Ireland - Learnabil-IT country mapping

Mutual Learning on Skills for the ICT Labour Market for People with Disabilities

Country Mapping - Ireland Mapping cooperation mechanisms in Ireland between employers and vocational education and training providers in the ICT sector

National Learning Network Linda Coone, David Muldoon Alison Hollinshead, Laurie Flynn

Dublin, Ireland 2014

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This publication is supported by the European Union Programme for Employment and Social Solidarity – PROGRESS (2007-2013). The information contained in this publication does not necessarily reflect the position or opinion of the European Commission.

Table of contents

I. Mapping at national level.............................................................................................. 3 1. Contextual information...........................................................................................3 2. VET services provided by National Learning Network ............................................... 4 3. The ICT labour market ..................................................................................................... 5 4. Description of existing cooperation mechanisms and structures .............................. 6 5. Results .............................................................................................................................. 11 6. Gaps, barriers and suggestions for improvements ................................................. 113 7. Conclusions and lessons learned ................................................................................ 15 II. Selection of good practices ....................................................................................... 17 1. Casestudy 1: Employer Based Training (EBT) .......................................................... 17 2. Case Study 2: AHEAD - Willing Able Mentoring (WAM) .......................................... 20 3. Case Study 3: Microsoft and Fast Track to IT (FIT) .................................................. 23 4. Case Study 4: The Higher Education Access Route (HEAR) ................................ 26

References: .......................................................................................................................... 28

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I. Mapping at national level 1. Contextual information In Ireland the Central Statistics Office (CSO) is the statistical agency responsible for the gathering of "information relating to economic, social and general activities and conditions". A national consensus form is issued to all household every 5 years. The office is answerable to the Taoiseach. The most recent national census form issued in Ireland was issued in 2011. The information on people with disabilities below is extracted from the national census for Ireland.

Enterprise Ireland is the government organisation responsible for the development and growth of Irish enterprises in world markets. Enterprise Ireland work in partnership with Irish enterprises to help them start, grow, innovate and win export sales on global markets.

People with disabilities -

In 2011 13% (595,335) of the population in Ireland had a disability of which 20.7% of people aged 15 and over with a disability were at work.

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The total number of people with a disability unemployed in 2011 was 50,179.

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25% of disabled workers work part-time.

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Most people with a disability under the age of 20 are still in education.

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There are no major differences between disabled people who have a job and other workers in the kinds of jobs they do.

Employers of the ICT sector -

Nine out of the top 10 global information technology companies have a significant presence in Ireland. They include firms such as Intel, HP, IBM, Microsoft, Apple, Google, Facebook, LinkedIn, Amazon, PayPal, eBay and Twitter.

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While employment in Ireland is high for the general population, people with a disability are two and a half times more likely to be unemployed than those without a disability.

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The unemployment rate amongst disabled people was 30.8 per cent, compared with 19 per cent for the overall population

VET services specifically designed for the ICT sector -

The following providers offer courses in ICT skills: Cork, Dublin, Blanchardstown, Tallaght, Carlow, Galway, Mayo, Sligo, Limerick and Waterford Institutes of Technology, Dublin Business School, National College of Ireland, National University of Ireland, University of Limerick and the Institute of Art, Design and Technology.

ICT as a labour market and as economic sector -

The ICT sector is a key sector of the Irish economy accounting for more than a third of Ireland’s total exports.

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The innovation taskforce set up by the Irish Government estimated that at least 117,000 jobs could be created by 2020 if innovation and research development goals are adhered to.

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105,000 people are currently employed in the ICT sector.

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The ICT sector is currently amongst the top three Irish growth industries, with both indigenous and international companies creating large bases here.

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ICT job shortages in Ireland include areas such as game design, programming, sales assistants, assembly, service technicians, IT support managers, helpline operators, systems analyst etc1.

National policies and legislation on employment, education and training of people with disabilities -

The introduction of a number of pieces of equality legislation such as the Equal Status Acts (2000 to 2004) and Employment Equality Acts (1998 and 2004), which seek to ensure equality of access in the provision of goods and services and in employment. The Equality Acts outlaw discrimination in employment on nine grounds including disability.

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The National Disability Strategy led to the introduction of the Disability Act 2005.

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The Disability Awareness Training Support Scheme is available to all companies in the private sector and aims to promote the employment of people with disabilities by raising awareness and understanding amongst staff.

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The Wage Subsidy Scheme provides financial incentives to employers, outside the public sector, to employ disabled people who work more than 20 hours per week.

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The Community Employment (CE) programme is designed to help people who are long term unemployed and other disadvantaged people to get back to work by offering part-time and temporary placements in jobs based within local communities.

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The Employee Retention Grant Scheme aims to support employers in the retention of employees who acquire an illness, condition or impairment which impacts on their ability to carry out their job and, in that context, to explore their continuing capacity to operate as productive members of the workforce.

UN Convention on Human Rights Article 27 Work and employment -

Article 27 on Work and Employment states: “parties recognize the right of persons with disabilities to work, on an equal basis with others; this includes the right to the opportunity to gain a living by work freely chosen or accepted in a labour market and work environment that is open, inclusive and accessible to persons with disabilities�.

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http://www.careersportal.ie/sectors/sector_org.php?sector_id=8&client_id=42#.U15jzjuYbIU; www.fas.ie; www.enterpriseireland.ie; https://www.enterprise-ireland.com/en/About-Us/News/Report-of-the-innovationtask-force-summary.pdf; www.cso.ie; www.nda.ie

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2. VET services provided by National Learning Network National Learning Network (NLN) is Ireland’s leading provider of inclusive training, education and employment access services for people with a disability. It assists learners to acquire the skills they need to build lasting careers in jobs that reflect their interests and abilities.

