An Roinn Oideachais agus Eolaíochta

 

Department of Education and Science

 

Evaluation of Centre for Education

REPORT

 

 

Mullingar Senior Education and Training Centre

O’Growney Drive, Mullingar, Co. Westmeath

 

 

Date of inspection: 6 June 2007

Date of issue of report: 21 February 2008

 

 

 

 

1 centre context and ethos

2 quality of centre management

3 quality of centre planning

4 quality of teaching and learning

5 summary of strengths and recommendations for further development

School Response to the Report

 

 

 

 

 

EVALUATION OF MULLINGAR SENIOR EDUCATION AND TRAINING CENTRE

 

This report has been written following an evaluation Mullingar Senior Education and Training Centre (MSETC). It presents the findings of an evaluation of the work of the centre as a whole and makes recommendations for the further development of the work of the centre. During the evaluation, the inspectors held pre-evaluation meetings with the director of the centre and with the teaching staff. The evaluation was conducted over a number of days during which the inspectors visited classrooms and observed teaching and learning. The inspectors interacted with teaching staff and learners in the centre, examined learners’ work and conducted an interview with a representative group of learners. The inspectors also reviewed relevant centre planning documentation and tutors’ written preparation, and met with the Chief Executive Officer (CEO) of Co. Westmeath Vocational Education Committee (VEC), the Westmeath Adult Education Officer (AEO) and with the centre’s Board of Management.  Following the evaluation visit, the inspectors provided oral feedback on the outcomes of the evaluation to the chairperson of the Board of Management, director and staff of the centre.  The board of management was given an opportunity to comment in writing on the findings and recommendations of the report; a response was not received from the board.  The board of management of the school was given an opportunity to comment in writing on the findings and recommendations of the report, and the response of the board will be found in the appendix of this report.

 

 

 

1 centre context and ethos

 

1.1 Context

 

The Mullingar Senior Education and Training Centre is located in a recently-constructed building near the town centre.  Established originally as an all-female Senior Traveller Training Centre (STTC), the centre was located in a number of buildings in the locality before moving to its present location in 2005.  Though the learners were drawn entirely from the Travelling community, a strategic decision was taken at that time to rename the centre as a Senior Education and Training Centre.  This was seen as being the first step in attempting to provide education and training to people from all backgrounds.  Some positive, though limited, developments are evident in that regard.  For example, the building is currently used to provide training for individuals working with the deaf community.  However, as all of the current learners in MSETC are drawn from the Travelling community, meaningful integration remains a sizeable challenge for the centre. 

 

Traditionally, there has been very poor transfer of Traveller pupils to second level schooling in Mullingar.  Those that do make the transfer are very likely to drop out during or immediately after their first year.  The centre has held firm to its policy of not accepting enrolments of learners below the age of 16.  Consequently, most of the current learners in the centre have been out of formal education for a number of years while awaiting a place in the centre.  This situation has implications for attainment and achievement particularly in literacy and numeracy.  If and when the centre provides educational services only to those over eighteen, as recommended in the Traveller Education Strategy, these difficulties will only be exacerbated.  In the interim, it is recommended that senior management in the centre work with relevant agencies including the VEC, the Visiting Teacher Service for Travellers and the National Educational Welfare Board to address the issue of the poor transfer and retention of Traveller students in formal education. 

 

The centre currently has forty-one learners enrolled.  All are following one of three options; full-time FETAC courses at either level 3 or 4, part-time FETAC courses at level 3 or 4 and the Leaving Certificate Applied (LCA).  This latter option is relatively new; the current cohort of LCA learners being only the second in the centre’s history.  The vast majority of learners (35) are female.  The fact that there are so few male learners is reflective of two things.  In the first instance, male Travellers in the Mullingar area reportedly hold education in very poor regard and thus are far less likely than their female counterparts to transfer to any form of post-primary education.  Secondly, however, there were more Traveller males enrolled in the centre in the relatively recent past.  As a result of persistent and chronic misbehaviour they were excluded from the centre.  Discussions with senior management of the centre along with a review of the minutes of staff meetings and Board of Management meetings indicates that suitable efforts were made to accommodate males to the centre.  The impact of their behaviour, however, was detrimental to the effective management of the centre.  Those Traveller males currently attending the centre present, for the most part, as being interested in learning and in achieving accreditation.     

