Vol. 1 No. 30 (2025)
Professional Pedagogics

Professional Pedagogics

TRENDS IN QUALITY ASSURANCE OF FURTHER EDUCATION AND TRAINING IN IRELAND: FROM LEGISLATIVE REFORMS TO STRATEGIC PRIORITIES

Published 12.06.2025

  • Valentyna Radkevych

Valentyna Radkevych
The Institute of VET of NAES of Ukraine , Інститут професійно-технічної освіти НАПН України

Abstract

Relevance of the article lies in the need for a systematic analysis of the evolution of the multi-level structure of Further Education and Training (hereinafter – FET) in Ireland and the leading trends in its quality assurance. This system is complex, as it combines centralized strategic planning and funding with independent external quality control and standard compliance, and decentralized provision of educational services. Such an architecture, formed as a result of large-scale reforms in 2012-2013, is of significant interest to researchers and educational policy developers in Ukraine.

The purpose of the article is to identify and characterize the leading trends in FET quality assurance in Ireland, and to ascertain the possibilities of considering them in improving the quality assurance system of vocational education in Ukraine.

Methods: study of legislative, regulatory, and legal documents, empirical data – to determine the leading trends in FET quality assurance in Ireland; analysis and synthesis, generalization of views on the problem under study – to ascertain the possibilities of considering these trends in improving the quality assurance system of vocational education in Ukraine.

Results: the leading trends in FET quality assurance in Ireland have been identified and characterized (institutionalization of partnership between FET institutions and stakeholders, strengthening the role of Quality and Qualifications Ireland in external FET quality assessment, orientation towards learning outcomes and professional competencies, digitalization of FET quality management processes); a number of recommendations for improving the Ukrainian vocational education quality assurance system have been formulated.

Conclusions. Legislative reforms in the FET system initiated a strategic restructuring of its architecture and quality improvement. The establishment of institutions for centralized coordination of FET quality assurance and the implementation of the National Framework of Qualifications made it possible to form a unified system for recognizing qualifications, monitoring, and accrediting educational programs and FET institutions. Thanks to this, Ireland remains competitive in the global educational and professional environment, and graduates of FET institutions gain opportunities for career growth and international mobility. Ireland's experience is relevant for implementation in Ukraine: an integrated quality management model for vocational education; a results-oriented approach to vocational training of specialists; institutionalization of partnerships between vocational education institutions and stakeholders; digital tools for monitoring and evaluating the quality of vocational education, etc.

Keywords

further education, vocational training, Ireland, leading trends, quality management system, SOLAS, ETBs

