Empowering the Workforce IE - Q4 2024

Empowering the Workforce

With special features on Careers in STEM & Upskilling the Workforce Q4 2024 | A promotional supplement distributed on behalf of Mediaplanet, which takes sole responsibility for its content

www.yourcareer.ie & www.businessnews.ie

“Women continue to make significant strides within the ever-evolving tech sector.”

“We should equip workers with the skills needed to thrive in a rapidly changing job market.”

Louise Carr, Promote Co-Lead, CWiT

Shayne MacLachlan, Communications and Public Relations Manager, OECD

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Careers in STEM Pages 02-05 Breaking engineering entry barriers to encourage women to seize opportunities

Why women can feel supported, included and inspired in STEM careers Two women who are at different stages of their engineering careers discuss their different roles and industry experiences, and why STEM is an exciting and varied occupation.

Kay Springall, Group Engineering Director, Dornan Engineering

be cool to earn while I learn a skill that companies around the world are screaming out for.

What sparked your interest in a STEM career?

Have you faced any challenges in a maleI was always interested in maths and dominated industry? physics, and I wanted to travel — and Going in, I did have concerns that STEM was an opportunity to do that.

I wouldn’t be taken seriously. But, Also, I grew up with five brothers and honestly, I always feel respected thought: ‘If they can do something, and encouraged by my work I can, too.’ So, I colleagues. Allyship studied mechanical from male colleagues I thought it would engineering at is important because be cool to earn university and then it ensures that spent 11 years in the UK everyone’s opinion while I learn a skill in different engineering is valued, regardless that companies roles before returning of their gender — around the world are and it advocates for to Ireland. women in leadership screaming out for.

What’s the best thing positions. about engineering?

It’s so rewarding. I’ve visited the US, What do you enjoy most about your Singapore, Sri Lanka, India — and you STEM career? can also live and work in a different It’s a great work culture. I’m learning country, you can. There are various so much from expert teachers routes into the sector; it is constantly and mentors — and I always have innovating, and it offers different something different to do. It’s never career paths once you’re here. Also, boring! We also laugh a lot. And I love that when I finish a project, it’s an environment where I can be there’s something physical on the honest and admit when I need help; landscape that I’ve helped develop. but also where I help colleagues when they’re in need of a hand.

What would your advice be to your We’re a team. younger self?

When you’re starting out, find a mentor. Our company runs a strong Kay Springall mentorship programme which we’re Group Engineering constantly developing. As people Director, Dornan move up the company, we change Engineering their mentor to suit their new position.

Plus, don’t be afraid to ask when you don’t know something!

Abbey McLaughlin, Second Year Electrical Apprentice, Dornan Engineering Why did you take the apprenticeship route into STEM? I prefer hands-on learning. When I was younger, my dad would get me involved in his DIY jobs, which I loved. And at school I enjoyed the practical aspect of woodwork and metalwork. Plus, I thought it would

A central challenge for the engineering profession is the participation of women. According to the Higher Education Authority, just 23% of engineering graduates in Ireland were female last year.

Abbey McLaughlin Second Year Electrical Apprentice, Dornan Engineering

Find out more at careers.dornangroup.com

Damien Owens Director, Engineers Ireland

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emale engineers represent just 12% of the profession; many who graduate from engineering courses then choose alternative careers. The number of those participating in third-level engineering courses must be increased if we are to approach equal representation within our profession. However, other obstacles to entry to the profession must also be addressed.

Women less likely to pursue engineering According to a recent study, carried out by Ipsos B&A on behalf of Engineers Ireland, 39% of women say they do not view engineering as a suitable career, compared to just 29% of men. Similarly, over a third of women respondents said they would not consider the profession if starting a career or pursuing a career change.

The reasons for this discrepancy in how men and women view careers in engineering are complex and multi-faceted. Such issues were examined at our recent Engineers Ireland STEM Opportunities’ Leaders Forum, held in Dublin and supported by global healthcare technology leader Medtronic. It brought together leaders from across the public sector, education and industry to consider issues in STEM education, plus related sectors of the economy.

Societal expectations and need for women role models Research was presented, demonstrating the different expectations for attainment our society tends to place on boys and girls in school mathematics. Similarly, it was highlighted that fewer female role models within the profession can also act as a barrier, as it reduces opportunities for girls and young women to see people like them as leaders within the profession.

These are issues that can and must be addressed. We have a vital responsibility to address imbalances within STEM professions and ensure that all sections of society feel equally comfortable taking up an engineering career. For years, women have had to overcome several societal and structural obstacles in the workplace.

Encourage women in engineering for sector benefit Engineering is a wonderful and varied career with plentiful opportunities. A wide range of engineering professionals remain on the Department of Enterprise, Trade and Employment’s Critical Skills Occupations List while figures published by SOLAS, the State jobs agency, show that 13% of all professional vacancies in 2022 were for engineering professionals.

We can and must forge a path that encourages more women into our industry. A stronger, more vibrant and more diverse engineering sector benefits us all.

Sponsored by Dornan Engineering

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Fresh opportunities for engineers in transforming the power system Learn how a degree in engineering offers a wide range of career opportunities in the electricity sector and beyond.

T Louise O’Flanagan Head of Engineering and Asset Management at EirGrid

Sponsored by EirGrid

he electricity system in Ireland is transforming as a result of the growing integration of renewable energy and the implementation of broader technological innovation. At the heart of this work are engineers, including Louise O’Flanagan, Head of Engineering and Asset Management with EirGrid.

Louise believes the next generation of engineers could help Ireland achieve its world-leading potential in harnessing power from renewable energy. She says: “We know that significant development of the electricity grid is required if we are to achieve our ambitions. We need the right skills.”

After completing an engineering degree at University College Dublin, she went on to study for a Master’s in Water and Environmental Engineering. After her studies, Louise moved into multidisciplinary engineering consultancy, visiting the length and breadth of Ireland, with stints in the UK.

