Common use of Learner Voice Clause in Contracts

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 ambition and targets set out in this agreement. 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. 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.

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 One of the strategymain 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, hosting new Regional Literacy Coordinators 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 drive collaboration work with local stakeholders via a Regional Literacy Coalition MSLETB and produce a Literacy Action Plan which will feed into a new national ALL programme officepartners to explore how the reach of the ETB’s course could be developed and widened. MSLETB has a long track record were one of 5 initial ETBs selected to establish an NZEB and Retrofitting Centre of Excellence. The centre will be set up in supporting literacy2022, numeracy and digital inclusion across its region and has remained resilient in the face of the pandemic, despite some decline. Over the course of 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 initially commit encourage all learners to ‘rebooting’ to 2019 levelsundertake this learning. “ course with Mohill Computer Training, with then a further aim to grow Mohill Enterprise Centre. From the very first day I began this by 10%course, contributing to the overall expansion of literacy investment tutors were always so pleasant, kind and provision sought understanding, everyone in the ALL strategyclassroom were treated so kindly and equally. There will be was always a requirement 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 provide English language support anyone interested in a career in this area. Well done and thank you for Ukrainian refugees 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 priority learner cohorts by MSLETB over this period, the base actually increased from 817 in 2018 to 1,017 in 2021. This is certainly far from the national trend and it is acknowledged as part of this expansion, although the timeframe for which such support is required remains unclear at the time of writing this agreementa major achievement by MSLETB. Specifically, MSLETB The ETB is committed to continue to find ways to engage with the following core areas of development in literacy: • Common assessment approach for literacy in line with national guidance • Expansion of provision hardest 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 reach learners across the region • Integration of literacy region, and provide them with consistent 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 clear 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. 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. 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 societywhen they engage.

Learner Voice. The new ALL strategyStrategy, launched by the Government in September 2021, sets 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. MSLETB LOETB has a long track record in supporting literacy, numeracy and digital inclusion across its region and has remained resilient in the face region. While other ETBs have struggled to maintain levels of literacy provision through the pandemic, despite some declineLOETB rebounded significantly in 2021 after a fall in 2020 and levels are almost back to pre-pandemic provision. Over the course of this agreement, MSLETB it 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 timeframe length of time for which such support is required remains unclear at the time of writing agreeing this agreementSPA. Specifically, MSLETB 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, roll-out 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 trends range 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 Learner Supports as outlined on the previous strategic performance agreementspage “ "As a young person with a physical disability, certification levels dropped by 36% from 2018 I have a number of barriers to 2021accessing education and training. Thanks to the community education tutors coming to the disability service I attend, with the position significantly worsening I am able to receive both literacy one to one supports and take part in 2021, rather than experiencing a rebound seen QQI certified training in some FET outcomesbaking. Increasing certification levels back towards historic pre-pandemic levels must I am now hopeful that I will be a critical focus. The reasons why such a xxxxx decline has resulted should be identified able to reach my educational goals 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. “ move to employment." 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. MSLETB 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. Putting , with 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.

Learner Voice. The new ALL strategyStrategy, launched by the Government in September 2021, sets 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. MSLETB CDETB has a long track record history in supporting literacy, numeracy and digital inclusion across its region and region. The ETB has remained resilient in the face struggled to maintain levels of literacy provision through the pandemic, despite some declineand a first task will be to re- engage with learners in need of support. Over It will aim to bridge this gap by 2023, and then focus on finding ways to target the course hardest to reach who do not present to the ETB for support. It will do this by working in partnership with other agencies using the new regional infrastructure and will target growth 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 CDETB 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 Collaborating 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 the literacy support with provision at NFQ Levels 4-6 across all programmes • Support of the 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, “ “ICFE is an all-inclusive college which provided me with the position significantly worsening opportunity 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 2021, rather than experiencing my journey to become a rebound seen in some FET outcomesMental Health Nurse.” the final year of the agreement. Increasing certification levels back towards historic pre-pandemic levels must now There will be a critical focus. The reasons why requirement to provide English language support for Ukrainian refugees as part of this expansion, although the length of time for which such a xxxxx decline has resulted should be identified and addressed. While not all learners support is required remains unclear at these levels desire certification, it should be an option across all courses for all learners, as a key enabler the time of learning 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 agreeing this agreement. 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. 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 societySPA.