1

1. Introduction
Since skills are the global currency of 21st century economies1, relevant skills, knowledge andcompetence development are an important goal of national education systems.
Increased global competition, digitalisation, automation and innovation increase demand for Lifelong
Learning (LLL), learning-to-learn and preparedness (to get a job and to do the job) and other skills(specific and transferable) necessary for effective participation in the labour market, particularly in thecontext of dynamic and competitive economies and a rapidly changing society.
Quality and Qualifications Ireland (QQI) is Ireland’s national authority for quality assurance andqualifications in post-secondary education and training. We are required to engage with labour market
actors in the performance of our statutory functions. We develop and recognise qualifications, taking
account of skills intelligence, employer and employee interests and changes in the nature of work andwork practices. One aspect of the working relationship that is not well understood is the role ofqualifications in recruitment practice in Ireland. In collaboration with the recruitment industry, QQI has
undertaken a study to reveal insights from recruitment professionals into the role of qualifications inskills matching.
The study and its findings are part of our commitment to enhance the effectiveness and quality of ourservice to support employer engagement. The study has the following aims:•••

To foster strategic engagement with the recruitment sector in Ireland;
To promote use of the NFQ and EQF in the specification, assessment and recognition ofqualifications in recruitment practice;
To provide practical support to recruiters.

2. Background and Context

Ireland's National Skills Strategy 2025 aims to make Ireland a better place to live and work by inter alia
equipping people for employment through high quality and relevant education and training2. Thus,
industry engagement in education and training is an imperative to create a well aligned and responsive
system that will facilitate the better matching of skills with employment opportunities3.
1

SOLAS. 2018. Supporting working lives and enterprise growth in Ireland. 2018-2021 Further Education and Training Policy
Framework for Skills Development of People in Employment. SOLAS Background Paper, June 2018.
2
DES. 2016. Ireland's National Skills Strategy 2025.
https://www.education.ie/en/Publications/Policy-Reports/pub_national_skills_strategy_2025.pdf
3Bainbridge, S. 2018. Excellence and Inclusivity: A Skills Agenda for Europe. Cedefop. Paper presented at the 5th International
Conference on Employer Engagement in Education and Training: 2018, Social Mobility, industrial and skills strategies, postBrexit: What role can employer engagement and technical education play? 5th-6th July 2018, BEIS Conference Centre,
London Westminster.
https://www.educationandemployers.org/research/london-conference-on-employer-engagement-in-education-and-training2016/presentations/22.1 Education, NFQ and Skills Matching
The learning outcomes approach promoted by the NFQ and EQF introduces a common language
enabling policymakers to better match the supply of skills from the education and training system withcurrent and future demand for qualified workers.
In 2014, QQI launched A Strategic Approach to Employer Engagement aimed at promoting quality andinnovation across further and higher education in training4 jointly with employers. Yet the 2015 National
Employment Survey)5, commissioned by HEA, SOLAS and QQI, amongst many useful findings indicatesthat despite relatively high levels of engagement between industry and higher education institutions,
there is still a need for better communication to allow for greater and more effective collaboration. In
terms of practical use and awareness of the NFQ, a high percentage of employers are aware of the NFQ,
yet only a little over one third had referred to it during their recruitment process.
Similarly, findings from the 2017 Policy Impact Assessment of the Irish National Framework of
Qualifications6 clearly indicated that engagement with the industry needed to be strengthened.
Qualitative data also points to a perceived lack of depth of understanding
among both students and employers regarding the NFQ levels.
A closer look at stakeholder views on the impact of the NFQ on skills matchingshows that while in terms of skills policy development the NFQ has played aconstructive role, allowing for better, more informed policy formation, theactual impact of the NFQ on skills matching is our weakest point in comparison
with NFQ impact on other areas (see Infographic Policy Impact Assessment of
the NFQ at a glance).

