Throughout all centres in CMETB, learners are encouraged, upon application for admission, to disclose any special needs or disabilities they may have, in order for appropriate supports or reasonable accommodations be put in place. Where such a disclosure is made, an appropriate staff member will meet the learner to discuss the nature of the supports that may be required. Ongoing training and support is provided to CMETB staff to ensure appropriate and relevant service is available to the learner or trainee regarding their specific need.
Every reasonable effort is made to support learners with differences, either before admission or once they have started on the course. Such differences might include prior learning or experience, maturity, differing capabilities or other. In this case, the supports needed will be agreed in consultation with the learner. However, not all support needs may be able to be met within the physical, financial and staffing restrictions within which the centre and CMETB must operate.
The range of supports that can be provided to a learner or trainee may vary from centre to centre, depending on the resources and facilities that are available on an individual’s needs. Learners and trainees can enquire in their own FET centre or Programme manager as to what resources are available.
Guidance for Learners and Trainees
Guidance and Counselling referral services are available in both FE colleges. Within the Adult Education Service, the Adult Guidance and Information Service provides support and guidance to learners on making informed decisions around access, transfer and progression into and out of CMETB programmes. In Youthreach centres and training centres, this support is primarily provided by the course coordinators, teaching staff or contracted training officers.
Both FE colleges have a Student Council and class representative in place and students are also represented on the Board of Management for each FE college. An instructional leadership programme in place in CMETB demonstrates instructional techniques which teachers can use to support the intellectual, physical, behavioural, social and cultural engagement of students.
Learner feedback is encouraged both formally and informally on the learner’s experience throughout their engagement on the programme. This is an opportunity to consolidate this information, particularly across shared curriculum, to further enhance CMETB endeavors around consistent conformance to learner expectations.
Learner Complaints Procedures
CMETB has a published Customer Service Charter which sets out the terms of reference for accessible, timely and simple to use complaints procedures for both internal and external customers including learners.
Technology Enhanced Learning (TEL)
CMETB is committed to the full implementation of the SOLAS Technology Enhanced Learning Strategy 2017-2019.