Quality Assurance

Tipperary ETB is governed by a board. The board is made up of democratically appointed members who support the Chief Executive (CE) in the implementation of plans and day to day management. The board has a number of sub committees which include the Further Education and Training (FET) Committee, whose role it is to provide advice and support to the FET Senior Management.

The Chief Executive is responsible to the board for all Tipperary ETB’s activities including quality assurance, which is an executive function of Tipperary ETB. The Director of FET reports directly to the CE of Tipperary ETB and is responsible for the delivery of high quality and responsive FET provision and the governance and management of FET.

The FET Senior Management Team (SMT) consists of the Director of FET, Adult Education Officers and other senior managers who meet regularly to plan and manage all FET provision in Tipperary ETB. For the purposes of FET QA, members of this SMT provide the governance and oversight of the work of the QA Steering Group. The graphic below illustrates Tipperary ETB’s governance structures:

Figure 1: Governance Structures of Tipperary ETB

Tipperary ETB’s QA governance structures oversees all aspects of Tipperary ETB’s quality assurance provision. This includes QQI and non-QQI awards.

The governance structures reflect both the obligations noted in the Statutory Quality Assurance Guidelines published by QQI, along with Tipperary ETB’s aspirations for a quality-led system that is transparent, documented and accessible to all stakeholders.

Central to the operation of Tipperary ETB’s QA governance system is the separation of responsibility between groups of personnel who develop material and those that approve them.

Further detail on the expectations and operation of Tipperary ETB’s QA governance system can be found in the document Tipperary ETB's QA Governance Terms of Reference

• QA Governance Group - this group has overall responsibility for strategic oversight, planning and coordination of FET provision.
• Programme Approval Committee (PAC) - this group has decision-making and approval responsibility relating to requests for the development or delivery or awards or programmes. The PAC operates as a function of the QA Governance Group.
• Quality Assurance Steering Group (QASG) - this group supports the QA Governance Group in an advisory capacity in the development and implementation of quality assurance in FET
• Quality Assurance Task Groups - the purpose of this group is to progress the development of specific quality projects - eg policies, procedures, research, programme-related matters - that have been identified by the QA Governance Group through self-evaluation, quality improvement planning and/or other priority activities. Terms of Reference, which include the design of a work brief, have been developed to support this group

Figure 2: Tipperary ETB QA Governance Structures

The composition of Tipperary ETB’s governance groups strives to ensure that the members are appropriately competent to carry out the roles and decision-making duties expected of them. Details on membership, and terms of reference for all QA governance groups in Tipperary ETB, can also be found in Tipperary ETB's QA Governance Terms of Reference

Tipperary ETB's QA Governance Group - made up of the FET Senior Management Team - agree and approve the need for a QA policy or procedure to be developed, and, agree the priority, timeline and approach. Stakeholders are consulted for input, where necessary.

All policies and procedures are brought to draft level with the support of the QA office, other relevant departments, QA Steering Group and/or QA Task Groups, before being presented for review to the FET QA Governance Group . Changes from the QA Governance Group are recommended and the policy/procedure is then sent to the QA Steering Group for checks on quality and compliance before being sent to the ETB's Senior Leadership Team (executives) for final approval.

The relevant document owners are responsible for monitoring, making updates and periodic reviews.

Further detail of Tipperary ETB's Quality Assurance Policy and Procedure Development Process is available in the link.

Since the amalgamation of North and South Vocational Educational Committees (VEC) and Foras Áiseanna Saothair (FÁS) in 2013, Tipperary Education and Training Board (ETB) has inherited four separate quality assurance agreements:

• North Tipperary VEC QA Agreement
• South Tipperary VEC QA Agreement 
• Institiud Thuamhumhan QA Agreement
• Transitional Quality Assurance System (TQAS) QA Agreement

These are being updated and merged and become part of a new and modernised quality assurance framework that embeds a culture of quality, is underpinned by robust governance and is fully documented. The nature of this development work is ongoing and is closely informed by QQI’s guidelines above.

The Quality Policy (Jan 2024)  is the overarching and cornerstone policy intended to inform the development, review and implementation of all quality assurance policies and procedures.

All newly revised quality-related policies and procedures will use the QA terminology and definitions noted in Tipperary ETB’s Glossary of Standard Language for QA Policies and Procedures document to ensure clarity and consistency of the QA language used. As procedures are revised and developed, they will be approved by the appropriate governance bodies, will then be uploaded into the relevant sections of the website and will supersede the existing legacy policies and procedures.

