QQI Annual Statistics Report -- 2014 key data Export Library/Statistics Report... · 2016-12-14 ·...

QQI Annual Statistics Report -- 2014 key data Link to data tables (and for previous years): Available from www.QQI.ie from the downloads area: http://qsearch.qqi.ie/WebPart/Search?searchtype=dataexports

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Table of Contents 1 Caveats

Table A: Snapshot of awards made by statutory Education and Training awarding bodies in 2014; by NFQ level.

2 Summary 3 QQI Awards Headline Data

Disaggregated Awards, Award Type and NFQ level, Gender, Region, Age, Fields of Education, Provider Type

4 5 Year Trend Data Award Type and NFQ level, Fields of Education, Region, Age, Progression Appendices Appendix 1 Provider Type Codes, Descriptions and Groupings Appendix 2 ISCED F 2013 Fields of Education and Training

1

1. Caveats

There is a break in the time series in fields of education and training as the ISCED F 2013 codes are introduced, limiting the retrospective comparisons.

In the 2014 awards data there are also an additional 7,000+ learners captured in the HE sector, which is a new introduction to the dataset under examination.

There is a partial break in series in provider type categories which have been modified to more accurately reflect all QQI provider data and changes in the Education and Training sector. Please note that the groupings have been reclassified for 2014 data and that these reclassifications should be taken into consideration and will restrict comparing data retrospectively. Additionally, there is a time lag between data codings and the real-time activity by providers. A key transitional issue is that former FAS training centres were moved to the ETBs in 2014 from Solas. Solas as a category is linked therefore in most cases to ETB activity.

There are indications of transitioning across to the ‘Common Awards System’, where the Occupational first aid award as an example al level 5 has moved to the award coded 5N1207 which is displacing D20188 of the same name. This should be borne in mind when reading the tables.

QQI data do not include those awards achieved by learners who attended a Higher Education provider operating under delegated authority. These awards are counted in the annual HEA statistics. Please refer to the HEA website.

In 2014, there were just over 15,500 QQI applicants presenting with a QQI (FET sector) award to the Central Admissions Office (CAO) representing one-fifth of all CAO applicants.

Information Note re Solas

SOLAS was formally established on 27th October 2013. At the time of its establishment, all former FÁS training centre operations, including over 850 staff and 19 training centres, temporarily transferred to SOLAS. On January 1st 2014, seven former FAS training centres and their related training activity transferred to four newly established ETBs. In July 2014, the remaining 12 training centres, including over 430 staff, budget, facilities including responsibility for contracted training, community training centres and specialist training provision for persons with a disability, transferred to eight Education and Training Boards.

Education and Training Boards are the primary provider of state-funded FET provision. While SOLAS funds the bulk of FET provision provided by ETBs, SOLAS itself is not a provider of FET. It co-ordinates, funds and monitors the FET provision provided by ETBs. On behalf of the Department of Education and Skills it also manages and funds a range of private and public education and training providers who provide a range of FET programmes under Momentum. SOLAS is also responsible for the administration of the apprenticeship system in Ireland which is delivered jointly by the ETBs, the Institutes of Technology and employers. (Source: Pers. Comm. Bryan Fields, Solas)

2

Table A presents the 2014 data for statutory awarding bodies offering awards across the National Framework of Qualifications (NFQ). Table A Snapshot of awards made by statutory Education and Training awarding

bodies in 2014; by NFQ level. (2014 or latest year available provided, all QQI award types are

cited, other bodies are chiefly major awards. All figures and tots rounded).

Level 1

Level 2

Level 3

Level 4

Level 5 Level 6 FET

Level 6 HET

Level 7

Level 8

Level 9

Level 10

Approx.Total

SEC (Junior Cert) 2014

- - 60,330 - - - - - - - - 60,330

SEC (Leaving Cert) 2014

- - - 56,950 - - - - - - 56,950

QQI Major 2014

460 1,250 2,590 1,990 17,460 4,740 240 820 3,170 910 40 33,670

Institutes of technology (HE awards) 2013

- - - - - - 2,630 7,910 10,240 2,260 23,040

Universities 2013

- - - - - 2,300 1,690 18,820 14,800 37,610

Subtotal (approximate major awards)

460 1,250 62,920 76,400 4,740 5,170 10,420 32,230 18,010

211,600

QQI Minor 2014

820 7,200 32,480 36,130 108,480 20,020 310 10 160 190 - 205,800

QQI Special Purpose 2014

- - 10 1,020 9,930 3,310 1,150 360 450 20 - 16,250

QQI Supplemental 2014

- - - - - 220 - - - - - 220

Total (including all QQI awards)

1,280 8,450 95,410 231,960 28,290 6,630 10,790 32,840 18,820 254,780

Sources: State Examinations Commission (SEC); QQI, HEA, Solas

3

2. Summary

In 2014, circa 149,000 learners received over 156,000 QQI certificates.

Over 70% of QQI certificates were Component certificates, which comprise of minor awards.

Nearly one-quarter of awards were made for major awards.

NFQ level 5 awards accounted for over one-half of QQI awards. Almost 95% of all awards were at level 3, 4, 5 or 6. 70% of all awards were minor awards at level 3, 4 or 5.

Overall, there is an even distribution by gender in the FET sector, and more females (55%) than males in the HET sector for QQI awards.

There is a wide span across age groups achieving QQI awards, with a peak age of 20-24 years old for the FET sector and 25-29 years old for the HET sector.

Three-quarters of all awards were in one of the four fields of Services, Generic skills, Business or Health and Welfare. In contrast, the fields of Social sciences and Natural sciences/mathematics each hosted a 1% share of total awards.

The Education and Training Boards, Schools and Solas are the dominant provider types accounting for a combined share of two-thirds of all awards. Private providers accounted for the next largest share at close to one-quarter of all awards. The community and voluntary sector held its share of 5% of all awards.

Specifically, in terms of trends in the most active NFQ levels: o NFQ level 3 generally saw a sharp decline in numbers of majors and minors in

2012 which recovered to some degree in 2013, but have again decreased in 2014.

o NFQ level 4 saw a decrease in 2011, which recovered to some extent in 2012, but was reversed to a decline in 2013, returning to positive growth rates in 2014.

o NFQ level 5 saw a steady increase in major awards from 2010 through to 2012, reversed in 2013 with a dramatic drop evident in 2014. Minor awards have been in sharp decline since 2010.

o NFQ level 6 peaked in 2012 and has generally been in decline since then. Major awards declined sharply in 2013 and 2014, whereas minors declined sharply in 2013 but did not show significant falls in 2014.

The top 20 awards are all minor awards and between them accounted for one-third of all QQI awards in 2014.

It is of note that the top award ‘Occupational first aid’ a level 5 minor award, in 2014 accounts for 10% of all QQI awards. This award is by far the most popular award at almost 5 times more than the next placed award. The next awards include minor awards at level 5 in communications and in work experience which account for roughly 5,500 awards each in 2014.

There is little broad level regional variance and an even distribution between where people live and where awards are achieved for most regions in 2014 data. There is a tendency towards large urban centres to host higher density of learners relative to their respective population figures. This is to be expected but is also contributed to by providers, in some cases, returning awards data centrally.

4

3. QQI Awards: Headline data

Award Type and NFQ level In 2014, circa 149,000 learners received over 156,000 QQI certificates. Chart 1 shows the breakdown of QQI awards according to the certificate received, of which close to 106,000 (71%) were component certificates; c. 33,500 (23%) were certificates for major awards; over 16,000 (11%) were specific purpose certificates and a small number (220; 0%) of supplemental certificates were awarded. QQI data do not include those awards achieved by learners who attended a Higher Education provider operating under delegated authority. These awards are counted in the annual HEA statistics.

