Review Mechanisms. The mid term review is scheduled for Q4 2023, this will provide an opportunity to review targets and national and local ambition. Appendix 3 – System Infrastructure and Framework for Measuring Performance System Infrastructure and Framework for Measuring Performance <.. image(Graphical user interface, application Description automatically generated) removed ..> Appendix 4 – LMETB Strategic Ambition 2022-2024 At A Glance LMETB Ambition 2022-2024 at a glance Develop AMCTE to its full potential, with state of the art training facility full to capacity, driving cutting edge skills responses and encouraging young people to engage in manufacturing and technology Improve and strengthen integration across the ETB, consolidating FET provision in single dedicated locations to better serve communities, building on the plans for FET infrastructure Increase the LMETB apprenticeship footprint by playing a major role in expanding craft capacity to address waiting lists, particularly for electrical apprentices, and embracing new apprenticeship opportunities Develop initiatives to re-engage people from key target groups with education, including travellers, people with disabilities, migrants and older people Reboot and grow provision in relation to Adult Literacy for Life, including adoption of a common assessment approach for literacy, numeracy and digital support needs Build on its strength in FET-HE pathways by bringing forward proposals for co-development and co-delivery of degree programmes with HE partners Build an estates strategy around three strategic FET colleges of the future, expanding the FET footprint in Drogheda, consolidating provision and reducing reliance on leasing agreements Utilise the capacity built up in quality assurance to put in place a single QA system and drive agile programme development in partnership with industry and other ETBs Continue to support school-FET pathways, by developing its outreach and TY initiatives, and in ensuring a strong offering of a wide range of Level 5/6 options via the CAO linked site Support the roll-out of the Green Skills for All initiative by offering the Level 4 programme in Environmental Sustainability Awareness, and in its ramp-up across all provision along with a new wholly online eCollege resource 26 Glossary ALL Adult Literacy for Life CAO Central Applications Office CSCS Construction Skills Certification Scheme CSO Central Statistics Office CTC Community Training Centre DFHERIS Department of Further and Higher Education, Research, Innovation and Science DSP Department of Social Protection ETB Education and Training Board EWSS Employment Wage Subsidy Scheme FET Further Education and Training HE Higher Education HEA Higher Education Authority ISCED International Standard Classification of Education KPI Key Performance Indicators MAEDF Mitigating Against Educational Disadvantage Fund NFQ National Framework of Qualifications NRRP National Recovery and Resilience Plan NTF National Training Fund NZEB Near Zero Energy Building Standard PLC Post Leaving Certificate PLD Professional Learning and Development PLSS Programme and Learner Support System PWD Persons with a Disability Q1 Quarter 1 QA Quality Assurance QQI Quality and Qualifications Ireland QSCS Quarries Skills Certification Scheme RPL Recognition of Prior Learning RPCL Recognition of Prior Certified Learning RPEL Recognition of Prior Experiential Learning SLMRU Skills and Labour Market Research Unit SOLAS An tSeirbhís Oideachais Leanúnaigh Agus Scileanna SPA Strategic Performance Agreement TU Technological University TY Transition Year UDL Universal Design for Learning
Appears in 1 contract
Samples: www.solas.ie
Review Mechanisms. The mid term review is scheduled for Q4 2023X0 0000, this will provide an opportunity to review targets and national and local ambition. Appendix 3 – System Infrastructure and Framework for Measuring Performance System Infrastructure and Framework for Measuring Performance <.. image(Graphical user interface, application Description automatically generated) removed ..> Appendix 4 – LMETB LWETB Strategic Ambition 2022-2024 At A Glance LMETB LWETB Ambition 2022-2024 at a glance Develop AMCTE to its full potential, with state Explore widening the focus of Athlone Training Centre under a new FET College of the art training facility full Future model with more Level 5/6 classroom based offerings. Develop a migration plan to capacity, driving cutting edge skills responses move PLC from dual provision school settings to dedicated FET college locations in Longford and encouraging young people to engage in manufacturing and technology Improve and strengthen integration across the ETB, consolidating Mullingar which can consolidate FET provision in single dedicated locations one site in these towns which will be facilitated by progressing the national sectoral organisation design. Invest in more extensive sustainable employer engagement, which is sufficiently