VTOS – 20 Years On . . .

1. VTOS – 20 Years On . . . Helen Keogh National Co-ordinator VTOS Thursday 5th February 2009

2. Happy Anniversary • China . . . • Platinum . . .

3. Congratulations! • Durability • Service • Learner-centred • Staffing • Flexibility • Expertise • Impact

4. 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)

5. Service • 106 Centres • Levels 3 – Levels 5/6 • A few at lower levels

6. 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

7. Keeping the adult at the centre of VTOS provision 3. Access, transfer & progression opportunities 1. Information & guidance 2. Needs analysis 4. Income maintenance + additional supports 11. External monitoring & evaluation ADULT LEARNER 10. Staffing – CPD 5. Relevant/useful learning content 9. Opportunities for feedback & internal evaluation 6.Flexible teaching & learning methodologies 8. Assessment within NQF & progression opportunities 7. Learning Supports – guidance; literacy; individual learning plans; assistive technology; transport; childcare;

8. 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

9. Flexibility • Course(s) and level(s) at which you will succeed • Learning supports • Guidance support • Other supports – childcare; transport; library; mentoring

10. 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

11. Impact VTOS 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

12. 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

13. VTOS Impact • Qualifications– c. 50,000 • Progression– c. 35,000 directly • Professional Expertise– body of knowledge • Guidance service– professional staff

14. VTOS Impact • Intergenerational effect . . . • Community effect . . . • Local, national and internationalcontribution

15. 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

16. Towards 2019 . . . • Locating VTOS within emerginglandscapes • 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

17. 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 . . . .