Chart 1 Numbers of QQI awards (certificates) made in 2014 by Award Type (All Charts

exclude awards which were achieved via providers who have delegated authority).

The awards were achieved across all ten levels of the National Framework of Qualifications (NFQ) with Level 5 continuing to dominate in terms of volume. As indicated in Chart 2, the certificates represent a total of almost 256,000 QQI individual awards (disaggregated). The effect of expressing the certificates awarded in terms of their individual awards is negligible, i.e. one certificate equates to one award, except for the component certificates awarded in the Further Education and Training (FET) sector (where as a crude average one certificate breaks down into two minor awards).

220

16,240

105,860

33,687

- 20,000 40,000 60,000 80,000 100,000 120,000

Supplemental

Specific Purpose (Special Purpose)

Component (Minor)

Certificates (Major)

Numbers of QQI Awards (certificates)

Aw

ard

Typ

e

Total Award Recipients = 148,765

5

Chart 2 QQI Awards (disaggregated) in 2014; by award type and by NFQ level.

(All Charts exclude awards which were achieved via providers who have delegated authority).

Table 1 provides further details on the awards achieved across the ten levels of the NFQ. Level 5 accounts for over half of all awards. Level 4 accounts for 15%, followed by Level 3 with a share of 14%. Level 6 accounts for 12%. These four levels account for the majority of awards with a share of 94% accounted for by Levels 3 through to 6. Table 1 QQI Awards (disaggregated) in 2014; by award type and by NFQ level.

(All Tables exclude awards which were achieved via providers who have delegated authority).

Level 1

Level 2

Level 3

Level 4

Level 5 Level 6 FET

Level 6 HET

Level 7

Level 8

Level 9

Level 10

Total

Major 463 1,253 2,592 1,989 17,464 4,739 244 820 3,172 913 38 33,687

Minor 816 7,196 32,479 36,126 108,484 20,021 309 5 163 186 - 205,785

Special Purpose

- - 12 1,016 9,933 3,306 1,147 360 445 18 - 16,240

Supplemental - - - - - 220 - - - - - 220

1,279 8,449 35,083 39,131 135,881 28,289 1,700 1,185 3,780 1,117 38 255,932

0% 3% 14% 15% 53% 11% 1% 0% 1% 0% 0% 100%

Chart 3 illustrates the dominance of minor awards and the NFQ levels 3-6 in terms of volume of awards achieved in 2014. Level 5 minor awards account for 42% of all awards, followed by a 14% share for Level 4 minor awards and a 13% share of Level 3 minor awards. These three categories account for close to 70% of all awards. Level 6 minor awards in the FET sector account for a further 8%, followed by Level 5 major awards which stand at 7%. Level 5 special purpose account for a share of 4%.

0 20,000 40,000 60,000 80,000 100,000 120,000 140,000

Level 1

Level 2

Level 3

Level 4

Level 5

Level 6 FET

Level 6 HE

Level 7

Level 8

Level 9

Level 10

Numbers of QQI Awards (disagg)

NFQ

Lev

elMajor Minor Special Purpose Supplemental

Total Awards = 255,932

6

Chart 3 Percentage share of QQI awards (disagg) made in 2014 ranked by dominant

Award Type and NFQ level (All Charts exclude awards which were achieved via providers who

have delegated authority).

Gender As indicated in Chart 4, the FET sector saw an even distribution by gender of learners who achieved QQI awards in 2014, where 51% of the learner cohort are female and the corresponding 49% are male. The HET sector saw more females than males achieve awards where 55% of the learner cohort are female and the corresponding 45% are male.

Chart 4 Percentage share of learners who achieved QQI awards made in 2014 by

gender and sector.

Region Chart 5 shows that the FET sector saw a distribution by region of all awards in 2014, where 73% of awards were achieved in the S&E region and the corresponding 27% in BMW region. The HET sector saw 99% of awards achieved in the S&E region with a corresponding 1% in BMW region.

4%

7%

8%

13%

14%

42%

0% 10% 20% 30% 40% 50%

Level 5 Special Purpose

Level 5 Major

Level 6 Minor FET

Level 3 Minor

Level 4 Minor

Level 5 Minor

% of all (disaggregated) QQI awards

NFQ

Le

vel a

nd

Aw

ard

Typ

e/C

lass

51%

55%

49%

45%

0% 20% 40% 60% 80% 100%

FET

HET

% of total individual learners

Sect

or

FEMALE MALE

7

Chart 5 Percentage share of all QQI awards made in 2014 by region and sector.

BMW: Border Midlands, Western, S&E: South and Eastern. Age Chart 6 shows the FET sector saw a distribution by age categories of all awards in 2014, where there is a wide span across age groups achieving QQI awards. 40% of awards in 2014 were achieved by under 30’s (specifically 15-30 year olds). A further 32% of awards were achieved by the 30 to 44 age group. The 45 plus cohort, accounts for the remaining 29% of awards. A total share of 2% was represented by the over 65 age group. The HET sector also saw a wide range across age groups who achieved QQI awards. Almost two-thirds of recipients were between 20 and 35 years old. A further 23% were aged 35 to 44.

Chart 6 Percentage share of all QQI awards made in 2014 made in 2014 by age

category and sector.

27%

1%

73%

99%

0% 20% 40% 60% 80% 100%

FET

HET

% of all (disaggregated) QQI awards

Sect

or

BMW S&E

0%

5%

10%

15%

20%

25%

30%

% o

f al

l (d

usa

ggre

gate

d)

QQ

I aw

ard

s

Age

FET

HET

8

Fields of Education Chart 7 along with Tables 2 and 3 indicate the breakdown of all (disaggregated) QQI awards by their respective NFQ level and by their ISCED field (using UNESCO ISCED F 2013 classifications). Table 2 outlines the description and codes for the broad ISCED fields. Table 2 ISCED F 2013 broad field of education classifications

ISCED broad field code ISCED description

00 Generic programmes and qualifications

01 Education

02 Arts and humanities

03 Social sciences, journalism and information

04 Business, administration and law

05 Natural sciences, mathematics and statistics

06 Information and Communication Technologies (ICTs)

07 Engineering, manufacturing and construction

08 Agriculture, forestry, fisheries and veterinary

09 Health and welfare

10 Services

Chart 7 presents an overview of the breakdown by level and field, supplemented by the same information in tabular form provided in Table 3. Level 5 held the highest share of awards in all fields except for Education (ISCED 01) where level 6 awards were dominant and Social sciences, journalism and information where level 3 ranked highest. The field of Services (ISCED 10) accounted for almost 60,000 awards, of which almost three-quarters were at level 5, with a further one-fifth at level 4. Generic programmes and qualifications (ISCED 00), which includes core skills, saw close to 51,000 awards. The awards saw a spread across levels 2, 3, 4 and 5 with an increase in share moving up levels. Level 2 occupied a 16% share of all awards in this field increasing with each level up to a peak share of 30% at level 5. This was followed by the field of Business, administration and law (ISCED 04) with close to 46,500 awards. Level 5 accounted for almost half of awards in this field followed by level 3 with almost one-quarter. The field of Health and welfare (ISCED 09) had c. 37,000 awards with close to 80% concentrated at level 5 and a further 16% at level 6. Three-quarters of all awards were in one of the four fields mentioned above Services, Generic skills, Business or Health and Welfare. The fields of Arts and humanities (ISCED 02), Engineering, manufacturing and construction (ISCED 07) and hosted a share of 6% and 5% of total awards, respectively. Agriculture, forestry, fisheries and veterinary (ISCED 08) and Information and Communication Technologies (ICTs) (ISCED 06) each accounted for 4% share of total awards. Education (ISCED 01) captured 3% of total awards. Finally, Social sciences, journalism and information (ISCED 03) and Natural sciences, mathematics and statistics (ISCED 05) each hosted a 1% share of total awards.

