published.
It is this major survey that has provided the basis for systematic programme
evaluations in the past e.g. by ESRI. FÁS is currently reviewing both the timing of the
survey and the size of the sample with a view to possibly conducting the survey on an
annual basis and increasing the sample to provide statistically reliable results at course
level for at least some programme categories.
Some shorter-term data on outcomes can be generated using FÁS MIS based on the
limited information supplied by clients as they leave programmes, supplemented by
data on whether or not leavers remain off welfare benefits. While imperfect, the data
may provide some useful indication of relative outcomes across programmes and over
time40. In 2012, the FÁS MIS will also be examined with a view to improving
existing data capturing systems relating to placement and progression outcomes of
36
Placement is understood to refer to securing of employment by a learner following completion of a FÁS
provided or funded course again within a specified timeframe.
37
Progression is understood to refer to undertaking further skills or education courses by FÁS learners within a
specified timeframe following completion of a FÁS provided or funded course.
38
Such as summary of learner feedback as part of the Alternative Farm Enterprises pilot course evaluation
exercise.
39
The survey provides detailed qualitative and quantitative data and it forms the basis for the calculation of a
number of key impact indicators such as placement by programme type (a market orientated programme as
opposed to a foundation type programme) progression rates and certification. It also distinguishes between overall
placement and placement in relevant employment (i.e. using the skills acquired on the training programme). It also
gathers data on the perceived usefulness of the training from a number of perspectives (e.g. did it assist in
obtaining employment). The survey collects data on the pre-training economic status of the participants and also
their salient characteristics such as gender, age and (if unemployed) the duration of unemployment. This facilitates
comparison between placement rates and survivorship rates from the unemployment register and the net
employment rate for each client profile can be calculated, thus controlling for deadweight effects.
40
For example, the situation of almost 19,400 persons (three months later) who left the main FÁS training
programmes in January-August 2011 as follows; approximately 8% had dropped out; among those who had
completed, 17% were recorded as placed three months after leaving; 5% were recorded as having progressed to
further training; a further 28% were not in receipt of welfare benefits. Progression was running at somewhat higher
levels than in 2010 with placement down somewhat on a year ago.
18
learners who receive FÁS training. In addition, FÁS area management will follow up
on labour market outcomes of learners who completed training during 2011. The FÁS
placement and progression metric at this stage, is indicative only. This metric will be
benchmarked against the placement outcomes of the 2009 survey and the improved
outcomes in the provisional findings of the 2011 survey - with a particular focus on
outcomes relating to market-led Specific Skills Training courses and Traineeships - as
well as trends emerging from these surveys over a longer timeframe (since 1990).
Furthermore, to raise the level of positive labour market outcomes arising from its
training interventions for learners, consideration will also be given by FÁS for a
learner support service to assist learners avail of training, participate effectively in the
learning process, avail of further guidance where necessary during their training
programme and to enable learners secure suitable job placement and suitable
progression opportunities when their training is completed.
Certification Statistics 2011
FÁS award data is supplied via the FETAC Business System (FBS), City and Guilds,
Irish Computer Society (ICS) for European Driving License (ECDL) and the Results
Capture Certification Request System (RCCRS). Nonetheless, preliminary analysis of
certification statistics on the FBS and City and Guilds data shows that total certificates
awarded for 2011 will be approximately 81,709. Of these, approximately 14,755 are
City and Guilds awards, 3,370 are ICS (ECDL) awards. The remaining 63,584 are
FETAC certificates. These results, without analysis of other certification data, exceed
the 70% outcome committed within FÁS’ Service Plan for Training for 2011. Further
analysis of FETAC’s data shows that majority of certificates awarded were minors
(46,288) with the greatest number at Levels 5 (25,124) and 3 (19,065). Major awards
attained are close to the same number received for 2010 at 8,131 and estimates for
Special Purpose awards equate around 8,220. Services (25%), Business and
Administration (17%), are the highest fields of learning (domains) for which awards
were given, with high numbers in awards relating to security and administration.
Progression and job placement and certification targets by programme type and
‘driver’ are now set out below. The concept of ‘primary driver’ is applied to the
cluster framework as follows; market-led courses are primarily but not exclusively
developed and offered to meet identified employer demand e.g. traineeships, whereas
client-led courses are primarily developed and offered to meet what the client wants
e.g. ECDL. Premarket-led courses are primarily developed and offered to provide
bridging or foundation type training 41 coupled with some supports, while supportedtraining/skill sampling courses are primarily developed and offered to learners who
require significant additional supports to access and undertake training as part of their
agreed pathway to work. As the labour market evolves, some courses that were
market-led will be re-categorised as ‘client-led’ and visa versa. For example, many
construction skills that were in demand by employers are no longer so. Nevertheless a
small number of individuals would request and benefit from this type of training.
41
Foundation courses provide the necessary basic technical and generic skills required to access market-led
Specific Skills course or a Traineeship in one of the 9 career training clusters. Bridging courses provide the skills
and knowledge to enable the individual transition from relatively long periods of inactivity to market-led courses
or directly into a job by updating their technical and personal skills portfolio to ensure that they meet the course
pre-requirements and/or can compete directly in a tight labour market.
19
Primary
Driver
Programme
Output metric
Metric
Certification
* See below
NFQ
Level
Learner secures employment
70%
4-6
following training 50%
Learner progresses into
FET/HET following training 5%
Traineeship
55%
70%
4-6
Specific Skills Learner secures employment
50%
70%
3-6
Courses
(Short)
FET/HET following training
(combined employment and
progression outcomes)
50%
70%
3-6
courses
(see below
(On-line)
**)
Majority of
places
LMETF
50%
70%
3-6
Majority of
places
Short courses
20%
70%
3-6
The
(Evenings)
Client
European
50%
70%
3-6
Globalisation
Fund (EGF)
Foundation
50%
70%
3-4
Courses
(combine employment and
Bridging
50%
70%
3-4
Courses
Training
50%
70%
3-5
provision in
CTCs
Training
50%
70%
3-5
provision in
LTIs
Training
50%
70%
3-5
provision in
STPs
* % of learners on certified courses who achieve an award or part thereof.
** % of learners on certified courses who complete their programme and achieve an award or part thereof.
Supported Training
Pre-market
The
Market
Specific Skills
Courses Long
(SST)
INDICATIVE
Metric Placement/
Progression
55%
20
Facilities Utilisation
The average utilization rate of training-centre classrooms is expected to increase to
approximately 95% + over the course of the next 18 months as a result of an
agreement with staff representatives to increase the number of contracted training
courses that can be located in FÁS training centres. The utilisation of Phase 2
apprenticeship workshop space in training-centres and associated satellite facilities is
currently being examined in the context of a range of scenarios envisaged by FÁS
regarding the likely future demand for apprenticeships.
FÁS Funding
The FÁS budget has decreased from €1,100m in 2009 to €453 in 2012. This reduction
is to be viewed in the context of reduced costs associated with FÁS Employment
Services staff and employment programmes transferring to the DSP, diminishing
human resources in other areas of FÁS, through changes in trainee allowances,
efficiencies in operations and higher levels of output. With regard to 2012,
preliminary allocations to FÁS were published as part of the overall national budget
announcements. The total allocation to FÁS was subsequently confirmed at
€453.023m. See below for details. When projected other income of €3.0m is added it
will allow a budget of €456.023m to be set in 2012, including capital. This compares
to expenditure of €434.7m in 2011.
Vote
26
Exchequer
G.1 - FÁS ADMIN AND GENERAL EXPENSES
26
26
26
G.2 - FÁS TRAINING AND INTEGRATION
SUPPORT
G.4 - FÁS CAPITAL
G.5 - FÁS PENSION - FINANCIAL MEASURES ACT
Total Exchequer
FAS - Training people in Employment
FAS - Training people for Employment
FAS - Skills Analysis Unit
Other Activation Supports – Labour market Activation
Fund
Total NTF
Overall Total
Euro 000’s
Total
83,466
23,057
3,000
27,270
136,793
Total
48,000
247,860
370
20,000
316,230
453,023
Notes: FÁS training activity is part funded from the European Social with an average of €30m per year
to be drawn-down under the Human Capital Investment Operational Programme 2007 - 2013. ESF is
channelled to FÁS via the exchequer and NTF receipts. FÁS own income estimated at circa €3.0m can
be added to the schedule above, giving a total of €456.023m
Staff Costs & Overheads
The combined proposed budget in respect of staff costs and overheads is €122.606m.
Of this, an amount of €64.8m is allocated in respect of staff costs excluding pensions,
€22.8m in respect of overheads and €1.9m in respect of staff travel and subsistence. A
21
further €27.270m is allocated in respect of closed scheme pensions and €5.9m in
respect of open scheme and early retirement pensions. This expenditure budget is
based on a starting number of 1,179 staff at Jan 3 rd 2012, i.e. after the transfer of staff
to the Department of Social Protection. This compares with an ECF ceiling of 1,161,
however the number of 1,179 stated above includes a full time equivalent of 18.5 who
have yet to transfer to the DSP and when these are taken into account the numbers are
in line with the ECF obligations.
Allocation of FÁS Beneficiaries in 2012
Type of Training Activity
Target 2012
Full time day
Evening
On-line/e-Learning
Redundant Apprentices
Other/Library
Wider Horizons Return to Work
LMETF
Total for FÁS Training
Division 2012
38,000
21,000
12,000
2,000
2,000
As a % of
2012 FÁS Total
47%
26%
15%
2%
2%
6,500
81,500
8%
100%
While the overall target number of FÁS beneficiaries for 2012 is down on ‘like for
like’ training activity for 2011 (i.e. excluding TESG), there are some trends to note.
For example, there is a reduction (4,300) in the ‘Full-time day’ category. In addition
there is a reduction (4,300) in the combined ‘Evening and Online’ categories and a
similar reduction (4,100) in the ‘Other/library/wider horizons’ category. This is
mainly due to reduced capacity with the training centre network to deliver the very
high volumes of training provided in recent years as a result of on-going diminishing
staff resources as well as the provision of a lesser volume of shorter-duration more
generic type courses in the ‘Evening/library/return to work’ category. This target
reduction (12,700) is off-set in some measure by the beneficiaries that will be
activated by the LMETF (up to 6,500) and by an increase (900) in redundant
apprentice placement scheme (RAPS) numbers. Thus there is an overall reduction in
the target for 2012 unemployed beneficiaries (5,300) for whom FÁS is being
requested to provide training, vis-à-vis 2011.
The distribution of training provision to meet what employers need and what
clients want.
At just over half of the total provision for unemployed persons in 2012, the share of
market-led provision i.e. Specific Skills long and short courses, Traineeships as well
as the vast majority of On-line provision and a proportion of Evening, Blended
Learning and Community-based provision - is in line with the FÁS Board strategy to
increase the provision of training that is more aligned to employer need while at the
same time provide what clients want (client-led).
Excluding the LMETF and TESG, the 2012 share of market-led training (52%)
represents a further re-alignment of provision to meet employer need when compared
with the 2011 share (44%). The share of client-led provision has also been adjusted
downward from 38% in 2011 to 17% in 2012. The share of Premarket-led and
22
Supported-training at 14% and 8% respectively compares with 7% and 11% of share
in 2011.
The breakdown in share is illustrated below;
Market-led 2012 (52%),
2011 (44%)
60
50
Client-led 2012 (18%),
2011 (38%)
40
30
Premarket 2012 (14%),
2011 (7%)
20
Supported 2012 (8%),
2011 (11%)
10
0
2012
2011
Unallocated to the LMETF
8%
Activity and Budget
The 2012 activity and budget under the two categories of Training for Employment
and Training in Employment is now provided below. The former relates to training
provision for unemployed persons while the latter primarily relates to apprenticeship
training as well as a number of sectoral training initiatives that are being phased out
and the Film and TV sector. A brief commentary is also provided summarising the
most noteworthy changes by programme vis-à-vis 2011.
23
Programme Type
(Training for
Employment)
Proposed
2012
Activity
Level (days)
Proposed
Comment
expenditure
budget 2012
Bridging/Foundation
108,000
€6.9m
Foundation/Progression
in 527,000
Community
Training
Workshops
(CTC’s)
Mainline
€41.7m
Foundation/Progression
in 43,000
CTC’s – Justice Workshops
€1.6m,
Return to Work
8,000
€0.5m
Skills Training
995,000
€61.6m
Traineeship
540,000
€33.2m
Local Training Initiatives - 574,000
Mainline
Wider Horizons
€33.4m
Specialist Training Providers
€53.7m
On-Line
learning
and
532,000
Blended 675,000
€0.9m
€3.6m
The 2012 activity level is down on
the 2011 revised budget and the
actual achievement in 2011. The
reduction in the budget is in line
with the greater focus on those
courses that offer a more
immediate prospect of gaining
employment e.g. Skills training and
Traineeships.
Activity almost equal to the 2011
levels
while
the
proposed
expenditure budget for the year is
compared
with
the
actual
expenditure of €42.4m in 2011.
Activity is proposed at days, equal
to the 2011 levels while the
proposed expenditure budget for
the year is slightly down on the
actual expenditure in 2011.
Days are significantly down on the
19,000 days achieved in 2011. The
proposed reductions on this
programme are for similar reasons
as described for the Bridging
programme regarding subsequent
prospects for employment. The
expenditure budget is proposed at,
in line with the activity reduction.
Activity will be about the same as
that achieved in 2011. SST long
courses will account for 755,000
days and short courses 240,000
days.
10% activity increase on that
achieved in 2011, actual spend of
€28.7m in 2011.
Small increase in activity and
budget over 2011 levels.
Days significantly down on the
2011 outturn of 20,000 days.
Expenditure of €1.1m in 2011.
Activity slightly greater than 2011.
budget is, similar to the actual
expenditure in 2011. Training days
are circa 3% higher than the
653,000 days achieved in 2011. A
further €0.4m is proposed for
learning in conjunction with the
Library project, with corresponding
days of 34,000.
24
Programme Type
Training
Employment
Proposed 2012 Proposed
Comment
for Activity Level expenditure
(days)
budget 2012
Evening Courses
203,000
€6.4m
Non-fee
paying
actual
expenditure in 2011 of €7.4m.
234,000 days achieved in 2011.
demand for this budget will come
primarily from EGF Construction
clients but is also designed to
provide for costs associated with
potential additional applications,
should they arise in 2012.
2,000 placements for 2012
European Globalisation Fund
€2.0m
Redundant
Apprentice
Placement Programme
€11.3m
FIT Initiative
€0.950m
FÁS/Library Council of
Ireland project
European & Other Initiatives
€0.4m
Labour Market Education
and Training Fund
€20m
Yet to be allocated
€13.6m
Total Training for
Employment
Programme Type
Training in
Employment
€292.8
Comment
Activity Level expenditure
(days)
budget 2012
Apprenticeship
Phase 2
123,500 days
€36.5m
(1,235 apprentices)
down 17% on last year’s actual
cost of €43.9m
Phase 4 and 6
204,120 days
(3,888 apprentices)
2012 total of 327,620 days
compared with 450,000 days in
2011, a drop of 27%.
A further reduction continuing
the policy in recent years of reallocating resources to the
unemployed from those
employed
Pending confirmation of funding
from the Film Board which in
turn will determine the FÁS
funding element.
€1.1m
STB Training and
Sectoral Initiatives
€0.650m
Film and TV sector
€0.5m
500 people on FIT activated
courses
Euro and Other Initiatives
relating to the apprentice
mobility fund, the screen leaders
Film & TV project and Wider
Horizons funded through the IFI.
Up to 6,500 to be activated.
It is envisaged that the allocation
of €20m will be spent over a
multi-year time frame
25
Estimated Allocation of Beneficiaries by Career Training Cluster
In 2012, the most notable trends are that 21,837 individuals (beneficiaries) will
undertake training in the Business Administration and Management cluster
representing approximately 27% of the total provision of 81,500 in 2012. Courses in
demand include, Office Administrator and Clerical/Receptionist. This cluster also
includes basic computer courses, including ECDL/MOUS provided as an ‘enabler’ or
‘digital literacy’ or ‘life’ skill for those wishing to train for occupations across a range
of business and industry sectors and where basic IT skills are essential.
Training in the Skills sampling/Supported training cluster in CTCs, STPs and LTIs,
will be provided for 13,107 individuals including early school-leavers, persons with a
disability and others such as travellers, lone parents, people with mental health issues,
ex-offenders, recovering substance dependents and homeless people, representing
16% of the total provision.
Training in the IT cluster will be provided for 10,681 beneficiaries representing
slightly over 14% of the total provision. This cluster includes courses such as
Software Developer and PC Maintenance. A number of new IT courses such as Sales
& Customer Care, Java Programmer, IOS Apple (Mobile Technologies) have been
introduced with others in the pipeline for 2012, including Microsoft Certified Solution
Developer, Android Mobile Technologies, Cloud Computing, Games Development,
Rich Media Communications using Adobe Flash.
Training for 7,877 beneficiaries will take place in the Health, care and other personal
services cluster representing approximately 10% of the total provision. Courses in
demand include Healthcare Assistant, Childcare Worker, Security Officer and
Hairdressing.
Under the Built Environment cluster 6,183 beneficiaries will receive training. Of the
7% of total provision represented by this cluster, many individuals will undertake
‘renewable energy’ courses such as Passive House, Domestic Gas Installer as well as
foundation, intermediate and advanced CAD courses. Other will undertake the more
traditional type of construction-related training such as Construction Skills
Certification Scheme (CSCS) provided mainly through the FÁS National
Construction Training Centre in Mt. Lucas.
Training for 4,266 individuals will be provided in the Manufacturing/Engineering
cluster representing a 5% share of the total training in 2012. More courses in MIG and
TIG welding will be provided due to increased employer demand.
Training for 2,761 individuals will be provided in the Sales and Marketing cluster
representing just over 3% of the total and include courses such as Sales
Representative and Customer Care, Pharmacy Sales.
Training for 2,512 individuals will be provided under the Financial Services cluster,
again representing just over 3% of the total where the Computerised Accounts and
Payroll course is well regarded by both learners and employers.
Training for 2,020 individuals will be provided in the Transport, Distribution and
Logistics cluster, representing approximately 2.5% of the total – marginally down on
26
2011 volumes. The most popular courses remain Forklift Truck Operator and Heavy
Goods Vehicle Driving.
The Natural Resources representing 0.5% of the total or 267 individuals includes
horticulture courses (including organic horticulture) Forestry Operative Traineeship
and an Alternative Farm Enterprises course.
Approximately 12% of the total, representing 9,989 training places, has yet to be
allocated, of which 6,500 relate to the new LMETF due to commence during 2012
and where, at the moment, the type of intervention remains undetermined. The
number of places yet to be allocated by the FÁS Area Units is 3,489. This process will
be finalised shortly.