For policies and procedures not yet revised, learners, FET staff and stakeholders can revert to legacy QA agreements above.

The completion of Tipperary ETB’s Executive Self-Evaluation (ESE) in January 2018 has supported the goal to achieve a transparent, robust and fully documented approach to QA by identifying and evaluating the areas of quality assurance that required attention, including the governance and management of QA. The Quality Improvement Plan (QIP) which resulted from this evaluative exercise, provided Tipperary ETB with a priority roadmap to guide the ETB in meeting its obligations for the establishment and operation of updated internal QA procedures. Quality improvement planning will ongoing and annual, and, as Self-Evaluation Reports and Quality Improvement Reports are finalised they will be published here:

• Executive Self-Evaluation Report (ESER), 2018 
• Quality Improvement Plan (QIP), 2018 and Progress Report on 2018 QIP
• Quality Improvement Plan (QIP), 2019 and Progress Report on 2019 QIP
• Quality Improvement Plan (QIP), 2020

Information on the programmes offered by Tipperary ETB is found on the FETCH (Further Education and Training Courses Hub) Courses website.

Further education (FE) programmes validated by QQI for use in Tipperary ETB are available for download by Tipperary ETB staff via a password-protected login on Tipperary ETB’s QA Sharepoint space. See: list of awards for which Tipperary ETB has validated programmes.

Tipperary ETB also delivers programmes leading to QQI compound and minor awards under the Common Awards System (CAS), as well as delivering  programmes leading to non-QQI awards, for example, City and Guilds, CompTIA, CIBTAC, CIDESCO and CISCO.

Information on training programmes is available to the Training Services team via the Programme Learner Support System (PLSS).

All activities relating to the approval and delivery of all programmes in Tipperary ETB is overseen by the ETB’s programme approval process. Underpinning this process are procedures for centres requesting access to, or changes to programmes, modules or courses. Terms of Reference for individuals, centres and the Programme Approval Committee (PAC) ensure that decisions made about programmes are robust.

QA Procedures (for approval and delivery)

• Programme Approval and Management Policy
• Programme Request and Approval Procedure – to be uploaded Sept 2024
• Programme Development and Validation Procedure – coming Oct 2024

Tipperary ETB’s courses are delivered by suitably qualified staff who are recruited in line with Tipperary ETB’s HR protocols. Currently, Tipperary ETB is updating its staff recruitment policies and procedures that will be managed by our HR Department in line with nationally agreed policies and procedures.

Tipperary ETB takes a proactive approach in encouraging and facilitating further education and training (FET) staff to participate in professional development activities in order to update skills, strengthen competencies and to enable collaboration with professional colleagues.

Some of the professional development opportunities include PD delivered by the Further Education Support Service (FESS) and the ETB’s Development and Support Unit, access for staff to e-college courses, along with other developmental opportunities encouraged via membership of National Associations, Fora, working and technical groups. Click on the link to access Tipperary ETB’s Professional Development Policies for Academic and Administrative Staffs.

The following QA/assessment PD events are some examples of developmental opportunities that are co-ordinated by the Development and Support Unit/QA office for assessment staff:

• Assessment training for new assessors for QQI certification
• Internal verification training
• External authentication and results approval process training and preparation
• Results approval panel member training
• Annual QA feedback and information sessions
• Standards and marking PD sessions
• Introduction to developing learners’ academic writing skills
• PD on academic integrity and artifical intelligence
• Training for writers and evalutors of assessment instruments
• QA clinics

Currently, Tipperary ETB 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.

Tipperary ETB has invested in the improvement of the ICT infrastructure in relation to the replacement and improvement of hardware and wi-fi in various locations. Over the past few years, as the mode of instruction and assessment has moved to a more blended learning model, numerous teachers and tutors have upskilled their digital skills through Tipperary ETB TEL courses. All resources and TEL training opportunities can be found on the Tipperary ETB TEL Training Team.  To access this Microsoft Team you will need to have a Tipperary ETB (Office 365) email address and be added to the team by the administrator.

Moodle managed by SOLAS is also now available to support blended learning, for both full and part-time courses. The latest version of Moodle integrates with Office 365 allowing learners to log in using their Tipperary ETB email address and seamlessly access the various applications within Office 365.

Additionally, Sharepoint portal sites for HR, Finance and QA have been developed and launched making it easier for Tipperary ETB users to access communications, information, resources and processes.

At Tipperary ETB we believe that work experience is a valuable part of the learning experience, allowing learners to get a taste of the realities of working in their chosen career.  Therefore, most courses leading to a major award include a Work Experience or Work Practice module with a compulsory work placement.