9

Chart 7 QQI awards classified by NFQ level and ISCED in 2014 (Total = 255,932) Table 3 ISCED F 2013 broad field of education classifications

NFQ L1

NFQ L2

NFQ L3

NFQ L4

NFQ L5

NFQ L6

NFQ L7

NFQ L8

NFQ L9

NFQ L10

Total

00 1,127 8,119 10,251 13,647 154,42 2,268 6 - - - 50,860

01 - - 83 - 193 6,696 47 892 95 -

8,006

02 116 246 3,893 2,772 6,652 1,713 110 147 5 - 15,654

03 - - 10 11 2,021 309 33 328 33 - 2,745

04 - - 10,527 6,217 22,144 5,185 37 1,499 516 8 46,469

05 6 6 18 363 1,842 34 5 87 139 - 2,500

06 - - 4,739 514 2,226 1,105 169 528 66 - 9,347

07 - - 872 1,403 8,145 3,394 117 3 1 - 13,935

08 30 78 902 3,562 4,218 1,499 - - - - 10,289

09 - - 393 565 29,047 5,849 303 290 262 - 36,709

10 - - 3,395 10,077 43,951 1,937 22 6 - - 59,388

Unclass - - - - - - - - - 30 30

Total 1,279 8,449 35,083 39,131 135,881 29,989 1,185 3,780 1,117 38 255,932

Chart 8 presents an overview of the breakdown by award type/class and field, supplemented by the same information in tabular form provided in Table 4. Level 5 held the highest share of awards in all fields except for Education (ISCED 01) where level 6 awards were dominant, and Social sciences, journalism and information where level 3 ranked highest. The field of Services (ISCED 10) accounted for almost 60,000 awards, of which almost three-quarters were at level 5, with a further one-fifth at level 4. Generic programmes and qualifications (ISCED 00), which includes core skills, saw close to 51,000 awards. The awards saw a spread across levels 2, 3, 4 and 5 with an increase in share moving up levels. Level 2 occupied a 16% share of all awards in this field increasing with each level up to a peak share of 30% at level 5.

- 10,000 20,000 30,000 40,000 50,000 60,000 70,000

ISCED 00

ISCED 01

ISCED 02

ISCED 03

ISCED 04

ISCED 05

ISCED 06

ISCED 07

ISCED 08

ISCED 09

ISCED 10

NFQ L1 NFQ L2 NFQ L3 NFQ L4 NFQ L5

NFQ L6 NFQ L7 NFQ L8 NFQ L9 NFQ L10

10

This was followed by the field of Business, administration and law (ISCED 04) with close to 46,500 awards. Level 5 accounted for almost half of awards in this field followed by level 3 with almost one-quarter. The field of Health and welfare (ISCED 09) had c. 37,000 awards with close to 80% concentrated at level 5 and a further 16% at level 6. Three-quarters of all awards were in one of the four fields mentioned above Services, Generic skills, Business or Health and Welfare. The fields of Arts and humanities (ISCED 02), Engineering, manufacturing and construction (ISCED 07) hosted a share of 6% and 5% of total awards, respectively. Agriculture, forestry, fisheries and veterinary (ISCED 08) and Information and Communication Technologies (ICTs) (ISCED 06) each accounted for 4% share of total awards. Education (ISCED 01) captured 3% of total awards. Finally, Social sciences, journalism and information (ISCED 03) and Natural sciences, mathematics and statistics (ISCED 05) each hosted a 1% share of total awards.

Chart 8 QQI awards made in 2014 classified by Award type/class and ISCED Total =

255,932)

0 10000 20000 30000 40000 50000 60000 70000

Natural sciences, mathematics and statistics

Social sciences, journalism and information

Education

Information and Communication Technologies (ICTs)

Agriculture, forestry, fisheries and veterinary

Engineering, manufacturing and construction

Arts and humanities

Health and welfare

Business, administration and law

Generic programmes and qualifications

Services

Major Minor Special Purpose Supplemental

11

Table 4 QQI awards made in 2014 classified by Award type/class ISCED F 2013

broad field of education classifications

ISCED broad field Major Minor Special Purpose

Supple-mental

Total

Services 10 2,104 51,603 5,681 - 59,388

Generic programmes and qualifications 00 3,365 47,489 6 - 50,860

Business, administration and law 04 7,262 38,039 1,168 - 46,469

Health and welfare 09 9,412 27,204 93 - 36,709

Arts and humanities 02 3,845 11,767 42 - 15,654

Engineering, manufacturing and construction 07 1,970 5,346 6,399 220 13,935

Agriculture, forestry, fisheries and veterinary 08 2,267 7,312 710 - 10,289

Information and Communication Technologies (ICTs) 06

480 8,444 423 - 9,347

Education 01 1,013 5,283 1,710 - 8,006

Social sciences, journalism and information 03 1,560 1,185 - - 2,745

Natural sciences, mathematics and statistics 05 379

2,113 8 - 2,500

Unclassified - - - - 30

Total 33,657 205,785 16,240 220

255,932

The composition of award types within the various ISCED fields is presented in Table 5. There was a much higher concentration of major award holders in the Social sciences, journalism and information (ISCED 03) field than seen in any other field. Almost 60% of learners studying in this field achieved a major award. The fields of Health and Welfare (ISCED 09), Arts and humanities (ISCED 02) and Agriculture, forestry, fisheries and veterinary (ISCED 08) saw roughly one-quarter of learners within these respective fields achieve major awards, all significantly higher than the 18% of all learners who received a major award. Particularly low proportions of learners studying in the fields of Services (ISCED 10), Information and Communication Technologies (ICTs) (ISCED 06) and Generic programmes and qualifications (ISCED 00), at 4%, 5% and 7% respectively, opted for major awards. Approximately, three-quarters of all learners achieved minor awards in 2014. Learners studying in the fields of Generic programmes and qualifications (ISCED 00), Information and Communication Technologies (ICTs) (ISCED 06) and Services (ISCED 10) tended to undertake minor awards, recording 93%, 90% and 87% of learners within these respective fields. Learners studying in the fields of Natural sciences, mathematics and statistics (ISCED 05) and Business, administration and law (ISCED 04) also demonstrated a high proportion of learners achieving minor awards, at 85% and 82% of their respective cohorts. Conversely, Social sciences, journalism and information (ISCED 03) and Engineering, manufacturing and construction (ISCED 07) were well below average in terms of relative proportion of learners undertaking minor awards, recorded at 43% and 38% of their respective cohorts. Special purpose awards were evident in five fields, with the greatest relative proportions of learners opting for Special Purpose awards seen in Engineering, manufacturing and construction (ISCED 07) at almost half of learners and Education (ISCED 01) at over one-fifth of learners within this field.