This data is represented below;
Business Admin & Mgt (21,837)
12%
0.5%
2.5%
27%
Skill sampling/Supported training
(13,107)
3%
IT (10,681)
3%
Health, care, other personal services
(7,877)
Built Environment (6,183)
5%
Manufacturing/Engineering (4,266)
Sales & Marketing (2,761)
7%
Financial Services (2,512)
Transport, distribution, logistics (2,020)
16%
10%
14%
Natural Resources (267)
Yet to be allocated (9,989)
Estimated Allocation of Beneficiaries by Traditional FÁS Programme Category
There is a net overall reduction (-789) in the allocation of unemployed beneficiaries
(Training for Employment) when compared to the estimated outturn for 2011 on a
‘like for like’ basis. There are a number of trends to note within this overall reduction.
Firstly, there are reductions in the estimated allocation of beneficiaries across all
programme categories with the exception of On-Line, Blended Learning, On-Line (eTutor), and Redundant Apprentices (+48). The most significant reduction is in
Evening training (30%). Secondly, the mix of SST long courses and SST Short
27
courses has changed. The estimate of beneficiaries allocated by the Operations to SST
Short courses has been reduced in 2012 by approximately one third to 6,523. Thirdly,
the Labour Market Education and Training Fund will be allocated +6,500
beneficiaries – where is anticipated that a significant number of interventions will be
in the market-led category. The Labour Market Education and Training Fund and Online e-Tutoring (i.e. 23% or 18,500 of total estimated beneficiaries for 2012) are
managed centrally. The balance (i.e. 77% or 63,000 beneficiaries) reflects the
reduction in capacity of the training centre network to provide the same level of
training in 2012 when compared to the 71,000 beneficiaries provision in 2011. All
three factors above are the primary contributors to the reduction in share of client ledprogrammes in 2012.
Estimated Share of Beneficiaries by Traditional FÁS Programme Category (2012
Estimates vs 2011 Outturn)
Programme Type
SST Long
SST Short
Total Specific Skills
Total Traineeship
Bridging
Refresher
Return to Work
Wider Horizons
Blended
Redundant Apps
Total other full-time
CTCs
STPs
LTIs
Total Community
Evening
Libraries
Total part time
TESG
On-line e-Tutor
LMETF
Total FÁS Training
for Employment todate
Yet to be allocated
2012 Target
Area Training
Plan Estimates
2012
10,084
6,523
16,607
4,907
2,209
185
178
123
1,016
2,262
5,973
3,550
3,401
4,803
11,754
18,679
1,591
20,270
0
12,000
6,500
78,011
Provisional End-of-Year Report 2011
Target = 96,000
F = confirmed by FÁS Finance Dept.
E = estimate to be confirmed by FÁS
Finance Dept.
@ = this requires a manual exercise
@
@
19,651 (F)
5,158 (F)
3,615 (F)
193 (E)
466 (F)
Included in LTI figure
771 (E)
2,339 (F)
7,384 (E)
4,363 (F)
3,696 (F)
6,071 (F)
14,130 (F)
24,680 (F)
Included in SST figure
24,680 (F)
13,700 (E)
11,286 (E)
0
3,489
81,500 82, 289 (Including TESG 95,989)
28
FÁS Apprenticeship Programme
In 2012, Apprenticeship programmes will continue to be provided for an estimated
1,200 new registrants in line with employer demand and more generally for an
existing apprentice population of approximately 13,000, at various stages of their
apprenticeship.
New Apprenticeship Registrants 2001-2011
9000
8000
7000
6000
5000
4000
3000
2000
1000
0
2001
2
3
4
5
6
7
8
9
10
2011
The budget for Apprenticeship is €36.5 and this compares to €47.0 (revised Budget)
in 2011. A new initiative, the Competency Determination Mechanism42, and an
expansions of existing initiatives such as the Redundant Apprentice Placement
Scheme (RAPS) - with a budget of €11.3m - will be implemented in 2012 to ensure
that a significant cohort (2,000) of the redundant apprentice population (4,673) can
complete their apprenticeship 43. To ensure on-going relevance to the labour market, a
systematic review of the National Apprenticeship Curriculum will commence in 2012
in the following Trades;
Heavy Vehicle Mechanic
Electrical
Plumbing
Metal Fabrication
Carpentry and Joinery.
42
For eligible redundant apprentices who have successfully completed Phases 1-7 but have a time deficit in
meeting the minimum requirement of 4 years (208 weeks) for the Award of the FETAC Level 6 Advanced
Certificate-Craft. The following trades; Electrical, C&J, Brick and Stonelaying, Cabinet Making, Plumbing, Metal
Fabrication, Painting and Decorating, Plumbing. (Motor Mechanics- in development).
43
At the end of December 2011, the number on the Redundant Apprentice Population Register was 4,673 of which
61% are in construction-related trades with 25% in the electrical trade . Of this total number, 2,734 can progress in
their apprenticeship and 1,939 are classed by FÁS as referred and have not reached the minimum standard in offthe-job training. These apprentices are required to re-sit their outstanding
29
Innovation in Community-based Provision
CTCs -Innovation Strategy
An Innovation Strategy44 initiated with CTCs at both national and local level
continues in 2012. With regard to value for money, a new budget model45 for
CTC’s has been implemented by FÁS. The process has resulted in a
significant reduction in CTC training costs. The CTC budget bidding process
to reflect the new budgeting model will continue in 2012.
CTCs - Corporate Governance
Excellence in CTC Corporate Governance has been implemented through
IACTO to provide the 39 Boards of CTCs with the capacity to monitor and
improve legal and contractual compliance. The objective of the initiative is to
provide Boards of CTCs with the tools and supports to monitor and improve
the legal and contractual compliance of their CTC and also benchmark
practice in board governance and the management operations.
CTCs-Improving Labour Market Relevance
In 2012, the focus will be on ensuring that target cohorts are recruited, that
certification targets of 70% are being achieved on all provision in CTCs and
that programmes relevant to the labour market and further education and
training progression options to continue to be developed
Retention Management/Progression Outcomes
To improve progression outcomes a priority has been given to the
Literacy/Numeracy needs of CTC learners in 2011/2012 through two major
initiatives. A specific Literacy/Numeracy fund has been established to the end
of the year to support CTCs which are experiencing serious difficulties in
literacy and /or numeracy provision. The fund supports one-to-one tuition and
group literacy training. To accelerate the implementation of an integrated
literacy model in CTCs, FÁS in association with NUI Maynooth and NALA
implemented six Integrating Literacy Programmes in 2011 offering a Level 7
Award on the NFQ targeted to CTC Managers and Instructors across the CTC
Network. A total of 122 CTC staff have participated on the programmes
nationwide.
IT
The FÁS Community Training Unit working with the IT Department
developed a project to provide high speed internet connections to 39 CTCs.
The successful contractor, Eircom, is installing a system providing a secure
internet connection for CTCs that will be filtered through the central FÁS
firewall and filtering software designed to ensure key risk areas are mitigated
and to meet FÁS audit requirements. This will be fully operational in 2012.
44
With a focus on Value for money; Board Governance; Innovative training relevant to both the labour market and
further educational training opportunities for early school leavers; Retention management/Improved progression
outcomes; IT.
45
Budgets applied to CTCs for 2011 were based on; staff costs ( in line with staffing per Productivity Agreement);
a maximum operational cost per day was applied to calculating running costs (exclusive of rent costs ) based on incentre activity; training allowances.
30
STPs
A new learner support, training and funding model will be introduced through
a pilot tendering process which will be developed in 2012 for implementation
in two STP locations. The outcomes will be reviewed prior to roll-out to other
STPs over the next two to three years.
LTIs
A national review of LTIs will commence in 2012. The outcomes of the
review will inform decisions regarding the viability or otherwise of each LTI.
Re-orientation Programme for re-deployed staff to community-based training
A structured regional handover took place during the first two weeks in
January 2012 for staff re-deployed to community-based training which
included
CTC and STP Business Plans
CTC, STP, LTI contracts and budgets
Site visits to meet CTC and STP Managers and LTI Co-ordinators
Issues debriefing
Business supports and initiatives
The following new initiatives and business supports will underpin training provision
in 2012;
New Training Standards System (TSS)
The new FÁS Training Standards System (TSS)46 is now operational.
Management and staff will continue to work closely together in 2012 to
further consolidate and improve the system. To further strengthen its
implementation, a number of I.T. system supports will be developed and
include; test event notification and test results capture system; learner web
based portal; introduction of certification audits; revised approach to the
implementation of internal monitoring of the TSS.
Addressing the recommendations set out in the recent FETAC Monitoring
Report on FÁS
FETAC agreed the quality assurance of FÁS and registered FÁS as a provider
in December 2007. During the latter half of 2011 FETAC conducted a
comprehensive monitoring exercise to establish overall FÁS compliance with
FETAC requirements. FETAC identified many areas of good practice and a
number of areas for improvement. FÁS is now obliged to implement an
improvement action plan in 2012 to address the recommendations set out in
the Monitoring Report.
New Contracted Training Framework
FÁS recognizes the need to; demonstrate that funds voted by the Oireachtas
for its training provision are being managed in such a way as to satisfy official
and public scrutiny; are being used for the purposes intended; that FÁS’
statutory duties and other legal requirements are being properly discharged.
The Contracted Training Framework consists of revised contracted training
46
The TSS is a successful framework which enables FÁS to set standards within which to operate, to allow FÁS to
exercise appropriate governance and to manage risks in relation to its range of training and services provided by
the operational units and supported by the Training Policy Development and Support Unit.
31
procedures and a revised contracted training contract to ensure that the funding
of trainers contracted by FÁS is beyond reproach. Both have been rolled out
nationally. Sanctions invoked under the contracted training procedures are
now more robust and more transparent. In 2012, the CTTL will be expanded to
increase the volume of approved contractors with the necessary expertise in
emerging skill areas such as cloud computing, manufacturing super-operative
etc.
New Marking Scheme for FÁS Assessments
The move towards FETAC Common Awards (CAS) has required FÁS to
introduce a new graded assessment system to meet FETAC requirements.
During 2012 the new grading/marking scheme will be rolled out on
assessment packages relating to 60+ redeveloped courses at levels 4, 5, 6 in
line with the publication of awards developed by FETAC.
New Computerised Curriculum and Assessment Content Management
System (CACMS)
The FÁS Curriculum and Assessment Content Management System
(CACMS) use a propriety learning content management system. Through the
current pilot it has been shown that the system could provide efficiencies and
effectiveness to the curriculum and assessment design process. However, it
has also shown that there are a number of inherent difficulties between what
the software can do and FÁS’ expectation around the software. An evaluation
report outlining the activities undertaken during the first stage, and its
outcomes, will be completed in May 2012.
New IT-based Results Capture Certification Results System (RCCRS)
The FÁS Results Capture Certification Request System (RCCRS) was
developed to capture and record assessment results achieved by learners, and
request certificates from awarding bodies for all FÁS training - with the
exception of Apprenticeship, Jobs Initiative, Community Employment and
TESG. It is also used for generating reports on FÁS-delivered and funded
assessments and certification activity. There are 127 users registered to use the
system including 115 Staff (20 as Administrators). A Help Desk service is also
available. It is expected that all second providers will input exam results
directly onto the system in early 2012.
New Strategic Partnerships
FAS will develop stronger communication channels with employers at local,
regional and national level focussing on key strategic partnerships 47 to
determine feasibility of (and develop) new training courses during 2012 to
meet existing and emerging job opportunities.
47
For example, FÁS and the Craft Council of Ireland exploring the feasibility of craft-related apprenticeships;
FÁS and EI with regard to IT skills needs of indigenous companies, FÁS and Build Up Skills Ireland (BUSI) with
regard to training, qualifications and employment pathways for craftworkers and construction operatives and
systems installers in buildings. FÁS and IDA with regard to training for overseas contact centres locating to
Ireland.
32
SECTION 1
1.1 Background
This service plan sets out the corporate training objective and associated goals for
training provision for 81,500 unemployed persons for the financial year 2012 and how
these goals will be delivered. While there is a separate planning process for the FÁS
Apprenticeship Programme, its key deliverables are incorporated into the plan.
The plan needs to be viewed against the backdrop of the on-going fiscal crisis, the
Government’s corrective measures in response to the crisis, record levels of
unemployment, wide ranging public sector reform - more particularly the reform of
the further education and training sector (FET) - the establishment of a Further
Education and Training Authority, (SOLAS), the full incorporation of the FÁS
Employment Services and HSE Community Welfare Services into the Department of
Social Protection (DSP), the establishment of National Employment and Entitlements
Service (NEES), the launch of the Government’s Jobs initiative and the Pathways to
Work initiative, and the pending dissolution of FÁS.
In November 2010, Ireland agreed a programme of assistance with the EU/ECB/IMF
troika. This consists of loans totalling up to €85bn from a combination of the IMF, the
EU, bilateral loans and Ireland's National Pensions Reserve Fund. In return, Ireland
has agreed a programme of reform aimed at, firstly, reorganising and recapitalising
the banking sector, secondly, a fiscal consolidation strategy aimed at returning general
1.2 Pathways to Work and the National Employment and Entitlements Service
(NEES)
All employment and benefit support services are to be integrated in a single delivery
unit, the National Employment and Entitlements Service (NEES), to be managed by
the Department of Social Protection. This integrated service will provide a ‘one stop
shop’ for people seeking to establish their benefit entitlements; looking for a job; and
seeking advice about their training option. The NEES is part of the Government’s
reform of labour market activation policies as set out in the Pathways to Work
initiative launched on 23rd February 2012.
The initiative has five strands; more regular and on-going engagement with people
who are unemployed; greater targeting of activation places and opportunities;
incentivising the take-up of opportunities; incentivising employers to provide more
jobs for people who are unemployed; reforming institutions to deliver better services
to people who are unemployed.
Individuals will no longer remain on the Live Register for lengthy periods without an
appropriate offer of assistance from the State. In return, individuals will be made
aware of their responsibility to commit to job-search and/or other employment,
education and training activities or risk losing welfare entitlements.
NEES will offer users a higher level of personalised employment advice, with more
frequent face-to-face interviews. Those on the live register who are identified will
receive priority treatment for more intensive support. The NEES will ensure active
33
case management for people in need of assistance. Jobseeker services will form an
integral part of options available for those in need of assistance and in that regard the
FÁS training services will offer 4,000+ training high quality courses to support
individuals in pursuit of skill development and employment opportunities in a range
of employment areas as well as courses for those who require more intensive support
to meet their particular career and employment aspirations as part of their agreed
individual pathway to work.
The SOLAS Implementation Group, comprising representatives of the Irish
Vocational Education Association (IVEA), the Department of Social Protection, FÁS
and the Department of Education and Skills have agreed an interim protocol to enable
referral of unemployed people by the Department of Social Protection to further
education programmes funded by the Department of Education and Skills. This
interim protocol builds on, rather than replaces, existing referral protocols where only
those jobseekers deemed by DSP/NEES to be in need of training should be considered
for referral to FÁS training courses. See Appendix 1 for the interim protocol.
1.3 The Labour Market in 2011 48
There was 2,120,300 individuals in the labour force representing a decrease of 30,200
(-1.4%) over the year. This compares with a labour force decrease of 51,800 (-2.4%)
in 2010. The standardised unemployment rate (SUR) in December 2011 was 14.3%,
down slightly from a rate of 14.4% in November 2011. During 2011, the standardised
unemployment rate remained in the narrow range of 13.9% and 14.4%. The average
rate for the year 2011 was 14.2%. This was an increase of 0.5 percentage points from
2010 when the average rate during the year was 13.7%. Long-term unemployment
accounted for 56.3% of total unemployment compared with 47.0% a year earlier.
Employment continued to decline in 2011, down 2.5% (-46,000) year-on-year in Q3
2011 to 1,805,000. However, the rate of decline was slower than the 3.7% decline for
the comparable period in 2010.
1.4 Economic and Labour Market Outlook
The eurozone and domestic fiscal crises continue to impact on both domestic and
many export markets. Domestic demand is likely to remain very weak and while the
export sector is doing relatively well it is finding conditions increasingly difficult,
although productivity and cost competitiveness have improved. According to the
ESRI, GDP in 2012 is expected to grow by 0.9 per cent, whereas GNP will contract
by 0.3 per cent as export growth will not be enough to counterbalance weak domestic
demand49 and the impact of on-going government response to the fiscal crisis. While
exports are forecast to grow by 6 per cent in 2011, the forecast for 2012 has been
lowered to 4.7 per cent. Consumption is expected to have fallen in 2011 by 1.8% and
by 1.5% in 2012.
48
ESRI ‘Quarterly Economic Commentary, Autumn 2011’- 24th November 2011. The ‘Quarterly National
Household Survey Quarter 3, 2011’ - 12th December 2011. Also ‘Live Register December 2011 ESRI’ -5th
January 2012). Please note that the Live Register is not designed to measure unemployment. It includes part-time
workers (those who work up to three days a week), seasonal and casual workers entitled to Jobseeker’s Benefit or
Allowance. Unemployment is measured by the Quarterly National Household Survey and the latest estimated
number of persons unemployed as of the third quarter.
49
2012 will be the 5th consecutive year where domestic demand has contracted.
34
The main implication arising from the above trends is that employment will weaken
further in 2012 since the labour force is expected to decline as participation rates fall
and people out migrate. Unemployment is expected to persist at 14% or slightly
above, while the number of unemployed persons is not projected to fall below
300,000. During the ‘boom-to-bust’ period, the fall in output translated very quickly
into falls in employment – much more immediately in Ireland than in many other
countries. This is indicative of the particular impact of the downturn on labourintensive sectors, and of the flexibility of the Irish labour market. If, as seems to be
the case, at least the early stage of recovery is concentrated in more capital-intensive
sectors, it may be some time before we see any economic upturn translated into a
corresponding increase in employment. Hence the outlook for the labour market is
even less encouraging than for the economy as a whole and at the time of writing, no
significant net employment growth is envisaged over the short-to-medium term.
1.5 The Reform Agenda
At the time of writing, the Government’s Public Service Reform plan sets out a means
of delivering a modern, flexible and innovative public service by; placing customer
services at the heart of everything; maximising new and innovative service delivery
channels; radically reducing costs to drive better value for money; leading, organising
in new ways; focusing on implementation and delivery. To-date overall staffing and
pay rates in the public sector have fallen by 6% and 14% respectively against a target
of 20% reduction in the net pay bill over the lifetime of the plan50.
As part of the structural reform agenda, a new Further Education and Training
Authority, SOLAS 51 - is being established to replace FÁS. As legislation is enacted
regarding the establishment of the Education and Training Board (ETBs), phasing
arrangements will emerge around the incorporation of the existing training arm of
FÁS52 and the VEC network into 16 new Education and Training Boards (ETBs. In
addition, FÁS Employment Services and employment programmes have transferred to
the Department of Social Protection (DSP) as part of the establishment of the National
Employment and Entitlements Service (NEES) to provide an integrated public
employment services and benefit payment system where failure to engage will lead to
a reduction or cessation of benefit53. See section 1.2 above. Finally A number of
existing Awarding/QA bodies are being amalgamated into a new single agency 54.
