stem education policy statement 2017 2026 · 2019. 11. 13. · stem education policy statement...

1 Sráid Maoilbhríde, Baile Átha Cliath 1, D01 RC96

Marlborough St, Dublin 1, D01 RC96

T +353 1 889 2081 | [email protected]

www.education.ie

STEM Education Policy Statement 2017–2026

STEM Education Implementation Plan 2017–2019

Action: Establish baseline STEM data on participation, attainment, graduate outcomes and STEM related skills needs.

Pillar 4 – Use evidence to support STEM education o Objective 1 – Using evidence to support STEM education

1.3 – Identify and provide annual STEM data indicators on participation, attainment, attitudes to STEM, graduate outcomes and STEM related skills needs.

Introduction STEM education in Ireland is building on a range of reforms and activities. There are

numerous strategies in place to promote STEM education, as well as events such as

Science Week, Maths Week, BT Young Scientist, SciFest, etc., which all go a long

way to promoting STEM education amongst young people.

International studies suggest that positive trends are being made in relation to

Ireland’s programme of STEM education. The latest results from PISA show that

Ireland’s primary and post-primary students are amongst some of the best

internationally recognised students when it comes to Mathematics and Science.

The STEM Education Implementation Plan is aimed at making Ireland a leader in

STEM education by 2026. It includes a focus on encouraging traditionally under-

represented groups to participate in STEM activities, increasing links between the

education system and industry, and reviewing, with a view to enhancing, the

supports in place to ensure our teachers feel confident to embrace STEM.

However, as we embark on the promotion of STEM education we have noted that

skills shortages, societal impact, talent development and technology trends are fast

becoming a national issue in relation to STEM.

While there are many strengths in STEM education in Ireland, a number of

challenges still exist. These include the need to:

Ensure that Irish students’ learning in STEM disciplines significantly improves including development of skills such as problem-solving, inquiry-based learning and team working to address demands from the world of work

Increase the number of students choosing STEM subjects in post-primary schools, those progressing to STEM pathways in Further or Higher Education and those who take up careers in STEM

Increase participation of females in STEM education and careers

Raise interest in and awareness of the range of exciting careers in STEM

Ensure young people sustain their involvement in STEM education

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Providing a STEM education of the highest quality for all our young people will

address these challenges and provide Ireland with the learners with STEM related

skills and qualifications as well as the skilled workforce to fulfil existing and growing

needs.

The data included below is intended to establish a baseline on STEM participation,

attainment, graduate outcomes and STEM related skills needs.

The data is compiled from the records on the uptake of STEM subjects at both Junior and Senior Cycle, from CAO data on applications to courses, from data provided by the HEA on graduate outcomes / non-progression rates in STEM subjects and also data from the National Skills Bulletin on STEM related skills shortages. Where possible, the data has been broken down by year and gender.2016 is used at the baseline figures for the purposes of the analysis so as we can measure the progress over the lifetime of the Policy Statement 2017-2026. The figures below are based on students taking the subjects at both higher and ordinary level; female uptake at higher level has been listed separately. Four categories have been identified:

Maths and Computing

Chemistry, Physics and Engineering

Biology and Home Economics

Applied Sciences (incl. Agricultural Science, Technology, Construction, Design Communication and Graphics, Materials Technology, Technical Graphics, Metal Work)

Uptake of STEM Subjects at Junior Cycle (Based on exam sits)

Mathematics 2016 2017 2018 Increase Gross Numbers taking Mathematics

59589 61032 61941 2352

Candidates taking Mathematics as a percentage of all candidates

98.90% 98.99% 99.00% 0.10%





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Number of Exam Sits Per Year

2016 2017 2018

Total 60248 61654 62562

Male 30576 31305 31818

Female 29672 30349 30744

Science 2016 2017 2018 Increase Gross Numbers taking Science 55471 57208 58208 2737 Candidates taking Science as a percentage of all candidates

92.07% 92.79% 93.04% 0.97%

Percentage taking higher level 79.14% 79.90% 79.75% 0.76% Female candidates taking Science 27003 27850 28361 847 Percentage of female candidates taking Higher Level from all female candidates

