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...
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| Format: | Report |
| Language: | English en_US |
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Washington, DC
2017
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| Online Access: | http://documents.worldbank.org/curated/en/615591468263110029/Ireland-Workforce-development http://hdl.handle.net/10986/27077 |
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okr-10986-27077 |
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oai_dc |
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Digital Repository |
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Foreign Institution |
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Digital Repositories |
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World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English en_US |
| topic |
ACCREDITATION ACCREDITATION SYSTEMS ACHIEVEMENT ADULT LITERACY ADULT POPULATION ALLOCATION OF RESOURCES CERTIFICATION LEVEL COLLEGES CONTINUING EDUCATION COUNSELORS CURRICULA DECISION MAKING DEVELOPMENT PLANNING DEVELOPMENT PLANNING PROCESS DEVELOPMENT PLANS DEVELOPMENT POLICIES DEVELOPMENT POLICY DEVELOPMENT STRATEGIES DISADVANTAGED GROUPS ECONOMIC GROWTH ECONOMIC TRENDS EDUCATED POPULATION EDUCATION ATTAINMENT EDUCATION INFRASTRUCTURE EDUCATION INSTITUTIONS EDUCATION PROGRAMS EDUCATION STRATEGIES EDUCATIONAL BODIES EMPLOYMENT OPPORTUNITIES EXAM FOREIGN DIRECT INVESTMENT FORMAL EDUCATION FORMAL EDUCATION SYSTEM GOVERNMENT AGENCIES GOVERNMENT DEPARTMENTS GRADING GROSS NATIONAL PRODUCT HIGH BIRTH RATE HIGHER EDUCATION HIGHER LEVELS OF EDUCATION HUMAN CAPITAL HUMAN RESOURCE DEVELOPMENT IMMIGRATION INCIDENCE OF POVERTY INDUSTRIAL DEVELOPMENT INDUSTRIAL TRAINING INFORMATION SOCIETY INFORMATION SYSTEMS INSTRUCTORS INTERNSHIPS INTERVENTIONS INVESTMENT IN EDUCATION JOB CREATION JUNIOR CERTIFICATE JUNIOR CERTIFICATE EXAMINATION LABOR FORCE LABOR MARKET LABOR SHORTAGES LABOUR FORCE LABOUR MARKET LEADERSHIP LEARNERS LEARNING LEARNING PROGRAMS LEVEL OF DEVELOPMENT LEVELS OF EDUCATION LIFELONG LEARNING LITERACY LIVING STANDARDS LOCAL AUTHORITIES LOCAL COMMUNITIES MEAT MINISTRY OF EDUCATION NATIONAL COUNCIL NATIONAL DEVELOPMENT NATIONAL DEVELOPMENT PLAN NATIONAL DEVELOPMENT PLANS NATIONAL PLANS NATIONAL POLICIES NUMBER OF PERSONS OCCUPATIONS PAPERS PARTICIPATION OF WOMEN PERSONS WITH DISABILITIES POLICY CHANGE POLICY DECISIONS POLICY DEVELOPMENT POLICY DIALOGUE POLICY DISCUSSIONS POLICY GOALS POLICY LEVEL POLICY RESEARCH POLICY RESPONSE POPULATION GROWTH POPULATION INCREASE PRIMARY SCHOOLING PRINTING PROBLEM SOLVING PROFESSIONAL DEVELOPMENT PROGRESS PUBLIC EXPENDITURE PUBLIC EXPENDITURE ON EDUCATION PUBLIC