1.6 The Pending Dissolution of FÁS
FÁS retained a staffing level of 1,842 as at the 31 st December 2011 prior to the
transfer of staff to the Department of Social Protection and this was in line with the
employment control framework (ECF). A combination of around 400 staff members
50
‘DSP Comprehensive Expenditure Report 2012-2014’.
An Seirbhísí Oideachais Leanúnaigh Agus Scileanna.
52
Consisting of 16 training centres and circa 800+ posts. The 16 FÁS Training Centres are not aligned
geographically with the 16 ETBs.
53
Speech by Minister for Social Protection, Joan Burton T.D. to Chartered Accountants Ireland, Cork Society,
Friday 25th November, Balancing the Social Protection Books: an Accountant's View. Often referred to as a ‘dual
responsibility’ active labour market activation measure. FET, including FÁS training, will be one option under
activation measures available to DSP and its clients. FÁS through its Employment Services Division formerly
managed the Irish Public Employment Services or PES.
54
Further Education and Training Awards Council (FETAC), Higher Education and Training Awards Council
(HETAC), National Qualifications Authority of Ireland (NQAI) and Irish Universities Quality Board (IUQB) are
being amalgamated into a new single agency – The Qualifications and Quality Assurance Authority Ireland
(QQAAI).
51
35
have left FÁS since the commencement of the moratorium on recruitment and
together with the transfer of 705 full time equivalent posts55 to the Department of
Social Protection (DSP) on January 1 st 2012, the FÁS staff complement has reduced
by almost 50% over three years. Management numbers have reduced by over 50% in
the same period.
FÁS retained 1,165 full time equivalent posts in line with the 62%:38% (FÁS:DSP)
ratio agreed under the Employment Control Framework (ECF). There will be further
reductions in FÁS equivalent full-time posts (circa 60+) during 2012. This will see
staffing reduced from end of 2011 ECF target of 1,161 to a revised target 1,073 at end
2012. As part of the dissolution of FÁS, following the expected enactment of the
necessary ETB legislation in 2012, it is expected that these posts – prior to any further
adjustment - will be transferred to the ETBs and to SOLAS. Ultimately SOLAS will
have a staffing complement of about 10% of that of FÁS56.
This plan therefore focuses on the one year period (Jan-Dec 2012) for business
continuity relating to the service provision of a large volume of high quality
accredited training while simultaneously preparing for and transitioning of the
training arm of FÁS to the VECs/ETBs and the other staff to SOLAS and getting the
latter entity functioning as quickly as possible.
Figure 1: Overview of allocation of FÁS posts pre January 1st 2012 to ETBs, DSP
and SOLAS
The main driver behind the establishment of SOLAS is to make sure that those who
wish to pursue FET more generally, and unemployed people more particularly, can
access the programmes they need, to ensure that the courses are of high quality and to
up-skill and nurture the staff who deliver the programmes. The SOLAS role will be
to enable each ETB and other FET providers to deliver on this mandate. A DES
consultation paper 57 on the establishment of SOLAS has been circulated to a range of
stakeholders for views and comments. It is proposed on statutory establishment, that
SOLAS will publish a draft three-year strategy for consultation. This strategy will be
55
FÁS Employment Services staff and employment programmes.
Prior to the transfer of Employment Services and some Community Services posts to DSP (700+).
57
‘A Consultation Paper on the establishment of a new Further Education and Training Authority – SOLAS – An
Seirbhísí Oideachais Leanúnaigh Agus Scileanna, December 2011’.
56
36
based, at least and in part, on the results of this consultation process. The strategy will
also outline how SOLAS intends to deliver a demonstrable improvement in the
“customer experience”, for jobseekers and other learners who need or want to engage
in FET.
The Government has established a SOLAS Implementation Group. The Group is
chaired by the Minister for Training and Skills, Mr. Ciaran Cannon T.D., and is
charged with the preparation of an Action Plan. The Action Plan will set out the
‘roadmap’ for SOLAS so that on establishment it can, in collaboration with the
Department of Social Protection and other stakeholders, implement the significant
transformation programme needed to deliver the necessary changes. The
Implementation Group has set up sub-groups to deal with the key policy areas. As part
of this process the VECs are preparing and planning for the integration of FÁS
training division into its planned revised structure.
In the interim, FÁS will continue to discharge its current training mandate, taking into
account the new activation requirements of DSP and the training policy requirements
of DES. In that regard, a new interim management structure has been implemented
within FÁS to manage day to day training operations following the transfer of staff to
DSP; manage the challenges and address constraints arising from these operational
challenges; lead the internal transformational agenda in preparation for transition to
the ETBs and to SOLAS. More specifically, implementation of revised staffing
figures reduction, while maintaining service levels in this context, will be achieved by
increasing operational flexibility through a review of work practices, changing the
structure of the organisation and investigating the outsourcing of non-core business
activities.
The main operational challenges associated with maintaining business continuity
especially with regard to training operations, include planned and unplanned
retirements in the context of the Government’s February 28 th pension deadline, the
on-going recruitment moratorium, widening span of training centre management
control to incorporate community-based training programmes, the re-deployment and
re-orientation of deployed staff who are relatively inexperienced in community-based
activities in overseeing and monitoring these programmes, recruitment for FÁS
courses; the introduction/scheduling of a significant volume of new / redeveloped
courses to meet the FETAC deactivation timetable set for December 2012 at levels 4,
5 and 6 on the National Qualifications Framework. These challenges have a material
impact on 2012 planning.
1.7 Transitioning to the VECs/ETBs and to SOLAS
Planning for and transitioning into the ETBs and into SOLAS from a FÁS perspective
in the context of its mandate to provide year round training, involves a wide range of
tasks as well as an increased workload for staff. In that regard, an internal integrated
change management process has commenced which will support staff in addressing
four transformational challenges now confronting FÁS. These are;
 maintaining support to DSP in respect of ICT, Finance, Reporting etc.
 supporting ETBs in relation to the training arm of FÁS that is transferred and
supporting central functions
 setting up SOLAS with appropriate policies, systems and staff
 running SOLAS.
37
The integrated change management process consists of
 developing change management model and timelines for FÁS/SOLAS itself
and in support of the VECs/ETBs
 drafting change protocols and procedures in consultation with stakeholders
and communicating these protocols and procedures to all staff
 developing a staffing plan and skills in line with the transformational
requirements.
To drive the transformational agenda, an internal FÁS, transition team 58 has been
established to act as a central co-ordinating pivot for the development and
implementation of programmes and projects underpinning the change agenda and to
drive associated transition plans. Management and staff will actively support and
assist the work of this team. Its work will complement the work of the SOLAS High
Level Implementation Group and subgroups. It will engage in discussions with its
IVEA/VEC counterpart transition team around organisational funding, IR/ HR,
customer relationships, and ICT issues that may arise as part of the amalgamation of
the VECs/ETBs and FÁS training centres. An important aspect of this work will focus
on building relationships and improving interaction and communications with external
stakeholders such as DSP/NEES, DES, local VECs and of course with FÁS learners.
The expected outcomes arising from such reforms are that clients who choose or are
channelled into FET and more particularly into the new ETBs, feel that it benefits
them with regard to providing a pathway into or back into work. A strong effective
SOLAS relationship with DSP and DES is essential to make the current structures and
associated options better for learners. In the meantime, the training function of FÁS
will still occupy an important and unique position in the Irish education and training
system, since it is primarily targeted at a diverse range of unemployed persons on an
all-year round basis.
1.8 The Business Planning Model 2012
Given the external and internal pressures on the organisation, FÁS adopted a ‘bottomup’ approach to the development of this service plan. Each training centre developed
and presented its draft business case to FÁS senior management with the aim of
making its training provision more relevant for learners and the workplace. The
guiding principle informing each business case was that circa half of training
provision would need to consist of courses primarily developed to meet employer
needs59. Each business case incorporated a ‘competitor scan’ that focused on potential
complementarities of analogous provision (if any) by other providers, such as the
VECs within the relevant FÁS catchment area. The FÁS Skills and Labour Market
Research Unit provided each training centre with an ‘environmental scan’. This scan
included a macro economic and labour market context as well as more specific microlevel regional / local data of relevance to the training centre’s catchment area 60. This
data was supplemented by the training centre’s own local labour market intelligence.
58
The Senior Management Team will act as the Steering Group. A transformation sub-group with representatives
across disciplines and functions, under the chair of a FÁS area director has also been established.
59
As part of the Board’s approved training strategy to provide training to meet employer need and at the same time
training to meet what clients want.
60
Such as economic activity by sector; the number, occupational and age profiles of unemployed persons; trends in
job vacancies and skill shortages.
38
Each business case consisted on the following;
A strategic case setting out the rationale for change/no change in the type, range,
volume and level of the training centre’s planned portfolio of training in 2012; a
business case setting out the main benefits for FÁS stakeholders, in particular,
learners, employers and the taxpayer; an economic case setting out how the planned
portfolio best optimised value for money (VfM); a financial case setting out the
budget required to deliver the portfolio and how the budget was to be allocated by
programme type, by business sector; a management case setting out how business
continuity will be maintained throughout 2012 and how the risks and challenges
confronting the training centre are to be addressed. Each business case was
subsequently ‘rolled up’ into a draft composite plan under the direction of the Board
Training Advisory Committee (including two VEC representatives), who refined the
draft into an agreed Service Plan for Training Provision (2012) that was subsequently
endorsed by the FÁS Board.
1.9 The Key Goals and Deliverables in 2012
The goals and key 2012 deliverables for FÁS training as set out below remain aligned
with the 2011 corporate training objective of the current FÁS Board61 and may be
impacted as the reform agenda is implemented.
61
Agreed in February 2011 by the Board following a strategic planning exercise. The objective was that FÁS
training, assessment and certification will, be more relevant to Ireland’s evolving workplaces and provide
employment pathways for as many unemployed individuals as possible.
39
Table 1: Corporate Objective (Training), Goals, Deliverables, Timelines
Corporate Objective
- Training High quality training
provision, including
assessment and
certification
Organisational Goals
Key Deliverables
By When
Training focussed on
unemployed priority
cohorts.
Identified Priority Cohorts
allocated places and
trained to support their
agreed pathway to work.
On-going.
Learner centred
outcomes based training
is provided.
Approximately half of the
share of the total 2012
training provision is
market-led to meet the
identified needs of an
evolving economy and the
labour market.
end 2012.
Manage Apprenticeship
Programme.
Continue to provide
apprenticeship training in
line with demand and
implement initiatives for
redundant apprentices to
facilitate completion of
their apprenticeship.
On-going.
Transition to VECs and
into SOLAS.
FÁS completes transitions
smoothly and on
schedule.
On-going.
Quality assured
effective Training
Standards System in
place.
Replace deactivated FÁS
Courses (FETAC levels 4,
5 and 6) with new
courses.
End of December
2012 or earlier.
Enhance Training
Standards System and
Contracted Training
Framework.
On-going.
Address recommendations
in FETAC Monitoring
Report on schedule.
On-going
throughout
2012/2013.
Implement FETAC
Programme SelfEvaluation
policy/procedures.
As per schedule
agreed with
FETAC.
Certification and Results
Capture System fully
implemented.
Mid 2012.
70% + of learners on
certified training
courses achieve a full or
part of a FETAC award
or an award by another
approved awarding
body.
40
Table 2: Organisational Goals (Training) and associated actions
2012 Organisation Training Goals
How they will be achieved (Actions)
Training focussed on agreed
pathways to work for priority
cohorts.
Provide 75,000 training interventions and up to 6,500
LMETF interventions within a budget allocation of
€453.023m in a cost effective and timely manner to
meet the career and employment pathways of
identified priority cohorts, other job seekers and to
meet the needs of an evolving economy and labour
market.
Learner-centred and outcomes-based
training providing the skills for an
evolving economy.
A share of 50% of training provision will be
allocated primarily to meet identified employer
needs. Implement the apprenticeship programme and
redundant apprentice initiatives
Fully implement the career-cluster framework for
training provision.
Independent placement and monitoring survey
completed and the relevant action taken to improve
outcomes.
On-going innovation of new courses.
Initiate and manage a new Labour Market Education
and Training Fund and provide interventions for up
to 6,500 long term unemployed persons.
Enhancements to existing FÁS
internal business systems.
Implement improvements and introduce
initiatives into community-based training
new
Increase number of online courses and review FÁS
Library Council of Ireland Library project.
Examine the current FAS MIS with a view to
improving the current data capturing systems relating
to placement and progression outcomes.
Provide the right mix of certified technical, generic
and transferable skills at Award levels 3-6.
Transition to SOLAS and VECs.
Internal change management underway including renegotiating existing industrial relations agreements.
Continue to redeploy and develop relevant staff for
interim critical front line areas and prepare all staff
for a smooth transition to VECs and to SOLAS.
Quality assured effective Training
Standards System fully implemented.
New training standards system and new contracted
training procedures enhanced.
Competency-based assessment to
national standards incorporating new
marking/grading scheme.
New courses developed to meet FETAC Common
Awards Standards (CAS) at levels 4, 5 and 6.
70% of participants on certified
courses achieve an award.
Recommendations of the FETAC Monitoring Report
are addressed.
Programme Self-Evaluation being implemented as
per schedule agreed with FETAC.
New computerised certification results capture
system fully operational - including by 2nd providers.
41
SECTION 2
2.1 New FÁS Training Strategy
The Board of FÁS in 2011 committed to implementing a transformational agenda
within FÁS. Part of this agenda was the development of a new training strategy to
respond urgently to the on-going unemployment crisis. The response included
providing high volumes of training places in a context of on-going diminishing
resources and the Government moratorium on jobs; redirecting available resources
and distinctive capabilities to key result areas such as front line course provision,
curriculum development and quality assurance; transforming business processes such
as the introduction of an IT-based certification results capture system; addressing
legacy issues as part of the process of reputation building; contributing to the
Government’s reform agenda.
2.2 Cluster Framework
To underpin the new training strategy, FÁS has reclassified and re-grouped its
existing course category framework into a career-themed approach to training referred to as career training clusters62 - to inform FÁS course provision in meeting
identified current and evolving labour market skills. The new framework has the
following key elements; career cluster training model; occupational standards and
qualifications; labour market information and intelligence that constantly refresh
training course content to meet existing and future labour market needs. The
framework is intended to provide greater clarity for learners on pathways to
qualifications and work, improved efficiency over the existing training model, higher
quality training and better employment outcomes for learners. The process of reorganising all training provision into a career cluster, training framework will be
implemented in 2012. The following career clusters are been introduced63;
Cluster 1: Information technology
Cluster 2: Transportation, distribution and logistics
Cluster 3: Sales and marketing
Cluster 4: Health, care and social services
Cluster 5: Built environment
Cluster 6: Financial services
Cluster 7: Business administration and management
Cluster 8: Manufacturing
Cluster 9: Natural resources
Cluster 10: Skills sampling/Supported training (training based in the community and
provided via Community Training Centres (CTCs), Specialist Training Providers for
persons with a disability (STPs) and Local Training Initiatives (LTIs).
An example of the career occupations for career training cluster 1 is set out in Table 3
below (others clusters are outlined in Appendix 2). There are four families of broadlyrelated occupations in Cluster 1. They encompass a range of technical careers related
62
A career cluster is a group of jobs and industry sectors that are related by skills or products. Career cluster
training is a collection of courses that provides occupation-specific training to meet current and future job
requirements. It enables the learner to compete for a job in that sector or assist an existing employee to keep their
job or move from job to job within that cluster. A course within a cluster may be provided at any level, depending
on labour market needs.
63
Additional clusters may be added from time to time to take account of new occupations and emerging
technologies, work practices etc.
42
to the design, development, support and management of hardware, software,
multimedia, and systems integration services.
Table 3: Career Training Cluster 1- IT
Software
Networks
development
Network technician
PC support technician
Telecom. network
technicians
Games programmer
Operating systems
designer
Computer
programmer
Security administrator
Support and
services
Technical writer
Instructional
designer
Help desk specialist
Technical support
engineer
Web and
digital
Web
designer
Webmaster
Graphic
designer
3D
animator
Film and
TV
technician
Training programmes within clusters will be regularly reviewed to ensure that the
curricula continues to be relevant to industry needs and that the duration of the
programmes is appropriate in terms of the level of skill acquisition. Courses within a
cluster will be categorised in terms of four main drivers that differentiate the degree of
orientation of the course to the labour market, as follows;
1. Market-led courses are those that are primarily developed and offered
to meet identified employer demand (market-led) e.g. traineeships
2. Client-led courses are those that are primarily developed and offered
to meet what the client wants i.e. ‘unmet’ learner demand as expressed
by FÁS waiting lists
3. Premarket-led courses are primarily developed and offered to provide
bridging or foundation type training64 coupled with some supports
primarily to facilitate access by learners to a mainline market-led
course in one of the nine career training clusters
4. Supported-training courses are primarily developed and offered to
learners who require significant additional supports to access and
undertake training as part of their agreed pathway to work.
It is a pre-requisite that potential applicants for market-led courses and client-led
courses fully meet the pre-requirements for the course, so that there are reasonably
good prospects that the skills and qualifications achieved on the course are translated
into a job or improved capacity to compete in a tight jobs market. In that regard, FÁS
will work closely with DSP/NEES to ensure that relevant and up-to-date course
information is accessible for learners and supports the guidance and referral process.
64
Foundation courses provide the necessary basic technical and generic skills required to access market-led
Specific Skills course or a Traineeship in one of the 9 career training clusters. Bridging courses provide the skills
and knowledge to enable the individual transition from relatively long periods of inactivity to market-led courses
or directly into a job by updating their technical and personal skills portfolio to ensure that they meet the course
pre-requirements and/or can compete directly in a tight labour market.
43
2.3 Key Training Response
Twenty one courses65 across industry sectors have been introduced with an
initial impact on circa 400 learners and a potential impact following roll-out
on 3,500 learners per annum66
Twenty-five additional new courses67 across industry sectors including IT are
in development or approved for development with a view to their introduction
during 2012. These courses will have an initial impact on circa 500 learners
and on 4,000 learners per annum following roll-out
30 new On-line course titles are being introduced68
Eleven re-developed FETAC level 3 courses69 are being rolled out, to replace
existing courses, with an impact on circa 3,000+ learners
A further 60+ courses at levels 4, 5, and 6 are being re-developed/replaced to
meet newly published FETAC Awards impacting on approximately 10,000 +
learners are planned to be introduced during the latter part of 2012 70.
An additional 45 new FETAC awards due to published during 2012 will
require the replacement of a significant number of additional courses and
assessments. This work will commence during the 2nd half of 2012
A range of interventions will be provided to assist eligible apprentices (4,673)
including redundant apprentices, to progress their apprenticeship 71.
Construction-related training72 will account for approximately 6% of total
training activity in 2012
The volume of ECDL training will account for approximately 8% of total
activity in 2012
A new Labour Market Education and Training Fund will be initiated and
managed effectively to provide innovative measures for up to 6,500 long-term
unemployed persons
A new learner support and training model will be introduced into Specialist
Training Providers that will, in due, course impact on circa 2,000+ learners
A comprehensive assessment of the relevance and effectiveness of each
existing Local Training Initiative (LTI) will commence in 2012
The policy of re-deploying Instructors, whose courses are not now relevant, to
areas of critical business need, will continue 73.
