An induction programme is the process used within many businesses to welcome new employees to the company and prepare them for their new role. Induction training should, according to TPI-theory, include development of theoretical and practical skills, but also meet interaction needs that exist among the new employees
This document discusses expanding learning opportunities beyond formal schooling through community learning centers (CLCs). CLCs are local education institutions that provide various learning programs for community development. They use existing community infrastructure like schools and public halls. Many countries in Asia and Africa have national programs implementing CLCs. CLCs offer literacy programs, skill training, library resources, and community activities. They aim to empower communities and improve quality of life through both academic and life skills programs. The document outlines best practices and challenges in implementing effective and sustainable CLC programs.
The document provides details on the proposed TIPPS (TIPPS Framework) initiative to establish affordable international standard English medium schools in Malaysia. The vision is to establish certified English medium schools collaborating with education entrepreneurs and supporting the ecosystem for expansion. Key aspects of the business model include the customer segments, channels, resources, activities, partnerships, costs and revenue streams. Initial targets areas for school districts are identified. An action plan outlines regulations to comply with, standards, recruitment, plans, teams and standard operating procedures required.
Scc surrey final presentation 06-15-2012 copyicanadanet
The document discusses recommendations from an IBM team on how the City of Surrey and its partners can better support early childhood development (ECD) from ages 0-5. Key recommendations include establishing an ECD leadership task force, evolving towards an ECD center of excellence, committing to a data sharing strategy, creating an analytics team, and maximizing shared facilities and volunteer community involvement. The goals are to strengthen ECD programs and services in Surrey and create a world-class early childhood environment.
Empowring the Community to Teach the Child - Noel Kelly, Northside PartnershipAodhanORiordain
The Northside Partnership was founded in 1991 to address long-term unemployment in Dublin, Ireland. It operates programs in employment, enterprise, lifelong education, and community development across 10 priority districts. The partnership identifies needs through research and consultation, develops responses through partnerships, and manages interventions to support marginalized groups access education. Key past efforts include supporting progression to third level education and early school leaving initiatives. The partnership has integrated services, developed prevention programs, and seeks to lead area-based approaches to improve outcomes for children, families and communities.
The document provides a draft plan for an English School Venture in Malaysia. The mission is to provide international standard English medium education with an affordable system and support the expansion of schools across Malaysia. The business model involves establishing affordable English medium schools that meet international standards and incorporate additional languages and creative disciplines. Target customer segments are Malaysian middle class families seeking English education. Key activities will include collaborating with partners, promoting recruitment, establishing school systems and facilities, and ensuring compliance. Revenue streams will come from donations, sponsorships, student fees, and other sources. Several potential locations for schools are identified. The document outlines tasks and responsibilities needed to implement the plan.
This is a conference I produced about raising the attainment of SEN (special educational needs). The conference will take place in London on the 31st of March 2009
An induction programme is the process used within many businesses to welcome new employees to the company and prepare them for their new role. Induction training should, according to TPI-theory, include development of theoretical and practical skills, but also meet interaction needs that exist among the new employees
This document discusses expanding learning opportunities beyond formal schooling through community learning centers (CLCs). CLCs are local education institutions that provide various learning programs for community development. They use existing community infrastructure like schools and public halls. Many countries in Asia and Africa have national programs implementing CLCs. CLCs offer literacy programs, skill training, library resources, and community activities. They aim to empower communities and improve quality of life through both academic and life skills programs. The document outlines best practices and challenges in implementing effective and sustainable CLC programs.
The document provides details on the proposed TIPPS (TIPPS Framework) initiative to establish affordable international standard English medium schools in Malaysia. The vision is to establish certified English medium schools collaborating with education entrepreneurs and supporting the ecosystem for expansion. Key aspects of the business model include the customer segments, channels, resources, activities, partnerships, costs and revenue streams. Initial targets areas for school districts are identified. An action plan outlines regulations to comply with, standards, recruitment, plans, teams and standard operating procedures required.