12

Table 5 QQI awards made in 2014 classified by Award type/class within ISCED F

2013 broad field of education classifications

ISCED broad field Major Minor Special Purpose

Supple-mental

Generic programmes and qualifications 00 7% 93% 0% 0%

Education 01 13% 66% 21% 0%

Arts and humanities 02 25% 75% 0% 0%

Social sciences, journalism and information 03 57% 43% 0% 0%

Business, administration and law 04 16% 82% 0% 0%

Natural sciences, mathematics and statistics 05 15% 85% 0% 0%

Information and Communication Technologies (ICTs) 06

5% 90% 5% 0%

Engineering, manufacturing and construction 07 14% 38% 46% 2%

Agriculture, forestry, fisheries and veterinary 08 22% 71% 7% 0%

Health and welfare 09 26% 74% 0% 0%

Services 10 4% 87% 10% 0%

Total (Average) 18% 73% 8% 0%

Provider Type There is a partial break in series in provider type categories which have been modified to more accurately reflect all QQI provider data and changes in the Education and Training sector. Additionally, there is a time lag between data codings and the real-time activity by providers. A key transitional issue is that former FAS training centres were moved to the ETBs in 2014 from Solas. Solas as a category is linked therefore in most cases to ETB activity. Charts 9 to 12 illustrate the breakdown of all QQI awards by provider type. It is clear that the Education and Training Boards, Schools and Solas are the dominant provider type accounting for a share of two-thirds of all awards and a similar share of minor awards. This grouping of provider type accounted for three-quarters of all major awards and 62% of Special purpose awards. As a group private providers accounted for the next largest share at close to one-quarter of all awards, recording an equivalent share of minor awards. Private providers held a one-fifth share of major awards and a share of 27% of Special purpose awards. The community and voluntary sector held its share of 5% of all awards, with a tendency toward minor awards where these providers accounted for 6% of all minor awards. Both Teagasc and the HEI/IoT providers captured a share of 1% of all awards, with a strong tendency toward major awards where each provider grouping accounted for 4%, respectively. It is of note that the higher education awards do not include delegated authority awards (which are presented in HEA statistics). Furthermore, some higher education sector awards fall into the private provider category. The disability sector accounted for a 1% share of all awards, and this was a consistent share across minors and major award groupings.

13

Chart 9 Percentage share of all QQI awards (disaggregated) classified by Provider

Type in 2014. (Total awards = 255,932, 100% of total; percentages are rounded).

Chart 10 Percentage share of all QQI minor awards (disaggregated) classified by

Provider Type in 2014. (Total awards = 205,785, 100% of total; percentages are rounded).

- 20,000 40,000 60,000 80,000 100,000 120,000 140,000

Other

Disability Secto

Teagasc

HEI/IOT

Employer

Community/Voluntary

Solas

Private Provider

ETB/Schools

OtherDisability Secto

Teagasc HEI/IOTEmploy

er

Community/Voluntary

SolasPrivate

ProviderETB/Sch

ools

% 1% 1% 1% 1% 2% 5% 20% 23% 46%

Awards 1,795 2,205 2,202 2,390 5,154 14,074 50,149 59,061 118,902

- 20,000 40,000 60,000 80,000 100,000 120,000

Teagasc

Other

HEI/IOT

Disability Secto

Employer

Community/Voluntary

Solas

Private Provider

ETB/Schools

Teagasc Other HEI/IOTDisability

SectoEmploye

r

Community/Volun

tarySolas

PrivateProvider

ETB/Schools

% 0% 1% 0% 1% 2% 6% 16% 24% 49%

Minor Awards 293 1,305 719 1,942 4,422 12,967 33,472 49,751 100,914

14

Chart 11 Percentage share of all QQI major awards (disaggregated) classified by

Provider Type in 2014. (Total awards = 33,687, 100% of total; percentages are rounded).

Chart 12 Percentage share of all QQI special purpose awards (disaggregated)

classified by Provider Type in 2014. (Total awards =16,240, 100% of total; percentages are rounded).

- 2,000 4,000 6,000 8,000 10,000 12,000 14,000 16,000 18,000 20,000

Other

Disability Secto

Employer

Community/Voluntary

Teagasc

HEI/IOT

Private Provider

Solas

ETB/Schools

OtherDisability

SectoEmploye

r

Community/Volu

ntaryTeagasc HEI/IOT

PrivateProvider

SolasETB/Sch

ools

% 0% 1% 1% 3% 4% 4% 15% 19% 53%

Major Awards 134 256 352 1,015 1,246 1,383 4,938 6,414 17,949

- 2,000 4,000 6,000 8,000 10,000 12,000

Disability Secto

ETB/Schools

Community/Voluntary

HEI/IOT

Other

Employer

Teagasc

Private Provider

Solas

Disability

Secto

ETB/Schools

Community/Volunt

ary

HEI/IOT

OtherEmplo

yerTeaga

sc

Private

Provider

Solas

% 0% 0% 1% 2% 2% 2% 4% 27% 62%

Special Purpose Awards 7 39 92 288 356 380 663 4,372 10,043

15

4. Five Year Trend Data Award Type and NFQ level Charts 13, 14 and Table 6 indicate the changes in the number of award holders in 2014, compared with previous years back to 2010. Overall, there was a strong upward trend in the numbers of award holders achieving Certificates (i.e. major awards) for the period 2010 through to 2012, followed by a decline to 2013 and again in 2014. This is in spite of an increase in the range of learners in the 2014 figures which now includes a cohort of learners in the HE sector who received QQI awards (from HE providers not operating under delegated authority). From 2010 to 2011 Component Certificate remained stable; followed by a strong decline from 2012 onwards.

The downward trend observed between 2010 and 2011 for numbers of award holders who achieved Specific Purpose Certificates was reversed in 2012, decreased in 2013 and has risen again in 2014.

Supplemental awards peaked in 2010 and have exhibited a downward trend since 2011.

Chart 13 Changes in Numbers of QQI Award Holders 2010-2014; by Award

Type/Class. (2014 figure is labelled on the chart)

Table 6 Changes in Numbers of QQI Award Holders in 2010-2014; by Certificate

Type.

Certificates (Major)

Component (Minor)

Specific Purpose (Special Purpose)

Supplemental

2010 31,764 141,046 11,337 1,327

2011 37,857 140,870 10,785 946

2012 42,593 122,876 15,134 730

2013 36,316 112,220 13,982 695

2014 33,687 105,197 16,240 220

33,687

105,197

16,240

220 -

20,000

40,000

60,000

80,000

100,000

120,000

140,000

160,000

Certificates(Major)

Component(Minor)

SpecificPurpose

Supplemental

2010

2011

2012

2013

2014

16

Chart 14 Changes in Numbers of QQI Award Holders and Numbers of Awards2010-

2014. Chart 15 breaks the disaggregated awards data out by award type/class and NFQ level. In volume terms NFQ level 1 and NFQ level 2, which were first awarded in 2008, account for very small numbers and are excluded from this Chart. NFQ level 3 generally saw a sharp decline in numbers of majors and minors in 2012 which recovered to some degree in 2013, but have again decreased in 2014. NFQ level 4 saw a decrease in 2011, which recovered to some extent in 2012, but was reversed to a decline in 2013, returning to positive growth rates in 2014. The minor awards expanded significantly from 2008 through to 2010, followed by a significant decrease in 2011, a slight recovery in 2012 and a steep decline in 2014 (down by 17,000). NFQ level 4 Special purpose awards have been increasing since 2012. NFQ level 5 saw a steady increase in major awards from 2010 through to 2012, reversed in 2013 with a dramatic drop evident in 2014. Minor awards have been in sharp decline since 2010. Special purpose awards peaked in 2012 and are in decline since then.

