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NCCA TY Micro Module: Career Foundations

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NCCA TY Micro Module: Career Foundations

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NCCA TY Micro Module: Learning from Work Experience

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NCCA TY Micro Module: Learning from Work Experience

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6th May Job Specification Labour Market Activity 4

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Resource Padlet Signposting Ideas for and Examples of Whole School Guidance

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Resource Padlet Signposting Ideas for and Examples of Whole School Guidance

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NCCA Key Competencies in Senior Cycle 2024

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NCCA Key Competencies in Senior Cycle 2024

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OECD Skills Strategy Ireland (Full Text)

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OECD Skills Strategy Ireland (Full Text)

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DFHRIS Action Plan for Apprenticeship 2021-2025 (Full Text)

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DFHRIS Action Plan for Apprenticeship 2021-2025 (Full Text)

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Action Plan for Apprenticeship 2021 2025

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11 Options to develop critical thinking skills applied to career research

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11 Options to develop critical thinking skills applied to career research

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11 Options to develop critical thinking skills - career research

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Updated Labour Market Information and Resource 

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Updated Labour Market Information and Resource 

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PDF Labour Market Information & Research

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Comprehensive Employment Strategy 2015 - 2024

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DES Ireland's National Skills Strategy 2025 (Full Text)

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DES Ireland's National Skills Strategy 2025 (Full Text)

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Activity 1: Key Competencies and Career Readiness in TY WSG

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Activity 1: Key Competencies and Career Readiness in TY WSG

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Guidance, Guidance education, Guidance Ireland, post-primary guidance, guidance counsellor

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National Strategic Framework for Lifelong Guidance 2023 (Full Text)

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National Strategic Framework for Lifelong Guidance 2023 (Full Text)

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National Strategic Framewrok for Lifelong guidance

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Activity 3: Document Study Key Questions for Discussion

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Activity 3: Document Study Key Questions for Discussion

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Extract 1: National Strategic Framework for Lifelong Guidance 2024-2030

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Extract 1: National Strategic Framework for Lifelong Guidance 2024-2030

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Extract 1 National Strategic Framework for Lifelong Guidance

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Circular 0001/2025 - Guidance in Post-Primary Schools

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Circular 0001/2025 - Guidance in Post-Primary Schools

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National Strategic Framework for Lifelong Guidance 2024-2030

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National Strategic Framework for Lifelong Guidance 2024-2030

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Extract 3: NCCA Advisory Report on Senior Cycle

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Extract 3: NCCA Advisory Report on Senior Cycle

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Extract 4: Action Plan for Apprenticeships

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Extract 4: Action Plan for Apprenticeships

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Extract 5: Ireland's National Skills Strategy

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Extract 5: Ireland's National Skills Strategy

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Extract 6: Comprehensive Employment Strategy for People with Disabilities

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Extract 6: Comprehensive Employment Strategy for People with Disabilities

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Extract 6 Comprehensive Employment Strategy

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Extract 7: NCCA / ESRI Paths, Tracks, Gaps and Cliffs

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Extract 7: NCCA / ESRI Paths, Tracks, Gaps and Cliffs

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Extract 7 NCCA Paths, Tracks, Gaps and Cliffs

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Activity 5 - Inclusive Pathways Audit Reflection Tool

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Activity 5 - Inclusive Pathways Audit Reflection Tool

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Case Study 1 - Strengthening Inclusive Pathways

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Case Study 1 - Strengthening Inclusive Pathways

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Case Study 1 - Strenghtening Inclusive Pathways

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Case Study 2 - Expanding Possibilities through WSG

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Case Study 2 - Expanding Possibilities through WSG

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Case Study 2 - Expanding Possibilities through WSG

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Case Study 3 - Broadening the Narrative of Success

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Case Study 3 - Broadening the Narrative of Success

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Case Study 3 - Broadening the Narrative of Success

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Gov: Inclusion in the Irish Education System Web page

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Gov: Inclusion in the Irish Education System Web page

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Reflections on inclusion in the Irish education system

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Traditionally, inclusion in the context of education tended to be about ensuring that children with special educational needs could access education in mainstream schools alongside their peers. While this is an important aspect of inclusion, more recent understandings of inclusion take account of how children and young people are served in relation to other aspects of diversity such as ethnicity, socio-economic background, culture, membership of the Traveller and Roma communities, language, religion, gender and sexual orientation. Inclusion is now increasingly seen as a process designed to increase the engagement of each child and young person in their learning, build the capacity of all schools and settings to create welcoming cultures and communities and, at a system level, reduce exclusion within and from education.

