2
Education Plan 2011 - 2015
Contents
Foreword
Section 1
Section 2
Section 3
Section 4
Profile of City of Limerick Vocational
Education Committee (CLVEC)
Planning and Consultation Process
Review of Key Achievements of
CLVEC Education Plan 2006 - 2010
4
5
9
10
Establishing the External Context
13
4.1
Profile of Limerick City
13
4.2
Legislative Context
15
4.3
Policy Context
15
Excellence in Lifelong Learning Opportunities
Section 5
CLVEC Mission, Vision and Values
17
Section 6
CLVEC Education Plan 2011 - 2015
18
Strategic Area 1
Teaching and Learning for the 21st Century (TL21)
19
Strategic Area 2
Customer Focus
20
Strategic Area 3
Fit-for-Purpose Learning Environments
21
Strategic Area 4
Integrated Lifelong Learning System
22
Strategic Area 5
Learning within Regeneration
23
Strategic Area 6
Efficient, Capable and Accountable Organisation
24
Annex 1
Members of the Senior Management Team
25
Annex 2
Relevant Legislation
26
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Education Plan 2011 - 2015
Foreword
Cllr. Denis McCarthy, Chairperson
Paul Patton, Chief Executive Officer
We are pleased to present the City of Limerick VEC (CLVEC) Education Plan 2011 - 2015, which sets out the strategy that will guide the
work of CLVEC over the next five years.
The Education Plan 2011 - 2015 was formulated in the context of the need to respond to a significantly changed City compared to
2005. The closure of numerous development sites and the widely publicised closure of several local and international companies
resulted in a huge increase in unemployment figures in the region.
CLVEC has responded to the changed environment and will continue to do so. With this in mind, the provision of lifelong learning
opportunities is critical to enable learners to achieve their full potential through general education, up-skilling or re-skilling. CLVEC is
well placed to provide these opportunities that will meet the needs of learners, wherever they are.
CLVEC has a long tradition of education service to the community. Its commitment to lifelong learning is well documented at both local
and national level. Lifelong learning is embedded into this new Education Plan and informs our new Mission and Vision statements.
The new strap-line adopted by CLVEC is:
‘Excellence in Lifelong Learning Opportunities’
In presenting the new Education Plan, we would like to thank the Senior Management Team, facilitated by Ms. Maud Baritaud, Planning
and Evaluation Officer, for their contributions and expertise. A special thanks to Programme Managers and Co-ordinators, Teaching
Staff, Administration Staff and Ancillary Staff who contributed to this plan and who will implement it across various programmes and
centres. We would also like to commend our former Chief Executive Officer, Ms. Deirdre Frawley, for her vision and leadership, which
has left a legacy of educational excellence that continues to serve Limerick City.
This process has culminated in the identification of six Strategic Areas, each with associated Priorities and Outcomes. Each Strategic
Area is listed separately; however, developments in any one area will be informed by, and will be integrated with developments in the
other areas.
It is intended that a formal review will take place periodically and any appropriate changes to ensure effective delivery of the stated
priorities will be made.
It is hoped that by the end of 2015 it will be demonstrated that CLVEC has achieved all the stated priorities contained in this plan.
Cllr. Denis McCarthy
Chairperson
Paul Patton
Chief Executive Officer
Excellence in Lifelong Learning Opportunities
Section 1
Profile of City of Limerick Vocational
Education Committee (CLVEC)
City of Limerick Vocational Education Committee (CLVEC) is a Public Service Education Organisation, which operates under the
provisions of the Vocational Education Acts 1930 – 2001. CLVEC, with its predecessor, the Limerick Technical Instruction Committee,
has a background of over 100 years in providing vocational education and training to the people of Limerick.
CLVEC provides a wide range of learning opportunities and educational support services for people of all ages in its schools / colleges
and centres of education in Limerick City. While its administrative area is limited by the city boundary, its ambit extends through course
delivery to all counties in the Mid-West. In addition, CLVEC provides Community Based Adult Education and Training Programmes in
72 centres throughout the city.
Committee Members (2011)
Back Row, Pictured from Left: Mr. Billy Carmody, Cllr. Cormac Hurley, Mr. Tony Brazil, Ms. Joan Aherne, Ms. Catherine
O’Farrell, Cllr. John Gilligan, Cllr. Joe Leddin, Ms. Linda Ledger, Cllr. Orla McLoughlin, Mr. Kieran O’Neill and Cllr. Kieran
O’Hanlon.
Front Row, Pictured from Left: Mr. John O’Connor, HR Officer, Cllr. Michael Hourigan, Vice Chairperson, Cllr. Maria
Byrne, Mayor of Limerick, Cllr. Denis McCarthy, Chairperson, Mr. Paul Patton, CEO, Cllr. Jim Long, Ms. Mary Troy,
Finance Officer.
Missing from photograph: Ms. Sinead Nolan and Mr. Declan Phillips
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Education Plan 2011 - 2015
CLVEC Services
1
Corporate Services - CLVEC Head Office
Athenaeum Building, 30 Upper Cecil Street, Limerick
The City of Limerick VEC administrative office is situated in the city centre at 30 Upper Cecil Street, Limerick. The corporate
functions of CLVEC are carried out at these offices, and include:
-
Financial Administration
Human Resource Administration
Education Support Services
Adult Educational Guidance
Childcare Support
Research and Development Unit (Adult Education Service)
-
Youth Services
Community Supports
Student Grants
Youth and Community Grants
Building Maintenance & Development
Post-Primary School Transport Liaison Service.