New engineering opportunities in offshore Louise holds an Engineers Ireland Fellowship, the most prestigious and senior professional title within the engineering profession. Now, she is at the helm of developing new grid infrastructure for the electricity network in EirGrid to help facilitate offshore Young people Vast opportunities with an engineering wind. “Offshore wind is a new industry degree showing an interest for Ireland. New skill sets are needed, Louise is encouraging aspiring and there’s new expertise, and we’re currently in the field is very newly qualified engineers to consider recruiting to build up that team in EirGrid,” a career in the energy industry. she says. much welcomed.

“Engineering is a broad career path, According to Louise, there’s also plenty of it’s a really good foundation. It’s a work that has to be done onshore, not just career that can open up so many in terms of getting renewables onto the grid opportunities, in Ireland or indeed to but reinforcing the transmission system to travel the world. What I thought an engineer did when I get the power from where it’s generated to where it’s used. was 18 is certainly not what I thought I’d be doing now, and “Given the need for skilled engineers to help Ireland on its I really enjoy my work.” path to net zero carbon emissions by 2050, young people It was a combination of enjoying subjects such as maths showing an interest in the field is very much welcomed,” and sciences, coupled with an interest in making a positive she concludes. impact on the environment, that encouraged Louise to consider the profession.

Read more at eirgrid.ie

Medtech to add 8,000 jobs by 2028 Ireland’s medtech sector’s workforce is expected to grow at a rate of 3% annually in the next four years, with 56,000 workers expected to be directly employed by 2028.

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inister for Further and Higher Education, Research, Innovation and Science Patrick O’Donovan TD recently launched ‘Talent to Thrive: Future Skills for Ireland’s Medtech Sector 2024-2028’ which sets out the latest research by Irish Medtech and the Irish Medtech Skillnet.

Eoghan Ó Faoláin Director of Irish Medtech

Skills required in medtech workforce The study found that the most urgent skills required by the medtech sector include digitisation, data analytics and automation. The fastest growth predicted is in research, development and innovation (RD&I) at 7% annually, highlighting the need to equip this growing workforce as our global medtech hub moves up the value chain to compete internationally.

Recommendations outlined in the report • RD&I: Embrace smart technology, scale the industrial PhD, embed sustainable design thinking into RD&I, improve technical training in materials and grow critical thinking skills.

• Manufacturing: Evolve with advanced manufacturing through digitalisation and advanced data analytics skills while integrating immersive technology, such as virtual reality, to provide training for operators with minimal impact on production time.

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• Regulatory affairs: Adapt for new areas such as smart devices and the AI Act, understand rapidly rising markets such as India and China, as well as empower regulatory affairs to make an organisational impact by expanding skills to include areas such as project management and data analytics.

• Human resources (HR): Adopt digital tools to support efficiency gains, broaden transversal skills in key areas such as problem-solving and commercial acumen, as well as repurpose content delivered across other units in shorter more flexible formats for HR. • Sustainability: Deliver organisation-wide training across all employees to build a broad understanding of sustainability concepts, supported by targeted technical training for key personnel in areas such as Corporate Sustainability Reporting Directive (CSRD) requirements, as well as empower employees to make data-led decisions by combining digital skills with an environmental, social and governance mindset.

As we plan for the future, Ireland, like other international hubs, is seeing macro-trends. These include accelerated digitalisation, automation and artificial intelligence. We’re also seeing changing ways of working and a growing focus towards sustainability, which will impact not only how the sector operates but also how we develop talent.

The full Talent to Thrive: Future Skills for Ireland’s Medtech Sector 2024-2028 report is available to view here:

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Empowering engineering employees with career opportunities that foster innovation

Upskilling to meet demands of the growing biopharmaceutical industry

Find out why companies should foster a workplace that empowers innovation and champions diverse career paths across a wide range of disciplines.

Biopharmaceutical processing is a rapidly growing sector within the life-sciences industry, offering immense opportunities for employees.

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SD is one of Ireland’s leading healthcare companies, with over 3,000 people working across its Irish network of seven sites in Carlow, Cork, Dublin, Tipperary and Meath. With a dynamic, inclusive and purpose-driven culture across all sites, the company places a strong focus on employee wellbeing and career development.

Continuous learning opportunities in engineering Olive Behan is an Engineering Specialist at the Swords site.

Thinking back to her early years, she reflects on what inspired her to pursue a career in STEM. “My dad sparked my love for problem-solving and technical work. Whether fixing the boiler or completing DIY projects, he considered me his apprentice, instilling curiosity from a young age,” she says.

Olive’s passion for engineering has since been furthered by her drive to pursue continuous learning: “I’ve been so fortunate to have so many allies and mentors throughout my career who encouraged me to continue my education part-time.

By doing so, I had the opportunity to upskill without having to put my career on hold, helping me stay ahead in my field.

Mentorship and collaboration enhance innovation For Fionnuala Bruton, Commissioning, Qualification and Validation Engineer at Dunboyne in Co Meath, it’s important to call out that not all career paths are linear and that there can be huge added value in that.

She credits mentorship for helping her recognise her strengths and navigate opportunities: “Good mentors have often seen potential in me before I saw it myself, encouraging me to seize the right opportunities.” Fionnuala celebrates MSD Ireland’s culture for valuing collaboration and all aspects of physical, mental and emotional health: “It’s an environment that not only enhances innovation but also empowers us to thrive personally and professionally.”

Explore the exciting opportunities available across our sites at jobs.msd.com/ireland

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Putting people first for personal and professional growth From the Carlow site, Angela Prior, Automation Engineer, calls out how mentorship has also played a pivotal role in her career so far. “Connecting with mentors who understand the ambiguity of navigating our

Melissa Hoare Education Partnerships Senior Manager, NIBRT

Biopharma-focused education programmes At the National Institute for Bioprocessing Research and Training (NIBRT), we offer a range of education and training programmes which have been specifically designed to meet the skills requirements of the biopharmaceutical industry. Our training and education programmes are designed to support individuals who want to enter the biopharmaceutical industry or upskill for career advancement.

