Risks and Challenges. A series of risks and challenges have been identified which could constrain XXXXX’s ability to successfully deliver on the commitments within this agreement and these are set out below: ― Availability of Learners – with the reduction in unemployment levels, the availability of learners to attend full or part-time FET provision is reducing. The challenge will be to attract new clients who are in employment to attend life-long learning options. For the Youthreach and CTC services, the increased retention rates within secondary level schools has resulted in a declining number of early school leavers. ― Duplication of Provision – competition from other providers (e.g. SkillsNet, partnership companies) where programmes may be delivered over shorter durations and may be uncertified can result in an oversupply of specific programmes relative to the learner population. ― Management of Time and Resources – due to the multiplicity of systems, FET managers are spending increasing amounts of time on systems versus learners. The learner needs to be at the centre of everything XXXXX does. Additional staff must be funded to meet all the emerging demands of our Outcome/Outputs focused system. ― National Agreements – some national labour agreements with categories of staff do not take full account of the needs of the FET service. Going forward, this may present major challenges when XXXXX wants to respond to requests from industry and other stakeholders in a timely and flexible way. ― Capital Requests – the amount of available funding in this category does not meet the needs of the ETB sector. XXXXX has a number of projects which it would like to progress but cannot under the current restrictions. Without additional capital allocations it will be impossible to maintain professional, up-to-date buildings, facilities and equipment. ― Upskilling of FET Staff – a dedicated Professional Development (PD) Coordinator is required to carry out a role which will allow XXXXX to identify and deliver on the local and national requirements for the upskilling of FET staff. The availability of funding for PD is also an important element. Both are critical if XXXXX is to deliver on the SOLAS FET Professional Development Strategy ― TEL – a dedicated TEL developer is necessary to provide support and direction to staff during implementation and into the future. The enhanced use of TEL in LWETB is an important direction for us to take and invest time in. This role will allow XXXXX to deliver o...
Risks and Challenges. A series of risks and challenges have been identified by Xxxxx ETB that will have to be considered and addressed during the course of this agreement.
Risks and Challenges. There are challenges to delivering on the FET vision as set out in national strategies. CMETB’s strategy statement and this Strategic Performance Agreement. CMETB has highlighted these below and proposed recommendations or solutions in each case.
Risks and Challenges. 9.1 The model contains a number of assumptions about future economic conditions, i.e. future inflation and interest rates, as well as factors such as future rent levels and stock figures. There are a number of risks and policy changes that could adversely affect some of these assumptions, as detailed below.
Risks and Challenges. Limerick and Clare Education and Training Board has identified the following risks and challenges that may impact its ability to achieve the FET Strategic Priorities as outlined above: ― as the numbers on the Live Register and available for referral to courses reduces, those remaining tend to be ‘further from the labour market’ and require a much higher level of supports and interventions; ― to ensure that FET provision to long-term unemployed or hardest to reach is relevant, engaging and supported effectively to address the complexity of needs within this cohort. In order to support learners effectively, the FET Division will need to up-skill staff and/or resource provision effectively; ― the lack of flexibility with programme eligibility criteria as unemployment falls, especially from an auditing point of view; ― the movement from Social Welfare per the live register and into employment is not financially viable for many; ― employment opportunities within certain industries are not seen as attractive to potential learners due to terms and conditions of employment etc. This will impact our ability to recruit for courses in these areas; ― the shortage of suitable candidates entering apprenticeships in some key apprenticeship areas, such as engineering apprenticeships. In many of these areas, Higher Education courses often prove more attractive. The FET Division is working closely with employers, particularly Limerick for Engineering, schools and guidance counsellors in the region to promote apprenticeship as a viable alternative opportunity; ― difficult to get buy-in from some industry sectors into the 2016+ apprenticeship model where industry pays the apprentice for the duration of their training. Some apprenticeship areas, such as Commis Chef, Hairdressing, Welding (not yet approved), etc. are very sensitive to impacts on pay; ― difficult to get employers in some industry sectors to provide appropriate on-the-job apprenticeship training. The issue here is working with industries new to the apprenticeship model, new to providing structured workplace based learning and new to engaging with a standards based model of accreditation; ― the new apprenticeship model places significant demands in terms of its management, administration, validation, monitoring and evaluation; e.g. as the Co-ordinating Provider on the new Hairdressing Professional Apprenticeship, Limerick and Clare Education and Training Board will not only be heavily involved in the development o...