Further details at: www.clvec.ie
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Post-Primary Education
St. Nessan’s Community College is a multi-denominational, co-educational community college, which was established in
1978. It is comprehensive in its intake and in its curricular provision. The College is committed to maintaining an educational
environment where the growth, learning and development (Fás, Foghlaim, Forbairt - the school Motto) of its students can
flourish.
The college transferred to a new state-of-the-art facility in March 2007 and now boasts very fine facilities to cater for the
academic, sporting and recreational needs of its students.
Further details at: www.stnessans.com
Excellence in Lifelong Learning Opportunities
Gaelcholáiste Luimnigh is an All-Irish Secondary college for Limerick City and the surrounding region, where all subjects are
taught through the medium of Irish. It is the only co-educational All-Irish Post-Primary college in the Limerick City region, and
is the only second-level college to offer boys the opportunity to learn through the medium of Irish at post-primary.
The College boasts very fine facilities to cater for the academic, sporting and recreational needs of its students.
Further details: at www.gcluimnigh.ie
St Enda’s Community School is a multi-denominational, co-educational school, dedicated to the provision of a broad educational
experience for a wide range of children. City of Limerick VEC is a joint Trustee of the school.
Further details at: www.stendascs.scoilnet.ie
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Further Education
Limerick College of Further Education (LCFE) is a dedicated College of Further Education and is the largest provider of further
education courses in the Mid-West with a current enrolment of over 1,200 full-time PLC learners and 3,000 part-time evening
learners. Courses are provided at Level 5 and Level 6 on the NFQ. The College is divided into five schools:
-
School of Business, IT & Media
School of Childcare, Healthcare & Science
School of Beauty and Hairdressing
School of Visual Arts
School of Adult and Continuing Education (Morning & Evening Courses).
Further details at: www.lcfe.ie
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Music Education
Limerick School of Music was set up, under the auspices of the City of Limerick VEC in 1962. The student catchment
area includes Limerick City and County, Clare, Galway, Tipperary, North Cork and Kerry. The school provides music
tuition on all orchestral instruments from beginners to teaching diploma level. In addition, it offers tuition in Singing,
Theory of Music, Classical and Acoustic Guitar, Speech and Drama, Instrument Making, Church Organ and Leaving &
Junior Certificate Music.
Further details at: www.limerickschoolofmusic.ie
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Limerick City Adult Education Service (LCAES)
Limerick City Adult Education Service offers full-time and part-time courses, and a range of learning supports, to over 4000
learners in 2 City Centre locations, more than 70 outreach venues and our Education Unit in Limerick Prison. LCAES learning
programmes are:
-
For adults who wish to return to education
Provided at low or no cost
Delivered in venues and at times that suit learners
Certified (as appropriate), at Levels 1 to 6 on the National Framework of Qualifications
Focused on General Education and Generic/Transferable Skills.
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Education Plan 2011 - 2015
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Designed to offer a variety of progression options and routes
Designed and delivered in co-operation with our many partners
Adult Education Information and Guidance is also integrated into all LCAES learning programmes and an Information and
Guidance Service based in O’Connell Avenue, with outreach services in Northside, Southside and City Centre areas is available
to all learners and staff.
The core purpose of the LCAES is outlined in its Strategic Framework 2009 – 2015, wherein four Strategic Areas are identified:
- Self-Managed Learning
- Wider Participation
- Customer Focus
- Partnership
Programmes under the auspices of the LCAES include:
• Basic Education Solutions (BES): This Literacy programme provides core skills courses (reading, writing, numeracy, IT & digital
skills, and personal development) to adults, over 16 and not in formal education, to return to education.
• Community Education: This programme works in partnership with local city community groups and organisations to deliver
a wide range of learning programmes in community settings.
• Education Unit, Limerick Prison: This programme provides adult basic education and the promotion of core skills in the
Education Unit, Limerick Prison.
• UpSkill Solutions: This programme provides customised, accredited training for people who need to update their existing
work-related skills, or acquire new skills, to enhance their employability and improve their life prospects.
• VTOS: This programme provides full-time education to adults over the age of 21 years, who are in receipt of a Social Welfare
payment. VTOS also has a significant ESOL provision.
• Youthreach: This programme provides a full-time education, training and work experience to early school leavers throughout
Limerick City and adjacent areas.
• Adult Education Information & Guidance Service: This Support Service enables adults to make informed choices about their
learning and career options. It also produces a range of digital and paper-based resources.
Further details at: www.limerickcityaes.ie
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Youth Work
The Youth Officer plays a unique and central role within CLVEC by co-ordinating and developing youth services in Limerick City
in line with the Youth Work Act, 2001.
The Act sets out a definition of youth work “as a planned programme of education designed for the personal and social
development of young people through their voluntary participation, and which is complementary to their formal, academic
and vocational education and training and provided formally by voluntary youth work organisations”.
It is the remit of the Youth Officer and Youth Work Sub-Committee to ensure that the provisions of the Youth Work Act, 2001 are
carried out in Limerick City within the framework of City of Limerick VEC. Some of the tasks of the Youth Officer and Committee
involve administering the Grant Scheme for Special Youth Projects and the Annual Youth Services Grants. The Youth Officer is
based in the Adult Education Service building, O’Connell Avenue.
Drugs Education and Prevention
In 1998, the Government established the Young Peoples Facilities and Services Fund (YPFSF) to target those young people
most at risk from substance mis-use in disadvantaged areas by developing sporting and other recreational facilities in a nonthreatening and constructive environment.
In Limerick, ten local drug education and prevention projects are currently funded through the Office of the Minister for Children
and Youth Affairs. These are administered by CLVEC and are overseen by the city-wide drugs prevention management group.
