Recent Submissions

Now showing 1 - 4 of 4
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    Outdoor Education and Training 2021-2023
    (Education and Training Boards Ireland, 2021) ETBI
    The purpose of this document is to outline the exciting and purposeful contribution that ETB Outdoor Education and Training Centres can play in contributing to and enhancing education and training in Ireland.
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    ETBI Submission to the National Access Plan (NAP) consultation
    (Education and Training Boards Ireland, 2021-06) ETBI
    Education and Training Boards Ireland (ETBI) and its members Education and Training Boards (ETBs), as the largest providers of education and training in the state, welcome the opportunity to contribute to the development of the next five-year National Access Plan (NAP) 2022-2026. This sectoral submission represents the views of ETBs, highlighting areas of importance regarding the development of the NAP 2022-2026. ETBI hopes that the observations and recommendations provided in the sectoral submission will support the attainment of equity of access to further and higher education, rooted in principles of equality and social inclusion.
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    ETBI Submission to the Department of Further and Higher Education, Research, Innovation and Science Public Consultation on Review of Student Grant Scheme - SUSI (Student Universal Support Ireland)
    (Education and Training Boards Ireland, 2021-04) ETBI
    This submission will first provide a background to ETBI, the ETB Sector and FET Provision. It will then outline the feedback received from the sector through a consultation process and in line with the review’s terms of reference, present and discuss findings, and make key conclusions and recommendations.
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    ETB FET Vision for Tertiary Education
    (Education and Training Boards Ireland, 2020-12) ETBI
    This ETB FET sector paper is divided into three sections. The first consists of the background and context in which the ETB FET sector operates. The second section is divided into two parts. Section 2A draws out possibilities and practicalities arising for ETBs in driving forward a stronger and more integrated TES, including joint activities. These inform an ambitious and inclusive vision the ETB FET sector envisages for tertiary education which is presented in Section 2B. Section 3 is divided into nine sub-sections providing a carefully considered response to each of the nine questions posed by DES in its draft paper.