Future of Education IE - Q2 2024

Future of Education

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“Developing skills for a sustainable economy must begin in schools.”

Lamia Kamal-Chaoui, Director of Entrepreneurship, SMEs, Regions and Cities, OECD Page 02

“As a society, we must create the time to reflect on the value of education.”

Paul Crone, Director, National Association of Principals and Deputies

Page 12

Deloitte’s Future Leaders Academy is a multi-award winning graduate programme that develops the next generation of leaders and consistently delivers an exceptional growth experience for graduates.

Read more on Page 16

Exploring emerging trends in digital workplace learning

Discover the future of education with AI, multimodal learning, metaverse exploration and more. Explore key trends shaping workplace learning.

In a recent Irish Independent article, John McCarthy, the Irish Government’s chief economist, highlighted artificial intelligence (AI) as the fourth industrial revolution, which will be ‘transformative’ for Ireland’s economy.

With rapid technological advancements and global challenges, education in shaping our future is crucial. The Open University’s (OU) Trends in Learning report offers insights into new trends influencing workplace learning.

Artificial intelligence in learning

AI stands at the forefront of educational innovation, promising transformative changes in how we learn and teach. Implications of AI in learning processes are significant, presenting opportunities to enhance educational experiences while urging caution in its implementation.

Multimodal learning

In an increasingly digital world, multimodal learning emerges as a cornerstone of modern education technology. Incorporating diverse modes such as written, audio and visual elements to create engaging and accessible learning experiences is essential for meeting the needs of diverse learners.

Cultural representation in learning

As technology shapes the future of education, ensuring cultural representation in learning materials becomes imperative. Inclusive content creation processes that resonate with the diverse backgrounds of learners foster a sense of belonging and equity in educational settings, enhancing engagement and learning outcomes.

Exploring metaverse potential

Virtual reality technology holds potential to revolutionise education, offering immersive learning experiences transcending traditional boundaries. Exploring the metaverse as a platform for innovative learning solutions opens up new avenues for interactive and experiential learning.

Fostering entrepreneurial skills

Education technology extends beyond traditional classrooms, equipping learners with entrepreneurial skills essential for success in a dynamic digital landscape. Fostering creativity, initiative and adaptability empowers learners to navigate the complexities of the modern workforce with confidence.

Implementing challenge-based learning

This encourages learners to tackle real-world problems in collaborative and innovative ways. Designing meaningful challenges aligned with educational objectives empowers learners to develop critical thinking, problem-solving and teamwork skills essential in the digital age. The OU offers flexible, innovative distance learning to support evolving education needs.

Contact us to discuss our degree programmes, short courses and free learning. Download report at bit.ly/4bmy7L1 or visit open.ac.uk/Ireland. Contact maureen.fox@open.ac.uk

Sponsored by The Open University in Ireland

Maureen Fox Business Relationship

A new geography of green skills

Investments in clean energy have surged by 40% since 2020. One in five cars sold in 2023 were electric, compared to one in twenty-five in 2020. The technology to achieve net zero exists. However, do we have the skills in the right places?

The OECD report ‘Job Creation and Local Economic Development 2023: Bridging the Great Green Divide,’ reveals that from 2011–21, the proportion of workers in greenskilled jobs, such as environmental risk assessments and retrofitting, increased from 16% to 18%.

Green skills benefits and lagging adaptation Green jobs often pay up to 20% more than other jobs. However, labour markets are slow to adapt, with green job skill shortages being 20–50% higher than for non-green jobs across OECD countries. A notable example is the heat pump engineering sector. The UK has only 3,000 trained heat pump engineers, but an additional 24,000 will be needed within six years.

The gap between regions with the highest and lowest shares of green-skilled jobs averages seven percentage points. For instance, green-skill job shares in Paris and Greater London are about 30%, compared to less than 18% in Normandy and 20% in Northern Ireland.

Developing green skills at school Developing skills for a sustainable economy must begin in schools,

Manager, The Open University in Ireland Senior Project Manager: Jen Church jen.church@mediaplanet.com

Director - Ireland: Ross Bannatyne | Senior Designer: Aimee Rayment

emphasising STEM education. Breaking gender norms is essential to increase girls’ participation in STEM. Currently, women represent less than a third of the green job workforce.

Engineering roles are among the most common green jobs in the OECD, but transversal skills like critical thinking and problemsolving are also crucial.

Retraining and acquiring green skills

Adult education systems must incentivise workers, particularly in polluting sectors, to retrain. We need a culture of lifelong learning that rewards workers and employers for acquiring new green skills. Initiatives like Ecobuild.brussels in Belgium aim to reskill workers in polluting industries, including construction.

Leveraging local knowledge

Education and adult skills must be tailored to local labour market needs, emphasising specialised manufacturing and engineering or green finance initiatives as needed. Engaging local knowledge and businesses can ensure we have the right skills in the right places, preventing bottlenecks from hindering climate goals.

| Head of Digital Operations: Harvey O’Donnell Paid Media Manager: Jonni Asfaha Social & Web Editor: Henry

All images supplied by Gettyimages, unless otherwise specified | Contact information: ie.info@mediaplanet.com

Lamia Kamal-Chaoui

OECD Director of Entrepreneurship, SMEs, Regions and Cities, OECD

How to future-proof your workforce with upskilling programmes

In an ever-evolving work environment, staying competitive means continuously upgrading skills. By offering innovative programmes, employers and employees can meet this demand.

In an increasingly fast-paced and evolving working world, businesses must stay ahead of the curve. From technological advancements to evolving market trends, the skills demanded of employees are constantly evolving. This means embracing a culture of continuous learning is imperative.

How to enhance skills and retain talent

WRITTEN

BY

Édaein O’Connell

Upskilling brings businesses to the next level and can enhance employee performance and satisfaction. In turn, this contributes significantly to talent retention and attraction. As an employer, equipping your workforce with the latest knowledge and skills can help you navigate challenges effectively and sustain long-term growth.

One way to do this is through SOLAS, the state agency responsible for research, planning, funding and coordinating Further Education and Training in Ireland.

Education for all sectors

With 16 education and training boards spread across the country, the state agency caters to the needs of almost 400,000 learners annually. One in ten people aged over 15 in Ireland (over 400,000 people) benefited from Further Education and Training (FET) in 2023, offering a diverse range of programmes from apprenticeships to postleaving certificate courses.

The Skills to Advance and eCollege programmes serve as the cornerstone for addressing the upskilling needs of both employers and employees across diverse sectors in communities across the island. These initiatives offer a comprehensive suite of highquality courses and resources tailored to meet the evolving demands of today’s workforce.

Upskilling for job security

technologies, Covid-19 and Brexit, there was a worry that this cohort may be at risk of jobchanging or potentially losing their jobs. So, this policy was brought in to help them reskill to level 5 and level 6 qualifications.

“Level 5 courses are completely subsidised, allowing employees to access them at no cost. For those looking to advance to level 6 qualifications, employers only need to pay a small fee, making it an affordable option for businesses seeking to invest in the development of their workforce.”

Flexible online learning platform

eCollege is an online learning platform that provides a flexible and accessible avenue for individuals seeking to expand their skill sets. With a range of industry-focused courses spanning digital skills, project management, business acumen and sustainability, eCollege caters to the diverse needs and interests of all learners.

With 16 education and training boards spread across the country, the state agency caters to the needs of almost 400,000 learners annually.

With a focus on upskilling and reskilling, Skills to Advance acts as a catalyst for driving individual and organisational growth. From technical competencies to soft skills development, it equips learners with the skills and knowledge needed to thrive in their fields and enhance employability.

Noreen Fitzpatrick, Employee Development Manager at SOLAS, says the scheme was started as a way to protect employees. “In 2019, there were almost 1 million people at work who only had a leaving certificate qualification,” she explains.

“That represented 43% of the workforce at the time. With the rise of automation, new

Whether it’s an aspiring entrepreneur looking to sharpen their business acumen or a seasoned professional aiming to stay abreast of the latest technological trends, it offers a wealth of resources to support continuous learning.

“eCollege is there for absolutely everyone over the age of 18, whether you are employed or unemployed,” says Ciara Ní Fhloinn, Flexible Learning Manager at SOLAS.