Excellence in Lifelong Learning Opportunities
Section 2
Planning and Consultation Process
The consultation and planning process for the new CLVEC Education Plan 2011 - 2015 took place between September 2010 and
January 2011. It was led by the CEO and the Senior Management Team (see Annex 1) and facilitated by the CLVEC Adult Education
Service Planning and Evaluation Officer. The key stages of this process are described below:
Stage 1 - Agreeing a Draft Education Plan & Consultation Process
• The suggested Planning Process was presented to the Senior Management Team in September 2010 to agree:
- Composition of the Planning Team
- Planning Process
- Dates for Planning Meetings
• Facilitated Planning Meeting No. 1 was held to:
- Review the existing Education Plan 2006 - 2010 (Mission, Values, Strategic Goals, Objectives, Key Deliverables)
- Each Senior Manager presented
> Extent of their most recent consultation processes
> The top priorities included in their current School/ Service Plans / Frameworks, based on extensive consultation of their key
stakeholders.
- Review the main challenges and opportunities facing the organisation
- Review all objectives and key deliverables not achieved from the Education Plan 2006 - 2010 and assess their relevancy for
inclusion in the new plan.
Stage 2 - Planning Update and Consultations
•
•
•
•
Circulated the draft Mission, Values, Objectives, Priorities to the Planning Team for feedback
Updated CLVEC profile through desk review
Updated the policy context, socio-economic data, etc., through desk review
Facilitated Planning Meeting No. 2 held to:
- Agree draft Mission, Values, Priorities etc.
- Discuss Key Priorities and Outcomes
• Facilitated Planning Meeting No. 3 held to:
- Agree draft of core document (Policy Context, CLVEC Profile, Mission, Values, Objectives, Priorities, Key outcomes, etc.
• Collated and incorporate all feedback into a Consultative Draft.
• Circulated a consultative draft to key stakeholders via various means (email, post or CLVEC website)
- Committee, Staff, Learners, Boards, Unions, Other relevant agencies (FÁS, Regeneration Agencies, Third Level Institutions, VECs
etc.), Wider Public – inviting them to make written comments and submissions.
Stage 3 - Preparing Final Draft for Approval
•
•
•
•
Feedback from consultations was reviewed and incorporated into the Final Draft
The Final Draft was circulated by email to the Senior Planning Team for review
Facilitated Planning Meeting No. 4 was held to agree the Final Draft
The Final Draft was presented for Committee approval in February 2011.
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Education Plan 2011 - 2015
Section 3
Review of Key Achievements of
CLVEC Education Plan 2006 - 2010
Before embarking on a new planning phase for CLVEC, it is important to review the key achievements made over the last 5 years,
in relation to the six goals set in the CLVEC Education Plan 2006 - 2010. Each goal articulated a set of objectives and actions, which
formed the basis of annual CLVEC Service Plans. A set of Key Deliverables were identified and monitored through CLVEC Annual
Reports. Below is a sample summary of the key deliverables achieved by CLVEC over the last 5 years.
GOAL 1 - Quality and Relevance
The needs and rights of learners and clients will be central to our ways of working and inform the development
of quality programmes and services.
> In terms of Quality Assurance, Limerick City Adult Education Service and Limerick College of Further Education were both
recognised by FETAC as Quality Assured Providers in 2006, while new models of school evaluations applied to CLVEC
schools. In 2007, CLVEC was also one of the first VECs in the country to have a Level 2 programme validated by FETAC. All
these quality assurance systems guarantee the highest standards of teaching and learning for our learners and staff.
> A Customer Care Charter and Plan were also produced in 2007, and launched by Ms. Mary Hanafin T.D., Minister of Education
and Science. This included seeking and using customer feedback to improve our programme and services, while training
frontline staff on customer care issues.
> A range of new initiatives demonstrated flexibility and innovative modes of delivery throughout the organisation. This
includes, but is not limited to, the widespread introduction of Moodle for teaching and learning, the availability of SelfAccess Learning Centres for staff and learners, new outreach programmes working with community partners or third level
institutions – particularly in disadvantaged regeneration areas. An increased range of learning initiatives also targeted the
workplace (e.g. DELL employees and FÁS work placements). UpSkill Solutions was launched in 2008 to provide customised,
accredited training to enhance people’s employability and life prospects.
> Gaelcholáiste Luimnigh opened in 2006, to provide high quality co-education through the medium of the Irish language.
> Learner supports have been enhanced over the last 5 years, particularly in terms of the administration of grants and other
schemes, and an increased emphasis was placed in all centres and schools on educational guidance and information.
Excellence in Lifelong Learning Opportunities
GOAL 2 - Access
More people, of all ages, will be accessing and benefiting from our programmes and services.
> Over the last 5 years, significant efforts were made to develop coherent promotional strategies and documentation in
all CLVEC schools and centres. The rebranding of City of Limerick VEC, Limerick City Adult Education Service and Limerick
College of Further Education included new logos and more accessible websites for its learners, staff and partners. A Public
Relations Officer was appointed to enhance coherence and value for money for the promotion of CLVEC work.
> Equality and Diversity policies were also developed, and enhanced transparency was achieved through the review of
schools admission policies. Accessibility audits were also conducted in CLVEC buildings, and the new facilities of St Nessan’s
Community College are being made available to the wider community for night classes.
> Significant investment and advances have been made in the area of new technologies both in terms of ICT infrastructure
throughout the organisation and the use of technologies for teaching and learning. This resulted in enhanced crossorganisational efficiency of the administrative functions of CLVEC (e.g. financial packages, new Management Information
Systems, provision of email for all CLVEC staff), but also in terms of an improved teaching and learning environment (use
of Moodle, e-portal for parents, etc.). Also a CLVEC ICT Strategy Team was recently set up to continue to adopt a strategic
approach to the development of ICT in the organisation.