resourced to better serve communities, align with the ambition of the strategy of XXXXX. outside of the direct links established by the training centre and ramp up Skills to Advance activity considerably. Prioritise the building on the plans for FET infrastructure Increase the LMETB apprenticeship footprint by playing a major role in expanding craft capacity of links with TUS to address waiting lists, particularly for electrical apprentices, and embracing new apprenticeship opportunities Develop initiatives to re-engage people from key target groups with education, including travellers, people with disabilities, migrants and older people Reboot and grow provision in relation to Adult Literacy for Life, including adoption of a common assessment approach for literacy, numeracy and digital support needs Build on its strength in ensure much more substantive FET-HE pathways that expand beyond existing PLC courses in line with the government ambition for a unified tertiary third level infrastructure. Develop stronger pathways into FET by bringing forward proposals expanding the CAO-linked LWETB offering for coschool leavers, including the potential to develop Transition Year taster modules, in collaboration with other ETBs for roll-development out to schools and co-delivery of degree programmes with HE partners Build an estates strategy around three strategic FET colleges investing in school outreach activities. Conduct a full review of the futureFET staffing structure in LWETB to move away from programme-based roles to more strategic responsibilities in line with Transforming Learning. Substantially increase the level of certification for all learning at Levels 1-3 on the National Framework of Qualifications. Build a centralized and consistent approach to learner support across all FET provision, expanding the FET footprint in Drogheda, consolidating provision including common assessment approaches and reducing reliance on leasing agreements Utilise the capacity built up in quality assurance to put in place a single QA system and drive agile programme development in partnership with industry and other ETBs Continue to support school-FET pathways, by developing its outreach and TY initiatives, and in ensuring a strong offering of a wide range of Level 5/6 options via the CAO linked site Support the roll-out of the Green Skills Fund for All initiative Students with Disabilities outside PLC in line with the needs identified for resourcing in this area. Support enhanced pathways through FET by offering the reviewing potential for programme harmonization in areas like Youthreach/CTC, adult literacy and Level 4 programme in Environmental Sustainability Awareness, and in its ramp-up across all provision along with 5/6 provision. Embed a new wholly online eCollege resource 26 approach to addressing unmet literacy needs by coordinating the regional delivery of the ALL strategy and targeting the hardest to reach and expanding provision. Glossary ALL Adult Literacy for Life CAO Central Applications Office CSCS Construction Skills Certification Scheme CSO Central Statistics Office CTC Community Training Centre DFHERIS Department of Further and Higher Education, Research, Innovation and Science DSP Department of Social Protection ETB Education and Training Board EWSS Employment Wage Subsidy Scheme FET Further Education and Training HE Higher Education HEA Higher Education Authority ISCED International Standard Classification of Education KPI Key Performance Indicators MAEDF Mitigating Against Educational Disadvantage Fund NFQ National Framework of Qualifications NRRP National Recovery and Resilience Plan NTF National Training Fund NZEB Near Zero Energy Building Standard PLC Post Leaving Certificate PLD Professional Learning and Development PLSS Programme and Learner Support System PWD Persons with a Disability Q1 Quarter 1 QA Quality Assurance QQI Quality and Qualifications Ireland QSCS Quarries Skills Certification Scheme RPL Recognition of Prior Learning RPCL Recognition of Prior Certified Learning RPEL Recognition of Prior Experiential Learning SLMRU Skills and Labour Market Research Unit SOLAS An tSeirbhís Oideachais Leanúnaigh Agus Scileanna SPA Strategic Performance Agreement TU Technological University TY Transition Year UDL Universal Design for Learning
Appears in 1 contract
Samples: www.solas.ie