81.90% 83.10% 83.40% 1.2%

Applied Sciences 2016 2017 2018 Increase Gross number taking category

39775 40895 42618 2843

Of which take Materials Technology

16381 17083 17467 1086

Of which taking Technical Graphics

11931 12412 13046

1115

Of which taking Metalwork

7887 7824 8035 148

Of which taking Technology

3576 3576 4070 494

Candidates taking higher level as a percentage of Gross taking category

79.78% 79.34% 80.02% 0.24%

Gross number of female candidates taking category

5914 6435 7205 1291

Percentage taking higher level

55.09% 57.05% 57.22% 2.13%

Female candidates taking Maths

29382 34820 29404 22

Female candidates taking Higher Level as a % of all female candidates

56.80% 57.05% 61.80% 5%





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Females taking higher level as a percentage of gross number of females taking category

76.65% 78.06% 78.57% 1.92

Home Economics 2016 2017 2018 Increase

Gross number taking Home Economics

21464 22257 22644 1180

Candidates taking higher level as a percentage of Gross

83.52% 84.79% 84.57% 1.05%

Gross number of male candidates

3309 3672 3956 647

Number of males taking higher level as a percentage of gross number of male candidates

62.88% 65.28%

66.48% 3.6%

Uptake of STEM subjects at Senior Cycle (Based on exam sits)

Number of Exam Sits Per Year

2016 2017 2018

Total 55707 55770 54440

Male 27908 27869 27596

Female 27799 27901 26844

Mathematics 2016 2017 2018 Increase Gross number in category 56314 56634 55345 -969

Of which Applied Mathematics

2089 1969 1954 -135

Candidates taking higher level as a percentage of Gross

30.39% 32.30% 33.72% 3.33%

Gross number of female candidates

24450 24936 24931 481

Of which Applied Mathematics

475 510 525 35

Female candidates taking higher level as a % of all females taking category

31.13% 33.03% 34.46% 3.33%

Chemistry, Physics and Engineering

2016 2017 2018 Increase

Gross number in category 22800 22919 22474 -326





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Of which Chemistry 9089 9468 9167 78

Of which Physics 7753 7585 7535 -218

Of which Physics and Chemistry

579 591 518 -61

Of which Engineering 5379 5275 5254 -125

Candidates taking higher level as a percentage of gross

81.53% 85.08% 85.81% 4.28%

Gross number of female candidates 7353 7730 7731 378

Of which Chemistry 4951 5201 5091 140

Of which Physics 1869 1979 2075 206

Of which Physics and Chemistry

235 235 210 -25

Of which Engineering 298 315 355 57


84.80% 88.27% 88.51% 3.71%

Biology and Home Economics 2016 2017 2018 Increase Gross number in category 45743 46106 45127 -616

Of which Home Economics

11642 11814 11558 -84

Of which Biology 34101 34292 33569 -536


78.91% 73.67%

79.18% 0.27

Gross number of female candidates

30678 30992 30334 -344


10326 10395 10171 -155

Of which Biology 20352 20597 20163 -189

Female candidates taking

higher level as a % of all

females taking category

76.95% 80.98% 81.76% 4.81%

Gross number of male candidates

15065 15114 14793 -272


1316 1419 1387 71

Of which Biology 13749 13695 13406 -343

Male candidates taking higher

level as a % of all male taking

category

68.77% 73.02% 74.91% 6.13%

Applied Sciences 2016 2017 2018 Increase Gross number in category 23384 23512 22955 -429

Of which Agricultural Science

7893 7660 7780 -113





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Of which Construction Studies

8553 8750 8248 -305

Of which Technology 1415 1527 1534 119

Of which Design and Communication Graphics

5523 5575 5393 -130


81.04% 83.53% 85.20% 4.16%

Gross number of female candidates 4703 4952 5061 358

Of which Agricultural Science

3048 3093 3152 104

Of which Construction Studies

763 859 902 139

Of which Technology 231 271 247 16

Of which Design and Communication Graphics

661 729 760 99


84.50% 87.10% 87.89% 3.39%

CAO Attainment Data

CAO uptake figures for STEM related courses, from 2014–2016, divided by both

course code and gender.