GOAL 3 - Openness and Modernisation
A coherent, open, transparent organisation will be in place.
> In terms of organisational development, all schools and centres have developed and reviewed plans to implement the
priorities included in the CLVEC Strategic Plan. These plans have included extensive and continuous consultations and
feedback from our key stakeholders in order to inform their development and reviews. All CLVEC and individual centres’
Annual Reports were published and/or posted on their websites. The Code of Practice for Governance of CLVEC was
implemented and training was provided to various members of CLVEC Boards and Committees.
GOAL 4 - Staff
A positive working environment will be in place across the Organisation.
> A set of HR Policies and Guidelines were developed, and a new Personnel Administration System (CORE) was introduced.
CLVEC prides itself on the provision of family-friendly work initiatives for its staff, while Staff Development Policies and
guidelines were also developed and form the basis of annual Staff Development Plans in all schools/centres.
> Staff Communications and Information-sharing has also been greatly enhanced through the use of technologies, such as
Staffzone, the availability of email addresses and ICT resources, etc.
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Education Plan 2011 - 2015
GOAL 5 - Physical Infrastructure
Our buildings and facilities will be modernised to provide safe, welcoming and user-friendly environments for
learners, customers and staff.
> Over the last 5 years, CLVEC buildings and infrastructure have seen many improvements with the opening of new schools
(i.e. St Nessan’s Community College and Gaelcholáiste Luimnigh), while the facilities of the Limerick City Adult Education
Service, Limerick College of Further Education and the School of Music were also upgraded. However, there are still ongoing
limitations to those enhancements, which are due to working in listed buildings.
> A CLVEC Health and Safety Corporate Statement was drafted, leading to revised H&S statements in all CLVEC buildings.
H&S Committees were established and designated H&S personnel were identified for all CLVEC buildings (first aiders, fire
marshalls, fire wardens, trained personnel in defibrillators, etc.).
GOAL 6 - Integration
Teamwork and partnership approaches will characterise our work, enabling us to maximise the use of resources
and promote local development.
> CLVEC has been promoting teamwork at all levels of the organisation. The CLVEC Senior Management Team meets on
a regular basis in order to discuss key issues and achieve more integrated organisational development. At centre level,
teamwork is a key feature of our staff working practice, with cross-programme task groups and subject specific networks.
> In addition, staff networking was promoted and encouraged, through the setting up of emails for all staff, Staffzone,
Sharepoint, Moodle and Communities of Practice in the LCAES to name just a few.
> A Youth Officer was appointed to develop and implement a Youthwork Strategic Framework ‘Seeing Youth’ (2010) in Limerick
City.
> External partnerships are at the heart of CLVEC work, with its critical involvement in both educational and local development
fora. For instance, CLVEC was the lead agency for the development of the Strategic Framework for Learning in Limerick City,
bringing together key partners from schools to universities, employers, HSE, Regeneration agencies, etc. In 2008, ‘Limerick
City of Learning – Together for a brighter future’ was launched to place Education and Learning firmly at the heart of the
City’s renewal strategies. The innovative models developed in CLVEC Centres and Head Office have been recognised by the
DES and other key partners, which led to our staff representing CLVEC in a range of fora at local, regional and national levels
(ICT National Strategy Committee, Midwest VECs, etc.).
Excellence in Lifelong Learning Opportunities
Section 4
Establishing the External Context
In order for CLVEC to effectively plan for the future, it is important to understand the external context within which it operates. This
section first outlines the profile of Limerick City, a City facing major challenges to fulfil its potential as the ‘hub of transport, economic,
educational and social activities in the Mid-West Region”. It then provides a brief review of the key legislative and policy developments,
which present significant implications and challenges for CLVEC in the next five years.
4.1 Profile of Limerick City
Information in this section is extracted from “Facing the Challenge of Change: A spatial Perspective on Limerick”, prepared for Limerick
City Council by Des McCafferty & Brendan O’Keeffe (October 2009).1
The Challenges
The population of Limerick City and its environs reached 90,757 at the 2006 census2. While the City Centre population continued to
contract, the suburban areas represented the main areas of growth. Indeed, the under-bounded nature of the City remains an issue,
despite the 2008 boundary extension which transferred over 7,000 people from County Limerick to the City. This factor continues to
represent a key challenge for CLVEC, as it clearly serves a population beyond the administrative boundaries of the City, and a high
percentage of the learners accessing its programmes and services come from areas well outside of the City.
In terms of the socio-economic profile, Limerick City continues to rank since 1991 as the second most disadvantaged local authority
area in the State. The Fitzgerald Report on Social Exclusion in Limerick was commissioned by the Irish government in 2006, and led to
the establishment of two Limerick regeneration agencies in 2007, one in the Northside and one in the Southside of the City. In 2008,
a €3.1 billion programme for the regeneration of a large area of the city was also launched, prompting new hopes for many residents
in disadvantaged areas. Limerick City has the highest proportion of lone parent families of any local authority in the State, with over
one in four households (27%) headed by a lone Parent. The unemployment rate in 2006 was 11.0% for Limerick urban area, and 14.4%
for the City compared to 8.5% for the State. These 2006 figures don’t factor in the severe economic downturn experienced since 2008,
as illustrated by the impact of the downsizing of DELL in Raheen, which sent shockwaves in the City, with the immediate loss of 1,800
jobs in 2009, as well as unquantified repercussions in associated businesses. Indeed, the number of persons on the live register in
Limerick City has increased by 174% since 2006, reaching 14,779 in December 2010. According to the Central Statistics Office, the
unemployment rate (March 2010) in the Mid-West was 14.9% compared to a national average of 12.9%.