 

1.2 Distinctive character and atmosphere

 

The atmosphere in the centre is very positive.  The work of the Board of Management, senior management in the centre and staff members is highly commended in that regard.  There is a good sense of learners striving to achieve in an environment which is welcoming, supportive and relaxed.  The learners express a strong sense of satisfaction with the work of the centre and are highly cognisant and appreciative of the efforts undertaken by staff members to ensure that they progress in their learning.  There are differences apparent among the various age groups as to their reasons for attending the centre.  As a general statement, older learners report that the option of attending the centre gets them ‘out of the house’ and offers some of them the opportunity to acquire literacy and numeracy skills for the first time.  Younger learners, on the other hand, hold a different view.  The majority of them are focused on gaining accreditation.  One of the by-products of the successes experienced by the centre is that it is now an attractive proposition for young Travellers.  The relaxed and friendly atmosphere, the individual attention offered and the payment of an allowance are all cited as positives in the centre.  As this continues and progresses, there is a danger that Travellers will continue to reject the option of attending post-primary schools.  This will further limit the opportunity to develop appropriate links between the communities, Traveller and settled. 

 

It is very evident that there is an emphasis on learning in the centre.  One of the issues for discussion at the post-evaluation meeting was the focus within the centre on accreditation.  In some respects, this may be driven by the desire, particularly of younger learners, to achieve in State Examinations.  Much of what is on offer in the centre is based on FETAC and LCA modules and their specific learning objectives.  In some of the classes observed the focus, to a certain extent, was on the achievement of the relevant specific learning objective (SLO) rather than on learning itself.  The introduction and development of FETAC and LCA modules are regarded in the centre as being crucial to its success.  Suitable efforts are also made to provide a range of informal learning opportunities.  However, it is recommended that further consideration be given in the centre to the adoption of a more systematic approach to the issue of learning for learning’s sake.  This may result in a review and readjustment of the current timetable, most of which pertains to FETAC and LCA course work.   

 

1.3 Supports for learners

 

The manner in which members of staff interact with the learners constitutes a significant support.  Though the relationship between staff members and the learners is evidently informal and relaxed, nonetheless there is suitable emphasis placed on the importance of learning.  Formal learning opportunities are presented which are appropriate to the interest and ability levels of the learners.  The range of FETAC and LCA programmes offered to the learners constitutes a support.  There is flexibility offered and a good sense of a centre achieving success across a range of areas.  The introduction of the LCA in particular has proved very beneficial to and popular with the learners.   

 

Learners’ individual needs are dealt with sensitively.  Those who present with limited or no literacy or numeracy skills will be challenged constructively to apply themselves to acquiring these skills.  The fact that those tasked with developing these skills among learners are themselves members of the Travelling community constitutes a significant support.  They act as excellent role models for the learners. 

 

As will be delineated in further detail below, there is a need to develop personalised plans for a number of learners.  The primary focus of these plans will be on the acquisition and development of literacy and numeracy skills.  It is recommended that this task be prioritised in the centre. 

 

1.4 Links with the community

 

Relations with Traveller organisations in Mullingar are positive.  The practice of compiling a regular newsletter for Traveller families is positive and consideration could be given to its dissemination among the settled population.  Staff members in the centre are aware of developments in the Traveller community and use relevant information appropriately to inform decisions taken in the centre.  However, it is reported that Travellers are poorly regarded by the settled community in Mullingar.  The decision of the centre to reclassify itself as a senior education and training centre as opposed to a dedicated STTC presents it with the challenge of establishing itself as a potential location for education and training for Travellers, for the settled community, for newcomers and others.  The more that links are made in providing education and training within the confines of the centre, the greater the likelihood of improved relations between the communities.  Most of the activities of the centre take place within the centre itself.  A small number of activities, however, are conducted externally.  PE lessons, for example, take place in the town’s tennis club.  Some of the learners display aptitude and ability in many sports such as basketball and badminton and could benefit from being encouraged to represent the centre in organised competitions.  Thus, it is recommended that consideration be given to allowing learners to represent the centre in team and individual sports with other centres and schools with a view to, firstly, developing the centre’s profile in the town and secondly, allowing for planned instances of fraternising between members of the Traveller and settled communities.   