“It’s free, and these courses are designed to be completed part-time. If you are employed, it can easily work around your working schedule. This is good news for employers, too.”

Seize the opportunities

These programmes close the divide between education and employment by providing practical, real-world skills and working closely with employers to pinpoint areas of skill deficiency. As the pace gets faster and industries advance, Ireland’s workforce is poised to meet the challenges of the future, seize opportunities and most importantly, stay ahead of the curve.

Sponsored by SOLAS

Noreen Fitzpatrick Employee Development Manager, SOLAS

Ciara Ní Fhloinn Flexible Learning Manager, SOLAS

Peter Egan Director of Further Education and Training, Mayo, Sligo and Leitrim Education and Training Board (MSLETB)

WRITTEN BY Tony Greenway

Why lifelong adult learning opportunities should be accessible to all

In today’s labour market, there is a constant need for employees to reskill and upskill. That’s why adult educational opportunities must be made available to all.

Education is transformative,” says Peter Egan, Director of Further Education and Training at Mayo, Sligo and Leitrim Education and Training Board (MSLETB). “Day in and day out, I meet people who tell me: ‘I have just finished a training course, and I am in a much better place as a result.’”

Adult learning for agile labour market

“Our economy needs an agile and flexible labour market; lifelong learning is a critical part of that. People need to reskill, upskill and site skill on an ongoing basis,” says Egan.

One of the country’s 16 local Education and Training Boards (ETBs), MSLETB delivers a range of educational services to around 30,000 students and learners on an annual basis via schools, further education colleges and various adult and further education centres. It provides training including apprenticeships, Skills to Advance courses, tertiary degree programmes, Post Leaving Certificate programmes and adult education courses.

“Plus, we provide technical programmes for school leavers and adults wishing to change occupations,” says Egan. “We offer a variety of national apprenticeships, including the Sales and Craft Butchery apprenticeships we developed, with more in development.”

Education inclusive and accessible to all MSLETB partners with industry to identify needs and bridge skills gaps while providing tailored guidance to individuals seeking suitable

training. “Take someone who has been outside the labour market for a while,” says Egan. “We can help them find the right career-based vocational training they need for a particular role.”

Egan insists that transformative lifelong learning opportunities must be inclusive and accessible to all, regardless of age, background or financial situation. The Training Board works with people from marginalised and disadvantaged communities, including refugees, to assist and empower them back into education. It also helps adults with literacy, numeracy and digital literacy skills. “Digital skills are just as important as literary and numeracy skills in today’s society,” notes Egan.

Adaptability and expanding courses

Having just launched a new College of Further Education and Training in Sligo and Leitrim, the education provider is expanding its course offering to consolidate its education and training provision.

“Microcredentials are very popular at the moment,” says Egan. “These are flexible courses allowing people to upskill in specific areas. We’re developing a range of them, including data analytics, sustainable farming and podcasting. There’s no limit to what we can offer — and the skills people can learn to adapt to the new world of work.”

Achieve more with time and cost-friendly upskilling and reskilling solutions

Louise O’Gorman Centre Manager, Advance Centre

As technological change accelerates, Irish professionals face mounting pressures to stay ahead. However, two constraints often hinder progress: time and cost.

The Advance Centre offers flexible, accredited, agile learning solutions designed to fit into busy lives while providing substantial financial support.

Flexible learning for time-conscious professionals

Finding the time to upskill or reskill can be difficult. Our offerings include single modules or microcredentials and short accredited programmes tailored to foster digital transformation across various sectors such as health, cybersecurity and manufacturing.

This modular approach allows learners to fit part-time learning into their work–life balance. Flexible learning pathways ensure you can achieve your goals without compromising professional commitments. We offer online and blended learning formats. Learn at your own pace, whenever and wherever it suits.

Making learning affordable: up to 80% fee subsidies

While time is a crucial factor, the cost of education is also a challenge. We are committed to making upskilling and reskilling accessible. For many of our courses, starting in September 2024, we are offering learner fee subsidies of up to 80%. These are supported by the Higher Education Authority through the Human Capital Initiative Pillar 3 funding.

This financial support is part of our mission to remove economic barriers and empower professionals across Ireland to advance their careers. We make high-quality education and training accessible, enabling more individuals to harness digital transformation.

Join the movement towards a brighter future

The Advance Centre offers a range of accredited modules and programmes across its three partner colleges: UCD, ATU Sligo and TU Dublin. It is a centre of excellence for teaching and learning where you can:

• Gain an accredited national qualifications framework (NQF)/ microcredential that you may count towards a full award.

• Previous modules may be used as recognition of prior learning towards Advance Centre degree programmes.

• Equip yourself with the latest in-demand skill set, tools, knowhow and knowledge to succeed in your career.

• Gain a competitive edge, influence growth and steer strategic goals in your organisation upon completion of your studies.

• Learn without limits with a wide choice of flexible study options.

• Tap into our extensive network and links with industry and enterprise on a national and international level across numerous business sectors.

• By addressing the two main barriers of time and cost, professionals can better access and approach upskilling and reskilling. Don’t let these challenges hold you back. Seize this opportunity to invest in yourself and your future.

Find out more at msletb.ie

Sponsored by Mayo, Sligo and Leitrim Education and Training Board

Tertiary degrees in Ireland offer an accessible alternative to traditional pathways

Irish education is shifting, with 40+ new tertiary degrees enhancing accessibility, streamlining registration processes and offering comprehensive support.

Irish education providers have started making crucial, fundamental changes to how students can access courses. Students who hope to pursue a third-level degree no longer only have the option to apply via the traditional Central Application Office (CAO) route; students can now apply for university outside of the Leaving Certificate points system.

New tertiary degrees available nationwide

The groundbreaking new tertiary degrees, developed by the National Tertiary Office (NTO) and partner institutions across the country, mean students have an additional pathway to get their desired degree, by starting studies at their local Education and Training Board (ETB).

At the launch last July, Taoiseach Simon Harris, then Minister for Further and Higher Education, described tertiary degrees as “the single biggest transformation to education access in decades.”

What are tertiary degrees?

Tertiary degrees are a new way for students to get the course and, ultimately, the career they want. The final award is the same: a bachelor’s or honours degree (level 7 or 8 on the National Framework of Qualifications). However, the traditional delivery model and entry requirements have been redesigned to increase and widen access to higher education.

Tertiary degree students start studies at their local ETB before continuing their degree at a Higher Education Institution (HEI). The local start at an ETB means smaller initial class sizes and more hands-on support. In the second or third year of study, students move to the campus of the partner university fulltime to finish their degree and graduate.

ranging from animation, business, construction management, nursing, social work, IT and sustainable engineering.

Why Ireland needs this new model

The NTO has been tasked with bringing together partners across the sector to create opportunities for students who want to move from further to higher education. These collaborations mean this generation of school leavers, and mature applicants hoping to return to education, can now enrol without needing to use the traditional points system.

To ensure that third-level education is accessible to everyone, no matter where they are and regardless of their financial standing, tertiary degrees also have a range of student financial supports available.

Tertiary degrees are a new way for students to get the course and, ultimately, the career they want.

Tertiary degrees will have a massive impact on how students access our colleges, universities and workplaces. They facilitate wider participation, ultimately enhancing diversity across professions. The first programme of its kind in Europe, tertiary degrees are levelling the playing field in third-level education.

Available and upcoming tertiary degrees

Sponsored by National Tertiary Office

Seamless, dual-registered tertiary education

The progression from further to higher education is seamless, thanks to close collaboration between the providers sharing resources and expertise when designing courses. A ‘best of both worlds’ approach has been implemented for student support. From the first day, tertiary degree students are registered at both the ETB and the HEI. This dual registration allows them to access services and facilities at both institutions, including libraries, sports centres and academic, health and wellbeing supports. In 2024, there are over 40 courses available,

There are already 40+ tertiary degrees on offer from Letterkenny to Cork, but the goal is to increase the number and geographical spread each year. As more ETBs and HEIs partner, the NTO will always look for unique ways to put the learner at the heart of education.

To stay up to date as new degrees are announced, follow our social media: @ntoireland. View the full list of courses on nto.ie and find answers under FAQs. Prospective students can email: info@nto.ie Applications for 2024/25 are open from now until September at nto.ie/courses

Fiona Maloney Director, National Tertiary Office

Advancing accounting education in Ireland through collaboration and innovation

To prepare future accounting technician professionals for industry, bridging academia and practical industry demands is crucial.