Review Mechanisms. The mid term review is scheduled for Q4 2023X0 0000, this will provide an opportunity to review targets and national and local ambition. Appendix 3 – System Infrastructure and Framework for Measuring Performance System Infrastructure and Framework for Measuring Performance <.. image(Graphical user interface, application Description automatically generated) removed ..> Appendix 4 – LMETB LOETB Strategic Ambition 2022-2024 At A Glance LMETB LOETB Ambition 2022-2024 at a glance Develop AMCTE to Further develop Mount Xxxxx as a centre of excellence for the construction industry, including its full potentialhosting of the Housing for All Demonstration Park. At least double the LOETB apprenticeship footprint, expanding craft provision, with state particular specialisation in electrical, ramping up its scaffolding apprenticeship. Develop a community hub and FET College of the art training facility full Future model, with major colleges in Portlaoise and Tullamore. Continue to capacityexpand FET as a resource for enterprise, driving cutting edge skills responses and encouraging young people to engage expanding upskilling in manufacturing and technology Improve and strengthen integration across the ETBkey areas like management, consolidating FET provision in single dedicated locations to better serve communitiesLEAN, building on the plans for FET infrastructure Increase the LMETB apprenticeship footprint by playing a major role in expanding craft capacity to address waiting lists, particularly for electrical apprentices, and embracing new apprenticeship opportunities Develop initiatives to re-engage people from key target groups with education, including travellers, people with disabilities, migrants and older people Reboot and grow provision in relation to Adult Literacy for Life, including adoption of a common assessment approach for literacy, numeracy sustainability and digital support needs Build on its strength in FET-HE pathways by bringing forward proposals for co-development and co-delivery of degree programmes with HE partners Build an estates strategy around three strategic FET colleges of the future, expanding the FET footprint in Drogheda, consolidating provision and reducing reliance on leasing agreements Utilise the capacity built up in quality assurance to put in place a single QA system and drive agile programme development in partnership with industry and other ETBs Continue to support skills. Develop school-FET pathways, pathways by developing its outreach mainstreaming and expanding TY initiativesmodules in schools, and in ensuring a strong offering of a wide range of Level 5/6 options via the CAO linked site Support site. LOETB will continue to take a lead role in the roll-out development of national programmes supporting enterprise and employers. LOETB will continue to play a lead sectoral and regional role in Green Skills and Sustainability provision. Raise participation of key target groups including Roma, Travellers and People with Disabilities, and work with NLN to integrate STP more seamlessly with wider FET pathways. Be one of the Green Skills for All initiative key leaders in the sector to drive the success of the ALL strategy and expand literacy provision. Use the capacity built up in quality assurance to drive agile programme development in partnership with industry and other ETBs. Provide analysis of full FET staffing base to feed into national work on future staffing framework and work to define and pilot future FET practitioner role. LOETB will map all Level 5/6 HE focused provision by offering the Level 4 programme 2024 utilising dual provision models which begin in Environmental Sustainability Awareness, FET and culminate in its ramp-up across all provision along with a new wholly online eCollege resource HE through 1+2 and 2+2 approaches. 26 Glossary ALL Adult Literacy for Life CAO Central Applications Office CSCS Construction Skills Certification Scheme CSO Central Statistics Office CTC Community Training Centre DFHERIS Department of Further and Higher Education, Research, Innovation and Science DSP Department of Social Protection ETB Education and Training Board EWSS Employment Wage Subsidy Scheme FET Further Education and Training HE Higher Education HEA Higher Education Authority ISCED International Standard Classification of Education KPI Key Performance Indicators MAEDF Mitigating Against Educational Disadvantage Fund NFQ National Framework of Qualifications NRRP National Recovery and Resilience Plan NTF National Training Fund NZEB Near Zero Energy Building Standard PLC Post Leaving Certificate PLD Professional Learning and Development PLSS Programme and Learner Support System PWD Persons with a Disability Q1 Quarter 1 QA Quality Assurance QQI Quality and Qualifications Ireland QSCS Quarries Skills Certification Scheme RPL Recognition of Prior Learning RPCL Recognition of Prior Certified Learning RPEL Recognition of Prior Experiential Learning SLMRU Skills and Labour Market Research Unit SOLAS An tSeirbhís Oideachais Leanúnaigh Agus Scileanna SPA Strategic Performance Agreement TU Technological University TY Transition Year UDL Universal Design for Learning
Appears in 1 contract
Samples: www.solas.ie
