stem education policy statement 2017 2026 · 2019. 11. 13. · stem education policy statement...
TRANSCRIPT
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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
Female candidates taking higher level as a % of all females taking category
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
Candidates taking higher level as a percentage of gross
78.91% 73.67%
79.18% 0.27
Gross number of female candidates
30678 30992 30334 -344
Of which Home Economics
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
Of which Home Economics
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
Candidates taking higher level as a percentage of gross
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
Female candidates taking higher level as a % of all females taking category
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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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 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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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
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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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
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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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
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.