Pat Maunsell Director of Education, Accounting

Ireland

Accounting Technicians Ireland (ATI), a specialist in accounting technician education and training in Ireland, is responding to the growing demands for new and emerging skills in the accounting and finance sector.

Established and up-to-date qualifications

The accounting technician professional qualification has been available for the last 40 years on the island of Ireland and serves as a fundamental pathway for individuals embarking on careers as accounting technicians. The programme has evolved, and we are conducting another review to ensure the sustained relevance and efficacy of the qualification, involving extensive engagement with all our key stakeholders.

Introduction of a certified accounting technologist

ATI are also set to launch a new Certified Accounting Technologist profession this month. The underpinning qualification is a BSc. Hons in Accounting Technology, validated separately by Technological University Shannon in the south and Open University in Ireland in the north. This new role provides a natural progression pathway for accounting technicians and those working in financerelated roles who wish to advance.

The Certified Accounting Technologist supports sustainable value creation by optimising financial, social and environmental outcomes, preparing businesses for a more sustainable economic model.

The work of the certified accounting technologist

The role typically works at the intersection of modern finance, information systems, and organisational

How to meet new people and learn new skills — the EU programme way

European Union programmes — such as Erasmus+ — give participants the chance to learn a range of new skills, meet new people and experience different European cultures.

Participants in EU education and training programmes emerge with new skills and a deeper understanding of European cultures and values, which they can adopt into their work and life in Ireland.

WRITTEN BY

Tony Greenway

EU programmes open to all Erasmus+, eTwinning and EPALE (Electronic Platform for Adult Learning) — these transformative initiatives are open to people of all ages and backgrounds. They include school pupils studying at partner schools; teachers working or training at educational establishments abroad; or young people on youth exchanges.

Whoever they are, EU initiatives are hugely positive cultural experiences for people, says Lorraine Gilligan, Executive Director of Léargas, the agency that manages national

governance. The Certified Accounting Technologist takes responsibility for: financial and sustainability reporting; data management and analysis; the development of insights in support of the breadth of organisational governance for which executives are accountable and related statutory compliance; decision-support and advice in relation to matters such as data and information ecosystems; sustainability reporting and environmental, social and governance (ESG).

Disruptive innovation

The traditional competencies of the accounting professional are changing to meet modern business requirements, with new skill sets required. In addition to accounting, taxation and finance capabilities, there are increasing expectations in the business environment.

This includes data management and analytics, information systems optimisation and the consequences of the sustainability (ESG) agenda. They are also expected to have sufficient business acumen to advise on executive decision-making and to act effectively as a ‘business partner.’ The Certified Accounting Technologist complements and enhances the work of the modern finance team.

Shaping the future of accounting

To advance accounting education effectively, professional education must continue to align with industry demands, shaping versatile professionals ready for this dynamic field. ATI’s thorough and holistic approach will ensure that the next generation of accounting specialists are knowledgeable, adaptable and prepared for future challenges.

and international programmes in youth work, education and training and sport. “These programmes allow participants to acquire new skills,” she explains. “By immersing themselves in a different country and language, they also develop solidarity and friendships with a diverse range of people. They’re unique intercultural engagements.”

Types of EU training programmes

The agency works with various partners, including public and private organisations, that are interested in becoming involved in EU programmes. This includes Erasmus+, which funds mobility and cross-border projects on inclusion, diversity, digital transformation, environment and participation in democratic life. Then, there’s the European Solidarity Corps (ESC), a volunteering programme for young

people who want to work on projects that benefit communities in Europe and EU partner countries. Not all programmes involve face-to-face engagement or travel. For instance, eTwinning is a free online platform connecting over 1 million teachers across Europe. EPALE is a news and discussion hub for educators and researchers, supporting the EU’s strategy ‘to promote more and better learning opportunities for all adults.’

Benefits of taking part in EU programmes

Any organisation active in adult, school, vocational education, sport or youth activities can apply to Léargas for funding to facilitate projects promoting European exchange, cooperation and learning. However, they’ll need a partner in a European country. “If they don’t have one, the eTwinning and EPALE community networking spaces offer ways to find them,” says Gilligan. There is a high level of participation because EU programmes are extremely popular. Léargas’ annual flagship event — The Gathering — showcases Erasmus+, ESC and other EU initiatives. This year’s event, held online, was exceptionally well-attended. “It’s a chance for us to connect with curious organisations that want to learn more about these programmes — and demonstrate the real benefits that they offer to staff or students,” explains Gilligan.

Lorraine Gilligan Executive Director, Léargas, The National Agency for Erasmus+ and National Support Office for eTwinning and EPALE

Sponsored by Léargas

Research reveals high-cost barriers to adult education in Ireland

Adult education opportunities must be a realistic option, with essential conditions in place. People can’t learn without basics like housing, heat, food, mental health, childcare and transport.

AONTAS research has found that high costs are preventing people from returning to education in Ireland. People are being left behind in our education system; this is contributing to inequality because those with lower levels of formal qualification are more likely to be at risk of poverty.

Financial support gaps in adult education

Almost 1 in 3 Irish adults recommend increased financial support to get back into education, according to our survey. However, many more people are living in poverty in Ireland who lack education access, can’t participate in research and remain unheard.

Statistically, more people from workingclass communities are likely to return to education through Further Education and Training (FET). According to Indecon, the same supports aren’t available compared to higher education. Existing FET supports often come with specific conditions that exclude people, with no clarity on what is available or how to access them.

Disparities in social welfare payments

This September, AONTAS will launch a national campaign called ‘Holding You Back’ to increase public awareness on key issues including social welfare payments; allowances for accommodation, food, and travel; and clarity over rules for FET funding.

Social welfare payment disparities have been raised in recent budgets, but the issue continues. To qualify for financial supports, FET learners typically must be receiving social welfare payments. Our research shows that this is a barrier for learners; one participant stated: ‘I am supposed to sign on, so I can be actively seeking work even though I’m going to be returning to education. The process makes no sense.’

The Central Statistics Office survey on Income and Living Conditions (SILC) also shows that most weekly social welfare payments are below the poverty line. Payments should meet or exceed the poverty line, and social welfare must be separated from FET financial supports. Otherwise, efforts to facilitate learning reinforce existing inequalities.

‘Holding You Back’ will show why greater investment in adult learners means a more equal society. Education should be for everyone, and Ireland would be better for it.

Initiatives and guidance to help people with Down syndrome succeed

The journey of lifelong learning for people with Down syndrome has undergone significant transformation in recent years. Support and services are available and increasingly accessible.

As a national charity, Down Syndrome Ireland (DSI) works tirelessly to create opportunities to empower adults with Down syndrome to reach their full potential.

Accessible Down syndrome programmes

The charity has created innovative programmes to provide adults with new opportunities to explore literacy, self-advocacy, self-awareness and work preparation in their local Education and Training Board (ETB) Colleges of Further Education and Training (FET), with plans to make options available nationwide.

DSI and ETBs are working on creating bespoke programmes, such as the Living It Up! pilot in Kildare Wicklow ETB with the vision that it will be shared with ETBs nationally.

Employability skills for marginalised populations

The Skills Academy, in conjunction with Dublin and Dun Laoghaire ETB, trains adults with Down syndrome. It teaches essential life skills to secure and maintain employment across a variety of employment sectors. The programme is targeted at those who have traditionally experienced difficulty in securing employment.

Offering career guidance

A survey by the charity found that 75% of its adult members have never received career guidance. This shocking statistic has led to a collaboration with ETB Guidance Services. So far, this collaboration with Carlow Kilkenny ETB and Limerick Clare ETB has seen adults with Down syndrome and their families discovering and exploring further options.

The DSI Department of Lifelong Learning supports those working in the FET sector through the provision of training courses and resources.

Education is not confined to the four walls of the classroom. The DSI Book Club Initiative, in conjunction with the National Libraries Service, strives to create opportunities for people to engage, socialise and discover the joy of reading.

