LOETB Learning and Training Experience
Learner Admission
On receipt of application/referral, applicants are contacted to arrange an initial assessment. For programmes at Level 4-6, this is an online assessment in English (and Maths where Maths is a component of the chosen course). Where a learner has evidence to indicate that they would normally have had reasonable accommodation in previous education settings, the applicant will be afforded the same accommodation for the assessment e.g. a reader.
Next, the applicant will be invited to attend an informal interview to assess their suitability for the course for which they are applying. The admissions interview is conducted by the course coordinator 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. The LOETB Admissions Appeals Policy outlines procedures for appeal for those learners who are not successful in their application onto a course.
Recognition of Prior Learning (RPL)
LOETB does not currently have agreed quality-assured processes to support the Recognition of Prior Learning (RPL) for any purpose other than access.
Information and Guidance for Learners
On starting a course in LOETB, 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, assessments and assessment deadlines, attendance policies and procedures, assessment policies and procedures, supports available to learners, SUSI grants, code of conduct, complaints procedure and other relevant information.
Upon receiving notification of final results, learners are informed of their right to appeal their grade in accordance with the LOETB Appeals Policy.
Supports for Learners
In all centres, learners are encouraged, upon application for admission, to disclose any special needs or disabilities they may have, in order that appropriate supports or reasonable accommodations may 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. Depending on the nature of those supports, and the centre in which the course is being delivered, that staff member may be the centre manager, guidance counsellor, the course coordinator, or the class teacher. The nature of the supports may involve application for a HEA grant in the context of a PLC student (e.g. for laptop, sign language interpreter etc.) and other reasonable accommodations, such as extra time in an exam.
Every reasonable effort is made to support learners with difficulties, either before admission or once they have started on the course. These 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, and could include one-to-one learning supports around additional literacy or maths needs, or other additional tutoring where this may be required. However, it is acknowledged that not all support needs may be able to be met within the physical, financial, and staffing restrictions within which the centre and LOETB must operate.
LOETB engages with stakeholders to provide relevant specialist supports for all learners, including those with a disability. Learners are supported to access the Fund for Students with Disabilities. LOETB provides a range of IT supports for learners with disabilities. These include ‘BrowseAloud’, ‘Text Help Read Write Gold’, ‘Touch Type Read and Spell’, ‘Inspiration’ and ‘Clicker 6’.
The Learning Experience and Environment
Physical Environment
LOETB is committed to creating within its centres, a learning environment which in its physical, social, cultural and intellectual aspects allows learners to have a positive and holistic learning experience, facilitating them to develop both personally and academically. This means, for example, that learners will experience safe and clean classrooms with appropriate equipment and other resources such as software. In establishing the FET centre model of provision, LOETB has significantly invested in the refurbishment of buildings and the availability of resources for FET learners.
Social Environment
Learners engaging on a course will be respected and treated in an equitable manner in line with LOETB’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.
Many of LOETB’s centres hold fundraising events for local or national charities. Events such as cake sales, sponsored walks, fancy dress or Christmas Jumper days are held regularly. The satisfaction and leadership skills gained by the learners from organising such events is very worthwhile and boosts their sense of citizenship and belonging, which demonstrate the wider benefits of learning.
Oversight of Work Placement
LOETB’s Oversight Model for Work-Based Learning
LOETB is committed to ensuring that the work-based learning environments that learners experience as part of their work placements are appropriate, safe, and not exploitative of the learners that engage in them. To this end, a named person within each course will have responsibility for oversight of that placement, usually the individual Work Experience teacher. Guidelines for centres organising work placements, as well as for work placement supervisors, have recently been developed to ensure the placement is properly supported, and that the work placement supervisor understands what is expected in an appropriate work placement context.