Learner Voice. The new ALL Strategy, launched by Government in September 2021, set out an ambitious 10-year cross-Government and cross-society approach to addressing unmet literacy needs. ETBs have a pivotal role in the delivery of the strategy, hosting new Regional Literacy Coordinators who will drive collaboration with local stakeholders via a Regional Literacy Coalition and produce a Literacy Action Plan which will feed into a new national ALL programme office. LOETB has a long track record in supporting literacy, numeracy and digital inclusion across its region. While other ETBs have struggled to maintain levels of literacy provision through the pandemic, LOETB rebounded significantly in 2021 after a fall in 2020 and levels are almost back to pre-pandemic provision. Over the course of this agreement, it will grow this by a further 10%, contributing to the overall expansion of literacy investment and provision sought in the ALL strategy. There will be a requirement to provide English language support for Ukrainian refugees as part of this expansion, although the length of time for which such support is required remains unclear at the time of agreeing this SPA. Specifically, LOETB is committed to the following core areas of development in literacy: • Common assessment approach for literacy in line with national guidance and development of distance travelled tool to measure the informal learning journey • Expansion of provision to build digital capabilities • Working with partners, continue to expand literacy awareness training in health, local government, social welfare, community development and other key public interface settings across the region • Integration of literacy support with provision at NFQ Levels 4-6 • Support of literacy needs of those in employment via Skills to Advance • Continue to promote Family Learning • Universal Design for Learning Staff development initiative • A range of Learner Supports as outlined on the previous page “ "As a young person with a physical disability, I have a number of barriers to accessing education and training. Thanks to the community education tutors coming to the disability service I attend, I am able to receive both literacy one to one supports and take part in QQI certified training in baking. I am now hopeful that I will be able to reach my educational goals and move to employment." Xxx, Wheelchair user, aged 21. School to FET Pathways FET-HE Pathways 05 FET Strategy – Creating Pathways Creating effective pathways int...
Learner Voice. “My name is Xxxxxxx, and I am a qualified lawyer and teacher and have worked in both professions in Ukraine. I came to Ireland two months ago and I didn’t know where to turn. Then, I arrived at Breaffy in Castlebar. I was lucky to walk into the building where I was immediately referred to a Guidance Counsellor. I would like to say thank you to all the workers of MSLETB for their support and help in every step adapting in the Irish environment and culture. I got step-by-step support to register for the Teaching Council and applying for a Tutor position. That kind of help for me is unbelievably valuable and useful. It is why I would like to say thank you to the MSLETB workers for the time they spent explaining how the system works in Ireland. The staff listen and hear what the problem is. I am very satisfied that I can come to the MSLETB and get all the information that I need from professionals because this is the most valuable to me,” Appendix 1 – FET Strategy Future FET Outcomes FutureFET Outcomes 2020-2024 • FET is available in every community in Ireland, and offers a clear pathway to learners that can take them as far as they want to go (Simplified pathways) • FET is transformed in its delivery and expands the portfolio of opportunities for learners at any level to further their education (Easier access) • FET is for everyone and inspires people to believe in themselves to reach their potential (Learner experience) • There is a greater awareness of FET and it is valued by learners, employers, Government and communities (Powerful identity) • The economic and social impact of further education and training is strongly evidenced by producing a stream of graduates with the necessary skills required for the labour market (Skills for local needs) Appendix 2 – System Targets and Definitions System Targets and Definitions 2018 – 2020 Definitions (as revised in the mid-year process) Target 1, Progression to Employment Based on specific ETB programmes and reported as ISCED and Skills Clusters and provided by the CSO. (Data tracked by the ETB to capture employment outcomes outside of the CSO data set and the 2018-2020 definitions are to be reflected in the new agreement as it progresses). Target 2, Progression within FET and progression from FET to HE. Includes all programme provision for FET, measured on PLSS. Progression from FET to HE provided by the CSO. The FET to HE progression measure includes anyone who had a finish date in the same year, e.g., learner in ...