The development of lifelong learning not only empowers people with Down syndrome to reach their full potential but also contributes to a more inclusive society, from which everyone benefits. We are not there yet, but the future is looking brighter all the time.

you would like to learn more about our work, contact johncondon@downsyndrome.ie or sinead@downsydrome.ie

A flagship programme at a leading university is enhancing the educational experience for its students, staff and enterprise partners.

Designing Futures (2020–2025), funded by the Higher Education Authority (€7.57 million), is focused on increasing student success, retention and progression and the employability of University of Galway graduates.

Programme fostering innovative teaching and collaboration

There are four pillars to the Designing Futures programme, each one engaging students creatively and impactfully with key educational and societal priorities. Through the IdeasLab human-centred design studio, the programme is enhancing the University’s links with enterprise and industry, particularly in the cooperative design and delivery of innovative, enterprise-engaged programmes.

Vertically Integrated Project (VIP) modules facilitate learning where students work alongside faculty in real-world research settings. Transdisciplinary modules ‘unbundle’ the traditional university curriculum to introduce students to learning that crosses subject boundaries, where they explore important global issues from multiple perspectives. Life design and student success coaching support students in discerning optimal pathways in their personal and professional development.

Enhancing support and building comprehensive graduate skills

The programme is also enabling new university support systems, including a makerspace on campus and Universal Skills Passport (USP). The USP recognises students’ whole learning across the institution, including the key graduate attributes they develop in curricular and co-curricular contexts.

Deputy President and Registrar, Professor Peter McHugh, says: “Designing Futures is having an outstanding impact on student learning and the student experience, enhancing the University’s position as a leader in higher education, nationally and internationally.”

Designing Futures directly addresses core objectives of the National Skills Strategy, the System Performance Framework, Action Plans for Education and Technology Skills 2022, Project Ireland 2040 and University of Galway’s academic strategy. In addition to positive impacts on the university experience of students, the programme is enabling new forms of collaborative and innovative teaching across faculties.

Sponsored by University of Galway

Sponsored by AONTAS

Sponsored by Down Syndrome Ireland

Professor Tony Hall Professor of Education and Director

Educational Design Research, Designing Futures, University of Galway

Sinéad Flynn Adult Education and Lifelong Learning Officer, Down Syndrome Ireland

Professor Michelle Millar Professor of Sociology and Programme Lead, Designing Futures, University of Galway

John Condon Head of Adult Education and Lifelong Learning, Down Syndrome Ireland

Dearbháil Lawless CEO, AONTAS

Lucianne Bird Director of Learning, National Learning Network

Supportive and inclusive courses that celebrate student individuality

Find certified courses in over 80 locations across Ireland for students aged 16+ who need supportive, flexible education.

When students enter the doors of National Learning Network (NLN) to begin a supportive training course, they are welcomed into a holistic learning environment — an experience focused on inclusion, understanding and wellbeing.

Many of these students have had a difficult experience of education. Some have left school early or dropped out of mainstream college. Some have felt unanchored and unprepared for the next stages of life.

Comprehensive courses for students of all abilities

We offer certified training courses (QQI, City and Guilds, ICDL) for people who need extra support and flexibility in their education, including people with disabilities, mental health issues, social anxiety, students with autism and those recovering from an illness or accident.

We are based in over 80 locations across Ireland, offering courses ranging from business, digital skills, horticulture, sports and leisure and general employability skills. All courses are funded by the local Education and Training Board or the HSE. Services are designed using Universal Design for Learning (UDL) principles, ensuring accessibility and celebrating diversity.

Technology-enabled, inclusive learning

Our commitment to a first-class student experience is reinforced by our ‘Tech Wheel.’ All centres now feature various digital tools. Professional development has built staff confidence and competencies in technology-enhanced learning. Inclusive practices are also supported by the use of assistive

technology, including low-tech solutions — such as coloured page overlays favoured by some students with dyslexia — to higher tech solutions such as Looky Book Pro, a portable video magnifier for students with low vision. We also offer an accessible e-learning system with thousands of support resources, including training videos, online quizzes and discussion forms.

Connecting students to future careers

Empowering students to make choices about further education, higher education and employment is an integral part of the curriculum. Students complete work experience to get a better understanding of jobs and industries and make informed decisions about life after NLN. We have strong and established local and national partnerships with over 500 employers, connecting with students and bridging the gap to work.

Education fostering individual strengths

Each student has unique capabilities. By tapping into their talents, they can achieve a qualification that will lead to a career suited to their strengths. At NLN, students gain more than a certification and pathway for progression to higher or further education or employment. Their mental health and wellbeing can soar, as they gain friendships, life skills and enhanced confidence.

Eliminating gender disparity in apprenticeships and ‘non-traditional’

roles for women

A recent ESRI report highlighted continuing gender inequalities in jobs and careers. Despite encouraging women to engage with education and training in non-traditional areas, the number of those pursuing a career remains low.

Non-traditional refers to occupations where one gender comprises less than 25% of the workforce. This gender disparity is particularly pronounced in traditional apprenticeships, which remain predominantly male-dominated.

Breaking barriers in trade careers

There is an acute shortage of tradespeople — a role traditionally considered to be for men. Although many women are starting to show an interest in the trades, evidence still shows that they do not always get the encouragement to pursue their chosen career — from schools, families or even society. However, some preconceived notions about traditional craft apprenticeships being ‘too hard’ for women are starting to fall away.

Quiet revolution towards gender equality

We live in a society that recognises that equality, diversity and inclusion is not a choice; it is an obligation. Now, almost 10% of apprentices are women, compared to just 2% in 2018. We are heading in the right direction — slowly. Of course, not every person will choose a non-traditional career, but everyone should have the opportunity.

Non-traditional jobs often pay better and offer better benefits than some of the traditional jobs that women find themselves in, including clerical and caring roles. This empowers women to become financially independent, raise their children and participate in society equally with men.

Apprenticeship success stories

Bróna Cuddihy took on an apprenticeship with Waterford and Wexford Education and Training Board (WWETB). She says: “When the opportunity to do a Laboratory Analyst apprenticeship with Sanofi

came up, I was nervous as I was only 18 at the time … I couldn’t have chosen a better career path for me through the apprenticeship. I’m honoured to now be an Analytical Development Chemist with a local pharmaceutical company, where I continue to grow and learn every day.”

Meanwhile, Megan Broaders Murphy was awarded a WWETB Apprenticeship Scholarship. She says: “When I first learned that I could get a qualification in the automotive engineering sector through a mixture of on-the-job, ‘hands-on’ learning, college and training in the classroom, I realised that apprenticeship was, in my case, the perfect career choice.”

Equitable opportunities shape perspectives

To change the perceptions of future generations, young people must see equity of career opportunity between all genders. If they can see it, they can be it. Both men and women share equal responsibility in passing on the values of education, training and hard work to children.

Dr Karina Daly Chief Executive, Waterford and Wexford Education and Training Board

Lindsay Malone Director of Further Education

Micro-credential momentum incentivises lifelong learning in Ireland

There are 654 courses developed through the Human Capital Initiative (HCI), with every course created in response to an economic need for current and future skills.

The Higher Education Authority (HEA) has launched an initiative to promote lifelong learning and address skills gaps in the Irish workforce. It has allocated €9.7 million in funding to subsidise fees for up to 14,000 learners across 654 micro-credential courses. This ‘Micro-Credentials Course Learner Fee Subsidy’, under the Human Capital Initiative (HCI) Pillar 3, aims to make upskilling more accessible and affordable, particularly in critical areas identified by national strategies and industry.

Wide-ranging, enterprise-driven skill development

The courses cover a wide range of disciplines, including renewable energy, sustainability, construction and planning, artificial intelligence, cybersecurity, ICT and electronic engineering. According to Sorcha Carthy, Senior Manager in the Skills and Engagement Unit at the HEA: “All of the 654 courses are developed by Higher Education Institutions, including Universities and Technological Universities through the HCI programme where academics work directly with enterprise — so, every single course has been developed in response to an identified need in the Irish economy for current and future skills.”

Flexible, targeted upskilling courses

Micro-credential courses are designed to be flexible and targeted, addressing the specific skill requirements of learners, enterprises and society. Carthy explains: “They are all very relevant disciplines and skills areas and are being delivered in ‘micro-credential’ courses — short courses, some of which can be ‘stacked’ into larger awards because enterprise has seen that people want to upskill in a flexible, fast way.”