These programmes provide a comprehensive understanding of the key scientific and engineering challenges involved in the manufacture of biotechnologybased products. Graduates gain targeted expertise and develop the practical skills needed to excel in the diverse roles driving this sector’s growth.

It’s an environment that not only enhances innovation but also empowers us to thrive personally and professionally.

professional lives is invaluable.

Crucially, she says these interactions are also important to help boost and build confidence. “I’ve learned that, provided with the right tools and right environment, there’s very little I can’t achieve when I set my mind to it.”

MSD Ireland fosters a culture where everyone feels valued and supported to thrive, no matter their background. Always putting people first, the team’s innovative approach enables employees to make a meaningful impact while achieving their personal and professional goals.

Pre-recorded modules allow learners to participate at their own pace and convenience.

Comprehensive training options We offer a broad range of biopharmaceutical training options to suit the various learning requirements of individuals. In partnership with Irish universities, we offer accredited programmes at certificate, degree and master’s levels, with funding available for some through Springboard+ and HCI. These programmes cover key areas such as biopharmaceutical manufacturing, commissioning, validation, data and digital technologies and advanced therapeutics, helping individuals enhance their skills in these critical fields.

We also offer a range of on-demand e-lessons through the NIBRT Online Academy. These pre-recorded modules allow learners to participate at their own pace and convenience. They are ideal for those looking to get an introduction to biopharmaceutical manufacturing.

Olive Behan Engineering Specialist, MSD

Fionnuala Bruton Commissioning, Qualification and Validation Engineer, MSD

Angela Prior Automation Engineer, MSD To find out more, scan the QR Code

Sponsored by MSD

ore complex and diverse therapies are constantly coming onstream, aiming to improve people’s health and quality of life.

Because of these advancements, there are significant career opportunities in all aspects of life sciences.

Hands-on biopharma training For those looking for hands-on training, our short courses provide access to cutting-edge technology and equipment in our state-of-the-art training facility and are designed to address real challenges in the biopharmaceutical manufacturing industry. These intensive programmes are delivered by experienced professionals and subject matter experts. They bring real-world knowledge and expertise to training delivery and allow for hands-on practical training in a realistic simulated training environment.

Whether you want to begin a career in the biopharmaceutical sector or enhance your current skills, our training programmes offer the knowledge and practical experience needed to succeed in this expanding industry.

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Global self-care industry leaders inspire the next generation to consider a career in science Perrigo senior leaders, Alison Ives and Maria McCaffrey, spotlight the diverse and rewarding career paths available in science, celebrating expert capability and driving research and innovation into trusted selfcare solutions.

S Sponsored by Perrigo

erving a critical part of the healthcare continuum, Perrigo has been keeping people out of the doctors’ office for over 135 years. Alison Ives, Executive Vice President and Chief Scientific Officer, discusses what it is like to work for an organisation with such an important purpose.

“Every year, over a billion ailments across Europe are treated with overthe-counter products. To be part of such a purpose-led profession is incredible; we are helping millions of people take control of their health and wellness,” she says.

Insights from industry professionals “My career has taken many twists and turns over the years, working

across a range of science-based disciplines from regulatory affairs, research and development, leadership roles and even moving with my family to the US during Covid-19 before finally settling in Ireland.” Ives explains.

Maria McCaffrey, Senior Vice President of Global Quality, tells a similar story, with a 30-year career in the industry seeing her work across quality control, quality assurance, regulatory, distribution, manufacturing and commercial operations. “Ireland is a great place to have a career in science; we have some of the world leaders and best innovators in the industry here to learn from,” she says.

Wide-ranging career paths available “What wasn’t apparent to me early in my career was the broad range of roles available — spanning across pharma, biomedical, biotechnology, energy, food, hospitals, medical technology, environment, agriculture and more,” says McCaffrey. “The skills you develop in one department can be applied across many areas of the industry.

You have the opportunity to move as wide or as narrow in your career as you choose.”

Ives agrees: “I knew I had a passion for science, but I chose my degree without a clear plan of where that would take me. The range of opportunity that decision opened up is astronomical, with real potential to positively impact the world.”

Alison Ives, Executive Vice President (EVP) and Chief Scientific Officer (CSO), Perrigo

Advice for the future of science “One thing I have learned and truly benefitted from is to embrace every opportunity and challenge that’s come my way, no matter how daunting,” says Ives. “The academic options across Ireland have evolved in recent years. We are producing top graduates with the skills required by science-led companies, creating an environment where you have so many options to choose from.”

“Lay a strong foundation and own your learning. Don’t sit back and wait for someone to do something for you; be proactive and drive towards what you want,” McCaffrey adds.

Maria McCaffrey, Senior Vice President (SVP) Global Quality, Perrigo

WRITTEN BY Bethany Cooper

Join Our One Perrigo Journey at careers.perrigo. com

Best workplaces highlight how wellbeing fuels career success in STEM In the fast-paced world of STEM, employee wellbeing is more than just a perk; it’s essential for fostering innovation and productivity. Discover why prioritising wellbeing is crucial for success.

INTERVIEW WITH Fania Stoney Business Development Strategist at Great Place to Work

WRITTEN BY Rachel McLoughlin Content Marketing Executive at Great Place to Work

Why is employee wellbeing so important in STEM organisations?

Fania Stoney (FS): In STEM, where innovation and problem-solving are essential, prioritising employee wellbeing is crucial. The high demands and complex projects often lead to stress and burnout. If organisations neglect wellbeing, it can hinder not only employee satisfaction but also overall performance.

level incentives, like gym memberships. They cultivate high-trust environments where employees feel secure in their roles. This allows for open communication about needs, concerns, challenges and opportunities.

