Learner Voice Sample Clauses

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. KCETB has a long track record in supporting literacy, numeracy and digital inclusion across its region however the pandemic had a major impact on the scale of provision. From 2018-2021, there was a decline in provision identified as key to delivery of Adult Literacy for Life of nearly 37%. <.. image(A screenshot of a computer Description automatically generated with medium confidence) removed ..> Though this is higher than the sector average, like many ETBs, KCETB is already showing signs of a rebound in 2021. KCETB will ‘reboot’ to 2019 levels over the course of 2022 with a further 5% in 2023 and again in 2024, contributing to the overall expansion of literacy investment and provision sought in the ALL strategy. As noted earlier, there will continue to be a requirement to support learners from Ukraine in key provision, such as English language support 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, KCETB 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 the literacy needs of those in employment via Skills to Advance One of the trends of concern both locally and nationally, in terms of the impact of the pandemic has been a significant drop in certification of learning at NFQ Levels 1 to 3. Certification levels for KCETB dropped by over 31%, which is higher than the average sector decline and therefore a renewed focus on certification is now required. Increasing certification levels back towards historic pre-pandemic levels must be a critical focus. KCETB is committed to offering non- accredited learnin...

Learner Voice. The new ALL strategy, launched by the Government in September 2021, sets 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. MSLETB has a long track record in supporting literacy, numeracy and digital inclusion across its region and has remained resilient in the face of the pandemic, despite some decline. Over the course of this agreement, MSLETB will initially commit to ‘rebooting’ to 2019 levels, with then a further aim to grow this by 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 timeframe for which such support is required remains unclear at the time of writing this agreement. Specifically, MSLETB 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 A trends of concern in MSLETB 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 36% from 2018 to 2021, with the position significantly worsening in 2021, rather than experiencing a rebound seen in some FET outcomes. Increasing certification levels back towards historic pre-pandemic levels must now be a critical focus. The reasons why such a xxxxx decline has resulted should be identified and 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. “ Creating effective pathways into FET, within FET and from FET to higher education will be critical to realising the amb...

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 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. “ “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 • 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 Appendix 2 – System Targets and Definitions Supporting Jobs Creating Pathways Appendix 2 – System Targets and Definitions Fostering Inclusion Upskilling Through Lifetimes and Careers Lifelong Learning: Return engagement in lifelong learning to 2019 trend levels and grow by up to a further 10% by 2024. Age restrictions only, 25 to 64 (unique learner count). Total enrolments (starters plus those who started on a course before 1st Jan but were still on course during the next year). Learner numbers can be tracked from PLSS in the new learner dashboard. The initial target number is the 2019 trend baseline of 105,783 with then a further 7.4% increase of 113,605 by 2024. This target will be reviewed in late 2022 to aim to increase to the national 10% target of 116,361 by 2024. Learner numbers can be tracked from PLSS in the new learner dashboard. The target number for 2022 is 14,934 with an increase of up to 22,290 by 2024. Appendix 2 – System Targets and Definitions Targeting Key Skills Needs Appendix 3 – System Infrastructure and Framework for Measuring Performance System Infrastructure and Framework for Measuring Performance Good performance management requires continuous monitoring of outcomes, feedback, dissemination and learning from results. Open and constructive relationships between SOLAS and t...

Learner Voice. “I always had an interest in the property sector and hoped to find a course that was property related. During my research of various colleges, I came across the Auctioneering, Estate Agency and Valuation Apprenticeship in Ballsbridge College and I was immediately drawn to it. The course gripped me from the very beginning right and right to the end of my college year. It was thoroughly enjoyable.” CDETB has a rich history in supporting those most at risk of social exclusion across the city. Some highly successful initiatives have been put in place across different settings and programmes and with different target groups. The key now is to build on this to ensure consistent learner support across all CDETB provision and that the ETBs finds ways to connect with the hardest to reach and help them embark on FET pathways.

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 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. In addition, learners have the opportunity to feedback on their learning experiences through our end of course questionnaires.

Learner Voice. “I work in the disability sector and our members really appreciate classes delivered by XXXXX tutors.”

Learner Voice. “ “The course equipped me with the skills required for the workplace. The whole experience has been great. Staff, facilities and teaching have been excellent.” The ETB is committed to implementing the Public Sector Equality and Human Rights Duty in line with Irish Human Rights and Equality Commission guidance. Appendix 1 – FET Strategy Future FET Outcomes • 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)

Learner Voice. “ “The course opened my eyes to many different cultures and to many career opportunities. The classes were the perfect steppingstone from school to college and gave me a better understanding as to what university would ask of me.”

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. “ 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. ★ ★ ★ ★ ★ “ Like all ETBs, the pandemic had an impact on those learners most at risk of marginalisation, many of whom were ill-suited to purely online learning and who found the prevailing environment immensely challenging. Whereas there is evidence to show there were dips in the reach to prio...