The 2006 census also provides a number of measures of educational attainment: in the urban area as a whole, early school leavers
make for 16% of all those whose education has ceased, as compared to 18% nationally, and that rate reaches 21% in the City. Nationally,
early school leaving tends to show a correlation with older populations, however a more youthful age profile of early school leavers in
Limerick suggests that there is a serious problem of early school leaving in these areas.
1 Some material in this section has been taken directly from the report. Their work in this area is gratefully acknowledged.
2 The reference year for this profile is a highly significant one, for two main reasons. First, it corresponds to the ‘high water mark’ of the Celtic Tiger period, and as such
allows an important benchmark for future socio-economic profiles to be established. The years between the two profiles, 2002-06, represent the last years of the long
economic boom that began in the mid-1990s, but which, even by 2006, was beginning to show signs of faltering.
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Education Plan 2011 - 2015
The report also highlights that the educational profile of the City workforce is weighted towards the lower end of the scale, and
there is a strong dependence on jobs in foreign-owned companies in the manufacturing sector which is now subject to intense
international competitive pressure.
Crucially, there appears to be a mismatch between the skills base of the local population in these areas and the requirements of
employers in the city and wider Mid-West Region. High unemployment in these communities correlates with above average numbers
of lone parent households, larger families, low educational attainment, and low activity. The composition of the demand for labour has
shifted significantly, with a much greater demand, both in relative and absolute terms, for highly skilled workers, and a corresponding
reduction in the demand for low-skilled labour.
All these factors present major challenges as well as opportunities for CLVEC, as increased demand from recently unemployed people
comes at a time when public service budgets are being reduced. This places greater pressure on all education partners to come up
with solutions for people who seek to enhance their qualifications to fit into a changed market place.
It is now clear to all that education and training are at the heart of all renewal strategies for the City. As a key provider of Lifelong
Learning opportunities in the City, CLVEC must lead integrated approaches that address education, training, personal and community
development, as well as making strong links with employers and other key partners. Indeed, a critical challenge for CLVEC over the
next five years will be to provide some balanced view to the increasingly prevailing neo-liberal discourse, which puts the needs of
the economic agenda at the helm of the education agenda. It is increasingly important to demonstrate the impact of education on
social inclusion, poverty reduction, and overall empowerment of individuals, families and communities, particularly in disadvantaged
areas.
The Opportunities
Despite facing significant challenges, Limerick City remains an important driver of regional growth, and the National Spatial Strategy
(NSS) 2002-2020 recognises Limerick-Shannon as the third largest of the national gateways that are designated to achieve sustainable
and balanced regional development within a context of enhanced national competitiveness. Des McCafferty & Brendan O’Keefe’s
Report highlights that Limerick is the dominant engine of economic activity in the region, generating 57% of the total wages and
salaries earned in the Mid-West, as well as accounting for 72% of net regional industrial output.
Limerick also has many significant advantages for attracting external investment, such as its central location within the Atlantic
Corridor, improving connectivity that will help to promote the development of that Corridor as a meaningful economic entity.
Limerick’s size is also a positive factor, as it can sustain a wide range of service activities, but is small enough to foster a strong sense
of identity based on place, and to avoid major diseconomies of scale.
Excellence in Lifelong Learning Opportunities
Another key advantage is the tradition of partnership between the city’s key institutions, from social partners, to educational
institutions, local government agencies, etc. The regeneration programme, if fully delivered, also has the scale and the scope to make
a significant impact on issues of social exclusion.
As a Statutory provider of Education and Training, CLVEC has a clear responsibility for the enhancement of Lifelong Learning
opportunities for employability, but also for social cohesion, active citizenship, equality and sustainability purposes.
4.2 Legislative Context
CLVEC operates within an increasingly complex legislative environment, which provides a framework for its operations at local level.
Indeed, VEC functions, roles and responsibilities continue to be defined by a range of legislation (see Annex 2 – Relevant Legislation).
Most recently, the Education (Amendment) Bill (2010) provided the formal legislative framework for VECs to become involved in
the provision of primary education. This is a new opportunity, as it provides flexibility for VECs to become patrons or joint patrons
of existing national schools, as well as new primary schools, offering a range of supports including human resource management,
building maintenance, procurement, etc. Other recent developments include the recruitment embargo in the public sector (2009),
which presents a challenge for VECs to maintain highest quality of provision in the context of shrinking resources. Also, the recent
announcement of VEC Amalgamations (October 2010) following the McCarthy Report, presents as yet unknown implications both
for VEC staff and learners, as well as for Limerick communities.
4.3 Policy Context
The policy context both at European and National levels also provides important information and direction for the future of CLVEC.
Since 2006, a raft of policies in the Education and Training Sector has highlighted key directions for our work in the next five years.
At national level, strategies for social inclusion, based on the lifecycle approach set out in the Ten Year Framework National
Partnership Agreement ‘Towards 2016’, have been articulated through a National Action Plan for Social Inclusion (NAPinclusion),
as well as the social inclusion elements of the National Development Plan 2007-2013: ‘Transforming Ireland – A Better Quality of
Life for All’. Throughout these documents, investments in Education and Training have been highlighted as a key factor to long-term
sustainability and a flexible system that promotes social inclusion as well as up-skilling and re-skilling.