Risks and Challenges. WWETB has identified a series of risks and challenges to be addressed over the period 2018-2020. ― A falling pool of available learners from the unemployed groups, especially unemployed groups aged under 25. ― The current Long term unemployed are a resource intensive cohort many from communities with high deprivation and generational unemployment. ― There are difficulties in clearly identifying and making contact with individuals who would be described as economically inactive. ― There will be growth in the demand for part-time provision relative to full-time provision, necessitating a reconfiguration of existing provision. ― The shift to part- time provision will be restricted by our current commitments to teacher grade staff, commitments which will be exacerbated by the BTEI conversion process. ― Resource intensive groups becoming the norm in all sections. ― Falling literacy and numeracy levels across all programmes. ― The economic impact of the improving economy; programmes such as PLC & VTOS will struggle to maintain numbers. ― The impact of the BTEI conversion process on the staffing mix within the programme and the consequent change to the configuration of the programme. ― Challenge in getting sufficient high-quality instructors to meet impending needs of the apprenticeship programme. ― Challenges in resourcing the new national policy framework for skills development of people in employment ― WWETB is committed to the use of PLSS as the primary collector of quality data in FET. We realise the benefits of good data collection and analysis which will clearly help identify where new education and training courses are needed, and the target group with the most need. WWETB believe that it is vitally important that a data analytics person be appointed to coordinate the collection of data required to inform effective decision making.
Risks and Challenges. 4.2.1 Risks
Risks and Challenges. LOETB has identified a series of risks and challenges to be addressed over the period 2018-20 and these are set out below. ― Staffing: The FET Service in LOETB is underpinned by staff employed through agency. Much time is spent on training of these staff on use of FET systems and modes of operations which is lost when these staff members access more attractive employment opportunities elsewhere. In fostering further change within the FET sector, LOETB must be cognisant of the contractual terms and conditions of majority of teaching/tutoring staff. This presents a challenge in terms of flexibility of provision and the pace of change. LOETB is committed to achieving the targets outlined in this agreement subject to the necessary staffing and resources for implementation.
Risks and Challenges. Over the last 3-4 years there have been new structural changes and policy initiatives happening around the FET landscape in Ireland. Whilst MSLETB welcomes the new goals, action plans and strategies that are now in place in FET, it is imperative that they are backed up with proper resources. It is proving very challenging to implement what has already been rolled out because of the lack of action on the operational, funding and structural changes that are needed at an ETB level. A number of core, overarching challenges exist: ― Lack of investment – in relation to capital budget, ICT, personnel, CPD, etc. ― Staffing – the impact of the employment embargo and fit-for-purpose organisational structure; availability of qualified teachers/instructors in new skills areas and with programme development skills; CPD supports. ― Programme development – currently FET programmes are at the end of their shelf-life and new programmes need to be developed under new validation criteria. The new validation criteria fundamentally change the way that programmes are developed, managed, delivered and continuously adapted. Currently, little or no mechanisms or infrastructure exists to support programme development, syllabus management and curriculum evolution. ― Pre-existing national programme guidelines and constructs – these create silos and different ecosystems of approaches within programmes - this is a barrier to the integration of FET services. ― External environment and the pace of change – the current pace of change in the economy and skills development is at an accelerated pace and it is difficult to keep up with.
Risks and Challenges. Donegal ETB has identified a series of risks and challenges to be addressed over the period 2018-2020 and these can be summarised as: ― Recruitment of learners. This is particularly challenging in the context of: ― competition from other providers also in receipt of exchequer funding e.g. Partnerships companies, Springboard, Skillnets ― falling unemployment rates ― the fact that other providers are also under pressure to achieve demanding targets means that traditional lines have become blurred between FE and HE e.g. provision at NFQ L5/ L6. ― impact of emigration during the last recession, particularly among the younger population and in rural areas ― an older population (15.7% over 65 v 13.4% nationally) with caring responsibilities who are unavailable for training/full-time employment ― rural dispersal of population and poor transport infrastructure (latter also pose challenges in terms of the course offerings and progression options which can be made available) may impact on ability to achieve targets.