2.2 Education, Skills Mismatch and Skills Utilisation
It is important that the education system understand the needs and expectations of industry.
Occupational/skills mismatch in Europe is prevalent (Cedefop 2010)7. Existing studies examining
occupational/skills mismatch from an aggregate country level perspective, explain cross-countries
variation though various lenses (overeducation, overskilling, undereducation, underskilling, skills gaps
and skills shortages) stimulating current policy debates on skills mismatch.
Generally, overeducation/overskilling occurs when the education level (skills level) of the employee ishigher than the one required by the job (Flisi et al. 2017). Education mismatch can be measured in termsof years of education or educational (ISCED) level attained and required, while skills mismatch is a broadterm that generally refers to a misalignment between the skills level possessed by the employee andthose required to do the job (Ibid; McGuiness et al. 2017)8.
4

QQI. 2014. Education and Employers: A Strategic Approach to Employer Engagement. https://www.qqi.ie/News/Pages/QQIpublishes-strategy-for-employer-engagement.aspx
5HEA, SOLAS, QQI. 2015. National Employment Survey. Employers' views on Irish Further and Higher Education and Training
Outcomes. http://hea.ie/assets/uploads/2017/06/National-Employer-Survey.pdf
6 Indecon. 2017. Policy Impact Assessment of the Irish National Framework of Qualifications.
https://www.qqi.ie/Articles/Pages/Reviewing-the-NFQ.aspx
7
Cedefop. 2010. The Skill Matching Challenge: Analysing Skills Mismatch and Policy Implications. Luxembourg: Publication
Office of the European Union.
8 McGuiness, S., Pouliakas, S., K. and Redmond, P. 2017. How Useful is the Concept of Skills Mismatch? International Labour
Organisation, Geneva. Paper prepared as a background note for the International Conference on Jobs and Skills Mismatch,
11-12 May 2017, Geneva. https://www.ilo.org/skills/pubs/WCMS_552798/lang--en/index.htm

3

The PIAAC (2008-2013) survey9 assessed skills in literacy, numeracy and problem-solving in technologyrich environments and according to Flisi et al. (2017), it offers a unique opportunity to measure an
individual's competences and occupational mismatch based on education-related variables(overeducation) and on the level of proficiency in specific skills (overskilling)10. Their findings indicatethat Southern European countries and Ireland are characterised by more general education and having
a high percentage of overeducated workforce but not being simultaneously overskilled (skills
mismatch), showing the need for education to be better aligned with the needs of the world of work sothat people are equipped with adequate level of skills for the labour market (Ibid.)
In a similar vein, Redmond and Whelan (2017) examined educational attainment and skills utilisation in
the Irish labour market and drew comparisons between Ireland and the other 27 EU Member States byutilising the 2014 European Skills and Jobs Survey (ESJS) carried out by Cedefop. The authors concluded
that while Ireland has the third highest percentage of foreign-born workers with tertiary education in
the EU (accounting for 57 per cent), it has a relatively high degree of skills under-utilisation (measured
by the rates of both overskilling and overeducation) in comparison to other EU Member States11. Their
paper also points to the strong reliance of the Irish economy on a highly-skilled migrant labour supply
from other countries. From this angle, the interrelationship between the Irish and UK economies andtrade cannot be underestimated.
In the last few years the Irish economy has experienced steady economic growth (CSO 2017; OECD2016)12 but the implications of Brexit are looming. There appears to be a consensus in existing literaturethat regardless of the nature of Brexit, it will have a negative effect on the UK economy thus exposing
Ireland to the effects of the UK’s departure from the EU (Bergin et al. 2016)13.
2.3 Emerging Challenges
QQI, as an awarding body, acts to ensure that standards of knowledge, skill and competence areachieved before an award is made to a learner. Confidence in this process is essential in order for
recruiters to identify the skill levels of applicants and assess their suitability for roles. At the same time,working and learning contexts are becoming increasingly international, digitalised (E-learning, open
badges, micro-credentials14) and modern technology dependent, which is transforming the way people
live and work. For example, in the enterprise context, of over 5000 training and education programmesdelivered by Skillnet Network in 2017, over 50% were non-formal and offered some kind of industryAvailable at: https://www.ilo.org/skills/pubs/WCMS_552798/lang--en/index.htm
9Programme for the International Assessment of Adult Competencies (PIAAC).

http://www.oecd.org/skills/piaac/aboutpiaac.htm
10 Flisi, S., Goglio, V., Meroni, E.C.,Rodrigues, M., and Vera-Toscano, E. 2017. Measuring Occupational Mismatch:

Overeducation and Overskill in Europe. Evidence from PIAAC. Social Indicators Research, Vol 131, Issue 3, pp 1211–49.
https://link.springer.com/article/10.1007/s11205-016-1292-7
11 Redmon, P. and Whelan, A. 2017. Educational Attainment and Skill Utilisation in the Irish Labour market: an EU
Comparison, ESRI, Quarterly Economic Commentary, Winter 2017. https://www.esri.ie/pubs/QEC2017WIN.pdf#page=120
12 Central Statistic Office. 2017. Quarterly National Household Survey, Q1 2017. Dublin: CSO.
https://pdf.cso.ie/www/pdf/20170523085100_Quarterly_National_household_Survey_Quarter_1_2017_full.pdf
OECD. 2016. Education at a Glance 2016: OECD Indicators, A Country profile for Ireland. OECD Publishing: Paris.
https://www.education.ie/en/Publications/Statistics/International-Statistical-Reports/Education-at-a-Glance-OECDIndicators-2016-Briefing-Note.pdf
13 Bergin, A., Garcia-Rodriguez, A., McInerney, N., Morgenroth, E. and Smith, D. 2016. Modelling the Medium to Long Term
Potential Macroeconomic Impact of Brexit on Ireland. ESRI Working Paper, No 548. Dublin: ESRI.
https://www.esri.ie/pubs/WP548.pdf
14Open badges are known as visual, digital emblem displaying the accomplishment of various achievements sharable acrossthe web. Micro-credentials also known as digital badges represent and communicate accomplishment, skill, achievement orinterest earned in many learning environments.

4specific micro-credentials15 while over 30% of trainees had a formal highest educational attainment of
NFQ level 8 prior to the training16.
It is argued that micro-credentials and open badges bring together the world of education and training
and the world of work, filling a gap between stated and desired outcomes within traditional
qualifications and degrees (macro-credentials) and the skills, knowledge and competences sought byemployers (see Ifenthaler et al. 2016)17. And while digitalisation creates new challenges andopportunities, transforming both educational and training systems (e.g., digital badges, open data,
digital credentialing sources) and employment, by changing the skills requirements and profoundly
altering the current ways that work is organised in our society18, it should not be forgotten that efficientand fair recognition of skills and qualifications is imperative, so that the labour market can respondflexibly to industrial change and economic restructuring19. Not surprisingly then, a range of supporting
actions aimed at improving the quality and relevance of skills formation, making skills and qualifications
more visible and comparable and advancing skills intelligence to strengthen human capital,
employability and competitiveness, take prominent position on the Skills Agenda for Europe20 (See also
the annual Employment and Social Developments in Europe review 201821 and new Recommendation
on Key Competences for Lifelong Learning 201822).
From the perspective of sustaining a good skills base for rapidly growing knowledge economies andaddressing inefficiencies in the labour market due to skill deficits, public policy has a particularly
important role to play in increasing the supply of skills by fostering the adult education/training
necessary to redress low levels of foundation skills (Desjardins and Rubenson 2011). Education andtraining stakes are undeniably high. Responding to the skills demands of a digital, fast-paced economy
is crucial to prevent disconnection and avoid the widening gap between the world of work and the worldof education (see Keevy and Chakroun 2018)23.

3. Methodology and Response Characteristics

15

Flynn, D. 2018 Trends and Foresight, Skillnet Ireland. Paper presented at the National Trends and Foresight Seminar: Howwill ‘non-formal’ qualifications be regarded in Ireland in 2020-25? 27th March 2018, DIT, Dublin.
16
Skillnet Ireland. 2017. Driving Ireland's Competitiveness through Innovative Learning. Annual Report 2017.
https://www.skillnetireland.ie/wp-content/uploads/2018/07/SNI-Annual-Report-2017-low-res-single-pages.pdf
17
Infenthaler, D., Bellin-Mularski, N. and Mah, D. (Eds.). Foundation of Digital Badges and Micro-credentials: Demonstrating
and Recognising Knowledge and Competencies. Switzerland: Springer.
18 European Commission. 2017. Concept Paper on Digitisation, Employability and Inclusiveness – The Role of Europe See also
the Eurofound Foundation Seminar Series 2016 on the Impact of Digitalisation on Work.
19 Ecorys. 2016. Final Report on Obstacles to Recognition of Skills and Qualifications for a Comprehensive Account of theEffectiveness of Skills Recognition Practices in Europe.
https://publications.europa.eu/en/publication-detail/-/publication/156689fd-e922-11e6-ad7c-01aa75ed71a1/language-en
20
The New Skills Agenda for Europe aims to make better use of the skills that are available; equip people with the new skills
that are needed - to help them find quality jobs and improve their life chances.
21

