Common use of Structures and Capabilities Clause in Contracts

Structures and Capabilities. KWETB is committed to progressing the key elements of staffing, structures and capabilities necessary to advance the Future FET agenda. As part of this agreement, It will review its existing FET structures and staffing. This will be a key element of the emerging local FET Strategy for KWETB, focusing on moving away from roles aligned to legacy programmes or distinct ‘FE’ or ‘T’ to integrated and strategic responsibilities. It will also work with SOLAS and DFHERIS at a national level to advance a FET management structure that reflects priorities set out in the FET Strategy. This new structure will have to allow for flexibility around re-assignment of roles based on service need and KWETB will support the introduction of a FET practitioner role as required. KWETB will produce baseline data for existing FET staffing levels to inform the national baseline, identify gaps across the ETBs and to develop the future FET staffing structure. A strong focus will be placed on the role of Professional Development in terms of upskilling and reskilling staff, through engagement with the Professional Learning and Development hub and related training for KWETB staff, building on the leadership exhibited to date by KWETB in this area. KWETB will also support work to reform the FET funding model. KWETB responded well to the global pandemic in terms of innovation using digital technology. Engaging with hard to reach learners and supporting learners by making digital devices available further progressed this digital transformation. Initiation of blended learning to respond to pandemic onsite restrictions was transformational and provided an opportunity to expand online learning at pace. KWETB will continue to build on this progress by establishing a formal blended learning policy. KWETB is committed to continuing to focus on the quality of data and maintaining robust and timely PLSS, to ensure quality measurement of targets and alignment with SOLAS data. Enabled data infrastructure is required from SOLAS to provide more timely outcomes data, particularly from the CSO related system targets for progression to employment and progression to higher education. A mechanism/dashboard will be developed by SOLAS for ETBs to track progress on national system targets 2022 - 2024.

Structures and Capabilities. KWETB GRETB is committed to progressing the key elements of staffing, structures and capabilities necessary to advance the Future FET agenda. As part of this agreement, It will review its existing has identified ICT expertise as a critical immediate FET structures and staffingstaffing need. This will be a key element of the emerging local FET Strategy for KWETB, focusing on Other ETBs are more advanced in moving away from roles aligned staff linked solely to legacy FET programmes to allocating senior management responsibility, and dedicating resources to key aspects of the Transforming Learning Future FET strategy or distinct ‘FE’ or ‘T’ to integrated critical areas of strategic reform, and strategic responsibilitiesGRETB will consider how this can be developed over the course of the agreement. It will also work with SOLAS and DFHERIS at a national level to advance a FET management structure that reflects priorities set out in the FET Strategy. This new structure will have to allow for flexibility around re-assignment of roles based on service need and KWETB GRETB will support the introduction of a FET practitioner role as required. KWETB GRETB will produce baseline data for existing FET staffing levels to inform the national baseline, identify gaps across the ETBs and to develop in developing the future FET staffing structure. A strong focus will be placed on the role of Professional Development in terms of upskilling and reskilling staff, staff through engagement with the Professional Learning and Development hub and related training for KWETB GRETB staff, building on the leadership exhibited to date by KWETB in this area. KWETB GRETB will also support work to reform the FET funding model. KWETB GRETB responded well innovatively to the global pandemic in terms its adoption of innovation using digital technology. Engaging with hard to reach learners and supporting learners them by making digital devices available further progressed this digital transformation. Initiation of blended learning to respond to pandemic onsite restrictions was transformational and provided an opportunity to expand online blended learning at pace. KWETB The appointment of TEL champions was key in driving change, offering support and creating communities of practice and the ETB will continue to focus on this key enabler. GRETB will continue to build on this progress by establishing a formal blended learning policyTeaching and Learning Delivery Framework. KWETB GRETB is committed to continuing to focus on the quality of data and maintaining robust and timely PLSS, to ensure quality measurement of targets and alignment with SOLAS data. Enabled data infrastructure is required from SOLAS to provide more timely outcomes data, particularly from the CSO related system targets for progression to employment and progression to higher education. A mechanism/dashboard will be developed by SOLAS for ETBs to track progress on national system targets 2022 - 2024.

