Active Inclusion. Xxxxx ETB has a strong inclusion role, through specific programmes such as Community Education, Adult Literacy & Basic Education, FET Cooperation Hours, Community and Specialist Training Provision. Inclusion is also a key integrated theme throughout our work which is evidenced through measures such as Open Learning Centres and Student Support Offices, Reasonable Accommodations, Literacy and Numeracy Supports for Apprentices, Counselling Supports, Wellbeing and Mental Health Initiatives in our centres, Adult Guidance & Information. Xxxxx ETB will continue to consider and prioritise support to address the needs of particular cohorts of learners including the long-term unemployed, people with disabilities, lone parents, jobless households, Travellers and other under- represented groups. basic ICT skills necessary to effectively participate in everyday life. Recruiting and training Volunteer Literacy Tutors facilitates people to give back to society as well as acting as a core part of the service providing hours of training that would otherwise cost the exchequer. ESOL and other services for the Refugee Resettlement Programme is a fast growing area of work. XXX has very high participation rates of people with disabilities and other vulnerable people with low levels of education and training. In 2018 it is envisaged that Study Skills will be delivered to apprentices in the Tralee Training Centre. It is also envisaged that a pilot study of Apprentices literacy levels will also take place. The FET literacy and numeracy strategy will be implemented by: ― Improved screening and assessment systems, working on the Xxxxx ETB ESOL policy, literacy awareness and literacy integration across programmes and implementation of the recommendations of the SOLAS/ETBI review of ESOL provision published in March 2018. ― Literacy and numeracy and ESOL delivery at Levels 2 and 3, an Increase in provision of intensive tuition (to 6 hrs per week), with utilisation of the levels 1-3 numeracy and literacy assessment best practice guidelines and toolkit. ― Ensure that all learners have the option to avail of accredited programmes through Adult Literacy and/or Co-operation Hours, with more than 50% of overall provision accredited. ― Learners availing of this programme will be encouraged to pursue accreditation. This is in line with the national target to have a 10% increase in the rate of certification on courses primarily focused on transversal (social mobility) skills development. The ...
Active Inclusion. XXXXX will continue to consider and prioritise support to address the needs of particular cohorts of learners including the long-term unemployed, people with disabilities, lone parents, jobless households, travellers and other under-represented groups. In line with DES recommendations XXXXX has identified the following as key priorities for 2018-2020: ― The expansion of Community Education into identified unemployment “black spots” within Longford and Westmeath ― Priority for places on Adult Learning Support (ALS) programmes for unemployed adults and those adults with literacy levels 1 or 2 and those with only a primary education or less ― A review of current enrolment policies with a view to developing one standard policy across the ALS provision in LWETB, to include a common assessment system on entry ― The development of a common, formal language assessment process linked to the CEFR for languages ― Monitoring of provision to ensure more intensive tuition as part of mainstream programmes is offered where possible ― Look at opportunities and innovative ways to promote numeracy through the service ― Develop clear, formal links between Home School Community Liaison Networks with bi-annual meetings to determine priorities and plans for the term ahead ― Develop a meeting and communication structure between ALS and Adult Guidance to standardise the support and relationship across the ETB ― Continue the reduction of one to one tuition offered in favour of more group related ALS and this will continue to be the focussed direction ― LWETB will use the SOLAS best practice toolkit for the Initial and Ongoing Assessment of Adult Literacy and Numeracy at NFQ levels 1-3 ― Building on the findings of the “Integrating Literacy and Numeracy” report, expand the delivery of integrated literacy and numeracy (ILN) support across FET, including making ALS available to apprentices both before and after off-the-job training in the ATC. ― Implementation of recommendations from the review of English language provision and language assessment for low-skilled and unemployed migrants which was published in 2018
Active Inclusion. Research undertaken by XXXXX in relation to ‘Barriers to Further Education and Training with Particular Reference to Long-Term Unemployed Persons and Other Vulnerable Individuals’ found that there are deep-seated socio-cultural barriers among these cohorts which prevent members of these groups from attending, remaining within, and/or utilising the FET they have completed to its maximum benefit. The establishment of the Limerick and Clare Education and Training Board’s FET Active Inclusion Support Service aims to provide specific supports to address the challenges encountered by learners from vulnerable groups seeking to engage with FET. These groups Strategic Performance Agreement 2018 – 2020 11 Limerick and Clare Education and Training Board include the under 25s, the long-term unemployed, people with disabilities and members of migrant communities. As well as improving access to FET provision, another significant role of the Active Inclusion Support Service will be to develop policies and procedures to increase attendance and retention rates within FET provision. Limerick and Clare Education and Training Board is also committed to the deployment of the best practice toolkit for initial assessment of literacy and numeracy at Levels 1-3 and progression of implementation of recommendations of the review of ESOL provision which was published in March 2018. In tandem, the upcoming Limerick and Clare Education and Training Board’s FET Professional Development Framework will provide opportunities for FET staff to ensure that they are meeting the needs of learners using appropriate and up-to-date skills and methodologies including consistently good teaching and learning, strong assessment practice and detailed feedback and effective tutorial provision and on-going support for learners.
Active Inclusion. The work of the Active Inclusion Support Service over the next three years will concentrate on three broad areas: ― Specific Purpose Pilot Projects: these will be substantially different to the core programmes on offer either in terms of curriculum, project structure, occupational skill area and are targeted at those ‘closest to the labour market’ identified by local partners and the DEASP. These projects will be planned and evaluated using a project management approach and will be focussed on outcomes and impact.