Review Mechanisms. The mid term review is scheduled for Q4 2023X0 0000, this will provide an opportunity to review targets and national and local ambition. Appendix 3 – System Infrastructure and Framework for Measuring Performance System Infrastructure and Framework for Measuring Performance <.. image(Graphical user interface, application Description automatically generated) removed ..> Appendix 4 – LMETB –CDETB Strategic Ambition 2022-2024 At A Glance LMETB CDETB Ambition 2022-2024 at a glance Develop AMCTE to its full potential, with state Xxxxxx Xxxxxx Street as a flagship City of the art training facility full to capacity, driving cutting edge skills responses and encouraging young people to engage in manufacturing and technology Improve and strengthen integration across the ETB, consolidating FET provision in single dedicated locations to better serve communities, building on the plans Dublin College which can build a stronger identity for FET infrastructure Increase in the LMETB apprenticeship footprint by playing city and drive consolidation and integration of provision. Continue to take a major leadership role in expanding craft capacity to address waiting lists, particularly for electrical apprentices, and embracing new apprenticeship opportunities Develop initiatives to re-engage people from key target groups with education, including travellers, people with disabilities, migrants and older people Reboot and grow provision in relation to Adult Literacy for Life, including adoption of a common assessment approach for literacy, numeracy and digital support needs Build on its strength in FET-HE pathways by bringing forward proposals in realizing the Government vision for a unified tertiary system, including piloting co-development and co-delivery of degree programmes with HE partners Build HEIs. Agree an estates strategy around three strategic immediate action plan with SOLAS to address the significant falls in FET colleges progression, certification, lifelong learning and key skills provision in recent years. Invest in more extensive centralized employer engagement resources and ramp up Skills to Advance activity considerably to reflect the scale of the futureETB and the enterprise base it potentially serves. Continue to evolve the skills delivery model with a variety of classroom, practical and work-based learning offerings across all college and centre settings and ramp up the contracted training model to ensure agile skills responses. Develop stronger pathways into FET by expanding the CAO-linked CDETB offering for school leavers, developing Transition Year taster modules for roll-out to schools and investing in school outreach activities. Create an action plan to drive changes suggested within QQI Inaugural Review of CDETB FET footprint in DroghedaQA. Build a centralized and consistent approach to learner support across all FET provision, consolidating provision including common assessment approaches and reducing reliance on leasing agreements Utilise the capacity built up in quality assurance to put in place a single QA system and drive agile programme development in partnership with industry and other ETBs Continue to support school-FET pathways, by developing its outreach and TY initiatives, and in ensuring a strong offering of a wide range of Level 5/6 options via the CAO linked site Support the roll-out of the Green Skills Fund for All initiative by offering Students with Disabilities outside PLC. Complete a review of FET structures and staffing in order to align the Level 4 programme in Environmental Sustainability Awareness, approach with strategic priorities rather than the current model. Undertake robust analysis of costs and in its ramp-up funding flows across all CDETB FET provision along with a new wholly online eCollege resource 26 and analyze how this relates to the learner outcomes generated. Glossary ALL Adult Literacy for Life CAO Central Applications Office CSCS Construction Skills Certification Scheme CSO Central Statistics Office CTC Community Training Centre DFHERIS Department of Further and Higher Education, Research, Innovation and Science DSP Department of Social Protection ETB Education and Training Board EWSS Employment Wage Subsidy Scheme FET Further Education and Training HE Higher Education HEA Higher Education Authority ISCED International Standard Classification of Education KPI Key Performance Indicators MAEDF Mitigating Against Educational Disadvantage Fund NFQ National Framework of Qualifications NRRP National Recovery and Resilience Plan NTF National Training Fund NZEB Near Zero Energy Building Standard PLC Post Leaving Certificate PLD Professional Learning and Development PLSS Programme and Learner Support System PWD Persons with a Disability Q1 Quarter 1 QA Quality Assurance QQI Quality and Qualifications Ireland QSCS Quarries Skills Certification Scheme RPL Recognition of Prior Learning RPCL Recognition of Prior Certified Learning RPEL Recognition of Prior Experiential Learning SLMRU Skills and Labour Market Research Unit SOLAS An tSeirbhís Oideachais Leanúnaigh Agus Scileanna SPA Strategic Performance Agreement TU Technological University TY Transition Year UDL Universal Design for LearningYear
Appears in 1 contract
Samples: www.solas.ie