pdf

References

  1. CEDEFOP & ETBI. (2016). Strategy for technology-enhanced learning in further education and training 2016–2019. European Centre for the Development of Vocational Training. https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/35767
  2. Department of Education. (2016). Action plan for education 2016-2019. https://www.education.ie/en/Publications/Policy-Reports/Action-Plan-for-Education-2016-2019.pdf
  3. Department of Education. (2020). Education for a changing world: National strategy for education to 2030. (Green Paper). https://www.gov.ie/en/department-of-education/collections/policy-and-education-reports/#:~:text=Education%20for%20a%20Changing%20World,Green%20Paper
  4. Department of Education. (2020). Education Indicators for Ireland 2020. Government of Ireland. https://www.gov.ie/en/publication/a4eeb-education-statistics/
  5. Department of Further and Higher Education, Research, Innovation and Science. (2019). Submissions for a new Statement of Strategy 2020 - 2023. https://www.gov.ie/en/department-of-agriculture-food-and-the-marine/consultations/submissions-for-a-new-statement-of-strategy-2020-2023/
  6. Dublin Institute of Technology. (2024). Digital Forensics and Cyber Security. https://www.tudublin.ie/study/undergraduate/courses/computing-dig-forensics-and-cyber-sec-tu863/?keywords=Cybersecurity&courseType=
  7. Education and Training Boards Ireland. (n.d.). Directory of ETBs. URL: https://www.etbi.ie/etbs/directory-of-etbs/
  8. Education and Training Monitor: Ireland (2024). European Commission. https://op.europa.eu/webpub/eac/education-and-training-monitor/en/country-reports/ireland.html
  9. Enterprise Ireland. (2024). Research, Development and Innovation Funding. https://www.enterprise-ireland.com/documents/tor-research-and-development-june-2026-pdf-en-115620.pdf
  10. EQAVET. (n.d.): European Quality Assurance in Vocational Education and Training. European Commission.. https://employment-social-affairs.ec.europa.eu/policies-and-activities/skills-and-qualifications/working-together/eqavet-european-quality-assurance-vocational-education-and-training_en
  11. ETF (2018). Promoting Quality Assurance in VET. Torino Process Reports.
  12. https://www.etf.europa.eu/sites/default/files/m/B77049AC22B5B2E9C125820B006AF647_Promoting%20QA%20in%20VET.pdf
  13. European Commission. (2019). Education and Training Monitor 2019 – Ireland. https://education.ec.europa.eu/document/ireland-monitor-2019
  14. European Commission, (2022) https://op.europa.eu/webpub/eac/education-and-training-monitor/en/country-reports/ireland.html
  15. Expert Group on Future Skills Needs (EGFSN). (2014). Assessing the Demand for Big Data and Analytics Skills in Ireland, 2013–2020. Dublin: Forfás/EGFSN. (Available from the EGFSN. URL: https://www.skillsireland.ie/media/nqgaoru1/assessing_the_demand_for_big_data_and_analytics_skills-presentation.pdf#:~:text=%E2%80%A2%20Trend%20towards%20interdisciplinary%20approach,resources%20and%20collaboration%20across%20departments
  16. Further Education and Training Act. (2013). Irish Statute Book. http://www.irishstatutebook.ie/eli/2013/act/25/enacted/en/html
  17. Government of Ireland. (2012). Qualifications and Quality Assurance (Education and Training) Act 2012. Irish Statute Book. https://www.irishstatutebook.ie/eli/2012/act/28/enacted/en/html
  18. Government of Ireland. (2013). Education and Training Boards Act 2013. Irish Statute Book. http://www.irishstatutebook.ie/eli/2013/act/11/enacted/en/html
  19. Government of Ireland. (2015). Gov.ie. https://www.gov.ie/en/department-of-further-and-higher-education-research-innovation-and-science/publications/innovation-2020/#:~:text=Innovation%202020%2C%20Ireland%27s%20current%20strategy,sector%20and%20Ireland%27s%20research%20system
  20. McGuinness, S., Bergin, A., Kelly, E., & McCoy, S. (2014). Further education and training in Ireland: Past, present and future. Economic and Social Research Institute. https://www.esri.ie/publications/further-education-and-training-in-ireland-past-present-and-future
  21. O’Connor, L., & Courtney, J. (2017). Quality assurance in Irish further education and training: A review of the impact of QQI. Irish Educational Studies, 36(3), 321–338. https://doi.org/10.1080/03323315.2017.1350592
  22. OECD. (2025). Ensuring Quality in VET and Higher Education: Getting Quality Assurance Right. https://www.oecd.org/content/dam/oecd/en/publications/reports/2025/02/ensuring-quality-in-vet-and-higher-education_82028783/812ff006-en.pdf
