Education and Training Boards Ireland (ETBI) and its member Education and Training Boards (ETBs), as the largest providers of education and training in the state, are fully committed to the attainment of equity of access to further and higher education, rooted in principles of equality and social inclusion.
In 2019, there were 179,058 learner enrolments across FET with 131,097 learner completions and 86,847 learner certified completions (Dulee-Kinsolving and Guerin, 2020). The diverse profile of FET learners indicates the need to respond to a wide range of marginalised learners, many of whom regard FET as their only means of obtaining education and training. For example, in terms of socio-economic status, in 2019, 45,177 (30.8%) of learners had a lower secondary education or below when enrolling in a FET course. 31.3% of learners were unemployed prior to enrolment with 40% of those in long term unemployment, while 26% were employed. The remaining 42.7% of learners were inactive (neither employed nor unemployed) prior to enrolment.
FET prioritises economically disadvantaged learners. The economic barriers experienced by these FET learners include accessing social welfare entitlements, insufficient childcare, transport and accomodation costs in addition to prohibitive costs associated with course attendance and materials. Part-time FET learners are particularly impacted. In supporting the participation of economically disadvantaged learners FET provides targetted learner supports including ICT Device Schemes, access to Hardship Funds and Grant Application Assistance.
ETBI’s recent submission to Ireland’s national Access Plan 2022-2026, further recommends that the financial supports available across Higher Education (HE) extend to FET learners. An accessible equitable financial support system for example grants, financial aid guidance and information should be standardised across FET and HE. Flexible funding mechanisms should also be considered, which would allow ETBs to target local needs and the importance of resourcing data gathering around learner profile.
Furthermore, a financial support system must be equally accessible to part-time and full-time learners,
The FET sector also prioritises an emphasis on monitoring and evaluating the participation of underrepresented groups, including the economically disadvantaged across FET. In doing so, FET will ensure that the use of data will play the key role in identifying gaps and delivering evidence informed initiatives. The use of positive measures/ targets supporting the participation of economically vulnerable groups is further recommended.
The provision of consistent and integrated learner supports across ETBs will improve access and outcomes for all learners, not just the economically disadvantaged. Such supports would include: inclusive teaching and learning; flexible programme times, type and delivery and structures and resources for example Access Officers.
Appropriate and supportive guidance and information provision is essential in addressing motivational/dispositional barriers including confidence and self-esteem as well as affects of familial disengagement with education. A fully resourced Adult Guidance Service is essential in supporting transitions into further education and training and in navigating the higher education systems for those learners that are economically excluded.
The development of pre and post FET entry activities which are based on interagency collaboration and community partnerships and include the strengthening of community education and outreach in engaging hard to reach learners is essential in addressing economic disadvantage.
Finally, The development of a unified rather than a uniform system of transitions/progression opportunities within FET and between FET and HE, reviewing the existing pathways and building on those pathways. In this context, building on the ETB Local Networks Supporting DEIS (Delivering Equality of Opportunity in Schools) Learners Transitions to FET is key in engaging economically disadvantaged learners at primary level.
Dulee-Kinsolving, A and Guerin, S. (2020). This is FET Facts and Figures 2019. Ireland: SOLAS. Last accessed 31st July 2024
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