Trainings offered in relation to ICT – Level 4 and 5 on the National Framework of Qualificatons (NFQ) The NFQ is underpinned by the Qualifications (Education and Training Act)1999 -

Architectural and Computer Aided Design – Level 5

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Business Administration with Information Technology – Level 5

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Computer Programming – Level 5

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Computer Skills and Telephony – Level 5

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Graphic Design – Level 5

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Informationn Communication Technology In Centre and Blended Learning– Level 4/5

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Computer Maintenance with IT systems - Level 5

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ECDL and Microsoft Office Specialist

Qualifications delivered on National Learning Network programmes are awarded through the Further Education Training Awards Council (FETAC), ECDL and Microsoft Office Specialist

Transition support mechanisms to open labour market offered in ICT -

Individual Action Planning

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On the job training /Supported Employment

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Sampling

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Employer Support

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Work Experience

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Formal and Informal Partnerships with local and national employers

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Disability Support Services

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Assessment Services

People with disabilities served NLN services are provided to learners aged 16 years and over whose level of education ranges from primary school level to higher education. All programmes include community integration, work experience and leisure and cultural activities. All programmes are designed to meet the individual needs of learners. An inter-disciplinary team supports the delivery of programmes and provides supports to both staff and learners. NLN regards the open labour market as a vital element of equality and choice for learners with disabilities.

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Disability Categories 2013 (4% of learners did not define disability) – Total number of active learners = 2,752

Communication 13.3%

Learning 22.57%

Mental Health 33.32%

Mobility 1.82%

Neurological 7.27%

Physical 15.66%

Sensory 2.03%

Positive Outcomes Categories 2013 Employment 19.3% 403 Learners

Progression 43.4% 907 Learners

3. The ICT labour market The technology sector in Ireland directly employs over 105,000 people, with 75% employed in multinational companies and the remainder in the indigenous digital technology sector. In the last three years over 17,500 jobs have been announced by technology companies. The sector is responsible for 40% of our national exports and is home to all of the top ten global technology companies. Ireland is emerging as a global technology hub.

ICT- technical skills expected by employers in 5 years There is a wide range of occupations available within the ICT sector. These positions can be achieved by gaining a degree in a technical subject or by participating in a graduate conversion course having gained relevant sector experience. In a survey carried out by National Learning Network with employers in the ICT sector the following skills are expected by employers.

Interviews carried out with students who are looking for work in the ICT sector confirmed that these are the skills employers look for.

Technical skills expected by employers -

Computer Science Information Computer Technology Engineering Web authoring Multi-media Design Programming Engineering and App building

Personal skills expected by employers -

Team working, strong analytical and problem solving skills Time management skills Creativity and innovation Communications Ability to think and work independently

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Excellent interpersonal skills – high levels of energy and enthusiasm Organized and efficient Systematic and logical2

The barriers to employment of PwD (structural barriers, institutional barriers, psychological barriers, etc.

National Learning Network hosted a focus group with students who are looking for employment in the ICT sector and this focus group indicated that the barriers listed below have an effect on whether or not students would be able to transition to the workplace and sustain a work placement/job.

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Attitudes to people with a disability Lack of information on grants and funding available Accessibility to workplace and within the building Investment in Assistive Technology Fear Factor Ability to cope and manage within the workplace Communication Discrimination Transport Level of Education/Qualification

4. Description of existing cooperation mechanisms and structures In Ireland Education and Training Boards (ETBs) are statutory education authorities which have responsibility for vocational education and training, youth work and a range of other statutory functions. ETBs manage and operate second-level schools, further education colleges, pilot community national schools and a range of adult and further education centres delivering education and training programmes3.

According to the Further Education Colleges’ views on further education employer links, FE colleges engage with employers in a variety of ways such as initial planning which includes identifying employer needs, marketing, curriculum design, delivery and assessment and feedback from employers.

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Employer representation - 97% of colleges include employers in governing body and sub committees to ensure employers have a voice in the strategic management of colleges.

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Fora – 90% of colleges have ongoing contact with employers. Active communication methods include strategic presence/work of the college in external organisations such as Chambers of Commerce, Sector Skills Councils and business links.

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Formal Meetings – college meetings directly with employers, curriculum boards, steering groups and personal visits.

Passive information - such as information notes, newsletters and magazines regularly sent to employers.

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http://www.careersportal.ie/sectors/sector_org.php?sector_id=8&client_id=42#.U15jzjuYbIU Further Education (FE) Colleges’ views on FE-Employer Links – Andrew Mc Coshan and Manuel Souto Otero ECOTEC Research and Consulting Limited 3

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Focus Groups – to discuss provision

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Operational Contacts – Apprenticeships, work placements, internships

Heads of Departments believe that linking with employers and designing programmes that target the needs of industry enable students to find work and improve their career prospects.

Some smaller colleges/FE providers do not have links with employers. They do what is required by Government. In the case of smaller colleges/FE providers it may not be an effective use of resources to go beyond the minimum requirement although formal and informal partnerships do exist.

AHEAD The Association for Higher Education Access and Disability (AHEAD), is an independent non-profit organisation working to promote full access to and participation in further and higher education for students with disabilities and to enhance their employment prospects on graduation A new report released by AHEAD has found that there are now over 9,000 students with disabilities in Higher Education, representing 4.6% of the total student population. This figure is up from 4% in last years corresponding report, the biggest annual rise since recording this data began in 2008/9.

Willing Able Mentoring (WAM) Willing Able Mentoring (WAM) is a work placement programme which aims to promote access to the labour market for graduates with disabilities and build the capacity of employers to integrate disability into the mainstream workplace. Participating employers (WAM Leaders) collaborate with WAM to offer mentored, paid work placements. This partnership brings graduates with disabilities and WAM’s network of employers together so that both can benefit from each other – ensuring genuine learning opportunities for all.

WAM is unique in that it seeks to engage and support employers in order to simultaneously develop the potential of employers and graduates with disabilities. To date, the AHEAD WAM Programme has provided over 175 placements for graduates with disabilities and worked with some of the ICT sector organisations such as DELL and Microsoft.

In striving to highlight the business case for diversity and improve inclusive practices in the workplace, WAM collaborates with a large number of major private and public sector employers – as WAM Leaders and WAM Community members.

WAM Leaders: WAM works closely with its Leaders in facilitating, supporting and evaluating work placements for graduates with disabilities and building in-house staff competencies through this direct engagement with graduates with disabilities.