 

For a variety of reasons, links with Visiting Teacher Service for Travellers and the FÁS advocate at the time of the evaluation were not in evidence.  Given the enormity of the challenge posed by the fact that the majority of Travellers in the Mullingar area either do not transfer to post-primary school or are not retained within this system, this issue should be considered as a priority area for action in the centre.  It is not envisaged that the centre would be in a position to resolve the issue on its own.  Rather, involvement of the centre should constitute part of a collaborative effort involving the relevant stakeholders.

 

Apart from the training provided for signing for the hearing impaired, there is little evidence of the excellent facilities provided by the centre being used outside of centre times.  As a means of developing links with the community it is recommended that senior management and the VEC should give careful consideration to more extensive utilisation of the building outside of centre time.   

 

 

2 quality of centre management

 

2.1 Role of VEC and Board of Management

 

The VEC plays a significant role in the centre.  Procedures in respect of Senior Traveller Training Centres and Youthreach Centres have been developed in the county by the VEC.  These procedures relate to issues such as applications to the centres, attendance and payments for learners.  The VEC, through the offices of the AEO, is commended for the manner in which the VSSU procedures are monitored in the centre.  This monitoring is conducted transparently and identifies areas which the centre should address.  The CEO and AEO are members of the Board of Management and both express pride in the work of the centre. 

 

The Board of Management is committed to the development of the centre; this commitment being exemplified by regular informal visits paid by individual members of the board to the centre.  The board also meets formally and regularly.  A review of board meeting minutes indicates that the board is very well briefed as to developments in the centre and that decisions are made having considered all options.  A good balance is apparent at board level between its supportive and its challenging functions.  Board members are drawn primarily from the VEC and from the centre itself.  Though, nominally, there is a representative of the local business community on the board, in reality this link needs to be rekindled.  In addressing this issue it is recommended that the board give consideration to the establishment of links not just with local businesses, but also with national and multinational businesses that have a presence in or near the town.  The progression of learners from the centre is an issue of great concern to the board, staff members and to the learners themselves.  It is likely that current progression opportunities are limited due to the reported negative view of Travellers in the town.  Recently 107 employers were written to with regard to employment opportunities.  Forty responses were received, of which only six were positive. 

 

The role played by the VEC and by members of the board in the development of plans and policies in the centre is commendable and will be dealt with in greater detail below.  The VEC and board are supportive of the issue of staff training and development.  Staff members are encouraged in a positive manner to engage with training.   

 

2.2 Internal centre management and administration

 

The centre is excellently managed.  The work of the director in that regard is highly significant.  Business is conducted with quiet efficiency and the positive tone, set in the first instance by the director, permeates the centre as a whole.  Each of the stakeholders consulted during the evaluation process highlighted the effectiveness of the director as being key to the success of the centre.  Despite the fact that some of the staff have part time contracts and have relatively limited contact with the learners, there are excellent relationships evident among staff members and between staff members and learners.  There is strong evidence of the work of the centre being strategically focused.  New initiatives are implemented and evaluated internally.  This provides concrete evidence of the implementation of the first objective of the centre’s mission statement which is

 

‘To explore and develop new and appropriate models for accrediting adult learning and experience’

 

The highly professional manner in which engagement has taken place with the QFI exemplifies the quality of the management of the centre.  This issue is dealt with in more detail below.  Professional development of staff member is given high priority in the centre; the range and number of courses attended being indicative of the commitment of the management and staff of the centre to improvement. 

 

The centre is administered very efficiently and professionally.  Minutes of staff meeting and board meetings are meticulously maintained.  Learner attendance and punctuality are monitored appropriately.  Attendance rates stand at 73% though this can be considerably lowered in the event of a ceremony or celebration such as a wedding or funeral in the Traveller community.  The centre receives appropriate administrative support from the VEC head office.    

 

2.3 Organisation of the curriculum

 

A suitable time table is drawn up and forwarded to the VEC at the start of each year.  It is implemented efficiently and effectively.  Classes commence at the allotted time and learners are given appropriate leisure time.  The centre is open for 209 days per year and the majority of learners attend for this period.  Learners are given the opportunity to develop a range of skills while attending the centre.  These include literacy, numeracy, ICT, inter-personal practical and other vocational and life skills.  Opportunities are afforded to the learners to further develop some of these skills through work placements.  During the course of the typical centre day, the learners will pursue an appropriate variety of practical and more academic tasks. 