Can you provide examples of what these organisations are doing to support wellbeing?

(FS): Leading organisations actively listen to employee feedback and act on it. Different life cycles require different modes When employees feel to underpin performance and, from what we have seen, the best supported and listened organisations are listening and responding. For example, some to, their engagement organisations are proactively levels rise significantly, engaging their people around the driving productivity and menopause, experimenting with new ways of working or providing creativity. opportunities for people to pursue their passions.

How exactly does wellbeing influence performance in these fields?

(FS): When employees feel supported and listened to, their engagement levels rise significantly. They are more productive and creative, which is vital in STEM industries that thrive on innovation. The Best Workplaces for Health and Wellbeing demonstrate that companies committed to fostering trust and support can achieve peak performance, as engaged employees are more likely to contribute their best ideas and efforts.

Do the best workplaces in STEM approach wellbeing differently compared to others?

(FS): Absolutely. Many organisations that rank as the Best Workplaces for Health and Wellbeing go beyond surface-

READ MORE AT YOURCAREER.IE

Is there then a strong link between employee wellbeing and organisational success?

(FS): Exactly. The best STEM organisations recognise that when employees are supported, they bring their best selves to work. Investing in wellbeing not only enhances job satisfaction but also drives innovation and long-term success — making it a win-win for everyone involved.

Read more at greatplace towork.ie

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Upskilling the Workforce Pages 06-12

Making digital skills accessible to everyone in Ireland Discover ways to improve adult literacy, numeracy and digital skills in Ireland. Bridge the digital divide and empower learners through policy.

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he National Adult Literacy Agency (NALA) is a registered charity and membership-based organisation.

Our vision is an Ireland where adult literacy is a human right; where everyone can develop their literacy, numeracy and digital skills and where individuals can take part fully in society.

Improving basic digital skills nationally In 2020, Cedefop, the European Centre for the Development of Vocational Training, noted that 38% of Irish adults do not have basic digital skills. This means that a significant portion of Irish adults do not have the necessary digital skills to carry out everyday tasks, such as online banking or booking tickets.

This skills gap has been noted in government strategies such as the Adult Literacy for Life Strategy (2021) and the Harnessing Digital Strategy (2022), which aims to increase basic digital skills so that at least 80% of the Irish adult population will have them by 2030.

Website enhances digital literacy With funding from SOLAS and the Adult Literacy for Life Strategy, NALA is working to bridge this digital skills gap. In our policy submissions, we have advocated that digital engagement should not be the only mode of service delivery. We have also recommended in our general election asks that Ireland adopt the European Digital Competence Framework for Citizens (DigComp) to ensure all Irish citizens have the relevant confidence and capabilities in digital skills.

We also develop, deliver and disseminate publications and training to enhance digital and media literacy among learners and educators. In March 2020, we launched a new eLearning website, Learn with NALA, with 43 online courses in literacy, numeracy and digital literacy at levels 1 to 3 on Ireland’s National Framework of Qualifications (NFQ).

The platform’s design allows learners to develop their digital skills while learning a specific subject.

Find out more at nala.ie and learnwithnala.ie

Colleen Dube Chief Executive Officer, NALA

Sponsored by NALA

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Adapting to new generative AI job trends and opportunities locally Generative artificial intelligence (AI) is not just reshaping industries — it’s revolutionising the very fabric of local economies.

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s this technology advances rapidly, it brings with it both promises and challenges for workers, particularly in smaller towns and rural areas. The local job impacts of generative AI are powerful; that’s why place-based policies are critical to be sure that no one is left behind.

Growing impact of generative AI on local jobs Historically, technological advances have disrupted jobs, particularly ones requiring manual labour.

The rise of factory automation displaced workers in rural areas, where manufacturing was a dominant industry.

Generative AI represents a transformation that is not limited to physical labour but extends to knowledge-based, creative and cognitive tasks. Generative AI stands to affect high-skilled workers and women more than low-skilled roles, traditionally held by men. Crucially, its impacts will not be felt equally across regions.

According to a recent OECD report, ‘Job Creation and Local Economic Development’, % 32% of urban workers are in jobs that will be affected by generative AI, compared to just 21% of rural workers. The lack of high-speed broadband in rural areas, where over 30% of households don’t have access to fast internet, could make it harder for small towns to tap into the benefits of AI. Job evolution and productivity boost Generative AI’s influence on local jobs is not necessarily about job loss but about job evolution.

OECD evidence shows that generative AI could boost annual labour productivity growth by 0.4–0.9 percentage points. Additionally, a 2023 OECD AI survey found that 75% of surveyed finance workers using AI had accelerated their work.

In industries like healthcare, education and finance — sectors where AI can aid in decisionmaking or content creation — the technology

can boost efficiency rather than replace local jobs entirely. Generative AI can enhance the work of local professionals, improving productivity across various sectors, from small businesses to rural healthcare facilities.

Local communities can supercharge their future using generative AI Local governments, businesses and educational institutions must collaborate to create tailored solutions that address the specific needs of their communities. One approach is to invest in AI training programmes that equip workers with the skills needed to thrive in a rapidly changing job market.

Local businesses, especially SMEs, must also be supported in adopting AI technologies that can boost competitiveness and create new opportunities. Rural regions must invest in digital infrastructure to bridge the connectivity gap to ensure they aren’t left behind. Without robust broadband access, rural communities may find themselves excluded from the benefits of AI, reinforcing existing economic disparities.

The future of work is inclusive and local By embracing generative AI in ways that prioritise local needs and ensure digital equity, we can ensure that this new wave of technology doesn’t just create winners in urban hubs but benefits workers and regions globally.

Shayne MacLachlan Communications and Public Relations Manager, OECD

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Why AI and data science upskilling is crucial for career growth in 2025 Artificial intelligence (AI) and data science skills are increasing in demand exponentially. Across industries, organisations must adapt quickly to harness their transformative potential.