Tipperary ETB 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.

Tipperary ETB is committed to providing a range of supports for learners to ensure that our programmes and services are accessible to all. Go to the Supports for Learners page for more information.

Tipperary ETB’s FET Centres must provide appropriate, relevant and accurate information to learners. Information includes the following:

• Entry requirements for courses
• Programme information
• About assessment – methods, stages and sequencing
• Learner responsibilities regarding assessment
• Academic Integrity and academic misconduct
• Repeat assessment criteria and learner appeals procedure
• Guidelines regarding assessment modifications and accommodations to facilitate specific learner needs
• Health and safety protocols
• Complaints process
• Grievance procedure
• Code of conduct or practice
• Data Protection information and policies

Tipperary ETB has produced two guidebooks for learners:

• Learner Information Guide: information you need to support a positive learning journey – this information guide explains the regulations and procedures relating to learner conduct and responsibilities. It also gives information about learner supports and welfare and how to access them.

• Learner Guide to Assessment: all you need to know about certified courses – this guide is intended to give information about how work is assessed and about Tipperary ETB’s assessment policies and procedures.

QA Procedures

Learner Information Procedure - June 2024

Learners can expect that assessment is planned in advance of teaching and assessment activities on programmes of education and training. Teachers, tutors and trainers will devise and present an Assessment Plan to learners which will include the assessment techniques used, the weighting of each assessment and any assessment deadlines.

A sample of an Assessment Plan template is available for teachers, tutors and instructors on the ETB’s QA SharePoint space.

Assessments are the means by which the standards of the award and the requirements of Tipperary ETB programmes are demonstrated. The assessments given to learners provide sufficient opportunity for a learner to generate evidence that demonstrates the achievement of those standards. Additionally, the assessments must be fair and consistent across all assessment activities for all learners.

In order to support new assessors in the assessment design process, PD opportunities are available annually via the staff  in the QA Offices and the Further Education Support Service’s (FESS) calendar of PD events. New assessors are also provided with various support within their own centre eg buddy system, mentoring, peer review etc.

Tipperary ETB assessors can also access the Tipperary ETB-created resource Devising Assessment Instruments: Guidelines for Assessors on the QA Sharepoint space. This guide explains the process for devising assessment instruments for QQI certification, with references to the award and programme standards, steps and tips for writing assessments,  samples of the template instruments to be used and finally samples of completed assessments.

All learners are presented with an Assessment Brief which communicates the instructions, requirements and, or expectations of non-examination assessments . The format of the assessment brief has been standardised across Tipperary ETB to ensure consistency of presentation to learners and to provide a guide for layout to teachers/tutors.

For further education programmes, assessment briefs are locally devised whereas assessment briefs for training programmes are centrally devised.

The process used in the development of assessment instruments for training programmes is described in the following procedure: Developing Assessment Instruments (for use in TS programmes).

It the policy of Tipperary ETB that the assessment of learners is conducted in a fair, consistent and transparent manner.

To enhance the transparency of the examination process and to provide guidance to both learners and teaching staff,  Tipperary ETB FET centres adhere to the procedure for Examinations. Staff can find this procedure on: QA SharePoint space.

Policies and Procedures

• Examinations Procedure
• Learner Instructions for Examinations
• Guidelines For Use Of Dictionaries In Examinations (where English is not the first language)

Learner Information

• Learner Instructions for Examinations
• Guidelines for Use of Dictionaries in Examinations (where English is not the first language).

The following documents have been updated for use by programmes and assessors who create locally devised assessments.

Marking Procedure – updated June 2024

Tipperary ETB FET staff will find all QA documentation and resources in relation to marking and collating learner evidence in the QA Sharepoint space.

Teachers, tutors and trainers will provide learners with deadline dates for all assessment activities. These dates must be communicated to learners in advance of assessment. If a learner misses an agreed deadline, the FET Centre may be able to facilitate an extension depending the individual learner’s circumstances and the type of assessment.

Tipperary ETB does not yet have a single policy and procedure for Assessment Deadlines. Meanwhile,  FET centres and learners should revert to their FET Centre legacy QA agreements for information.

Academic Integrity

Academic integrity means being honest and responsible in the work completed as part of the course of study. Academic integrity is important to help build the skills needed for study and professional life.