WAM Leaders meet on a quarterly basis to build on their disability related knowledge and to develop a network that consolidates shared learning. The foundation stone of the network is the learning to be gained from each other. Employer representatives over the course of the programme indicate that this network is, for them, one of the most beneficial aspects of the programme.

WAM Community: WAM Community members represent a larger group who come together twice a year to network and build capacity for staff at seminars based on themes identified by

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network members. Community members are also afforded the opportunity to take WAM placements, become a WAM Leader and build on their learning whenever they are ready4.

Some organisations in the ICT sector in Ireland have strong links with the education sector and their aim is to encourage students at primary level and secondary level go engage in the IT sector.

Engineers Ireland -STEPS The STEPS programme managed by Engineers Ireland is designed to encourage students at primary and secondary level to engage in and explore engineering, science and mathematics.

Its goal is to highlight the opportunities in science and engineering, encourage a positive attitude toward the subjects and highlight their relevance and contribution to Irish society. STEPS develops activities for students, teachers, parents and career guidance counsellors in order to raise the profile of these subjects among the public.   

Students aged 7 – 11 learn about the life and work of an engineer Students aged 12 – 15 learn about engineering in their daily lives Students aged 16 – 18 explore engineering as a career and the options available

Volunteer engineers visit local schools or attend career events to talk to students of all ages about what is involved in being an engineer.

While the time invested by the volunteer is minimal, the potential impact is tremendous. It's a welldocumented fact that Ireland is facing a severe lack of engineering and IT graduates in certain sectors; a vital first step is getting the message out to students that engineering offers a prestigious and varied career path.

Fast-track to Information Technology (FIT) FIT is an industry-led initiative which works in close collaboration with government departments and national education and training agencies, local development organisations and community based organisations. Primary partners in education and training include Education and Training Boards (ETBs) Third Level Institutions, Local Authorities and Employment Pacts.

FIT’s mission is to promote an inclusive Smart Economy by creating a fast track to marketable technical skills for those at risk of long term unemployment. It is the primary industry skills development initiative facilitating collaboration with government, education and training providers and disadvantaged communities to enable greater access to employment for marginalised job seekers.

Over 13,000 job seekers in general have completed FIT skills development programmes of which over 9,500 progressed into employment. 2,500 job seekers are currently participating in FIT programmes. The EU Commission has cited FIT as one of the most effective employability initiatives in Europe.

Each year a company visit is organised for students on all FIT programmes. The purpose of the visit is to give students an insight into working life, information on the company and their recruitment process. It also gives the company the opportunity to meet potential candidates.

Mock interviews are carried out with all FIT students to prepare them for job interviews and provide them with feedback on their performance.

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www.ahead.ie

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The FIT Job Assist Programme is used to utilise the knowledge, expertise and experiences of industry specialists to assist FIT learners in competing effectively in the employment market.

This volunteer programme covers four modules delivered throughout the academic year through a series of 2.5hrs sessions, each college receiving a suite of four modules - Job Seeking Skills – CV Workshop – Interview Techniques – The Working World

Microsoft Ireland: Youth2Work Project Microsoft and FIT have come together to develop Youth2Work. A training and developmental programme targeted for 18 – 25 year olds, giving them information advice and access to ‘indemand’ skills, work experience, interview and CV development support. Complementing existing government funded interventions the aim is to reach 10,000 young people over the next three years. Microsoft and FIT have worked together for over ten years to help address the challenge of unemployment. Microsoft contributes software and funding, supports the development of FIT and the expansion of its impact in communities.

Microsoft offers work placements, internships and graduate programmes. Work experience in Microsoft provides students with real life examples of working life as they carry out practical skills on real life projects. Microsoft provides a reference for each of the students and students gain up to date knowledge on software packages and games. Progress is monitored through learner journals and a review every 2 weeks.

The internship programme at Microsoft is for students who would like to return to university after the internship or for students who need the internship to graduate. Internships are temporary positions for students and start at various times throughout the year.

Graduate programmes are for students who have graduated and completed a degree within 12 months of the summer start date. The graduate positions are full-time permanent positions that start in summer.

Students who took part in National Learning Networks focus group confirmed that Microsoft work experience was part of their ICT programme. Feedback indicated that Microsoft was as a good place to work and very accessible.

The definition of skills needed by employers – Qualification & Quality Ireland (QQI) A QQI consultation group with University representatives and Further Education representatives indicated the following skills gaps and shortages in the ICT sector.

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49% gap in technical skills

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47% gap in engineering skills

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Significant skills shortages in the area of IT project management

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Significant skills shortages in professionals with business management skills

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Significant skills shortages in professionals with foreign language skills5.

www.qqi.ie

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The development of VET curricula New curricula developed – Qualification & Quality Ireland (QQI) QQI is responsible for the external quality assurance of further and higher education and training (including English language provision) and validates programmes and makes awards for certain providers in these sectors. QQI is also responsible for the maintenance, development and review of the Irish National Framework of Qualifications (NFQ).

Since its establishment, QQI has been progressing the development of its qualifications and quality assurance services. In May 2013, QQI rolled out a Comprehensive Policy Development Programme through a number of large public events and an extensive consultation process. QQI offer the following awards related to the ICT sector.

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Level 3 Information and Computer Technology – Major Award Level 4 Information and Computer Technology – Major Award Level 5 Information Technology – Major Award Level 5 E Business – Major Award Level 5 Graphic Design Level 5 Computer Aided Design Level 5 Construction Technology

Curricula in development -

Level 5 Mathematics for STEM – Minor Award Level 5 Computer Maintenance and Networking – Major Award Level 6 Computer Network Technology6

A minor award provides recognition for learners who achieve a range of learning outcomes, but not the specific combination of learning outcomes required for a major award. This recognition has relevance in its own right.

A Major Award is awarded to a learner who achieves the full set of Minor Awards associated with that Major Award.