Review Mechanisms. The mid term review is scheduled for Q4 2023, this will provide an opportunity to review targets and national and local ambition. Appendix 3 – System Infrastructure and Framework for Measuring Performance System Infrastructure and Framework for Measuring Performance <.. image(Graphical user interface, application Description automatically generated) removed ..> Appendix 4 – LMETB GRETB Strategic Ambition 2022-2024 At A Glance LMETB GRETB Ambition 2022-2024 at a glance Develop AMCTE to its full potential, with state Deliver on the ambition for the FET College of the art training facility full Future by establishing a large scale fully integrated campus in Galway City Continue to capacityexpand GRETB’s apprenticeship footprint, driving cutting edge skills responses developing new craft workshops at Mervue, leading the roll-out of the arborist apprenticeship and encouraging young people embracing new opportunities to engage run apprenticeships in manufacturing Galway and technology Improve and strengthen integration across the ETB, consolidating FET provision Roscommon Develop a national specialism in single dedicated locations to better serve communitiesland/environment based FET, building on arborist, green certificate, aquaculture and tour guiding initiatives and developing the plans for FET infrastructure outdoor education centre at Petersburg Increase focus as a priority on certification of learning at NFQ Levels 1-3, as part of the LMETB apprenticeship footprint by playing a major role in expanding craft capacity national commitment to address waiting lists, particularly for electrical apprentices, and embracing new apprenticeship opportunities Develop the significant decline during COVID-19 Put in place a series of initiatives to re-engage people from key target groups with educationpriority cohorts, including travellers, people with disabilities, the Traveller/Roma community, migrants and older people Reboot those experiencing homelessness Target a major ramp-up of Skills to Advance provision, building on investment in enterprise engagement resources Review the FET structure to place more focus on Transforming Learning objectives and grow provision in relation to Adult Literacy for Life, including adoption of a common assessment approach for literacy, numeracy and digital support needs strategic reform priorities Build on its strength in strong FET-HE pathways by bringing forward proposals for co-development and co-delivery of degree programmes with HE partners Build an estates strategy around three strategic FET colleges of the future, expanding the FET footprint in Drogheda, consolidating provision and reducing reliance on leasing agreements Utilise the capacity built up in quality assurance to put in place a single QA system and drive agile programme development in partnership with industry and other ETBs Continue to support Support school-FET pathways, by including developing its outreach and new TY initiatives, and in ensuring a strong offering of a wide range of Level 5/6 options via the CAO linked site Support Develop a FET estates strategy which reinforces the roll-out of the Green Skills for All initiative by offering the Level 4 programme in Environmental Sustainability Awareness, consolidation and in its ramp-up across all provision along with a new wholly online eCollege resource 26 integration agenda and reduces GRETB’s reliance on leasing agreements Glossary ALL Adult Literacy for Life CAO Central Applications Office CSCS Construction Skills Certification Scheme CSO Central Statistics Office CTC Community Training Centre DFHERIS Department of Further and Higher Education, Research, Innovation and Science DSP Department of Social Protection ETB Education and Training Board EWSS Employment Wage Subsidy Scheme FET Further Education and Training HE Higher Education HEA Higher Education Authority ISCED International Standard Classification of Education KPI Key Performance Indicators MAEDF Mitigating Against Educational Disadvantage Fund NFQ National Framework of Qualifications NRRP National Recovery and Resilience Plan NTF National Training Fund NZEB Near Zero Energy Building Standard PLC Post Leaving Certificate PLD Professional Learning and Development PLSS Programme and Learner Support System PWD Persons with a Disability Q1 Quarter 1 QA Quality Assurance QQI Quality and Qualifications Ireland QSCS Quarries Skills Certification Scheme RPL Recognition of Prior Learning RPCL Recognition of Prior Certified Learning RPEL Recognition of Prior Experiential Learning SLMRU Skills and Labour Market Research Unit SOLAS An tSeirbhís Oideachais Leanúnaigh Agus Scileanna SPA Strategic Performance Agreement TU Technological University TY Transition Year UDL Universal Design for Learning
Appears in 1 contract
Samples: Galway and Roscommon