65
Such as Enterprise Skills for Redundant Construction Craft and Skilled Workers, Dublin Aerospace Sheetmetal
Operative, Butchery Skills (Meat Processing), Overhead Line Worker and ‘Green’ energy courses such as Passive
House Building Envelope, Passive House Construction, Rainwater Harvesting, Domestic Thermal Insulation,
Intelligent Build Control Systems, Small-scale Wind Turbine Air Tightness Testing.
66
Estimated volume based on two courses (20 per course) per year running on average in 4 training locations.
67
In the IT sector such as Business Analyst & NET framework, Apple Mobile Platforms. In the Energy sector such
as Large Scale Wind Turbine Technician, Estimates based on courses running on average twice a year in four
locations.
68
For example, Video Communications using Adobe Premier, Rich Media Communications using Adobe Flash,
Microsoft Certified Solution Developer.
69
Of which 9 are in IT such as Digital Media, Internet Skills and incorporating 45 new training modules and 27
associated common award assessments and a range of new learning resources. In addition, two Welding courses
(Oxyacetylene and Arc) also introduced. See Appendix 3 for details.
70
See Appendix 3 for details. These courses incorporate the new grading and marking assessment system.
71
72
Traditional building skills such as Construction Skills Operative, Paving and Kerb Laying and Dry Stonewall
Building will complement a suite of ‘green’ course such as Passive House, Micro-wind Generation, Rainwater
Harvesting, Photo-voltaic Installation as well as CAD courses. Some Construction Skills Certification Scheme
(CSCS) provision will be provided in the FÁS Mt. Lucas facility.
44
SECTION 3
3.1 FÁS Learners/Profile
Learners on FÁS programmes range from those who are disadvantaged in some way
to those who are highly skilled. FÁS training programmes enable a diverse range of
unemployed individuals and jobseekers, holding qualifications at a range of levels on
the NFQ, to access job opportunities or where appropriate progression opportunities
to further/higher education/training. Training provision in 2012 will continue to focus
primarily on those who have lost their jobs in the downturn, in particular longer-term
unemployed persons, as well as those who find it increasingly difficult to enter or reenter the labour market.
New job-seeker registrants with FÁS in 2011 were down by 14% on 2010.74 This
reflects the reduced overall inflows to unemployment (the number of new claims for
Jobseekers Benefit in 2011 was 16% lower than in 2010). New registrants from sales
and service occupations show a relatively small year-on-year decrease. The decline
over 2010 is most rapid for those with third-level qualifications and slowest for those
with Leaving Certificate. However, where educational data is available, those with
some third level education now represent 26% of new registrants. This is in slightly
down on the 2010 share for this group. With regard to other job seekers, 8% have
Primary Certificate, 20% have Junior Certificate and 47% have Leaving Certificate.
‘Management’ and ‘professional’ and ‘technical’ entrants combined account for circa
24% of entrants, ‘clerical’ and ‘sales’ entrants combined also account for 25%,
‘transport’ and ‘other worker’ entrants combined account for 26%. ‘Skilled manual’
plus ‘semi and unskilled’ entrants combined account for the 25% balance.
3.2 Priority Cohorts
Individuals in a number of cohorts75 will be prioritised for FÁS training interventions
in 2012. In particular, a minimum of 75% of places is to be reserved for those on the
Live Register for more than one year. Individuals in more than one of the cohorts will
be given top priority for access to training interventions, subject to individual
progression needs. Past experience indicates that, in general, most FÁS courses will
have many individuals who will meet the criteria pertaining to one or more of the
priority cohorts76. Some community-based training courses, such as that provided in
CTCs, are likely to contain a very significant proportion of individuals who are under
25 years of age, who have below Leaving Certificate qualifications and who are also
on the Live Register for one year or more.
73
Instructors (as well as other staff) may be required from time to time to transfer to other critical business areas.
such as delivering new redundant apprentice initiatives; delivering other existing or new more relevant courses.
74
In addition to new registrants, a significant number of the newly-unemployed who approach FÁS are already
registered with the organisation. In all, over 167,300 people received an initial guidance interview on registering or
re-registering with the employment service in 2011. Just over one fifth of these interviews were with LES offices
and the remainder in FÁS offices.
75
As determined by DSP/NEES.
76
For example an update report to the FÁS Board in December 2011 noted that, 64% of starters on the training
programmes were aged under 35 years of age while a further 14%, though aged over 35, had low levels of
education (cumulative 78%). A further 7%, though aged over 35 and with relatively higher education (Leaving
Certificate plus) were in occupations affected by restructuring76 (cumulative 85%). A further 12%, though over 35
years of age and not in any of the categories above, were on the Live Register 76 (cumulative 96%). With regard to
young people, 40% of starters were aged under 25.
45
3.3 Equity
Equity relates to fairness in the provision of training opportunities and providing
individuals who have most difficulty entering the labour market, with meaningful
opportunities to pursue a pathway to work.
While FÁS mainstream training is open to people with disabilities, FÁS will also
provide the 2011 volume of training places allocated to Specialist Training Provision
(STPs) for persons with disabilities who require a greater level of support than may be
available in mainstream provision. FÁS will also maintain a level of training places
commensurate with 2011 levels, on Community Training Workshops (CTCs) for
unemployed early school leavers and on Local Training Initiatives (LTIs) for among
others, unemployed persons, travellers, lone parents, people with mental health issues,
ex-offenders, recovering substance dependents and homeless people.
3.4 Who delivers FÁS Training?
FÁS’ own staff provide almost all of the training based in training centres (20%)
including phase 2 of the Apprenticeship programme. A relatively large volume of
training is also provided by private and public training providers, (referred to as 2 nd
providers), who deliver training on behalf of FÁS. For example, in 2011, private
training contractors sourced through the FÁS contracted training list (CTTL),
provided approximately 20%, while ‘Not for profit’ organisations provided 13% - this
includes Community Training Centres, Local Training Initiatives and Specialist
Training Providers (33%). A further 10% was provided through the Technical
Employment Support Grant (TESG)77 for eligible unemployed persons who have
sourced training privately as part of agreed action plan. Payments are made directly to
these private providers. The tutor support element of On-line training which is
contracted, accounts for 12% of provision, while Evening training accounts for 25%
of training provision and is delivered by individuals contracted by FÁS78.
77
The 2012 TESG budget has transferred to DSP.
Some FÁS staff may also have a separate contract to deliver evening courses in addition to their normal daytime
FÁS contract.
78
46
SECTION 4
4.1 Keeping FÁS courses relevant
It is not possible to accurately predict the demand from employers and individuals for
particular types of occupational skills. The early identification of skill needs is
essential to ensure training provision can meet skill needs as they arise. This comes
from many sources including; DSP/NEES, national and international research on
future skill needs79; national and local labour market intelligence; legislative and
regulatory environment; Government policy; direct contact with employers; job
vacancy data80; independent surveys on course outcomes commissioned by FÁS and
other bodies.
The alignment of many FÁS training programmes with evolving labour market needs
is evidence-based. This is facilitated by FÁS’ internal resource namely, the National
Skills Database (NSD)81, as well as research by the Expert Group on Future Skills
Needs (EGFSN) and other relevant sources. Since its development, the database has
been used to support the work of the Expert Group on Future Skills Needs, the
National Skills Strategy and numerous sectoral studies - as well as the work of FÁS.
The NSD has been extended to include an occupational employment forecasting
model originally developed by FÁS and the Economic and Social Research Institute
(ESRI). The data held in the database is summarised and published in three annual
reports by the EGFSN: National Skills Bulletin (since 2005), Monitoring Ireland’s
Skills Supply: Trends in Education/Training Outputs (since 2006) and the Vacancy
Overview (since March 2011).
However, the alignment of courses with evolving labour market needs is not sufficient
of itself to deliver improved labour market outcomes for learners. Matching learners’
capabilities and career and employment aspirations to the right type of training
intervention and providing learner supports is paramount if more positive labour
market outcomes are to be realised.
4.2 Effective Training Approaches
Active labour market programmes in Ireland have a strong focus on vocational
training. Nordic countries and some Western European countries provide examples of
activation strategies with a strong training component, fairly different from the
strategies of Australia or the United Kingdom. The adoption of more intensive
activation measures does not need to imply any reduction in the training function.
Nevertheless, FÁS has reviewed the level of general training provided such as ECDL
training while at the same time increased the volume of more comprehensive longer-
79
For example in the ‘Green Energy’ area, see SECTOR NEEDS ANALYSIS FOR THE GREEN ECONOMY
conducted by Energy Solutions on behalf of FETAC 2010. Forfás Report: Environmental Goods and Services
Skills Needs 2010. Cedefop: Skills for green jobs: European synthesis report 2010. ILO: Skills for green jobs:
global synthesis report 2010.
80
Circa 70,000 vacancies were notified to FÁS in 2011, similar to 2010 levels. a sharp decline in clerical jobs was
due solely to the impact of recruitment for work on the 2011 Census, which had accounted for 5,000 such
vacancies in the December 2010 figures. Conversely the figures for “other service workers” were affected by the
notification of a large number of vacancies for care workers in May-June 2011; these apparently reflected the reorganisation of the HSE’s system for sourcing care workers for home help. If the Census and HSE impacts are
excluded, other vacancy notifications are estimated to have risen by about 3% in 2011.
81
The National Skills Database was developed in 2003 by the Skills and Labour Market Research Unit (SLMRU)
in FÁS at the request of the Expert Group on Future Skills Needs.
47
duration Specific Skills training and Traineeships82 as well providing a reduced yet
quite comprehensive portfolio of shorter-duration daytime courses and Evening
courses. The level of On-line training programmes, both longer and shorter duration,
will increase marginally. This portfolio can provide learners with improved training
options to match their particular skill needs and circumstances. As a result, their
prospects of exiting from unemployment can be improved 83. Recent research84
indicates that labour market outcomes relating to Bridging/Foundation training and
shorter-duration FÁS training programmes are beneficial and programme
participation on shorter-duration courses was found to lower the probability of
subsequent unemployment. Providing longer-duration more comprehensive marketled courses especially at the higher levels can also be effective 85. The shorter and
longer-duration mix of course provision will therefore remain a feature of training
provision for 2012.
4.3 Direct contact with employers
Decisions around course provision are also based on formal and informal contacts at
both national and local level with employers and other relevant state agencies 86. A
variety of data is taken into account including expected recruitment demand from new
or expanding companies and requests from employers to FÁS to develop training
programmes to supply them with skilled workers87. In addition, the success of
existing courses in terms of job placement, course waiting lists 88 and the FÁS job
vacancy databank provide valuable insights into the type of training that is likely to
prove relevant and effective for both learners and employers.
4.4 Legislative/Regulatory Environment
Changes in legislation impact on the type and content of some courses that FÁS
provide. For instance, new and revised building regulations must be incorporated into
relevant courses89. The publication of FETAC Common Awards at levels 3, 4, 5 and
6 on the National Framework of Qualifications impacts on many existing FÁS
82
Both Specific Skills Training and Traineeships were identified by Forfás in the Review of Labour Market
Activation Programmes 2010 as delivering positive labour market outcomes for participants. See also See Grubb,
D., S. Singh and P. Tergeist (2009), “Activation Policies in Ireland”, OECD Social, Employment and Migration
Working Papers, No. 75, OECD Publishing. http://dx.doi.org/10.1787/227626803333.
83
What Can Active Labour Market Policies Do? ESRI Nov 2011. The findings from the empirical literature on the
effectiveness of training programmes are mixed. Some studies have found positive effects of participation in
training programmes, employment/unemployment. The impact of the duration of training programme remains
inconclusive.
84
With regard to Bridging/Foundation training in terms of using unemployment spells productively, improving
skill levels in the labour force and allowing the more motivated and resourceful unemployed to find better and
more stable jobs than they might otherwise have done. See Grubb, D., S. Singh and P. Tergeist (2009), “Activation
Policies in Ireland”, OECD Social, Employment and Migration Working Papers, No. 75, OECD Publishing.
http://dx.doi.org/10.1787/227626803333. For short courses see Activation in Ireland: An Evaluation of the
National Employment Action Plan RESEARCH SERIES: NUMBER 20 April 2011 ‘…With respect to the nointervention control group, the impact of training plus activation interview was found to be either weakly positive
or zero; however, when taking account of the established negative impacts of the FÁS referral plus interview, this
again, points to a positive training effect…’
85
Review of Labour Market Programmes 2010. Managed and undertaken by Forfás on behalf of the Department of
Enterprise Trade and Employment. One Dummy Won’t Get it: The Impact of Training Programme Type and
Duration on the Employment Chances of the Unemployed in Ireland ESRI September 2011 - Working Paper No.
410, September 2011, Seamus McGuinness, Philip J. O’Connell and Elish Kelly.
86
For example, Enterprise Ireland, IDA.
87
For example, Dublin Aerospace and Meat Processing companies in Rep of Ireland. Also Microsoft Ireland Ltd.
88
As a useful indicator of ‘unmet’ client demand.
89
Another example relates to ‘childcare worker’ who must be qualified to FETAC Level 5 in 2012 to take up
employment.
48
courses across all career training clusters. In that regard, such qualifications facilitate
the full integration of FÁS training provision within the Irish education and training
structure while providing FÁS learners with workplace relevant and portable skills
that are certified and provide a recognized pathway to work as well as to
further/higher education and training opportunities.
4.5 Government Policy
From time to time it is government policy to assign FÁS a key role in implementing
government-led initiatives. The JobsBridge Internship90 and the European
Globalisation Fund (EGF)91 are more recent examples. In 2012, FÁS will continue to
provide a contact and co-ordination service as well as organise, and/or procure and/or
provide training as appropriate for existing construction and any future EFG
interventions.
4.6 Providing the right skills set for learners
Prospective and existing workers, who in a tight labour market, bring special technical
and generic workplace skills to the workforce, will be much sought after, while those
whose skills remain restricted to the performance of routine tasks will find it
increasingly difficult to find or keep a job. Three broad trends continue to drive up the
demand for special technical and workplace skills;
on-going and rapid advances in information technologies embedding themselves
across all aspects of economic and civic life, leading to the increased substitution
of technology for routine work in all workplaces
globalisation and restructuring of the labour market is creating a global market for
labour in which those economies with the most productive workforce will secure a
competitive advantage over economies and workers who are less productive
Ability not just to use new technologies alone, but rather for doing the kinds of
work that the technology cannot perform, i.e. those which require adaptability,
creativeness and a human relationship, i.e. ‘generic’ competencies.
In 2012 FÁS will provide the technical skills in whatever occupation and skills gaps
that are identified and at whatever level to meet labour market needs. Generic skills
will also be provided at whatever level and in whatever mix identified by occupational
needs and by award specifications. 92 These latter skills cut across all workplaces and
all occupations at all levels. They not only assist the prospective employee to find a
job, but when they do so, can provide him/her with capacity to progress within a
company - thereby meeting their personal and career aspirations - while at the same
time contribute successfully to the on-going and strategic direction of the business.
90
JobBridge is the National Internship Scheme previously coordinated by FÁS and now by the DSP to provide
work experience placements for interns for a 6 month or 9 month period. The aim of the National Internship
Scheme is to assist in breaking the cycle where jobseekers are unable to get a job without experience, either as new
entrants to the labour market after education or training or as unemployed workers wishing to learn new skills.
91
The EGF was introduced to provide measures and supports for a limited period of time to enable eligible
workers such as former employees of Dell and downstream companies, eligible redundant workers in Waterford
Glass and SR Technics to re-skill / up-skill to re-enter the labour market. FÁS has established a separate EGF unit
which also coordinates the construction EGF. EGF beneficiaries can avail of training courses provided by FÁS
where they meet the course pre-requirements (if any).
92
For example, communication, team-working, initiative and enterprise leading to innovation, problem solving,
planning and organising skills.
49
4.6.1 e-College
FÁS e-College is a popular and flexible alternative to traditional classroom-based
training for many learners. e-College is a national on-line service for delivering thirtythree courses for unemployed persons. The courses are of 10 weeks duration and
access to the courses is facilitated for up to six months. Over 11,000 beneficiaries
received training in 2011 and a similar level of service is planned for this year. This
represents approximately 15% of training provision in 2012.
All unemployed learners access training on completion of a guidance interview with
DSP/Employment Services – after which they receive an automated email with their
course login details. Applicants access the course within a week of application. An eTutor service is provided for learners taking certified courses while a 24/7 content
support service is available to learners using Skillsoft content.
In response to learner feedback, a Virtual Classroom will be introduced onto all
courses in 2012. This software can simulate classroom interaction with remote
learning seeing and interacting live with each other and tutors. These virtual
classroom sessions can be recorded and played back at any time. The introduction of
Moodle 2 will enhance course customisations, reporting and communication while the
introduction of a content management system will make learning resources available
to all courses (including in-Centre courses for Regions).
A CV preparation and interview skills module has been added to all on-line courses
and an IT system for recording placement data is in testing stages at the moment. This
will facilitate recording of training outcomes. A marketing campaign is planned for
2012 and a course self-selection tool and process for learners is currently in design
stage. The selection tool will help learners identify their position on a career roadmap
and therefore the appropriate course pathway to develop their skills in their identified
pathway to work. These new courses will also focus on the IT skills shortage
identified in various reports.
4.7 Job Opportunities 2012 and FÁS Training Response
Current and potential labour shortages and skills shortages93 are of considerable
interest to publicly-funded training providers such as FÁS. Below in Table 4 is an
overview by career training cluster of anticipated employment opportunities in 2012
and examples of the current and planned FÁS training response in that context;
93
Skill shortage is defined as insufficient numbers of individuals who have the required education level, skills set
and/or experience to meet job requirements. A labour shortage is defined as insufficient number of individuals
available to take up employment in a particular occupation.
50
TABLE 4
Cluster
Job Opportunities 2012
Examples of current courses
1: Information
technology
Analyses of vacancies and job announcements
throughout 2011 shows that there will be
many employment opportunities in IT-related
occupations in 2011. Indeed, vacancies in ITrelated occupations accounted for over 40% of
all advertised vacancies in professional
positions in 2011. The vacancies covered a
wide range of different skills and included
programmers and software developers
(including web development) and testers (e.
g..Net, C#, C++, VB, Java, J2EE, SQL Server
and SSIS (Server Integrated Services), Unix,
Oracle, PHP, SAP, ASP.Net, Microsoft
Certified developers (e.g. MCAD) IT business
analysts, architects and systems designers (e.g.
cloud computing (including R&D), embedded
systems, systems analysts, infrastructure
analyst)
IT project managers.