Academic Misconduct

Misconduct in academic integrity means inappropriate actions that break any rules in different kinds of assessments (for example, exams, essays or coursework) or any work done as part of the course or training. Examples of misconduct include:

• Plagiarism
• Exam or assignment cheating
• Using essay mills
• Helping or receiving help from others to complete assessment or pass exams
• Contract cheating: paying someone to do course work
• Collusion: doing and handing in work with another learner that should be your own
• Letting someone write your work or attend assessment instead of you (impersonation)
• Falsifying any documents, assessments, records or information.

Learners need to be aware of what academic misconduct is and how to avoid it when preparing assessments. The Learner’s Guide to Academic Integrity  introduces academic integrity principles to the learner. It outlines what academic integrity is, why academic integrity matters to learners and gives examples of good and poor academic conduct.

• The Academic Integrity Policy outlines our commitment to upholding academic integrity in FET programmes and centres.
• The Academic Misconduct Procedure is available to all FET learners, teachers, tutors and trainers and outlines the sanctions when assessment or academic misconduct is detected.
• The Artificial Intelligence Guidelines identifies the role of AI in the FET teaching and learning environment and provides guidance of responsible, ethical and safe use of AI.
• The Research Integrity Policy provides guidelines to learners and staff about ethical principles, conduct and practices for research work. The guidelines give important information to help prevent undesirable practice and ensure that research processes and outcomes are robust and responsible.

To maximise the learner’s chances of success in a further education and training (FET) programme, centre staff ensure that learners:

• receive timely, informative and constructive feedback on their assessment throughout a programme of study that will inform their participation on the programme
• are provided with an opportunity to repeat an assessment, when appropriate
• are informed about the centre’s complaints and appeals procedures
• are informed about the ETB’s Learner Appeals process in relation to assessment results or the assessment process.

As a single policy and procedure for all of FET has not yet been revised, learners and FET staff should revert to the relevant legacy procedures for more guidance.

Tipperary ETB’s FET centres adhere to practices and procedures to ensure that systems are in place to protect the security of the assessment process.

These include:

• Ensuring the security of learner assessment evidence
• Ensuring the security of assessment materials, records and records
• Reviewing regularly local assessment security arrangements and updating these as appropriate.

QA Documentation

Secure Storage of Assessment Materials, Records and Learner Assessment Evidence

Internal Verification (IV) is an important part of our assessment process. IV is carried out by programme and course staff and involves checking that:

1. the assessment procedures have been followed, and
2. the marks and grades awarded are correct.

IV happens before the external authentication process.

Staff use an IV report to record any errors found and improvements needed. The external authenticators will also see a copy of all the IV reports.

The IV reports (along with other reports) are then presented to the Results Approval Panel (RAP) at the ETB’s results approval meeting.

QA Documentation and Forms

• Internal Verification Procedure for FET
• For the Internal Verification Report templates, go to Tipperary ETB’s QA SharePoint space

External authentication and verification is another important part of Tipperary ETB’s assessment process.

At the end of a certified programme or course, an external authenticator or verifier (EA/EV) will be assigned to look at learner portfolios of assessment. The EA will check to make sure that the standards are met. The EAs are people who are expert in the subject matter and who don’t work directly for the centre.

It is the role of the EA to confirm that learners’ assessments are fair and consistent, and, in line with national standards.

The EA will a give a written report with feedback that:

1. tells the ETB of good practice in courses/programmes
2. highlights any issues, and
3. gives advice as to how improvements can be made on courses/programmes.

The information in the EA report is important to the Results Approval Panel meeting (RAP) so that they can approve results with confidence. Also, the EA report, helps the panel to identify any issues with results and make recommendations for corrective action(s).

QA Documentation and Forms 

Authentication/Verification Guidelines/Information

• Guidelines for External Authenticators– updated Sept 2022
• IV and EA Sampling Strategy – updated Sept 2022
• EA Procedure
• EA Report Template
• EA Service Agreement

Payment Guidelines / Information

• Payment Procedures – included in Guidelines for External Authenticators
• EA Payment Forms
  • Starter Form
  • Payroll Claim Form for External Authenticators– updated Feb 2020
  • Travel and Subsistence Claim Form for External Authenticators
  • EA Commencement Form (Generic to all ETBs)

Data Protection

• Data Processing Agreement for External Authenticators
• EA Declaration Statement on Security of Evidence and Assessment (for remote EA)

QA documentation and resources for Tipperary ETB internal staff relating to the EA process can be found on Tipperary ETB’s QA Sharepoint space.

The purpose of Tipperary ETB’s results approval process for Further Education and Training (FET) programmes is to make sure that learner assessment results are fully quality assured and signed off by Tipperary ETB before submitting them to the awarding body.

