Common use of Learner Voice Clause in Contracts

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. LOETB has a long track record in supporting literacy, numeracy and digital inclusion across its region. While other ETBs have struggled to maintain levels of literacy provision through the pandemic, LOETB rebounded significantly in 2021 after a fall in 2020 and levels are almost back to pre-pandemic provision. Over the course of this agreement, it will grow this by a further 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 length of time for which such support is required remains unclear at the time of agreeing this SPA. Specifically, LOETB is committed to the following core areas of development in literacy: • Common assessment approach for literacy in line with national guidance and development of distance travelled tool to measure the informal learning journey • Expansion of provision to build digital capabilities • Working with partners, continue to expand 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 promote Family Learning • Universal Design for Learning Staff development initiative • A range of Learner Supports as outlined on the previous page “ "As a young person with a physical disability, I have a number of barriers to accessing education and training. Thanks to the community education tutors coming to the disability service I attend, I am able to receive both literacy one to one supports and take part in QQI certified training in baking. I am now hopeful that I will be able to reach my educational goals and move to employment." Xxx, Wheelchair user, aged 21. School to FET Pathways FET-HE Pathways 05 FET Strategy – Creating Pathways Creating effective pathways into FET, within FET and from FET to higher education will be critical to realising the ambition and targets set out in this agreement. LOETB has invested significantly in improving access and facilitating a more seamless learner journey through the FET it offers. The Government commitment to a unified tertiary system requires this work to be built upon by developing closer links to HE partners in the region, with putting in place a system which allows pathways into FET throughout lifetimes and careers will be essential to meet the demands of our rapidly evolving economy and society.

Learner Voice. “ “I had just lost my husband when I joined the Digital Photography course and Ceramics courses. The Tutors and students took me in and willingly gave me all the help and encouragement. My confidence and self-worth grew, and I had the courage and strength to go back into the workforce.” Adult Literacy for Life (ALL) 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. LOETB KCETB has a long track record in supporting literacy, numeracy and digital inclusion across its region. While other ETBs have struggled to maintain levels region however the pandemic had a major impact on the scale of literacy provision through the pandemic, LOETB rebounded significantly in 2021 after a fall in 2020 and levels are almost back to pre-pandemic provision. Over 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 this agreement, it will grow this by 2022 with a further 10%5% in 2023 and again in 2024, contributing to the overall expansion of literacy investment and provision sought in the ALL strategy. There As noted earlier, there will continue to be a requirement to provide support learners from Ukraine in key provision, such as 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, LOETB KCETB is committed to the following core areas of development in literacy: • Common assessment approach for literacy in line with national guidance and development of distance travelled tool to measure the informal learning journey • Expansion of provision to build digital capabilities • Working with partners, continue to expand 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 the literacy needs of those in employment via Skills to Advance • Continue Driving Certification at NFQ Levels 1-3 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 promote Family Learning • Universal Design 3. Certification levels for Learning Staff development initiative • A range 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 learning across its provision, and 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 Learner Supports as outlined on the previous page “ "As a young person with a physical disability, I have a number of barriers to accessing education and training. Thanks to the community education tutors coming to the disability service I attend, I am able to receive both literacy one to one supports and take part in QQI certified training in baking. I am now hopeful that I will be able to reach my educational goals and move to employmentlearning pathways." Xxx, Wheelchair user, aged 21. School to FET Pathways FET-HE Pathways 05 FET Strategy – Creating Pathways Creating effective pathways into FET, within FET and from FET to higher education will be critical to realising the ambition and targets set out in this agreement. LOETB has invested significantly in improving access and facilitating a more seamless learner journey through the FET it offers. The Government commitment to a unified tertiary system requires this work to be built upon by developing closer links to HE partners in the region, with putting in place a system which allows pathways into FET throughout lifetimes and careers will be essential to meet the demands of our rapidly evolving economy and society.

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. LOETB has a long track record in supporting literacy, numeracy and digital inclusion across its region. While other ETBs have struggled to maintain levels of literacy provision through the pandemic, LOETB rebounded significantly in 2021 after a fall in 2020 and levels are almost back to pre-pandemic provision. Over the course of this agreement, it will grow this by a further 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 length of time for which such support is required remains unclear at the time of agreeing this SPA. I found out about the maths for trades first at my induction day in GRETB two years ago directly from Xxxxxx she also spoke about the literacy and numeracy services which were available for apprentices. I had struggled with maths previously for my leaving cert so this was a great help for me. I found the class times very good as they didn’t clash with any of my practical or theory class time. Specifically, LOETB GRETB is committed to the following core areas of development in literacy: • Common assessment approach for literacy in line with national guidance and development of distance travelled tool to measure the informal learning journey • Expansion of provision to build digital capabilities • Working with partners, continue to expand 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 the literacy needs of those in employment via Skills to Advance • Continue The demographics of Galway and Roscommon include many older people, where digital literacy is a challenge. There is an opportunity to promote Family Learning • Universal Design for Learning Staff development initiative • A range provide supports and outreach in this area, in line with the new ALL strategy. Transversal Skills One of Learner Supports as outlined on 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. Despite this being the focus of a specific target under the previous page “ "As strategic performance agreements, certification levels for GRETB dropped by almost 20% from 2018 to 2021. GRETB will work towards increasing certification levels back towards pre-pandemic levels over 2022 and 2023 and target further growth in 2024. While not all learners at these levels desire certification, it should be an option across all courses for all learners, as a young person with a physical disability, I have a number key enabler of barriers to accessing education and training. Thanks to the community education tutors coming to the disability service I attend, I am able to receive both literacy one to one supports and take part in QQI certified training in baking. I am now hopeful that I will be able to reach my educational goals and move to employment." Xxx, Wheelchair user, aged 21learning pathways. School to FET Pathways FET-HE Pathways 05 FET Strategy – Creating Pathways Creating effective pathways into FET, within FET and from FET to higher education will be critical to realising the ambition and targets set out in this agreement. LOETB has invested significantly in improving access and facilitating a more seamless learner journey through the FET it offers. The Government commitment to a unified tertiary system requires this work to be built upon by developing closer links to HE partners in the region, with putting in place a system which allows pathways into FET throughout lifetimes and careers will be essential to meet the demands of our rapidly evolving economy and society.Developing RPL Pathways