The volume of vacancies in many of these
occupations actually exceeded the supply of
suitably qualified job-seekers and recruitment
agencies experienced difficulties filling
vacancies in a wide range of occupations
including:
IT and telecommunications professionals:
with expertise and experience in Software
development (e.g. Java, C++, .net, Oracle,
PHP, SharePoint, C Sharp)
Web development (HTML, Ruby on Rails,
ECDL
ICT Microsoft Office Specialist
Advanced Web Design
Digital Imaging
MYSQL and PHP for Dynamic
Websites
Computer Maintenance and
Networks
Networks and Windows 2003
Server
Software Developer
Cisco Networks
Comptia Security + 2008
Certificate
Sun Certified Programmer
VB Net Programming
IT Support Specialist
Cisco Certified Entry Networks
Technician
Windows 7 Support Technician
KEY:
New FÁS course Introduced (I), course
being piloted (P), pilot approved (PA), course in
development (ID), ITN underway (A)
Programming for Cloud (ID),
IOS Apple (Mobile Technologies) (P)
Mobile Android (ID),
Mobile Windows (ID),
Microsoft Certified IT Professional (P)
IT Technology Sales & Customer Care (P)
Java Programmer (PA)
Creative Media [formerly Augmented Reality/
3D Apps & Platforms] (ID),
Games developer (ID),
Programming 4 - C# Specialisation (A)
Software Test Analyst (A)
Business Analyst with.Net Framework (A)
Train the IT Trainer (A)
Networking Specialist (A)
Internet Marketing/eCommerce (A)
Examples of 30 new online courses introduced
Microsoft Certified Solution Developer
HP ATA - Connected Devices
Rich Media Communications using Adobe Flash
.NET Fundamentals.
Video Communications Using adobe premiere
Flex, etc.)
Specific areas of gaming technology (e.g.
animated 3D developer, Flash, security
auditing, PHP CSS), Linux & Unix and
substantial experience (5+ years)
Telecommunications (mobile technology,
iPod, android)
The current shortages of IT-related skills is
reflected in the fact that one in every two
persons from a non-EEA country issued with a
work permit in 2012 was for an IT-related
skill. Most of these workers came from India.
These current shortages of suitably qualified
job-seekers in IT related occupations will
continue into 2012, bolstered by the fact that a
number of companies which are due to either
commence or expand operations in Ireland in
2012 requiring IT related skills. The type of
skills which these companies will require
includes:
Software/product development and R&D
engineers (e.g. cloud computing, .net, java,
financial software development, internet
security, web developers, games developers,
and telecommunications) IT specialist
managers and IT systems architects
52
Cluster
Examples of current courses
2. Transportation,
distribution and
logistics
Ireland has a very open economy. Over 80%
of everything that is produced in Ireland is
exported. Consequently, efficient transport
and logistics systems are a critical determinant
of the overall level of competitiveness of the
Irish economy.
Forklift Operator
Warehouse Operative
Best Practice procurement
Heavy Good Vehicle Driving
(HGV)
Supply Chain Logistics Traineeship
KEY:
A significant number of courses in this cluster will
be redeveloped in 2012 to meet newly published
FETAC awards.
Information technologies have had a major
impact on the skill requirements in this sector.
It has enabled the different functions of the
traditional supply chain; transportation,
warehousing, and distribution to become fully
integrated.
Cluster
Example of Existing Courses
3: Sales and
marketing
The open nature of the economy and the
increasing volume and value of exports were
reflected in a very strong demand for sales
personnel in 2011. Two developments in
particular are impacting on the nature of that
demand; firstly, the composition of our export
markets is changing; while the UK remains a
biggest single export market, a higher
proportion of our exports are going to
continental Europe and, particularly in recent
years, to emerging markets, particularly
Technology Sales and Customer
Care
Professional Selling
Pharmacy Sales
Sales and Marketing Traineeship
Teleservices Agent Traineeship
Advanced Certificate in Retail Mgt
Retail Sales
KEY:
Retail Skills (I)
Market Intelligence Agents (ID)
On-Line Sales Agents (A)
On-Line Digital Marketing (A)
53
China.
This pattern will continue into 2012 and
beyond as Ireland’s manufacturing companies
seek to increase their share of European and
emerging markets, particularly in commodities
such as processed foods.
Fluency in a continental European language or
indeed in Mandarin has become an important
component in the skills set of the marketing or
sales executive. Product knowledge is also an
important skills asset as is a reasonable level
of computer proficiency.
The second development is the impact of the
internet and improved telecommunications in
general. Technology is having a major impact
on the skills required in marketing and sales.
To an increasing extent, the sales executive is
expected to be able to acquire an inset into the
market- place through an analysis of data
using various data mining techniques. The
modern sales executive requires an expertise
in research, data-mining and relevant product
knowledge.
Analysis of vacancy data and job
announcements in 2011 shows an increasing
demand for sales and marketing executives.
Many of these vacancies stipulate proficiency
in a second language – usually a European
language – as a requirement of the position.
54
Cluster
Job Opportunities
Examples of Existing Courses
4: Health, Care,
Social and Other
Personal Services
The demographic structure of the population,
combined with the changing gender
composition of healthcare occupations and the
difficult economic situation is creating an ever
increasing demand for skilled personnel in the
health, care and social services areas.
Ireland has the highest birth rate in Europe.
While the recession has resulted in a small
reduction in the participation rate of females
of child bearing age and a corresponding
increase in ‘home duties, the increase is not
sufficient to dampen the strong demand for
child-minding skills, and this demand is
expected to continue for the foreseeable
future.
While Ireland is experiencing a ‘baby-boom’,
it is also an aging population. There is an
acute shortage of healthcare professionals,
particularly doctors, specialist nurses and
certain therapists. Shortages of healthcare
professionals is a European phenomenon and
many countries have responded to this
shortages by increasing the supply of
healthcare assistants – particularly in the
geriatric area. The analysis of vacancy data in
2011 shows that there is a strong demand for
carers generally and particularly childcare and
care of the aged.
Childcare Worker
Healthcare Assistant
Security Guard
Hairdressing
KEY:
Surf Instructor and Beach Lifeguard Training (P)
Event Management/ Security. (ID)
Festival Management & Sound Production (ID)
Barbering (Call for proposals 1st half of 2012)
55
Cluster
5: Built
environment
Direct employment in the construction
industry in Ireland has contracted from a peak
of 284,000 in 2007 to just under 100,000
today. However, there is evidence that both
activity and employment have stabilised and
further significant reductions in employment
are not anticipated in 2012. Nevertheless,
there is an excess supply of construction craft
skills and as there will be little if any activity
in the residential sector in 2012, the
requirement for training in these trades is
extremely limited. Some training, however,
will continue to be necessary as a result of
mandatory qualifications. This training is
mainly, although not exclusively in the area of
construction plant and quarrying and Safe
Pass.
The demand for skills associated with the
conservation of energy and the generation and
maintenance of alternative sources of energy
will continue to be in demand. Activity in
these areas is being driven by both national
legislation and EU legislation. The
conservation of energy is particularly
important in the context of the built
environment; the traditional construction of
residential housing is one of the major sources
of energy loss. The construction of new
buildings will include techniques to reduce
heat loss to a minimum such as airtightness
Traditional
Basic Construction Skills
Paving and Kerb Laying
Construction Operative
KEY:
New FÁS Introduced (I), course being
piloted (P), pilot approved (PA), course in
Film/TV/Stage Set Construction (A)
Courses under Construction Skills
Certification Scheme (CSCS)
Quarrying Skills Construction
Scheme (QSCS)
Heritage
Traditional Stonewall Building
Renewable and Energy Efficiency
Reducing Home Energy Costs
Oil Burner Servicing
Building Control Systems
Gas Installation Domestic
Domestic Solar Hot Water Systems
Air Tightness testing and
Measurement
Insulation
Passive House (“A” rated) Building Envelope, (I)
Passive House Construction Mech Systems, (I)
Rainwater Harvesting, (I)
Domestic Thermal Insulation, (I)
Intelligent Building Control Systems, (I)
Small Scale Wind Systems Implementation, (I)
Micro Solar Photo Voltaic Systems
Implementation, (I)
Large-scale Wind Turbine Technician (ID)
Overhead Line Worker (PA)
56
and passive housing and the use of mechanical
ventilation and heat recovery systems and the
use of sustainable sources of heat and energy
such as solar tubes, photovoltaic and
geothermal heating. Some of these techniques
will be applied to existing building, while both
internal and external insulation will play a
major role in conservation energy. The
national targets for generating energy through
sustainable sources will see a significant
increase in the further development of wind
farms while it is anticipated that tidal based
sources of energy will be developed over the
next few years.
Cluster
6: Financial
services
It is anticipated that there will be some job
losses in financial services in Ireland in 2012
as the banks seek to downsize their operations
and reduce their presence overseas in
particular. However, there will also be some
significant job opportunities in financial
services. These will arise from a combination
of the need for a much greater level of
transparency and compliance in all financial
transactions and in a continuation in the
gradual development of financial services in
Ireland from being exclusively fund
administration to the management of funds.
Analyses of vacancy data during 2011 show
that these developments in the financial have
Examples of existing courses
Accounting Technicians Ireland
year 1
ACCA Levels 1-8
Financial Advisor’s Assistant
Traineeship
Computerised Accounts and Payroll
Insurance Broking Official
KEY:
Contact Centre Credit Mgt Services (A)
57
given rise to an increase in demand for a range
of occupations including;
business professionals (project and risk
management (market risk); chartered
accountants (financial and regulatory
reporting, SAP, investment banking,
insurance, industry); management consultants
and business analysts (e.g. funds industry,
banking) , including risk (mostly operational)
analysts and actuaries (e.g. Basel II, SAS,
internal capital adequacy process (ICAAP),
liquidity); Regulatory professionals
(compliance experts in finance, manufacturing
etc.)
Cluster
7: Business
administration and
management
Job vacancy data, job announcements in the
media and the Recruitment Agency Survey in
2011 show that demand for admin/secretarial
roles is confined to experienced candidates,
many with language skills, in accounting roles
(e.g. payroll, accounts payable) and logistics
(e.g. transport clerks) in the pharmaceutical
and financial sectors. In the medium term,
secretarial/administrative roles are also likely
to occur in association with the expansion
activities announced by several companies,
particularly in the pharmaceutical, medical
devices and financial sectors.
However, there is an excess supply of
secretarial/administrative staff due to the
significant number of job losses in sectors
Receptionist Skills
Office Administration
Office Administrator
Computerised Payroll and
Accounts
Legal Secretary Traineeship
SME Management Skills
Business Administration and
Management
KEY:
Supervisory Management Skills (I)
58
with large numbers of staff in these type of
roles, especially in the banking sector (e.g.
AIB, Ulster Bank) and insurance (e.g.
Aviva)).
Therefore, the supply of
secretarial/administrative staff is likely to be
greater than the demand, at least in the shortmedium term. Nonetheless, these occupations
employ almost 200,000 in Ireland and there
will be demand arising from the need to
replace workers who leave (retirement etc.) of
a magnitude likely to exceed 4,000 annually.
Cluster
8: Manufacturing/
Engineering
The demand for skills from manufacturing
enterprises is being driven by an imperative to
enhance productivity and retain a strong
competitive position; In response Irish
manufacturing companies are increasing
productivity through up-skilling their staff.
This process is particularly prevalent at
operative level. The manufacturing operative
is now required to do a range of tasks,
including quality control, testing and
managing automated processes. These tasks
require some level of computer proficiency
and technical knowledge of PLC’s and other
technologies. This development is not specific
to any one sector; it is occurring across
different manufacturing sectors including
medical devises and pharmaceuticals. In
KEY:
Welding
Manufacturing Operative - Medical Devices
Machine Tool Operating
(Cleanroom) (I)
Computer Aided Engineering
Aircraft Maintenance Technician course (I)
Advanced Welding
Aircraft Sheetmetal Work course (I)
Glass Reinforced Plastics
Textile Floor Covering (I)
Wood Machining
O A new Parametric CAD 3D Architectural
Electrical Testing and Verification
Modelling course (I)
Oil Access to Offshore Safety & Medical (P)
Enterprise Skills Development for unemployed
construction craft and skilled workers (P)
Butchery Skills - Beef De-Boning course (PA)
Uileann Pipe Making in conjunction with the Na
Piobairi Uileann (ID)
Bicycle Mechanic (ID)
59
engineering plants, it is being reflected in a
requirement for the GEO (general engineering
operative) to possess a range of skills
including welding and basis programming of
computer numerically controlled machinery.
The significant increase in multi-national
activity in this sector has had a knock-on
effect on the demand for both tool-makers and
fitters. Analysis of vacancy statistics in 2011
shows that there is an increasing demand for
‘process technicians’ in manufacturing while
the number of employers sponsoring
toolmakers and fitters have increased during
the year.
Cluster
9: Natural
Resources
Forestry Operative Traineeship
KEY:
Food Operative (A)
Organic Horticulture
60
Cluster
Job Opportunities
Existing Community-based
Provision
10 Skills
sampling/Supported
training
There will be a focus in 2012 to develop more
market-led programmes within communitybased training provision to enable learners to
compete for relevant job opportunities as
outlined in the Job Opportunites column
relating to each of the clusters above as well
as a focus on enabling learners to meet the
pre-requirements for a range of occupationally
focussed courses acrsoo the clusters
commensurate with their career and
employment aspirations and capabilities.
Range of training provision relevant
to cohorts on Community Training
Centre
programmes,
(CTCs)
Specialist
Training
Providers
(disabilities) (STPs) and
Local Training Initiatives (LTIs)
KEY:
New FÁS community-based Provision
introduced (I) In-development (ID)
Four new FETAC approved Level 3 programmes
have been introduced (supported by fifty seven
(57) training modules associated assessments and
learning resources have been introduced) as
follows;
Personal & Social Employment Skills (I)
Employability Skills (I)
Working with Computer Applications (I)
Science and Engineering Skills (I)
The development of the 10 major awards at level
4 is required to meet the identified needs of
Community Services providers; CTC’s, LTI’s and
STP’s (36 modules and approximately 70
associated assessment instruments leading to
sector specific minor awards) (ID)
10 major awards and one special purpose
awards94 are required to be introduced to meet the
identified needs of Community Services
providers; CTC’s, LTI’s and STP’s at level 5.
They will necessitate the development of a
significant number of sector specific minor
awards which will be developed through subject
matter expertise being made available to FÁS
through the National Learning Network.
94
Business Studies, Office Admin, Business Admin, Art Craft and Design, Creative Media, Graphic Design, e-Business, CAD, Information Processing, Horticultural Skills, Pesticide
Distribution (SP).
61
4.8 Monitoring the effectiveness and relevance of FÁS training
Effectiveness of vocational training 95 is measured through input indicators 96, output
indicators 97 and ‘hard’ and ‘soft’ outcome indicators98. FÁS will use a combination
of all three indicator types to measure the effectiveness of its training provision. The
reason for the mix of indicators is that all courses cannot be subject to the same
expectations with regard to ‘hard’ labour market outcomes 99, in particular job
placement. There are a number of "softer" outcomes 100 that, while often difficult to
measure directly or tangibly, can be very important in helping individuals move
towards positive actions to progress their agree pathway to work, particularly when
measuring the impacts of programmes on ‘harder-to-help’ groups for whom
employment may not be an immediate goal (e.g. the sick, disabled, or long-term
unemployed adults with limited skills) 101.
Perhaps the most profound change for most ‘disadvantaged’ learners is a notable
enhancement of their confidence and self-esteem. This increased confidence has a
significant impact on their learning achievements, attitudes to learning, aims and
aspirations, ability to do real life activities and their social interactions with other
people. They are ready then to progress to more demanding forms of training and
education in terms of their capacity to undertake the acquisition of the relevant
technical and soft skills and more importantly, undertake the examinations to gain a
recognised qualification to compete in a tight labour market 102.
It is also worth noting that the matching of a course to employer need and/or to trainee
preferences is not a scientific exercise based solely on identified income or
employment prospects. Rather, there are additional and arbitrary influences from
family and peer groups as well as individual preferences, personal circumstances,
existing capabilities and prior experiences impacting on any decision by the learner in
this regard. Individuals, depending on their distance from the labour market, may
therefore require a number of interventions and additional significant supports to
progress along a viable pathway to work.
95
‘Vocational education and training indicators project- EU priorities and objectives related to VET’ Centre for
Educational Research, London School of Economics and Political Science and Cedefop 2000.
96
Such as percentage of young people in various types of training
97
Such as percentage of course starters who have achieved a qualification or part of a qualification.
98
Such as percentage of course participants who started a course obtaining a job within x weeks of course
completion (Hard) or increased self-confidence of learners (Soft).
99
European Commission, DG Education and Culture in co-operation with The European Centre for Development
of Vocational Training (Cedefop) ‘Inventory on Validation of Non-formal and Informal Learning 2010, Thematic
Report – Validation for Specific Target Groups’.
100
‘Softer outcomes’ may include achievements relating to: interpersonal skills (e.g. social skills and coping with
authority); organisational skills (e.g. personal organisation and the ability to order and prioritise); analytical skills
(e.g. the ability to exercise judgement, managing time or problem solving); personal skills (e.g. insight, motivation,
confidence, reliability and health awareness).
101
NIACE (2005) ‘Catching Confidence’ Leicester: National Institute of Adult Continuing Education and the LSC
(2004). The Approach: Recognising and recording progress and achievement in non-accredited learning. Learning
and Skills Council consultation document, 2004.
102
‘Measuring Non-Academic Outcomes in Adult Literacy Programs: A Literature Review’ Tracy Westell, April
2005.
62
FÁS primarily relies on the ‘harder’ metrics 103 such as placement and progression
outcomes to measure the labour market impact of its mainline training courses while
also using ‘softer’ metrics, most particularly for programmes tailored to those who
require significant supports to progress their pathway to work.
With regard to ‘softer’ outcomes, the FAS quality assurance system generates a lot of
learner feedback relating to learner training experiences and its impact on their career
and employment aspirations. This too provides a valuable source of data 104. In 2012,
FÁS will systematically gather and collate this feedback through the process of selfevaluation of programmes, where each learner’s imprint on and their experience of
FÁS can be captured and synthesized to improve existing course provision and inform
future course planning.
4.9 Targets
4.9.1 Certification
FÁS award data is supplied via the FETAC Business System (FBS), City and Guilds,
Irish Computer Society (ICS) for European Driving License (ECDL) and the Results
Capture Certification Request System (RCCRS). A detailed analysis of certification
outcomes for FÁS is completed by May of the following year. This year because of
the RCCRS and FBS developments, it is anticipated that these figures will be
available in March 2012.
Nonetheless, preliminary analysis of certification statistics on the FBS and City and
Guilds data shows that total certificates awarded for 2011 will be approximately
81,709. Of these, approximately 14,755 are City and Guilds awards, 3,370 are ICS
(ECDL) awards. The remaining 63,584 are FETAC certificates. These results, without
analysis of other certification data, exceed the 70% outcome committed within FÁS’
Service Plan for Training for 2011. Further analysis of FETAC’s data shows that
majority of certificates awarded were minors (46,288) with the greatest number at
Levels 5 (25,124) and 3 (19,065). Major awards attained are close to the same number
received for 2010 at 8,131 and estimates for Special Purpose awards equate around
8,220. Services (25%), Business and Administration (17%), are the highest fields of
learning (domains) for which awards were given, with high numbers in awards
relating to security and administration.