INSTITUTIONS QUALITY ASSURANCE QUALITY OF EDUCATION QUALITY STANDARDS RATE OF GROWTH RE-TRAINING RESEARCH INSTITUTIONS RESOURCE ALLOCATION RESOURCE REQUIREMENTS RESPECT SCHOOL LEAVERS SCHOOL PRINCIPALS SCHOOL SYSTEM SCHOOL-LEAVERS SECONDARY EDUCATION SECONDARY SCHOOLS SERVICE DELIVERY SERVICE DELIVERY SYSTEMS SIGNIFICANT POLICY SKILL LEVEL SKILLED LABOUR SKILLED MANPOWER SKILLED WORKERS SKILLS ACQUISITION SKILLS DEVELOPMENT SKILLS TRAINING SMALL COUNTRIES SOCIAL EQUITY SOCIAL PROGRESS SOCIAL WELFARE STRATEGIC PRIORITIES SUPPLY SYSTEMS TEACHERS TECHNICAL COLLEGES TECHNICAL EDUCATION TECHNICAL TRAINING TECHNOLOGICAL SKILLS TERTIARY EDUCATION TERTIARY LEVELS TRAINEES TRAINING CENTERS TRAINING COURSES TRAINING OF TRAINERS TRAINING OPPORTUNITIES TRAINING PROGRAMMES TRAINING PROGRAMS UNEMPLOYMENT UNEMPLOYMENT RATE UNEMPLOYMENT RATES UNIONS UNIVERSITIES VOCATIONAL EDUCATION VOCATIONAL SCHOOLS VOCATIONAL TRAINING WORK EXPERIENCE WORK FORCE WORKFORCE YOUNG PEOPLE YOUTH YOUTH ORGANIZATIONS |
| spellingShingle |
ACCREDITATION ACCREDITATION SYSTEMS ACHIEVEMENT ADULT LITERACY ADULT POPULATION ALLOCATION OF RESOURCES CERTIFICATION LEVEL COLLEGES CONTINUING EDUCATION COUNSELORS CURRICULA DECISION MAKING DEVELOPMENT PLANNING DEVELOPMENT PLANNING PROCESS DEVELOPMENT PLANS DEVELOPMENT POLICIES DEVELOPMENT POLICY DEVELOPMENT STRATEGIES DISADVANTAGED GROUPS ECONOMIC GROWTH ECONOMIC TRENDS EDUCATED POPULATION EDUCATION ATTAINMENT EDUCATION INFRASTRUCTURE EDUCATION INSTITUTIONS EDUCATION PROGRAMS EDUCATION STRATEGIES EDUCATIONAL BODIES EMPLOYMENT OPPORTUNITIES EXAM FOREIGN DIRECT INVESTMENT FORMAL EDUCATION FORMAL EDUCATION SYSTEM GOVERNMENT AGENCIES GOVERNMENT DEPARTMENTS GRADING GROSS NATIONAL PRODUCT HIGH BIRTH RATE HIGHER EDUCATION HIGHER LEVELS OF EDUCATION HUMAN CAPITAL HUMAN RESOURCE DEVELOPMENT IMMIGRATION INCIDENCE OF POVERTY INDUSTRIAL DEVELOPMENT INDUSTRIAL TRAINING INFORMATION SOCIETY INFORMATION SYSTEMS INSTRUCTORS INTERNSHIPS INTERVENTIONS INVESTMENT IN EDUCATION JOB CREATION JUNIOR CERTIFICATE JUNIOR CERTIFICATE EXAMINATION LABOR FORCE LABOR MARKET LABOR SHORTAGES LABOUR FORCE LABOUR MARKET LEADERSHIP LEARNERS LEARNING LEARNING PROGRAMS LEVEL OF DEVELOPMENT LEVELS OF EDUCATION LIFELONG LEARNING LITERACY LIVING STANDARDS LOCAL AUTHORITIES LOCAL COMMUNITIES MEAT MINISTRY OF EDUCATION NATIONAL COUNCIL NATIONAL DEVELOPMENT NATIONAL DEVELOPMENT PLAN NATIONAL DEVELOPMENT PLANS NATIONAL PLANS NATIONAL POLICIES NUMBER OF PERSONS OCCUPATIONS PAPERS PARTICIPATION OF WOMEN PERSONS WITH DISABILITIES POLICY CHANGE POLICY DECISIONS POLICY DEVELOPMENT POLICY DIALOGUE POLICY DISCUSSIONS POLICY GOALS POLICY LEVEL POLICY RESEARCH POLICY RESPONSE POPULATION GROWTH POPULATION INCREASE PRIMARY SCHOOLING PRINTING PROBLEM SOLVING