Our results approval process is carried out by a panel of Tipperary ETB staff who have significant knowledge of FET and quality assurance.

The role of the results approval process is to:

• review the findings of the internal verification and external authentication processes so that any assessment-related issues can be identified and discussed
• provide recommendations for corrective actions and improvements for future FET programmes and practice, and
• highlight good assessment practice that can be shared across our FET centres.

The results approval process is managed and co-ordinated by the QA Office.  The meetings are planned to meet the certification needs of our centres and centre staff are able access the schedule of RAP meetings for the year on the Tipperary ETB QA Sharepoint space.

The outcome of the results approval panel meeting is a report that notes the findings, the decisions and any recommendations made by the panel. These are then considered by Tipperary ETB’s QA governance groups and actions and plans for improvement and development are then agreed.

Staff can download copies of the RAP reports from the QA Sharepoint.

QA Documentation

Results Approval Procedure

Tipperary ETB  has an appeals process that allows learners to appeal their assessment result(s) or the assessment process, if they are not satisfied with the grade awarded, and/or, if they believe that there was an irregularity within the assessment process itself. All learner appeals must be made in writing and submitted to their FET centre, within the specified deadlines. The FET centre will send out the appeal form at the same time that final results are issued.

Learners will be provided with information about the appeals process during their induction and again when final results are issued by the FET centre.

Once the learner appeal is received by the FET Centre, the process is then managed by the QA Office. A suitably qualified subject-matter expert will be appointed to review the learner’s assessment evidence if the appeal is a grade appeal. The appeals examiner assigned is independent of the learner’s FET centre.  Appeals in relation to the assessment process are reviewed by an Appeals Committee made up of senior staff in Tipperary ETB that are external to the FET centre. The Committee will review the learner’s complaint against the relevant QA policies and procedures in order to reach a determination.

Learners will be informed of the outcome of the appeals process directly from a staff member within the FET Centre. For detail on the deadlines of each stage of the appeals process, please check the procedure.

QA Documentation

Learner Appeals Procedure and the Easy-to-read version

Learner Forms

Learner Appeals Application Form

QA documentation and resources for Tipperary ETB internal staff relating to the learner appeals process can be found on the QA Sharepoint space.

In the context of assessment, reasonable accommodation is the term for the adaptation of assessment as necessary to cater for the needs of learners whose personal situation means that assessment would otherwise be unfair, for example, learners with a disability.

Special accommodations for assessment will be implemented in a fair and impartial manner and will neither advantage or disadvantage the learner or other learners.

Adaptation to assessments may include the following:

• Modified assignment briefs/ examination papers
• Scribes/readers
• Use of sign language interpreters
• Practical assistants
• Rest periods
• Adaptive equipment/ software
• Use of assistive technology
• Extra time

If a learner requires special accommodation for assessment, they should inform their FET centre as soon as possible (for example, their teacher, tutor, trainer, principal, other) and submit a written application form (below). Learners must provide evidence of the need for reasonable accommodation. This could include a  medical report, an educational psychologist report, an occupational therapist report, a guidance counsellor report. Learners should check with the staff in their FET centre.

The needs of the learner will be catered for as far as is practicably possible.

If reasonable accommodation is not granted to the learner, the learner has the right to appeal this decision. The learner must complete the appeal in writing.

Learner forms and further information

1. Reasonable Accommodation in Assessment Application and Approval Form
2. Reasonable Accommodation in Assessment Appeal Form
3. Reasonable Accommodation in Assessment Procedure for FET (full detail)
4. Easy-to-Read Version of the Reasonable Accommodation in Assessment Procedure for FET
5. Eligibility of disability criteria that is accepted for consideration of Reasonable Accommodation in Assessment

Access and Exemptions

Learners in Tipperary ETB will be facilitated in using prior certification to gain entry to a programme, to gain exemption from an element of a programme or to gain credit towards an award. Learners should contact their centre directly to attain more information.

For teachers, tutors and trainers who need further information about the application and use of exemptions, further information can be found below:

1. Claiming an exemption is a procedure carried out by centre in when entering a learner for certification in a major award or a special purpose award
2. An exemption can only be claimed for a learner:
   • who holds an existing component (minor award) which is mapped to one of the QQI common award system (CAS) components, OR
   • who holds an award made by another awarding body where the awarding body is nationally recognised in its own country and operating a quality assured awarding process, for example, the State Examinations Commission, ECDL, MOS etc, AND
   • who is applying for a major award or special purpose award.