The design of transition supports -

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Internship schemes Graduate schemes Place/train models Co-operation/shared delivery between IT and Specialist training providers (disability support role) Work experience – work experience certified modules are also a mandatory component of a QQI full award at level 3, 4 and 5 on the National Framework of Qualifications.

On-the-job training Sampling Shadowing and mentoring Specialist Training Providers (STPs)

www.qqi.ie and http://www.nqai.ie/documents/Descriptors-minorspecialpurposesupplemental.pdf

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National Learning Network’s vocational training programmes are funded through SOLAS under specialist training provision (STP). SOLAS is the new Further Education and Training Authority in Ireland. It is responsible for funding, planning and co-ordinating training and further education programmes. SOLAS is tasked with ensuring the provision of 21st century high quality Further Education and Training programmes which are responsive to the needs of learners (including people with a disability) and the requirements of a changed and changing economy.

SOLAS encourages individuals with disabilities to participate in a broad range of employment related training options. This client group has been identified as requiring more intensive and specialist support than learners on mainstream courses. SOLAS contracts with 17 STPs to deliver training programmes to learners with disabilities in 49 locations nationwide. Training programmes offered include ICT programmes delivered in centre and by blended learning. In 2012 a total of 3,581 learners with a disability availed of SOLAS funded training delivered through Specialist Training Providers.

5. Results The STEP project managed by Engineers Ireland is: 

Introducing to students the relevance of science, engineering, technology and mathematics to industry and everyday life

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Raising a positive awareness and understanding of engineering as a career choice for both employers and students

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Promoting a greater understanding of the role and contribution of engineering in society

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Highlighting the advantages, diversity, opportunities and excellent rewards offered by a career in engineering

Some feedback from Employers and Universities

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ESB – Employee development programme helps our engineers develop communication skills and encourages personal growth.

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ARUP – We would like to see the funding continued for this programmes as we feel it is a useful and important programme in getting younger people interested in the area of Maths and Engineering

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University College Dublin (UCD) formally endorsed the benefits of the professional, targeted and rigorously evaluated Engineering Outreach activities developed by STEP.

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National Association of Principals and Deputy Principals NAPD – NAPD believes that it is vital to increase the uptake and demand for science subjects and support students to engage with science and relate subjects to real life application outside the classroom.

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SMART Futures is a collaborative government-industry framework promoting science, technology, engineering and maths (STEM) careers to post primary students in Ireland.

SMART Future propose to further grow this volunteer programme.7

http://www.engineersireland.ie/home.aspx

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The Fast Track to IT programme developed by Microsoft has the following benefits: The benefits to employers include: 

Access to candidates with the right ICT Skills to hit the ground running,

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Candidates who are technically competent, highly motivated and professional in their approach

The key to success is engaging employers in the job development process. Participating companies have helped FIT to define the IT needs of industry with tailored curricula. They support also the training process by providing constructive internships or placements to selected trainees.

Affiliated companies agree that FIT is able to provide intelligent well-trained people with the skills that enable them "to hit the ground running" when they enter the workforce. As such, cooperation with FIT is a cost-effective addition to any organisations' recruitment strategy. Employers speak highly of the calibre of FIT employees and their capabilities within the workforce Work Experience As part of their studies learners are required to obtain work experience for a period of 2 to 12 weeks in order to help develop their transferable skills.

Recruitment FIT provides immediate access to competent, highly skilled graduates who are available for work. http://www.fit.ie/index.php?page=youth2work

SOLAS In 2012 a total of 3,581 learners with a disability availed of SOLAS funded training delivered through Specialist Training Providers. www.solas.ie -

ICT accounted for €50 billion of Irish exports in 2009.

In 2010 over €72 million was spent on the ICT in the schools initiative

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In the ten month period between January and October 2010, 2,500 new jobs were announced in the ICT sector.

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58,500 employees are engaged in ICT services

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The innovation taskforce has estimated that at least 117,000 jobs could be created by 2020 if innovation and research and development goals are adhered to.

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The value of exports from indigenous agency-assisted software companies has reached nearly €1 billion. The sector employs 12,500 people in computer programming, consultancy and related activities.

Government Initiatives ICT Ireland and the Irish Software Association are the IBEC groups that represent the high-tech and digital sector. IBEC represents Irish business; home grown, multinational, big and small, spanning every sector of the economy. The organisation and its sector associations, work with government and policy makers nationally and internationally, to shape business conditions and drive economic growth. It also provides a wide range of professional services direct to members.At the request of Minister Bruton (Minister for Jobs, Enterprise and Innovation) ICT Ireland and the Irish Software Association submitted 12

a 2014 action plan document which focused on the technology sector. Key areas of action included: 

Introducing ICT industry specific courses at second level or earlier (i.e. computer science, programming, digital technology)

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Maintaining the current bonus points for maths system

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Invest substantially in IT in schools, for all subjects.

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Introduce technology as a learning tool and as a subject

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Increase number of ICT course places (STEM)

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Continue to support the Fast Track into Information Technology (FIT) programme

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Support industry led programmes that satisfy the skills demand.

Tools and methodologies developed for consultation and cooperation -

Consultation between ICT employers and ICT training providers takes place through structured meetings e.g. development meetings, expert group meetings, online consultation processes and proposals process.

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QQI consults with employers, funding agencies, education and training providers, learners etc when a new award is proposed. A standards development group/expert group is set up to include all stakeholders who have current knowledge of the discipline/s concerned, pedagogical expertise and an understanding of learner and employer perspectives.

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The Irish Government has put a new emphasis on science and technology, especially the kind that can benefit the rest of the economy. The Government's vision and confidence in the technology sector can be seen by the establishment in 2000 of a Technology Foresight Fund, with a budget of €646 million. Today, the budget allocated to scientific research is over €8.2 billion, with a specific body, (SFI), created to attract and invest in scientific talent for Ireland, by funding centres for specific area of research in engineering and technology.

SFI believes that the advancement of Information, Communications and Technology will depend upon researchers being able to push the bounds of knowledge, including bridging traditional disciplines.