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r Paul Doyle and Dr Susan McKeever of TU Dublin emphasise that upskilling in AI and data science is no longer optional; it’s a necessity for both individuals and businesses to remain competitive.

Dr Paul Doyle Head of School of Computer Science, Technological University Dublin

Dr Susan McKeever Head of Data Science and Artificial Intelligence, Technological University Dublin

microcredential to full Master’s degrees that explore these technologies in greater depth. These opportunities make advanced education accessible to all who wish to upskill or reskill.”

Dr McKeever elaborates on the variety of pathways available: “Our data science certificates provide foundational skills, giving learners the confidence to navigate the data space. Many students use this as a stepping stone to Master’s level study. This year, we’re excited to a new MSc in Data Analytics Partnerships ensure that launch with specialisations in business, sport and precision diagnostics, catering graduates and corporate to both technical and non-technical partners are equipped backgrounds.”

Why AI upskilling is essential “It’s difficult to overstate the transformative impact that AI and data science will have as they integrate into every aspect of our lives,” explains Dr Doyle. “Upskilling in these areas isn’t just important for tech professionals — it’s a transdisciplinary imperative that every discipline must engage with.” with cutting-edge skills.

Dr McKeever highlights the dual nature of this upskilling need, categorising it Bridging the gap between academia and into two distinct groups. “There are users industry of AI, where off-the-shelf AI technologies A critical aspect of TU Dublin’s success like large language models are there in delivering these skills lies in its for quality and productivity. For this group, using AI isn’t industry collaborations. “Collaborating with industry is at a choice; it’s like ignoring the internet. Then, there are the heart of what we do,” Dr Doyle emphasises. “We work ‘implementers’ of AI and data science, who require a deeper closely with companies to design programmes that meet understanding of technologies like machine learning to current industry needs, offer work placements for practical support data-driven decision-making. We offer learning for experience and engage in collaborative research projects.” both groups,” she explains.

Partnerships ensure that graduates and corporate partners are equipped with cutting-edge skills, positioning Education tailored for a diverse workforce them for success in a rapidly evolving technological TU Dublin has developed a suite of educational offerings landscape. As Dr McKeever notes: “This is a growing designed to cater to both novices and experienced space for companies, and we’re already collaborating to professionals. “Upskilling effectively requires the ability to deliver applied machine learning programmes directly to learn at one’s own pace,” says Dr Doyle. “We offer flexible employees.” options — from single modules like the AI Fundamentals

To ensure the success of small businesses in Ireland, digital skills and AI must be accessible to everyone, closing the growing tech divide.

I Caroline Dunlea Chairperson, DBI Advisory Council, Digital Business Ireland

Upskilling as the solution A crucial part of addressing the digital divide is investing in education and training programmes that prioritise upskilling. Small business owners and their teams

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Find out more at tudublin.ie

can build empowered, strategic teams that leverage AI to enhance productivity, innovation and competitiveness. This approach not only fills talent gaps but also positions organisations for longterm success in a rapidly evolving digital landscape.

Bridging the tech divide for Ireland’s small businesses

reland’s small businesses face an increasing challenge: the rapid integration of AI and technology into every aspect of commerce. Bridging this gap is not just a matter of technological progress, but also of economic and societal wellbeing. The key is to make digital literacy and AI knowledge accessible to everyone, fostering growth and development across all sectors.

Sponsored by TU Dublin

need the tools to leverage AI and other technologies in day-today operations. Governments, educational institutions and private sectors must collaborate to make this a reality, offering training that meets the needs of small business operations.

Investment in AI In an era where Ireland is nearing full employment, and talent acquisition is becoming increasingly challenging, investing in AI skills development is critical.

This enables companies to scale more efficiently without necessarily increasing headcount. By upskilling current employees, businesses

Digital literacy and economic growth Digital literacy also contributes to national economic growth by making businesses more competitive and efficient. When small businesses are equipped with these skills, they can innovate, increase productivity and even expand into new markets. This, in turn, fosters a more robust and resilient economy that benefits everyone.

Inspiring action through purpose Lastly, promoting the value of digital skills to address broader societal challenges can inspire motivation among business owners and employees. Whether it’s using AI to solve logistical problems or streamlining customer interactions, showing how digital skills can create tangible impacts will drive more individuals to embrace lifelong learning. By prioritising digital literacy and upskilling, Ireland’s small businesses can bridge the gap between traditional operations and modern technology.

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Digital learning strategies for digital natives Today’s youth (Generation Alpha) are growing up with a unique experience of technology, and schools need an approach which takes account of that.

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Digital literacy in post-primary education can prepare students for tech-driven future

here’s an assumption that being a ‘digital native’ — growing up surrounded by smartphones and other digital devices — is enough to imbue children with an innate ability to commune with technology. Reality is a little different. Tech has become so intuitive and easy to use that using devices for content or games feels like literal child’s play. Parents may mistake this ease for their child’s genius, but it actually says more about the skilled engineers who designed them that way.

Creators, not consumers While there’s no doubt about Generation Alpha’s comfort with technology, instilling them with the skills to use tech as a creator rather than a consumer requires a deft touch. Schools that are doing this well can achieve extraordinary things, helping students bring subjects to life with coding, video editing, interactive presentations and more. Crucially, this is less about the technology itself and more about using the right technology in the right way at the right time. Unfortunately, most schools are not given the help they need to achieve these results.

Resources and educator buy-in There are several key elements required to help school communities embrace technology and use it effectively. Schools need the resources. These include hardware, lesson plans and child-friendly videos, among others. Perhaps less obvious is the vision; we believe this is where the real opportunity lies. The new curriculum will encourage schools to embrace technology, but educators will need to buy into the vision. If technology is seen as another task to be ticked off, we’ll simply be repeating mistakes. If we can collectively imagine a future where technology is a force for good, and students are empowered by it rather than burdened by it, then maybe we can finally achieve that.

