Building Bridges

Abstract

The rising demand for higher education after secondary education has led to the massification of higher education systems worldwide. However, there is a growing debate about whether students graduate from universities with the skills needed for successful labor market integration and lifelong career adaptation. This qualitative study delves into Ireland's evolving Technical and Vocational Education Training (TVET) system, examining its current role within the larger context of tertiary education in Ireland and how it interacts with different sectors in the system. Employing an in-depth case study design, this research identified the factors that stakeholders consider during TVET policy development, the processes involved, and lessons learned from implementation across Irish institutions. The findings depict Ireland's tertiary system as complex and dynamic: it is characterized by participatory policymaking and frequent policy shifts, often transitioning between centralized and decentralized approaches, binary and unified structures, and fluctuating priorities between TVET and higher education. Notably, the absence of formal evaluation mechanisms s means policy development is often influenced by political actors and considerations rather than rigorous assessment. This tendency, alongside the complexities of stakeholder roles, regionalization challenges, and chronic TVET underfunding, contributes to persistent obstacles in the Irish tertiary system.These findings offer valuable insights for tertiary education systems, emphasizing the importance of coherent and articulated TVET policies throughout design and implementation. The research also contributes to the understanding of factors influencing public policy decisions. By expanding on the challenges faced by countries developing cohesive tertiary systems, this study aims to contribute to building more inclusive, equitable, and just societies.