European Commission. 2018. Employment and Social Developments in Europe. Annual Review 2018.

http://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8110
22

https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32018H0604(01)&rid=7

23 Keevy, J. and Chakroun, B. (2018) Digitalisation of Credentials. Implications for the Recognition of Learning. UNESCO Draft

Report for Peer Review – March 2018.

5

Having acknowledged that the key challenge for research and policy is to make sure that supply anddemand for new skills and competences are matched24 to suit the needs of the labour market, we aimed
to support industry and form a better understanding of the use of the NFQ, EQF and the role ofqualifications in recruitment by asking recruiters about the challenges faced by them in this area.
The process of initial data collection was informed by consultations with targeted representative bodies,
which provided valuable insights and advice.
A ‘Making Sense of Qualifications’ survey questionnaire passed through several consultation stages
ending in approval by the QQI Programme Board. A link to the survey was circulated by key gatekeepers
to relevant recruiters during a 10-week data collection period in the last quarter of 2018.
In total, 92 individual responses were received. Brief response characteristics are outlined below inTable 1. The number of responses generated a rich body of data and is largely attributed to the effortsof lead bodies in the recruitment industry who promoted the survey to the target audience.
Table 1 Response characteristics
Organisation
Classification
PublicPrivate%34%
76%

Ownership

Indigenous
International/Multinational

54%
36%

Size

Fewer than 50 people
Between 51 and 250 people
251 people and above

41%
21%
37%

Type

In summary, the survey questionnaire covered the following six themes:
•
•
•
•
•
•

Qualifications – Challenges
The Role of Qualifications in Recruitment
The NFQ and the EQF in Recruitment
Skills Recruited
Topics of Particular Interest and Communication
Future Collaboration

Finally, the survey design was fully compliant with GDPR requirements.

24 European Commission Learning and Skills for the Digital Era

64. Findings

The ‘Making Sense of Qualifications’ survey provides some interesting insights into the views ofrecruiters25 on the role of qualifications in employment. Since we wished to gain a better
understanding of the needs of recruiters in the context of the use and role of qualifications in thelabour market in general and recruitment in particular, the first set of questions pertained torecognition of qualifications and the role of qualifications in recruitment.
4.1 Qualifications – Challenges
Effective recruitment and staff development means matching relevant skills and qualifications withthe demands of work. It is our understanding that making sense of the range and variety ofqualifications such as academic, industry-specific, professional, international etc. can sometimes bechallenging for recruiters. As shown in Fig. 1 below, a majority of respondents (58%) stated that theevaluation of qualifications can ‘sometimes’ be difficult.

Figure 1

Understandably, we wanted to know what aspects of qualifications evaluation are challenging and towhat extent it is difficult to source people with the right qualifications (See Fig. 2 and 3 below
respectively) when attempting to match relevant skills with employment opportunities.

25

For the purposes of this survey, a respondent is someone who can be a recruiter/recruiter representative7

Figure 2

Fig. 2 above reveals that evaluating foreign qualifications is the most challenging (74%) in thequalifications evaluation process. Verifying qualifications was identified as the second biggest challenge(40%) followed by evaluation of professional qualifications (29%) and industrial certification (28%).

The respondents were also asked about difficulties with sourcing people with the right qualifications(See Fig. 3 below). 71% of recruiters indicated that sometimes it is difficult to find people with the rightqualifications, which would be consistent with issues highlighted in Ireland's National Skills Strategy
2025 which pinpointed the need to bridge demand and supply and facilitate better matching of skills
with employment opportunities.

