Ireland Workforce Development : SABER Multiyear Country Report 2012
Ireland has consistently supported workforce development (WfD) as a key element of economic development. This study has been commissioned by the World Bank to test a new instrument, within its Systems Approach for Better Education Results (SABER)-W...
| Main Author: | |
|---|---|
| Format: | Report |
| Language: | English en_US |
| Published: |
Washington, DC
2017
|
| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/615591468263110029/Ireland-Workforce-development http://hdl.handle.net/10986/27077 |
| Summary: | Ireland has consistently supported
workforce development (WfD) as a key element of economic
development. This study has been commissioned by the World
Bank to test a new instrument, within its Systems Approach
for Better Education Results (SABER)-WfD project, which
provides an opportunity to benchmark this support and
identify progress made over two decades from 1980-2000. This
was a period of rapid expansion of Ireland's economy
and major reform in WfD policies. The findings will assist
other countries in identifying measures which have been
effective in progressing aspects of workforce development
within a framework of national human capital development and
may also contribute to on-going policy dialogue on workforce
development in Ireland. The tool is based on an analytical
framework that identifies three functional dimensions of WfD
policies and institutions: strategic framework, which refers
to the praxis of advocacy, partnership, and coordination in
relation to the objective of aligning WfD in critical areas
to priorities for national development; system oversight,
which refers to the arrangements governing funding, quality
assurance and learning pathways that shape the incentives
and information signals affecting the choices of
individuals, employers, training providers and other
stakeholders; and service delivery, which refers to the
diversity, organization and management of training
provision, both state and non-state, that deliver results on
the ground by enabling individuals to acquire market-and
job-relevant skills. These three dimensions constitute a
closed policy-making loop and, when taken together, allow
for analysis of the functioning of a WfD system as a whole.
This report focuses specifically on policies in the area of WfD. |
|---|