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. “ 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. “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. “ “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. Delivering on Apprenticeship Developing Green Skills Enhanced Integration Driving Community-based Approaches Transversal Skills
Learner Voice. “I work in the disability sector and our members really appreciate classes delivered by XXXXX tutors.”
Learner Voice. XXXXX is very committed to the FET College of the Future model and is seeking capital support to develop integrated and dedicated FET hubs in two of its main urban centres, Longford and Mullingar. The Athlone Training Centre is a key asset which should be further developed in line with the FET College of the Future vision. It should be considered whether further classroom-based provision could be added to the portfolio here to widen access, options and potential pathways to HE. With a major FET and major HE campus in the town, opportunities for joint development or sharing of facilities should also be explored. In April 2022, a Strategic Overview Form regarding the FET College of the Future was submitted to SOLAS along with two Strategic Assessment Reports (SAR) and two Strategic Infrastructure Upgrade Fund (SIUF) applications. The development of an estate's strategy will be central to the development of a pipeline of projects for LWETB, coupled with the requirement to fully expend the annual devolved capital budget. This will also include an emphasis on divesting from the multitude of lease agreements and consolidating provision in a smaller number of buildings. SOLAS will continue to review capital processes to try to ensure efficient decision-making and that expenditure thresholds reflect market conditions. XXXXX has a highly learner centred approach. The ETB is committed to expanding and strengthening the Learner Voice across the ETB, building on the success and impact to date, as evidenced in the QQI Quality Assurance Review. Learners are represented in the QA forum, while the ETB works with the Aontas Learner Forum to get independent qualitative feedback on the learner experience in FET. It plans to continue using these feedback mechanisms and expand use of focus groups and pilot initiatives to engage learner representatives in key decision making and advisory structures. This performance agreement will be used as a central and ongoing reference point for key staff across the ETB. Progress against it will be regularly tracked at management meetings and via the LWETB Board. LWETB will continue to work with SOLAS to progress a model of provision that reduces barriers to learning and will continue to enhance collaboration across education, welfare, health and community development services to facilitate a seamless journey for the most vulnerable learners and potential learners across communities. “ Enabled data infrastructure is required from SOLAS to p...
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. “ “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 inclusion of the learner voice and the need to continue to seek regular feedback and use this to inform provision, planning and decision-making by the ETB has been identified as a strategic priority in the new DDLETB Statement of Strategy. Therefore, it is clear that the learner continues to drive everything DDLETB does and the ETB is committed to expanding and strengthening the Learner Voice across the ETB, building on the success and impact to date, as evidenced in the QQI Quality Assurance Review. The independent learner voice gained as part of the AONTAS learner forum is a valuable part of the national feedback mechanism and DDLETB will continue to encourage participation in these forums over the course of this agreement. 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)