Scc surrey final presentation 06-15-2012 copyicanadanet
The document discusses recommendations from an IBM team on how the City of Surrey and its partners can better support early childhood development (ECD) from ages 0-5. Key recommendations include establishing an ECD leadership task force, evolving towards an ECD center of excellence, committing to a data sharing strategy, creating an analytics team, and maximizing shared facilities and volunteer community involvement. The goals are to strengthen ECD programs and services in Surrey and create a world-class early childhood environment.
Empowring the Community to Teach the Child - Noel Kelly, Northside PartnershipAodhanORiordain
The Northside Partnership was founded in 1991 to address long-term unemployment in Dublin, Ireland. It operates programs in employment, enterprise, lifelong education, and community development across 10 priority districts. The partnership identifies needs through research and consultation, develops responses through partnerships, and manages interventions to support marginalized groups access education. Key past efforts include supporting progression to third level education and early school leaving initiatives. The partnership has integrated services, developed prevention programs, and seeks to lead area-based approaches to improve outcomes for children, families and communities.
The document provides a draft plan for an English School Venture in Malaysia. The mission is to provide international standard English medium education with an affordable system and support the expansion of schools across Malaysia. The business model involves establishing affordable English medium schools that meet international standards and incorporate additional languages and creative disciplines. Target customer segments are Malaysian middle class families seeking English education. Key activities will include collaborating with partners, promoting recruitment, establishing school systems and facilities, and ensuring compliance. Revenue streams will come from donations, sponsorships, student fees, and other sources. Several potential locations for schools are identified. The document outlines tasks and responsibilities needed to implement the plan.
This is a conference I produced about raising the attainment of SEN (special educational needs). The conference will take place in London on the 31st of March 2009
This document provides an overview of how different reviews and initiatives relate to improving outcomes for students with special educational needs. It discusses the work of John Bercow, Brian Lamb, and Sir Jim Rose in improving communication skills and the assessment process for students with special needs. It also outlines the establishment of regional hubs to disseminate best practices, the goal of narrowing the achievement gap between students with special needs and their peers, and the release of quality standards for special needs support services.
This document provides an overview and update on several initiatives related to special educational needs and disabilities in the UK:
1. It explains how the work of John Bercow, Brian Lamb, and Sir Jim Rose on improving outcomes for students with communication and learning difficulties like dyslexia are interconnected and aim to increase parental confidence and narrow achievement gaps.
2. It provides details on the establishment of 10 regional hubs to disseminate best practices for supporting students with special educational needs.
3. It discusses efforts to measure and address the gap in educational outcomes between students with special needs and their peers, including new training materials and guidance being developed.
4. It announces the publication of quality standards for
This one-day interactive forum on June 19th, 2013 in Canberra, Australia brings together case studies on eLearning strategies from public sector organizations. It covers topics like engaging users, developing multimedia content, mobile learning, and building a business case for eLearning. A networking lunch is provided, and optional workshops on June 20th focus on online learning strategies and the 70:20:10 model for blended learning. The event aims to help public sector organizations maximize the benefits of eLearning.
The document discusses plans for the Philippine e-Learning Network (PeN) Project, a collaborative effort between MFI Foundation and Technology Support Services, Inc. to provide early childhood education through distance learning programs to over 33,000 daycare centers nationwide. The project will establish a production and broadcast center to develop and deliver multimedia educational content addressing domains of child development. It provides timelines and outlines roles for partners to develop, produce, distribute, and evaluate the early learning programs through the PeN infrastructure.