NFQ level 6 peaked in 2012 and has generally been in decline since then. Major awards declined sharply in 2013 and 2014, whereas minors declined sharply in 2013 but did not show significant falls in 2014.

1%2%

-6%

-9%

-4%

11%

-4%

-11%

-8%-7%

-15%

-10%

-5%

0%

5%

10%

15%

2009 to2010

2010 to2011

2011 to2012

2012 to2013

2013 to2014

learners

awards

17

Chart 15 Changes in number of award holders in 2010-2014; broken out by award

type/class and NFQ level for levels 3, 4, 5 and 6 (FET sector only). Chart 16 shows the percentage annual change in numbers of QQI disaggregated awards, by award type, over the period 2008 to 2014. Overall, the total numbers of awards fell into decline in 2011 (down by 4%) in spite of majors rising by almost one-fifth. This decline continued into 2012 when total numbers decreased by 6%, driven by a significant decrease in minor (-16%) and supplemental (-23%) awards, again offset by a strong increase in major awards (which grew 13%). The overall numbers of awards fell again in 2013 (down almost 10%), and for the first time there was a fall in all award types with a particularly marked decline in major awards of 15%. In 2014, overall awards continued to fall, by 4%, contributed to by steady falls in minor and major awards, each in the region of 7-8% slumps. In contrast, specific purpose awards showed strong growth of 16%. Supplemental awards fell dramatically in 2014 by almost 70%, but have little impact on overall numbers as they are very low in volume terms.

0

20,000

40,000

60,000

80,000

100,000

120,000

140,000

160,000

180,000

200,000

20

10

20

11

20

12

2013

20

14

20

10

20

11

20

12

20

13

20

14

20

10

20

11

20

12

20

13

20

14

2010

20

11

20

12

20

13

20

14

Level 3 Level 4 Level 5 Level 6

Supplemental

Special Purpose

Minor

Major

18

Chart 16 Percentage annual change in numbers of QQI disaggregated awards, by

award type, over the period 2008 to 2014 Chart 17 shows the annual changes in the numbers of disaggregated awards, by award type/class and NFQ level, for 2014, compared with 2013. It is noteworthy that the lower NFQ levels 1-3 generally showed increases with the exception of minor awards at level 3 which decreased by 10%. Level 4 showed strong growth punctuated by a dramatic rise in majors, which grew by almost 90%. In direct contrast the higher NFQ levels 5 and 6 generally saw decreases except for special purpose awards at level 6.

10 to 11 11 to 12 12 to 13 13 to 14

Certificates (Major) 19% 13% -15% -7%

Component (Minor) -6% -16% -7% -8%

Specific Purpose -5% 40% -8% 16%

Supplemental -29% -23% -5% -68%

TOTAL Awards -4% -6% -9% -4%

-80%

-60%

-40%

-20%

0%

20%

40%

60%

19

Chart 17 Change in numbers of awards (disaggregated), by award type/class and NFQ level, for 2014, compared with 2013.

The distribution of all QQI awards, disaggregated, classified by ISCED field of education1 showed the following trends when 2014 was compared with previous years. These trends are indicated in Chart 18 and Table 7. Focusing on the 2013 to 2014 period; the overall year-on-year decrease in awards numbers amounted to 7%. There were declines in Health and Welfare (ISCED 7) which fell by close to one-fifth, marking a drop of 8,500 awards. Services (ISCED 8) which fell by 14%, saw a fall of close to 10,000 awards. Humanities and Arts (ISCED 2) contracted by 12% from 2013 to 2014, accounting for 1,000 awards. Education Science (ISCED 1) dropped by 9%, representing a respective 700 awards. Science (ISCED 4) awards decreased by 7%, or close to 1,000 awards. Engineering, Manufacturing and Construction (ISCED 5) continued to fall from 2013 to 2014 by 6%, accounting for close to c. 1,000 awards There was growth in the field of Agriculture (ISCED 6) which expanded by 7% from 2013 to 2014, an increase of 700 awards. Social Sciences, Business and Law (ISCED 3) also saw modest growth at 5% between 2013 and 2014, equal to 2,500 awards. Finally, General Programmes (ISCED 0) awards grew by 2%, or close to 1,000 awards.

1 Fields of Education refer to 1 digit coding of ISCED, fields of education and training are more detailed and refer to 3 digit

codings.

Level1

Level2

Level3

Level4

Level5

Level6 FET

ALL

Major 28% 40% 28% 87% -29% -36% -22%

Minor 5% 51% -10% 20% -17% -4% -8%

Special Purpose 0% 0% 9% 32% -6% 24% 2%

Supplemental 0% 0% 0% 0% 0% -68% -68%

-80%

-60%

-40%

-20%

0%

20%

40%

60%

80%

100%

20

Chart 18 Change in numbers of awards (disaggregated) by ISCED Field of Education, 2010-2014. (2014 figures indicated on chart). Please note older version of ISCED was required in order to make comparisons.

50,860

8,006 15,654

49,214

11,847 13,935 10,289

36,709

59,388

-

20,000

40,000

60,000

80,000

100,000

120,000

2010 2011 2012 2013 2014

21

Table 7 Awards by ISCED field of education2 2010-2014; and annual/five-year percentage change.

ISCED FIELD 2010 2011 2012 2013 2014 %

2010-2011

% 2011-2012

% 2012-2013

% 2013-2014

% 2010- 2014

General Programmes 0

68,400 76,640 42,825 49,705 50,860 12% -44% 16% 2% -26%

Education Science 1

8,150 10,099 12,083 8,757 8,006 24% 20% -28% -9% -2%

Humanities and Arts 2

27,929 27,369 20,571 17,730 15,654 -2% -25% -14% -12% -44%

Social Sciences, Business and Law 3

60,835 50,993 53,639 46,874 49,214 -16% 5% -13% 5% -19%

Science 4 11,147 10,720 11,534 12,772 11,847 -4% 8% 11% -7% 6%

Engineering, Manufacturing, Construction 5

22,578 21,274 20,520 14,819 13,935 -6% -4% -28% -6% -38%

Agriculture 6 8,842 8,331 7,201 9,584 10,289 -6% -14% 33% 7% 16%

Health and Welfare 7

42,589 47,682 50,859 45,305 36,709 12% 7% -11% -19% -14%

Services 8 97,535 81,077 79,289 68,932 59,388 -17% -2% -13% -14% -39%

All Awards 348,005 334,185 298,551 274,478 255,932 -4% -11% -8% -7% -26%

Tables 8 and 9 illustrate the ‘top’ 20 awards overall and the top 10 major awards in 2014, respectively. There are indications of transitioning across to the ‘Common Awards System’ from the listings, where the Occupational first aid award as an example al level 5 has moved to the award coded 5N1207 which is displacing D20188 of the same name. This should be borne in mind when reading the tables. A neater way of looking at the data would be to compare across detailed fields of education and training, however, owing to the introduction of a new classification system, (ISCED F 2013) there is a break in the time series, limiting the retrospective comparability of the data. From table 8 the top 20 awards are all minor awards and between them accounted for one-third of all QQI awards in 2014. It is of note that the top award ‘Occupational first aid’ a level 5 minor award, in 2014 accounts for in excess 25,000 awards or 10% of all QQI awards, when taking both awards of this name/level and type/class into consideration (5N1207 and D20188). This was the same for 2013. This award is by far the most popular award at almost 5 times more than the next placed award. The 2013 data is listed, but not directly comparable due to data being affected by transitioning from older awards of the same level/type.