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Traveller and Roma Education Strategy 2024-2030

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Traveller and Roma Education Strategy 2024-2030

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Traveller and Roma Education Strategy 2024-2030 (2)

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NCSE Planning for Life After School: SEN Students

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NCSE Planning for Life After School: SEN Students

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Path 4: Course provision for students with intellectual disabilities

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Path 4: Course provision for students with intellectual disabilities

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Background

PATH 4 is a key driver in delivering the following objectives, under the Inclusivity goal in the National Access Plan:

To embed a whole-of-institution approach to student success and universal design

To improve opportunities for students with intellectual disabilities to engage in higher education

PATH 4 is supported by funding of over €12m allocated on a phased basis as follows:

Phase 1 - Universal Design Fund - Supporting inclusive universally designed higher education environments for all

Phase 2 - Course provision for students with intellectual disabilities

Purpose of the Funding

PATH 4 Phase 2 will operate on a three-year pilot basis and is intended to:

Enhance course provision for students with intellectual disabilities across HEIs currently participating in the PATH programme, including students with intellectual disabilities from disadvantaged socio-economic backgrounds and other National Access Plan priority groups.

To support future evidence-informed policy considerations in respect of the successful participation of students with intellectual disabilities in higher education including:

an understanding on how engagement in higher education can support real outcomes, including employment, for students with intellectual disabilities.

establishing an evidence base for a full and holistic cost of provision for students with intellectual disabilities encompassing fees, cost of provision for institution, day-to-day expenses, transport, student supports, mental health, preparation for interviews, etc.

Phase 2 is also intended to contribute to the following:

The implementation by HEIs of the Inclusivity goal, and its related objectives and actions, of the National Access Plan.

To enable the creation of inclusive built and digital environments in higher education which can be accessed by all, and which supports increased engagement, progression, and success for all students, benefiting all priority groups in the National Access Plan, including students with intellectual disabilities.

To develop the higher education sector's capacity for inclusive teaching, learning and assessment to enable greater opportunities for participation in higher education by all students including students with intellectual disabilities.

Successful Proposals

Following a competitive Call for Proposals and a rigorous assessment process by an independent assessment panel of external experts, 10 proposals were recommended for funding.

On the 9 February 2024, Minister for Further and Higher Education, Research, Innovation and Science Simon Harris TD announced the successful programmes, which are due to commence in academic year 2024/2025.

Below is the list of higher education institutions who will receive funding under PATH 4 Phase 2:

Higher Education Institutions

Atlantic Technological University (ATU)

Dundalk Institute of Technology (DkIT)

Institute of Art, Design & Technology Dún Laoghaire (IADT)

Mary Immaculate College (MIC)

Munster Technological University (MTU)

South East Technological University (SETU)

Technological University (TU) Dublin

Trinity College Dublin (TCD)

University College Cork (UCC)

University of Galway

An indicative overview of the courses expected be offered in academic year 2024/25 and an easy read version can be found below. Information provided below may be subject to change.
PATH 4 Phase 2 Overview of Courses PATH 4 Phase 2 Overview of Courses Easy Read Version

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PATH 4 Phase 2 - Course provision for students with intellectual disabilities | Higher Education Authority

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PATH 4 Phase 2 - Course Provision for Students with Intellectual Disabilities →

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Lifelong Guidance Services in Ireland Interactive Map

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Lifelong Guidance Services in Ireland Interactive Map

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Link to Interactive  Map of Lifelong Guidance Services in Ireland

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OECD: The paper explores how extended work experience placements can influence student engagement, academic outcomes, and future aspirations. 

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OECD: The paper explores how extended work experience placements can influence student engagement, academic outcomes, and future aspirations. 

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Supporting Guidance Counsellors for Inclusive 21st Century Student Progression

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Professional Resource Pack for Guidance PLE 2025-26

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Professional Resource Pack for Guidance PLE 2025-26

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Professional Resource Pack- Guidance PLE 2025-26

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This slide can be downloaded and amended to your context

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Audit Reflection Tool - Editable Version if required

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Audit Reflection Tool - Editable Version if required