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. LOETB CDETB has a long track record history in supporting literacy, numeracy and digital inclusion across its region. While other ETBs have The ETB has struggled to maintain levels of literacy provision through the pandemic, LOETB rebounded significantly and a first task will be to re- engage with learners in 2021 after a fall in 2020 need of support. It will aim to bridge this gap by 2023, and levels are almost back then focus on finding ways to pre-pandemic provisiontarget the hardest to reach who do not present to the ETB for support. Over the course of this agreement, it It will grow do this by working in partnership with other agencies using the new regional infrastructure and will target growth of a further 10%% in Specifically, contributing CDETB is committed to the overall expansion following core areas of development in literacy: • Common assessment approach for literacy investment in line with national guidance • Expansion of provision to build digital capabilities • Collaborating with partners, roll-out literacy awareness training in health, local government, social welfare, community development and provision sought other key public interface settings across the region • Integration the literacy support across all programmes • Support the literacy needs of those in employment via Skills to Advance “ “ICFE is an all-inclusive college which provided me with the ALL strategyopportunity to meet students from all different backgrounds. I like the fact the classes are small, and the teachers are extremely supportive, caring, flexible and go above and beyond to assist students to reach their fullest potential, even during a global pandemic. Attending ICFE was the perfect platform for me to further my education as a mature student and has given me the confidence to continue in my journey to become a Mental Health Nurse.” the final year of the agreement. 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, LOETB is committed to the following core areas of development in literacy: • Common assessment approach for literacy in line with national guidance and development of distance travelled tool to measure the informal learning journey • Expansion of provision to build digital capabilities • Working with partners, continue to expand 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 promote Family Learning • Universal Design for Learning Staff development initiative • A range of Learner Supports as outlined on the previous page “ "As a young person with a physical disability, I have a number of barriers to accessing education and training. Thanks to the community education tutors coming to the disability service I attend, I am able to receive both literacy one to one supports and take part in QQI certified training in baking. I am now hopeful that I will be able to reach my educational goals and move to employment." Xxx, Wheelchair user, aged 21. School to FET Pathways FET-HE Pathways 05 FET Strategy – Creating Pathways Creating effective pathways into FET, within FET and from FET to higher education will be critical to realising the ambition and targets set out in this agreement. LOETB has invested significantly in improving access and facilitating a more seamless learner journey through the FET it offers. The Government commitment to a unified tertiary system requires this work to be built upon by developing closer links to HE partners in the region, with putting in place a system which allows pathways into FET throughout lifetimes and careers will be essential to meet the demands of our rapidly evolving economy and society.

Learner Voice. The new ALL Strategystrategy, launched by the Government in September 2021, set 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. LOETB MSLETB has a long track record in supporting literacy, numeracy and digital inclusion across its region. While other ETBs have struggled to maintain levels region and has remained resilient in the face of literacy provision through the pandemic, LOETB rebounded significantly in 2021 after a fall in 2020 and levels are almost back to pre-pandemic provisiondespite some decline. Over the course of this agreement, it MSLETB will initially commit to ‘rebooting’ to 2019 levels, with then a further aim to grow this by a further 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 length of time timeframe for which such support is required remains unclear at the time of agreeing writing this SPAagreement. Specifically, LOETB MSLETB is committed to the following core areas of development in literacy: • Common assessment approach for literacy in line with national guidance and development of distance travelled tool to measure the informal learning journey • Expansion of provision to build digital capabilities • Working with partners, continue to expand 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 Certifying Outcomes at Levels 1-3 A trends of concern in MSLETB has been the decline in certification of learning at NFQ Levels 1 to promote Family Learning • Universal Design for Learning Staff development initiative • A range 3. Despite this being the focus of Learner Supports as outlined on a specific target under the previous page 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. “ "As “It was great to meet with other people and learn how to do some many fun things such as acrylic pour, collages using different types of materials, mosaics, learning how to make a young person with a physical disabilitypot out of clay, I have a number of barriers embossing, glass painting and much more. We can’t wait to accessing education join our xxxxx Xxxxxxxxx in the future in Mulranny for some more art, fun and training. Thanks to the community education tutors coming to the disability service I attend, I am able to receive both literacy one to one supports and take part in QQI certified training in baking. I am now hopeful that I will be able to reach my educational goals and move to employment." Xxx, Wheelchair user, aged 21. laughter” Western Care Disability Services Achill/Newport School to FET Pathways FET-HE Pathways 05 FET Strategy – Creating Pathways Creating effective pathways into FET, within FET and from FET to higher education will be critical to realising the ambition and targets set out in this agreement. LOETB MSLETB has invested significantly in improving access and facilitating a more seamless learner journey through the FET it offers. The Government commitment to a unified tertiary system requires this work to be built upon by developing closer links to HE partners in the region, with putting . Putting in place a system which allows pathways into FET throughout lifetimes and careers will also be essential to meet the demands of our rapidly evolving economy and society.