 

2.4 Staff deployment

 

The centre benefits significantly from having a committed staff.  Staff members are experienced and suitably qualified.  They are ambitious for the learners in the centre and this sense of ambition is transmitted, both concretely and subliminally, to the learners.  The number of teachers employed allows for continuity and appropriate focus on individual learners’ needs.  There is a good mix of experienced and more recent appointees on the staff.  The presence of members of the Travelling community on the staff is a significant strength of the centre.  These staff members act as excellent role models for the learners and demonstrate in a concrete manner the possibilities offered to them in applying themselves to learning tasks.    

 

2.5 Accommodation and resources

 

Accommodation in this centre is excellent.  The standard of accommodation reflects the commitment of the VEC to the centre.  It is located in a newly-built facility.  The reception area is welcoming, classrooms are of an ideal size and there is sufficient space for meetings to be conducted.  There are a number of rooms assigned to vocational or practical activities.  A fully-functioning commercial kitchen which is excellently stocked and a room set out for hairdressing provide the centre with very good opportunities for learners in these areas.  An issue which was discussed at the post-evaluation meeting, however, was the make up of these rooms.  A stated strategic aim of the centre is to attract more males into the centre for training and education purposes.  It is reported that male Travellers currently hold education in poor regard.  The fact that the two vocational rooms in the centre (one for cooking, one for hairdressing) would be seen by some males as being more attractive to females may be an issue.  With that in mind it is recommended that the centre give consideration to the provision of vocational resources that are likely to prove as attractive to males. 

 

An impressive array of resources is provided in the centre.  These are well maintained and are used effectively during the course of lessons.  Some good examples of home made resources were observed in use in lessons.    

 

 

3 quality of centre planning

 

3.1 Centre plan and policies

 

The quality of work completed in addressing the QFI in the centre is impressive.  Following an extensive and highly productive internal centre evaluation, the centre has produced a five year development plan (2006 – 2011). This is a comprehensive document which has quality assurance as its focus.  It is evident that the five major aims identified collaboratively are realistic, measurable and achievable.  Work completed to date on the QFI has allowed the centre to focus on its strengths and become more aware of the challenges it faces.  It is also evident that significant progress is being made both in the delivery of education and in the manner in which the centre operates as a result of this process.

 

The issue of child protection was discussed with the management of the centre. Evidence was provided to confirm that management and staff have taken appropriate steps to develop policies in line with the provisions in Children First: National Guidelines for the Protection and Welfare of Children (Department of Health and Children, 1999). Evidence was also provided to confirm that the management of the centre has adopted and implemented the policies. A designated liaison person has been appointed in line with the requirements of these Department of Health and Children guidelines.

 

3.2 Planning process

 

The planning process engaged in to date has been collaborative and worthwhile.  The process commenced in late 2005 with an introduction to the QFI and has been supported by the AEO and an external facilitator.  Four subsequent days have been spent in compiling the centre development plan.  Key to the success of the process has been the delegation of tasks to a wide range of staff members.  Each has contributed effectively to the process and has gained considerably from their experiences in that regard.  The process involved extensive consultations with the learners to establish their perspective of needs and challenges facing the centre.  The resultant information provided staff members with a comprehensive and honest appraisal of the centre.  It also provided the staff with clear pathways for development.  Apart from the compilation of policies and plans, the planning process has also ensured that the culture of planning for improvement has become embedded in the centre.     

 

3.3 Implementation of plan

 

The centre development plan is set within a suitable timeframe.  Monitoring the implementation of the effectiveness of the plan and subsequent revision receive appropriate attention.  It is evident that the management of the centre and learning opportunities provided therein have been significantly influenced both by the process and outcomes of planning.  The compilation of the centre development plan has also resulted in strengthening the sense of team evident in the centre.     

 

 

4 quality of teaching and learning

 

4.1 Planning and preparation

 

A range of practices is evident in the area of individual planning and preparation for lessons.  These practices, for the most part, are appropriate.  Some tutors devote considerable time and attention to providing comprehensive notes for their lessons.  In these, due attention is paid to the compilation of appropriate objectives and the delineation of methodologies.  Other tutors utilise the specific learning objectives from the relevant FETAC or LCA module.  The teaching staff is commended for the manner in which supplementary teaching materials are sourced and used.  These, in general, are stimulating and add to the effectiveness of lessons.  As will be detailed below, however, a more systematic approach to planning for literacy will result in amendments being made to the manner in which tutors prepare for their lessons. 