Structures and Capabilities. KWETB LCETB has a very strategic and mature approach to staffing of FET, offering a model from which the wider sector can learn. The focus of senior resources on strategic planning, quality assurance, TEL and data is committed demonstrated in a clear vision for future development and the alignment of plans with the Transforming Learning strategy. LCETB will continue to progressing the key elements of staffing, structures and capabilities necessary to advance the Future FET agenda. As part of this agreement, It will review its existing FET structures and staffing. This will be a key element of the emerging local FET Strategy for KWETB, focusing on moving away from roles aligned to legacy programmes or distinct ‘FE’ or ‘T’ to integrated and strategic responsibilitiesinvest in these core capabilities. It will also work with SOLAS and DFHERIS at a national level to advance a FET management structure that reflects priorities set out in the FET Strategy. This new structure will have to allow for flexibility around re-re- assignment of roles based on service need and KWETB LCETB will support the introduction of a FET practitioner role as required. KWETB LCETB will produce baseline data for existing FET staffing levels to inform the national baseline, identify gaps across the ETBs and to develop the future FET staffing structure. A strong focus will be placed on the role of Professional Learning and Development in terms of upskilling and reskilling staff, through engagement with the Professional Learning and Development hub and related training for KWETB LCETB staff, building on the leadership exhibited to date by KWETB in this area. KWETB LCETB will also support work to reform the FET funding model. KWETB It reflects LCETB's initial existing approach to move away from provision brands and silos, and it is willing to help pilot any new funding model approaches. Digital Transformation LCETB responded well to the global pandemic in terms of innovation using digital technology. Engaging with hard to reach learners and supporting learners by making digital devices available further progressed this digital transformation. Initiation of blended learning to respond to learning, as a result of the pandemic onsite restrictions was transformational and provided an opportunity to expand online blended learning at pace. KWETB LCETB will continue to build on this progress by establishing a formal blended learning policy. KWETB is LCETB has successfully developed a cloud-based timetabling application which has been deployed across all FET provision. LCETB are committed to continuing to focus on the quality of data and maintaining robust and timely PLSS, to ensure quality measurement of targets and alignment with SOLAS data. Enabled data infrastructure is required from SOLAS to provide more timely outcomes data, particularly from the CSO related system targets for progression to employment and progression to higher education. A mechanism/dashboard will be developed by SOLAS for ETBs to track progress on national system targets 2022 - 2024. Quality FET LCETB has invested considerably in quality assurance and successfully came through its inaugural review with QQI. Allocating senior management responsibility for QA was an important step, and it will now use this infrastructure as a driver of agile curriculum development in collaboration with partner ETBs <.. image(Graphical user interface, application Description automatically generated) removed ..> Since 2017, LCETB has been issuing digital badges for all Staff PL&D, which is organised at FET Division Level. The use of digital badges came about as a result of mainstreaming an output of an Erasmus Plus Strategic Partnership – EDGE- Enhancing the delivery of Guidance and Employability. Badges are awarded at Site Level in Moodle (the ETB’s Virtual Learning Environment). They have embedded data and are exportable to users Backpack (previously Mozilla now Badgr). To date 109 individual badges have been created and approx. 4000 badges have been awarded to staff. Public Sector Equality and Human Rights Duty The ETB is committed to implementing the Public Sector Equality and Human Rights Duty in line with Irish Human Rights and Equality Commission guidance. FET Leader Case Study Capital Development LCETB will continue its programme of investment in FET capital infrastructure to consolidate provision under a FET college of the future model in urban centres, while maintaining strong community outreach and access to FET across its region. The work to establish an integrated College of FET in Xxxxx should serve as a model for development across the sector, and SOLAS will work with LCETB to support further capital initiatives to