Digital learning guidance Olus Education offers a holistic approach to helping schools with digital learning, including workshops, teacher training and a whole school digital learning portal.

Diarmuid Ó Muirgheasa CEO, Olus Education

Sponsored by Olus Education

Parents often limit young children’s screen time, concerned about its addictive nature, yet recognise that digital skills are crucial as children grow.

What stage should digital literacy be prioritised in students?

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y area of experience is in the postprimary schools, and students enter post-primary with a certain level of digital proficiency. However, what we see are young adults that are very familiar with social media, messaging apps and using digital media for entertainment. Post-primary teachers often describe these students as digital natives because they have grown up in the digital world, yet digital tasks such as email, Word, PowerPoint, Canva and Excel are alien to our so-called digital natives.

We teach children how to read and write from a young age, yet we neglect their digital literacy skills.

Neglecting digital literacy education We teach children how to read and write from a young age, yet we neglect their digital literacy skills. As such, we have no idea what they are learning or how they are learning it. Junior Cycle key skills emphasise digital technology to develop students’ digital literacy in communication, information management,

creativity and collaboration. This reflects the modern day workplace, so students should be equipped with the skills they will need to succeed in their working life.

Prioritising digital literacy assessment In education, we assess what we value.

When we look at the Junior Cycle, there are significant opportunities to use digital skills in the Classroom Based Assessments (CBA) and in other areas of learning. Yet, in the Leaving Certificate, there are limited opportunities to use digital skills for assessment.

In the redevelopment of the Senior Cycle, digital literacy must be prioritised and included in the additional assessment component for each subject. Only then can we deliver for students in the area of digital literacy. This will then filter down, in an age-appropriate manner, to all students in our education system, equipping them with the digital literacy skills required for personal and professional success.

Paul Crone Director, National Association of Principals and Deputies

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Integrated education bridges literacy, numeracy and digital skills across Irish classrooms Our new literacy, numeracy and digital literacy strategy must help all our youth, starting with our infants and going right up to teenagers in post-primary school.

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here are many opportunities to integrate the teaching of numeracy, literacy and digital skills in the classroom. For example, to introduce a mathematical element into the teaching of a Seamus Heaney poem, you could ask students to calculate his age in 1964, when he wrote ‘Digging,’ given that he was born in 1939.

Norma Foley TD Minister for Education, Department of Education

Integrating numeracy and digital skills across subjects If you wanted to add in some digital skills, you could ask them to research the name of Mossbawn, the farm in Derry, where he watched his father digging. There is a rich opportunity to marry numeracy, literacy and digital skills. Teachers are very skilled and talented in doing it in their own subject areas. They know the value of not teaching in isolation.

Under the strategy, we will improve financial and digital literacy among students.

they need to thrive in an increasingly complex and interconnected world. Some actions that will be implemented under the strategy include running programmes through the Education Support Centres to help parents develop and promote reading and numeracy skills with their children.

It will support the wider rollout of the Science Technology Engineering and Mathematics (STEM) Passport for Inclusion project, which recognises the experiences of girls from DEIS schools as they achieve micro-credentials in STEM. Improving literacy and inclusion Under the strategy, we will improve financial and digital literacy among students to guard them against the threat of online fraud and exploitation. Another important action under this strategy is developing a curriculum for Irish Sign Language at primary and post-primary levels to support its learning.

By working together, we can realise the vision of the strategy that ‘every learner develops the necessary literacy, numeracy and digital literacy skills to thrive and flourish as an individual; to engage and contribute fully as an ethical, active member of society; and to live a satisfying and rewarding life.’

Collective action for student success Ireland’s new Literacy, Numeracy and Digital Literacy Strategy 2024–2033 empowers us to do more in this space. It is all about the power of the collective — everybody working together: teachers and school leaders, learners, parents and community members.

It will equip learners with the essential tools

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Build your career in sports and fitness with a part-time degree

How will generative AI impact jobs across Ireland?

Are you interested in pursuing a career in sport and fitness but unable to attend a full-time course?

Applications are now open for a part-time degree in Applied Strength and Conditioning.

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tlantic Technological University (ATU)’s Applied Strength and Conditioning course has been designed to suit mature learners who would like to return to education and achieve a qualification in the area of sport but cannot attend a full-time course.

Strength and conditioning fundamentals The course provides learners with a scientific grounding in strength and conditioning application. Key areas of study include physiology, resistance training, psychology and nutrition with a focus on the practical application of strength and conditioning.

The programme allows for exit awards in year one (Certificate in Personal Training – REPs Ireland-accredited) and year two (Higher Certificate in Strength and Conditioning).

Key course features • Part-time course (will be completed in 3.5 years) • Programme participants are required to attend one, 3-hour live online lecture each week and a one-day on-campus practical session approximately every 4–6 weeks • REPS accredited • All modules have been aligned with the National Strength and Condition Association (NSCA) • Designed in collaboration with industry • Personal and supportive approach to teaching and learning • Year 3 includes work placement in an industry-specific environment • Year 4 includes a Weightlifting Ireland level 1 certification and research project Graduates of this programme will have excellent career opportunities in various sectors, such as leisure, sport and fitness, healthcare and with sporting governing bodies.

Course entry requirements Applicants must be over 21 years of age by 1st January in the proposed year of entry and have completed at least five subjects in the Irish Leaving Certificate (or an equivalent international exam). Candidates who do not meet these entry requirements may still be admitted to the programme if they are over 23 years old by 1st January in the proposed year of entry and have gained relevant experience.

Recognised Prior Learning (RPL), Accredited Prior Learning (APL) and Recognised Prior Experiential Learning (RPEL) will be considered in accordance with the quality assurance procedures of ATU Donegal.

