Recent Submissions

Now showing 1 - 4 of 4
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    Further Education & Training COVID-19 Response
    (Education and Training Boards Ireland, 2020) ETBI
    Full-time Further Education & Training provision have reported a high incidence of online learner engagement, however, providing vocational content poses some challenges. The use of such resources support learners to work independently, at their own pace and at a time that is convenient. The use of video conferencing, direct contact via telephone and email, as well as the use of social media, provides a sense of belonging and support, and allows for direct communication with learners. ETB Further Education & Training staff have demonstrated agility and responsiveness in the identification and use of new methods to support teaching and learning. Many challenges have been experienced, including the assessment of learners, maintaining learner motivation, overcoming social isolation, recognition of inadequate I.T. skills, and access to appropriate I.T. equipment and Internet connectivity.
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    ETB COVID-19 Contingency Plans Survey Report
    (Education and Training Boards Ireland, 2020-04-03) ETBI
    The ETB sector have implemented contingency plans in response to the exceptional circumstances COVID19 has presented. ETBs continue to work collaboratively and in partnership with agencies and bodies to support the continuity of learning across provision whilst maintaining the supporting infrastructure and financial services.
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    FET College of the Future
    (Education and Training Boards Ireland, 2021-06) ETBI
    The ETB FET sector agrees that the new, integrated FET College will be an over-arching ‘FET College’ entity, organised centrally within an ETB, which transacts FET provision and services through an integrated network of Campuses, Centres, Hubs, and local FET Resources, supported by a centralised network of support services.
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    FET Learner Survey Report
    (Education and Training Boards Ireland, 2021-04) ETBI
    This survey sought to capture lived experiences of the remote learning environment to determine what went well and what could inform future considerations for contingency measures and best practice to support the FET learner.