support integration, consolidation and specialization in line with regional and national needs. , LCETB will further enhance FET learning and working environments, building a fit-for-purpose network of accessible, environmentally sound FET Campuses. The development of an estates strategy will be central to the development of a pipeline of projects for LCETB, coupled with the requirement to fully expend the annual devolved capital budget. The launch of distinct FET Colleges of the Future will be central to this, building on the successful work to date. SOLAS will continue to develop capital processes to ensure application of the public spending code along with a clear process for capital funding streams and application and approval processes to support LCETB in this regard. Learner and Performance Centered “ Xxxxx Langmanis, Apprentice Commis Chef from College of FET, Hospitality Campus. Xxxxx won a gold medal and was crowned Junior Chef of the Year at the prestigious Chef Ireland Culinary Competition hosted by the Panel of Chefs Ireland at CATEX at the RDS last year. Speaking about his achievements, Xxxxx attributed his success to: “the highly-skilled and enthusiastic mentors at the Hospitality Campus whose hours of hard work and dedication with the learners and apprentices mean they can compete at the highest level.” Learner Voice The Learner continues to drive everything LCETB does. LCETB is committed to expanding and strengthening the Learner Voice across the ETB, building on the success and impact to date, as evidenced in the QQI Quality Assurance Review. Both the value of the Aontas independent learner voice - the FET Learner Forum is recognised, as well as the LCETB learner feedback mechanisms and activities. Both will continue over the course of this agreement. National activity will continue to be supported by SOLAS. LCETB will engage with any new initiatives introduced in relation to further enhancement of strengthening the learner voice across the ETB sector. LCETB will set up a Steering Group to develop and pilot a consistent approach and tools for learner consultations across the FET Division. LCETB will enhance their learner-centered approach to communication and marketing with locally focused campaigns and improved learner interface with the xxxxxxxxxxxx.xx website. <.. image(A screenshot of a computer Description automatically generated with medium confidence) removed ..> LCETB will continue to work with SOLAS to progress a model of provision that reduces barriers to learning and will continue to enhance collaboration across education and welfare services. SOLAS will provide the necessary support for curriculum development which has been identified as a key enabler for Future FET. <.. image(A picture containing text, screenshot, computer Description automatically generated) removed ..> Appendix 1 – FET Strategy Future FET Outcomes FutureFET Outcomes 2020-2024 • FET is available in every community in Ireland, and offers a clear pathway to learners that can take them as far as they want to go (Simplified pathways) • FET is transformed in its delivery and expands the portfolio of opportunities for learners at any level to further their education (Easier access) • FET is for everyone and inspires people to believe in themselves to reach their potential (Learner experience) • There is a greater awareness of FET and it is valued by learners, employers, Government and communities (Powerful identity) • The economic and social impact of further education and training is strongly evidenced by producing a stream of graduates with the necessary skills required for the labour market (Skills for local needs) Appendix 2 – System Targets and Definitions System Targets and Definitions 2018 – 2020 Definitions (as revised in the mid-year process) Target 1, Progression to Employment Based on specific ETB programmes and reported as ISCED and Skills Clusters and provided by the CSO. (Data tracked by the ETB to capture employment outcomes outside of the CSO data set and the 2018-2020 definitions are to be reflected in the new agreement as it progresses). Target 2, Progression within FET and progression from FET to HE. Includes all programme provision for FET, measured on PLSS. Progression from FET to HE provided by the CSO. The FET to HE progression measure includes anyone who had a finish date in the same year, e.g., learner in FET in 2018 who enrolled in HE in 2018. Now includes all PLC as a progression pathway. Target 3, Transversal Skills progression, measured by certification levels within specific programme categories. Target 4, Lifelong Learning engagement. Revised (as had been anticipated) as over 25 year olds (in line with EU definition) participation became available from PLSS.