Learner Voice. “ “Doing the Fibre Installation Technician Course was the best experience for me. Having originally come from a country outside of the EU my education status was not recognised. With the quality of training I was one of the first to get employment and I’ll always be grateful for the opportunities this course has given me to better my life.” Appendix 1 – FET Strategy Future FET Outcomes FutureFET Outcomes 2020-2024 • FET is available in every community in Ireland, and offers a clear pathway to learners that can take them as far as they want to go (Simplified pathways) • FET is transformed in its delivery and expands the portfolio of opportunities for learners at any level to further their education (Easier access) • FET is for everyone and inspires people to believe in themselves to reach their potential (Learner experience) • There is a greater awareness of FET and it is valued by learners, employers, Government and communities (Powerful identity) • The economic and social impact of further education and training is strongly evidenced by producing a stream of graduates with the necessary skills required for the labour market (Skills for local needs) 2018 – 2020 Definitions (as revised in the mid-year process) Target 1, Progression to Employment Based on specific ETB programmes and reported as ISCED and Skills Clusters and provided by the CSO. (Data tracked by the ETB to capture employment outcomes outside of the CSO data set and the 2018-2020 definitions are to be reflected in the new agreement as it progresses.) Target 2, Progression within FET and progression from FET to HE. Includes all programme provision for FET, measured on PLSS. Progression from FET to HE provided by the CSO. The FET to HE progression measure includes anyone who had a finish date in the same year, e.g., learner in FET in 2018 who enrolled in HE in 2018. Now includes all PLC as a progression pathway. Target 3, Transversal Skills progression, measured by certification levels within specific programme categories. Target 4, Lifelong Learning engagement. Revised (as had been anticipated) as over 25 year olds (in line with EU definition) participation became available from PLSS. Target 5, Key Skills Needs, measured by defined skills clusters and skills certification. Target 6, New Models of Provision, measured by traineeship starters. (Additional information is available on Apprenticeship progression in the ETB over the period 2018 – 2021). Appendix 2 – System Targets and Definitions Syst...
Learner Voice. “ We are always recommending books to each other. Any materials that we found really good for ourselves, we recommended to each other." Specifically, Donegal ETB is committed to the following core areas of development in literacy: • Common assessment approach for literacy in line with national guidance. • Expansion of provision to further build digital capabilities and use of digital hubs in rural communities despite broadband and Wi-Fi challenges. • Working with partners, roll-out literacy awareness training in health, local government, social welfare, community development and other key public interface settings across the region. • Integration of literacy support with provision at NFQ Levels 4-6. • Support of literacy needs of those in employment via Skills to Advance. • Continue to provide integrated literacy supports in the delivery of apprenticeships.
Learner Voice. This is a chance for you to have your say, share opinions and help to develop the service. Learning forums bring together learners from different age groups and backgrounds to ensure learner opinions are taken into account when future courses are being planned. Learners are also encouraged to get involved in promoting and developing learning in their local communities. Learner voice If you would like to get in touch please email xxx@xxx.xxx.xx Compliments, complaints and suggestions In order to constantly improve our service to the community we appreciate your comments and feedback on how well we are doing or how we could do better. If at any time you want to offer feedback about the service you are getting you can talk to your tutor or alternatively contact Adult Community Learning directly. xxx@xxx.xxx.xx xxx.xxxxxx.xxx/xxxxxxx/XxxxxXxxxxxxx/Xxxxxxx-Xxxxxxxxxx In addition, learners have the opportunity to feedback on their learning experiences through our end of course questionnaires. “Learners develop a wide range of additional personal skills and knowledge which have a significant impact on their lives. For example, they feel capable of applying for a job or for promotion at work, supporting their child with homework or talking to their children’s teachers. Older learners with no prior knowledge of computers gain digital skills that allow them to become more independent.” Ofsted January 2020.
Learner Voice. “It's just so completely changed the landscape of learning. It's amazing. It [online learning], in some ways completely broadens the whole horizon of learning.” There will be a requirement to provide English language support for Ukrainian refugees as part of this expansion, although the length of time for which such support is required remains unclear at the time of agreeing this SPA. Specifically, Cork ETB is committed to the following core areas of development in literacy: • Common assessment approach for literacy in line with national guidance • Expansion of provision to build digital capabilities • Working with partners, roll-out literacy awareness training in health, local government, social welfare, community development and other key public interface settings across the region • Integration of literacy support with provision at NFQ Levels 4-6 • Support of literacy needs of those in employment via Skills to Advance Certifying Outcomes at Levels 1-3 One of the trends of concern nationally, in terms of the impact of the pandemic has been a significant drop in certification of learning at NFQ Levels 1 to 3, with an increase in certification at these levels having been the focus of a specific target under the previous strategic performance agreements.