Predstavitev izobraževanja odraslih na Kosovem, dr. Rame Likaj, Konferenca Gr...AndragoskiCenterSlovenije
Description
Konferenca GM 2015 Ljubljana
Gradimo mostove v izobraževanju odraslih 2015
Gradimo mostove u obrazovanju odraslih 2015
---
Predstavitev izobraževanja odraslih na Kosovem
- dr. Rame Likaj, Ministry of Education, Science and Technology
---
http://pro.acs.si/gm2015
Nirantara Community Services is a not-for-profit organization registered in Karnataka, India that provides microfinance services, education programs, and livelihood support. It started in 2006 providing microfinance but is transitioning those services to a separate organization. Nirantara focuses on a pre-primary and primary education franchise model called "The HoneyBees!!" targeting rural and low-income children ages 2 to 11 through local entrepreneur-run schools. The goal is to provide a foundation in quality education to 9,200 children across 30 rural and 10 urban schools in 5 years through their sustainable franchising and cross-subsidization approach.
The Alliance for Jewish Education serves as the central address for Jewish education and identity development in the community. Its mission is to ensure the highest quality Jewish education and identity formation services to the largest number of people throughout their lives. In 2012-2013, the Alliance had a budget of $2.27 million and directly served over 9,000 students, teachers, and families through programs in areas including adult Jewish education, Jewish experiences for families, special needs education, and more. There is a recognized need for innovation in Jewish education to engage more people as the Jewish community and world are changing.
Kaye Bowman - Riding The Waves, Cairns Nov07elearnala
The document summarizes the "Community Engagement Project" which aimed to create waves in community partnerships and sustainable e-learning. Over 1,000 learners participated across 14 pilot programs covering topics like business, youth work, and health and safety. Key factors for the project's success included shared commitment across organizations, a client-focused and expert support team, and partnership development through cultural scoping, capacity building, and collective work. The project was successful in engaging learners and the pilots' activities continued beyond initial funding. For the next cycle, regional networks and learner engagement guidelines could help attract new participants.
UNESCO leads the global effort to provide quality education for all. While progress has been made in expanding access to education worldwide, 67 million primary-school aged children remain out of school. UNESCO works with countries to build and strengthen education systems, with a focus on gender parity, teachers, literacy, and reaching marginalized groups like those in sub-Saharan Africa.
The eSkwela Project provides ICT-enhanced educational opportunities through community-based e-Learning Centers for out-of-school youth and adults. It uses interactive e-learning materials and blended instruction to bridge the digital divide. Over 90 centers have been established across the country, managed by local communities. The program has served over 4,700 learners since 2007 and provides alternative learning pathways for marginalized sectors. It has received international recognition from UNESCO and the Computerworld Honors Program for its innovative use of ICT to promote education.
The eSkwela Project provides ICT-enhanced educational opportunities through community-based e-Learning Centers for out-of-school youth and adults. It uses interactive e-learning materials and blended instruction to bridge the digital divide. Over 90 centers have been established across the country, managed by communities. The program has served over 4,700 learners since 2007 and provides alternative learning pathways for marginalized sectors. It has received international recognition from UNESCO and Computerworld for its innovative use of ICT to promote education.
3 Promoting early childhood development for children with disabilities in Mal...The Impact Initiative
This document discusses promoting early childhood development for children with disabilities in Malawi. It notes that until the late 1990s, there was little progress on equitable access to early childhood development services, but that the government has since focused on providing access through Community Based Child Care centres, especially for vulnerable groups in rural and urban areas. It also describes various stakeholders involved in early childhood development in Malawi and outlines the objectives and approach of a project called Anthrologica, which aims to promote inclusion of children with disabilities and measure child development through inter-sectoral collaboration.
This document discusses educational technology and the learning society towards 2020. It introduces learning and educational technology and examines what a learning society entails. It outlines Finland's strategy for learning and competence in 2020 which focuses on learning through information, building national intellectual capital, enhancing education and training, strengthening teaching personnel's competence, and creating a thriving learning community. It also discusses a report on the competence needs of learning networks in tomorrow's Finland and questions what skills will be required for network-based work and how competencies will develop.
