LMETB programmes use two main tools during the interview process to assist in identifying any Literacy, Numeracy or ICT supports required. BKSB and Edexcel are in use across many centres/colleges.

Individual centres may have further information on admissions procedures and course-specific admissions requirements.

Induction

On starting a course in LMETB, students should receive an induction session/s in which they receive general information about the centre, as well as course-specific information such as modules to be covered, the course calendar and timetable, assessment schedules and assessment deadlines.

LMETB’s FET Learner Contract is agreed with learners at Induction stage covering areas such as respect for others, attendance and timekeeping, participation in the course, etc. LMETB’s FET Learner Charter outlines the rights and responsibilities of learners.

Furthermore, in line with its Learner Information Policy, LMETB FET Division is committed to ensuring that accurate information is readily shared with learners in a timely way.

LMETB’s FET Learner Handbook outlines key information such as assessment policies and procedures, supports available to students, complaints procedure and other relevant information.

Recognition of Prior Learning

Recognition of Prior Learning (RPL) allows for all learning to be recognized and validated, independent of the context in which it was achieved. RPL may be attained for formal, informal or non-formal learning and this enables documentation, access, exemption and accreditation. Participation in the RPL process offers further opportunities for access, transfer and progression to programmes in Further Education and Training. LMETB’s Recognition of Prior Learning Policy outlines the process for RPL in LMETB.

The Learning Environment

LMETB’s Mission Statement states that:

Louth and Meath Education and Training Board is committed to excellence and innovation in the education of young people and adults through the provision of dynamic services delivered by professional staff.

LMETB’s FET Service is committed to creating a learning environment that allows learners to partake in a positive and holistic learning experience.

LMETB’s FET Learner Charter summarises the basis upon which LMETB FET interacts with the learner and upholds its commitment to educational excellence. The Learner Charter is designed to create and support a progressive learning environment to enrich the student learning experience.

The FET division is also committed to equality for all its learners, in accordance with LMETB’s Policy on Equality and Diversity. Learners are also encouraged to participate in the diverse range of activities on offer across FET centres which aim to promote a positive social and cultural learning environment, including guest speakers, field trips, and health and wellbeing events.

TEL

LMETB is committed to developing an updated TEL strategy to further develop the commitments set out in its FET Digital TEL Strategy 2017-19. LMETB’s TEL Office provides an ongoing and enhanced investment in technology-enhanced learning to support innovative teaching and learning practices. Actions include supporting the creation and sharing of digital resources for use in the classroom, use of virtual learning environments (VLEs) to support the learning experience and building staff capacity through CPD and staff mentoring projects.

Work Placement and Work Experience

LMETB’s FET Work Experience Policy outlines its belief that work experience is a valuable part of the learning experience, allowing learners to get a taste of the realities of working in their chosen career. Most FET courses leading to a major award include a Work Experience or Work Practice module incorporating a compulsory work placement.

LMETB is committed to the safeguarding of learners who undertake work placements as part of their programme of learning. LMETB makes every effort to ensure that the work-based learning environment of the learner is appropriate, safe and productive. Learners going on work placement will generally be overseen by a named person within each programme, usually the work experience teacher/instructor or course coordinator, and this named person is responsible for all communications with workplace supervisors in relation to the completion of the supervisor’s report.

LMETB also provides written guidelines for both the employer and centre/ college regarding Work Placement and a Work Experience agreement form is co-signed by employer and learner.

Feedback for Learners

LMETB Learner Feedback and Participation Policy aims to facilitate systematic learner feedback on its programmes and support services in order to continuously improve and enhance the quality of the teaching and the learning experience. It also aims to facilitate learner contribution to relevant decision-making, management and review bodies.

Learner feedback is an essential element to the life cycle of a course within LMETB. Feedback is sought for most courses through mid-course and end-of-course evaluations. Template evaluations forms have recently been developed for use across LMETB FET provision. The information gathered in evaluations can be used to address issues arising throughout the course. It also informs future iterations of the course, (e.g. with respect to module choice etc.), as well as new course development. In addition, learners can raise any concerns or feedback they may have about the course, with either the course teacher, tutor or instructor, or course coordinator at any time between the formal feedback opportunities.

LMETB has engaged with AONTAS in annually hosting the FET National Learner Forum as a means of collecting and collating feedback from students across the service. All learners who attend the forum also take part in a learner survey regarding their experience of LMETB FET provision. A report is compiled by AONTAS summarising the feedback and outcomes of the event.

Learner Grievances

LMETB’s Complaint Procedure is available to all learners.
Where students have complaints, they are expected, in the first instance, to address them with the staff member concerned.

If still unsatisfied, they may take their concerns to the course coordinator, and thereafter may appeal to the FET senior management team.