6. Gaps, barriers and suggestions for improvements IVEA (Irish Vocational Education Association) If Ireland is going to build its ICT skill set, we also need the following skill set: o

Communication Skills: Oracy / Reading / Writing /Spelling /Numeracy

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Learning to Learn: Understanding Learning Styles / Study Skills / Educational Guidance

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Introduction to IT: Basic Computers / Internet

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A nationwide programme of professional development to ensure that teachers and school leaders have the capacity to make effective use of ICT in their work;

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A sufficient quantity of appropriate computers in all schools;

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A robust broadband service to all learning and administration areas in a school/centre; and technical support to ensure that the ICT equipment in schools and centres of education is appropriately maintained at all times.8

One of the most pressing issues affecting the ICT sector in Ireland is the provision of an appropriately educated workforce. The requirement for skilled labour has been recognised at European level with the recent creation of the European Digital Agenda, which focuses on improvement in digital literacy and the implementation of long-term e-skills policies.

In order to meet the needs of the ICT industry in Ireland, both at present and in the future, recent policy innovations have focused on providing a highly skilled workforce. At present the Irish government and relevant authorities are working on delivering the ‘Smart Economy’.

Of huge importance to this is the growing requirement and provision of a workforce with degrees in STEM disciplines (Science, Technology, Engineering and Maths). It is with this in mind that the Irish University’s Association has recently accepted the proposal championed by ICT Ireland to award bonus points to students taking higher level maths examinations. In addition to bonus points for maths, Project Maths, an innovative new project created to emphasise the application of maths, has also been rolled out. The aim of the project is to increase the numbers of those taking honours level mathematics exams at leaving certificate level from 17% to 30%.

The awarding of bonus points for maths, in association with the ongoing rolling out of the Project Maths initiative, is a hugely important part of delivering the Smart Economy and is of great importance for the on-going development of ICT companies in Ireland and for the provision of their future workforce.

As Ireland continues the transition into a leading 21st century knowledge based economy, the Irish Government recognises that information technology represents the engine of future growth in the global economy.

One of the important facets of the industrial landscape in 2020 will be the prevalence of these new emerging technologies, which are expected to dominate the markets. In an open economy such as Ireland these changes will be greater than others. It is important that the skill base of tomorrow are aware of this and that we ensure that those in both the workplace and society as a whole will have the skills to take advantage of the changes which these advances will bring.

Although it is important that the skill base of tomorrow are aware of new emerging technologies that will dominate the market it is equally important that training providers and employers create an inclusive environment for people with a disability so that they too can take advantage of these emerging opportunities.

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http://www.ivea.ie/about/head_office.shtml

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7. Conclusions and lessons learned This section summarizes the learning of the national mapping and introduces the case studies.

Ireland has evolved into one of the world's most important centres for high-tech businesses. The technology sector is a key sector of the Irish economy accounting for more than a third of Ireland’s total exports. Within the technology sector there is an enormous variety of activities, ranging from developing hardware and devices, operating systems and software to providing consultancy and services, systems integration, outsourcing, data supply and storage. As well as high tech activities many technology companies are involved in other business activities such as marketing and sales, e-business and supply chain management.

The ICT sector is one of the country’s most prevalent employers. In 2010, an average of 74,000 people were employed by ICT companies in Ireland. In general 105,000 are currently employed across 5,400 ICT enterprises. It is estimated that at least 117,000 jobs could be created by 2020.

In Ireland Education and Training Boards (ETBs) are statutory education authorities which have responsibility for vocational education and training, youth work and a range of other statutory functions. ETBs manage and operate second-level schools, further education colleges, pilot community national schools and a range of adult and further education centres delivering education and training programmes. Ireland offers a significant number of VET services specifically designed for the ICT sector.The ICT sector in Ireland is currently amongst the top three Irish growth industries.

Responsibility for education lies within the Department of Education and Skills (DES). The DES administers all aspects of education policy including curricula, syllabi and national examinations.

Attendance at full time education is compulsory in Ireland from six to fifteen years of age and is free in the majority of schools, and at undergraduate third-level. Education is considered a fundamental right under the constitution.

The Central Statistics Office (CSO) is the statistical agency responsible for the gathering of "information relating to economic, social and general activities and conditions" in Ireland. A national consensus form is issued to all household across Ireland every 5 years. The statistics for 2011 indicate that 13% of people in Ireland have a disability. 20.7% of people with a disability are employed compared to 50.1% of people who do not have a disability (aged 15 and over).

Business in the Community Ireland is a movement of companies across Ireland committed to responsible business practices with a common purpose “to inspire, engage, support and challenge companies to continually improve the impact they have on society, specifically in the community, environment, marketplace and workplace.”

Over the years the Irish Government have introduced a number of policies and initiatives to underpin the participation of people with a disability in Irish society. Some of these policies and initiatives include: o

The disability act 2005 is designed to advance and underpin the participation of people with disabilities in everyday life.

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The equality act 2004 outlaw’s discrimination in employment on nine grounds including disability.

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The national disability strategy is designed to underpin the ideal of the participation of people with disabilities in Irish society.

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A disability awareness scheme is available to all companies in the private sector.

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The wage subsidy scheme provides financial incentives to employers to employ people with a disability.

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The community employment scheme (CE) programme is designed to help people who are long term unemployed or disadvantaged an opportunity to get back to work.

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The employee retention grant scheme which supports employers in the retention of employees who acquire an illness, condition or impairment which impacts on their ability to carry out their job.

Research carried out by Learning Environment for Disabled Users (LED) a European initiative indicates that including ICT modules in training programmes can add value and encourage innovation. ICT can enable blended learning and distance learning methodologies of delivery to allow for additional learning opportunities for people with a disability. Research from this project also shows that the web is regarded as an extremely important tool to use when searching for jobs, training programmes, information and resources. ICT students involved in this project indicated that social media and networking can be an important means of communication for people with a disability.

The national mapping in Ireland showed that: -

Supported employment programmes provide a range of supports to employers and people with disabilities.

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Internship schemes provide people with the opportunity to gain experience, some knowledge and skills in relation to a particular career

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Work experience forms an important part of vocational and further education programmes.

