Common use of Active Inclusion Clause in Contracts

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 Xxxxx ETB Community Education programme, in conjunction with the community and voluntary sector, organises and delivers courses in the villages and parishes of County Xxxxx. This ensures that all adults in Xxxxx have an opportunity to participate in education programmes. The Community Education programme aims to provide a locally based education programme that is responsive to the local community’s needs. We strive at all times to ensure that the programme is accessible, inclusive and culturally appropriate. Community Education is learning that takes place Strategic Performance Agreement 2018 – 2020 23 Xxxxx Education and Training Board in the community and embraces the principles of empowerment, consideration, collective consciousness, social justice and equality of access. It is a key starting space for many people who wish to develop their confidence and social skills, before progressing to other courses. The programme is also a key support service in the county to voluntary and community groups. It aids community engagement and inclusion of a vast array of groups and people from active retired groups and older people in rurally isolated areas, men’s Sheds, Women’s Groups, Biodiversity and Environmental Groups, as well as mental health recovery groups. Among the many innovative community projects for 2017 Community Education will start another Peer Mentoring Network in the county, building on the huge success of this mental health community based recovery programme in 2016.

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, GRETB’s Literacy and Numeracy Supports Strategy (2014-2019) sets out our commitment to improving awareness, availability and participation of literacy and numeracy programmes throughout the region. The aim is to maintain and widen provision to cater for Apprenticesthe differing needs through innovative and inclusive courses, Counselling Supportsincorporating TEL, Wellbeing we will develop a programme to integrate literacy and Mental Health Initiatives numeracy across FET. GRETB is active both in the workplace and schools with our centresSkills for Work and Family Learning programmes and run intensive courses as a means of improving outcomes for learners. GRETB are implementing the guidelines and best practice toolkit from the Initial and Ongoing Assessment of Adult Literacy and Numeracy at NFQ Levels 1-3 and the ESOL review recommendations which were released early in 2018. It will also support professional development related to literacy and numeracy among all FET staff. GRETB aims to develop and enhance availability of RPL (Recognition of Prior Learning). Themed learning courses e.g. literacy through DIY, Adult Guidance & Informationare used as a means of engaging learners who have been away from education for a long time and provide a means of improving literacy and numeracy as well as leading to progression to other more formal, accredited courses. Xxxxx ETB GRETB aims to increase accreditation for our learners at levels 1, 2. GRETB also intends to increase the number of full awards at these levels in order to provide clear progression pathways for learners who are most removed from education and training. GRETB 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 travellers and other under- under-represented groups. basic ICT GRETB will ensure that seamless progression of learners is possible from level 1 to level 6. This plan will see the further development of level 3 and level 4 courses. These courses will be aimed at learners wishing to access level 5 and 6 courses but who have not developed the knowledge, skills necessary and competence for a level 5 or 6 programme. Current and future level 3 and 4 provision will be clearly linked to effectively participate GRETB provision at level 5 and 6. This will involve the development of additional courses in everyday lifeareas such as food and beverage, tourism, IT and others in line with level 5 and 6 provision. Recruiting Literacy and numeracy support is given to apprentices at both Phase One and Phase Two. In Phase One, apprentices are given an assessment at induction and following this, needs are identified and appropriate classes put in place in the Adult Education Centre in the apprentice’s local area. In Phase two, comprehensive support is given to all apprentices attending the training Volunteer Literacy Tutors facilitates people centre in the form of, Maths assessments and classes, dedicated study sessions, literacy support (one to give back to society one and small group), technical drawing classes (for Metal Fabrication and Carpentry and Joinery apprentices) and dyslexia testing as well as acting as a core part of the service providing hours of training that would otherwise cost the exchequerneeded. ESOL and other services for the Refugee Resettlement Programme There is a fast growing area of workdedicated ALO running the service, assisted by a part time Maths and study tutor and technical drawing tutors. 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 Instructor CPD is also envisaged that a pilot study of Apprentices literacy levels will also take place. The FET given, particularly on integrating 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 Xxxxx ETB Community Education programme, in conjunction with the community and voluntary sector, organises and delivers courses in the villages and parishes of County Xxxxx. This ensures that all adults in Xxxxx have an opportunity to participate in education programmes. The Community Education programme aims to provide a locally based education programme that is responsive to the local community’s needs. We strive at all times to ensure that the programme is accessible, inclusive and culturally appropriate. Community Education is learning that takes place Strategic Performance Agreement 2018 – 2020 23 Xxxxx Education and Training Board in the community and embraces the principles of empowerment, consideration, collective consciousness, social justice and equality of access. It is a key starting space for many people who wish to develop their confidence and social skills, before progressing to other courses. The programme is also a key support service in the county to voluntary and community groups. It aids community engagement and inclusion of a vast array of groups and people from active retired groups and older people in rurally isolated areas, men’s Sheds, Women’s Groups, Biodiversity and Environmental Groups, as well as mental health recovery groups. Among the many innovative community projects for 2017 Community Education will start another Peer Mentoring Network in the county, building on the huge success of this mental health community based recovery programme in 2016using Technology Enhanced Learning.

