Embedding Inclusive Practice. CETB will continue its commitment to rolling out FET Universal Design for Learning Badges across staff in collaboration with AHEAD. It will implement all the good practice guidelines and toolkits developed by the sector around assessment and provision to meet learner needs. These include: • Universal Design for Learning • English for Speakers of Other Languages • People with intellectual disabilities • Literacy and numeracy support Targeting the needs of the most vulnerable groups requires working intensively with community-based organisations. The Mitigating Against Educational Disadvantage Fund (MAEDF) was a notable asset in making these connections and enhancing access to FET. This is critical and Cork ETB is committed to building on its substantial success in the first two years of MAEDF to maximize the reach of the fund and increase participation now that it has been mainstreamed (and rebranded as the Reach fund). Cork ETB has led the sector in embedding an approach of establishing Memorandums of Understanding with key community education providers in a spirit of equitable partnership and this will continue to frame its offering. ETBs are increasingly being asked to take on a community development role and this must be carefully managed and planned with partner agencies at national and local level. Cork ETB however has a vibrant network of local agency partners and COVID-19 intensified these relationships. The ETB worked in a local forum with community, health, education, housing association and local government partners. From this enhanced engagement with community focused partners, the Cork Access Network was established, to underpin and extend the positive achievements attained during COVID-19 as the region emerged from the pandemic. Cork City Council has a strong focus on developing education and learning and has a dedicated coordinator to work with partners such as the ETB. All of this has helped community-driven initiatives like Step Forward to re-engage young people with education, and a pilot project with University College Cork/MTU aiming to reach and engage learners. The decline in FET learner numbers has been greater in Cork than elsewhere across the sector and community-based approaches will be central to recovery. There are a range of supports available to learners across all Cork ETB provision, however these supports can differ in each provision and some of these supports are unique to a certain programme. Ongoing supports are made avail...
Embedding Inclusive Practice. LWETB will continue its commitment to rolling out FET Universal Design for Learning Badges across staff in collaboration with AHEAD. It will implement all the good practice guidelines and toolkits developed by the sector around assessment and provision to meet learner needs. These include: • Universal Design for Learning • English for Speakers of Other Languages • People with Intellectual Disabilities • Literacy and Numeracy support 13 One of the trends of greatest concern in LWETB has been the decline in certification of learning at NFQ Levels 1 to 3. Despite this being the focus of a specific target under the previous strategic performance agreements, certification levels dropped by 40% from 2018 to 2021, with the position significantly worsening in 2021, rather than experiencing a rebound seen in FET progression levels. Increasing certification levels back towards historic pre-pandemic levels must now be a critical focus. The reasons why such a xxxxx decline has resulted is due to difficulties engaging learners particularly at levels 1 and 2 who normally attend in person but due to the pandemic were unable to do so. However, this has been identified and with the return to normal attendance will be addressed. While not all learners at these levels desire certification, it should be an option across all courses for all learners, as a key enabler of learning pathways. Adult Literacy for Life (ALL) Prioritising Target Cohorts With much of the two counties rural in nature, LWETB has identified a risk of inclusion in a base of older people, exacerbated by the digital divide. It is targeting support on this cohort, providing basic digital skills, although there are constraints around broadband availability. In partnership with AHEAD, it has rolled out an upskilling initiative across staff around Universal Design for Learning (UDL) to improve the way in which learning is developed and delivered for people with disabilities. XXXXX will focus on returning levels of provision to pre-COVID levels, including via Specialist Training Provision. A similar decline in participation in key target groups including Roma, Travellers and persons seeking international protection during the pandemic will also be addressed through targeted initiatives. 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,...
Embedding Inclusive Practice. Tipperary ETB will continue its commitment to rolling out FET Universal Design for Learning Badges across staff in collaboration with AHEAD. It will implement all the good practice guidelines and toolkits developed by the sector around assessment and provision to meet learner needs. These include: • Universal Design for Learning • English for Speakers of Other Languages • People with Intellectual Disabilities • Literacy and Numeracy support Community-based Approaches Properly addressing the needs of the most vulnerable target groups requires working intensively at community level and with community-based organisations. Tipperary ETB has always invested in community education as a major mechanism to promote inclusion. The Mitigating Against Educational Disadvantage Fund (MAEDF) built on this and was a notable asset in making these connections and enhancing access to FET. This is critical and the ETB is committed to maximizing the reach of the fund in future and increasing participation now that it has been mainstreamed (and rebranded as the Reach fund). It is noted that ETBs are increasingly being asked to take on a community development role and this must be carefully managed and planned with partner agencies at national and local level. It will consider establishing Memorandums of Understanding to frame its relationship with key community education providers over the next three years Social and Therapeutic Horticulture Programme 2021-2022