ICT skills shortages Research carried out to establish the skills shortages within the ICT sector indicates the high-tech manufacturing sector is currently experiencing a 49% technical skills shortage and a 47% engineering skills shortage. There are also significant skills shortages in the area of IT project management as well as professionals with business management skills and professionals with foreign language skills.

One of the most pressing issues affecting the ICT sector in Ireland is the provision of an appropriately educated workforce. The ICT sector has a growing requirement for a workforce with degrees in STEM disciplines (Science, Technology, Engineering and Maths)There is an increase in the number of people undertaking ICT training. The number of people taking computer/software courses has increased by 32% and electrical engineering has increased by 21%. One of the most popular routes to a career in the ICT sector is through a graduate programme. A degree in a technical discipline offers a wide range of career opportunities. There are good opportunities for people with business, technical and language skills.9

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http://www.enterpriseireland.ie/en/ and http://www.careersportal.ie/sectors/sector_org.php?sector_id=8&client_id=42#.U15jzjuYbIU

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II. Selection of good practices 1. Case study 1: Employer Based Training (EBT) Learner Profile: People with a disability such as Intellectual Disability, Mental Health, Mobility, Neurological and Sensory.

Rationale This programme is offered by National Learning Network (NLN) a specialist training provider and is funded by SOLAS. Research and a feasibility study carried out by NLN highlighted a need for a flexible course that would enable Learners to acquire practical skills with a host company in a skill area of their choice. The EBT programme is a combination of on the job training and in centre training. The EBT coordinator provides support both to the Learner and the Employer.

Qualifications offered on this programme include qualifications related to the ICT sector such as ECDL, Microsoft Office Specialist (MOS), Information Technology and Information Processing.

Objectives The main objective of EBT is to provide Learners with an opportunity to acquire vocational skills with a host company in the vocational area of their choice. Learners spend 60% of training time in the workplace and 40% in centre. In conjunction with the EBT coordinator, Learners identify an ICT vocational training area in which there are job opportunities that suit them. The EBT coordinator finds a suitable ICT host company training placement within the ICT vocational area and the locality. Skills in the workplace are acquired through a combination of practical demonstrations, instructions and supervised practices.

Learners on this programme complete a Further Education and Training Awards Council (FETAC) Major Award which is recognised by employers. Work experience is a mandatory component of this Major Award.

Learners who access the EBT programme can progress at a pace which is suited to their individual needs and abilities. Progression is tracked through an Individual Training Plan and a Monthly Review process. The NLN Inter Disciplinary Team supports the Learners throughout the training programme.

Actors involved and roles -

NLN Inter-Disciplinary Team

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Programme Development Officers who work in consultation with Staff and Learners to identify new programmes and review existing programmes to meet the needs of the labour market

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Rehabilitation Psychologist who provides psychological inputs on an individual basis as required.

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Rehabilitation Officer who supports the Learner with personal or social needs that might impact on their training

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Resource Teacher who supports the Learner who might have literacy and numeracy difficulties.

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NLN Employer Based Training Coordinators

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Deliver and assess the programme

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Provides supports to the learner and the employer.

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Learners with a disability who participate on an EBT programme

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Employers who provide on the job training

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Formal and informal partnerships put in place with employers who can provide individualised on the job training for learners.

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Individual training programmes designed to meet the needs of the employer hosting the learner

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Learners acquire vocational skills with a host company in the vocational area of their choice.

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The Employer Based Training Co-ordinator

Guidelines (EBT Coordinator NLN) -

Carry out research and feasibility studies Identify and network with a good variety of employers Identify what skills employers are looking for including soft skills Develop a programme to meet the needs of employers Develop an individual training plan in consultation with the host company and the Learner Develop a matching system to match Learners with employers. A suitable placement match is critical to the success of the programme Provide a good balance between on the job training and off the job training Evaluate and review on a continuous basis Seek feedback on a regular basis from Learners, staff and employers.

Set up employer/staff/learner forums to evaluate the programme

Evaluation What makes it a best practice?

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Good research and feasibility studies Good links and relationships with employers Good placement opportunities Employers being fully informed and provided with relevant information Good coordinators with in-depth local knowledge Good tracking systems to track progress Two way learning for both the employer and the Learner

What do employers think of it?

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Allows the employer to train to company standards Employer is supported in the process Allows employers and Learners to improve skills Training is appropriate to the workplace requirements A multi disciplinary approach shows Learners are well supported Allows employers to review own policies in relation to employing a person with a disability

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What do clients think of it?

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Facilitates access to the workplace Gives Learners an experience that cannot be replicated in the classroom Provides sampling opportunities Provides Learners with an opportunity to explore career paths Learners receive a variety of supports throughout the process Opportunity to apply new skills in a work setting Opportunity to gain employment Opportunity to learn from employers

Possible pitfalls and areas for improvement -

Mismatch with the host company Not receiving feedback in time to identify areas that are not working for either party Lack of employers in the area Transport difficulties – logistics Clients not ready to sample/access employment

Contact details www.nln.ie -

NLN Programme Development Officers NLN Employer Based Training Coordinators NLN Network of Employers

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2. Case Study 2: AHEAD - Willing Able Mentoring (WAM) Rationale AHEAD, the Association for Higher Education Access and Disability is an independent non-profit organisation working to promote full access to and participation in further and higher education for students with disabilities and to enhance their employment prospects on graduation. AHEAD works with graduates and employers through the GET AHEAD Graduate Forum and the WAM Mentored Work Placement Programme.

In striving to highlight the business case for diversity and improve inclusive practices in the workplace, WAM collaborates with a large number of major private and public sector employers through an Employer Network.The foundation stone of the network is the learning to be gained from each other. Employer representatives indicate that this network is, for them, one of the most beneficial aspects of the programme.

WAM is a work placement programme which aims to promote access to the labour market for graduates with disabilities and build the capacity of employers to integrate disability into the mainstream workplace. Participating employers (WAM Leaders) collaborate with WAM to offer mentored, paid work placements for graduates with disabilities. This partnership brings graduates with disabilities and WAM’s network of employers together so that both can benefit from each other – ensuring genuine learning opportunities for all. WAM is unique in that it seeks to engage and support employers in order to simultaneously develop the potential of employers and graduates with disabilities

Objectives Participating employers (WAM Leaders) collaborate with WAM to offer mentored, paid work placements for graduates with disabilities.