2 Fields of Education refers to 1 digit coding of ISCED 99.

22

The next awards include minor awards at level 5 in communications and in work experience which account for roughly 5,500 awards each in 2014. Levels 3 and 4 are each represented by computer literacy/skills awards, each accounting for close to 4,500 awards. Minor awards at level 6 (‘train the trainer’), level 3 (secretarial) and level 4 (guarding skills) registered around 4,000 awards each. Table 8: Top 20 QQI awards by volume in 2014 classified by award type/class, NFQ

level and detailed ISCED-2013 field.

AWARD TYPE

AWARD LEVEL

AWARD CODE AWARD_TITLE

ISCED 3

digit DETAILED_FIELD

Numbers

of Awards 2014

2014 Rank

2013 count

Minor 5 5N1207 Occupational First Aid 10.2.2 Occupational health and safety

22,607

1

6,610

Minor 5 5N0690 Communications 00.3.1 Personal skills and development

5,496 2

3,708

Minor 5 5N1356 Work Experience 00.3.1 Personal skills and development

5,435

3

3,506

Minor 3 3N0881 Computer Literacy 04.1.5 Secretarial and office work

4,497

4

5,146

Minor 4 4N1125

Information Technology Skills 00.2.1 Literacy and numeracy

4,357

5

3,514

Minor 6 E30179 Train the Trainer 01.1.3

Teacher training without subject specialisation

4,004

6

4,413

Minor 3 3N0588 Word Processing 04.1.5 Secretarial and office work

3,788 7

4,186

Minor 4 4N1118 Guarding Skills 10.3.2 Protection of persons and property

3,703

8

3,164

Minor 5 5N2706 Care of the Older Person 09.2.9 09.2 Welfare

3,584

9

102

Minor 5 5N1358 Word Processing 04.1.5 Secretarial and office work

3,573 10

2,127

Minor 5 D20188 Occupational First Aid 10.2.2 Occupational health and safety

3,051

11

22,787

Minor 5 5N2770 Care Skills 09.2.9 09.2 Welfare

2,950 12

94

Minor 4 4N1114 Door Security Procedures 10.3.2

Protection of persons and property

2,805

13

2,548

Minor 5 5N1794 Safety and Health at Work 10.2.2 Occupational health and safety

2,722

14

714

Minor 3 3N0931 Internet Skills 06.1.3 Software and applications development and analysis

2,652

15

2,932

Major 5 5M2009

Early Childhood Care and Education 09.2.2 Child care and youth services

2,582

16

2,314

Minor 5 5N1546

Payroll Manual and Computerised 04.1.5 Secretarial and office work

2,313

17

1,939

Minor 5 5N1354

Bookkeeping Manual and Computerised 04.1.2 Finance, banking and insurance

2,277

18

2,053

Minor 4 4N1112 Computer Applications 04.1.8

04.1 Business and administration

2,230

19

1,831

Major 5 5M4339 Healthcare Support 09.2.9 09.2 Welfare

2,077

20

3

Sub total

86,703

73,691

23

Table 9: Top 10 QQI major awards by volume in 2014 classified by award type/class, NFQ level and detailed ISCED-2013 field.

AWARD TYPE

AWARD LEVEL

AWARD CODE AWARD_TITLE

ISCED 3

digit DETAILED_FIELD

Numbers

of Awards 2014

2014 Rank

2013 count

Major 5 5M2009 Early Childhood Care and Education

09.2.2 Child care and youth services 2,582 16 2,314

Major 5 5M4339 Healthcare Support

09.2.9 09.2 Welfare 2,077 20 3

Major 3 3M0935 Employability Skills

00.3.1 Personal skills and development 1,427 27 1,004

Major 6 6M2007 Early Childhood Care and Education

09.2.2 Child care and youth services 1,341 32 657

Major 2 P2GL0 General Learning

00.3.1 Personal skills and development 1,253 34 894

Major 5 5M4349 Nursing Studies

09.1.3 Nursing and midwifery 1,209 36 1

Major 5 5M1997 Office Administration

04.1.5 Secretarial and office work 1,117 44 946

Major 5 5M2373 Agriculture 08.1.1 Crop and livestock production 906 60 810

Major 5 5M2102 Business Studies

04.9.9 Business, administration and law 882 64 744

Major 4 4M2010 General Learning

02.9.9 Arts and humanities 758 74 449

Sub Total 13,552 7,822

Table 10 illustrates all QQI awards by the ISCED F 2013 broad, narrow and detailed fields. It is not possible to compare retrospectively given the introduction of a new classification system for 2014 data. Nearly one-quarter of all awards were in the Services field, one-fifth in Generic programmes field and close to one-fifth in the Business field. The Health field accounted for almost 15%. These four broad fields together contributed close on three-quarters of all awards. In contrast, Natural science and Social science fields each accounted for 1% of all awards.

24

Table 10: All QQI awards by volume in 2014 classified by detailed ISCED-2013 field.

Broad field Narrow field Detailed field Awards


001 Basic programmes and qualifications

0011 Basic programmes and qualifications -

50,860 002 Literacy and numeracy 0021 Literacy and numeracy 10,767

003 Personal skills and development

0031 Personal skills and development 40,093

01 Education 011 Education 0111 Education science 671

8,006

0112 Training for pre-school teachers -

0113 Teacher training without subject specialisation 6,273

0114 Teacher training with subject specialisation 6

0119 1,056

02 Arts and humanities 021 Arts 0211 Audio-visual techniques and media production 3,349

15,654

0212 Fashion, interior and industrial design 692

0213 Fine arts 2,697

0214 Handicrafts 2,591

0215 Music and performing arts 659

0219 721

022 Humanities (except languages) 0221 Religion and theology -

0222 History and archaeology 96

0223 Philosophy and ethics 46

023 Languages 0231 Language acquisition 2,805

0232 Literature and linguistics -

0299 1,998


031 Social and behavioural sciences 0311 Economics -

2,745 0312 Political sciences and civics -

0313 Psychology -

0314 Sociology and cultural studies 281

0319 1,976

032 Journalism and information 0321 Journalism and reporting 478

0322 Library, information and archival studies 10


041 Business and administration 0411 Accounting and taxation -

46,469

0412 Finance, banking and insurance 3,289

0413 Management and administration 2,911

0414 Marketing and advertising 2,003

25

0415 Secretarial and office work 27,121

0416 Wholesale and retail sales 2,580

0418 4,148

0419 110

042 Law 0421 Law 1,288

0499 3,019


051 Biological and related sciences 0511 Biology -

2,500 0512 Biochemistry -

052 Environment 0521 Environmental sciences -

0522 Natural environments and wildlife -

053 Physical sciences 0531 Chemistry -

0532 Earth sciences -

0533 Physics -

0539 105

054 Mathematics and statistics 0541 Mathematics -

0542 Statistics -

0549 238

0588 1,924

0599 233 06 Information and Communication Technologies (ICTs)