 

The teaching staff is also commended for ensuring the provision of an attractive and stimulating learning environment.  Completed project work, samples of art work and other written work are displayed attractively in the centre, thus ensuring the celebration of the learners’ achievements.     

 

4.2 Classroom management and teaching methodologies

 

Classes are very well managed by individual staff members who, in turn are well supported by senior management.  As a result, there is a positive relationship between staff members and learners.  On occasions it has been necessary to implement, to the fullest extent possible, the centre’s code of behaviour.  It is evident that much good work has been done with young male Travellers in the recent past.  However, a number were permanently excluded as a result of their ongoing disruptive behaviour.  Those that remain are clear about the opportunities that their attendance at the centre offers them and express a desire to achieve.  As part of the successful management of learners and of tasks, significant individual attention is paid to learners.  As a result of small numbers in many classes, significant numbers of learners benefit from focused attention on the development of their literacy and their numeracy skills.  Learners’ efforts and undertakings are constantly affirmed and they are encouraged to persevere with assigned tasks.  This results in a lot of positive interaction during lessons.  A good range of resources is available and used effectively during lessons.

 

Lessons are conducted in an open and relaxed manner.  Lessons are well structured, well resourced and paced appropriately.  The tutors communicate effectively with the learners.  The learners are encouraged to think, to problem solve and to contribute to lessons effectively.  In that regard, the tutors employ a range of questioning styles, they are very encouraging of the learners’ efforts and they use suitable prompts to encourage achievement.  For those learners with poor literacy skills, ICTs are used judiciously to enhance the quality of lessons.  Good use of reference material and illustrative charts provided in classrooms was noted.  A very good balance is also achieved between whole class instruction, group work and individual work.  The methodologies employed by the tutors stimulate and maintain the interest of the learners.         

 

A number of issues relating to teaching methodologies were discussed at the post-evaluation meeting with the staff.  Efforts undertaken to provide a wide range of learning opportunities were affirmed.  However, staff members were encouraged to build on the practice, evident in many classes, of learners participating actively in their lessons.  Similarly it is recommended that the practice of encouraging learners to present to their peers as a matter of course during lessons should be widened.  This will ensure a greater focus on literacy-related issues and will also benefit the development of the learners’ self confidence.  Ultimately, the learners should be encouraged to make regular presentations off campus and in a variety of circumstances and situations.

 

It is evident that there is a significant disparity in the literacy levels among the learners in the centre.  A small number of the learners have never attended school and present with major literacy-related challenges.  Others have no literacy problems and apply themselves to assigned tasks with little or no difficulty.  In addressing literacy difficulties among the learners a number of practices are followed.  Those in need of intensive support are offered individual attention and most make significant progress.  Some of the staff take specific cognisance of the differing ability and literacy levels in their classes and tailor their programmes accordingly.  It is recommended, however, that a more systematic approach to literacy development be adopted in the centre.  Elements of literacy development such as encouraging the learners to read aloud where appropriate should be introduced across classes.  The suitability of texts currently being utilised to develop literacy skills should be reviewed.  It is recommended that more age-appropriate materials be introduced in that regard.  Specific literacy skills, such as editing and reviews of completed work, should be taught systematically as part of the overall literacy programme offered in the centre.  Underpinning all of this, however, is the need to develop expertise in the centre in the area of diagnostic testing.  Much good work is evident in assessing literacy levels among learners on their commencement in the centre.  However, the effective utilisation of specific diagnostic literacy tests, which will inform the compilation an individual learning plan, will greatly add to the effectiveness of the centre.          

 

4.3 Assessment of learners’ progress

 

The progression of the learners is monitored on a number of fronts.  The practice of discussing the learners’ progress as a formal staff meeting agenda item is commendable.  In the first instance, their pastoral care and development is closely monitored.  Learners are met regularly and their work is reviewed and discussed.  Expectations regarding behaviour and progression are communicated clearly and reinforced regularly.  This system ensures that communication channels between all of the parties in the centre remain open.  It also ensures that early intervention is possible where difficulties arise.