Structures and Capabilities. KWETB Tipperary ETB is committed to progressing the key elements of staffing, structures and capabilities necessary to advance the Future FET agenda. As part of this agreementIt has identified pressing needs for quality assurance and curriculum development expertise to drive agile skills responses, It will review its existing FET structures and staffing. This will be a key element of for change management resources to realise the emerging local FET Strategy for KWETB, focusing on moving away from roles aligned to legacy programmes or distinct ‘FE’ or ‘T’ to integrated and strategic responsibilitiestransformation sought. It will also work with SOLAS and DFHERIS at a national level to advance a FET management structure that reflects priorities set out in the FET Strategy. This new structure will have to allow for flexibility around re-assignment of roles based on service need and KWETB Tipperary ETB will support the introduction of a FET practitioner role as required. KWETB Tipperary ETB will produce baseline data for existing FET staffing levels to inform the national baseline, identify gaps across the ETBs and to develop the future FET staffing structure. A strong focus will be placed on the role of Professional Development in terms of upskilling and reskilling staff, through engagement with the Professional Learning and Development hub and related training for KWETB Tipperary ETB staff, building on the leadership exhibited to date by KWETB in this area. KWETB Tipperary ETB will also support work to reform the FET funding model. KWETB Digital Transformation Tipperary ETB responded well to the global pandemic in terms of innovation using digital technology. Engaging with hard to hard-to-reach learners and supporting learners by making digital devices available further progressed this digital transformation. Initiation of blended learning to respond to pandemic onsite restrictions was transformational and provided an opportunity to expand online learning at pace. KWETB Tipperary ETB will continue to build on this progress by establishing a formal blended learning policy. KWETB Tipperary ETB is committed to continuing to focus on the quality of data and maintaining robust and timely PLSS, to ensure quality measurement of targets and alignment with SOLAS data. Enabled data infrastructure is required from SOLAS to provide more timely outcomes data, particularly from the CSO related system targets for progression to employment and progression to higher education. A mechanism/dashboard will be developed by SOLAS for ETBs to track progress on national system targets 2022 - 2024. Public Sector Equality and Human Rights Duty The ETB is committed to implementing the Public Sector Equality and Human Rights Duty in line with Irish Human Rights and Equality Commission guidance. Quality FET Tipperary ETB has made significant advances in quality assurance ahead of the inaugural review with QQI. Allocating senior management responsibility for QA was an important step, and it will now use this infrastructure to further progress this key area, in line with the emerging QQI quality assurance action plan. FET Leader Case Study Tipperary ETB works closely with North Tipperary Development Company on a number of Adult Literacy projects ranging from hairdressing, woodwork, horticulture, mechanics, poetry. This helped us to build links in the community with groups where the development company have established relationships. Examples of this are e.g. a traveller poet that we support that recently read in DCU (All Hallows) and won third prize in an International women’s Day competition as well as the Four Stroke Engine Maintenance (QQI L3) course in Roscrea. Capital Development Tipperary ETB will continue its programme of investment in FET capital infrastructure in line with the ambition set out in this agreement and the national Future FET agenda. The ETB has already taken a lead in setting out an initial estate strategy covering the next 10 years. This strategy sets out a three-tiered model - tier one (hubs), tier two (town access) with tier three (community outreach) and takes account of key urban areas