Review Mechanisms. The mid term review is scheduled for Q4 2023, this will provide an opportunity to review targets and national and local ambition. Appendix 3 – System Infrastructure and Framework for Measuring Performance System Infrastructure and Framework for Measuring Performance <.. image(Graphical user interface, application Description automatically generated) removed ..> Appendix 4 – LMETB KCETB Strategic Ambition 2022-2024 At A Glance LMETB KCETB Ambition 2022-2024 at a glance Develop AMCTE Drive the FET College of the Future ambition, through plans to its full potentialconsolidate and integrate provision at Levels 5 and 6, with establishing key College campuses in priority locations including Kilkenny, building on the strength of the state of the art training facility full facilities in Carlow. Develop KCETB identity as a single brand following a brand discovery and development initiative. Utilise this to capacity, driving cutting edge skills responses and encouraging young people to engage in manufacturing and technology Improve and strengthen integration across drive the ETB, consolidating Future FET provision in single dedicated locations to better serve communitiesambition, building on the plans for FET infrastructure Increase the LMETB apprenticeship footprint by playing corporate online presence innovation currently in development. Drive development towards a major role unified tertiary system in expanding craft capacity to address waiting listspartnership with SETU, particularly for electrical apprentices, ensuring enhanced progression pathways and embracing new apprenticeship opportunities Develop initiatives to re-engage people from key target groups with education, including travellers, people with disabilities, migrants and older people Reboot and grow provision in relation to Adult Literacy for Life, including adoption of a common assessment approach for literacy, numeracy and digital support needs Build on its strength in FET-HE pathways by bringing forward proposals for co-development and co-delivery of degree programmes with HE partners Build an estates strategy around three strategic FET colleges programmes. Refocus on certification of learning at NFQ Levels 1-3 to address the futuredecline during COVID-19. Address the significant fall in provision related to Adult Literacy for Life by rebooting to pre-pandemic levels and progressing key actions including common assessment. Lead innovative skills specialism initiatives, expanding building on the FET expertise of KCETB to delivery on key skills needs, in areas including Fenestration, Professional Qualifications and ICT and Digital Marketing. Expand the KCETB craft apprenticeship footprint in Drogheda, consolidating provision and reducing reliance on leasing agreements Utilise the capacity built continue to embrace opportunities to provide and ramp up in quality assurance to put in place a single QA system and drive agile programme development in partnership with industry and other ETBs new apprenticeships. Continue to support schoolbe a leader on green skills, rolling out the Level 4 on sustainability it co-developed, encouraging all its learners to undertake the green eCollege module. Develop and deliver TY modules in schools to encourage FET pathways, by developing its outreach pathways and TY initiatives, and in ensuring ensure a strong offering of a wide range of Level 5/6 options via the CAO linked site Support the site. Embed a centralised and consistent approach to learner support, including roll-out of the Green Skills Fund for All initiative by offering the Level 4 programme in Environmental Sustainability Awareness, and in its ramp-up Students with Disabilities across all provision along with a new wholly online eCollege resource provision. 26 Glossary ALL Adult Literacy for Life CAO Central Applications Office CSCS Construction Skills Certification Scheme CSO Central Statistics Office CTC Community Training Centre DFHERIS Department of Further and Higher Education, Research, Innovation and Science DSP Department of Social Protection ETB Education and Training Board EWSS Employment Wage Subsidy Scheme FET Further Education and Training HE Higher Education HEA Higher Education Authority ISCED International Standard Classification of Education KPI Key Performance Indicators MAEDF Mitigating Against Educational Disadvantage Fund NFQ National Framework of Qualifications NRRP National Recovery and Resilience Plan NTF National Training Fund NZEB Near Zero Energy Building Standard PLC Post Leaving Certificate PLD Professional Learning and Development PLSS Programme and Learner Support System PWD Persons with a Disability Q1 Quarter 1 QA Quality Assurance QQI Quality and Qualifications Ireland QSCS Quarries Skills Certification Scheme RPL Recognition of Prior Learning RPCL Recognition of Prior Certified Learning RPEL Recognition of Prior Experiential Learning SLMRU Skills and Labour Market Research Unit SOLAS An tSeirbhís Oideachais Leanúnaigh Agus Scileanna SPA Strategic Performance Agreement TU Technological University TY Transition Year UDL Universal Design for Learning
Appears in 1 contract
Samples: www.solas.ie