The Expert Group on Future Skills Needs Report ‘Tomorrow’s Skills: Towards a National Skills Strategy’ (2007) proposes ‘a vision of
Ireland in 2020 with a well educated and highly skilled population, which contributes to a competitive, innovation driven, knowledgebased, participative and inclusive economy.’ The objectives of the National Skills Strategy and Building Ireland’s Smart Economy: A
Framework for Sustainable Economic Renewal (2009) all place a strong emphasis on raising the skills levels of the labour force (both
employed and unemployed) to improve employability and maintain employment. This was also articulated in a recent key European
Report ‘Learning for Jobs: OECD Review of Vocational Education & Training – Ireland’ (2010), which recommended that education and
training programmes be targeted at particular skill needs, as well as the needs of the labour market.
These policies present key challenges for VECs to respond to the changing needs of learners, and enhance their interaction with
the world of work. A 2009 CEDEFOP Report, Modernising Vocational Education & Training highlights the need for modernisation,
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Education Plan 2011 - 2015
professionalism and effectiveness of the VET sector. In particular the need to focus on teachers and trainers competences, as well as
the critical role of educational and career guidance for the effectiveness of the VET system.
This led to the Bruges Communiqué on enhanced European Cooperation in Vocational Education and Training (2010), a new revision
of the Copenhagen Process, which goals are to:
1.
2.
3.
4.
5.
Maximize access to lifelong learning
Create more opportunities for experience and training abroad
Provide higher quality courses
Favour access for disadvantaged people
Promote innovative thinking.
Another key document at European level was a Strategic Framework for European Cooperation in Education and Training ET 2020
Strategy (2009), which key objectives are:
1.
2.
3.
4.
Making lifelong learning and mobility a reality
Improving the quality and efficiency of education and training
Promoting equity, social cohesion and active citizenship
Enhancing creativity and innovation, including entrepreneurship, at all levels of education and training.
One of the key outcomes for the education and training sector is the development of ESCO – The European Skills, Competences and
Occupation Taxonomy, which is a multi-lingual classification of occupation skills, competences and qualifications. Complementing
the work of the National (NQF) and European (EQF) Qualifications Frameworks, this new initiative is expected to provide a common
language between education and training and the world of work.
Also, Europe 2020 - the new European Strategy for Smart, Sustainable & Inclusive Growth sets five objectives - on employment,
innovation, education, social inclusion and climate/energy - to be reached by 2020. In particular, there has been a special focus on
improving the literacy outcomes for young people, ensuring that all teachers give priority to language skills, literacy and numeracy
in the subjects and programmes that they teach and to integrate the teaching of literacy and numeracy across all aspects of the
curriculum. A Draft National Plan to Improve Literacy and Numeracy in Schools - Better Literacy and Numeracy for Children and Young
People (2010) proposes sweeping reforms to teacher education courses, increased time for literacy and numeracy in primary and
post-primary schools, etc.
In addition, the impact of emerging technologies on teaching, learning, research and creative expression, the Horizon Report: K-12
Edition (2010), highlights key challenges for education in terms of teacher training programmes, as well as recognising the learning
activities and experiences that take place outside the classroom.
In relation to sustainable growth, the recently launched National Energy Efficiency Action Plan (NEEAP) also requires that, as part
of the public sector, educational facilities are to reduce energy consumption by 33% by 2020. This will present major challenges for
education providers such as VECs, which often operate from historical, listed buildings.
Excellence in Lifelong Learning Opportunities
Section 5
CLVEC Mission, Vision & Values
Mission Statement
CLVEC responds to the Lifelong Learning needs of the people of Limerick, by providing quality Education & Training
programmes and support services.
Vision Statement
CLVEC will be recognised as a primary driver of lifelong learning in the region.
Values
We have agreed, as our foundation, a set of core values, which underpin how we treat our learners, our customers, our
communities and each other.
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Education Plan 2011 - 2015
Section 6
CLVEC Education Plan 2011 - 2015
Introduction
This new CLVEC Education Plan 2011 - 2015 was developed at the end of 2010, at a time when the global, national and local
environments were changing at an unparalleled pace. In this context, it is critical that our plan is a flexible tool, which will help us
navigate our way through these challenging times. This document, therefore, should be read as a Strategic Framework, rather than
as a prescriptive plan of action. It is an umbrella document, which provides a vision and broad strategic direction for City of Limerick
VEC schools, centres and services. These, in turn, will develop and implement their own plans and specific aims, in line with CLVEC
broad Strategic directions.
Six themes have been identified as Strategic Areas for CLVEC in the next five years. They all include Key Priorities and related Outcomes
that can be measured to monitor our achievements over the life of this CLVEC Education Plan 2011 - 2015.
Strategic Areas for CLVEC Education Plan 2011 - 2015
1.
2.
3.
4.
5.
6.
Teaching and Learning for the 21st Century (TL21)
Customer Focus
Fit-for-Purpose Learning Environments
Integrated Lifelong Learning System
Learning within Regeneration
Efficient, Capable and Accountable Organisation
Beyond these six Strategic Areas, it is important to note that this document is grounded in the understanding that Information
Communication Technologies (ICT) underpin the way we work as an organisation. The effective use of technology has therefore been
recognised as a key to the realisation of our priorities and outcomes in the future. This is highlighted in the new CLVEC ICT Strategy
2011 - 2015, which identifies a range of strategies for CLVEC to fully integrate existing, new and emerging technologies in all aspects
of our work. Similarly, Quality Assurance is central to the provision of all CLVEC Programmes and Services. In particular, quality
assured assessments ensure learner achievements are assessed in a fair and consistent way, and in line with the national standards
of various awarding bodies. Quality improvement is also linked to CLVEC’s culture of self-reflective practice and evaluation, which
underpins all aspects of CLVEC work. The results-based approach adopted in this document is increasingly required from Public
Service providers, and will guide the management of our programmes and services in the next 5 years.