in need of an ETB presence or infrastructure, while focusing on driving consolidation and integration of FET provision. The ETB will explore moving away from dual provision approaches for PLC to ensure all Level 5 and 6 provision is delivered from dedicated and integrated FET settings. The potential to link with TUS on a connected campuses in Clonmel and Thurles is also a substantial development opportunity. The ETB should also consider how it can reduce its reliance on leasing agreements over time. SOLAS will continue to develop capital processes to ensure application of the public spending code along with a clear process for capital funding streams and application and approval processes to support Tipperary ETB in this regard. Learner and Performance Centred Learner Voice “ By obtaining the National Tour Guiding Badge, it will definitely open more doors going forward. It gives me a great sense of achievement and confidence in the knowledge that I have a qualification to guide tourists around Ireland. Xxxxxxxx Xxxxx speaking about the National Tour Guiding programme The Learner continues to drive everything Tipperary ETB does. The ETB is committed to expanding and strengthening the Learner Voice across the ETB, building on the success and impact to date, as evidenced in the QQI Quality Assurance Review. “ Both the value of the Aontas independent learner voice - the FET Learner Forum is recognised, as well as the ETB learner feedback mechanisms and activities. Both will continue over the course of this agreement. National activity will continue to be supported by SOLAS. Tipperary ETB will engage with any new initiatives introduced in relation to further enhancement of strengthening the learner voice across the ETB sector. Tipperary ETB will continue to work with SOLAS to progress a model of provision that reduces barriers to learning and will continue to enhance collaboration across education and welfare services. It will support the move to a learner-driven future FET funding model by developing proposals for programme harmonization and integrated structure to feed into the implementation of the review. SOLAS will provide the necessary support for curriculum development which has been identified as a key enabler for Future FET. Appendix 1 – FET Strategy Future FET Outcomes FutureFET Outcomes 2020-2024 • FET is available in every community in Ireland, and offers a clear pathway to learners that can take them as far as they want to go (Simplified pathways) • FET is transformed in its delivery and expands the portfolio of opportunities for learners at any level to further their education (Easier access) • FET is for everyone and inspires people to believe in themselves to reach their potential (Learner experience) • There is a greater awareness of FET and it is valued by learners, employers, Government and communities (Powerful identity) • The economic and social impact of further education and training is strongly evidenced by producing a stream of graduates with the necessary skills required for the labour market (Skills for local needs) Appendix 2 – System Targets and Definitions System Targets and Definitions 2018 – 2020 Definitions (as revised in the mid-year process) Target 1, Progression to Employment Based on specific ETB programmes and reported as ISCED and Skills Clusters and provided by the CSO. (Data tracked by the ETB to capture employment outcomes outside of the CSO data set and the 2018-2020 definitions are to be reflected in the new agreement as it progresses.) Target 2, Progression within FET and progression from FET to HE. Includes all programme provision for FET, measured on PLSS. Progression from FET to HE provided by the CSO. The FET to HE progression measure includes anyone who had a finish date in the same year, e.g., learner in FET in 2018 who enrolled in HE in 2018. Now includes all PLC as a progression pathway. Target 3, Transversal Skills progression, measured by certification levels within specific programme categories. Target 4, Lifelong Learning engagement. Revised (as had been anticipated) as over 25 year olds (in line with EU definition) participation became available from PLSS.