This presentation discusses open educational resources (OER) and open education. It begins by defining OER as teaching, learning, and research materials that can be freely accessed, reused, modified, and shared. The presentation explores themes around shifting from OER development to practices, using social media to foster OER communities, and the potential of OER to support goals like adult education, democracy, and sustainability. Barriers and opportunities for open education are examined, such as the need for partnerships and policies to support long-term, trusted collaboration around OER. The presentation concludes by considering individual benefits of open education like increased flexibility, employability and internationalization.
The document describes an award distribution ceremony held on July 14th, 2011. It provides details about the public voting process, the jury members, and several award winning projects in the areas of global collaborative learning, enabling ICT in schools, innovation in math, science and special needs education, innovative literacy programs, vocational education, and green campus initiatives. The projects utilized technologies like video conferencing, cloud computing, and interactive whiteboards to enhance teaching and learning experiences.
ILFS Presentation for NVEQF and Open SchoolingCEMCA
The document discusses the Parvaaz program, a skills training initiative for rural Muslim minority youth in India. Key points:
- The program aims to provide 5000 unemployed and underprivileged Muslim youth aged 17-25 with education, skills training, and job placement. It operates in 5 states.
- The curriculum includes education to certify students at Class 8th/10th level, as well as vocational skills training in fields like engineering, manufacturing, and IT. Soft skills and language training are also incorporated.
- Implementation is community-based, with outreach activities, learning centers established locally, and facilitators recruited from within communities. Monitoring and evaluation ensure quality and outcomes.
- The hol
National Education Policy-Pakistan 2017 (Nausher).pdfNausherKhan4
The document outlines Pakistan's National Education Policy for 2017-2025. It discusses the history of education policies in Pakistan and provides details on key points of the current policy such as goals, objectives, and areas of focus. These include Islamic education, early childhood education, literacy programs, primary and secondary education, teacher education, vocational training, higher education, the role of information technology, and financing of education. The policy aims to promote quality, access and equity in education across all levels to support Pakistan's development goals.
This document provides an overview of the National Curriculum Framework 2005 and the Jammu and Kashmir State Board of School Education curriculum. It finds that (1) there is scope to introduce 'life and livelihood skills' within the existing curriculum by embedding them into textbooks and expanding classroom learning, and (2) the approach should be to change how the curriculum is taught rather than add new subjects. The document recommends a three-pronged strategy - introducing skills into textbooks long-term, adding supplements to social studies books mid-term, and piloting activity-based learning for classes 6-8 short-term. Teacher training is also identified as important to support curriculum changes.
Education Development Centre India (EDC India) runs the Minority Education for Growth & Advancement-Skills for Youth (MEGA-SkY) project, which aims to provide educational and skills opportunities for disadvantaged children and youth from minority Muslim communities in North India. The project conducts needs assessments, establishes community support groups and Taraqqi centers for coaching and vocational training, and partners with over 100 madrasas to train teachers and leaders. Key results include over 51,000 children reached, of which over 6,500 youth received vocational training, and 188 youth volunteers established as community change agents. The project emphasizes close community engagement, good quality education, and collaborative efforts to make a difference for disadv
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This document provides an overview of how different reviews and initiatives relate to improving outcomes for students with special educational needs. It discusses the work of John Bercow, Brian Lamb, and Sir Jim Rose in improving communication skills and the assessment process for students with special needs. It also outlines the establishment of regional hubs to disseminate best practices, the goal of narrowing the achievement gap between students with special needs and their peers, and the release of quality standards for special needs support services.
This document provides an overview and update on several initiatives related to special educational needs and disabilities in the UK:
1. It explains how the work of John Bercow, Brian Lamb, and Sir Jim Rose on improving outcomes for students with communication and learning difficulties like dyslexia are interconnected and aim to increase parental confidence and narrow achievement gaps.
2. It provides details on the establishment of 10 regional hubs to disseminate best practices for supporting students with special educational needs.
