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VTOS – 20 Years On . . .
Helen KeoghNational Co-ordinator VTOS
Thursday 5th February 2009
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Happy Anniversary China . . . Platinum . . .
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Congratulations! Durability Service Learner-centred Staffing Flexibility Expertise Impact
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Growth of VTOS in the 33 VECs (formerly 38 VECs) 1989 247 1990 613 1991 872 1992 1649 1993 2893 1994 4604 1995 5000 2009 5000 (5400)
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Service 106 Centres Levels 3 – Levels 5/6 A few at lower levels
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Learner-centred A micro-environment of learning,
care, support, guidance A personal service – relatively small
numbers Personalised education and training Tutor-student support Student-student support
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Keeping the adult at the centre of VTOS provision
ADULT LEARNER
1. Information & guidance
3. Access, transfer & progression opportunities
4. Incomemaintenance + additional supports
6.Flexible teaching & learning methodologies
7. Learning Supports – guidance; literacy; individual learning plans; assistive technology; transport; childcare;
8. Assessment within NQF & progression opportunities
9. Opportunities for feedback & internal evaluation
10. Staffing – CPD
11. External monitoring & evaluation
2. Needs analysis
5. Relevant/useful learning content
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Staffing September 2008 – 738 staff in core
centres 128 PWT 221 CID 122 PRPT 163 Part-time 90 Co-ordinators (excluding 4 VECs with
dispersed mode) 14 Assistant Co-ordinators
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Flexibility Course(s) and level(s) at which you
will succeed Learning supports Guidance support Other supports – childcare;
transport; library; mentoring
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Expertise Has moved from the heroic phase to a
more professional service – staffing; management
Experience Longevity Responsiveness Action Research -> generation of
‘theories-in-use’ (Brookfield) and shared meanings
CPD – in-service; diplomas; Master’s courses Publications
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ImpactVTOS has been and is . . . An education and training opportunity to
enable eligible individuals to gain qualifications at lower, upper and post-secondary levels - ABC
An income maintenance scheme to enable individuals in receipt of qualifying social welfare payment to continue their learning on a full-time basis
A funding framework to provide VECs with resources to respond to the learning needs of unemployed adults so as to facilitate their return to employment
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Impact . .
Up-skilling 5000+ members of the labour force not in employment - since 1995
Addressing low educational levels of 5000+ of the 1 million adults aged 16-64 with less than upper secondary education
Social inclusion for 5000+ and their families
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VTOS Impact Qualifications – c. 50,000 Progression – c. 35,000
directly Professional Expertise –
body of knowledge Guidance service –
professional staff
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VTOS Impact Intergenerational effect . . . Community effect . . . Local, national and
international contribution
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Towards 2019 . . . Maintain specific distinguishing
characteristics eligibility criteria – age; social welfare
status full-time provision needs-based provision ‘learner-centred service’ learning supports - guidance etc focus on certification focus on progression
Firmly locating the programme in local adult learning service and relationship to other programmes in VEC and elsewhere
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Towards 2019 . . . Locating VTOS within emerging
landscapes Responding to economic downturn Contributing to upskilling labour
force Contributing to social inclusion
Focusing on your USP – unique selling point – locally and nationally – within the context of AE and FE programmes
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Towards 2019 . . . Maintain clear vision and mission to steer
by in choppy waters of change, debate, uncertainty
Imagineer – imagine, engineer . . . Use your experience, track record, longevity,
strengths, successes, skills to Shape the development of adult learning in
your VEC Make alliances with other colleagues Continue to keep the adult learner at
the centre of all you do . . . .
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