2014 2015 2016 2017

Subjects Male Female Male Female Male Female Male Female

Natural sciences, Mathematics and Statistics

2328 2370 2308 2404 2314 2458 2185 2508

(0510) Biological and related sciences not further defined or elsewhere classified

644 811 586 825 648 848 527 810

(0511) Biology 235 382 206 388 210 386 286 452

(0512) Biochemistry 125 234 147 247 147 253 111 226

(0520) Environment not further defined or elsewhere classified

7 15 9 9 10 12 6 10

(0521) Environmental sciences

157 83 146 85 127 77 109 85

(0522) Natural environments and wildlife

19 14 13 16 11 14 12 13

(0530) Physical sciences not further defined or elsewhere classified

299 246 315 263 340 296 310 265

(0531) Chemistry 156 238 190 241 173 245 178 266





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(0532) Earth sciences 47 33 35 26 25 26 20 28

(0533) Physics 209 84 207 67 154 32 179 40

(0540) Mathematics and statistics not further defined or elsewhere classified

106 30 104 33 76 16 45 12

(0541) Mathematics 91 28 106 32 118 37 159 47

(0542) Statistics 57 17 61 14 79 32 81 35

(0588) Interdisciplinary programmes and qualifications involving natural sciences, mathematics and statistics

176 155 183 158 196 184 162 219

Information and Communication Technologies (ICTs)

2576 455 2575 518 2597 480 2432 423

(0610) Information and Communication Technologies (ICTs) not further defined or elsewhere classified

1103 193 1170 288 1136 268 1127 227

(0611) Computer use 380 78 427 75 459 75 428 71

71(0612) Database and network design and administration

96 14 79 18 114 23 78 14

(0613) Software and applications development and analysis

905 162 809 117 888 114 799 111

(0688) Interdisciplinary programmes and qualifications involving Information and Communication Technologies (ICTs)

92 8 90 20 - - - -

Engineering, manufacturing and construction

3915 674 4078 765 4128 827 3884 862

(0710) Engineering and engineering trades not further defined or elsewhere classified

898 192 933 235 842 215 976 259

(0711) Chemical engineering and processes

39 43 71 57 90 46 63 37

(0712) Environmental protection technology

30 1 15 1 15 1 9 1

(0713) Electricity and energy

205 12 172 8 138 7 111 1

(0714) Electronics and automation

626 43 584 58 646 57 573 57





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(0715) Mechanics and metal trades

627 18 650 25 599 32 487 31

(0716) Motor vehicles, ships and aircraft

209 9 234 19 259 33 316 36

(0720) Manufacturing and processing not further defined or elsewhere classified

95 18 111 15 127 25 49 15

(0721) Food processing 55 119 48 102 53 125 47 135

(0722) Materials (glass, paper, plastic and wood)

106 1 110 1 102 3 64 3

(0723) Textiles (clothes, footwear and leather)

8 18 - - - - - -

(0730) Architecture and construction not further defined or elsewhere classified

98 20 100 30 106 29 96 30

(0731) Architecture and town planning

304 150 294 170 299 193 302 185

(0732) Building and civil engineering

615 30 756 44 852 61 791 72

Agriculture, forestry, fisheries and veterinary

516 322 478 300 452 346 463 185

(0811) Crop and livestock production

278 102 268 95 246 112 184 97

(0812) Horticulture 59 12 43 10 41 14 35 4

(0819) Agriculture not further defined or elsewhere classified

53 3 36 45 8 96 26

(0821) Forestry 38 2 45 1 29 2 36 3

(0841) Veterinary 35 173 38 176 32 181 43 209

(0888) Interdisciplinary programmes and qualifications involving agriculture, forestry, fisheries and veterinary

53 30 48 18 59 29 69 45

Health and welfare 1294 4707 1351 4800 1447 4917 1282 5060

(0910) Health not further defined or elsewhere classified

83 165 96 182 107 261 115 351

(0911) Dental studies 39 136 42 160 36 143 27 118

(0912) Medicine 367 507 348 473 397 492 398 531

(0913) Nursing and Midwifery

201 1561 182 1600 174 1528 177 1646

(0914) Medical diagnostic and treatment technology

110 160 153 202 190 265 123 283

(0915) Therapy and rehabilitation

170 453 175 441 164 476 161 457

(0916) Pharmacy 74 215 68 221 86 198 57 219





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(0920) Welfare not further defined or elsewhere classified

24 101 27 132 36 114 26 96

(0921) Care of the elderly and of disabled adults

17 1 18 2 17 - -

(0922) Child care and youth services

79 778 96 790 97 745 62 696

(0923) Social work and counselling

147 614 163 581 146 648 136 663

(0988) Interdisciplinary programmes and qualifications involving health and welfare

0 0 0 0 12 30 - -

Non-Progression Rates The most recent non-progression data is taken from the years 2015/2016, under the

International Standard Classification of Education (ISCED) framework for organising

information on education courses. The data provided shows the percentage of

students who completed year one but did not progress to year two of the named

course.