3. It discusses efforts to measure and address the gap in educational outcomes between students with special needs and their peers, including new training materials and guidance being developed.
4. It announces the publication of quality standards for
This one-day interactive forum on June 19th, 2013 in Canberra, Australia brings together case studies on eLearning strategies from public sector organizations. It covers topics like engaging users, developing multimedia content, mobile learning, and building a business case for eLearning. A networking lunch is provided, and optional workshops on June 20th focus on online learning strategies and the 70:20:10 model for blended learning. The event aims to help public sector organizations maximize the benefits of eLearning.
The document discusses plans for the Philippine e-Learning Network (PeN) Project, a collaborative effort between MFI Foundation and Technology Support Services, Inc. to provide early childhood education through distance learning programs to over 33,000 daycare centers nationwide. The project will establish a production and broadcast center to develop and deliver multimedia educational content addressing domains of child development. It provides timelines and outlines roles for partners to develop, produce, distribute, and evaluate the early learning programs through the PeN infrastructure.
Predstavitev izobraževanja odraslih na Kosovem, dr. Rame Likaj, Konferenca Gr...AndragoskiCenterSlovenije
Description
Konferenca GM 2015 Ljubljana
Gradimo mostove v izobraževanju odraslih 2015
Gradimo mostove u obrazovanju odraslih 2015
---
Predstavitev izobraževanja odraslih na Kosovem
- dr. Rame Likaj, Ministry of Education, Science and Technology
---
http://pro.acs.si/gm2015
Nirantara Community Services is a not-for-profit organization registered in Karnataka, India that provides microfinance services, education programs, and livelihood support. It started in 2006 providing microfinance but is transitioning those services to a separate organization. Nirantara focuses on a pre-primary and primary education franchise model called "The HoneyBees!!" targeting rural and low-income children ages 2 to 11 through local entrepreneur-run schools. The goal is to provide a foundation in quality education to 9,200 children across 30 rural and 10 urban schools in 5 years through their sustainable franchising and cross-subsidization approach.
The Alliance for Jewish Education serves as the central address for Jewish education and identity development in the community. Its mission is to ensure the highest quality Jewish education and identity formation services to the largest number of people throughout their lives. In 2012-2013, the Alliance had a budget of $2.27 million and directly served over 9,000 students, teachers, and families through programs in areas including adult Jewish education, Jewish experiences for families, special needs education, and more. There is a recognized need for innovation in Jewish education to engage more people as the Jewish community and world are changing.
Kaye Bowman - Riding The Waves, Cairns Nov07elearnala
The document summarizes the "Community Engagement Project" which aimed to create waves in community partnerships and sustainable e-learning. Over 1,000 learners participated across 14 pilot programs covering topics like business, youth work, and health and safety. Key factors for the project's success included shared commitment across organizations, a client-focused and expert support team, and partnership development through cultural scoping, capacity building, and collective work. The project was successful in engaging learners and the pilots' activities continued beyond initial funding. For the next cycle, regional networks and learner engagement guidelines could help attract new participants.
UNESCO leads the global effort to provide quality education for all. While progress has been made in expanding access to education worldwide, 67 million primary-school aged children remain out of school. UNESCO works with countries to build and strengthen education systems, with a focus on gender parity, teachers, literacy, and reaching marginalized groups like those in sub-Saharan Africa.
The eSkwela Project provides ICT-enhanced educational opportunities through community-based e-Learning Centers for out-of-school youth and adults. It uses interactive e-learning materials and blended instruction to bridge the digital divide. Over 90 centers have been established across the country, managed by local communities. The program has served over 4,700 learners since 2007 and provides alternative learning pathways for marginalized sectors. It has received international recognition from UNESCO and the Computerworld Honors Program for its innovative use of ICT to promote education.
