The learning journey and ensuring it is a quality experience for all of our participants is core to our key performance objectives.
Becoming a learner or trainee in CMETB: our admissions processes
Learner admission may be through a system of referrals via another agency or by self-referral.
Prospective learners may attend an interview to assess their suitability for the course for which they are applying. The admissions interview is usually conducted by the Course Coordinator, Recruitment Officer, Guidance Counsellor or an experienced Teacher on the course. The purpose of the interview is to assess whether the learner meets the entry criteria for the course where these exist, or to facilitate the learner to find the course most suitable for their needs. Other, course specific, information is given to learners upon entry to the course.
It is expected that any learner seeking to access a particular course would have the knowledge, skills and competencies at the level of the National Framework of Qualifications (http://www.nfq-qqi.com/) indicated in the prospectus for access on to that programme. Where the learner does not have a major award at the level indicated for access, life skills or work experience may be taken into account, as long as they possess the skills which would be required to allow them to participate successfully in the course. It is the responsibility of the course coordinator or other identified staff member, to determine that a prospective learner has the knowledge, skill and competence to successfully participate on the course.
Depending on the nature of the course, a learner whose native language is not English may be asked to provide evidence of standard on the CEDFER Framework.
On commencing a course in CMETB, learners have an induction session/s in which they receive general information about the centre, as well as course-specific information such as modules to be covered, the course calendar and timetable, out-of-centre activities, assessments and assessment deadlines, CMETB attendance policies and procedures, assessment policies and procedures, supports available to learners, SUSI grants, code of conduct, complaints procedure, health and safety provision and other relevant information.
Throughout the course, learners are kept informed of activities and assessment requirements through briefs distributed in class, course notice boards, and where available, through a Virtual Learning Environment (VLE) and student handbooks.
The Learning Experience and the Environment
CMETB is committed to creating within its centres, a learning environment which in its physical, social, cultural and intellectual aspects allows learners to have a holistic learning experience, facilitating them to develop both personally and academically.
Learners participating on a course will be respected and treated in an equitable manner, in line with CMETB’s commitment to equality. Where possible or appropriate, centres organise activities to support a positive social and cultural learning environment through activities such as field trips or guest speakers. For example, learners in the Further Education colleges have access to activities organised by their college’s student council.
Technology Enhanced Learning (TEL)
CMETB is committed to the full implementation of the SOLAS developed Technology Enhanced Learning (TEL) Strategy, 2017 – 2019. TEL has long been identified as a priority area for staff development within CMETB Further Education and Training (FET) Services and CMETB is committed to providing an ongoing and enhanced investment in technology-enhanced learning to support innovative teaching and learning practices. Actions under way include supporting the creation and sharing of digital resources for use in the classroom, use of Virtual Learning Environments, such as Moodle to support the learning experience, building staff capacity through Continuous Professional Development (CPD); expanding the ICT infrastructure, and developing TEL Communities of Practice and networks.
Quality Assuring Work Experience and Work Placement
CMETB considers work experience as a very valuable part of the learning experience, allowing learners the opportunity to apply their learning in a real work environment. As a result, most courses leading to a major award include a Work Experience/Work Practice module with a compulsory work placement.
CMETB is equally committed to ensuring that the work-based learning environments that learners experience as part of these work placements are appropriate, safe, and not exploitative of the learners that engage in them. To this end, student and employer engagement is closely monitored on an ongoing basis.
In addition, CMETB strives to offer some learners the opportunity to complete work placement abroad, thereby gaining international experience. This is supported through active engagement with the EU funded Erasmus+ programmes.
Giving Feedback on the Learning Experience
Learner feedback is an essential element to the life cycle of a course within CMETB. Feedback is encouraged both in1formally through interactions with the teaching staff and formally through the evaluations undertaken on learner experience throughout their engagement on the programme.
CMETB has a published Customer Service Charter. In it CMETB sets out the terms of reference for accessible, timely and simple to use complaints procedures for both its external and internal customers, including its learners. This is published on the website as CMETB Customer Service Charter
There is also a CMETB Code of Practice for dealing with Complaints for dealing with Complaints made by Parent/s/Guardian/s of a Student or by a Student (over 18) currently enrolled in a school/centre, against a Staff Member employed by Cavan and Monaghan Education and Training Board (ETB). This is published on the website at www.cmetb.ie
In addition, within each centre there are internal channels to support and deal with complaints by learners and other stakeholders.
For detailed information regarding policies and procedures relating to the learning experience in a particular centre, please contact the centre directly. As new policies and procedures are developed that are common to all CMETB centres, they will be published here. For general information, see below.