Context

This strategy has been developed in the context of a time of significant transition and change for higher education.

2022 sees us – as individuals, a community, and society in the process of recovery from the Covid-19 pandemic, with global political unrest and economic challenges a constant feature in our news feeds, and military action taking place on Europe’s doorstep. Worry and uncertainty have been a feature of our everyday lives for some time. However, we also see, with tremendous optimism, the positive impact that universities can have during these troubling times.

The students and staff of the Faculty of Education and Health Sciences have exemplified this and pulled together, ensuring the continued running of academic programmes, conducting research to support the national public health effort, and contributing in highly practical ways. For example, setting up and running a virtual contact tracing hub, a field hospital, providing training in infection prevention and control, and supporting education and health sciences students in placements that contributed to the continued running of our schools, hospitals and health settings. These contributions, amongst many others, have been widely acknowledged as important evidence of universities’ positive impact on society. Similarly, Impact 2030 is Ireland’s research and innovation strategy, and explicitly recognises that universities must be at the heart of addressing ‘societal, economic and environmental challenges’. This strategy contains a strong commitment from government, including building capacity and supporting talent, emphasising inclusion, international perspective, and governance. The National Development Plan (NDP, 2021-2030) also acknowledges the importance of Universities, in addressing the challenges and opportunities of significant population increases, changes in how we work, travel, learn and live, the need for connectivity and partnership, and critically, that we must prioritise action related to the emergency of climate change.

The University of Limerick, with the UL@50 strategy (2019-2024), and the UL Sustainability Framework 2030, is entirely consistent with this approach. UL has embraced the UN sustainable development goals to guide our thinking. Specifically, we aspire to become a ‘truly sustainable university’ and the UL sustainability framework will act as ‘a bedrock’ to guide our decisions and actions, being cognisant of the need to be regenerative in our approach and act in partnership with our communities. This framework has united the UL community and will stand us in good stead regarding the challenges we face.

In formulating our strategy, EHS is very aware of the regional, national, and global context and our role and responsibilities in it. The NDP targets the population of Limerick to grow by 50% to 60% by 2040, to a minimum of a 140,000 population (from 94,000 in 2016). We are therefore at the heart of the imperative to educate and retain talented teachers and health care professionals. This points to the importance of, not just pre-registration education, but also continuing professional development, upskilling, and lifelong learning. The Sláintecare Report (2017) also emphasises the need for healthcare reform, and developing ‘…the research capacity of clinicians, healthcare professionals and managers…’ in partnership with academic organisations.

Along similar lines, detailed data on population growth, school pupil numbers, university student numbers, and teaching council registrations have been analysed to predict the numbers of teachers needed in Ireland to 2038 (Teacher Supply Report. Department of Education, 2021) and this will inform the development of a teacher workforce planning model. Notwithstanding the continuing undersupply of teachers in STEM disciplines, the data indicates the likelihood of an oversupply of postprimary teachers within this decade. As an HEI providing post-primary teacher education, we must be cognisant of this prediction in our own planning. A further consideration is the need to embed digitalisation in schools and provide ‘professional learning supports at each stage of the teacher education continuum to enable teachers to embed digital technologies into their practice.’ Given the continuous evolution of technology, ongoing opportunities for upskilling and CPD for teachers will be required.

Whilst digitalisation is prominent in all areas of government strategy, physical education, sport, mental health, social interaction, and community cohesion are also as prominent. Plans for community development are ’…based on a set of core values covering social inclusion, equality and respect for diversity…’ with references to harnessing the potential of communities, bringing people together, including individuals, groups, agencies, voluntary and statutory bodies to make a positive difference. The Sustainable, Inclusive and Empowered Communities strategy (2019-2024) says that, ‘The task [of community development] is social change to achieve equality, social justice and human rights, and the process is the application of principles of participation, empowerment and collective decision-making in a structured and coordinated way.’ There is no one way to achieve these goals, but we each have a small part to play. The Education and Health Sciences Strategy, ‘Knowledge with Impact’, wholeheartedly endorses these values and goals.