The eSkwela Project provides ICT-enhanced educational opportunities through community-based e-Learning Centers for out-of-school youth and adults. It uses interactive e-learning materials and blended instruction to bridge the digital divide. Over 90 centers have been established across the country, managed by communities. The program has served over 4,700 learners since 2007 and provides alternative learning pathways for marginalized sectors. It has received international recognition from UNESCO and Computerworld for its innovative use of ICT to promote education.
3 Promoting early childhood development for children with disabilities in Mal...The Impact Initiative
This document discusses promoting early childhood development for children with disabilities in Malawi. It notes that until the late 1990s, there was little progress on equitable access to early childhood development services, but that the government has since focused on providing access through Community Based Child Care centres, especially for vulnerable groups in rural and urban areas. It also describes various stakeholders involved in early childhood development in Malawi and outlines the objectives and approach of a project called Anthrologica, which aims to promote inclusion of children with disabilities and measure child development through inter-sectoral collaboration.
This document discusses educational technology and the learning society towards 2020. It introduces learning and educational technology and examines what a learning society entails. It outlines Finland's strategy for learning and competence in 2020 which focuses on learning through information, building national intellectual capital, enhancing education and training, strengthening teaching personnel's competence, and creating a thriving learning community. It also discusses a report on the competence needs of learning networks in tomorrow's Finland and questions what skills will be required for network-based work and how competencies will develop.
This presentation discusses open educational resources (OER) and open education. It begins by defining OER as teaching, learning, and research materials that can be freely accessed, reused, modified, and shared. The presentation explores themes around shifting from OER development to practices, using social media to foster OER communities, and the potential of OER to support goals like adult education, democracy, and sustainability. Barriers and opportunities for open education are examined, such as the need for partnerships and policies to support long-term, trusted collaboration around OER. The presentation concludes by considering individual benefits of open education like increased flexibility, employability and internationalization.
The document describes an award distribution ceremony held on July 14th, 2011. It provides details about the public voting process, the jury members, and several award winning projects in the areas of global collaborative learning, enabling ICT in schools, innovation in math, science and special needs education, innovative literacy programs, vocational education, and green campus initiatives. The projects utilized technologies like video conferencing, cloud computing, and interactive whiteboards to enhance teaching and learning experiences.
ILFS Presentation for NVEQF and Open SchoolingCEMCA
The document discusses the Parvaaz program, a skills training initiative for rural Muslim minority youth in India. Key points:
- The program aims to provide 5000 unemployed and underprivileged Muslim youth aged 17-25 with education, skills training, and job placement. It operates in 5 states.
- The curriculum includes education to certify students at Class 8th/10th level, as well as vocational skills training in fields like engineering, manufacturing, and IT. Soft skills and language training are also incorporated.
- Implementation is community-based, with outreach activities, learning centers established locally, and facilitators recruited from within communities. Monitoring and evaluation ensure quality and outcomes.
- The hol
National Education Policy-Pakistan 2017 (Nausher).pdfNausherKhan4
The document outlines Pakistan's National Education Policy for 2017-2025. It discusses the history of education policies in Pakistan and provides details on key points of the current policy such as goals, objectives, and areas of focus. These include Islamic education, early childhood education, literacy programs, primary and secondary education, teacher education, vocational training, higher education, the role of information technology, and financing of education. The policy aims to promote quality, access and equity in education across all levels to support Pakistan's development goals.
This document provides an overview of the National Curriculum Framework 2005 and the Jammu and Kashmir State Board of School Education curriculum. It finds that (1) there is scope to introduce 'life and livelihood skills' within the existing curriculum by embedding them into textbooks and expanding classroom learning, and (2) the approach should be to change how the curriculum is taught rather than add new subjects. The document recommends a three-pronged strategy - introducing skills into textbooks long-term, adding supplements to social studies books mid-term, and piloting activity-based learning for classes 6-8 short-term. Teacher training is also identified as important to support curriculum changes.