Micro-credentials are gaining momentum

kind in Europe for short, university-accredited micro-credentials. This platform, a deliverable of the ambitious five-year, €12.3 million MicroCreds Project, brings together hundreds of short, flexible and accredited courses into one central place for learners and enterprises.

Lifelong learning boost

Micro-credential courses are key to achieving national lifelong learning targets and the European Pillar of Social Rights Action Plan’s ambition for at least 60% of adults to engage in training annually. As of Q4 2022, national lifelong learning participation is at 11.8%, with 80% of learners being employed. Offering flexible micro-credentials is expected to boost participation in lifelong learning.

We want to incentivise this new way of learning and create momentum around micro-credentials.

Carthy emphasises the importance of these courses for individuals already in employment, stating: “We would expect that the majority of people who would be interested in these courses are already in employment; they perhaps do not have the time for the sizable commitment of doing a full degree. In this way, they can take these short pieces of learning and decide if they want to go back and stack it into the larger qualification over time.”

Incentivising new learning habits

The concept of micro-credentials is relatively new in the Irish higher education sector, but it is gaining momentum as a response to the changing needs of the workforce. Carthy notes: “What is happening now is a huge investment with over 650 subsidised courses — and what makes it new is being so widespread and in so many disciplines, as well as being accessible and flexible.”

One of the key initiatives in this area is the MicroCreds.ie platform, which is the first of its

The Micro-Credentials Course Learner Subsidy offers a subsidy rate of 80% for courses addressing skills in key priority areas, with other courses providing a 50% learner subsidy rate. Carthy explains: “We want to incentivise this new way of learning and create momentum around microcredentials. All of the 654 courses are subsidised, some at half-price and others at 80% — the latter being in those particular fields where there is highest demand.”

This initiative invests in upskilling the Irish workforce and promoting lifelong learning through flexible micro-credential courses. By targeting specific skills needed by learners, enterprises and society, the HEA aims to empower individuals to excel in their chosen fields and contribute to the Irish economy’s growth and competitiveness.

Sorcha Carthy Senior Manager, Skills and Engagement Unit, Higher

Beyond the campus gates: how ATU is redefining higher education

Explore ATU’s pioneering online education with 350+ accredited courses. Redefine your career with online and flexible learning opportunities today.

Atlantic Technological University (ATU) stands as a beacon of modern higher education, truly embodying the concept of the ‘edgeless university.’ As a market leader in online, flexible and professional development courses, ATU has consistently pushed the boundaries of traditional education.

E-learning education programmes

ATU has long been a pioneer in this space. As Ireland’s largest provider of e-learning and parttime higher education courses, ATU’s campuses have been providing these opportunities to students well before the global shift.

The university boasts over 350 online, blended and on-campus accredited courses. These programmes are carefully designed not only to provide qualifications but also to meet the evolving demands of the national workforce and its industries.

Offering diverse subjects to bridge gaps

ATU’s academic teams collaborate closely with industry partners to ensure the curriculum delivers market-relevant skills. It offers a wide range of subjects, within the disciplines of business; civil engineering and construction; computing; education; electrical and mechanical engineering; enterprise and law; environmental science; exercise science and nutrition; humanities and social science; nursing and healthcare; and tourism and marketing.

“Our focus is on providing access to higher education opportunities to people who want to develop their skills and realise their life and work ambitions,” says Prof Jacqueline McCormack, Vice President with responsibility for Online, Flexible, and Professional Development at ATU.

Flexible upskilling initiatives

Accessible, innovative education approach

Central to ATU’s success is the Online, Flexible Learning Innovation Team, which supports academic teams in ensuring quality and in developing and implementing new, innovative teaching and assessment methods.

“ATU’s shift towards a more flexible, accessible and interconnected educational model is democratising education, making it more inclusive and adaptable to individual needs,” Prof McCormack emphasises.

Our focus is on providing access to higher education opportunities to people who want to develop their skills and realise their life and work ambitions.

Many ATU learners are employed professionals seeking career advancement. ATU’s online and flexible courses provide the perfect solution, allowing them to upskill without leaving their jobs and to balance their studies with work and family responsibilities.

The success of these initiatives is evident in the enrolment numbers: out of 22,650 students at ATU in 2022-23, over 10,225 were undertaking online, part-time and flexible programmes. This makes ATU the leading university provider of such courses in Ireland by a considerable margin.

This is reiterated by Gavin Clinch, Head of Innovation (OFPD). “At ATU, our commitment to innovation is woven into every aspect of our educational model.

“Through initiatives like MyCareerPath and microcredentials, we are not only meeting the immediate needs of our students and industry partners but also paving the way for the future of higher education,” he says.

Redefining the higher education landscape

“By leveraging advanced technologies and fostering an environment of continuous learning, we are transforming how education is delivered and experienced, ensuring it is inclusive, flexible and aligned with the evolving demands of the workforce,” he adds.

Indeed, by embracing the concept of the edgeless university, ATU is redefining the landscape of higher education, providing inclusive, adaptable learning opportunities that transcend geographical boundaries.

Spread sponsored by Atlantic Technological University and Higher Education 4.0

Jacqueline McCormack Vice President with responsibility for EDI and Online & Flexible Learning

Gavin Clinch Head of Innovation (OFPD), Lead for HE4.0 Innovation Projects and Co-Lead for the Career and Learning Pathways Service

How educators and innovators are driving ATU’s Higher Education 4.0 project

Learn how ATU’s Higher Education 4.0 innovations are merging technology and creativity through Massive Open Online Courses, MakerSpace workshops and agile learning models.

Innovation is at the heart of ATU’s Higher Education 4.0 (HE4.0) project, with the Innovation Projects team dedicated to building a comprehensive system that responds swiftly to the needs of employers and learners in an agile, efficient and cost-effective manner.

Initiative bridges tech and creativity ATU is committed to pioneering new educational models that engage both young and lifelong learners. This goal has been achieved through several key initiatives.

One of the flagship projects is MakerSpace, which includes workshops at ATU’s Galway, Sligo and Donegal campuses and an outreach programme that brings technology and creativity into secondary schools. This initiative aims to inspire students to consider careers in science and technology.

“We wanted to help students, especially those from disadvantaged backgrounds, identify pathways into higher education,” explains Noel Mulkeen, HE4.0 Innovation Projects Manager.

Student solutions and workshops

“ATU MakerSpace provides a collaborative environment where students can develop innovative solutions to contemporary challenges. It also features a mobile unit equipped with laser cutters, 3D printers and robotics kits, which our educators use to deliver STE(A)M-focused workshops in schools across the North West region,” adds Mulkeen.

Innovative learning models and technologies

The Innovation Projects explore a wide range of innovative learning models, including project-based and work-based learning. It has developed remote laboratories that allow users to control equipment and perform experiments remotely. It has also embraced AI-based

adaptive learning, established professional recording studios to support academic staff in creating online content and collated extensive subject material for lifelong learners.

HE4.0 introduces 12 new MOOCs

The HE4.0 project has introduced 12 new Massive Open Online Courses (MOOCs) — free and open courses accessible to anyone worldwide. These MOOCs are available through ATU’s free course portal, freecourses.atu.ie, which will also be undergoing a relaunch in the coming month.

Part-time, accredited courses

Building on these, ATU offers a series of micro-credentials: short, accessible courses that can be completed part-time in up to 14 weeks. These accredited courses allow students to accumulate credits towards a major award over time.

Creating agile courses

Central to these efforts is the instructional design team, which creates reusable learning content. They collaborate with subject matter experts to develop courses that meet the needs of both students and industry.

“We have implemented ‘lean’ methodologies to develop these courses quickly and efficiently, without sacrificing quality,” Mulkeen concludes.

MyCareerPath: career and learning pathways service

Switching careers or upskilling in an existing industry can be daunting. MyCareerPath, developed by ATU, assists individuals at the crossroads of significant change, helping them make informed career decisions.

Launched in 2023, MyCareerPath is an external-facing careers and learning pathways service for companies and individuals. It is available to people in the workplace, those returning to education, entrepreneurs seeking to upskill and people looking to accelerate their careers and progress within their organisation.