PROFESSIONAL DEVELOPMENT PROGRESS PUBLIC EXPENDITURE PUBLIC EXPENDITURE ON EDUCATION PUBLIC INSTITUTIONS QUALITY ASSURANCE QUALITY OF EDUCATION QUALITY STANDARDS RATE OF GROWTH RE-TRAINING RESEARCH INSTITUTIONS RESOURCE ALLOCATION RESOURCE REQUIREMENTS RESPECT SCHOOL LEAVERS SCHOOL PRINCIPALS SCHOOL SYSTEM SCHOOL-LEAVERS SECONDARY EDUCATION SECONDARY SCHOOLS SERVICE DELIVERY SERVICE DELIVERY SYSTEMS SIGNIFICANT POLICY SKILL LEVEL SKILLED LABOUR SKILLED MANPOWER SKILLED WORKERS SKILLS ACQUISITION SKILLS DEVELOPMENT SKILLS TRAINING SMALL COUNTRIES SOCIAL EQUITY SOCIAL PROGRESS SOCIAL WELFARE STRATEGIC PRIORITIES SUPPLY SYSTEMS TEACHERS TECHNICAL COLLEGES TECHNICAL EDUCATION TECHNICAL TRAINING TECHNOLOGICAL SKILLS TERTIARY EDUCATION TERTIARY LEVELS TRAINEES TRAINING CENTERS TRAINING COURSES TRAINING OF TRAINERS TRAINING OPPORTUNITIES TRAINING PROGRAMMES TRAINING PROGRAMS UNEMPLOYMENT UNEMPLOYMENT RATE UNEMPLOYMENT RATES UNIONS UNIVERSITIES VOCATIONAL EDUCATION VOCATIONAL SCHOOLS VOCATIONAL TRAINING WORK EXPERIENCE WORK FORCE WORKFORCE YOUNG PEOPLE YOUTH YOUTH ORGANIZATIONS World Bank Ireland Workforce Development : SABER Multiyear Country Report 2012 |
| geographic_facet |
Europe and Central Asia Ireland |
| description |
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. |
| format |
Report |
| author |
World Bank |
| author_facet |
World Bank |
| author_sort |
World Bank |
| title |
Ireland Workforce Development : SABER Multiyear Country Report 2012 |
| title_short |
Ireland Workforce Development : SABER Multiyear Country Report 2012 |
| title_full |
Ireland Workforce Development : SABER Multiyear Country Report 2012 |
| title_fullStr |
Ireland Workforce Development : SABER Multiyear Country Report 2012 |
| title_full_unstemmed |
Ireland Workforce Development : SABER Multiyear Country Report 2012 |
| title_sort |
ireland workforce development : saber multiyear country report 2012 |
| publisher |
Washington, DC |
| publishDate |
2017 |
| url |
http://documents.worldbank.org/curated/en/615591468263110029/Ireland-Workforce-development http://hdl.handle.net/10986/27077 |
| _version_ |
1764463406804369408 |
| spelling |
okr-10986-270772021-04-23T14:04:39Z Ireland Workforce Development : SABER Multiyear Country Report 2012 World Bank ACCREDITATION ACCREDITATION SYSTEMS ACHIEVEMENT ADULT LITERACY ADULT POPULATION ALLOCATION OF RESOURCES CERTIFICATION LEVEL COLLEGES CONTINUING EDUCATION COUNSELORS CURRICULA DECISION MAKING DEVELOPMENT PLANNING DEVELOPMENT PLANNING PROCESS DEVELOPMENT PLANS DEVELOPMENT POLICIES DEVELOPMENT POLICY DEVELOPMENT STRATEGIES DISADVANTAGED GROUPS ECONOMIC GROWTH ECONOMIC TRENDS EDUCATED POPULATION EDUCATION ATTAINMENT EDUCATION INFRASTRUCTURE EDUCATION INSTITUTIONS EDUCATION PROGRAMS