Actors involved and roles -

WAM Leaders – Employers who collaborate and offer mentored, paid work placements for graduates

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WAM Community – Community Member Representatives

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WAM Leaders

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WAM works closely with its Leaders in facilitating, supporting and evaluating work placements for graduates with disabilities and building in-house staff competencies through this direct engagement with graduates with disabilities.

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WAM Community

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WAM Community members represent a larger group who come together twice a year to network and build capacity for staff at seminars based on themes identified by network members. Community members are also afforded the opportunity to take WAM placements, become a WAM Leader and build on their learning whenever they are ready.

Community members include Abbott, Bank of Ireland, O2, Microsoft, Dell, Deloitte, IBM, Arthur Cox, Enterprise Rent a Car, Irish Life and Permanent, CITI Bank, National Treasury Management Agency, ESB, Savills, Coviedin, Public Jobs.ie, University College Cork and Smart Solutions.

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How-to -

Carry out research and feasibility studies

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Identify the benefits to employers

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Identify the benefits to students and graduates with a disability

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Provide information to students and graduates with disabilities, teachers, guidance counsellors and parents on disability issues in education.

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Promote the inclusion of students & graduates with disabilities

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Work with graduates and employers through forums and work placement programmes.

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Network and build relationships with colleges, universities, employers and community agencies

Evaluation What makes it a best practice?

Piloted from 2005 to 2007 under the EQUAL WAM programme and established in 2008. To date, the AHEAD WAM Programme has provided over 175 placements for graduates with disabilities What do employers think of it?10 -

Abbott Ireland forges links with organisations like AHEAD to build capacity in the area of employing people with disabilities and retaining staff with disabilities. Abbott Ireland acknowledges the tremendous benefits to be gained from actively engaging in this programme.’

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‘...it is still rare to work with a person with a disability and there is no reason why graduates with disabilities shouldn’t be in the workforce...’

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‘It has changed our approach to the staff that I am managing. A lot of the methods and principles can be applied to all staff e.g. open questioning and listening skills’.

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‘I’m more aware of the difficulties that graduates with disabilities have in securing employment or work experience opportunities. I have also learned that mentoring offers value across all strands of an organisation’.

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‘It has been a fantastic experience and a privilege to work on this Programme! I have a far greater awareness of the difficulties that people with disabilities are likely to face’.

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‘...the biggest barrier is perception’.

What past WAM Mentees have said about their placement?11

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‘It gives managers the opportunity to see what graduates with disabilities can do and gives graduates with disabilities the opportunity to get work experience and confidence.’

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‘You'll never get experience without work and will never get work without experience. This project broke the vicious circle for me’.

http://www.ahead.ie/wam_employers http://www.ahead.ie/wam_graduate

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‘I was the first person with a sight problem to come into that building, a lot of people benefited from knowing me and working with me…’

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‘I was teaching them as much as they were teaching me’

Possible pitfalls and areas forimprovement Uncertainty about continuing government funding.

Contact details & more information www.ahead.ie, http://www.ahead.ie/wam_employers

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3. Case Study 3: Microsoft and Fast Track to IT (FIT) Rationale FIT is an industry-led initiative which works in close collaboration with government departments and national education and training agencies, local development organisations and a host of community based organisations. FIT primary partners in education and training include SOLAS, ETBs (Formerly VEC), Third Level Institutions, Leargas, Leader Companies, Rapid Coordinators, Local Authorities and Employment Pacts. Since it started in Dublin in 1999, FIT has expanded substantially and now operates across the Republic of Ireland. More recently FIT has commenced programmes in Northern Ireland under the banner FIT-NI. Microsoft and Fast Track to IT (FIT) have worked together for over ten years to help address the challenge of unemployment. Microsoft was a founding Board Member of FIT in 1999 and is a committed investor in the FIT initiative, contributing software and funding and supporting the development of FIT and the expansion of its impact in communities. Since its inception in 1999 FIT has enjoyed enormous success in enabling over 12,000 job seekers to gain valuable technical skills through its extensive range of skills development programmes. Of that number, over 8,500 have progressed into gainful employment. A further 20,000 people have completed FIT digital inclusion training programmes.

Objectives The aim of FIT is to fast track the unemployed into meaningful employment through acquiring the market-led IT skills required within a range of industry sectors. The key to success is the way in which FIT has engaged employers in the job development process.

The participating companies have helped FIT to define the IT needs of industry with tailored curricula. They support also the training process by providing constructive internships or placements to selected trainees. Affiliated companies agree that FIT is able to provide intelligent well-trained people with the skills that enable them "to hit the ground running" when they enter the workforce. As such, coopeartion with FIT is a cost-effective addition to any organisations' recruitment strategy.

Actors involved and roles -

International and nationally recognised IT companies Microsoft Ireland Fast Track to IT Government Departments National Education and Training Agencies Local development organisations Community based organisations SOLAS ETBs (Formerly VEC) Third Level Institutions Leargas Leader Companies Rapid Coordinators Local Authorities Employment Pacts

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Guidelines -

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Carry out research and feasibility studies Identify the challenges to unemployment Identify the job seekers Work in close collaboration with government departments and national education and training agencies, local development organisations and a host of community based organisations.

Build up relationships Promote an inclusive Smart Economy by creating a fast track to marketable technical skills for those at risk of unemployment long term Engaging and motivating groups from every aspect of life will be essential in creating a functioning inclusive Smart Economy Develop strategies complementary to and in support of various national policies in the areas of national development, social policies and skills and enterprise.

Draw on other expertise

Evaluation What makes it a best practice?

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Initiatives are aimed at maximising and utilising the knowledge and experience of industry specialists in order to give graduates a competitive edge when competing in the job market.

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Gives companies and their employees an excellent opportunity to partake in rewarding and beneficial Corporate Social Responsibility schemes.