8

Figure 3

4.2 The Role of Qualifications in Recruitment
Recruitment is a process of attracting and sourcing candidates with the right qualifications and skills tofill existing positions. Recruiting across different occupational roles poses additional challenges as apartfrom the right qualifications other personal attributes such as business acumen or relevant work
experience matter a lot. Respondents’ views on the importance of these factors, while recruiting fordifferent occupational roles, is summarised in Figs. 4, 5 and 6 below.
Figure 49Figure 5

Figure 6

As shown above, the role and importance of qualifications in recruitment fluctuates depending on therole and the actual requirements of the job. For operational roles, relevant work experience was ranked
highest among respondents (Fig. 4). For supervisory roles (Fig. 5), relevant work experience followed bybusiness acumen and other personal attributes appear to be more important than qualifications. And
10not surprisingly, as shown in Fig 6., relevant work experience and business acumen together with otherpersonal attributes are of higher importance than qualifications when recruiting for professional andmanagerial roles. Yet, all three figures show an interesting dynamic in recruiters’ perception of theimportance of qualifications in recruitment.
Qualifications outside the formal education and training system, such as professional qualifications,industry certification, international qualifications, have their own currency in the labour market.
How important are they? The breakdown of the recruiters’ responses to this question is provided below:
Figure 7

Generally speaking, qualifications obtained outside the formal education and training system form an
important part of the knowledge, skills and competence sought by recruiters in Ireland, whichcorresponds with Fig. 12 revealing that holders of professional qualifications – equivalent to NFQ level
8 or above – are typically recruited alongside holders of formal qualifications at level 8 on the NFQ.
4.3 The NFQ and the EQF in Recruitment
Another objective of this project was to assess recruiters’ awareness and use of the National Frameworkof Qualifications (NFQ) and the European Qualification Framework for Lifelong Learning (EQF).
When survey respondents were asked if they had ever heard of the National Framework of
Qualifications, 96% of respondents indicated that they had (See Fig. 8 below). This finding is consistent
with the Omnibus longitudinal survey on NFQ public awareness levels commissioned by QQI and carriedout from 2014-2017.

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Figure 8

When recruiters were asked if they refer to qualifications in the NFQ during recruitment, 54%
reported using the NFQ in their recruitment process (See Fig. 9 below).
Figure 9

In terms of awareness of the EQF, perhaps surprisingly, 69% of respondents reported being aware of
the European Qualification Framework for Lifelong Learning (Fig. 10 below). By international standards,
this level of awareness would be considered very high.

12Figure 10

17% or respondents reported referring to the EQF during the recruitment process (See Fig. 11 below).
This is a positive finding and suggests that the EQF is beginning to gain traction as a device for supporting
European mobility and recognition of skills and qualifications.
Figure 11

Naturally we were also interested in what level on the NFQ recruiters typically recruit their talent. As
presented in Fig. 12 below, holders of qualifications at level 8 on the NFQ (73%) and holders ofprofessional qualifications, equivalent to NFQ level 8 or above (72%), topped the list. This finding should13

be interpreted with some caution, no generalised inference is drawn here about the most desirable
level of qualification for employment. The spread of qualification levels that respondents in this study
recruit for is interesting.
Figure 12

4.4 Skills Recruited
All recruiters were also asked about the geographic origins of candidates and as shown in Fig. 13 below,
Ireland topped the list (71%), followed by the EU (34%) and global sourcing (27%).
Figure 1314

Understandably, it was important to find out about the different skill/occupational categories26 that the
study respondents were recruiting for. Fig. 14 below shows a profile of a wide spread of skills categories
based on multiple responses.

Figure 14

4.5 Topics of Particular Interest and Communication
An emerging new form of qualifications is digital badges (also known as shareable micro-credentials)
that represent and communicate accomplishment, skills, achievement or interest in many learning
environments. How important are digital badges during the recruitment process in the Irish context?
The results are shown in Fig. 15 below:

26

European Industrial Activity Classification (NACE Rev.2)
https://www.cso.ie/px/u/NACECoder/NACEItems/searchnace.asp

15

Figure 15

A large majority of recruiters (74%) stated that digital badges are not important to them. However, our
respondents expressed a keen interest in learning more about them (See Fig. 16 below) by placing digitalbadges at the top of the list of topics of interest (55%). The second area of interest was the European
Qualification Framework for Lifelong Learning (53%) followed by the foreign qualifications recognition
service provided by NARIC Ireland (50%), which accords with Fig. 2, where respondents found evaluating
foreign qualifications to be the most challenging aspect of recruiting.
Figure 16

Learning more about qualifications in general and the National Framework of Qualifications is still ofhigh interest, scoring 19% and 17% respectively. In the category ‘other’, referencing of qualifications
was mentioned as another area of interest to recruiters.