Embedding Inclusive Practice. Learner supports and equality, diversity and inclusion are strategic priorities for DDLETB in the current and future statements of strategy; These priorities include: • Implementing universal design for learning across all our settings, enhancing accessibility and flexibility through the integration of technology; improving resources to promote language, literacy and numeracy; and the provision of information and guidance to learners. • Enhancing strategies and resources which reduce barriers to participation, address educational disadvantage, and support those with special and additional educational needs, and ensure our policies and practices promote fairness and transparency. DDLETB’s Adult Education Services and Youthreach Centres continuously support the needs of the most vulnerable target groups which requires working intensively at community level and with community-based organisations. The Mitigating Against Educational Disadvantage Fund (MAEDF) was a notable asset in making these connections and enhancing access to FET. This is critical and DDLETB through the Adult Education Services is committed to maximizing the reach of the fund in future and increasing participation now that it has been mainstreamed (and rebranded as the Reach fund). FET Leader Case Study The "Mental Health Champions" programme entitled ‘Recovery: Learning Together’ was designed to support the engagement in non-formal education, of people marginalised because of mental health distress. The programme provided a platform for participants to build on their capacity to develop their own bespoke recovery tools, and act as a pathway to further education and training opportunities. This programme was designed and delivered in partnership with the Recovery College, DCU and the Community Education Facilitators (Adult Education Services) in Fingal. Driving Community-based Approaches
Embedding Inclusive Practice. Donegal ETB will continue to place emphasis on the formation of a Universal Design for Learning approach across the FET service with a community of practice of FET practitioners formed. This approach will continue to be supported by ensuring that mentors are available and accessible to teaching staff in FET Centres. Donegal ETB will also implement all the good practice guidelines and toolkits developed by the sector around assessment and provision to meet learner needs. These include: • Universal Design for Learning • English for Speakers of Other Languages • Literacy and numeracy support Properly targeting the needs of the most vulnerable target groups requires working intensively at community level and with community-based organisations, and community education has always been a real strength of Donegal ETB. The Mitigating Against Educational Disadvantage Fund (MAEDF), now the Reach fund, made a real difference to communities throughout Donegal. It is the intention of Donegal ETB to extend engagement to a wider range of community groups this year and encourage new groups to apply, particularly in areas such as Innovative Green Projects, Adult Literacy and Refugee Groups. Collaboration with key community education partners will be underpinned by the development of Memorandums of Understanding (MoUs). It must be noted that ETBs are increasingly being asked to take on a community development role and this must be carefully managed and planned with partner agencies at national and local levels.
Embedding Inclusive Practice. MSLETB will continue its commitment to rolling out FET Universal Design for Learning Badges across staff in collaboration with AHEAD. It will implement all the good practice guidelines and toolkits developed by the sector around assessment and provision to meet learner needs. These include: • Universal Design for Learning • English for Speakers of Other Languages • People with intellectual disabilities • Literacy and numeracy support Properly targeting the needs of the most vulnerable target groups requires working intensively at community level and with community-based organisations. The Mitigating Against Educational Disadvantage Fund (MAEDF) was a notable asset in making these connections and enhancing access to FET. This is critical and MSLETB is committed to maximizing the reach of the fund in future and increasing participation now that it has been mainstreamed (and rebranded as the Reach fund). It is noted that ETBs are increasingly being asked to take on a community development role and this must be carefully managed and planned with partner agencies at national and local level.
Embedding Inclusive Practice. CMETB will continue to place emphasis on the formation of a Universal Design for Learning (UDL) approach across the FET service with a Community of Practice of FET practitioners formed. This approach will continue to be supported by ensuring that mentors are available and accessible to learners in FET centres. CMETB will also implement all the good practice guidelines and toolkits developed by the sector around assessment and provision to meet learner needs. These include: • Universal Design for Learning (UDL) • English for Speakers of Other Languages (ESOL) • People with Intellectual Disabilities • Literacy and Numeracy support CMETB is committed to progressing consistent learner support for all learners through the appointment of a Learner Support Officer. This Officer will work to ensure that learners have access to a wide range of supports, to enable them to successfully complete their programme of study. As part of Ireland’s response to the migration crisis in Europe, the Government established the Irish Refugee Protection Programme. As part of a multi-agency approach CMETB was involved in assessing and allocating ESOL Classes to a number of Syrian families in Cavan Town, Virginia and Bailieborough. Most participants were assessed as beginner level and started English classes when they arrived in Co. Cavan. Classes took place every day for four hours for an 18-month period. Along with English, learners participated in Computer Skills and were offered summer programmes with family learning options. During the COVID-19 pandemic the classes had to be moved online. Laptops were loaned out to the families so that they could participate in daily Zoom classes. Once restrictions were lifted all classes were moved back to a classroom setting. Tutors were also provided with training to equip them with the skillset to understand and deal with the complexities of refugees’ lives. Training such as “Diversity Matters” and “Mental Health and Migrant Women” were some of the topics covered. After the 18 month programme all learners were reassessed and moved to mainstream ESOL classes, enabling the learners to integrate further in the local community. This includes extending the supports offered under the Fund for Students with Disabilities (FSD) to part- time learners and also the roll out of a psychological counselling support service for all FET learners. As part of this initiative CMETB has established a wellbeing champion in each service. These champions will work...
Embedding Inclusive Practice. LCETB will continue its commitment to rolling out FET Universal Design for Learning Badges across staff in collaboration with AHEAD. It will implement all the good practice guidelines and toolkits developed by the sector around assessment and provision to meet learner needs. Properly targeting the needs of the most vulnerable target groups requires working intensively at community level and with community-based organisations. The Mitigating Against Educational Disadvantage Fund (MAEDF) was a notable asset in making these connections and enhancing access to FET. This is critical and LCETB is committed to maximizing the reach of the fund in future and increasing participation now that it has been mainstreamed (and rebranded as the Reach fund). It is noted that ETBs are increasingly being asked to take on a community development role and this must be carefully managed and planned with partner agencies at national and local level.