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Volunteering opportunities for graduates

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Gives all interested parties the chance to engage in a mutually beneficial educational Knowledge Transfer Initiative.

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Can provide immediate access to competent, highly skilled graduates who are available for work.

What do employers think of it?

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Employers speak highly of the calibre of FIT employees and their capabilities within the workforce

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Ready access to candidates with the right ICT Skills to hit the ground running,

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Employers have access to candidates who are technically competent, highly motivated and professional in their approach,

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Tailored training to meet the company's particular recruitment needs,

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Shortlist of candidates within 24 hours notice,

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A proven initiative set up by employers for employers.

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What do clients think of it?

Possible pitfalls and areas for improvement -

Lack of commitment and funding Lack of employer involvement

Contact details Microsoft Ireland www.microsoft.com Fast Track to IT www.fit.ie

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4. Case Study 4: The Higher Education Access Route (HEAR) Rationale Widening participation is a priority for colleges and universities in Ireland. Recruiting students from all walks of life who demonstrate the ability, motivation and potential to succeed at third level should, over time, draw outstanding talent from a broad pool of applicants. This will make sure that colleges and universities remain diverse, vibrant places in which to study and become more representative of the society which they serve.

Entry to colleges and universities has been dominated by school leavers who have completed the Leaving Certificate Examination. Entry is decided on an open, transparent and competitive basis through the Central Applications Office [CAO] established by the universities. Many colleges and universities have made significant strides in providing programmes aimed at achieving equity of access for learners of all backgrounds, identities and abilities.

HEAR was established in 2010 by 16 colleges and universities to ensure that all Leaving Certificate students under the age of 23 have a fair and equal opportunity to progress to third level education.

Objectives The objective of the HEAR programme is to offer students a college and university admissions scheme on a reduced points system and to offer extra college support to school leavers from socio-economically disadvantaged backgrounds. Students receive a variety of academic, personal and social supports while studying at third level.

Actors involved and roles -

Higher Education Access Route Organisation Leaving Cert Students Dublin City University NUI Galway NUI Maynooth Trinity College, Dublin University College, Cork University College, Dublin University of Limerick Dublin Institute of Technology Church of Ireland, College of Education Marino Institute of Education Mary Immaculate College of Education Mater Dei Institute of Education National College of Ireland Pontifical University, Maynooth St. Angela’s College, Sligo St. Patrick’s College, Drumcondra

Each college or university taking part in the HEAR scheme has set aside a quota of places on a reduced points basis for students entering through the scheme.This quota is different for each third

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level institution. Deta ils of quotas are available on the website of each of the participating institutions.

Guidelines Form partnerships with Colleges and Universities Identify Leaving Cert Students under the age of 23 who require support to access colleges and universities

Evaluation -

Colleges and Universities take part in the scheme Orientation programmes to introduce students to university or college Extra tuition if needed Help with study skills and exam preparation One-to-one meetings with student advisors, Social gatherings, Mentoring Advice about grants and scholarships Bursaries when available

What makes it a best practice?

As well as receiving a reduced points place, HEAR Students may also receive a variety of academic, personal and social supports while studying at third level. Ensures all leaving cert students have an equal opportunity to access colleges and universities.

What do clients think of it?

Some Client Stories: The support of the access service is invaluable. HEAR organise grinds for subjects that people are not so good in and by offering a friendly ear and support for those having personal problems.

I am the first member of my family to go to college and HEAR helped me to achieve this goal.

Attending university means so much to myself and my family, my parents are very proud because they never had the opportunities I have had.

I always wanted to go to UCD and seeing that it was part of HEAR gave me the confidence to apply for the course I wanted to do there. There have been a number of supports available to me.

When I was having trouble with a particular lecture, the Access Office was able to provide a tutor to help me.

Possible pitfalls and areas for improvement -

Reduced points scheme no longer available No funding for extra supports Lack of resources

Contact details www.accesscollege.ie

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References: Documents/Web Links http://www.careersportal.ie/sectors/sector_org.php?sector_id=8&client_id=42#.U15jzjuYbIU https://www.enterprise-ireland.com/en/About-Us/News/Report-of-the-innovation-task-forcesummary.pdf Further Educataion Colleges’ views on FE-Employer Links – Andrew Mc Coshan and Manuel Souto Otero ECOTEC Research and Consulting Limited. www.accesscollege.ie www.qqi.ie www.nqai.ie www.fit.ie www.engineersIreland.ie www.solas.ie www.ivea.ie www.nln.ie www.ahead.ie http://www.cso.ie/en/media/csoie/census/documents/census2011profile8/Profile%208%20Ful l%20document.pdf Disability Research Series 1 – Disability and work – The picture we learn from official statistics – National Disability Authority Learning Environment for Disabled Users (LED) - National Report QQI Guidelines and Criteria for Proposing the Development of New Award Standards or Review of Existing Ones ICT Ireland & the Irish Software Association Submission to the 2014 Action Plan for Jobs The Irish Labour Market and the Long Term Unemployed Final Report 7th Feb 2014 Department of Education and Skills – Assistive Technology Grant FIT ICT Skills Audit The ICT Opportunity for a Disability Inclusive Development Framework Sept 2013 Mathematics for Access to Honours Bachelor Degree STEM (Science, Technology, Engineering and Mathematics) Programme QQI

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Are you interested in the project?

More information on www.epr.eu/projects/Learnabil-IT Follow us on LinkedIn

This project is supported by the European Union Programme for Employment and Social Solidarity - PROGRESS (2007-2013).

This programme is implemented by the European Commission. It was established to financially support the implementation of the objectives of the European Union in the employment, social affairs and equal opportunities area, and thereby contribute to the achievement of the Europe 2020 Strategy goals in these fields. The seven-year Programme targets all stakeholders who can help shape the development of appropriate and effective employment and social legislation and policies, across the EU-27, EFTA-EEA and EU candidate and pre-candidate countries.

For more information see: http://ec.europa.eu/progress The information contained in this publication does not necessarily reflect the position or opinion of the European Commission.

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