Tipperary ETB acknowledges the need to develop a single FET policy and procedures that manage RPL for all programmes and centres.  The QA Office is working with one FET centre currently and following this work, the ETB will be able to identify an action plan for RPL.

Authentication Processes

The authentication process in Tipperary ETB provides Tipperary ETB with an opportunity to monitor the effectiveness and implementation of assessment in our centres. The authentication reports are presented to the ETB’s results approval meeting where all reports are reviewed. Any issues that are identified in the reports are discussed by the panel and recommendations can then be agreed for improvements or corrective actions.

The reports of the results approval panel are available for viewing via the QA SharePoint so that all FET staff can inform themselves of actions and recommendations.

Annually, a review of all certification reports is completed by the FET QA office. Findings of the IV and EA reports are collated and PD needs and other interventions or plans are agreed and recommended to the ETB's QA Governance Group.

Programme Improvement Plans (for area assessment and certification)

As part of monitoring and continuous improvement, an improvement plan is developed by programme coordinators and centres managers following the  suggested recommendations made by internal verifiers, external authenticators and the QA office. In addition,  centre feedback and centre’s learnings are also considered in this process. All FET centres complete and return an improvement plan to Tipperary ETB’s QA office. After 12 months, the improvement plan is updated by programme coordinators and centres managers to show progress and shared with Tipperary ETB.

Certification Audit 

The Certification Audit process is a process that is used to monitor the assessment process of 2nd providers. It checks the 2nd provider’s adherence to the ETB’s assessment procedures and also samples the effectiveness of some assessment processes, for example, internal verification process, records and documentation and marking.

QA Documentation

Cert Audit Procedure

We provide a range of information, services and supports for learners to ensure that our programmes and services are accessible to all. To reinforce inclusion for all our learners many FET centres and programmes provide customised learning support including individual or group support, learning technologies and enhanced building design to accommodate people with disabilities.

We will give you the information you need, so that you can access the learner supports, understand your rights and responsibilities and ensure that you can make informed decisions while you are on a course with us. Example of the types of information includes:

• Entry requirements for a course
• Course information
• Programme and award information, for example, if the programme leads to an award, and what level the award is at on the NFQ
• Health and safety rules
• Code of conduct or behaviour
• Disciplinary procedure
• Complaints procedure
• Data Protection and associated policies
• Learner responsibilities regarding assessment
• Assessment methods, stages and sequencing
• Information about repeat assessments and learner appeals
• Information about what assessment supports is available
• Progression information and options

Below are useful resources for learners to find out more:

• Learner Information Guide: information you need to support a positive learning journey
• Learner Guide to Assessment: all you need to know about certified courses

FET Learner Induction

Information for assessment for certified courses

On admission to a Tipperary ETB programme, we encourage all learners to discuss any special needs or disabilities with us so that we can consider the appropriate supports for teaching, learning and assessment. It is very important that learners discuss their needs with centre staff as early as possible.

There are a number of useful resources and guides that are available for learners during their course to help support the development of academic skills and practices as they progress through their programme.

• The Referencing Handbook is an essential resource for learners, particularly those studying Level 5 and 6 programmes. This handbook explains the importance of referencing, what plagiarism is and how to go about referencing the various different sources of information that learners use in their written work for assessment purposes.
• The Study and Learning Handbook for FET courses is another useful booklet to help learners make the most of their time while studying and also shows learners how to be successful in their studies. This handbook looks at individual learning styles, strengths and weaknesses and provides useful study tips and other supports.
• The Academic Writing Handbook for Learners is another useful guide for learners in helping them to develop good academic writing skills which is important for the preparation and presentation of written work for assessment purposes.
• The Learner’s Guide to Academic Integrity aims to introduce academic integrity principles to the learner. It outlines what academic integrity is, why academic integrity matters and gives examples of good and poor academic conduct.
• The FET Digital Library contains many digital resources to support learning practices. A document library, resources for assignment planning, conducting effective internet searches, tips for online privacy and security is just some of the material that is available to learners in FET.

Your FET centre will also have other handbooks, guides and resources available to you.

The Adult Guidance Service offers information to learners, and the general public, on local and national courses available as well as providing guidance on progression opportunities.

The Adult Learning Scheme is a confidential basic adult education service for those whose skills range from very low level literacy skills to those who wish to improve their basic skills and also avail of the opportunity to work towards accreditation at NFQ levels 1, 2 or 3.

Through the Adult Guidance and Information service, we provide general information in relation to grants. Please click here for contact information for this service.

Further information can also be found on the Department of Employment Affairs and Social Protection’s website.