16

The survey also gathered recruiters’ views on preferred channels of communication about qualifications
frameworks. Fig. 17 below shows the breakdown of the recruiters’ responses to this question.
Figure 17

QQI website topped the list (59%), while traditional email is still perceived as an effective form ofcommunication (53%). Video was listed as the third preferable option to disseminate information about
qualifications and qualifications frameworks effectively (32%). Traditional printed leaflets/pamphlets
still have their own currency (26%), however comments in the category ‘other’ clearly indicate that
digital leaflets/pamphlets would be more suitable than printed ones.
4.6 Future Collaboration and Engagement
This section provides an overview of recruiters’ views on collaboration opportunities between QQI and
the industry.
All respondents were asked how QQI could improve its collaboration with recruiters. The main concernsthat emerged were the need for more information on the EQF, qualification recognition, effective
communication and engagement with the industry. A summary of the most frequently occurring openended responses is provided in Table 2 below.

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Table 2
Selected views of survey respondents on how QQI could improve collaboration with recruiters
Annual/Bi annual meetings/seminars.
Arrange information evening/presentation to explain about qualifications as they related to QQI,NFQ and EQF.
Briefings, events, visibility.
Communication on provision of foreign qualifications equivalents.
Educate on how qualifications from outside of Ireland equate to the NFQ.
Email updates, stakeholder meetings, webinars.
Help explain the framework in simple English - focusing on both the Irish and European framework,
as with the increasingly tight jobs market many hires are coming from outside of Ireland.
I think a clearer list that captures all the various course titles in a comprehensive manner would be
useful - there seems to be a lot of inconsistency around course titling.
Inclusion of a one-pager FAQ/updates for changes and developments would be useful.
Increase engagement with business organisations.
Meetings face to face with organisations.
More communications.
Promote services through industry bodies.
Provide information on overseas qualifications.
Provide more information on the EQF.
Regular effective communication and engagement.
This survey is a great way of reaching out. More interaction with agencies through the NRF or
creating a mailing list for agencies to receive information directly from you.
Use Skillnets to collaborate and disseminate.
More effective and concise communications explaining what QQI means. L&D professionals
generally have a good understanding, however others do not.
Have an outreach officer or equivalent whose role is specifically to support organisations around theprofessional development of staff and upskilling the key people.

Understanding qualifications and educational and training systems outside Ireland and understanding
the types of awards included in the NFQ were concerns that emerged from another set of open-ended
responses to issues and challenges facing recruiters (see Table 3 below).

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Table 3
Selected views of survey respondents on various qualification issues/challenges facing recruiters
Recognition of European qualifications is relatively straightforward; the difficulty arises when
dealing with professional qualifications and certifications from further afield (e.g. Australia).
It can sometime be difficult to access information about FETAC awards and what people are actuallyqualified to do.
Lack of understanding by public. Many consider a special purpose or minor awards to meet major
award requirements.
Lithuanian 3rd level system and college types.
The Leaving Certificate is mapped to both Level 4 and 5 with no concrete delineation between the
two. This has a significant impact on deciding eligibility of candidates who are obligated to have acertain standard of Leaving Certificate (i.e. Executive Officers in the Civil Service).
The currency of QQI compound awards at levels 5 and 6 is an issue as there are generally only 3/4
core modules and the mix of component awards is not always explicit when evaluating a compoundaward.
Understanding qualifications e.g. Same 15 credit module offered by 5 different providers but calledsomething different by each one. It would be more transparent if providers had to publicise thetraining programme by using the module name as per NFQ.
Clients can be concerned about the validity of qualifications and dismiss same if not validated.
Getting verification of a pilot’s licence from foreign aviation authorities.
Finding candidates with the right international language skills.

Tables 2 and 3 above report a selection of responses to the open-ended questions in the questionnaire
which formed part of the survey. It is clear that industry expects a much higher level of engagementwith regular updates, meetings, seminar and events to facilitate more effective communication andconsequently greater collaboration.