Education Development Centre India (EDC India) runs the Minority Education for Growth & Advancement-Skills for Youth (MEGA-SkY) project, which aims to provide educational and skills opportunities for disadvantaged children and youth from minority Muslim communities in North India. The project conducts needs assessments, establishes community support groups and Taraqqi centers for coaching and vocational training, and partners with over 100 madrasas to train teachers and leaders. Key results include over 51,000 children reached, of which over 6,500 youth received vocational training, and 188 youth volunteers established as community change agents. The project emphasizes close community engagement, good quality education, and collaborative efforts to make a difference for disadv
Similar to Aeo presentation induction training jan 2013 (20)
2. Limerick City AES Logo
Learning Programmes
Support Services
Partnership Projects
3. Policy Context (Global, EU & National)
Driving Change in Irish Adult and Further Education
& Training Sector
1. Active Labour Market (Activation) Policies
2. Flexicurity Policies
3. Key Competence / Employability Skills Strategies
4. Irish Adult and Further Education & Training Landscape:
January 2013
No Formal FET Sector
DEPARTMENT OF EDUCATION & SKILLS
Industrial Training Bodies 33 Vocational Education
Committees
• FAS – National Training
Authority Statutory Local Education Authorities
• Failte Ireland: Tourism Authority with responsibility for provision of Further
• Teagasc: Agriculture & Food & Adult Education in Schools, Colleges &
Development Authority Centres
• BIM: Fishing & Aquaculture
Authority
5. Proposed Irish FET Landscape: 2013 - 2014
Formalised Further Education & Training Sector
DEPARTMENT OF EDUCATION & SKILLS
New FET Authority -
SOLAS
33 Vocational Education Committees rationalised into 16
New Local Education & Training Boards (LETBs)
FAS Training Services and ETB Adult & Further Education
Services merged as single FET organisation
6.
7. VEC
Adult
Education
Service
VEC Adult Education Services – Central to the Local Learning Landscape
8. LIMERICK CITY ADULT EDUCATION SERVICE: 2013
Teaching Services
(BTEI,SkillVEC,,EGF, FAI, etc)
Prison Education
Community Ed.
Youthreach: (3)
BES: (3)
VTOS
UPSKILL SOLUTIONS
5,729
Adult
Learners
96
Childcare Support Locations
City-wide
Adult Information &Guidance Service
Administration
Research & Development
Ancillary Services
Special Educational Needs Initiative
Self Access Learning & Information
Limerick Community Education Network (LCEN)
City of Learning Steering Group
273 EU Projects: eg Leonardo RPL for FET Teachers
Staff YOUTHWORK
Local Development Partnerships eg PAUL Partnership; RAPID; CDB, etc
16. 3. CUSTOMER FOCUS is is
about maintaining effective two-
way communication with all the
people who use, deliver and
support our programmes &
services. It is about listening
carefully to their views, and
responding efficiently and
professionally to their needs.
17. 4.PARTNERSHIP is about
individuals, organisations or
groups working together towards
a common goal. Within the
LCAES, it can also take the form
of team-working, networking and
cross-programme working.
18. Our People
People’s Skills,
Knowledge and
Attitudes
Capability of
Limerick City
Adult Our
Our Education Systems &
Relationships Service Structures
Staff, Learners and Processes,
Partners Work Practices
and Budgets
Editor's Notes
For adult returners: people who didn’t gain full benefit from their initial formal education – Our programmes are at levels 1 – 5 ie Leaving Certificate and below. We do not offer programmes above LCKey features of our provisionProvision which is both part-time and full time falls into 6 distinct categories
The Strategic Framework that we are launching today is the product of 1 ½ yrs reflection, consultation and planning – involving learners, staff, partners, etc.From the outset we knew that we were not working towards development of a Strategic Plan – with prescriptive goals and actions. Instead , we wanted to provide a vision and direction that would guide our planning over the next few years. Individual programmes & services will use the framework to inform development of their specific action plans.In this diagrammatic model we seek to depict the overall framework, its core elements, key priorities and implementation & evaluation requirements.