Active Inclusion. Xxxxx ETB has We will develop provision to support the active inclusion of our learners by: ― Develop specific provision to support the provision of literacy and education services to refugees. ― Develop area based plans to better identify groups in need of literacy and numeracy support. These plans will be prioritised for the needs of those in ― Areas of economic deprivation ― unemployment blackspots ― Prepare a strong inclusion roleYouth work plan for WWETB which links the work of our community and literacy services to the needs of young learners ― Support the integration of literacy & numeracy across all FET provision WWETB is also focused on helping learners through the WWETB Literacy service and in integrating literacy and numeracy support across all FET provision. WWETB recognises the importance of initial assessment of learners. In WWETB, through specific programmes such as Community Education, learners in Adult Literacy & Basic Educationprogrammes are assessed using the BKSB assessment test. This gives the student a detailed analysis of their strengths and weaknesses. From this initial assessment, FET Cooperation Hoursan Individual Learning Plan (ILP) is developed for the student. Every student in WWETB Adult Literacy has an ILP based on initial assessment. The ALO works with the Tutor to monitor progress throughout the year, Community with mid-term reviews. The course the student attends will be one of the following: Unaccredited, QQI Levels 1,2 and Specialist Training Provision3. Inclusion The majority of students are on courses leading to QQI certification and the achievement of certification is also an acknowledgment of a key integrated theme throughout our work which is evidenced through measures such as Open Learning Centres goal achieved. The resources and Student Support Officesexpertise developed from the ITABE course are now fully incorporated into all programmes delivered by WWETB. The Literacy Service targets XXXX Schools for its Family Literacy and Maths programme. WWETB works closely with the Home School Liaison Teacher and information leaflets are produced for each individual school, Reasonable Accommodationsbased on the information shared. Through the HSLT, Parents are identified who have Literacy and Numeracy Supports difficulties. It has been established that the most successful classes, are those, which follow the school curriculum at whatever stage their child is at. Imaginative techniques are worked out between the School and Literacy to deliver appropriate class content to the parent. While there are many, one at the moment stands out, namely Maths for Apprentices, Counselling Supports, Wellbeing Parents in Dungarvan. Parents actually physically make cardboard clocks and Mental Health Initiatives number lines and use “money” which they have made. It is all done in our centres, Adult Guidance & Informationan adult setting and adult scenarios but mirroring their child’s work in school. Xxxxx ETB will continue Huge progress was recorded in their knowledge of maths for every day use. It is intended to include this class in a review and to consider and prioritise support if it can be replicated as best practice throughout the ETB. The Adult Literacy Service is establishing links with the Training Centre in order 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 needs of Apprentices. Assessments have already taken place (using BKSB) in Waterford 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 2018Wexford Training Centres. ― 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 Xxxxx ETB Community Education programme, in conjunction with the community and voluntary sector, organises and delivers courses in the villages and parishes of County Xxxxx. This ensures that all adults in Xxxxx have an opportunity to participate in education programmes. The Community Education programme aims to provide a locally based education programme that is responsive to the local community’s needs. We strive at all times to ensure that the programme is accessible, inclusive and culturally appropriate. Community Education is learning that takes place Strategic Performance Agreement 2018 – 2020 23 Xxxxx 15 Waterford and Wexford Education and Training Board in WWETB does employ qualified ESOL teachers, carries out initial assessment with the community Oxford quick placement, issues report on progress based on CEFR and embraces the principles majority of empowerment, consideration, collective consciousness, social justice and equality of access. It is a key starting space for many people who wish to develop their confidence and social skills, before progressing to other courses. The programme is also a key support service in the county to voluntary and community groups. It aids community engagement and inclusion of a vast array of groups and people from active retired groups and older people in rurally isolated areas, men’s Sheds, Women’s Groups, Biodiversity and Environmental Groupsstudents gain certification within one year through QQI, as well as mental health recovery groupsit is the only certification option available at this moment. Among To facilitate progression between FET programmes, WWETB made a decision to move programmes into single locations called Further Education and Training Centres. This means that a learner can potentially progress from community education right up to level five and in some cases, level six within the many innovative community projects for 2017 Community Education will start another Peer Mentoring Network one centre. In addition, Adult Guidance spends time in these centres providing assistance to the countylearners especially relating to progression opportunities offered within the WWETB family of programmes across further education and training. Progression to third level is important to our learners, building on the huge success particularly from PLC and VTOS. To better facilitate this transition, WWETB have signed progression agreements with both Waterford Institute of this mental health community based recovery programme in 2016Technology and Institute of Technology Carlow.