Generative artificial intelligence is changing the way we work In Ireland and beyond — but it will hit cities differently from rural areas. How can Ireland prepare workers in all communities for this new stage of the digital transition?

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nlike prior forms of automation, generative AI can do cognitive, creative and nonroutine tasks. This means it will mainly affect high-skilled jobs and workers in urban areas.

However, as impacted jobs are concentrated in cities, the use of generative AI could widen the digital divide, leaving towns and rural areas further behind.

Impact in different places across Ireland How can Ireland help generative AI lead to better jobs in Generative AI is likely to have a big impact on work all communities? in Ireland. A new OECD Report ‘Job Creation and National, regional and local governments can Local Economic Development 2024: The Geography partner with employers, especially SMEs, to help of Generative AI’ finds that 38% of jobs in Ireland’s businesses with the uptake of generative AI and cities and 25% of jobs in Ireland’s rural areas are train workers in relevant skills. The ‘AIT4Local exposed to generative AI. If some of these current SMEs’ programme in San Sebastian (Spain) is one technologies were better integrated into other example. VDAB, the public employment service software and firm practices, those shares could of Flanders (Belgium), has an AI-powered jobjump significantly in the near term. matching tool to help workers more easily find jobs.

Cities like Dublin and Cork will therefore be more A programme in Quebec (Canada) is helping affected, given their large ICT (information and female insurance workers who may experience communications technology), AI-related job dislocation to reskill pharmaceutical and financial to transition to new roles. Social industries. This is a reversal of partners can also contribute by As impacted jobs are prior trends of automation where helping with the adoption in ways concentrated in cities, the most ‘exposed’ were typically that support worker rights and job men in low-skilled jobs in periquality. the use of generative AI urban and rural areas.

Generative AI offers huge could widen the digital potential for Ireland, but policy divide, leaving towns Different degrees of job exposure to action needs to accompany these AI depending on where you live technologies to reap the benefits and rural areas further What does ‘exposure’ to generative for all people and places. behind.

AI mean? This remains an open question. It may mean that jobs could be augmented, enabling workers to be more productive, focus on more important tasks and hopefully earn more. In other cases, there may be jobs that are automated, but typically, generative AI replaces Karen Maguire only some tasks in a given job. It also could help Head of Division, some workers level up, giving more opportunities Local Employment to workers who have a disadvantage in the labour and Economic Development, OECD market.

Overall, it is expected that generative AI will improve productivity and economic growth.

Keith Higgins Programme Development Manager, Sport/Fitness Industry, ATU

Sponsored by Atlantic Technological University Find out more at atu.ie

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Collaborative solutions to tackling smartphone distractions in school Smartphones are essential for connectivity and information access but also distract, reduce focus, hinder social interactions and contribute to bullying among young adults..

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eachers will anecdotally describe the smartphone as the “scourge of the classroom,” describing it as the biggest impediment to deep engagement in classroom activities and learning.

Teenagers resist smartphone ban Teenagers, by nature, are exploring and challenging their environment; banning smartphones will be seen as a challenge to them. Teenagers are more resourceful than we sometimes give them credit for.

For example, many students may use two phones.

Smartphone use is an issue in schools that needs to be tackled, and we need to look at the solution creatively.

What is clear from the perspective of schools is that we must reduce the negative impact that smartphones have on the school environment.

Removing smartphones from being used during school days is expected to boost classroom engagement and improve student interactions with teachers and each other, reducing their reliance on these devices.

The development and implementation of the mobile phone policy is achieved when there is buy-in from parents and students.

Paul Crone Director, National Association of Principals and Deputies

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Collaborative mobile phone policies This is not a new issue for schools, and the topic has dominated many staff meetings. So, how do schools do this? Virtually every school in the country has a mobile phone policy that removes the phone from use in school. This is achieved through collaboration and partnership. The development and implementation of the mobile phone policy is achieved when there is buy-in from parents and students, when everyone understands the reasons for the policy and everyone has had their say on the implementation.

Phone retrieval policy explanation Many schools operate their policy in the manner of ‘if we see the phone, we will take it.’ The phone is returned after the school day has ended or directly to the parent. This works as long as everyone understands the rationale.

Preparing students for future challenges in academics, work and personal life must be a priority, requiring an educational approach to embrace the learning opportunities available. To empower students with the skills of self-regulation and self-discipline, schools must be given the autonomy to tackle this issue within their own context.

Upskilling for future careers in a post-carbon world There is a significant gap in green skills within the workforce, and employers are urgently seeking professionals with expertise in sustainability to support the green economy transition.

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ith looming climate targets set by the Paris Agreement, industry is under pressure to meet these demands and upskill a workforce at the speed required for a zerocarbon economy. As we stand on the edge of another industrial revolution, education must bridge this gap with knowledge, skills, tools and the sustainability mindset needed for meaningful change.

While most people are aware of renewable energy and decarbonisation, the green economy extends far beyond these pillars.

Working on the frontlines of sustainability education, we are witnessing the emergence of entirely new career paths, such as circular economies to regenerative agriculture and climate technology. In fact, some of the jobs our students will pursue don’t even exist yet.

Green innovation and sustainability mindset Technology is central to environmental solutions, from managing smart grid systems and wind turbines to optimising resource efficiency through data analytics.

However, key to any career in sustainability is understanding the climate crisis and the why behind the green transition, in order to create a future world that works for both people and planet.

Starting early, thinking long-term As the education system undergoes reform in both primary and senior cycles, we have an opportunity to create an education system that meets the needs of planetary boundaries, innovation and future careers.

As a not-for-profit social enterprise delivering programmes in 500 schools nationwide, we see the appetite for climate literacy education. However, schools face challenges with curriculum constraints, teacher training and funding. Through collaboration with teachers, principals and community leaders, we are working to overcome these barriers.