4.9.2 Placement and Progression
Comprehensive placement data on FÁS programme leavers is collected by means of a
major follow-up sample survey carried out by the FÁS Planning and Research
department. FÁS commissions this independent survey every 18-24 months to
establish outcomes relating to learners participating on FÁS courses105. The most
103
Such as placement rates into a training-related job; progression to further/higher education/training;
independent reviews of training outcomes; certification rates; cost effectiveness (utilization of training centres and
cost per training place). Placement is understood to refer to securing of employment by a learner following
completion of a FÁS provided or funded course again within a specified timeframe. Progression is understood to
refer to undertaking further skills or education courses by FÁS learners within a specified timeframe following
completion of a FÁS provided or funded course.
104
For example Learner feedback from the Alternative Farm Enterprises course evaluation exercise.
105
The survey provides detailed qualitative and quantitative data and it forms the basis for the calculation of a
number of key impact indicators such as placement by programme type, progression rates and certification. It also
gathers data on the perceived usefulness of the training from a number of perspectives (e.g. did it assist in
obtaining employment?). The survey collects data on the pre-training economic status of the participants and also
their salient characteristics such as gender, age and (if unemployed) the duration of unemployment. This facilitates
63
recent such survey was carried out in late 2011 and results are not yet finalised. The
previous survey in 2009 identified outcomes which were largely positive in a very
challenging economic environment and have been presented to the FÁS Board and
published. It is this major survey that has provided the basis for systematic
programme evaluations in the past e.g. by ESRI.
Some shorter-term data on outcomes can be generated using the FÁS MIS based on
the limited information supplied by clients as they leave programmes, supplemented
by data on whether or not leavers remain off welfare benefits. While imperfect, the
data may provide some useful indication of relative outcomes across programmes and
over time106.
In 2012, FÁS MIS will be examined with a view to improving existing data capturing
systems relating to placement and progression outcomes of learners who receive FÁS
training. In addition, FÁS area management are conducting a follow-up at local level
on labour market outcomes of learners who completed training during 2011.
The FÁS placement and progression metric at this stage, is indicative only. FÁS is
currently reviewing both the timing of the survey and the size of the sample with a
view to possibly conducting the survey on an annual basis and increasing the sample
to provide statistically reliable results at course level for at least some programme
categories.
Furthermore, to raise the level of positive labour market outcomes arising from its
training interventions for learners, consideration will also be given by FÁS for a
learner support service to assist learners avail of training, participate effectively in the
learning process, avail of further guidance where necessary during the learning
process and to enable learners secure suitable job placement and suitable progression
opportunities to support their pathway to work. Such support will also be available in
due course to on-line learners107.
Indicative placement and progression and certification targets for 2012 by driver, by
programme type are set out below in Table 5;
comparison between placement rates and survivorship rates from the unemployment register and the net
employment rate for each client profile can be calculated, thus controlling for deadweight effects.
106
For example, the situation of almost 19,400 persons (three months later) who left the main FÁS training
programmes in January-August 2011 as follows; approximately 8% had dropped out; among those who had
completed, 17% were recorded as placed three months after leaving; 5% were recorded as having progressed to
further training; a further 28% were not in receipt of welfare benefits. Progression was running at somewhat higher
levels than in 2010 with placement down somewhat on a year ago.
107
On-line learners undertake training on their own. Primarily to assist with preparing for both on-line and
traditional job search, presentation and interview techniques and to provide a range of supports to facilitate job
placement on termination of the course.
64
Table 5 Placement, Progression and Certification Targets (Non-Apprenticeship)
Primary
Driver
The
Market
Programme
Placement/
Progression
55%
Metric
Certification
70%
NFQ
Level
4-6
Traineeship
55%
70%
4-6
50%
70%
3-6
Courses
(Short)
50%
70%
3-6
courses
(see below
(On-line)
**)
Majority of
places
LMETF
50%
70%
3-6
Majority of
places
Short courses
20%
70%
3-6
The
(Evenings)
Client
European
50%
70%
3-6
Globalisation
Fund (EGF)
Foundation
50%
70%
3-4
Courses
(combine employment and
Bridging
50%
70%
3-4
Courses
Training
50%
70%
3-5
provision in
CTCs
Training
50%
70%
3-5
provision in
LTIs
Training
50%
70%
3-5
provision in
STPs
* % of learners on certified courses who achieve an award or part thereof.
** % of learners on certified courses who complete their programme and achieve an award or part thereof.
Supported Training
Pre-market
Specific Skills
Courses Long
(SST)
INDICATIVE Output metric
65
4.9.3 Utilisation of Resources
The average utilization rate of training-centre classrooms will increase to
approximately 95%+ over the course of the next 18 months as a result of an
agreement with staff representatives to increase the number of contracted training
courses that can be located in FÁS training centres. The under-utilisation of Phase 2
apprenticeship workshop space in training-centre locations and satellite facilities is
currently being examined in the context of a number of scenarios forecast by FÁS
impacting on the likely future demand for apprenticeships.
66
SECTION 5
5.1 FÁS Funding 2012
The FÁS budget has decreased from €1,100m in 2009 to €453 in 2012. This reduction is to
be viewed in the context of reduced costs associated with FÁS Employment Services staff
and employment programmes transferring to the DSP, diminishing human resources in
other areas of FÁS, through changes in trainee allowances, efficiencies in operations and
higher levels of output. With regard to 2012, preliminary allocations to FÁS were
published as part of the overall national budget announcements. The total allocation to FÁS
was subsequently confirmed at €453.023m. See below for details. When projected other
income of €3.0m is added it will allow a budget of €456.023m to be set in 2012, including
capital. This compares to expenditure of €434.7m in 2011.
Table 6 Vote/FÁS Funding 2012
Vote Exchequer
26
G.1 - FÁS ADMIN AND GENERAL EXPENSES
26
26
26
G.2 - FÁS TRAINING AND INTEGRATION
SUPPORT
G.4 - FÁS CAPITAL
G.5 - FÁS PENSION - FINANCIAL MEASURES
ACT
Total Exchequer
FAS - Training people in Employment
FAS - Training people for Employment
FAS - Skills Analysis Unit
Other Activation Supports – Labour market
Activation Fund
Total NTF
Overall Total
Euro 000’s
Total
83,466
23,057
3,000
27,270
136,793
Total
48,000
247,860
370
20,000
316,230
453,023
Notes: FÁS training activity is part funded from the European Social with an average of €30m per year
to be drawn-down under the Human Capital Investment Operational Programme 2007 - 2013. ESF is
channelled to FÁS via the exchequer and NTF receipts. FÁS own income estimated at circa €3.0m can
be added to the schedule above, giving a total of €456.023m
5.2 Staff Costs & Overheads
The combined proposed budget in respect of staff costs and overheads is €122.606m.
Of this, an amount of €64.8m is allocated in respect of staff costs excluding pensions,
€22.8m in respect of overheads and €1.9m in respect of staff travel and subsistence. A
further €27.270m is allocated in respect of closed scheme pensions and €5.9m in
respect of open scheme and early retirement pensions.
67
This expenditure budget is based on a starting number of 1,179 staff at Jan 3 rd 2012,
i.e. after the transfer of staff to the Department of Social Protection. This compares
with an ECF ceiling of 1,161, however the number of 1,179 stated above includes a
full time equivalent of 18.5 who have yet to transfer to the DSP and when these are
taken into account the numbers are in line with the ECF obligations.
5.3 Activity (training days) and Expenditure 2012
Activity and Expenditure relates to Training for Employment (for unemployed
persons) and Training in Employment (primarily relating to apprenticeship), together
with an outline plan for each programme. These plans are presented in the traditional
FÁS programme category as work is on-going to create new structures that will
facilitate monitoring and reporting in the new cluster and driver categories. An amount
of €13.6m remains unallocated to specific programmes at this stage. Further
allocations from this budget will be made following the review of achievement against
plans and the emergence of new priorities.
Overall the 2012 proposed activity day plan of 5.516m days is 536,000 days greater
than that achieved in 2011. This is accounted for primarily by the 500,000 days
associated with the Labour Market Education & Training Fund (LMETF). However,
as referred to later under the specific programme heading, this programme will likely
be achieved over a multi-year time frame rather than a single year. Another point in
the overall context is the continued reduction in apprenticeship and the re-allocation of
resources to training for the unemployed.
The total projected days in the Training for Employment category are 5.180m
compared with a total achieved in 2011 of 4.477m, with the increase due to the
introduction of the LMETF as described above. The pricing is broadly similar to the
actual price for the full year 2011. A reduction in costs reflecting allowance reductions
for 16 and 17 year olds has been estimated which impacts primarily on Community
Training Centres. Table 7 below outlines the 2012 activity and budget under Training
for Employment and under Training in Employment. Included is a brief commentary
on the main points of note under each programme type vis-à-vis 2011.
68
Table 7 The 2012 activity (training days) and budget under Training for Employment
and under Training in Employment
Programme Type
Proposed
Proposed
Comment
Training
for 2012
expenditure
Employment
Activity
budget 2012
Level (days)
Bridging Foundation
108,000
€6.9m
Foundation/Progression in 527,000
CTC’s - Mainline
€41.7m
Foundation/Progression in 43,000
CTC’s – Justice Workshops
€1.6m,
Return to Work
8,000
€0.5m
Skills Training
995,000
€61.6m
Traineeship
540,000
€33.2m
Mainline
Wider Horizons
€33.4m
Training 532,000
€53.7m
Blended 675,000
€3.6m
Specialist
Providers
On-Line
learning
and
€0.9m
The 2012 activity level is down on
the 2011 revised budget and the
actual achievement in 2011. The
reduction in the budget is in line
with the greater focus on those
courses that offer a more
immediate prospect of gaining
employment e.g. Skills training,
Traineeships.
Activity almost equal to the 2011
levels
while
the
proposed
expenditure budget for the year is
compared
with
the
actual
expenditure of €42.4m in 2011.
Activity is proposed at days, equal
to the 2011 levels while the
proposed expenditure budget for
the year is slightly down on the
actual expenditure in 2011.
Days are significantly down on the
19,000 days achieved in 2011. The
proposed reductions on this
programme are for similar reasons
as described for the Bridging
programme regarding subsequent
prospects for employment. The
expenditure budget is proposed at,
in line with the activity reduction.
Activity will be about the same as
that achieved in 2011. SST long
courses will account for 755,000
days and short courses 240,000
days.
10% activity increase on that
achieved in 2011, actual spend of
€28.7m in 2011.
Small increase in activity and
budget over 2011 levels.
Days significantly down on the
2011 outturn of 20,000 days.
Activity slightly greater than 2011.
Budget is, similar to the actual
expenditure in 2011. Training days
are circa 3% higher than the
653,000 days achieved in 2011. A
further €0.4m is proposed for
learning in conjunction with the
Library project, with corresponding
days of 34,000.
69
Programme Type
Training
Employment
Comment
for Activity Level expenditure
(days)
budget 2012
203,000
Evening Courses
European
Fund
€6.4m
€2.0m
Globalisation
Redundant
Apprentice
Placement Programme
€11.3m
FIT Initiative
€0.950m
Library project
€0.4m
European
Initiatives
&
€1.1m
Other
Labour Market Education
and Training Fund
€20m
Yet to be allocated
€13.6m
Total
€292.8
Programme Type
Training in
Employment
Phase 4 and 6
500 people on FIT activated
courses
Euro and Other Initiatives
relating to the apprentice
mobility fund, the screen leaders
Film & TV project and Wider
Horizons funded through the IFI.
Up to 6,500 to be activated.
It is envisaged that the allocation
of €20m will be spent over a
multi-year time frame
Comment
Activity Level expenditure
(days)
budget 2012
€36.5m
Apprenticeship
Phase 2
Non-fee
paying
actual
expenditure in 2011 of €7.4m.
234,000 days achieved in 2011.
Demand for this budget will
come primarily from EGF
Construction clients but is also
designed to provide for costs
associated
with
potential
additional applications, should
they arise in 2012.
2,000 placements for 2012
123,500 days
(1,235 apprentices)
204,120 days
(3,888 apprentices)
STB Training and
Sectoral Initiatives
€0.650m
Film and TV sector
€0.5m
down 17% on last year’s actual
cost of €43.9m
2012 total of 327,620 days
compared with 450,000 days in
2011, a drop of 27%.
A further reduction continuing
the policy in recent years of reallocating resources to the
unemployed from those
employed
Pending confirmation of funding
from the Film Board which in
turn will determine the FÁS
funding element.
70
5.4 Type of Training Activity
While the overall target for unemployed beneficiaries in 2012 is down by 5,300 on the
target for 2011 there are a number of trends to note. For example, there is a reduction
(4,300) in the 2012 target in the ‘Full time day’ category. The number of places
allocated to SST shorter-duration courses has been reduced by approximately 30% to
6,523. In addition there is a reduction (4,300) in the combined ‘Evening and Online’
categories and a similar reduction (4,100) in the ‘Other/library/wider horizons’
category.
These reductions arise primarily from a reduction in the overall capacity of the
training centre network to deliver the very high volumes of training provided in recent
years, due to essential re-deployment of on-going diminishing resources to critical
business areas such as quality assurance and the monitoring of training. This reduction
(12,700) is off-set in to some degree by the beneficiaries to be activated by the new
LMETF (up to 6,500) and by an increase (900) in Redundant Apprentice Placement
Scheme, thus leaving an overall lower target for beneficiaries numbers (5,300) when
compared to the 2011 target.
Table 8: Allocation of FÁS Beneficiaries in 2012(full time, evening etc.)
Type of Training Activity
Target 2012
Full time day
Evening
On-line/e-Learning
Redundant Apprentices
Other/Library
Wider Horizons Return to Work
LMETF
Total for FÁS Training Division
2011
38,000
21,000
12,000
2,000
2,000
As a % of
2012 FÁS Total
47%
26%
15%
2%
2%
6,500
81,500
8%
100%
5.5 Share of training to meet employer need and what clients want.
At just over half of the total provision for unemployed persons in 2012, the share of
market-led provision i.e. Specific Skills long and short courses, Traineeships as well
as the vast majority of On-line provision and a proportion of Evening, Blended
Learning and Community-based provision - is in line with the FÁS Board strategy to
increase the provision of training that is more aligned to employer need while at the
same time provides what clients want (client-led).
Excluding the LMETF and TESG, the 2012 share of market-led training (52%)
represents a further re-alignment of provision to meet employer need when compared
with the 2011 share (44%). The share of client-led provision has been adjusted
downward from 38% in 2011 to 17% in 2012. The share of Premarket-led and
Supported-training at 14% and 8% respectively compares with 7% and 11% of share
in 2011.
The breakdown in share is illustrated in Figure 2 below;
71
Figure 2: Breakdown of Training provision by the four Labour Market Drivers 2012
Market-led 2012 (52%),
2011 (44%)
60
50
Client-led 2012 (18%),
2011 (38%)
40
30
Premarket 2012 (14%),
2011 (7%)
20
Supported 2012 (8%),
2011 (11%)
10
0
2012
2011
Unallocated to the LMETF
8%
5.6 Allocation of Training by Career Training Clusters
In 2012, the most notable trends are that 21,837 individuals (beneficiaries) will
undertake training in the Business Administration and Management cluster
representing approximately 27% of the total provision of 81,500 in 2012. Courses in
demand include, Office Administrator and Clerical/Receptionist. This cluster also
includes basic computer courses, including ECDL/MOUS provided as an ‘enabler’ or
‘digital literacy’ or ‘life’ skill for those wishing to train for occupations across a range
of business and industry sectors and where basic IT skills are essential.
Training in the Skills sampling/Supported training cluster in CTCs, STPs and LTIs,
will be provided for 13,107 individuals including early school-leavers, persons with a
disability and others such as travellers, lone parents, people with mental health issues,
ex-offenders, recovering substance dependents and homeless people, representing
16% of the total provision.
Training in the IT cluster will be provided for 10,681 beneficiaries representing
slightly over 14% of the total provision. This cluster includes courses such as
Software Developer and PC Maintenance. A number of new IT courses such as Sales
& Customer Care, Java Programmer, IOS Apple (Mobile Technologies) have been
introduced with others in the pipeline for 2012, including Microsoft Certified Solution
Developer, Android Mobile Technologies, Cloud Computing, Games Development,
Rich Media Communications using Adobe Flash.
Training for 7,877 beneficiaries will take place in the Health, care and other personal
services cluster representing approximately 10% of the total provision. Courses in
demand include Healthcare Assistant, Childcare Worker, Security Officer and
Hairdressing.
Under the Built Environment cluster 6,183 beneficiaries will receive training. Of the
7% of total provision represented by this cluster, many individuals will undertake
‘renewable energy’ courses such as Passive House, Domestic Gas Installer as well as
foundation, intermediate and advanced CAD courses. Other will undertake the more
traditional type of construction-related training such as Construction Skills
Certification Scheme (CSCS) provided mainly through the FÁS National
Construction Training Centre in Mt. Lucas.
72
Training for 4,266 individuals will be provided in the Manufacturing/Engineering
cluster representing a 5% share of the total training in 2012. More courses in MIG and
TIG welding will be provided due to increased employer demand.
Training for 2,761 individuals will be provided in the Sales and Marketing cluster
representing just over 3% of the total and include courses such as Sales
Representative and Customer Care, Pharmacy Sales.
Training for 2,512 individuals will be provided under the Financial Services cluster,
again representing just over 3% of the total where the Computerised Accounts and
Payroll course is well regarded by both learners and employers.
Training for 2,020 individuals will be provided in the Transport, Distribution and
Logistics cluster, representing approximately 2.5% of the total – marginally down on
2011 volumes. The most popular courses remain Forklift Truck Operator and Heavy
Goods Vehicle Driving.
The Natural Resources representing 0.5% of the total or 267 individuals includes
horticulture courses (including organic horticulture) Forestry Operative Traineeship
and an Alternative Farm Enterprises course.
Approximately 12% of the total, representing 9,989 training places, has yet to be
allocated, of which 6,500 relate to the new LMETF due to commence during 2012
and where, at the moment, the type of intervention remains undetermined. The
number of places yet to be allocated by the FÁS Area Units is 3,489. This process will
be finalised shortly.