Category Level 6 Level 7 Level 8 (IT) Level 8 (UNI) Level 8 (colleges)

Science, Agriculture and Veterinary

27%

23% 18% 9% n/a

Engineering (excl. Civil)

34% 30% 19% 9% n/a

Construction and Related

48% 32% 18% 10% n/a

Computer Science

24% 32% 22% 11% n/a

Healthcare 12% 18% 9% 7% 13%

Skills Related Needs

In the STEM Education Policy Statement and Implementation plan, it states that

providing Ireland with a growing workforce who have the necessary STEM related

skills and qualifications is essential to achieving a STEM literate society. There are

specific skills shortages in Ireland in STEM areas as identified by the National Skills

Council report, supplied as Appendix 1.





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Appendix 1 is a table of the main indicators on skills shortage in Ireland for the

period 2011–2016. It identifies the occupational groups for which shortages have

been listed and included the total number of persons employed in the occupational

group in 2016. The final column, on Education and Training Supply, gives an

estimate of the supply from the current education and training system. Award data

included HEA, QQI, FET and professional bodies.

The areas of greatest annual average growth include IT Technicians (+17.4%),

Process and Quality Assurance Technicians (+16%), Electronic, Electrical and

Engineering Technicians (+9%), IT Business Analysts and Systems Designers

(+8.8%), Financial Accounts Managers (+8.8%) and Metal Forming, Welding and

Related Trades (8.8%).

Decreases are evident in the areas of Chemical and Related Process Operatives (-

2.8%), Medical Practitioners (-2.5%) and Nurses and Midwives (-1.8%).

Graduates vs New Entrants (2016)

MALE New Entrants 2016

Graduates 2016 Difference

Natural sciences, Mathematics and Statistics 2314 2126 188

Information and Communication Technologies 2597 2279 318

Engineering, Manufacturing and Construction 4128 4696 -568

Agriculture, Forestry, Fisheries and Veterinary 452 622 -170

Health and Welfare 1447 2118 -671

FEMALE New Entrants 2016

Graduates 2016 Difference

Natural sciences, Mathematics and Statistics 2458 2322 136

Information and Communication Technologies 480 503 -23

Engineering, Manufacturing and Construction 827 928 -101

Agriculture, Forestry, Fisheries and Veterinary 346 382 -36

Health and Welfare 4917 6466 -1549





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Appendix 1 Table 1: Summary of key statistics for occupations for which a skills shortage has been identified the National Skills Bulletin 20171

Occupational group Detailed shortage Employment level Q4 2016

Annual Average Growth 2011-2016

Education Level

Education and Training Supply (QQI FET & HE; HEA, SOLAS RCCRS)

2016

ICT specialist & project managers

IT managers (especially systems migration and IT project management e.g. waterfall and agile)

13,300

0.1% Third level

N/A – experienced professionals required

IT Business analysts & systems designers

▪ systems/solutions architects, database architects (e.g. data centres/data warehousing) ▪ business intelligence: BI solutions, big data analysts (e.g. Hadoop, Cassandra, SQL), ERP with SAP ▪ IT business analysts

4,000

8.8% NFQ 8+

NFQ 8-10 (ICT): 3,145 graduates (HEA) + 480 graduates (QQI HE)

Note: there were almost 2,400 Employment Permits issued for these occupations in 2016

Programmers & software developers

▪ software developers: mobile (iOS/Android), database (with Oracle/SQL), web, cloud; with skills in Java, JavaScript, C++, .Net, PHP, CSS, F#, Python, and Ruby on Rails the most frequently mentioned

22,200

7.4% NFQ 8+

Web designers & developers

▪ web design (niche areas only): particularly web related applications focusing on enhancing users’ online experience (UX) and supporting user interaction (UI) with 3-5 years’ experience

2,800

3.4% NFQ 8+

1 There are a number of other occupations (e.g. Care workers, hospitality workers (excluding chefs)) for which issues are arising, primarily related to retention and willingness to take up employment opportunities for reasons such as geographic mobility etc.





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Education Level


2016

ICT Professionals, n.e.c.