EDUCATION STRATEGIES EDUCATIONAL BODIES EMPLOYMENT OPPORTUNITIES EXAM FOREIGN DIRECT INVESTMENT FORMAL EDUCATION FORMAL EDUCATION SYSTEM GOVERNMENT AGENCIES GOVERNMENT DEPARTMENTS GRADING GROSS NATIONAL PRODUCT HIGH BIRTH RATE HIGHER EDUCATION HIGHER LEVELS OF EDUCATION HUMAN CAPITAL HUMAN RESOURCE DEVELOPMENT IMMIGRATION INCIDENCE OF POVERTY INDUSTRIAL DEVELOPMENT INDUSTRIAL TRAINING INFORMATION SOCIETY INFORMATION SYSTEMS INSTRUCTORS INTERNSHIPS INTERVENTIONS INVESTMENT IN EDUCATION JOB CREATION JUNIOR CERTIFICATE JUNIOR CERTIFICATE EXAMINATION LABOR FORCE LABOR MARKET LABOR SHORTAGES LABOUR FORCE LABOUR MARKET LEADERSHIP LEARNERS LEARNING LEARNING PROGRAMS LEVEL OF DEVELOPMENT LEVELS OF EDUCATION LIFELONG LEARNING LITERACY LIVING STANDARDS LOCAL AUTHORITIES LOCAL COMMUNITIES MEAT MINISTRY OF EDUCATION NATIONAL COUNCIL NATIONAL DEVELOPMENT NATIONAL DEVELOPMENT PLAN NATIONAL DEVELOPMENT PLANS NATIONAL PLANS NATIONAL POLICIES NUMBER OF PERSONS OCCUPATIONS PAPERS PARTICIPATION OF WOMEN PERSONS WITH DISABILITIES POLICY CHANGE POLICY DECISIONS POLICY DEVELOPMENT POLICY DIALOGUE POLICY DISCUSSIONS POLICY GOALS POLICY LEVEL POLICY RESEARCH POLICY RESPONSE POPULATION GROWTH POPULATION INCREASE PRIMARY SCHOOLING PRINTING PROBLEM SOLVING PROFESSIONAL DEVELOPMENT PROGRESS PUBLIC EXPENDITURE PUBLIC EXPENDITURE ON EDUCATION PUBLIC INSTITUTIONS QUALITY ASSURANCE QUALITY OF EDUCATION QUALITY STANDARDS RATE OF GROWTH RE-TRAINING RESEARCH INSTITUTIONS RESOURCE ALLOCATION RESOURCE REQUIREMENTS RESPECT SCHOOL LEAVERS SCHOOL PRINCIPALS SCHOOL SYSTEM SCHOOL-LEAVERS SECONDARY EDUCATION SECONDARY SCHOOLS SERVICE DELIVERY SERVICE DELIVERY SYSTEMS SIGNIFICANT POLICY SKILL LEVEL SKILLED LABOUR SKILLED MANPOWER SKILLED WORKERS SKILLS ACQUISITION SKILLS DEVELOPMENT SKILLS TRAINING SMALL COUNTRIES SOCIAL EQUITY SOCIAL PROGRESS SOCIAL WELFARE STRATEGIC PRIORITIES SUPPLY SYSTEMS TEACHERS TECHNICAL COLLEGES TECHNICAL EDUCATION TECHNICAL TRAINING TECHNOLOGICAL SKILLS TERTIARY EDUCATION TERTIARY LEVELS TRAINEES TRAINING CENTERS TRAINING COURSES TRAINING OF TRAINERS TRAINING OPPORTUNITIES TRAINING PROGRAMMES TRAINING PROGRAMS UNEMPLOYMENT UNEMPLOYMENT RATE UNEMPLOYMENT RATES UNIONS UNIVERSITIES VOCATIONAL EDUCATION VOCATIONAL SCHOOLS VOCATIONAL TRAINING WORK EXPERIENCE WORK FORCE WORKFORCE YOUNG PEOPLE YOUTH YOUTH ORGANIZATIONS 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. 2017-06-13T15:50:17Z 2017-06-13T15:50:17Z 2012 Report http://documents.worldbank.org/curated/en/615591468263110029/Ireland-Workforce-development http://hdl.handle.net/10986/27077 English en_US CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank Washington, DC Publications & Research :: Working Paper Publications & Research Europe and Central Asia Ireland |