Climate literacy empowers the future Investing in climate literacy and green skills will empower students to shape a sustainable future. What’s more, it’s morally and ethically the right thing to do for the future of our planet. By collaborating with educators, communities and industry, we can ensure our young people are ready to seize the opportunities of the green economy and create a world of abundance.

Susan Adams CEO, Education for Sustainability

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Helping Irish schools remove tonnes of litter from our environment Learn about the programme empowering children and families to tackle litter, build environmental pride and promote sustainability.

Plus, it’s free for schools.

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ow present in 72% of primary schools, the VOICE programme Picker Pals has empowered children and families to remove over 825 tonnes of litter from the Irish environment.

Over 5,500 classrooms and 330,000 people have participated to date.

Now in its sixth year, the programme has brought considerable corporate social responsibility (CSR) benefits to organisations such as Deloitte, Sky Ireland, E-shop World, ESB and BMW. Empowering children and fostering sustainability Picker Pals empowers children to lead their families on fun, impactful litterpicking adventures, fostering a sense of pride, responsibility and positive lifelong environmental habits. The impact of litter-picking is enhanced with engaging story-based and online educational resources for home and school. Tailored for first, second and special classes, lessons are provided in both English and Irish. The programme is always free to schools.

There is a clear need for sustainability programmes. We are disconnecting from nature; litter is normalised in many neighbourhoods, and debris endangers biodiversity and dampens civic pride.

Littering has many negative social and economic impacts. Children are retreating to screens, which leads to increased stress and physical and mental health issues.

Aiming to reach every school in Ireland Picker Pals is seeking strong and lasting CSR partnerships with organisations looking for ways to maximise their own social value. Together, we can create a lasting impact as we pick up litter to make the world better — and have fun doing it.

To learn more about Picker Pals impact in Ireland scan the QR code

Cyber security and digital literacy are stronger together Boost business growth and competitiveness with digital tools and cyber security. Learn how upskilling teams can mitigate risks and drive success.

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igital tools are significantly important in helping businesses grow, scale and drive competitiveness. Building and leveraging digital literacy is key to safeguarding these tools and growth, and to mitigate against any potential risks.

Cyber security skills for growth Cyber security can be a complex topic but is fundamentally about people and skills.

Your team’s ability to identify and address risks is essential for business growth, job creation and the stability of the wider economy. Education, skills and knowledgesharing will help a business to address this challenge.

Enterprise Ireland is working with the National Cyber Security Centre (NCSC) to help businesses secure their digital infrastructure. The Cyber Security Review Grant, delivered by Enterprise Ireland, supports entrepreneurs in identifying risks and taking the first steps on their cyber security journey, guided by experts willing to share their knowledge and help your team to upskill in this area.

Irish companies tackling cyber security challenges Many Irish-owned companies across a variety of sectors have harnessed this support already, each with a different background or challenge in this space. For example, some are selling into global supply chains in Ireland and know cyber security is a key question their buyers will put to them.

Other Irish companies are using the Cyber Security Grant to build a roadmap for their journey in this area; not only identifying current vulnerabilities but gaining skills, so they are equipped to deal with any future challenges that may arise.

Upskilling for digital growth Upskilling is essential to bridge the digital divide and promote economic growth. By raising awareness of the importance of digital skills, investing in education and training and fostering a culture of lifelong learning, we can ensure that people and businesses have the tools they need to securely thrive in the cyber age. Such a complex and important topic could have the potential to be overwhelming, but remember that a good start is half the work.

Where accessibility meets digital literacy for all Discover the European Commission award-winning artificial intelligence (AI) platform that is transforming the ecosystem of digital and work skills for people with intellectual disabilities and autism. It is designed alongside them to promote inclusion, confidence and independence online.

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igiAcademy, a groundbreaking AI startup from Trinity College Dublin, is redefining digital skills education with a focus on accessibility, inclusion and personal empowerment.

Developed as part of the European Digi-ID project, the platform bridges the digital divide for individuals with intellectual disabilities, helping them lead more connected, independent and fulfilling lives.

Unlike traditional platforms, it has been co-designed with people with accessibility needs and led by them to promote inclusion, confidence and independence online.

Underpinned by a rigorous interdisciplinary research programme, and AI-powered customisation, it offers an inclusive, scalable and highly personalised learning environment.

AI-powered adaptive learning DigiAcademy stands out for its user-friendly design and maximum accessibility. It runs seamlessly on any device, making it ideal for both personal and professional development.

The platform leverages AI to identify optimal learning strategies for each user, offering tailored tutorials that adapt to their unique needs and abilities.

One of its most innovative features is peer learning, where individuals progress from learners to trainers, sharing their knowledge and fostering a supportive community. This approach not only boosts digital literacy and work-ready skills but also enhances social, mental and physical wellbeing by promoting meaningful connections.

The platform also offers practical benefits for organisations. Its cost-effective model significantly reduces the need for permanent staff or consultants while its virtual coaching system tracks user progress and provides actionable insights for improvement. For corporations, it serves as a vital tool for enhancing DEI (diversity, equity and inclusion) by creating more accessible platforms, improving onboarding processes and boosting digital proficiency.

Leader in inclusivity and technology As an inclusive employer, DigiAcademy leads by example, fostering a diverse workplace and helping corporate partners do the same. By sharing its expertise in both technology and inclusivity, the startup empowers organisations to create welcoming environments for all. It’s more than just a platform; it’s a movement toward digital inclusion, offering everyone the opportunity to thrive in a digital world while enhancing wellbeing and employability.

To learn more about the Cyber Security Grant and how it can support you and your team upskill at enterprise-ireland.com/cybersecurityreview Gary Jones VOICE Programme Lead for Picker Pals

Sponsored by VOICE Ireland

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Esther Murphy Founder and CEO, DigiAcademy Paul Browne AI and Cyber Product Manager, Enterprise Ireland

Sponsored by DigiAcademy Learn more at linkedin.com/company/digiacademy-technology

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