▪ engineers: network (Linux, Open Source), database, QA, automated performance testers, DevOps (developing/testing, process re-engineering and communication skills) ▪ InfoSec (IT security), IoT (internet of things), cyber security analyst, data/information security, network security

8,500

3.9% NFQ 8+

Chemical, biological & physical scientists; R&D managers

▪ Chemists/analytical scientists (especially product formulation, and analytical development for roles in biopharma) ▪ quality control analyst including pharma co-vigilance roles.

8,500

-1.2% NFQ 8+ NFQ 8-10: 4,562 graduates (science, includes 425 biochemistry graduates and 537 chemistry graduates)

Electrical & electronic engineers

▪ electrical engineers (safety, tech. specification, mechatronics - development and integration of mechanical, electrical and software systems; power generation and transmission)

4,200

3.5% NFQ 8+ NFQ 8-10: 935 graduates (electrical and electronic eng.)

Production, process, design & development engineers

▪ process and design (including R&D) 4,500

4.0% NFQ 8+ NFQ 8-10: 177 graduates (product design/ process eng.)

Quality control engineers; other regulatory professionals

▪ quality control/quality assurance (including standards, compliance and regulatory affairs, mostly EHS compliance)

5,400

7.0% NFQ 8+

NFQ 8-10: 70 graduates (quality eng.) Other engineering disciplines may also serve as a source of supply





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Education Level


2016

Engineering professionals n.e.c.

▪ automation (including lean processes) ▪ validation/computer validation system (CVS), CQE certification ▪ chemical engineers ▪ mechanical engineers: with skills and experience in polymer engineering and injection moulding

5,500

6.5% NFQ 8+

NFQ 8-10: 33 graduates (chemical eng.) 443 graduates (mechanical eng.)

Medical practitioners

especially locum and non-consultant hospital doctors, registrars and medical specialists (e.g. general and emergency medicine, oncology, psychiatry, orthopaedic, anaesthetists, paediatricians)

10,900

-2.5% NFQ 8+

NFQ 8: 1,205 graduates (medicine) Note: there were 1,447 Employment Permits issued for these occupations in 2016

Nurses & Midwives

advanced nursing practitioners (e.g. intensive care, operating theatre, theatre nurse managers),

registered nurses (e.g. general nurse, cardiovascular care, elder persons’ care, paediatric, oncology, intellectual disability care, fertility)

clinical nurse managers

52,200 -1.8% NFQ 8+

NFQ 8-9: 2,992 graduates (nursing & caring) Note: there were 669 Employment Permits issued for these occupations in 2016

Other health professionals n.e.c.

▪ radiographers (clinical specialists; MRI and CT radiographers) ▪ niche area specialists (audiologists, cardiac technician, dieticians)

11,500 2.7% NFQ 8+

NFQ 8- 9: 39 graduates (radiography) 117 graduates (nutrition &dietetics) 11 graduates (audiology)

Accountants & tax experts

financial and management accountants with expertise in solvency, taxation, IFSR relevant skills and regulatory compliance

accountants for roles in industry with ERP system and reporting tools, as well as language skills

actuaries

36,800 1.1% NFQ 8+ Accountancy prof bodies: 1,856 new members; Chartered tax advisers: 222 qualifiers; NFQ 8-10: 904 graduates (accountancy & tax)





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Education Level


2016

Actuaries, economists & statisticians; other business professionals

▪ data analytics: experienced (5 years+) statisticians; economists and data scientists (big data, data visualisations and quantitative modelling ▪ FinTech: business and financial professionals with skills in specific software packages and experience (including international)

6,600 1.1% NFQ 8+

NFQ 8-10: 370 graduates (economics**) 566 graduates (maths & statistics) ** Includes only those who studied pure economics

Architectural technologists, construction project managers & surveyors

▪ construction project managers (with relevant experience and specialist knowledge) ▪ quantity surveyors, building services/structural/site engineers

5,100 1.4% NFQ 8+

NFQ 8-9: 107 graduates in quant. surveying/ construction economics NFQ 8-9: 177 graduates in construction/construction project management; NFQ 8: 67 graduates in structural engineering NFQ 8-9: 10 graduates in building services

Electrical, electronic & engineering technicians

electricians with specific skills in areas such as computer based industrial control systems

7,800 9.0% 3rd level: non-hons degree

NFQ 6 (HE) & 7: 821 graduates (electric & electronic engineering)

Process & quality assurance technicians

▪ production technicians/super-operatives, particularly in the high-tech manufacturing/med-tech sector

6,900 16.0% 3rd level: non-hons degree

NFQ (HE) 6 & 7: 110 graduates in chemical eng. & processing 360 graduates in mechanical eng. 112 graduates in food processing 54 graduates in materials processing (inc. 16 in polymer processing etc)

IT operations technicians

▪ IT technicians: troubleshooting, tech support with languages, particularly German and database administrators.