Learner Voice. “The college atmosphere was friendly and enjoyable. It all started with this computer course (Applied Computer Studies) and now I am in third year, studying ‘Business Information Systems’ in MTU and have recently secured myself an internship with VMware. I would highly recommend the College as it offers great courses, a high quality education and the experience can absolutely change your life for the better, as it did mine” Cork ETB acknowledges the importance of the FET offering in the area of lifelong learning, this is key to success for an ETB with the demographics in Cork. CETB will increase efforts to create an agile and flexible offering which will meet the needs of people in the region throughout their lifetimes and careers. This will include online provision, building on the creation of learning hubs with digital infrastructure around the county. They will explore further opportunities for developing and rolling out micro qualifications to facilitate a dip in, dip out system. It will also work with companies on train the trainer approaches to ensure a continued focus on lifelong learning while in employment. Responding to redundancies that arise (e.g., Novartis) with packages of reskilling and lifelong learning opportunities will also be a priority. FET Leader Case Study First established in 2006, Cork ETB has had a long-standing joint progression initiative with CIT (now MTU Cork) – the Cork Colleges Progression Scheme (CCPS). CCPS is available to Cork ETB learners who complete a QQI Level 5 or QQI Level 6 programme in certain centres. The importance of Erasmus was identified by CETB as being a critical element in terms of broadening horizons and something that it is seeking to embed as an important component across its FET service. While many colleges had some participation in this programme, the appointment of a European Projects support officer has significantly increased the participation on Erasmus+ funded opportunities, and this is something that Cork ETB intend to further develop across the lifetime of this agreement. Digital Transformation
Learner Voice. One of the main strengths of MSLETB has been its ability to develop real specialisms in different skills areas. This includes an exciting and broad range of skills offerings available including in hospitality, film, multi-media and logistics. One major success story has been the development of a blended sustainable agriculture ‘green cert’ validated by QQI. Demand for this course significantly outstrips supply, with an agreement in place with Teagasc, who also offer the course in different forms around the country, on maximum learner numbers. XXXXX will work with MSLETB and national partners to explore how the reach of the ETB’s course could be developed and widened. MSLETB were one of 5 initial ETBs selected to establish an NZEB and Retrofitting Centre of Excellence. The centre will be set up in 2022, with targets for expanding provision set within this agreement, and over 1,000 enrolments targeted in 2024. This will also link nicely to plans to develop a construction technician apprenticeship in partnership with industry. MSLETB was a lead ETB in the development of the new Level 4 micro qualification in Sustainability. It will now upskill staff via the train the trainer resources and roll this out as a blended programme as quickly as possible. From autumn 2022, there will also be a national online green skills module available via eCollege, and MSLETB will encourage all learners to undertake this learning. “ “I have just completed the Computer Applications for the Workplace course with Mohill Computer Training, Mohill Enterprise Centre. From the very first day I began this course, the tutors were always so pleasant, kind and understanding, everyone in the classroom were treated so kindly and equally. There was always a pleasant and relaxed atmosphere in the classroom. The entire course was divided into the various modules. The content of each module was very well explained and covered in detail, this together with all the excellent learning resources they provided, made learning very easy. I learned so much in this course, I never thought I could learn in a lifetime. I would highly recommend this course and definitely Mohill Computer Training, to anyone interested in a career in this area. Well done and thank you for a great year. ★ ★ ★ ★ ★ “ Xxxxx XXX Level 5 2022 Driving Community-based Approaches FET Leader Case Study 04 FET Strategy – Fostering Inclusion Like all ETBs, the pandemic had an impact on those learners most at risk of marginalisation, many...
Learner Voice. “ “For me, the best thing about the traineeship was the comradery between all the students and our Instructor Xxxxxxx. I really enjoyed how hands-on the course actually was. The qualifications we got from the course are extremely useful and since finishing I've started working in KNINE Racing in Westport, and I couldn't be happier there. The only reason I got my foot in the door was on the merit of the qualifications I received from the course. I'd recommend the traineeship to anyone who enjoys any sort of tinkering with bikes, or cars, or the likes.”
Learner Voice. MSLETB has invested considerably in quality assurance and successfully came through its inaugural review with QQI. Allocating senior management responsibility for QA was an important step, and it will now use this infrastructure as a driver of agile curriculum development in collaboration with partner ETBs. There is a need to complement QA resources and infrastructure with dedicated programme development expertise, and SOLAS will work with the ETB to support the development of this capability. <.. image(A picture containing person, indoor, wall, floor Description automatically generated) removed ..>