  23. OECD. (2020). Education policy outlook: Ireland. Organisation for Economic Co-operation and Development. https://www.oecd.org/content/dam/oecd/en/publications/reports/2020/12/education-policy-outlook-in-ireland_a2b63d91/978e377b-en.pdf
  24. OECD. (2023). OECD skills strategy Ireland: Assessment and recommendations. Organisation for Economic Cooperation and Development. https://www.oecd.org/content/dam/oecd/en/publications/reports/2023/05/oecd-skills-strategy-ireland_2b05e956/d7b8b40b-en.pdf
  25. Quality and Qualifications Ireland (QQI), (2022). QQI Annual Report 2022 URL: https://www.qqi.ie/sites/default/files/2023-08/QQIAR2022_%20Low%20Res.pdf
  26. Quality and Qualifications Ireland (QQI), (2023а). Statutory quality assurance guidelines for blended and fully online programmes. https://www.qqi.ie/sites/default/files/2023-12/statutory-quality-assurance-guidelines-for-providers-of-blended-and-fully-online-programmes-2023_1.pdf
  27. Quality and Qualifications Ireland (QQI). (2023b). QQI Annual Report 2022. Dublin: QQI. URL: https://www.qqi.ie/sites/default/files/2024-09/annual-report-2023_2.pdf
  28. Quality and Qualifications Ireland (QQI). (2016). Core statutory quality assurance guidelines developed by QQI for use by all providers (Statutory guidelines). https://www.qqi.ie/sites/default/files/2021-11/qg-1-core-statutory-quality-assurance-guidelines.pdf
  29. Quality and Qualifications Ireland (QQI) (2017). Statutory quality assurance guidelines developed by QQI for providers of statutory further education and training, including those in Education and Training Boards (ETBs). https://www.qqi.ie/QA-policies-and-guidelines
  30. Quality and Qualifications Ireland (QQI) (2021). Quality assurance of education and training. Quality and Qualifications Ireland. https://www.qqi.ie/what-we-do/quality-assurance-of-education-and-training
  31. Quality and Qualifications Ireland (QQI) (2022). Quality assurance of education and training. https://www.qqi.ie/what-we-do/quality-assurance-of-education-and-training
  32. Quality and Qualifications Ireland (QQI) (2023, October). Statutory QA guidelines for blended and fully online programmes. QQI. https://www.qqi.ie/sites/default/files/2023-12/statutory-quality-assurance-guidelines-for-providers-of-blended-and-fully-online-programmes-2023_1.pdf
  33. Quality and Qualifications Ireland (QQI) (2023, March). Blended, hybrid and online learning programmes: Topic specific statutory quality assurance guidelines for providers of programmes supported by digital education (QG8 V2). https://www.qqi.ie/sites/default/files/2023-04/QQI%20draft%20QA%20guidelines%20for%20digital%20education.pdf
  34. Quality and Qualifications Ireland (QQI) (n.d.). National Framework of Qualifications. URL: https://www.qqi.ie/what-we-do/the-qualifications-system/national-framework-of-qualifications
  35. Quality and Qualifications Ireland. (2024). Our role and responsibilities. https://www.qqi.ie/about/our-role
  36. Quality in Irish Further Education and Training (2019). A review of the impact of QQI. URL: https://www.qqi.ie/sites/default/files/2021-11/quality-in-irish-further-education-and-training-insights-report-september-2019.pdf
  37. Rory O’Sullivan & Justin Rami (2022). Key Milestones in the Evolution of Skills Policy in Ireland. Dntb.gov.ua. https://ouci.dntb.gov.ua/en/works/7qGBP01l/
  38. Smyth, E., & Lydon, R. (2019). Further education and training in Ireland: Past, present and future (Research Series No. 35). Economic and Social Research Institute. https://www.esri.ie/system/files/publications/RS35.pdf
  39. Smyth, E., & McCoy, S. (2009). Investing in education: Combating educational disadvantage. Economic and Social Research Institute. https://www.esri.ie/publications/investing-in-education-combating-educational-disadvantage
  40. SOLAS. (2014). Further Education and Training Strategy 2014–2019. https://www.solas.ie/f/70398/x/920e2fa0b6/fetstrategy2014-2019.pdf
  41. SOLAS. (2020). Future FET: Transforming Learning – The National Further Education and Training Strategy 2020–2024. https://www.solas.ie/f/70398/x/3f30893120/future-fet-strategy.pdf
  42. The European Qualifications Framework (EQF). Europass. (2017). Europa.eu. https://europass.europa.eu/en/europass-digital-tools/european-qualifications-framework
  43. Богодист, М. І. (2023). Неформальний професійний розвиток дорослих: досвід додаткової освіти Ірландії. Українські студії в європейському контексті, 7, 162. http://obrii.org.ua/usec/storage/article/Bohodyst_2023_162.pdf