Active Inclusion. WWETB will continue to prioritise the active inclusion of all learners and potential learners in its area. It will: ― Develop specific programmes for and prioritise target groups of learners: including the economically inactive, dependents of unemployed persons, NEETs, people with disabilities, lone parents, jobless households, travellers and other under-represented groups. ― Develop specific provision to support the provision of literacy and education services to refugees, including a 2nd year initiative. ― Develop Small Area plans that review the totality of current and planned provision within these communities. ― Move toward assessment of learners at initial entry, deploying the best practice toolkit as well as other recognised tools for literacy and numeracy assessment at levels 1-3. ― Expansion of the area analysis initiative including further analysis of areas encompassed by the POBAL deprivation index to develop suitable responses. Strategic Performance Agreement 2018 – 2020 11 Waterford and Wexford Education and Training Board ― Progress the implementation of the recommendations of the ESOL review published by XXXXX and ETBI early in 2018. ― Target a 11% increase in certification for those courses primarily focussed on transversal skills development especially among our literacy and ESOL courses (Target 3 in this agreement).
Active Inclusion. The project will ensure to encourage meaningful involvement of women and DAGs in the project in different activities will ensure that inclusion of women, DAG, youth preferences voices and knowledge are considered to orient the market demand driven technology adoption for seed and integrated soil fertility management practices. In various capacity building activities like training, internship and exposure visits quota reservation of 33% will be practiced, if the qualified/suitable candidates are available. Staff recruitment for the project will be as far as possible, will be inclusive and diversified. The project will also mobilize required expertise if not available in-house.
Active Inclusion. DDLETB will contribute to promoting Active Inclusion primarily through contributions to targets 2, 3 and 4. Under target 2 we plan to support an additional 11% of learners progressing to other options from provision primarily focused on this purpose and we will develop strategies to achieve this. We will start by mapping pathways from progression-focused courses to help learners make clearer choices commencing with courses in Youthreach and CTCs. We will also review and modify courses, if required, so that component parts offer initial skills to support progression to a higher level, e.g. catering, sports and leisure, business administration, information technology etc. DDLETB will continue to consider and prioritise support to address the needs of particular cohorts of learners including the long-term unemployed, people with disabilities, lone parents, jobless households, travellers and other under- represented groups. An increase of 12% in the rate of certification on courses primarily focused on transversal (social mobility) skills development is planned under target 3. This will be achieved through the introduction of certification at Level 1 to encourage learners to engage with accreditation at an earlier stage in their learning, and an increase in the rate of certification at Level 2 and above. An increase in accreditation in Core Personal courses is also planned in line with recommendations of DES Implementation Plan for Adult Literacy and Numeracy 2013. DDLETB will be implementing the recommendations of the recently published Initial and Ongoing Assessment of Adult Literacy and Numeracy at NFQ Levels 1-3. DDLETB will also implement best practice identified in national reports on ESOL e.g. more intensive provision. We are planning to increase accreditation in maths and language provision up to Level 4 to increase progression options. In line with the findings of the Integrating Literacy and Numeracy report, produced by ICF for SOLAS in February 2018, DDLETB will continue its work to integrate literacy and numeracy support across all FET provision. Strategic Performance Agreement 2018 – 2020 17 Dublin and Dún Laoghaire Education and Training Board
Active Inclusion. One of LOETB’s key tools in engaging the hardest to reach is Community Training and particularly Local Training Initiatives. LOETB has identified two key areas to maximise the potential of LTIs to contribute to active inclusion.
Active Inclusion. As noted in section 4.1.5, through active inclusion, MSLETB’s FET services will endeavour to support all people to access FET services that enable them to reach their potential and enable them to contribute to society. Special focus under this goal is given to targeting people who are most marginalised within
Active Inclusion. Key actions include: ― With the exception of its Family Learning programmes, DETB’s literacy service offers accredited options to all learners at NFQ L1-3, including courses leading to minor and major awards (NFQ L1 Core Skills; NFQ L2 Essential Skills; NFQ L3 Employability Skills, General Learning and ICT awards). ― Skills’ Checker (a screening tool developed by DETB) used to ensure that learners across FET programmes are placed on the correct course and at the right level for them are used to assess learners at point of entry and are generally placed in small groups working towards certification; a small number of learners work at one-to-one level, generally for short periods, and curriculum is directed by validated courses. Skills’ Checker will be rolled out at recruitment stage for all FET courses (2018-2019). ― Delivery of courses at NFQ L1-L3 is supported by materials and resources developed to ensure tuition is contextualised in a meaningful way e.g. Computer Operator Wizard (COW) manual, to support on-line form-filling for farmers. Themed courses are a feature of provision and a new Horticulture-themed course leading to a QQI L3 Major Award in Employability Skills will be rolled out in 2018. ― The “Quick Placement Diagnostic Tool”, linked to CERF levels, is used to assess level at entry. Accredited courses at NFQ L1-L3 support ESOL learners to have their learning validated. At NFQ L1, Listening and Speaking are core elements and acquisition of practical skills is emphasised. NFQ L2 Communications for the Workplace offers accreditation for foreign nationals who are already in or preparing to join the workforce. CSPE (Junior Certificate) and Cultural Awareness modules are available at NFQ L3. Refugee Resettlement programme will be expanded in 2018 and language, literacy and culture will be integrated through intensive tuition. Communications’ workbook for ESOL learners at NFQ L3 and L4 will be available in 2019. ― 20 ITABE courses will be offered in 2018, with similar offerings in 2019 and 2020. Strategic Performance Agreement 2018 – 2020 19 Donegal Education and Training Board ― Literacy support worker available in both training centres to support literacy development of apprentices and other trainees and to assist instructors/trainers with integrating literacy & numeracy into their own delivery. Study Skills Handbook developed by the literacy service supports learners and apprentices and the process is overseen by the Literacy support worker. Integ...
