Key milestones in the evolution of skills policy in Ireland

The further and vocational education sector in Ireland has been perceived by some stakeholders as being less clearly defined and of lower status than higher education (ESRI 2014). This also echoes wider social norms but can also be seen as a reflection of the diversity of FET (Further Education & Training) in terms of the perceptions of current provision (O’Leary & Rami, 2016). FET in Ireland is not only about employability, it also espouses the key concepts of lifelong learning. It is seen both in policy and structural terms as being one of the main pillars essential to the building and maintenance of a highly skilled workforce operating within a knowledge society (Harper and Fox, 2003). Johnstone (1999) argues that vocational education is in direct opposition to liberal education, in that the ultimate justification for education within the vocational paradigm is to get people ready for the world of work. Further education is placed within the tertiary education sector. Though the line between further and vocational education in Ireland has often been blurred. This chapter examines the influences, development, and changes in Vocational and Further Educational Policy in Ireland from the inception of the Irish Free State in 1922 up to 2019. The chapter is intended to provide an overview of some of the most important key milestones in Irish policy development related to further education and vocational education in the State. Europe’s voice dominates educational reforms in Ireland (Rami, 2012). A special focus is paid to Ireland’s joining the EEC in 1973, and the subsequent significant influence of the EU through the European Structural Funds. The latter part of the chapter pays attention to the development of policy in recent years focusing on further and vocational education and training and the launch of Ireland's first Further Education and Training strategy (2014-2019)