19

5. Summary of Findings and Conclusions

The findings presented in this report should be interpreted with care as the number of responses was
only 92, yet it is hoped that they represent many of the issues and challenges surrounding the role ofqualifications and qualifications frameworks in recruitment.
Qualifications – Challenges•

Evaluating foreign qualifications is the most challenging (74%) aspect of the qualifications
evaluation process. Verifying qualifications was identified as the second biggest challenge(40%), followed by evaluation of professional qualifications (29%) and industrial certification(28%).

•

71% of recruiters indicated that it is difficult sometimes to find people with the rightqualifications.

The Role of Qualifications in Recruitment•

The role and importance of qualifications in recruitment fluctuates depending on the role andthe actual requirements of the job. Still, regardless of the role, relevant work experience
and/or business acumen together with other personal attributes appears to be of higher
importance than qualification(s) per se;•

Qualifications outside the formal education and training system form an important part of theknowledge, skills and competence sought by recruiters in Ireland (63%);•

25% of recruiters indicated that digital badges are important when recruiting.

The NFQ and the EQF in Recruitment••••

96% respondents indicated that they had heard of the NFQ;
54% admitted using the NFQ in the recruitment process;
69% reported being aware of the EQF;
17% reported referring to EQF during recruitment process;At what level on the NFQ do recruiters typically recruit for talent?
• Holders of qualifications at level 8 on the NFQ (73%) and holders of professional qualifications(equivalent to NFQ level 8 or above (72%)) topped the list.

20

Skills Recruited

Accommodation and food service activities
Administrative and support service activities
Agriculture, forestry and fishingArts, entertainment and recreation
Construction
Education
Electricity, gas, steam and air conditioning supply
Financial and insurance activities
Hairdressing/Beauty
Human health and social work activities
Information and communication
Manufacturing
Mining and quarrying
Other (please specify)
Other service activities
Professional, scientific and technical activities
Public administration and defence; compulsory social security
Real estate activities
Sales and marketing
Transportation and storage
Water supply, sewerage, waste management and remediation activities
Wholesale and retail trade, repair of motor vehicles and motorcycles

7%
36%
9%
3%
13%
25%
7%
25%
1%
17%
20%
20%
1%
14%
10%
30%
10%
6%
17%
9%
3%
6%

Where typically do recruiters recruit their talent from?
•••

Ireland (71%);
EU (34%);Global (27%).

Communication and Information Dissemination
To disseminate information about qualifications and qualifications frameworks effectively we should
use:
•
•
•
•

QQI website (59%);
Email (53%);
Video (32%);
Traditional leaflets/pamphlets preferably in digital form (26%).

21

Topics of Particular Interests•••

Digital badges (55%);
EQF (53%);
Foreign qualifications recognition service provided by NARIC Ireland (50%).

Future Collaboration••••

Annual/Bi annual meetings/briefings, seminars and other events;
More information/presentations on qualifications in the context of the NFQ and the EQF;
More information on recognition of foreign qualifications and NARIC database and country
profiles;More information on getting assistance with recognition of professional qualifications.

The survey findings certainly give us a better understanding of the recruiters’ needs in terms of the roleof qualifications in recruitment. It is evident that we need to continue promoting the NFQ and EQF but
also information services offered by NARIC Ireland.
In terms of providing practical support to recruiters, we are now much clearer about what is expectedfrom QQI and how we can meet these expectations. The findings will help us to calibrate our work andservices in order to meet the needs of the industry.

22

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24

25

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References

Bainbridge, S. 2018. Excellence and Inclusivity: A Skills Agenda for Europe. Cedefop. Paper presented
at the 5th International Conference on Employer Engagement in Education and Training: 2018, Social
Mobility, industrial and skills strategies, post-Brexit: What role can employer engagement andtechnical education play? 5th-6th July 2018, BEIS Conference Centre, London Westminster. [online]
Available at:https://www.educationandemployers.org/research/london-conference-on-employer-engagement-ineducation-and-training-2016/presentations/
Bergin, A., Garcia-Rodriguez, A., McInerney, N., Morgenroth, E. and Smith, D. 2016. Modelling the
Medium to Long Term Potential Macroeconomic Impact of Brexit on Ireland. ESRI Working Paper, No
548. Dublin: ESRI. [online] Available at: https://www.esri.ie/pubs/WP548.pdf
Council of the European Union. 2018. Council Recommendation of 22 May 2018 on
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