This data is represented below in Figure 3 below;
73
Figure 3: Estimated share of training in 2012 by career training cluster
Business Admin & Mgt (21,837)
12%
0.5%
2.5%
27%
Skill sampling/Supported training
(13,107)
3%
IT (10,681)
3%
Health, care, other personal services
(7,877)
Built Environment (6,183)
5%
Manufacturing/Engineering (4,266)
Sales & Marketing (2,761)
7%
Financial Services (2,512)
Transport, distribution, logistics (2,020)
16%
10%
Natural Resources (267)
Yet to be allocated (9,989)
14%
Figure 4 Breakdown of beneficiary numbers by the four labour market drivers by
each career cluster
12,000
Business Admin &
Management Cluster
(21,837)
10,000
8,000
6,000
4,000
2,000
0
market led
client led
premarket
supported
74
7,000
Skills
Sampling/Supported
Training Cluster
[primarily CTCs,
STPs, LTIs] (13,107)
6,000
5,000
4,000
3,000
2,000
1,000
0
market led
client led
premarket
supported
10,000
IT Cluster (10,681)
8,000
6,000
4,000
2,000
0
market led
client led
premarket
supported
5,000
Health, care and other
personal services
Cluster (7,877)
4,000
3,000
2,000
1,000
0
market led
client led
premarket
supported
4,500
4,000
3,500
3,000
2,500
2,000
1,500
1,000
500
0
Built Environment
Cluster (6,183)
market led
client led
premarket
supported
75
3,500
Manufacturing/Engine
er Cluster (4,266)
3,000
2,500
2,000
1,500
1,000
500
0
market led
client led
premarket
supported
2,500
Sales & Marketing
Cluster (2,761)
2,000
1,500
1,000
500
0
market
client
premarket
supported
3,000
Financial Services
Cluster (2,512)
2,500
2,000
1,500
1,000
500
0
market led
client led
premarket
supported
2,500
Transport,
distribution, logistics
Cluster (2,020)
2,000
1,500
1,000
500
0
market
client
premarket
supported
76
300
Natural Resources
Cluster (267)
250
200
150
100
50
0
market
client
premarket
supported
7,000
6,000
'Yet to be allocated' by
FAS Operations to the
10 Clusters [LMETF
to be allocated in due
course] (9,989)
5,000
4,000
3,000
2,000
1,000
0
market
client
premarket supported
LMETF
5.7 Estimated Beneficiaries and Associated Activity and Expenditure 2012
The estimated allocation of beneficiaries, associated activity and expenditure
allocated to SAP as at Wednesday 29th February is set out below in Table 9 by
‘programme share’ and ‘programme percentage’, with particular reference to the four
drivers of training as outlined above in Section 2.2 of this plan. Explanatory notes are
also provided, in particular, relating to the ‘yet to be allocated’ beneficiary numbers.
77
Table 9: Estimated Beneficiaries, associated Activity (training days) and Expenditure
(2012)
Driver
Activity
Days
Programme Prog %
Prog
Share See *
Share
€Expenditure
Beneficiary
Prog %
Programme Prog %
Share €m
below
Market-led
Client-led
Premarket
Supported
LMETF
Unallocated
LMETF
EGF
EU + Other
42,602
13,894
11,731
6,773
6,500
52
18
14
8
8
Activity to be
allocated by
FÁS
Operations
Training for
Employment
Note
1.
2.
3.
4.
5.
81,500
100
1,965,316
633,741
812,010
850,809
41
13
17
17
106
41
53
65
500,000
10
26
103,994
2
4,761,875
100
291
36
14
18
23
100
Expenditure figures have been rounded.
Programme share for market-led ‘Beneficiary’ includes 3,489 beneficiaries yet to be allocated
by the FÁS Operations to the clusters but does not include 6,500 LMETF beneficiaries to be
allocated to the clusters after the call for proposals during 2012. The total number that remains
to be allocated to the clusters is 9,989 beneficiaries (12,26%).
Programme share for ‘Activity Days’ includes 500,000 activity days that remains to be
allocated to LMETF, the EGF, EU and other initiatives.
Cost associated with the activity that has yet to be allocated by FÁS Operations is included in
the market-led budget of 106m
The relatively higher percentage expenditure on Premarket (Bridging and Foundation courses)
and on Supported Training (CTCs, LTIs and STPs) is primarily accounted for by higher cost
per beneficiary associated with this type of activity, where significant supports are required by
learners on these programmes, for example, lower class ratios when compared with mainline
training.
5.8 Estimated Allocation of Beneficiaries by FÁS Programme Type
There is a net overall reduction (-789) in the allocation of beneficiaries (Training for
Employment) when compared to the estimated outturn for 2011 on a ‘like for like’
basis. There are a number of trends to note within this overall reduction. Firstly, there
are reductions in the estimated allocation of beneficiaries across all programme
categories with the exception of On-Line, Blended Learning, On-Line (e-Tutor), and
Redundant Apprentices (+48). The most significant reduction is in Evening training
(30%).
Secondly, the mix of SST long courses and SST Short courses has changed. The
estimate of beneficiaries allocated by the Operations to SST Short courses has been
reduced in 2012 by approximately one third to 6,523.
78
Thirdly, the Labour Market Education and Training Fund will be allocated +6,500
beneficiaries - where is anticipated that a significant number of interventions will be
in the market-led category. The Labour Market Education and Training Fund and Online e-Tutoring (i.e. 23% or 18,500 of total estimated beneficiaries for 2012) are
managed centrally. The balance (i.e. 77% or 63,000 beneficiaries) reflects the
reduction in capacity of the training centre network to provide the same level of
training in 2012 when compared to the 71,000 beneficiaries provision in 2011. All
three factors above are the primary contributors to the reduction in share of client ledprogrammes in 2012.
Table 10: Estimated Share of Beneficiaries by Traditional FÁS Programme Category
(2012 Estimates vs 2011 Outturn)
Programme Type
SST Long
SST Short
Total Specific Skills
Total Traineeship
Bridging
Refresher
Return to Work
Wider Horizons
Blended
Redundant Apps
Total other full-time
CTCs
STPs
LTIs
Total Community
Evening
Libraries
Total part time
TESG
On-line e-Tutor
LMETF
Total FÁS Training
for Employment todate
Yet to be allocated
2012 Target
Area Training
Plan Estimates
2012
10,084
6,523
16,607
4,907
2,209
185
178
123
1,016
2,262
5,973
3,550
3,401
4,803
11,754
18,679
1,591
20,270
0
12,000
6,500
78,011
Provisional End-of-Year Report 2011
Target = 96,000
F = confirmed by FÁS Finance Dept.
E = estimate to be confirmed by FÁS
Finance Dept.
@ = this requires a manual exercise
@
@
19,651 (F)
5,158 (F)
3,615 (F)
193 (E)
466 (F)
Included in LTI figure
771 (E)
2,339 (F)
7,384 (E)
4,363 (F)
3,696 (F)
6,071 (F)
14,130 (F)
24,680 (F)
Included in SST figure
24,680 (F)
13,700 (E)
11,286 (E)
0
3,489
81,500 82, 289 (Including TESG 95,989)
79
Section 6
6.1 Apprenticeship
FÁS currently retains the statutory responsibility for the organisation and control of
designated apprenticeship by the powers conferred on it by the Industrial Training Act
1967 and the Labour Services Act 1987-2009. FÁS are aware of proposals for a
review of Apprenticeship by DES and welcomes an opportunity to contribute to the
review.
Apprenticeship is the recognised means by which people are trained to become
craftspeople in Ireland. The main craft trades have been designated by FÁS and come
within the scope of the Statutory Apprenticeship system. Statutory Apprenticeship in
Ireland is organised by FÁS in co-operation with the Department of Education and
Science, employers and unions. The level of new entrants (registrations) by employers
reduced significantly in the period 2006-2011 from 8,306 to 1307. There was a slight
increase in registrations from 1,204 in 2010 to 1,307 in 2011.
Figure 5: Trends in Apprenticeship Registration 2001-2011
9000
8000
7000
6000
5000
4000
3000
2000
1000
0
2001
2
3
4
5
6
7
8
9
10
2011
In 2012 Apprenticeship programmes will continue to be provided for an estimated
1,200 new registrants in 2012 and more generally for an existing apprentice
population of approximately 13,000 at various stages of their apprenticeship. The
budget for Apprenticeship is €36.5m and this compares to €47.0m (revised Budget) in
2011.
At the same time there has been a significant increase in the number of redundant
apprentices notified to FÁS by employers from 344 in 2007 to a current population of
4,673 in 2011 (61% are in construction-related trades while 25% are in the electrical
trade). A suite of new and existing initiatives will be implemented and / or continued
in 2012 to ensure that a significant cohort of this redundant apprentice population can
complete their apprenticeship 108. In that regard it is worth noting that the Rules of
Apprenticeship relating to the sequential training for redundant apprentices have
changed whereby an individual who had to secure employment on phase 3 before
108
80
proceeding to phase 4, can now proceed to phase 4 without completing phase 3 for the
moment. Likewise for phase 5 redundant apprentices, who can now proceed to phase
6 without completing phase 5 for the moment.
6.2 Keeping Apprenticeship Relevant
A number of significant developments have taken place to keep the apprenticeship
curriculum relevant to changing work practices, emerging technological development
and the introduction of new legislation. For example Brick and Stone Apprenticeship
has been amended to reflect new content while the Aircraft Mechanics Curriculum
has been realigned to accommodate new European Regulations. The Plumbing
Curriculum has amalgamated content in phase 2 to reflect current industrial practices
while new modules on the handling of F-Gases for the Motor Trades, Refrigeration
and Air Conditioning and Electronic Security Systems have been introduced. Other
important work continues with the finalisation of Phase 4 and 6 assessments (version
1 and version 2), the introduction and implementation of “Test Bank” randomlygenerated paper-based assessments across all 28 crafts; the development of the
conversion programme and assessment for redundant Phase 5 apprentices (Plumbers
and Electricians).
A systematic review of the national apprenticeship curriculum will commence in 2012
in the following trades;
Heavy Vehicle Mechanic
Electrical,
Plumbing,
Metal Fabrication
Carpentry and Joinery.
The review will also incorporate the recommendations of the National Apprenticeship
Review Committee (NARC) and the requirements of FETAC including the
development of national outcome standards and assessment instruments. These are
capable of measuring apprentice performance against these standards. The review will
be on-going and will in due course encompass all trades.
In 2011, 293 recognition of prior learning applications (RPL) were received from
individuals who wished to have their qualifications/experienced recognised and 102
applications were approved, with 108 in progress. It is anticipated that a similar
volume of applications will be handled in 2012.
6.3 Redundant Apprentice Initiatives
There has also been a significant increase in the number of redundant apprentices
notified to FÁS by employers. The redundant apprentice population at the end of
December 2011 was 4,673 and of these 2,734 have reached the standard in off-the-job
training and can progress in their apprenticeship. The redundant referred apprentice
population of 1,939 are required to re-sit their outstanding assessments before they
can progress in their apprenticeship.
In 2010 there were 7,602 redundant apprentices in system. In 2011 in the region of
80% of the 4,573 eligible redundant apprentices had progressed to ‘on and ‘off-thejob’ phases of their apprenticeship as a result of the initiatives introduced. This means
that the end is in sight for many redundant apprentices. One of most successful
81
initiatives is the Redundant Apprentice Placement Scheme (RAPS) whereby a
redundant apprentice is placed with a private or public sector109 employer and
provided with on the job training. Over 2,300 redundant apprentices during 2011
have been placed and which greatly exceeds the original target of 1,000 placements.
Approx. 1,600 had completed by December 2011 and 700 are still progressing. In
2012 it is planned to place 2,000 redundant apprentices for phases 3, 5, and 7. A
budget of €11.3m has been provided in 2012 for these places.
A number of additional initiatives will be implemented to progress redundant
apprentices as follows;
A “ Competency Determination Mechanism110 have been developed for eight
trades as follows; Electrical, C&J, Brick and Stonelaying, Cabinet Making,
Plumbing, Metal Fabrication, Painting and Decorating, Plumbing. (Motor
Mechanics- in development). It is planned to call circa 1,000+ redundant
apprentices to undertake a competency determination test in the relevant trade
in 2012.
In 2011 some 1,292 redundant apprentices commenced non-sequential off-thejob training in FÁS and the Institutes of Technology. In 2012, 280 will
commence similar training
Overseas Placement – funding for the placement of 43 redundant apprentices
overseas employers has been approved by Leargas, and these will be placed in
German companies (Magdeburg) in 2012
Certificate in Craft Transferable Skills - a post Phase 6 programme for
redundant apprentices who wish to access further 3rd level programmes will be
offered again in 2012 to redundant apprentices and it is expected that places
will be available in Cork Institute of Technology and Waterford Institute of
Technology
Referred Apprentices-FÁS and the Institutes of Technology have a developed
a short duration refresher programmes for referred apprentices to prepare them
to repeat their outstanding assessments. This will continue in 2012.
109
For example HSE, OPW, Our Lady’s Hospital for Sick Children Crumlin, Mater Miserecordiae and St.
Vincent’s University hospitals and where redundant apprentices undertake maintenance work under supervision.
FÁS is not aware of displacement.of existing jobs occuring. A review of RAPS is being finalised to ensure that its
aims are being achieved.
110
For eligible redundant apprentices who have successfully completed Phases 1-7 but have a time deficit in
meeting the minimum requirement of 4 years (208 weeks) for the Award of the FETAC Level 6 Advanced
Certificate-Craft.
82
SECTION 7
7.1 Innovations in Community-based Training (CTCs, LTIs STPs)
An Innovation Strategy initiated with CTCs at both national and local level continues
in 2012 with a strategic focus on:
o Value for money
o Board Governance
o Innovative training relevant to both the labour market and further
educational training opportunities for early school leavers.
o Retention management/Improved progression outcomes
o IT
7.1.1 Value for Money (CTCs)
With regard to value for money, a new budget model for CTC’s has been
implemented by FÁS. Budgets applied to CTCs for 2011 were based on;
o Staff costs ( in line with staffing per Productivity Agreement)
o A maximum operational cost per day was applied to calculating running
costs (exclusive of rent costs ) based on in-centre activity
o Training allowances
The process has resulted in a significant reduction in CTC training costs. The
CTC budget bidding process to reflect the new budgeting model will continue
in 2012.
7.1.2 Corporate Governance (CTCs)
Excellence in CTC Corporate Governance has been implemented through
IACTO to provide the 39 Boards of CTCs with the capacity to monitor and
improve legal and contractual compliance. The objective of the initiative is to
provide Boards of CTCs with the tools and supports to monitor and improve
the legal and contractual compliance of their CTC and also benchmark
practice in board governance and the management operations.
7.1.3 Innovative Training (CTCs)
Through a series of innovation projects in 2010 and 2011 innovative training
resources have been developed for trainers and learners to match new FETAC
Level 3 and Minor Awards in Application of Number, Digital Media, Media
Awareness, Physics, Chemistry and Biology and Level 4 Mathematics. In
2012, the focus will be on ensuring that target cohorts are recruited, that
certification targets of 70% are being achieved on all provision in CTCs and
that programmes relevant to the labour market and further education and
training progression options to continue to be developed.
7.1.4 Retention Management/Progression Outcomes (CTCs)
To improve progression outcomes a priority has been given to the
Literacy/Numeracy needs of CTC learners in 2011/2012 through two major
initiatives. A specific Literacy/Numeracy fund has been established to the end
of the year to support CTCs which are experiencing serious difficulties in
literacy and /or numeracy provision. The fund supports one-to-one tuition and
group literacy training. To accelerate the implementation of an integrated
literacy model in CTCs, FÁS in association with NUI Maynooth and NALA
implemented six Integrating Literacy Programmes in 2011 offering a Level 7
83
Award on the NFQ targeted to CTC Managers and Instructors across the CTC
Network. A total of 122 CTC staff have participated on the programmes
nationwide. The objective is to enable CTCs integrate literacy and numeracy
into all the training provided to early school leavers
7.1.5 IT (CTCs)
The FÁS Community Training Unit working with the IT Department
developed a project to provide high speed internet connections to 39 CTCs.
The successful contractor, Eircom, is installing a system providing a secure
internet connection for CTCs that will be filtered through the central FÁS
firewall and filtering software designed to ensure key risk areas are mitigated
and to meet FÁS audit requirements. This will be fully operational in 2012.
7.1.6 STPs
The new budget bidding process implemented with STPs in 2011 based on the
achievement of agreed objectives and targets for training service provision for
people with disabilities will continue. A new learner support, training and
funding model will be introduced through a pilot tendering process which will
be developed in 2012 for implementation in two STP locations. The outcomes
will be reviewed prior to roll-out to other STPs over the next two to three
years. The STP Business Objectives - including the new initiatives outlined
above - have been updated for July-December 2012 for implementation by the
regions and STPs.
7.1.7 LTIs
A national review of LTIs will commence in 2012. This will involve a
comprehensive assessment of the relevance and effectiveness of each existing
LTI against a set of criteria. The outcomes of the review will inform decisions
regarding the viability or otherwise of each LTI.
7.1.8 Re-orientation programme for re-deployed FÁS staff into communitybased training
Following the internal re-organisation of management and staff
responsibilities in December 2011 with regard to community-based
programmes arising from the imminent transfer of employment services staff
and some community services staff to the DSP, the need for a training/briefing
of staff and management with responsibility for community training was
identified. As a result a structured regional handover took place during the first
two weeks in January 2012 which included
CTC and STP Business Plans
CTC, STP, LTI contracts and budgets
Site visits to meet CTC and STP Managers and LTI Co-ordinators
Issues debriefing
A National Policy Briefing Meeting for Managers and Assistant Managers
with responsibility for Community Training Programmes (CTC, STP, LTI
Policy)also took place. In addition, an Operational Briefing for all FÁS
Community Development Officers and Assistant Managers with responsibility
for Community Training was completed in Jan/Feb 2012.
84
7.2 Enhancements to Business Supports
The following business processes and new initiatives will underpin 2012 training
provision;
- Course re-development/replacement to meet new FETAC awards
- New Training Standards System (TSS)
- Addressing the recommendations of the FETAC Monitoring Report on
FÁS
- New Marking Scheme for FÁS Assessments
- New Contracted Training Framework
- New Curriculum Content Management System
- New IT-based Results Capture Certification Results System (RCCRS)
- Strategic Partnerships
7.3 Re-development/replacement of existing courses to meet new FETAC Awards
FÁS has commenced a process of redeveloping a significant volume of course
provision for unemployed persons under two streams of activity. Stream 1 consists of
developing new courses primarily designed to meet identified employer needs. See
Table 4 above for details. Stream 2 consists of developing or re-developing or
replacing existing FÁS courses primarily designed to meet new FETAC awards where
employers have had an input into the development of the award specifications - see
Appendix 3 for details. Both streams are being implemented concurrently in 2012.
As it stands, an estimated 66 new courses, 180 modules and 350+ assessments
incorporating the new grading system, are required to meet the December 2012
deadline. An additional 45+ new FETAC awards due to published in February 2012,
and will then require significant additional courses and assessments to be developed
in line with the published Award specification.
7.4 Training Standards System (TSS)
The new FÁS Training Standards System (TSS)111 is now operational. It is a
successful framework which enables FÁS to set standards within which to operate, to
allow FÁS to exercise appropriate governance and to manage risks in relation to its
range of training and services provided by the operational units and supported by the
Training Policy Development and Support Unit. Significant additional resources from
within FÁS have been re-deployed to implement this system and the incidence of
serious undermining of the integrity of the training and assessment system has
diminished considerably since the TSS was introduced.