061 Information and Communication Technologies (ICTs) 0611 Computer use 61

9,347

0612 Database and network design and administration 1,056

0613 Software and applications development and analysis 4,845

0619 2,543

0689 842 07 Engineering, manufacturing and construction

071 Engineering and engineering trades

0711 Chemical engineering and processes 99

13,935

0712 Environmental protection technology -

0713 Electricity and energy 24

0714 Electronics and automation 22

0715 Mechanics and metal trades 2,260

0716 Motor vehicles, ships and aircraft 26

0719 394

072 Manufacturing and processing 0721 Food processing 30

0722 Materials (glass, paper, plastic and wood) 156

0723 Textiles (clothes, footwear and leather) -

0724 Mining and extraction -

26

073 Architecture and construction

0731 Architecture and town planning 340

0732 Building and civil engineering 7,659

0739 2,552

0799 373

08 Agriculture, forestry, fisheries and veterinary 081 Agriculture

0811 Crop and livestock production 3,235

10,289 0812 Horticulture -

082 Forestry 0821 Forestry 5,668

083 Fisheries 0831 Fisheries 90

084 Veterinary 0841 Veterinary 1,296

09 Health and welfare 091 Health 0911 Dental studies -

36,709 0912 Medicine -

0913 Nursing and midwifery 3,416

0914 Medical diagnostic and treatment technology -

0915 Therapy and rehabilitation -

0916 Pharmacy -

0917 Traditional and complementary medicine and therapy 288

092 Welfare 0921 Care of the elderly and of disabled adults -

0922 Child care and youth services 15,872

0923 Social work and counselling -

0929 17,133

10 Services 101 Personal services 1011 Domestic services 278

59,388 1012 Hair and beauty services 2,790

1013 Hotel, restaurants and catering 4,851

1014 Sports 3,787

1015 Travel, tourism and leisure 633

102 Hygiene and occupational health services 1021 Community sanitation 2,701

1022 Occupational health and safety 32,590

103 Security services 1031 Military and defence -

1032 Protection of persons and property 6,893

104 Transport services 1041 Transport services 4,854

1099 11

Unclassified 999 30

30

255,932

27

Age The percentage distribution, in Chart 19, of award holders by age shows a stability over the last years for most age groupings. The main movement is taking place in the under 25 cohort. The 20 to 24 age group is the peak category accounting for 24% of all award holders in 2014. This grouping increased dramatically between 2013 and 2014, in contrast to the sharp reduction in the 15-19 year old grouping which halved to a share of 4% of learners. A share of 28% of learners was recorded as under 25 in 2014. This moves to roughly half of learners, 51%, recorded as under 35 in 2014. These are equivalent to 2010 breakdowns. There is a general increase in the over 50 year old cohort, accounting for one-fifth of all learners.

Chart 19 Percentage Distribution of Award Holders by Age who achieved awards in

2008-2014.

Progression In 2014, there were just over 15,500 QQI applicants presenting with a QQI FE award to the Central Admissions Office (CAO) (down from c. 15,800 in 2013), representing one-fifth of all CAO applicants (c. 78,402 in 2014 and 76,950 in 2013). Chart 20 illustrates the data for 2010 through to 2014.

The CAO estimates that almost 7,500 offers were made to in the region of 5,000 QQI FE award holders on the basis of their QQI FE results. This is lower than 2013 offers made (over 8,000) but in line with numbers of learners.

Of the 2014 offers c. 3,200 were offers for NFQ level 8 programmes and 4,300 were offers for either NFQ level 6 or 7 programmes.

Of the applicants who received an offer (based on QQI FET score) in 2014, over 3,000 accepted:- 1,650 for NFQ level 8 programmes and 1,500 at NFQ levels 6 and 7 programmes combined.

<1515 -19

20 -24

25 -29

30 -34

35 -39

40 -44

45 -49

50 -54

55 -59

60 -64

>65

2010 0% 13% 15% 14% 12% 11% 10% 9% 7% 5% 3% 1%

2011 0% 12% 14% 13% 13% 11% 10% 9% 7% 5% 3% 1%

2012 0% 12% 15% 13% 13% 12% 11% 10% 7% 5% 2% 1%

2013 0% 8% 17% 12% 12% 11% 11% 9% 8% 6% 3% 2%

2014 0% 4% 24% 12% 11% 11% 10% 9% 8% 6% 4% 2%

0%

5%

10%

15%

20%

25%

30%

Pe

rce

nta

ge D

istr

ibu

tio

n

28

Chart 20 Numbers of Award Holders who applied to CAO; received offers based on QQI-FETAC results; and accepted these offers 2009-2014. Trend lines are also indicated.

The population distribution and the distribution of QQI- awards by region, are provided in Table 11, using the latest available data. In previous years (2009-2013) an analysis of these data by comparing population distribution with awards distribution revealed a similar distribution pattern for each category, i.e. there is little regional variance and an even distribution between where people live and where awards are achieved. This held true for most regions in 2014 data.

Leinster showed a variance of 5% between population and awards spread. Once again, Dublin city shows a higher incidence of awards per head of population. In fact, there was a variance of 16%, partially attributed to age factors. The Fingal and Dublin South areas are under represented by 3% and 2%, respectively.

In Munster an overall variance of -3% was evident. Again the Cork County region recorded a negative variance of 7% between population and awards, meaning there was less awards per population than expected for an even distribution. The city regions showed higher award densities per head of population, Cork and Waterford cities showed a variance of 3%, respectively and Limerick had a variance of 2%.

Connaught recorded a negative variance of 3% between population spread and awards spread, with Galway County showed a negative variance of 2%, whereas Galway city displayed a higher number of awards per head of population indicated by a 1% variance.

Ulster showed a balanced distribution pattern with little variance in terms of population spread and awards spread.

2010 2011 2012 2013 2014

Applicants 14,066 14,680 15,288 15,767 15,544

Offers 5,336 6,498 7,132 8,051 7,526

Acceptances 2,294 2,757 3,065 3,031 3,143

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

18,000

Nu

mb

er

of:

29

Table 11 Population distribution (2011, CSO data) and QQI Awards distribution, 2014 by region (* Province, City and County; % values are rounded)

Region* Popln 2011 Awards 2014

Popln Spread

Awards Spread Variance

Leinster 2,504,814 153,022 55% 60% 5%

Carlow 54,612 3,328 1% 1% 0%

Dublin 1,273,069 96,912 28% 38% 10%

-Dublin City 527,612 68,083 11% 27% 16%

-Dun Laoghaire/Rathdown 206,261 10,282 4% 4% 0%

-Fingal 273,991 7,474 6% 3% -3%

-South Dublin 265,205 11,073 6% 4% -2%

Kildare 210,312 7,741 5% 3% -2%

Kilkenny 95,419 5,459 2% 2% 0%

Laois 80,559 2,024 2% 1% -1%

Longford 39,000 2,225 1% 1% 0%

Louth 122,897 8,574 3% 3% 0%

Meath 184,135 4,285 4% 2% -2%

Offaly 76,687 3,752 2% 1% -1%

Westmeath 86,164 9,392 2% 4% 2%

Wexford 145,320 5,911 3% 2% -1%

Wicklow 136,640 3,419 3% 1% -2%

Munster 1,246,088 62,454 27% 24% -3%

Clare 117,196 3,865 3% 2% -1%

Cork 519,032 21,085 11% 8% -3%

-Cork City 119,230 14,828 3% 6% 3%

-Cork County 399,802 6,257 9% 2% -7%

Kerry 145,502 5,097 3% 2% -1%

Limerick 191,809 12,121 4% 5% 1%

-Limerick City 57,106 8,822 1% 3% 2%

-Limerick County 134,703 3,299 3% 1% -2%

North Tipperary 70,322 5,670 2% 2% 0%

South Tipperary 88,432 1,956 2% 1% -1%

Waterford 113,795 12,660 2% 5% 3%

-Waterford City 46,732 10,227 1% 4% 3%

-Waterford County 67,063 2,433 1% 1% 0%

Connacht 542,547 24,240 12% 9% -3%

Galway 250,653 12,878 5% 5% 0%

-Galway City 75,529 8,525 2% 3% 1%

-Galway County 175,124 4,353 4% 2% -2%

Leitrim 31,798 1,762 1% 1% 0%

Mayo 130,638 4,512 3% 2% -1%

Roscommon 64,065 1,536 1% 1% 0%

Sligo 65,393 3,552 1% 1% 0%

Ulster (part of) 294,803 16,139 6% 6% 0%

Cavan 73,183 3,792 2% 1% -1%

Donegal 161,137 9,715 4% 4% 0%

Monaghan 60,483 2,632 1% 1% 0%

State 4,588,252 255,932 100% 100% 0%

30

Appendix 1 Provider Type Codes, Descriptions and Groupings Provider type categories have been modified to more accurately reflect QQI provider data and changes in the Education and Training sector.