Online resources with personalised mentoring

“The unique feature of MyCareerPath is the combination of a comprehensive suite of online resources with the human touch through one-to-one mentoring with professional career advisers,” says Careers and Learning Pathways manager Bridie Killoran. Learners are guided through a four-stage developmental programme using the most up-to-date e-learning tools and assessments, with support from highly qualified and accredited Careers and Learning Pathways advisers. Each learning pathway incorporates a process of self-discovery, leading to the development of successful career plans and in identifying suitable courses.

Platform for career development

staff gain the skills needed for progression while keeping the workforce agile and up to date with today’s business demands. Early clients, including Forward Emphasis International and Dornan Engineering Limited Group, have successfully used the programme to develop employee competencies and clarify career trajectories. Individuals can also access the programme to gain insights about themselves, enabling them to upskill and sustain a successful career.

Learners are guided through a four-stage developmental programme using the most up-to-date e-learning tools and assessments.

Effective mentorship with diverse tools Ester Howe, a programme graduate, says: “I was assigned an excellent mentor who guided me through the process with regular online meetings. Each step highlighted my abilities, skills and strengths, aided by online assessments, short, informative video tutorials and research into the various learning paths on the website. It has given me the confidence and tools to pursue my education.”

Learn more about the service MyCareerPath is now welcoming applications from companies and individuals. For more information about the service or to book an appointment, visit mycareerpath.ie.

As learners reflect and focus on their career goals, they have access to an innovative platform with customised e-learning content, psychometric assessment tools and a pathway through ATU’s Recognition of Prior Learning process. The platform features a powerful AI-driven CV review and online interview software.

Cost-effective upskilling solution

MyCareerPath is a cost-effective solution for companies to identify training needs and promote employee advancement. It ensures

Noel Mulkeen HE4.0 Innovation Projects Manager

Bridie Killoran HE4.0 Careers and Learning Pathways Manager

The power of applied creativity in making education future-ready

We have entered the digital age and our thinking, and our institutions need to adapt accordingly. Reforms and creative initiatives can make education systems resilient and prepared for the future.

Education represents the most crucial investment for any society’s future. Amid unprecedented change — such as artificial intelligence, environmental crises, wars, migration and social media — preparing for an uncertain future becomes particularly acute.

Creative transformation for education system Civilisation is at an inflexion point. The industrial-age paradigm that informed thinking in education since the 19th century is no longer fit for purpose. Andreas Schleicher, Director of Education at the OECD, has served notice that our industrial ‘one-size-fits-all’ model is no longer adequate to the demands of current realities.

Negotiating the transition from an industrial to a digital age model requires an infusion of creativity across the entire education system. Applied creativity is the catalyst that helps us overcome silos and envision collective action that is agile and responsive to rapidly changing circumstances.

Initiatives for education reform

Seeds of this emerging future are evident in the Government’s commitment in the Programme for Government to a Citizens Assembly on the Future of Education (CAFÉ). A second innovation, Bringing Education Alive for Our Communities on a National Scale (BEACONS), allows local school communities — students, teachers and parents — to engage with the policy formation process. A recent OECD report has recommended that this model be scaled nationwide.

Both of these initiatives are the result of an applied creativity process, ‘Towards a More Creative Education System’, convened by ReSource at the Burren College of Art (BCA) in 2018. They provide inspiring evidence of what’s possible when creative facilitation allows us to apply our collective wisdom to the challenges we face.

Applied creativity for resilient education

Applied creativity, pioneered by ReSource at BCA, is a timely process. It can enable our education system to become futureready at national, regional and schoolcommunity levels. It also points the way to resourcing teachers and school leaders for the challenges and possibilities of newly emerging realities.

Mary

President, Burren College of Art

As a society, we must create the time to reflect on the value of education.

How the CAFÉ development can make Irish education fit for today’s learners

Irish curricula must be reformed to ensure progressive learning. Find out what the Citizens Assembly on the Future of Education (CAFÉ) is and how it can add value to education in Ireland.

Henry Ford wisely once said: “If you always do what you’ve always done, you’ll always get what you’ve always got.” The context of these words is relevant to our education system in Ireland.

Evolution of education in Ireland

Our current education system, run by religious congregations, emerged following the establishment of the state in 1922. These schools were supplemented by state-run Vocational schools in 1930. Following this, the only significant change since the 1930s was the introduction of free education in 1967 by then Minister of Education, Donogh O’Malley. It is timely, now, given the change our society has gone through, since the foundation of the state, that these changes are reflected through our schools.

stakeholders alike to provide the collective vision for all future educational reform.

The Citizens Assembly on the Future of Education is a once-in-a-lifetime opportunity to focus on the development of our education system, to future-proof the quality of education in Ireland and to build the robust and agile system required by our students into the future.

The Citizens Assembly on the Future of Education is a once-in-a-lifetime opportunity to focus on the development of our education system.

Curricular reform to future-proof Irish education

The current programme for the Government has committed to holding a Citizens Assembly on the Future of Education during its current term. These discussions are essential now, I would argue, as we embark on curricular reform — with the publication of the new primary curriculum, a review of the new junior cycle and as we commence senior cycle redevelopment.

As a society, we must create the time to reflect on the value of education, the structure of our schools and how/what we teach our children and young people. The outcomes of this reflective process will give direction to education policymakers and

Discovery and growth for students

Students should be exposed to a wide range of educational experiences. This will give them a broad and balanced experience, to afford them opportunities during their formative years — to explore, discover and develop. During this time, students will discover themselves and their passions, interests and aptitudes.

Furthermore, they will mature to the point of being able to make informed and robust decisions regarding their future career or study pathway. It is with optimism and enthusiasm that we eagerly await the opportunity to contribute to this forum that will ultimately shape the future of education in Ireland.

Paul Crone Director, National Association of Principals and Deputies (NAPD)

Sponsored by ReSource at Burren College of Art

Hawkes Greene

Charting the curriculum’s evolution for Ireland’s education

Research-informed, inclusive and future focused curriculum drives early childhood, primary and postprimary education.

Over 1 million young people in early childhood settings, primary, special and post-primary schools rely on a curriculum designed to develop the knowledge, skills, values and dispositions necessary to become problem-solvers, creators, thinkers, carers, decision-makers, innovators, negotiators and leaders. With high expectations for the curriculum, how is this generated?

Council guiding education policy

The National Council for Curriculum and Assessment (NCCA) advises the Minister for Education on curriculum and assessment for early childhood education, primary and postprimary schools. The Council is a representative body with nominees from teacher unions, school management, parents, students, business interests and wider educational groups. It is centrally involved in some of the biggest and most important changes in this millennium to date. Today, the Council is leading a major curriculum redevelopment for primary, special and postprimary schools and updating ‘Aistear: the Early Childhood Curriculum Framework.’

Research-informed curriculum enhancement

NCCA’s work is based on research; close work with schools and early childhood settings; extensive public consultation; and iterative detailed discussions and debates with a wide range of stakeholders. Examples of the curriculum improvements emerging from this include:

• Building stronger connections in what and how young people learn across the stages of education;

• Clarifying priorities for learning and introducing new subjects and areas such as modern foreign languages and technology in the primary curriculum; drama, film and theatre studies; and climate action and sustainable development for leaving certificate;

• Developing key competencies and the learning approaches that nurture these;

• Supporting all learners, including through the introduction of Level 1 and Level 2 learning programmes in senior cycle;

• Providing greater choice and flexibility for teachers and children/students.

Engaging curriculum development partnership

The work plan and partnership approach underpinning NCCA’s work make curriculum development both engaging and challenging. Current redevelopment will ensure the curriculum remains relevant to young people by supporting high standards in teaching, learning and assessment. This supports the dedicated teaching profession to provide inspiring educational experiences, allowing all young people to flourish in the ‘here and now’ and laying foundations for their future.

How foreign language education can influence Irish business growth and talent development

Embracing foreign language skills can support the growth of Irish enterprises internationally. Find out how language proficiency future-proofs Irish talent.

Recent client surveys, undertaken by Enterprise Ireland, have highlighted that access to skills is a major challenge to company development and a critical obstacle to company growth.

Foreign language skills for business growth

The availability of human capital and a skilled workforce, as well as the commitment of those in education to address these needs, is critical to support Irish enterprises as they look to scale their businesses internationally. Language proficiency and cultural understanding are essential skills to support building international Irish enterprises. The lack of language skills is a significant trade barrier, with Ireland lagging when it comes to language proficiency, especially when compared with other EU member states.

