Learner Voice Sample Clauses
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 ▇▇▇▇▇ 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. “ 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
Learner Voice. Delivering on Apprenticeship Developing Green Skills Enhanced Integration Driving Community-based Approaches Transversal Skills
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 ..>
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. “ “ It has opened a whole new world for me and it is helping my business. I can now create beautiful adverts to advertise… I highly recommend it to anybody for their business. It is boosting mine and makes my adverts more interesting! The passion and expertise of staff in Tipperary ETB and their commitment to putting learners at the heart of everything is evident throughout its services. Whilst some progress has been achieved by engaging with staff to expand their remit delivering integrated service provision, there remain numerous legacy design matters that need to be resolved nationally. As we enter the next phase of FET Strategy Implementation these matters need to be tackled along with a clear sense of how ETB staffing and structures should evolve to deliver future FET. The ETB will also work with SOLAS around the creation of a pipeline of capital projects and continue to place a focus on service provision being learner and performance centred.
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. 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 ▇▇▇@▇▇▇.▇▇▇.▇▇ 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. “ 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. “My name is ▇▇▇▇▇▇▇, 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,”