Common use of Risks and Challenges Clause in Contracts

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 on the SOLAS Technology Enhanced Learning in Further Education and Training Strategy 2016-2019. ― Staffing – there are essential roles which align with identified target areas in the FET strategy. However, the funding and sanction for these roles is not always awarded. ― Traineeships and Apprenticeships - XXXXX’s ambition for traineeship and apprenticeship (as the leader or a collaborative provider) will present some challenges including: ― Delivering programmes in a timely and responsive way due to the require regulations ― Budgetary commitment ― Staff resources and upskilling of staff ― Capital investment and availability of facilities ― Gaining consensus when working with stakeholders ― Providing appropriate certification which achieves industry recognition Strategic Performance Agreement 2018 – 2020 15 Longford and Westmeath Education and Training Board

Risks and Challenges. A series GRETB is conscious of risks challenges in the period of this Strategic Agreement 2018-2020 and will actively strive to ensure those are met and overcome. An awareness of the fluidity of the economic landscape and the challenges have been identified which could constrain XXXXX’s ability that creates ensures our responses to successfully deliver on course provision are SMART in that they are specific, measurable, achievable, realistic and time-bound. GRETB is committed to the commitments within this agreement and these are set out below: ― Availability practice of Learners – with the reduction in unemployment levels, the availability ongoing review of learners to attend full or part-time FET provision is reducingprovision. The challenge will be purpose of this review is to attract new clients who ensure that programmes and courses provided are in employment relevant and responding 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 economy at both national 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 inlevel. This role process of review will allow XXXXX identify course/subject areas which are no longer relevant and may have to deliver on the SOLAS Technology Enhanced Learning be reduced in Further Education number or discontinued as a result. New course/subject areas may be required and Training Strategy 2016-2019. ― Staffing – there are essential roles which align with identified target areas in the FET strategy. However, the funding and sanction for these roles is not always awarded. ― Traineeships and Apprenticeships - XXXXX’s ambition for traineeship and apprenticeship (as the leader or this will entail a collaborative provider) will present some challenges including: ― Delivering programmes in a timely and responsive way due to the require regulations ― Budgetary commitment ― Staff realignment of resources and upskilling of staff ― Capital investment to take on new opportunities. The changing needs of learners and availability employers as identified in the National Skills Strategy will require GRETB staff to upskill. This upskilling may include the development of facilities ― Gaining consensus new skills/subject areas and updating existing expertise in new approaches to teaching and learning such as the use of TEL. This upskilling will be essential if GRETB is to remain responsive and relevant. The national and local CPD strategies will be key to meeting this challenge. The GRETB FET Director along with senior staff in GRETB have been proactive in the development of the SOLAS TEL framework and are committed to supporting staff in engaging in TEL activities. The engagement of staff in CPD will be a challenge for GRETB however if CPD is planned in a constructive way to ensure ease of access for staff and is delivered in a way that facilitates staff involvement this can be overcome. The new TEL CPD levels 6, 7 and 8 which will be on offer in the autumn 2018 will be available to staff. Funding for CPD is limited however GRETB has put a dedicated CPD budget in place and hopes to build on this in the coming years. The profile of the long term unemployed and those on the live register has now changed. GRETB’s consultations with the DEASP show that those now remaining on the live register have in many cases more complex needs and will need additional supports and flexible responses to meet these needs. There will be a greater need for guidance and recruitment services for learners. There will be a need for additional preparation for work courses and courses which provide learners with an opportunity to explore a range of skill areas before moving on to specialise in specific skill areas. The Literacy and Numeracy Strategy will also be a key approach to overcoming this challenge. Our teams in GRETB are proactively engaged in designing training approaches which will support learners who may have disengaged from education and training and are now considering reengaging. The large geographic reach of the GRETB remains a challenge in terms of delivery of programmes and supports. The development of TEL and the GRETB TEL strategy will assist in meeting some of these challenges but in many areas, broadband continues to be an issue and the roll out of the National Broadband Plan will not be fully in place until 2021 at the earliest. This is linked to a need for adequate ICT infrastructure and support across GRETB to facilitate greater use of technology within programmes. The economic outlook is extremely positive and while this is welcome it does present a challenge to GRETB in terms of the modes of programme delivery to those who are in employment. The employer engagement team will be essential in meeting this challenge as clear links to employers are necessary to create progression pathways for those in employment as well as pathways to employment. Ensuring courses are relevant and accessible will be critical and the role TEL will be important. The development of new apprenticeships and traineeships is a welcome opportunity for GRETB to continue and increase its engagement with industry and employers. GRETB intends to meet this opportunity by developing and providing a variety of new traineeships and apprenticeships across the region. There are challenges faced in delivering programmes based on the needs of industry and in a timely manner. The timeframe for programme validation is a risk for programme delivery. GRETB is establishing a programme development unit with the appropriate programme development expertise to ensure that courses respond to the needs of employers and industry in a timely manner. The opportunity to work collaboratively with other ETB’s in the development and delivery of programmes is very welcome however it can be challenging particularly when working with stakeholders ― Providing appropriate certification which achieves industry recognition Strategic Performance Agreement 2018 – 2020 15 Longford as a collaborating partner the lead ETB’s Quality Assurance system overrides GRETB’s QA system and Westmeath Education as a coordinating provider GRETB will need to ensure that its’ QA is being adhered to. The issue of BREXIT has been considered in the development of this plan. GRETB is not in the border area but is cognisant of the wider impact BREXIT may have on the economy. The economy may be severely impacted by BREXIT and Training BoardGRETB is looking at a wrap- around module in International Trade to support the existing programmes in Rigid, Artic and Bus driving courses. Adding these modules will give the trainees a more comprehensive programme of training and education and this in turn should ensure their employment opportunities.