8,200 0.3% FET & 3rd level non-hons degree

NFQ 6(HE) & 7: 1,073 graduates (HEA) 98 graduates (QQI -HE) FET : NFQ 5/6(FET) : 796 awards (database, networks, & software development) RCCRS Cert requests~ :

IT user support technicians

7,800 17.4%





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Education Level


2016

Cisco : 40 certs City & Guilds : 74 certs Oracle : 65 certs ~ a subset of total FET; numbers refer to certificates, not persons

Financial accounts managers

▪ financial management/financial analysis: trustee managers; deposit managers; payroll managers

11,000 8.8% 3rd Level N/A – experienced persons required

Metal forming, welding & related trades

TIG/MIG welders particularly due to the growth in the construction and metal fabrication/machining (e.g. high tech manufacturing) industries

11,100 8.8% FET

NFQ 5-6 70 major awards (metal fabrication) 12 major awards (sheet metal)

Metal machining, fitting & instrument making trades

Tool makers/fitters – the strong performance of the high tech manufacturing sector is driving the demand for tool making skills

25,800 3.9%

NFQ 6 (FET) 93 major awards (mechanical automation maint. fitting) 38 major awards (tool making) 6 major awards (maintenance skills technology) 5 major awards (instrumentation)

Chemical & related process operatives

▪ qualified CNC (computer numeric control) operatives: particularly in high technology manufacturing (e.g. medical devices and pharmaceuticals) and engineering; ▪ production operatives, particularly in the high-tech manufacturing/med-tech sector

6,500 -2.8% FET NFQ 5 (FET) 13 major awards (life sciences manufacturing operations) 64 minor awards (injection moulding process optimisation) 18 minor awards (injection moulding process control) 8 minor awards (product & process validation) 3 minor awards (plastics materials processing) 39 minor awards (programmable logic controllers)

Other process operatives

3,000 -7.6%

Plant & machine operatives

8,000 3.4% FET





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Table 1 summarises the main indicators on skills shortage in Ireland and is structured as follows.

Column 1 Occupational Group: the occupational groups for which shortages have been identified

Column 2 Detailed Shortage: the specifics of the shortage identified for each job title,

Column 3 Employment Level: the total number of persons employed in the occupational group in

quarter 4 2016; it allows for contextualisation of the shortage magnitude

Column 4 5-Year Annual Average Growth: the annualised rate of employment growth for the period

2011-2016.

Column 5 Education Level: level of education (FET, third level or varied) typically required

Column 6 Education and Training Supply: a rough estimate of the supply from the current education

and training system; where possible, awards data is used, as those recently exiting the

education/training system are most likely to enter the labour market (if they are not already in it) in

the short-term. Awards data includes:

• HEA data: the number of graduates (in 2016) from Universities, Institutes of Technology, and Colleges of Education across NFQ levels 6-10 on the National Framework of Qualifications (NFQ)

• QQI-FE data: the number of awards made in 2016 to learners in the Further e • Education and Training sector (FET); only awards at NFQ levels 5 and 6 (FET) were

included; in order to avoid double counting, as far as possible, only major awards were included; where no major awards data was available, minor award data was used. Awards relating to the Construction Skills Certification Scheme have not been included since they generally represent skills already in the occupation, rather than new supply.

• QQI-HE data: the number of awards made to learners in 2016 in private, third level institutions (e.g. Dublin Business School, Griffith College etc).

• Professional bodies (e.g. accountancy, tax): the number of persons who qualified to work as accountants, tax advisers etc in 2016.

• Finally, as not all FET awards are made by QQI, and awards data is not available from other awarding

bodies (e.g. City & Guilds), data from SOLAS’s Results Capture and Certification Request System

(RCCRS) was also used in a limited number of cases, in particular for certification in ICT and

engineering. This data only refers to the former FAS training centres and may underestimate FET

supply.


stem education policy statement 2017 2026 · 2019. 11. 13. · stem education policy statement...

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