Excellence in Lifelong Learning Opportunities
Strategic Area 1
Teaching and Learning for the 21st Century (TL21)
Striving for excellence in our teaching and learning will demand that we equip our learners and staff with the
skills, knowledge and attitudes required to live and work in a rapidly changing world.
Priorities
1.1
Ensure our learning programmes and support services are relevant to the evolving needs of our learners
1.2
Work with Industry/business partners to develop learning programmes and support services that reflect the changing
nature of the world of work
1.3
Promote and make available self-managed learning opportunities for staff and learners
1.4
Encourage staff to be proactive in seeking and participating in Continuing Professional Development (CPD) opportunities
that enable them to adapt and tailor their practice to learners’ changing needs
1.5
Capture and share staff expertise & experience to enhance organisational learning
1.6
Enhance staff induction procedures including mentoring and peer support
1.7
Design and implement a diverse range of modes of delivery for our programmes and support services
1.8
Ensure Information and Guidance are an integral part of all CLVEC provision
1.9
Update our assessment systems and procedures to ensure the continued implementation of best practice, in accordance
with quality assurance requirements.
Key Outcomes
• All staff and learners will be competent in using existing, new and emerging technologies that enhance communication,
networking, teaching and learning (e.g. increased use of Moodle, etc.)
• CLVEC programmes and support services will be in high demand
• A range of new programmes will be developed in consultation with employers
• Staff will have up-to-date knowledge and skills to develop and deliver relevant quality programmes and services
• High levels of learners’ participation, retention and progression will be achieved.
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Education Plan 2011 - 2015
Strategic Area 2
Customer Focus
Listening and responding professionally and efficiently to the needs of all our customers (learners, staff, clients,
partners) will ensure our provision remains relevant, inclusive and in high demand. It is also critical to raise
awareness about CLVEC as a ‘primary driver of Lifelong Learning (LLL) in the region’.
Priorities
1.1
Facilitate access to our learning programmes and support services
1.2
Promote Equality and Diversity across the organisation
1.3
Seek and use feedback from our customers to inform the development of programmes and support services
1.4
Adopt a prompt, efficient and friendly approach to customer service
1.5
Continue to implement the CLVEC Customer Charter
1.6
Use innovative communication and promotion strategies for CLVEC Programmes and Services, to inform and attract
new learners and partners.
Key Outcomes
• Learners will have easy access to clear and accurate information about our programmes and support services
• There will be wider participation in our programmes and support services
• We will have increased customer satisfaction, and a low level of complaints
• Learners’ Fora will be established
• Staff will be trained in Customer Service Awareness
• A coordinated PR strategy will lead to the enhanced profile of CLVEC
• We will have a strong and vibrant brand recognition at local, regional and national level.
Excellence in Lifelong Learning Opportunities
Strategic Area 3
Fit-for-Purpose Learning Environments
Providing high quality, accessible, safe and enjoyable learning and working environments will enable our learners
and staff maximise their potential.
Priorities
1.1
Provide appealing and modern facilities to meet the needs and expectations of our learners
1.2
Continue to comply with Health and Safety regulations
1.3
Provide alternative and innovative learning environments (Virtual Learning Environment, SharePoint, etc.)
1.4
Explore possibilities for new alternative CLVEC facilities
1.5
Ensure compliance with the National Energy Efficiency Action Plan 2009 - 2020 to reduce energy consumption by 3%
per annum.
Key Outcomes
• Through continued investment, planning and upgrading, all CLVEC buildings will be fit-for-purpose and accessible to all
learners
• The Limerick Theatre Royal will be redeveloped to become a cultural and digital media hub
• LCAES buildings will be upgraded
• A modern LCFE Learning Resource Centre will be developed
• New fit-for-purpose sites will be identified for Gaelcholáiste Luimnigh and other schools/centres, as necessary
• All CLVEC buildings will implement energy saving initiatives, thereby, reducing our environmental impact by becoming
more energy efficient in our usage of water and energy supplies.
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Education Plan 2011 - 2015
Strategic Area 4
Integrated Lifelong Learning System
Working in partnership with other education, training, community and business partners at local, regional and
national levels will prevent duplication and offer relevant and accessible progression routes to learners.
Priorities
1.1
Work with Education, Training, Community and Workplace partners to map out clear and accessible progression routes
for learners
1.2
Work with relevant partners on integrated and coordinated responses to Education and Skills issues in the region
1.3
Advocate for the recognition of Adult and Further Education as a dedicated sector within the Irish Education System
1.4
Play a key role in implementing relevant aspects of the Limerick City of Learning Strategy
1.5
Develop strategies to promote cooperation and joint activity with other statutory and voluntary bodies in the Youth
Work area
1.6
Implement ‘Seeing Youth’ (2010-2015) - the Strategic Framework to build strengths-based Youth Work in Limerick City
1.7
Engage with DES in the implementation of the Education (Amendment) Bill (2010), which provides the formal legislative
framework for VECs to become involved in the provision of primary education.
Key Outcomes
• Clear progression pathways in a range of Occupational Areas will be documented for learners
• A range of new Learning and Skills partnership initiatives will be in place for people of working age
• New initiatives will be in place to facilitate children make the transition from primary to secondary schools
• Government policies and structures will acknowledge the Adult and Further Education sector as a critical and distinct
element of the Irish Education System
• A more integrated and planned approach to the development of youth activities across the city.