Complaints

We regard learner complaints as an important source of feedback so that we can improve our services or the way we do things. If you have an issue, we encourage you to talk to your tutor first.  If you are not happy after meeting your tutor, you can make a formal complaint by following the complaints procedure in your centre.

If your issue is not resolved and you want to take further action, you can complete the Learner Complaint Form and submit by email to Tipperary ETB to:

• [email protected],  or
• [email protected]

Your complaint will be investigated by a person or team who were not part of the original issue or decision.

Appeals

If you are unhappy with a decision that has been taken about you, you may be able to appeal this decision, however there are some grounds you may need to show to have your appeal considered.   Your centre staff will advise you of the process and any deadlines you need to be aware of. You may also need to include any supporting information you have.

An Appeals Committee will be set up to investigate your complaint and you will receive the outcome once they have completed their investigation.

You can find out more information on how the Appeals Committee will work by reading the Appeals Committee Terms of Reference  document.

PLSS is Tipperary Education and Training Board’s main information and data management system designed to manage course scheduling through the national course calendar (NCC), learner applications and data, funding applications, evaluation and reporting.

Courses scheduled on the NCC can be accessed through https://www.fetchcourses.ie/

A range of information storage/document repository systems are also in place, both to address current and future as well as legacy needs.

A dedicated FET QA Sharepoint space was launched in 2020 which hosts all quality-related documentation, news and communications for access by internal FET Tipperary ETB staff.  This space is part of a wider organisational Sharepoint space that is planned for development and rollout into 2021 and onwards.

Tipperary ETB’s website is home to a large amount of information relating to Tipperary ETB including its QA policies and procedures, schools, centres, programmes and courses .

Tipperary ETB has a unit dedicated to corporate governance which includes responsibility for oversight of data protection, freedom of information and risk management.

Data protection policies and procedures are continuously kept under review to comply with relevant legislation. In relation to security, access to databases is by named and authorised personnel only for the purposes of entering data in local centres and for reporting as appropriate at local centres or centrally within Tippreary ETB.  For more information on data protection within Tipperary ETB, please click here.

Tipperary ETB’s Freedom of Information policies and procedures comply with legislation and learners are informed of their right to request any data pertaining to them. For more information on Freedom of Information click here.

Tipperary ETB recognises the volume of potential data sources available to support FET services and further acknowledges the role of data for strategic planning. Greater analysis of this data in the future is undoubtedly needed and Tipperary ETB intends to explore ways to improve this. This continues to be an action on Tipperary ETB’s annual improvement plans.

PLSS is Tipperary Education and Training Board’s main information and data management system designed to manage course scheduling through the national course calendar (NCC), learner applications and data, funding applications, evaluation and reporting.

Courses scheduled on the NCC can be accessed through https://www.fetchcourses.ie/

A range of information storage/document repository systems are also in place, both to address current and future as well as legacy needs.

SharePoint is secure web application for document management and collaboration. Tipperary ETB’s validated programmes and RAP reports are stored there. These are password protected. The improvement plan for 2019 intends to expand Sharepoint as a staff portal, to enhance the communications of routine information about QA.

Teams is cloud-based team collaboration software that is part of the Office 365 suite of applications. The core capabilities in Microsoft Teams include business messaging, calling, video meetings and file sharing. Tipperary ETB use it mainly as a communications application, providing dispersed teams with the ability to work together on documentations and share information via a common space.

Tipperary ETB’s website is home to a large amount of information relating to Tipperary ETB including its QA policies and procedures, schools, centres, programmes and courses .

Tipperary ETB also has a very active social media presence via Facebook, Twitter and a YouTube channel where information is posted daily with a view to engaging with as many people as possible in the locality.

Established in April 2018 as a quality improvement action, the Tipperary ETB Communications Group is tasked with exploring processes for advertising and promotion of programmes and internal communications.  Suggestions and queries can be directed to [email protected]

Tipperary ETB has a unit dedicated to corporate governance which includes responsibility for oversight of data protection, freedom of information and risk management.

Data protection policies and procedures are in place and are being continually reviewed to ensure compliance with legislation. Access to databases is by named and authorised personnel only for the purposes of entering data in local centres and for reporting as appropriate at local centres or centrally within Tipperary ETB. For more information on data protection within Tipperary ETB, please click here.

Tipperary ETB has developed Freedom of Information policies and procedures to comply with legislation and learners are informed of their right to request any data pertaining to them. For more information on Freedom of Information click here.