Structures and Capabilities. KWETB Cork ETB is committed to progressing the key elements of staffing, structures and capabilities necessary to advance the Future FET agenda. As part While the Cork College of this agreementFET is an important step in the integration between what was traditionally further education and training activity in the ETB, It will review its existing FET structures and staffing. This long-term success will be a key element of the emerging local FET Strategy for KWETB, focusing dependent on moving away from roles aligned real change to legacy programmes or distinct ‘FE’ or ‘T’ to integrated break down existing silos in staffing and strategic responsibilitiesstructures. It The ETB will also work with SOLAS and DFHERIS at a national level to advance a FET management structure that reflects priorities set out in the FET Strategy. This new structure will have to allow for flexibility around re-re- assignment of roles based on service need and KWETB CETB will support the introduction of a FET practitioner role as required. KWETB CETB will produce baseline data for existing FET staffing levels to inform the national baseline, identify gaps across the ETBs and to develop the future FET staffing structure. A strong focus will be placed on the role of Professional Development in terms of upskilling and reskilling staff, through engagement with the Professional Learning and Development hub and related training for KWETB CETB staff, building on the leadership exhibited to date by KWETB in this area. KWETB CETB will also support work to reform the FET funding model. KWETB CETB responded well to the global pandemic in terms of innovation using digital technology. Engaging with hard to reach learners and supporting learners by with making digital devices available further progressed this digital transformation. Initiation of blended learning to respond to learning, as a result of the pandemic onsite restrictions was transformational and provided an opportunity to expand online blended learning at pace. KWETB CETB will continue to build on review this progress by establishing a formal blended learning policyin consideration of the future. KWETB is CETB are committed to continuing to focus on the quality of data and maintaining robust and timely PLSS, to ensure quality measurement of targets and alignment with SOLAS data. This process has raised concerns in trends of key performance indicators over the period 2018- 2021 and the ability of the ETB to identify and track issues at an earlier stage. Enabled data infrastructure is required from SOLAS to provide more timely outcomes data, particularly from the CSO related system targets for progression to employment and progression to higher education. A mechanism/dashboard will also be developed by SOLAS for ETBs to track progress on national system targets 2022 - – 2024.. Cork ETB has identified a critical need to invest in further developing its data infrastructure and establishing dedicated analytics capability to ensure future agility in identifying emerging trends and requirements, and tracking and enhancing ongoing progress. Cork ETB is currently in the process of establishing a dedicated functional unit to address this as a priority. FET Leader Case Study In 2016, a new prison was opened in Cork City. The new prison has a purpose-built Education Unit with 13 classrooms including, dedicated woodwork, computer, art, ceramics, and home economics rooms. All the computers in the computer classroom have had assistive learning technology software installed. The education network in the prison operates a ‘Secure Prison Academic Network’ Span, which holds education software. Learners do not have access to the internet, but all learners are allowed use computers in the school once their password is activated. All learners also have their own folder automatically created on the SPAN network when they are committed to prison. 17 “The tutor goes out of his way to make sure that it's an individual tailored course. “ Learner Voice He takes time to make sure that I'm up to speed and I'm comfortable. Each of us is getting individual help to make sure that we're going at our own pace”. Capital Development

Structures and Capabilities. KWETB DDLETB is committed to progressing the key elements of staffing, structures and capabilities necessary to advance the Future FET agenda. As part of this agreementSupports and further resources are deemed necessary in certain areas. Of most urgent priority are research and data, It communications, and employer engagement areas. The reliance on short-term contracts in the FET Sector also needs to be addressed. DDLETB will review its existing FET work with various working groups tasked with agreeing and proposing new staffing structures and staffing. This will be a key element of the emerging local FET Strategy for KWETB, focusing on moving away from roles aligned to legacy programmes or distinct ‘FE’ or ‘T’ to integrated and strategic responsibilitiesFET. It acknowledges that a national approach is deemed essential in relation to any future staffing structures. To effectively deliver on the Transforming Learning agenda, DDLETB will also continue to work co operatively with SOLAS and DFHERIS at a national level in relation to advance a FET management structure that reflects priorities set out in workforce planning including the FET Strategy. This new structure will have to allow for flexibility around re-assignment provision of roles based on service need and KWETB will support the introduction of a FET practitioner role as required. KWETB will produce baseline data for existing FET staff levels, the identification of gaps in the staffing levels to inform the national baseline, identify gaps structures across the ETBs