Service Plan for FÁS Training Provision 2012

Transcription

1 Service Plan for FÁS Training Provision 2012

2 Contents Page Section Description Page No List of Acronyms 5 Introduction 7 Executive Summary. 9 Section Background Pathways to work and the National Employment and Entitlements 33 Service (NEES) 1.3 The labour market in Economic and labour market outlook The reform agenda Pending dissolution of FÁS Transitioning to the VECs/ETBs and to SOLAS Business planning model The key goals and deliverables in Section New FÁS training strategy Cluster framework Key training response Section FÁS learners/profile Priority cohorts Equity Who delivers FÁS training? 46 Section 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 66 Section FÁS Funding Staff costs and overheads Activity and expenditure Type of training activity 71 Version: Endorsed by FÁS Board March 6 th

3 Section Description Page No Section 5 (contd) 5.5 Share of training to meet employer needs and to meet what clients 71 want 5.6 Allocation of training by career training cluster Estimated beneficiaries, associated activity and expenditure Estimated allocation of beneficiaries by FÁS programme type 78 Section Apprenticeship Keeping apprenticeship relevant Redundant apprentice initiatives Section 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 85 FETAC Awards 7.4 Training standards system Addressing the recommendations of the recent FETAC Monitoring 86 report on FÁS 7.6 Contracted training framework New marking scheme for FÁS assessments New computerised curriculum and assessment content management 87 system (CACMS) 7.9 New IT-based results capture system (RCCRS) Strategic partnerships 88 List of Figures 1 Overview of allocation of FÁS posts pre January 1 st Estimated share of training for employment by the four labour market 72 drivers (2012) 3 Estimated share of training in 2012 by career training cluster 74 4 Breakdown of each career cluster share by the four labour market 74 drivers 5 Trends in apprenticeship registration List of Tables 1 Corporate Objective (Training), goals, deliverables, timelines 40 2 Organisational goals (Training) and associated actions Example of career cluster 1: IT 43 Version: Endorsed by FÁS Board March 6 th

4 Section Description Page No List of Tables (contd) 4 Overview of anticipated employment opportunities in 2012 and the 51 FÁS training response 5 Placement, progression and certification targets 65 (Non-Apprenticeship) Vote/FÁS Funding The 2012 activity (training days) and budget under Training for 69 Employment and under Training in Employment 8 Allocation of FÁS beneficiaries in 2012 (full time, evening etc.) 71 9 Estimated beneficiaries, associated activity (training days) 78 and expenditure (2012) 10 Estimated share of beneficiaries by traditional FÁS programme type List of Appendices 1 Interim Protocol to enable referral of unemployed people to further 89 education programmes funded by the Department of Education and Skills 2 Cluster framework 91 3 Courses being re-developed to meet newly published FETAC Awards 93 Version: Endorsed by FÁS Board March 6 th

5 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 Version: Endorsed by FÁS Board March 6 th

6 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 Version: Endorsed by FÁS Board March 6 th

7 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 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 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 23 rd 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. Version: Endorsed by FÁS Board March 6 th

8 business continuity involving oversight of a budget 5 of m 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 model 7. 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. Version: Endorsed by FÁS Board March 6 th

9 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 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 government debt to below 3% by 2015, and thirdly, a structural reform agenda, including in the labour market, to maximise potential for economic growth. 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 transferred 8 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 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 1 st 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). Version: Endorsed by FÁS Board March 6 th

10 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 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 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 th November The Quarterly National Household Survey Quarter 3, th December 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+). Version: Endorsed by FÁS Board March 6 th

11 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 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 Group 13. 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. Version: Endorsed by FÁS Board March 6 th

12 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 A budget of 20m has been allocated for the Fund. Version: Endorsed by FÁS Board March 6 th

13 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 allocation 15 of m 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 providers Inclusive of staff costs and overheads. 16 As identified by DSP/NEES. 17 The survey is usually conducted every 2 3 years. The most recent was in 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. Version: Endorsed by FÁS Board March 6 th

14 Key Training Response Twenty one courses 19 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 annum 20 Twenty-five additional new courses 21 across industry sectors are in development or approved for development with a view to their introduction during 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 introduced 22 Eleven re-developed FETAC level 3 courses 23 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 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 2 nd 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 training 26 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 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. Version: Endorsed by FÁS Board March 6 th

15 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 introduced 28 : 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 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. Version: Endorsed by FÁS Board March 6 th

16 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 FÁS 31. 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 learners 34. 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 The majority of courses 30 The 2012 TESG budget has transferred to DSP. 31 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 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. Version: Endorsed by FÁS Board March 6 th

17 are IT-related. Applicants can access their course within a week of application. An e- Tutor 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 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 shortages 35 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 Indeed, vacancies in IT-related occupations accounted for over 40% of all advertised vacancies in professional positions in ) 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 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 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. Version: Endorsed by FÁS Board March 6 th

18 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 placement 36 into a job; progression 37 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 evaluations 38. FÁS commissions an independent placement and monitoring survey 39 every 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 time 40. 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. Version: Endorsed by FÁS Board March 6 th

19 learners who receive FÁS training. In addition, FÁS area management will follow up on labour market outcomes of learners who completed training during 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 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. Version: Endorsed by FÁS Board March 6 th

20 Supported Training Pre-market Primary Driver The Market The Client Programme Output metric INDICATIVE Metric - Placement/ Progression Specific Skills Courses Long (SST) Traineeship Specific Skills Courses (Short) Specific Skills courses (On-line) Majority of places LMETF Majority of places Short courses (Evenings) European Globalisation Fund (EGF) Foundation Courses Bridging Courses Training provision in CTCs Training provision in LTIs Training provision in STPs Learner secures employment following training 50% Learner progresses into FET/HET following training 5% Learner secures employment following training 50% Learner progresses into FET/HET following training 5% Learner secures employment Learner progresses into FET/HET following training (combined employment and progression outcomes) Learner secures employment Learner progresses into FET/HET following training (combined employment and progression outcomes) Learner secures employment Learner progresses into FET/HET following training (combined employment and progression outcomes) Learner secures employment Learner progresses into FET/HET following training (combined employment and progression outcomes) Learner secures employment Learner progresses into FET/HET following training (combined employment and progression outcomes) Learner secures employment Learner progresses into FET/HET following training (combine employment and progression outcomes) Learner secures employment Learner progresses into FET/HET following training (combined employment and progression outcomes) Learner secures employment Learner progresses into FET/HET following training (combined employment and progression outcomes) Learner secures employment Learner progresses into FET/HET following training (combined employment and progression outcomes) Learner secures employment Learner progresses into FET/HET following training (combined employment and Metric Certification * See below NFQ Level 55% 70% % 70% % 70% % 70% (see below **) progression outcomes) * % 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 % 70% % 70% % 70% % 70% % 70% % 70% % 70% % 70% 3-5 Version: Endorsed by FÁS Board March 6 th