2014 groupings:

Solas -- includes SOL

ETB/Schools -- includes CMS, ETB,SCS, SPS,

HEI/IOT -- includes HEI, IOT

Teagasc -- includes TAG

Private Providers -- includes PRC,

Community/Voluntary -- includes CVS, YTS

Disability Sector -- includes CPD

Other -- includes BIM, HOS, PSA

Employer--includes EMP, SKN, SRB

Provider Type Type Description

BIM Bord Iascaigh Mhara Centre

CMS Community / Comprehensive School

CPD Training for People with Disabilities

CVS Community / Voluntary Sector Organisation

EMP Employer / Work Based Learning

ETB Education and Training

HEI Higher Education Institute

HOS Hospital CNE

IOT Institute of Technology

OTH Other

PRC Private Provider - College

PSA Public Service Agency

SCS Voluntary Secondary School

SOL SOLAS (ETB)

SKN Skillnet

SPS Special School (DE&S)

SRB Sectoral Representative Body

TAG Teagasc Centre

YTS Youth Service

Please note that the groupings have been reclassified for 2014 data and that these reclassifications should be taken into consideration if comparing data retrospectively. Additionally, there is a time lag between data codings and the real-time activity by providers. A key transitional issue is that former FAS training centres were moved to the ETBs in 2014 from Solas. Solas as a category is linked therefore in most cases to ETB activity.

31

Appendix 2 ISCED F 2013 classification of Education and training fields.

ISCED 2013

Broad field Narrow field Detailed field




00 Generic programmes and qualifications 002 Literacy and numeracy 0021 Literacy and numeracy 00 Generic programmes and qualifications



01 Education 011 Education 0111 Education science

01 Education 011 Education 0112 Training for pre-school teachers

01 Education 011 Education 0113 Teacher training without subject specialization

01 Education 011 Education 0114 Teacher training with subject specialization

02 Arts and humanities 021 Arts 0211 Audio-visual techniques and media production

02 Arts and humanities 021 Arts 0212 Fashion, interior and industrial design

02 Arts and humanities 021 Arts 0213 Fine arts

02 Arts and humanities 021 Arts 0214 Handicrafts

02 Arts and humanities 021 Arts 0215 Music and performing arts

02 Arts and humanities 022 Humanities (except languages) 0221 Religion and theology

02 Arts and humanities 022 Humanities (except languages) 0222 History and archaeology

02 Arts and humanities 022 Humanities (except languages) 0223 Philosophy and ethics

02 Arts and humanities 023 Languages 0231 Language acquisition

02 Arts and humanities 023 Languages 0232 Literature and linguistics 03 Social sciences, journalism and information

031 Social and behavioural sciences 0311 Economics


031 Social and behavioural sciences

0312 Political sciences and civics


031 Social and behavioural sciences 0313 Psychology


031 Social and behavioural sciences

0314 Sociology and cultural studies


032 Journalism and information 0321 Journalism and reporting


032 Journalism and information

0322 Library, information and archival studies


041 Business and administration 0411 Accounting and taxation


041 Business and administration

0412 Finance, banking and insurance

32



0413 Management and administration


041 Business and administration 0414 Marketing and advertising



0415 Secretarial and office work


041 Business and administration 0416 Wholesale and retail sales


041 Business and administration 0417 Work skills

04 Business, administration and law 042 Law 0421 Law 05 Natural sciences, mathematics and statistics

051 Biological and related sciences 0511 Biology


051 Biological and related sciences 0512 Biochemistry

05 Natural sciences, mathematics and statistics 052 Environment 0521 Environmental sciences 05 Natural sciences, mathematics and statistics 052 Environment

0522 Natural environments and wildlife

05 Natural sciences, mathematics and statistics 053 Physical sciences 0531 Chemistry 05 Natural sciences, mathematics and statistics 053 Physical sciences 0532 Earth sciences 05 Natural sciences, mathematics and statistics 053 Physical sciences 0533 Physics 05 Natural sciences, mathematics and statistics

054 Mathematics and statistics 0541 Mathematics


054 Mathematics and statistics 0542 Statistics


061 Information and Communication Technologies (ICTs) 0611 Computer use



0612 Database and network design and administration



0613 Software and applications development and analysis



0711 Chemical engineering and processes



0712 Environmental protection technology


071 Engineering and engineering trades 0713 Electricity and energy



0714 Electronics and automation

33



0715 Mechanics and metal trades



0716 Motor vehicles, ships and aircraft


072 Manufacturing and processing 0721 Food processing


072 Manufacturing and processing

0722 Materials (glass, paper, plastic and wood)


072 Manufacturing and processing

0723 Textiles (clothes, footwear and leather)


072 Manufacturing and processing 0724 Mining and extraction



0731 Architecture and town planning



0732 Building and civil engineering

08 Agriculture, forestry, fisheries and veterinary 081 Agriculture

0811 Crop and livestock production

08 Agriculture, forestry, fisheries and veterinary 081 Agriculture 0812 Horticulture 08 Agriculture, forestry, fisheries and veterinary 082 Forestry 0821 Forestry 08 Agriculture, forestry, fisheries and veterinary 083 Fisheries 0831 Fisheries 08 Agriculture, forestry, fisheries and veterinary 084 Veterinary 0841 Veterinary

09 Health and welfare 091 Health 0911 Dental studies

09 Health and welfare 091 Health 0912 Medicine

09 Health and welfare 091 Health 0913 Nursing and midwifery

09 Health and welfare 091 Health 0914 Medical diagnostic and treatment technology

09 Health and welfare 091 Health 0915 Therapy and rehabilitation

09 Health and welfare 091 Health 0916 Pharmacy

09 Health and welfare 091 Health

0917 Traditional and complementary medicine and therapy

09 Health and welfare 092 Welfare 0921 Care of the elderly and of disabled adults

09 Health and welfare 092 Welfare 0922 Child care and youth services

09 Health and welfare 092 Welfare 0923 Social work and counselling

10 Services 101 Personal services 1011 Domestic services

10 Services 101 Personal services 1012 Hair and beauty services

34

10 Services 101 Personal services 1013 Hotel, restaurants and catering

10 Services 101 Personal services 1014 Sports

10 Services 101 Personal services 1015 Travel, tourism and leisure

10 Services 102 Hygiene and occupational health services 1021 Community sanitation

10 Services 102 Hygiene and occupational health services

1022 Occupational health and safety

10 Services 103 Security services 1031 Military and defence

10 Services 103 Security services 1032 Protection of persons and property

10 Services 104 Transport services 1041 Transport services

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QQI Annual Statistics Report -- 2014 key data Export Library/Statistics Report... · 2016-12-14 ·...

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