and the development of appropriate staffing structures to develop ensure they are fit for purpose. While DDLETB welcomes the provision of additional change lead resources for FET, it will also seek external change management support to assist with the transformation required. The ETB will submit a business case and rationale for additional resources to address key gaps and the future FET staffing structureneeds in line with the new Strategic Performance Agreement 2022-2024 and new DDLETB Statement of Strategy. A strong focus will continue to be placed on the role of Professional Development in terms of upskilling and reskilling staff, through engagement with the Professional Learning and Development hub and related training for KWETB DDLETB staff, building on . SOLAS will provide the leadership exhibited necessary support for curriculum development which has been identified as a key enabler for Future FET. DDLETB continues to date by KWETB in this area. KWETB will also support work and inform transition to reform the new FET funding model. KWETB Digital Transformation DDLETB responded well to the global pandemic in terms of innovation using digital technology. Engaging with hard to hard-to-reach learners and supporting learners by making digital devices available further progressed this digital transformation. Initiation of blended learning to respond to learning, as a result of the pandemic onsite restrictions was transformational and provided an opportunity to expand online blended learning at pace. KWETB The ETB noted that 61% of learners want a blended component to their learning. DDLETB will continue to build on this progress by establishing a formal blended learning policy. KWETB is DDLETB are committed to continuing to focus on the quality of data and maintaining robust and timely PLSS, PLSS data entry and reporting to ensure quality measurement of targets and alignment with SOLAS data. Enabled data infrastructure is required from SOLAS to provide more timely outcomes data, particularly from the CSO related system targets for progression to employment and progression to higher education. A mechanism/dashboard will be developed by SOLAS for ETBs to track progress on national system targets between 2022 - 2024. FET Support Units Digital Connect is a digital learning support project that was rolled out in 2020 as a response to support teaching, learning and assessment using Microsoft Office 365 during the COVID-19 lockdown. Since March 2020, over 800 online sessions have been delivered across a range of topics to over 10,154 participants from across the entire organisation including FET, with many staff members attending several different sessions. The ETB is committed to implementing the Public Sector Equality and Human Rights Duty in line with Irish Human Rights and Equality Commission guidance. DDLETB has established the Quality Assurance Unit and the Strategy and Planning Unit to support the achievement of the strategic goals. The QA unit will continue to support the ongoing development of the QA system, while the Strategy and Planning Unit will facilitate the analysis of data to enable evidence-based decision making and the achievement of strategic priorities and goals across FET. DDLETB plan to increase resourcing of both of these teams and other key priority areas. FET Leader Case Study Public Sector Equality and Human Rights Duty Capital Development Learner and Performance Centred A clear integrated, inclusive and ambitious plan exists within DDLETB, built on the opportunities recognised through the emerging Colleges of FET. This includes a vision to establish three new Colleges of FET in the areas served by the ETB - in Fingal, Dún Laoghaire-Rathdown and South Dublin County, with centralised services, including centralised admissions and learner support. The objective is for the new FET Colleges to raise awareness of FET in communities, make it easier to brand and market FET, make FET a more attractive option for all learners and facilitate a more streamlined inclusive learner experience with simplified pathways. DDLETB recognised the importance of establishing a pipeline of capital projects for the future. Consequently DDLETB responded to the SOLAS call for capital submissions for the FET College of the Future. This submission included a rationale for investment in FET DDLETB and proposals to build flagship developments in areas with high population growth and poor quality FET infrastructure, including Fingal and South Dublin County. While DDLETB acknowledges that these applications are at a very early stage in the capital development process, the proposals to build new flagship FET Colleges of scale that will make FET an attractive offering to school leavers are critical to the future development and expansion of FET in DDLETB. A key next step will be to conduct a full feasibility study around the Fingal flagship development to meet the critical gap in FET provision in this area. The need to capture the wider benefits of learning (WBL) is highlighted by the ETB as an issue. While not all outcomes can be easily measured, it is important to use metrics other than completion and certification, and DDLETB will continue to pilot a WBL tool for this purpose with a view to full roll-out. SOLAS will support ETBs to capture qualitative learner outcomes at a national level via this WBL tool. DDLETB will continue to work with SOLAS to progress a model of provision that reduces barriers to learning and will continue to enhance collaboration across education and welfare services. “ “I can honestly say if you are looking for a rewarding career that will change your life forever, please apply for this traineeship. If it were not for my course and work placement, I would not be in my dream job.”