Transcript SABER-WfD Benchmarking Results [Country]

SABER: Systems Approach for
Better Education Results
SABER-Workforce Development
Ireland
Sue Leigh-Doyle
29 May 2012
Washington DC
THE WORLD BANK
How has Ireland’s WfD system evolved?
emerging > established > advanced
Summary: Steady progress between 1980-
Strategy
2000 with sustained leadership and support
from government.
Highlights
 Social partnership and institutional
Oversight
consensus facilitated WfD
 Sensitivity to international experience
and European funding support
Delivery
Macro context
1
2
1980
3
4
1990
2000
 WfD system supported rapid economic
growth in the nineties
 5% annual average growth in GDP;
importance of manufacturing, FDI, and
services sector.
Close-up: Strategic Framework
Delivery
Oversight
Strategy
1
1980
1. Direction
2. Demand-led
3. Coordination
4. Pathways
5. Funding
6. Standards
7. Relevance
8. Incentives
9. Accountability
1990
2000
2
3
4
What were the biggest changes?
 Integration of WfD within national
industrial and enterprise policies
 Sustained government and social
partnership commitment
What moved the scores?
 Policy informed by improved systems for
assessment of skill needs
 Policies supported by specific budget
resources and implementation plans, with
review mechanisms
What held back progress?
 Limited roles for non-government
stakeholders up to mid-nineties
Close-up:
Strategy
1
1. Direction
2. Demand-led
Oversight
Oversight
3. Coordination
1980
4. Pathways
5. Funding
6. Standards
7. Relevance
8. Excellence
9. Accountability
1990
2000
2
3
System Oversight
4
What were the biggest changes?
 Responsibility for standards increasingly
devolved, with wider stakeholder
representation
 New institutional framework for
qualifications, and further education awards
What moved the scores?
 Increased social partner influence on funding
priorities
 Increased focus on life-long learning
What held back progress?
 Lack of progression pathways
 Provider accreditation systems not
standardized
Close-up:
Strategy
1
1. Direction
2. Demand-led
Oversight
3. Coordination
4. Pathways
5. Funding
6. Standards
Service
7. Relevance
8. Excellence
9. Accountability
1980
1990
2000
2
3
Service Delivery
4
What were the biggest changes?
 More diverse mix of non-state providers
 More demand-led training
 Increased focus on outcomes
What moved the scores?
 Pro-active, bottom-up industry role
 Improved evaluation systems
What held back progress?
 Long time-frame to build pedagogical
capacity in technical trainers
 Lack of consistency in quality of workexperience placements/industry internships
What have we learned from Ireland’s experience?
Challenges faced
 Ability of institutions to respond quickly to changing skill requirements
while also ensuring quality of provision
 Ongoing professional development of trainers, and capacity-building
Lessons learned
 Importance of sustained government commitment and social
partnership consensus to WfD reform
 Need for horizontal coordination mechanisms to integrate WfD within
industrial and enterprise policy
 Robust systems for anticipating skills requirements and for monitoring
& evaluation of TVET provision are required to inform WfD policy
priorities and funding/resource allocations