     

For those pursuing FETAC or LCA modules, assessment primarily relates to the successful completion of an SLO.  While this is entirely satisfactory and acceptable as a practice, it may not allow for sufficient consideration and reflection of the quality of teaching engaged in.  Consideration could be given, therefore, to the creation of a monthly review document which would focus on the effectiveness of teaching.        

 

4.4 Outcomes and standards

 

It is evident that learners make significant progress while in the centre.  As a minimum, most of the learners are expected to achieve satisfactorily on FETAC level 3.  For those who have never gone to school or for those whose experience of formal education is very limited, this represents excellent progress.  Others in the centre who progress to the completion of LCA are making equally good progress.  Quite justifiably, all concerned with the centre take pride in the results achieved by those who have completed the LCA.  As the centre develops over the coming years, and as the issue of non-transfer of Traveller students to post-primary schools is resolved one of the issues to which consideration should be given is whether the LCA is the most appropriate level of accreditation for some learners.  As previously stated, many of the current learners are able and intelligent.  Any deficiencies that they may present with stem from poor or no attendance at school.  While these learners have clearly rejected the formal educational path, and others will continue to do so in the future, it will be incumbent on those in the centre to determine whether it is best placed to meet all of the educational needs of all of its learners.  This process may result in the establishment of closer and more meaningful links with the formal education sector in the town.     

 

While formal progress is quantifiable and measurable, some of the other more salient outcomes are more nebulous though equally important.  In the first instance, the importance of education for all sectors of society is reinforced by the learners’ attendance at the centre.  Secondly, those who are attending state that they, as parents, would place greater emphasis on their children’s retention within the education system.  Each learner is shown that it is possible to learn, to enjoy themselves while doing so and to build upon innate strengths and abilities to the point where they can relate and communicate effectively, confidently and competently.  All members of staff in the centre deserve significant praise for the work they have done in that regard.     

 

 

5 summary of strengths and recommendations for further development

 

The following are the main strengths identified in the evaluation:

 

 

 

As a means of building on these strengths and to address areas for development, the following key recommendations are made:

 

 

 

A post-evaluation meeting was held with the CEO and AEO of County Westmeath VEC, the chairperson and members of the Board of Management, the centre director and the teaching staff at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.

 

 

 

 

 

 

 

 

Appendix

 

School Response to the Report

 

Submitted by the Board of Management

 

 

 

 

 

 

Area 1   Observations on the content of the inspection report     

 

The Board of Management of Mullingar Senior Education and Training Centre and the Executive of Co. Westmeath VEC warmly welcome the Centre of Education Evaluation Report of the Department of Education and Science on the 11th December 2007.

 

The report is comprehensive and we believe the praise given to all aspects of the centre is well deserved and reflects our own appreciation of the work of staff and management in the centre.  The teaching staff was commended for stimulating and effective lessons in an attractive learning environment.  We join with the Inspectorate in praise if the Centre Director and their observations that his effectiveness and personal attributes are key to the success of the centre.

 

We particularly appreciate that the Inspectors identified that the strengths of the centre lies in its ethos and the environment provided for the learners is ‘welcoming, supportive and relaxed’.  At the same time the emphasis in the centre is on learning.  The Inspectors interacted with the learners and identified their appreciation of the efforts undertaken by staff members to ensure their learning is in line with their individual progression plans.  This has created a sense of ambition in learners and a desire to achieve in State Examinations.

 

The Inspectors also identified that the impressive work of the centre was due to planning – implementation of the Centre Development Plan has caused significant progress in both the delivery of the programme and the manner in which the centre operates.  This report affirms the commitment of Co. Westmeath VEC and Mullingar Senior Training and Education Centre to planning processes and implementation of improvements.  We will continue to commit to strategic developments in the centre.

 

 

 

Area 2   Follow-up actions planned or undertaken since the completion of the inspection

               activity to implement the findings and recommendations of the inspection.

 

The Board of Management welcome the key recommendations of the report.

 

In particular, staff and management will continuously assess the needs of learners and consider how best to provide a wider range of both formal and informal educational courses that will meet these needs.

 

The Board and management will continue to work on initiatives that will develop links with the community and develop the centre as an inclusive learning environment with a multiplicity of programmes.

 

The Board will endeavour to strengthen links with both the business sector and local agencies in order both to advertise the high standards of education and training achieved by learners and to develop realistic pathways of progression into further education and employment.