Future-proofing Irish students

Primary, post-primary and lifelong learning initiatives are essential to develop and embed language skills in the Irish workforce. They allow us to future-proof talent and support Irish enterprises as they address the impact of globalisation, geopolitical developments and changes in international trade.

Fostering foreign language education in Irish schools is not merely an academic exercise but a strategic imperative. It prepares students for a globalised world, enhances their cognitive and cultural capabilities and ensures Ireland’s active and informed participation in the European and global arenas. Critically, it ensures an agile, highly skilled talent pool for Irish enterprises with the ambition to scale internationally.

Supporting Ireland’s language strategy

Languages Connect is Ireland’s Strategy for Foreign Languages in Education 2017–2026. It focuses on enhancing foreign language education, underscoring the critical importance of multilingual competence for individuals, society and the economy.

This comprehensive plan envisions a future where learning and using at least one foreign language is commonplace, emphasising the inherent value of linguistic skills. The school system has a critical role to play in language and transversal skills development for the workforce of the future. Visit languagesconnect.ie to find out more about supporting foreign language learning for Irish students.

Keeping teachers in the AI driving seat can boost Ireland’s education transformation

Find out how AI is transforming Irish education. Reduce workload and improve outcomes with new curricula and AI-driven tools by educators for educators.

Educators in Ireland face a period of great change. At a national level, they will be required to roll out the new Primary and Leaving Certificate Curricula while contending with a raft of global trends impacting the wider education sector. However, one of these macro trends has the potential to impact and improve all corners of education, in Ireland and beyond: the arrival of artificial intelligence (AI).

Over a fifth of educators teaching with AI According to a recent Association of Secondary Teachers in Ireland (ASTI) survey, 22% of Irish teachers are already using AI in their classrooms, but over 80% have concerns about its impact. It’s easy to understand educators’ mixed feelings. The industry has seen various ‘tech revolutions’ heralded in recent years, only for them to fail to deliver meaningful change.

Where innovations like virtual reality (VR) faltered was a tendency for new solutions to be thrust upon teachers without their real needs in mind. Firms currently driving the age of AI need to be mindful of this, consulting educators along the product development journey and creating tools to genuinely meet their biggest challenges.

AI-driven resources by Irish educators Twinkl has done exactly this, supplementing its comprehensive body of teacher-made resources with the development of the ‘Ari’ AI assistant and a suite of trusted AI tools — designed to reduce educator workload and improve outcomes. As a result, Twinkl programmes like the AI Report Writer and PowerPoint-to-Quiz Generator have been used over 2 million times by hundreds of thousands of teachers around the world.

By ensuring AI tools are generated from within the education ecosystem, rather than imposed from above, this new technology can help teachers overcome their most enduring challenge — a lack of time. AI can reduce admin, allow for more tailored pupil experiences, improve work-life balance and help educators spend more time on what they love and do best: teaching the next generation.

Senior Strategic Policy Advisor,

Sponsored by Twinkl Ireland

Sponsored by National Council for Curriculum and Assessment

Holly Clarke Ed Tech Leader, Twinkl Ireland

Arlene Forster Chief Executive, National Council for Curriculum and Assessment (NCCA)

Find out more at languagesconnect.ie

Helen McMahon

Enterprise Ireland

Find out more at ncca.ie

On-the-job learning with Ireland’s first quantum computing micro-credential

Gain cutting-edge quantum computing skills with the quantum programming foundations course, developed in collaboration with top industry and academic partners.

The Irish Centre for High-End Computing (ICHEC) at the University of Galway is the National High-Performance Computing (HPC) centre. ICHEC provides high-performance computing and data platforms, services and support to academia and industry across different sectors in Ireland.

Accessible quantum computing course

While many of its courses are aimed at those enrolled in third-level higher educational institutions, ICHEC has embarked on new directions in providing on-the-job training and continuous professional development for the Irish workforce. With support from the EuroCC projects (co-funded by the EuroHPC Joint Undertaking and the Government of Ireland Department of Further and Higher Education Research Innovation and Science) and Technology Ireland ICT Skillnet (part of Skillnet Ireland), it has developed a new course offering, called ‘Quantum Programming Foundations.’

The course is designed to be accessible to a wide learner group, including researchers from any scientific discipline, as well as technical and leadership professionals from industry and the public sector.

Addressing quantum skills needs

Quantum computing is a rapidly evolving paradigm of HPC with huge potential to solve currently intractable computational problems. It has attracted billions of investments from governments, the EU and industry (from SMEs to multinationals).

The Quantum Programming Foundations course, developed with input from an industry advisory board of Irish and global organisations across various sectors, focuses on skills needed in industries such as financial services, engineering, aerospace, electronic devices, pharmaceuticals, IT solutions and consulting. It targets current and aspiring industry technical leaders who wish to learn the capabilities, potential impact and latest trends and tools in quantum technologies.

Quantum programming micro-credential

The Quantum Programming Foundations course is also being launched as a micro-credential offering. It is a Level 8, 5 ECTS (European Credit Transfer and Accumulation System) course delivered over 12 weeks. It blends synchronous and asynchronous activities, allowing flexibility to learn at one’s own pace. Europe is increasingly supporting internationally recognised microcredentials for flexible, targeted skill acquisition, making advanced digital skills like HPC more accessible to the Irish workforce.

Dr Simon Wong Education, Training and Outreach Programme Manager, Irish Centre for High-End Computing

Digital literacy must be a priority in the 2025 primary curriculum

IT professionals across Ireland keep systems running securely behind the scenes, supporting Ireland’s complex digital transformation.

Rapidly evolving technologies pose opportunities and risks across various sectors in Ireland, from cybersecurity threats to AI ethics and widespread digital transformation. IT professionals play a crucial role in ensuring secure systems and driving Ireland’s digital evolution.

Incorporating STEM education for digital literacy Our education system must meet the challenge of equipping the next generation with the skills they need to shape and influence how we use technology in an evermore digital future. Part of our work as the representative body for IT professionals is to ensure that computer science, computational thinking and digital skills are embedded at every stage of Ireland’s education cycle. Consider AI as a technology; it can’t exist or grow without IT professionals coding systems and developing tools that bring AI to users. Amid data breaches and cyber threats, public services depend on ethical, skilled cybersecurity professionals to ensure our current and future resilience. We must incorporate computational thinking, coding and STEM subjects at the earliest phases of education.

Government digital strategy and promoting STEM

The Irish Computer Society supports the Government’s Digital Strategy for Schools, which brings a spotlight on digital competencies and STEM subjects in the primary and secondary stages. The emphasis on teachers’ skills to teach digital competencies is promising, and the new primary curriculum — being implemented next year — introduces and expands STEM education and reflects other departmental strategies in development, such as the new Digital Literacy Strategy and the second STEM Education Implementation Plan. In support of the Digital Strategy for Schools, ICS, along with our partners at Maynooth University, are proud to bring the Bebras Competition to Ireland every year. In a fun and exciting way, Bebras promotes computer science and computational thinking to millions of school students worldwide.

Tech-infused education for all

We must couple together excellent ICT infrastructure in all schools with confident, skilled teachers as our starting point. Every child and young person in education must have the opportunity to learn how technology shapes our world.

Proven app promotes safe digital practices as online risks for children surge

Children can be targeted by online predators in as little as 18 minutes, highlighting the urgency for better online safety measures amid rising online risks.

In Ireland, 93% of 8 to 12-year-olds and 22% of those under six own personal devices. Alarmingly, 84% of these young users have illegal social media on platforms like TikTok and Snapchat, despite age restrictions.

Alarming online risks for children

In 2022, the US National Center for Missing and Exploited Children analysed over 32 million potential online child exploitation instances, representing an 87% increase since 2019.

Cybersmarties is an app designed to combat these dangers. Endorsed by An Garda Síochána, UNICEF and many other organisations, it ensures children’s safety online. Founded in Ireland, it has over 1 million children subscribed in the US, UK, New Zealand, Australia, India and Turkey. It offers a predator-proof environment, reduces bullying and teaches children how to engage in positive social interactions. Features include monitored chat and safe multi-player gaming, enabling children to navigate digital spaces safely.