Excellence in Lifelong Learning Opportunities
Strategic Area 5
Learning within Regeneration
Placing Learning at the centre of the socio-economic development of Limerick, and working in partnership with
key local partners will enable an integrated response to the challenges of Regeneration.
Priorities
1.1
Ensure CLVEC Lifelong Learning provision in Regeneration areas is recognised and supported
1.2
Work in partnership with Regeneration Agencies to deliver accessible outreach provision in communities
1.3
Influence policy and decision makers to put learning at the centre of all socio-economic renewal projects and
strategies
1.4
Contribute to tackling educational disadvantage in Regeneration areas, by widening participation to programmes and
services of the highest quality, that address the interests of new customers and partners
1.5
Strengthen our community links in ways that contribute to the empowerment of local groups
1.6
Engage actively with Regeneration Agencies in the development of outreach facilities for a Civic Hub(s).
Key Outcomes
• Education, Training and Learning will be central to all new socio-economic development policies and local regeneration
initiatives
• More children from Regeneration areas will attend local schools
• A range of initiatives involving parents from Regeneration areas will be developed
• Regeneration agencies will value CLVEC-led initiatives
• People living in Regeneration areas will have acquired new skills, including those required to support their communities
and secure work opportunities arising from Regeneration plans.
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Education Plan 2011 - 2015
Strategic Area 6
Efficient, Capable and Accountable Organisation
Strengthening our organisational capacity will allow CLVEC perform all its functions in a professional, costeffective and efficient manner, while displaying excellent public sector governance principles.
Priorities
1.1
Manage change effectively and respond to the expanding role of CLVEC, while maintaining staff morale and commitment,
and achieving highest quality standards
1.2
Build the capacity and productivity of the organisation through a range of staff development opportunities
1.3
Use technology to enhance internal and external communication, save time and reduce costs
1.4
Extend centrally managed procurement procedures to ensure best value for money
1.5
Design and develop information systems to organise, automate and synchronise business processes and all CLVEC
workflow processes (e.g. PTT claim form system, attendance system, etc.)
1.6
Provide strong corporate governance across the organisation
1.7
Develop a Risk Register Strategy
1.8
Encourage a culture of reflective practice & evaluation within the organisation.
Key Outcomes
• CLVEC will continue to attract and retain highly motivated, professional and committed staff
• Efficiency measures will lead to significant time and cost-savings across the organisation
• A centrally managed procurement system will be in place for utilities and essential support services for schools
• CLVEC will continue to be recognised nationally as a leader for its corporate governance and best practices
• A Risk Register will be in place
• An evidence-based approach will underpin the way we work at all levels of the organisation.
Excellence in Lifelong Learning Opportunities
Annex 1
Members of the Senior Management Team
Standing, from left to right
Mr. Donncha Ó Treasaigh
Príomhoide, Gaelcholáiste Luimnigh
Mr. John O’Connor
Human Resources Officer, CLVEC
Ms. Aileen O’Sullivan
Education Support Services Officer, CLVEC
Mr. Pat Maunsell
Director, Limerick College of Further Education
Mr. Eugene O’Brien
Principal, St. Nessan’s Community College
Mr. David O’Connell
Principal, Limerick School of Music
Seated, from left to right
Ms. Mary Hamilton
Adult Education Officer, CLVEC
Mr. Paul Patton
Chief Executive Officer, CLVEC
Ms. Mary Troy
Finance Officer, CLVEC
Facilitator:
Ms. Maud Baritaud,
Planning & Evaluation Officer
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Education Plan 2011 - 2015
Annex 2
Relevant Legislation
This list is not exhaustive, and only represents a sample of the range of legislation that applies to VECs.
• The founding Vocational Education Act (1930), which established VECs as statutory bodies, set out their functions and democratic
structures and rooted these sufficiently to enable their retention even to this day.
• Subsequent amendments to the Act in 1936, 1944, 1970, and most significantly for this planning process, the Vocational Education
(Amendment) Act (2001).
• Refugee Act (1996): This provides a framework and legal procedure for processing and determining asylum applications. It also
provides for the rights of asylum seekers and refugees (including rights of access to education and training).
• The Education Act (1998): This Act is the primary piece of legislation governing all aspects of primary, secondary and adult
education in the Irish state. It sets out in detail all the statutory obligations of education providers (including VECs).
• The Education (Amendment) Bill (2010), which provides the formal legislative framework for VECs to become involved in the
provision of primary education.
• Qualifications (Education and Training) Act (1999): This makes provision for the recognition of all learning activity within personal,
civic, social or employment related settings. The National Qualifications Authority of Ireland (NQAI) has been established under the
Act and a ten level National Framework of Qualifications put in place. The Act also requires that all providers of further education
and training programmes leading to FETAC awards establish procedures to quality assure their programmes and agree these
procedures with FETAC.
• Education Welfare (Act) (2000): This provides for the establishment of the National Educational Welfare Board, the appointment
of Education Welfare Officers and it set down requirements for systematic approaches to monitoring and reporting of children’s
attendance/non-attendance at school.
• The Youth Work Act (2001): This provides a legal framework for the provision of youth work programmes and services (much of
this has yet to be enacted).
• The Code of Practice for the Governance of VECs (Circular Letter F11/05): A Code promoting best practice in governance and
management in the VEC system. Areas covered under the Code include Information and Reporting; Financial Control and
Accountability; Planning; Code of Conduct and Quality.
• Official Languages Act (2003)
• Equality Act (2004)
• Child Protection Guidelines and Procedures for Post-Primary Schools (2004), followed by Children First – National Guidelines
(2009)
Excellence in Lifelong Learning Opportunities
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