The INOU were delighted to be invited to send a submission to inform the SOLAS FET Strategy for 2025-2029. You can see the full submission here.
Our submission was based on the three themes of the Strategy that SOLAS have set out. Here is some of the actions we have highlighted under each theme that would support people who are unemployed to engage in FET and access a good job that has better working conditions as a result.
Theme 1: Delivering on Ireland’s Skills Needs
We highlighted that Ireland has high mismatches for skills and jobs and SOLAS has a part to play in upskilling Ireland’s population. We emphasised that people with less skills and lower educational attainment should be prioritised when SOLAS plan their programmes with the ETBs, to ensure no one is left behind.
Our actions we recommended under this theme are:
• A proportionate universalism approach to FET provision nationally. This should include equality-budgeting and targeted resources towards increasing participation of marginalised groups in FET.
• Decisions in resource allocation should be underpinned by up-to-date information on regional skill needs and towards communities and individuals who remain excluded from the labour market in order to drive development in disadvantaged areas.
• Implement increased access to FET for people at high risk of long-term unemployment, building on existing activation programmes, but also resource learning that focuses on personal and community development and presents learners with opportunities to address issues in their own lives.
Theme 2: Fundamentally Changing the Way We Deliver FET
Current FET delivery needs to focus more on vocational skills that leads to people getting the skills they need to access sustainable employment.
Our actions included:
• This Strategy should illustrate how it will support SOLAS to fulfil its enactment of the Public Sector Human Rights Duty.
• Increased development of linkages between public bodies, including ETBs and the Public Employment Service, to ensure cohesion and seamless access to services for all potential users.
• Integrated guidance provision in FET to ensure people are informed of their options and their potential career opportunities.
• Improved provision of information on the options that are available to unemployed people, people employed in low skilled employment, and early school leavers, so they can assess their learning opportunities and improve their employment prospects.
• Improved integration and transition between the employment services and supports and education and training opportunities, opportunities that are meaningful for the learner and lead to better outcomes.
• Recognition of Prior Learning (RPL) integrated nationally across all FET providers, with enhanced supports for jobseekers.
• The provision of tailored FET offerings, particularly to increase employment opportunities for marginalised groups.
• Robust data collection mechanisms and monitoring and evaluating processes to ensure SOLAS is responsive and places learners at the centre of its decision making processes.
Finally, Theme 3: Further widen participation by linking to communities and services.
It is crucial that equality of access and participation is central to this strategy. Partnering with community groups, with community and voluntary sector, and the public employment service is so important to make sure people are informed of their options and can learn more skills in FET.
Our recommendations under this theme are:
• Ensure people in long-term unemployment and others distanced from the labour market participate in FET at similar levels to the majority population.
• Address the costs of participation in lifelong education and training and proactively provide information on affordable and accessible courses.
• Provide good career and educational guidance to support people to access the most appropriate course.
• Ensure there is good sign posting within and across the system so people of working age know where they can go to get the most appropriate supports and provision.
• ETBs to work in partnership with the community and voluntary organisations in their areas, to ensure supports are provided to address the known barriers to participation and improve student retention.
• Properly resource community groups in their work identifying and addressing the needs of people experiencing social and economic exclusion.
• Support the community and voluntary sector, an important entry point for people more distanced from the labour market, to play its part in supporting employment, education and training opportunities.
• Strengthened links with ETBs and the Public Employment services, including Intreo, the Local Area Employment Services, and the National Employment Services.