Feedback to-date from external authenticators on the quality of training and on
improvements to training courses and assessment has been positive. A recent interim
FETAC Monitoring Report on FÁS training activities acknowledges the significant
improvement to-date in the way that FÁS develops implements and reviews its
training provision. To further strengthen the implementation of the Training Standards
Systems (TSS) a number of I.T. system supports112 will be developed; test event
111
The term standard in relation to this system relates to the standard of delivery of FÁS products and services to
learners. The TSS processes promote an environment that encourages continual improvement and also conforms to
Awarding Bodies’ requirements.
112
The test event notification and test results capture system is intended to capture details of assessment events
scheduled and will facilitate the electronic recording and compilation of test results into an overall module result.
The development of this system will facilitate the processing of results in a more efficient way. The web based
learner portal, is intended to be one stop source of information for learners relating to FÁS course provision,
85
notification and test results capture system; learner web based portal; introduction of
certification audits; revised approach to the implementation of internal monitoring of
the TSS. Management and staff will continue to work closely together in 2012 to
further consolidate and improve the TSS.
7.5 Addressing the recommendations set out in the recent FETAC Monitoring
Report on FÁS
Between 2005 and 2010 FETAC put in place a range of policies and guidelines for
providers (quality framework) relating to quality assurance, as required by its
legislative functions as set out in the Qualifications Act (Education and Training),
1999. FETAC has over 960 registered providers113 offering over 8,000 diverse
programmes. FÁS is the largest single provider of FETAC awards and has one quality
assurance agreement which incorporates multiple centres and programme activity
countrywide. FETAC agreed the quality assurance of FÁS and registered FÁS as a
provider in December 2007.
During the latter half of 2011 FETAC conducted a comprehensive monitoring
exercise to establish overall FÁS compliance with FETAC requirements. FETAC
identified many areas of good practice and a number of areas for improvement. FÁS
is now obliged to implement an improvement action plan to address the
recommendations set out in the Monitoring Report.
7.6 Contracted Training Framework
FÁS recognizes the need to; demonstrate that funds voted by the Oireachtas for its
training provision are being managed in such a way as to satisfy official and public
scrutiny; are being used for the purposes intended; that FÁS’ statutory duties and
other legal requirements are being properly discharged. It is quite appropriate that
FÁS/SOLAS should account for the public monies that it spends. Similarly, private
training contractors who receive funding from FÁS/SOLAS should likewise account
for their use of this money.
The framework consists of revised contracted training procedures and contracted
training contract. Both have been rolled out nationally and will be further improved in
2012 paying particular attention to improving the sanctions and the sanction process.
Sanctions invoked under the contracted training procedures will be examined with a
view to further enhancements to transparency in terms of working methodology,
identifying findings and conclusions, and taking subsequent action where necessary,
and include appeals and re-registration processes.
The process for the procurement of contracts has also been the subject of a revision to
ensure that the process is transparent, robust and in compliance with Irish and
European procurement law. This area will also be further enhanced in 2012. In 2012
the Contracted Trainers List (CTTL) will be continually reviewed to ensure that
supports available to the learner, learner responsibilities, rules/procedures covering attendance, assessments, etc.
Certification audits will be introduced as part of the continuous improvement process as a support mechanism to
identify good practice for dissemination and ensure existing processes are effective. The revised approach to
Internal Monitoring of the TSS will provide outcomes in a timely manner in regard to the each of the Quality
Assurance policy areas.
113
Including public providers e.g. VECs, FÁS, the disability sector, Institutes of Higher Education and private
providers operating on a commercial and profit making basis.
86
sufficient contractors are approved to compete for tenders and with the necessary
expertise in emerging skill areas such as cloud computing.
7.7 New Marking Scheme for FÁS Assessments
The move towards FETAC Common Awards (CAS) has required FÁS to introduce a
new graded assessment system to meet FETAC requirements. The new system has
been being implemented across all FÁS courses at FETAC level 3. The new
grading/marking scheme will be rolled out on a number of courses at levels 4, 5, 6
during 2012 and thereafter in line with the publication of awards developed by
FETAC. With regard to the Level 3 programmes, the grading of the assessments is
now classified as successful where the learner achieves all the learning outcomes
while grading relating to Awards at levels 4, level 5 and level 6 are classified as pass,
merit or distinction.
7.8 New Computerised Curriculum and Assessment Content Management
System (CACMS)
The FÁS Curriculum and Assessment Content Management System (CACMS) uses a
proprietary learning content management system (ForceTen) 114. To date, staff have
migrated content to and created content within the system to test the system’s
functionality as the software has evolved. However, there were a number of inherent
difficulties115 between what the software can do and FÁS’ expectations around the
software An updated version of the software, provided by OutStart, is currently being
tested and will shortly undergo user acceptance testing. The evaluation report
outlining the activities undertaken during the first stage, and its outcomes, will be
completed in May 2012.
7.9 New IT-based Results Capture Certification Results System (RCCRS)
The Results Capture Certification Request System (RCCRS) evolved because FÁS
operated two legacy IT systems for requesting certificates that held a number of
administrative and technological weaknesses. Recognising the duplication and risk of
errors within these systems, and the additional functionality required by FÁS to
support the implement of FETAC’s quality assurance processes and reporting
requirements, FÁS undertook the design and development of this system in 2010.
By replacing the legacy systems, this new system:
provides an award management facility, including managing a) certifying bodies
and award details, b) the alignment of awards to all FÁS training courses and c)
the relationship between FETAC major awards and its components
provides a facility for capturing and recording all assessment results achieved by
learners on all FÁS training with the exception of Jobs Initiative, Community
Employment and TESG. Assessment results for Apprenticeship are captured on a
dedicated system for this programme
114
The CACMS has the capacity to: provide a central repository for all curriculum and assessment items; provide
an efficient search and retrieval of content and documentation for use, re-purposing (including amendments),
publication and dissemination; facilitate workflow management in curriculum and assessment design; provide a
survey feature to enable users (learners and staff) to provide feedback on curriculum and assessment materials;
facilitate on-line delivery of training and assessment.
115
Specifically in: desktop publishing of assessment programmes and curriculum; sharing of required information
between the CACMS and the Client Services System; the provision of an online testing facility for apprenticeship
assessments (replacing the current system).
87
facilitates FÁS quality assurance process by supporting, and recording the
outcomes of a) the results approval process and b) an assessment appeal, where
relevant
integrates with existing FÁS IT systems for data exchange, specifically the Client
Services System and the Card Management System (CSCS and QSCS).
Significant for the design of this system is it capacity to integrate with other awarding
body IT systems, where appropriate, including FETAC and City and Guilds. In
addition, the system has a built-in warning system to alert relevant personnel to time
delays in learners’ certificate requests. All relevant internal staff has been trained on
the system - 115 staff [20 as Administrators] and who are operating the system. A
Help Desk is also available. In early 2012, second providers will be entering their
results directly into this system. A Computer-Based Training (CBT) is being
developed to assist this process.
7.10 Strategic Partnerships
FÁS will develop more robust communication channels with employers/employer
bodies at local, regional and national level. FÁS will develop, where feasible, key
strategic partnerships to inform the development of new/innovative training courses
and employment pathways to meet existing and emerging job opportunities. For
example, following initial discussions with the Craft Council of Ireland, FÁS will
explore the feasibility of craft-related apprenticeships with craft enterprises and the
development of craft-related courses for unemployed persons where it is evident that
the skill will increase the sustainability of the craft enterprise. In January 2012 a
representative of FÁS attended the initial meeting of the newly established steering
committee of BUILD UP Skills Ireland (BUSI), the Irish contribution to an EU wide
initiative116.
116
Build Up Skills (BUS) is focused on the continuing or further education and training of ‘craftsperson’ and other
on-site construction workers and systems installers in buildings, after their initial education and training or after
they have entered working life. BUSI is coordinated by LIT Tipperary.
88
APPENDIX 1
Circular letter 0076/2011
Interim Protocol to enable referral of unemployed people to Further Education
programmes funded by the Department of Education and Skills
Introduction
1.
The Government has embarked on a programme of institutional reform as part
of labour market activation policy, the objective of which is to prevent the drift
into and reduce long-term unemployment. Chief amongst these are the
establishment of the National Employment and Entitlements Service (NEES)
and the establishment of a new further education and training authority –
SOLAS. NEES is designed to be a ‘one stop shop’ public employment and
benefits service for unemployed people and SOLAS is designed to bring a
unifying and central management structure to the further education and training
sector.
Purpose of this Circular
2.
As part of this programme of institutional reform, protocols will be agreed
between NEES, SOLAS and Vocational Education Committees (VECs)/Local
Education and Training Boards (LETBs) to ensure that the NEES can refer
unemployed people to suitable education and training opportunities at
appropriate intervals in accordance with case management activity. However,
pending full establishment of both NEES and SOLAS, as well as the completion
of the amalgamation of VECs into LETBs, the Government has decided that
interim protocols should be agreed by 31 December 2011 so that they can be
fully implemented on full establishment of both bodies. This circular is
intended to act as that interim protocol.
3.
The circular sets out some of the elements that should be contained in the local
protocols and in two Appendices, gives an overview of Further Education, and a
summary of each programme, including eligibility criteria.
Background to the Protocol
4.
It is acknowledged that VECs, D/SP and FÁS are already engaged in a
significant programme of transformational change. It is also acknowledged that
there is already a formal referral process for unemployed people into FÁS
training programmes under the National Employment Action Plan (NEAP),
which is underpinned by IT systems and shared data. Finally, it is
acknowledged that significant numbers of unemployed people already access
89
further education programmes, through recruitment by VECs, informal referrals
from welfare offices, and on a self-service basis.
5.
The protocol is not intended to replace the formal FÁS referral process or be its
equivalent or to replace existing local protocols between VECs and welfare
offices. Instead, this protocol is intended to complement that formal referral
process. It should build upon existing referral protocols, where they exist. It
should facilitate access by unemployed people to relevant and useful further
education opportunities as part of their progression pathway.
Requirements of a Local Protocol
6.
In order to implement this protocol, VEC CEOs should nominate a relevant staff
member to act as a VEC contact person for the purposes. This could be the
Adult Education Officer (AEO), Education Officer (EO) and/or the AEGI Coordinator/Counsellor. The D/SP regional/local offices should nominate contact
personnel as well. This could be the County Employment Facilitator or
Employment Services Manager. These contact points should arrange a
familiarisation session for Employment Service Office and Social Welfare
Local Office personnel with relevant VEC staff – AEGI staff and/or programme
directors/co-ordinators/managers, as appropriate.
7.
From the familiarisation session, VECs and welfare/employment service offices
should agree relevant contact points, based on the aims and objectives of the
various further education programmes, and the different courses being provided
under those programmes, so that welfare offices can ensure access by
unemployed people to relevant further education programmes, from their
offices. This means that the local protocol should identify who manages each
further education programme so that an appropriate referral can be made, e.g.
for a referral to an adult literacy intervention, the Adult Literacy Organiser or
AEGI Information Officer, as appropriate. In establishing the appropriate
referral points, the protocol could build on enhancements to the NEAP and
feedback from the piloting of D/SP’s new client profiling capability in order to
better align referrals with appropriate programmes.
8.
The AEGI Information Officer/other relevant VEC staff member could maintain
a noticeboard in local welfare offices and/or arrange for information stands on
signing-on days, in consultation with welfare office staff. Welfare office staff
could maintain regular contact with VEC staff (and vice-versa) in relation to
referrals in order to establish if contact or enrolment has taken place and to
update on progress, e.g., completion or progression to another programme.
9.
The SOLAS Implementation Group will seek an update on progress in
implementation of this interim protocol for the end of the first quarter of 2012.
Seamus Hempenstall
Principal Officer
Skills Division
22 December 2011
90
APPENDIX 2
Cluster framework by type and family
Cluster Type 
Family 1
Family 2
Family 3
Family 4
Family 5
Family 6
1. Information
Technology 
Networks
Software
development
Support and services
Web and Digital
Film and TV
Other
2. Transport, distribution
and logistics 
Transportation
operations
Logistics, planning,
management.
Facility and mobile
equipment
Health, safety,
environmental.
management
Back office support
Other
3. Sales/marketing 
Professional Sales
Marketing
Management
Marketing and
communications
Merchandising and
Promotion
Other
4. Health/family/human
needs 
Childcare
Family and
Community services
Personal Care Services
Care for the Elderly
Other
5. Built environment 
Design and preconstruction
Construction
Operations/maintenance
Other
6. Financial services 
Securities and
investments
Business finance
Insurance claims
Accounting
Customer service
Other
7. Business
administration and
management 
Administration
Support
General & operations
management
Business information
management
Business finance
Insurance
Other
8. Manufacturing 
Production
Production process
development
Maintenance
installation and repair
QA
Logistics and
inventory control
Other
91
APPENDIX 2 contd
Cluster framework by type and family
Cluster Type 
Family 1
Family 2
Family 3
Family 4
Family 5
Family 6
9. Natural Resources 
Food products and
processing systems
Environmental
services system
Equipment/Servicing/In
stallation/IT
Sustainability Skills
Renewable Energy
Other
10 Sampling/Supported
Training Cluster 
Sampling options
and high supported
training provided on
community-based
courses pertaining to
basic vocational and
generic transferable
skills as well as a
range of personal
skills relevant to
employment, FÁS
courses within most
clusters as well as
further/higher
education/training
by other providers
Example 3
Cluster 8.
Manufacturing
Family 1
Production
Sampling Options
Woodworking,
Metal work
Example 4
Cluster 7.
Business
administration and
management
Family 1
Admin Support
Basic Computer
Skills
Example 1
Cluster 4.
Health/family/human
needs –
Family 4
Personal Care
Services
Sampling Options
Hairdressing, Beauty
Therapy
Example 2
Cluster 9
Natural Resources
Family 1
Food products and
processing systems
Sampling Options
Horticulture
92
APPENDIX 3
Level 3 Courses Developed in 2011 to meet published FETAC Awards
1.
2.
3.
4.
5.
6.
7.
8.
9.
Information and Communications Technology long course (I)
Information Technology Applications (long course) (I)
Digital Media (Short Course/Evening Course) (I)
Internet Skills (Short Course/Evening Course) (I)
Computer Literacy (Short Course/Evening Course) (I)
Word Processing (Short Course/Evening Course) New (I)
Databases (Short Course/Evening Course) FETAC Level 3 Minor Award (I)
Spreadsheets (Short Course/Evening Course) FETAC Level 3 Minor Award (I)
Desktop Publishing (Short Course/Evening Course) FETAC Level 3 Minor Award (I)
Training provision that is scheduled to be re-developed/replaced during 2012 to meet
new FETAC Level 4 Awards subject to available resources
Cluster
1: Information technology
Relevant new Level 4 FETAC
Awards
ICT
Existing FAS Course to be
developed/re-developed
Basic Word
Processing (Short
Course)
IT and
Communications
Skills
Foundation in Audio
Visual Techniques
2: Transportation, distribution
and logistics
3: Sales and marketing
Retail Skills
Retail Skills
Retail Sales (Short Course)
Teleservices - English Language
Customer Service Agent
Telesales Short Course
Pharmacy Sales Assistant
Childcare Assistant
Traineeship
Private Security Personnel
Traineeship
Security Personnel (Short
Course)
Door Security – Evenings
Security Guarding – Evenings
Trainee Jockey Traineeship
Racing Groom
Construction Operatives
Traditional Stone Wall
Construction
Stonescaping
Concreting (Short Course)
Kerbing Paving
N/A
4: Health, care and social
services/Tourism
Early Child Education
and Care Support S
Private Security
Services
Catering
Culinary Skills
Horsemanship
5: Built environment
Construction Skills
Traditional Stonewall
Construction
6: Financial services
93
7: Business administration and
management
Office Skills
Receptionist Skills
Clerical Receptionist (Short
Course)
8: Manufacturing/Engineering
Motor Parts Servicing
Engineering Skills
9: Natural resources
Horticulture
10 Sampling/Supported training
Employability Skills
General Learning
Sales Service Fitter
Tyre Replacement Fitting
(Short Course)
Exhaust Replacement
Fitting (Short Course)
Brakes, Battery and Oil
Replacement – Evenings
Introduction to Electronics
and Computing
Electronics - Evenings
Horticultural Training
Landscape construction
Market Gardening
Return to work
The development of 36 modules and approximately 70 associated assessment instruments
leading to sector specific minor awards, in addition to the generic modules being developed
for the suite of level 4 programmes are required to meet the requirements of the 10 new
FETAC awards below that impact on community-based training provision. The learner can
then ‘pick and mix’ the most relevant modules within the context of an individual learning
plan and employment pathway to achieve one of the 10 awards.
The development of the 10 major awards below is necessary, following the withdrawal of the
Interim Standards, to meet the identified needs of Community Services providers; CTC’s,
LTI’s and STP’s.
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
Horticulture
ICT
Employability Skills
General Learning
Early Child Education and Care Support
Catering
Culinary Skills
Office Skills
Horsemanship (awaiting publication)
Sports and Recreation (awaiting publication
94
Cluster
Awards
ICT
Design
Multi-media Production
and logistics
Warehouse/Logistics
services/Tourism
Early Childcare and Support
Construction Skills
Construction
management
Marketing
Business Studies
Office Admin
Life Sciences
CNC
Horticultural Skills
Pesticide Distribution (SP)
Graphics for the Print
Media
Interior Design
Digital Design for Website
Production
Warehouse Operative
Forklift
Sales & Marketing T’Ship
Sales Rep
Childcare Practitioner
Traineeship
Early Childcare and
Education (evening)
Traditional Stone Wall
Building
N/A
Computerised Accounts and
Payroll
11 Short Courses in
Bookkeeping, Payroll,
Computerised Accounts.
Office Admin Traineeship
3 Short/evening courses
relating in Admin
Medical Sec Traineeship
Legal Sec Traineeship
Biopharma/Pharmachem
Skills
Pharmaceutical Process
Operator
Introduction to Pharmachem,
Bio-pharma and Medical
Devices (short course)
Manufacturing Environment
Medical Devices Industrial
Skills
Machine Tool Operating
General Engineering
Operative
Again, 10 major awards and one special purpose awards 117 are required to be introduced to
meet the identified needs of Community Services providers; CTC’s, LTI’s and STP’s at level 5.
They will necessitate the development of a significant number of sector specific minor awards
which will be developed through subject matter expertise being made available to FÁS through
the National Learning Network.
117
Business Studies, Office Admin, Business Admin, Art Craft and Design, Creative Media, Graphic Design,
e-Business, CAD, Information Processing, Horticultural Skills, Pesticide Distribution (SP).
95
Cluster
Awards
Supply Chain Logistics
Supply Chain Logistics T’Ship
and logistics
N/A
services/Tourism
Early Childcare
Education and Support
Childcare Supervisor
Construction Skills
Construction
Art Craft and Design
N/A
N/A
management
N/A
Domestic Gas Supply
Domestic Gas Safety
Gas Industry Awareness
Gas Industry Awareness
N/A
N/A
96

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