In recent decades, the Irish education system has undergone a transformative shift with the emergence of progression pathways from Further Education and Training (FET) to Higher Education (HE). Echoing the conference theme, ‘Education in an Age of Uncertainty: Memory and Hope for the Future’ and fuelled by historical developments in European lifelong learning policy, the permeability between FET and HE plays a crucial role in enhancing accessibility within the tertiary Irish education sector (O’Sullivan, 2021). Additionally, permeable education systems not only facilitate lifelong learning but also heighten the appeal of Vocational Education and Training (VET) programmes (CEDEFOP, 2012). From a European perspective, the intertwining of pathways between VET and HE has been a focal point in policy and legislative development, particularly in countries with well-established VET systems like Germany, France, and Denmark (CEDEFOP, 2019).

This paper delves into the evolution of vertical permeability from FET Post Leaving Certificate (PLC) provision to Higher Education undergraduate programmes within the Irish education system. The research explores the impact of increased permeability on the learner experience in the Irish tertiary sector. Additionally, it provides a comparative lens on European trends in VET to Higher Education progression, with specific attention to systems in Sweden and Germany.

At the core of facilitating permeable education systems lies the development of the European and National Frameworks of Qualifications (O’Sullivan, 2021; QQI, 2020). Over the past two decades, the European Qualifications Framework (EQF) and the Irish National Framework of Qualifications (NFQ) have offered a structured approach to comparing different learning levels across national and European systems (EC, 2018). This research's parameters explore developments in vertical pathways between NFQ levels 5, 6, and 8 (EQF 4,5 & 6).

In Ireland, not all Higher Education programmes provide entry routes for learners with a Post Leaving Certificate qualification (O’Sullivan, 2021). Historically, FET to HE access relied mainly on local agreements and individual course-by-course arrangements (Rami et al., 2016) between FET Programme providers and HE Institutions. Recent advancements, however, have witnessed Higher 

Education institutions, including Dublin City University, embracing non-program-specific PLC qualifications at (Irish) NFQ levels 5 and 6 (EQF 4 & 5) as the basis for entry into a significant number of undergraduate degree programmes. Legislative changes in Sweden and Germany have significantly increased vertical permeability pathways between VET and Higher Education, allowing learners from both countries to access higher education programmes with post-secondary VET qualifications (CEDEFOP, 2022; CEDEFOP, 2017).

Central to understanding the effectiveness and limitations of vertical permeability is the lived experience of students who have accessed Dublin City University through FET qualification pathways. Employing a case study approach, the research investigates this contemporary phenomenon in depth within its real-world context (Yin, 2018). This research adopts a qualitatively driven mixed-methods lens. Qualitative data, rooted in the assumption that social reality is constructed, is collected through individual student interviews. The interviews delve into the nuanced experiences of students within the Irish system. Quantitative data, derived from an anonymised student database, supplements the qualitative insights by forming hypotheses that inform interview questions. Additionally, to capture the phenomenological impact across different European countries, secondary data, in the form of national databases, reports, and research papers, is utilised. The research team employed a semi-structured interview approach, allowing participants to explore relevant ideas. Visual and word cues are presented to enhance accessibility and clarity during the interviews. Rigorous recruitment planning, comprising active and passive approaches, ensures the trustworthiness and success of the research (Negrin et al., 2022).

Preliminary findings indicate increasing student progression and retention rates from PLC provision to various Dublin City University undergraduate programmes. This positive trend is significant, considering the documented low VET to HE progression rates across Europe (CEDEFOP, 2023). The research aims to identify and examine variables influencing this positive trend, contributing valuable insights to the existing literature. From a societal standpoint, VET and FET face challenges in terms of perceived value compared to general and Higher Education (CEDEFOP, 2023; McGuinness et al., 2014). This research also explores this phenomenon from the student’s perspective and may help inform the development of future FET to HE information resources and campaigns. In the context of Dublin City University, the study aims to enhance the student experience by utilising findings to inform future policies and procedures. In the Irish context of FET to HE vertical permeability, limited research has been conducted on the student experience of this entry pathway. This study contributes to broadening the research in this field and adding to the knowledge base at a European level.

AONTAS (2023) National FET learner forum 2021-2022. Available at: https://www.aontas.com/assets/NFLF_Learner%20report_2021-2022_FINAL.pdf (Accessed: 12 December 2023). Cedefop (2023) The future of vocational education and training in Europe: 50 dimensions of vocational education and training: Cedefop’s analytical framework for comparing VET. Luxemburg: Publications Office. Cedefop research paper, 92. Cedefop (2022) Sweden: increasing attractiveness of secondary VET through access to higher education. National news on VET. Available at: edefop.europa.eu/en/news/sweden-increasing-attractiveness-secondary-vet-through-access-higher-education (Accessed: 2 January 2024). Cedefop (2019) The changing nature and role of vocational education and training in Europe. Volume 7: VET from a lifelong learning perspective: continuing VET concepts, providers and participants in Europe 1995-2015. Available at: https://www.cedefop.europa.eu/files/3083_en.pdf (Accessed: 18 December 2023). Cedefop (2017) Germany- accessing higher education with vocational qualifications. Available at: https://www.cedefop.europa.eu/en/news/germany-accessing-higher-education-vocational-qualifications (Accessed: 2 January 2024). Cedefop (2012) Permeable education and training systems: reducing barriers and increasing opportunity. Available at: https://www.cedefop.europa.eu/files/9072_en.pdf (Accessed: 12 November 2023). European Commission (2018) The European Qualifications Framework: supporting learning, work and cross-border mobility. Available at: https://op.europa.eu/en/publication-detail/-/publication/4e8acf5d-41eb-11e8-b5fe-01aa75ed71a1/language-en (Accessed: 10 December 2023). Kuczera, M. and Jeon, S. (2019) Vocational Education and Training in Sweden, OECD Reviews of Vocational Education and Training. Paris: OECD Publishing. National Forum for the Enhancement of teaching and learning in Higher education (2016) Transitions from Further Education and Training in Higher education. Available at:https://hub.teachingandlearning.ie/wp-content/uploads/2021/06/NF-2016-Transition-from-Further-Education-and-Training-to-Higher-Education.pdf (Accessed: 16 December 2023). O’Sullivan (2021) ‘The FET to HE pathways, a Tale of Two Certificates, towards equity of competition of year 1 places in higher education’, in Mitchell, P. (ed.) Ireland’s Education Yearbook 2021. Dublin: Education Matters, pp. 109-208. Rami, J.; Kenny, M.; O’Sullivan, R.; Murphy, C.; Duffy, C.; Wafer, A. (2016) Scoping Exercise: Access, transfer and progression from Further Education and Training (FET) to Higher Education (HE). Available at: https://mural.maynoothuniversity.ie/7879/1/FET2HE%20Scoping%20paper%20FINAL%20061016%20.pdf (Accessed: 12 September 2023). Sartori, S. and Bloom, D. (2023) A Community Needs Analysis with Further Education Students: Thoughts about progression from Further Education and Training to Higher Education. Available at: https://collegeconnect.ie/wp-content/uploads/2023/03/A-Community-Needs-Analysis-With-Further-Education-Students-Thoughts-Around-Progression-From-Further-Education-to-Higher-Education.pdf (Accessed: 2 September 2023).