Student Lifecycle

Access:

Learners to GRETB’s training and education programmes access our programmes through a number of channels, namely self-referral, referral agency or GRETB’s guidance service.

In order to ensure that learners are on the appropriate course and to maximise their potential to succeed GRETB centres and schools apply admissions policies for admission to their courses.  Currently centres and schools operate separate admissions policies. While some discussion has occurred around standardising admissions policies it is anticipated that schools and centres will continue to have separate policies but that there will be a standard policy for each sector within FET.

As new policies and procedures are developed and formally approved they will be published to this page and will supersede older versions.

On application to a course learners who identify as having a requirement for support in literacy or numeracy are referred to GRETB’s literacy service. GRETB, along with all other ETBs, have contributed to the research for the Initial and Ongoing Assessment of Adult Literacy and Numeracy at NFQ levels 1-3 Guidelines, Toolkit and Research Report.

Also, learners who do not have English as their first language are referred to the literacy service if they need ESOL support.

When learners start a programme they undertake induction, which may include a handbook, informing them about the programme they will engage in, assessment and certification.

Participation on a programme:

In our Strategy Statement 2017-2021 GRETB values inclusivity and a positive learning experience is a priority. Centres and schools currently conduct their own programme reviews to determine learners’ experience, programme strengths, improvements, delivery methods, workload etc. while on the programme. Centres and schools also conduct their own programme reviews with staff to determine their opinions on the programme strengths, improvements, schedule of programme delivery, integrity of the assessment process, further training, adequacy of resources etc.

In our Quality Improvement Plan we have committed to establishing systematic feedback procedures.

GRETB staff have actively engaged in the development of the Strategy for Technology–enhanced Learning in Further Education and Training 2016-2019 to ensure that learners experience the most up-to-date teaching methodologies. Staff are encouraged to participate in CPD in TEL. A number of teaching staff successfully completed a 10 credit Level 8 VLE course at the Centre for Adult Learning and Professional Development at NUI Galway. Participation on the course was fully supported by GRETB under its CPD Policy.  Our Quality Improvement Plan commits to agreeing a new VLE for further education and training services. GRETB is currently completing the process of appointing a Technology Enhanced Learning (TEL) Co-ordinator.

Grievance:

Each centre and school operates its own grievance policy and procedures. For further information contact the centre or school directly. Contact Details  

Recognition is given to prior certified and uncertified learning (RPL):

GRETB does not currently have an organisation policy for RPL. Our Quality Improvement Plan commits to the development of an RPL Policy.

GRETB is currently participating in the national project on the recognition of prior learning with the Defence Forces.  A policy has been developed specifically for this project. See VISKA

Ráiteas Straitéise BOOGRC

GRETB Strategy Statement 

Initial and Ongoing Assessment of Adult

RPL handbook final MNDG 22nd Final

TQAS-7-Protection-for-Learners-Policy-V1.0

TQAS-4-Access-Transfer-and-Progression-Policy-V1.0

TQAS-1-Policy-on-Learner-Maternity-Leave-V1.0

TQAS-1-Policy-on-Learner-Health-and-Safety-V1.0

TQAS-1-Policy-on-Learner-Computer-Resources-and-Internet-Usage-V1.0

TQAS-1-Policy-on-Learner-Code-of-Conduct-Infringement-Process-V1.0

TQAS-1-Policy-on-Learner-Absence-and-Sickness-V2.0

TQAS-1-Policy-on-Learner-Respect-and-Dignity-V1.0

Admissions Policy

Attendance Policy

Substance Abuse

 

 

 

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