  44. Запорожченко, Ю. Г. (2007). Система освіти в Ірландії. In Звітна наукова конференція Інституту інформаційних технологій і засобів навчання НАПН України. Київ: Інститут інформаційних технологій і засобів навчання НАПН України, 1. https://lib.iitta.gov.ua/id/eprint/10716/
  45. Запорожченко, Ю. Г. (2011). Дистанційна освіта Ірландії в квалітативному аспекті. In Звітна наукова конференція Інституту інформаційних технологій і засобів навчання НАПН України. Київ: Інститут інформаційних технологій і засобів навчання НАПН України, 1. https://lib.iitta.gov.ua/id/eprint/361/
  46. Кучер, Ю. А. (2008). Становлення і реформування середньої і вищої освіти Ірландії (Doctoral dissertation). Київ: КНУ. https://nenc.gov.ua/doc/autoref/kucher.pdf
  47. Пуховська, Л. (2017). Професійна освіта та інновації: досвід країн Європейського Союзу. Науковий вісник Інституту професійно-технічної освіти НАПН України. Професійна педагогіка, 14, 124-132. http://www.irbis-nbuv.gov.ua/cgi-bin/irbis_nbuv/cgiirbis_64.exe?C21COM=2&I21DBN=UJRN&P21DBN=UJRN&IMAGE_FILE_DOWNLOAD=1&Image_file_name=PDF/Nvipto_2017_14_18.pf
  48. Ситник, О. І. (2013). Сучасні тенденції розвитку освіти дорослих в Ірландії. Освіта дорослих: теорія, досвід, перспективи, 7, 308-314. http://www.irbis-nbuv.gov.ua/cgi-bin/irbis_nbuv/cgiirbis_64.exe?I21DBN=LINK&P21DBN=UJRN&Z21ID=&S21REF=10&S21CNR=20&S21STN=1&S21FMT=ASP_meta&C21COM=S&2_S21P03=FILA=&2_S21STR=OD_2013_7_35
  49. Translated & Transliterated
  50. Bohodyst, M. I. (2023). Neformalnyi profesiinyi rozvytok doroslykh: dosvid dodatkovoi osvity Irlandii [Informal professional development of adults: the experience of continuing education in Ireland]. Ukrainski studii v yevropeiskomu konteksti: zb. nauk. pr. [Ukrainian studies in the European context: collection of scientific papers], 7. 462, 162. http://obrii.org.ua/usec/storage/article/Bohodyst_2023_162.pdf
  51. Zaporozhchenko, Yu. H. (2007). Systema osvity v Irlandii [The education system in Ireland]. In Zvitna naukova konferentsiia Instytutu informatsiinykh tekhnolohii i zasobiv navchannia NAPN Ukrainy. Kyiv: Instytut informatsiinykh tekhnolohii i zasobiv navchannia NAPN Ukrainy [Reporting scientific conference of the Institute of Information Technologies and Learning Tools of the National Academy of Pedagogical Sciences of Ukraine]. Kyiv: Instytut informatsiinykh tekhnolohii i zasobiv navchannia NAPN Ukrainy [Institute of Information Technologies and Learning Tools of the National Academy of Pedagogical Sciences of Ukraine]. https://lib.iitta.gov.ua/id/eprint/10716/
  52. Zaporozhchenko, Yu. H. (2011). Dystantsiina osvita Irlandii v kvalitatyvnomu aspekti [Distance education in Ireland in qualitative terms]. In Zvitna naukova konferentsiia Instytutu informatsiinykh tekhnolohii i zasobiv navchannia NAPN Ukrainy. Kyiv: Instytut informatsiinykh tekhnolohii i zasobiv navchannia NAPN Ukrainy [Reporting scientific conference of the Institute of Information Technologies and Learning Tools of the National Academy of Pedagogical Sciences of Ukraine]. Kyiv: Instytut informatsiinykh tekhnolohii i zasobiv navchannia NAPN Ukrainy [Institute of Information Technologies and Learning Tools of the National Academy of Pedagogical Sciences of Ukraine]. https://lib.iitta.gov.ua/id/eprint/361/
  53. Kucher, Yu. A. (2008). Stanovlennia i reformuvannia serednoi i vyshchoi osvity Irlandii [The formation and reform of secondary and higher education in Ireland] (Doctoral dissertation). Kyiv: KNU. https://nenc.gov.ua/doc/autoref/kucher.pdf
  54. Pukhovska, L. (2017). Profesiina osvita ta innovatsii: dosvid krain Yevropeiskoho Soiuzu [Vocational education and innovation: the experience of European Union countries]. Naukovyi visnyk Instytutu profesiino-tekhnichnoi osvity NAPN Ukrainy. Profesiina pedahohika [Scientific Bulletin of the Institute of Vocational and Technical Education of the National Academy of Pedagogical Sciences of Ukraine. Professional Pedagogy], 14, 124-132. http://www.irbis-nbuv.gov.ua/cgi-bin/irbis_nbuv/cgiirbis_64.exe?C21COM=2&I21DBN=UJRN&P21DBN=UJRN&IMAGE_FILE_DOWNLOAD=1&Image_file_name=PDF/Nvipto_2017_14_18.pf
  55. Sytnyk, O. I. (2013). Suchasni tendentsii rozvytku osvity doroslykh v Irlandii [Current trends in adult education in Ireland]. Osvita doroslykh: teoriia, dosvid, perspektyvy [Adult education: theory, experience, prospects], 7, 308-314. http://www.irbis-nbuv.gov.ua/cgi-bin/irbis_nbuv/cgiirbis_64.exe?I21DBN=LINK&P21DBN=UJRN&Z21ID=&S21REF=10&S21CNR=20&S21STN=1&S21FMT=ASP_meta&C21COM=S&2_S21P03=FILA=&2_S21STR=OD_2013_7_35

Most read articles by the same author(s)

<< < 1 2 3