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 CMETB 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 travellers and other under- under-represented groups. basic ICT skills necessary In addition, CMETB will progress the following actions in support of this national FET strategic objective: ― Apprentice Support: The innovative Support to effectively participate Apprenticeship Programme is continuing to grow. Maths support and Study Skills are delivered to all electrical apprentices in everyday life. Recruiting and training Volunteer Literacy Tutors facilitates people to give back to society both counties as well as acting as a core part of the service providing hours of training that would otherwise cost the exchequer. ESOL their core tuition 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 trainingsupporting resources have been developed. In 2018 it is envisaged that Study Skills will be delivered addition, those considering apprenticeships are encouraged to apprentices partake in the Tralee Training CentreLearning to Learn programme prior to commencement. It ― ESOL Provision and Migrant Support: CMETB offers a vast amount of ESOL training throughout both counties including a new bridging programme to enable learners progress from ESOL Level 3 to appropriate QQI Level 3 modules. CMETB 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 committed to progressing the Xxxxx ETB ESOL policy, literacy awareness and literacy integration across programmes and implementation of recommendations from the recommendations of the SOLAS/ETBI review of ESOL provision published produced by ETBI and SOLAS in March 2018. The CMETB ESOL Service is currently in the process of securing validation for the delivery of the City & Guilds certified Level 1 and Level 2 Certificates in English for Business Communication (EBC). Positioned at A2 and B2 respectively on the Common European Framework of Reference for Languages, these qualifications will offer an alternative, more employability focussed option for low-skilled migrant workers looking to either return to the workforce or break the cycle of consistently occupying low-skilled roles. Specifically focused on reading and writing skills, these awards will substitute the various non- certified options internally devised and operated by the CMETB ESOL Service (outside of QQI certified minor awards up to QQI Level 3) so as to meet the specific employability needs of the migrant worker profile within CMETB’s catchment area. In so doing, attainment of both of these awards will not only bolster existing awards currently on offer up to QQI Level 3, but will also assist the wider CMETB FET Service in its commitment to increase its certification levels on an annual basis over the next three years. There will be ongoing collaboration between ESOL and Skills for Work services to meet the literacy and language needs of those in low skilled employment. CMETB in conjunction with Monaghan Integrated Development (MID) and Third Age (Fáilte Isteach Conversational initiative parent company) is developing an intensive, integrated, uncertified World of Work Programme for low-skilled migrants to prepare those most far removed from the labour market to not only access the labour market, but also to break the cycle of migrants occupying low-skilled roles in the manufacturing and mushroom industries. This is of particular relevance given CMETB’s location in the Border region and the potential devastating effects of BREXIT on these industries ― Literacy and Numeracy Assessment: CMETB FET Services have set up an assessment subcommittee to standardise entry/pre- assessments across all services. All literacy and numeracy learners are assessed before commencing on programmes and ESOL delivery directed to most appropriate course to address individual needs. Persons applying to do a Level 5 / 6 programme are assessed and if they are not deemed ready for these programmes they are redirected to lower level programmes. From there, they can progress onwards to higher levels. Literacy and BTEI assessments and programmes are scheduled to allow learners to engage on the programme best suited to their needs and ability. CMETB will deploy the best practice toolkit and guidelines in the recently published Initial and Ongoing Assessment of Adult Literacy and Numeracy at NFQ 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 toolkitto assist in this regard. ― Ensure that Literacy and Numeracy Support: Literacy Awareness Training has been provided to all FET services within CMETB. This was provided by the Adult Literacy Organisers and was well received. Several staff subsequently enrolled on the Integrating Literacy Training programme. CMETB is committed to the integration of literacy across all provision. Accredited Integrating literacy Training is offered and availed of by FET staff (Literacy Methodologies one module accredited by Waterford Institute of Technology). The Adult Guidance Service visits all groups engaging in Literacy and numeracy training. One-to-one appointments are scheduled for any learners have the option wishing to engage in further education and training or 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 developmentany other supports. The Xxxxx ETB Community Adult Education programmeGuidance and Information Service provides advice and direction outlining all FE/ HE opportunities, in conjunction with the community and voluntary sector, organises and delivers courses in the villages and parishes of County Xxxxx. This ensures recognising that not all adults in Xxxxx have an opportunity to participate in education learners’ needs can be met through CMETB programmes. The Community Education programme aims to provide a locally based education programme that is responsive to the local community’s needs. We strive at all times to ensure that the programme is accessible, inclusive and culturally appropriate. Community Education is learning that takes place Strategic Performance Agreement 2018 – 2020 23 Xxxxx Education and Training Board in the community and embraces the principles of empowerment, consideration, collective consciousness, social justice and equality of access. It is a key starting space for many people who wish to develop their confidence and social skills, before progressing to other courses. The programme is also a key support service in the county to voluntary and community groups. It aids community engagement and inclusion of a vast array of groups and people from active retired groups and older people in rurally isolated areas, men’s Sheds, Women’s Groups, Biodiversity and Environmental Groups, as well as mental health recovery groups. Among the many innovative community projects for 2017 Community Education will start another Peer Mentoring Network in the county, building on the huge success of this mental health community based recovery programme in 2016.