Behaviour changes

Cybersmarties has led to notable improvements in children’s behaviour, online and offline. Schools report enhanced peer relationships, increased empathy and greater resilience. It also identifies areas where students need support, such as conflict resolution skills.

Subscribed primary schools in Ireland report awareness of covert bullying and intimidation. The app uses behavioural technology to educate children on positive communication, reducing cyberbullying by 99% in every school within three days.

Detailed wellbeing reports

Cybersmarties requires a daily wellbeing check-in from pupils, creating comprehensive wellbeing reports for schools, highlighting strengths and weaknesses in social behaviour and overall wellbeing, while also providing tailored training to schools.

From February to May 2024, this groundbreaking app blocked attempted racist and sexual content among Irish pupils aged 8 to 12. The app’s monitored approach protects children while empowering them with skills to thrive digitally, introducing the concept of personal responsibility.

and teenagers.’ For other sources, please visit cybersafekids.ie/resources

Sponsored by Cybersmarties

Sponsored by Irish Centre for High-End Computing

out more at cybersmarties.ie

Muireann Sadler Director, Cybersmarties Ireland

Lucy Hayes Secretary General, Irish Computer Society

How management information systems are enhancing student outcomes and wellbeing

Management information systems in schools can be a powerful tool — one that provides a rich analysis of individual students and helps to improve their wellbeing and educational attainment.

Technology has long been deployed in businesses to streamline processes and make employees more productive.

Now, it’s making teachers’ jobs easier, driving parental engagement, fostering the wellbeing of pupils — and saving everyone time.

Management information system capabilities

“Teaching and learning is the core business of a school,” reasons Owen McGowan, Manager of Compass Education Ireland, a school management solutions provider.

“Technology that can give teachers more time to teach and students more time to learn should be welcomed.”

At the heart of this transformation is a school’s management information system (MIS). Once, this was just a simple database that held a range of information about individual students — although different, disconnected apps and programmes could often complicate data management and make data retrieval clunky.

However, today’s MIS technology can consolidate disparate systems into a single, interconnected platform. Having all data in one place is a big step forward because it streamlines data management and enhances data security and GDPR compliance.

It can help ease the logistical burden on teaching staff. For instance, some MIS technology can allow teachers to unlock classroom doors with their phones so that they can quickly get on with what they do best: teaching.

Providing continuous feedback and performance analysis

Yet, it’s how the data is used that really makes a difference to student wellbeing and attainment. That’s because modern systems allow student information to be turned into actionable insights at the touch of a button. “Take our system, which gives teachers a comprehensive view of each student,” says McGowan. “It shows how factors such as attendance, behaviour, wellbeing and cognitive ability contribute to a student’s progression in school, both academically and socially.”

As well as providing continuous feedback and performance analysis (which is vital with formative assessment requirements growing), today’s management information systems can automatically alert staff to students who need extra support. This can help everyone reach their full potential and ensure that no one is left behind.

It’s also a tool for students, who can open an app to see all their subject results, see where they are losing marks and understand exactly where improvement may be needed.

Messages of positive reinforcement for student wellbeing

Parents aren’t left out of the equation either. Many of today’s management information systems also include a parental engagement feature to strengthen home-school links. “Nowadays, most parents expect to be digitally connected with their child’s school,” notes McGowan. “This can be done via an app, interactive portals on a PC or with direct SMS messaging or email. Timely updates on attendance, behaviour and progress keep parents engaged and informed, fostering a supportive home environment.”

This isn’t just about highlighting potential challenges, he stresses.

Parents should be informed when their child does well, too. “When a positive notification pops up on a parent’s phone, it puts a skip in everyone’s step,” says McGowan.

“Wellbeing studies show that positive reinforcement really does work because it helps students feel engaged.”

Sophisticated, personalised education for the future

Thanks to advancements in machine learning and AI, technology will be able to suggest appropriate support to improve student outcomes. “For example, if a student with a strong spatial bias experiences a drop off in recent maths tests, the system will be able to predict the intervention that will have the best possible outcome for them,” explains McGowan.

In the here and now, however, it’s making a transformative difference because schools that embrace this type of tech won’t just be improving efficiency. They’ll be inspiring students, empowering teachers and engaging parents in meaningful ways. “Ultimately, technology is more than a tool,” says McGowan.

“It’s a catalyst for positive change, unlocking the potential of every student and paving the way for a brighter educational future.”

Owen McGowan Manager, Compass Education Ireland

Sponsored by Compass Education

WRITTEN BY Tony Greenway

Empowering the leaders of tomorrow through a graduate programme with purpose

The Future Leaders Academy is a graduate programme optimised for today’s social and economic context, focusing on client impact. It is enhanced based on feedback from graduates, businesses and clients.

Deloitte’s Future Leaders Academy (FLA) is a multi-award-winning graduate programme that develops the next generation of leaders and consistently delivers an exceptional growth experience for graduates.

Graduate programme inspires collective growth

“We believe that our people are impressive individually, but together, they’re inspirational — this philosophy starts with the FLA. The programme is designed to encourage graduates to be curious, share their perspectives, find new ways to face complex challenges and discover their purpose. It sets the foundations for a career that inspires and energises and allows for continuous growth both professionally and personally,” notes Jennifer Gallivan, Head of Talent Acquisition.

Early engagement and real-world experiences

At Deloitte, engagement with graduates begins well before their journey with the firm. A dedicated early careers team maintains a year-long calendar of university engagements on campus. The company offers cooperative placements and summer internships — the first two steps of the Future Leaders Academy — to students in their second and third year of studies. These immersive and innovative real-work experiences provide students with their first taste of what a full-time role at the company is like, setting them on the path to becoming the next generation of leaders.

Daniel Cooney, Work Placement (Tax): “As a Co-op, I have gained real-life insights into what it is like to work in a big four professional services firm. I have been pleasantly surprised at how much of an impact I can make on client projects even during my short time here.”

Amy Jennifer Kennedy, Summer Intern (Audit and Assurance): “What I like about interning at Deloitte is getting to work on real client engagements and the number of educational opportunities provided to us. I did not anticipate that interns would be assigned much work on clients, but by day six, I was applying the audit skills mentioned in training to a client file. It’s a very hands-on experience; I am learning a lot!”

The graduate journey to lifelong learning The company’s graduate journey is meticulously

crafted to provide support towards professional qualification at every step. In year one, the focus lies on onboarding, integration and connection, as graduates embark on an immersive expedition while forging meaningful connections with colleagues. Year two marks a period of exploration and expansion, where graduates put their newly acquired skills and capabilities to the test.

Year three is dedicated to focus and flow, enabling graduates to develop expertise and delve deeper into their chosen industry. Year four signifies a pivotal moment, as graduates reflect on their career progress and learn to lead inclusively and purposefully. Finally, year five is the culmination of the journey, where future leaders step into the roles they have diligently prepared for.

What makes the FLA graduate programme different? It focuses on building leadership capability for the future, offering all graduates a permanent contract. It is a multi-award-winning graduate programme recognised by gradireland and The Irish Accountancy Awards.

Rewards and benefits include a market leading professional services salary, immediate access to paid private health insurance and a pension scheme from day one with matching employer contributions.

Enhanced professional and financial education support is provided through comprehensive study leave and focused learning and development programmes. Ongoing performance feedback on client assignments drives improved advisory skills.

Graduates build successful careers

A significant number of our graduates choose to remain with the company and advance their careers. The majority of our Partners and senior leadership team emerge from the graduate programme. Although some graduates explore other industries, Deloitte alumni have leveraged the skills they gained here to advance their careers.

Sam McFarland, Audit and Assurance Associate, shares: “Joining as a graduate has been fulfilling. Collaborating with industry-leading clients and interacting with senior team members has been invaluable. The remarkable camaraderie within the team has made my experience even more enjoyable.”

Future Leaders Academy

Sponsored by Deloitte

Daniel Cooney Work Placement, Tax, Deloitte Ireland

Jennifer Gallivan Head of Talent, Acquisition, Deloitte Ireland

Amy Jennifer Kennedy Summer Intern, Audit and Assurance, Deloitte Ireland

Sam McFarland Associate Audit and Assurance, Deloitte Ireland

code for updates on our Future Leaders Academy. Applications open September 2024.