Tipperary ETB recognises the volume of potential data sources available to support FET services and further acknowledges the role of data for strategic planning. Greater analysis of this data in the future is undoubtedly needed and Tipperary ETB intends to explore ways to improve this. The FET Senior Management Team commenced this work in 2018. This is an ongoing developmental project.

Tipperary ETB has strong working relationships with a diverse range of National and Local key and secondary stakeholders including Solas, QQI, Department of Employment Affairs and Social Protection, Local Authorities, Local Entreprise Boards, Voluntary Bodies, Community Training Centres, Local Training Initiatives, Specialist Training Providers, Contracted Trainers and many more. Further information on this is provided in the Executive Self Evaluation Report (ESER) in Section 8: Collaborations and Stakeholders Relationships.

QQI is an independent State agency responsible for promoting quality and accountability in education and training services in Ireland.

Tipperary ETB is working closely with QQI to explore and review the development of Tipperary ETB’s QA infrastructure. In 2017 and early 2018, a series of dialogue meetings with took place with QQI. These discussions provided the opportunity for Tipperary ETB to discuss matters relating to its own specific operating context in advance of submitting Tipperary ETB’s quality improvement plan for 2018.

Continued dialogue with QQI is planned for mid 2019 as Tipperary ETB review their progress of the 2018 Quality Improvement Plan and discuss their 2019 Quality Improvement Plan.

The FET Committee of Tipperary ETB was established in April 2016 to support the work of the Director of Further Education and Training and his/her staff. Terms of Reference for the committee were determined by Tipperary ETB, the acts of this committee are subject to confirmation by the Education and Training Board. Tipperary ETB’s Further Education and Training Committee hold a minimum of 3 meetings per year. The representatives on the committee are from learners and other education parties eg Adult Learner representatives, Teagasc, DSP, the Community and Voluntary Sector, Limerick Institute of Technology and the Local Entreprise Office.

Currently, courses are monitored at centre-level with mid-course and end-of-course evaluations. This allows issues to be identified quickly and to be acted upon and further supports to be put into place, if necessary.

The results approval process allows for the review of all authentication reports (internal verification and external authenticator) and results approval panel members identify and discuss any issues arising and makes recommendations for improvements or corrective actions.

In addition, an annual review of all assessment-related reports, including feedback received, is completed by the FET QA office. Findings collated are thematically presented to the relevant QA Groups where PD needs and other interventions/plans are agreed.

Tipperary ETB’s external quality assurance obligations include a statutory review of quality assurance by Quality and Qualifications Ireland (QQI).

In 2020-2021,Tipperary ETB conducted a Self-Evaluation of its Quality Assurance systems and outlined its findings in a Self-Evaluation Report.

Self-evaluation is a reflective and critical evaluation completed by the members of the ETB community, including learners, staff at all levels of the organisation, and external stakeholders.

The QQI main review visit took place in February 2022 and followed with their Review Report. The function of this inaugural review was to inform the future development of quality assurance and enhancement activities within the organisation.

Following the review report, Tipperary ETB completed a Follow-up Report (November 2023) against the plan and how it’s addressing the outcomes of the review. Subsequent reporting will be through QQI’s annual and dialogue processes.

Feedback received from learners is an essential element of the life cycle of a programme within Tipperary ETB and may be sought through, for example, written learner evaluations, online surveys, learner testimonials, via tutor feedback and verbal feedback. This feedback is used to inform improvements.

See below for samples of learner feedback received:

• Adult Literacy Service – Poem of appreciation written by learner, Sept 2021
• Learner Testimonial – from Refugee Resettlement Programme, Adult Literacy Thurles, June 2021
• Nenagh Community Training Centre – Work placement testimonial, 2021
• Training Services –  a selection of 2-minute videos of learner testimonials from programmes in: National Tour Guiding; Hospitality Operations Traineeship; Training Delivery and Evaluation; Construction Groundwork Skills, 2020
• Adult Literacy Programme – a letter of appreciation sent by the learner to the manager, 2020
• BTEI Healthcare learners – their reflections of experiences and achievements in the “Wall of Words”, 2019
• Clonmel Community Training Centre – extracts from a learner’s Appreciation Speech, 2019
• Roscrea Community College – video of learner experiences from PLC courses, 2019
• Templemore College of Further Education – extracts from learner testimonials, 2019
• Adult Learning Scheme – graph of learner responses to survey, 2019
• National FET Learner Forum Report – an Aontas report on what Learners reported about their Tipperary ETB FET Experience, 2019

Learner complaints are also viewed as an important source of feedback. Learners can make a formal complaint by completing the Learner Complaints Form and submitting to their centre.