Writing by Karyn Farrell, Learner Voice Project Officer
As we reach the end of another academic term, it’s a nice opportunity to critically reflect upon learners’ experiences of the National FET Learner Forum.
What did participants think of the regional gatherings? What did they enjoy?
What would they like to change? And what did they learn by taking part?
AONTAS are responsible for delivering the National FET Learner Forum. We work in partnership with each of Ireland’s 16 Education and Training Boards (ETBs) to host regional events with focus groups. We also share a survey with learners. And at the end of each regional Forum event, learners are invited to complete an evaluation form to give us their feedback.
Over the 2024-25 academic term, we engaged with 2,637 learners at 10 ETBs, involving 778 learners through focus groups, and 1,859 through the learner survey.
When asked what they thought about the Forum, 99% of learners considered their experience to be a positive one, with 66% describing their forum as “excellent”.
There are a number of recurring positive themes which emerged across all ten events. These themes highlight the benefits of the National FET Learner Forum and listening to Learner Voice.
Almost a third of participants said that engaging in the focus groups discussions was one of the most enjoyable parts of the day.
Learners particularly enjoyed the chance to share their experiences with their peers.
“I enjoyed hearing about other people's experiences with their courses and being able to comfortably give feedback about my course” – adult learner
Learners valued having their voices heard and respected, and the opportunity to give anonymous feedback on their experiences of education.
“I felt my voice was being listened to and that we as a group of learners can help shape the future of learning in our ETB” – adult learner
Learners felt that the process ensured that their views were appreciated and taken seriously. This is particularly important for learners with negative past experiences of mainstream education. Empowering them to have a voice and to work in partnership with their ETB goes some way to redress feelings of exclusion, marginalisation, and disengagement.
Of particular significance to us as a Research Team are comments from learners about the open and safe environment at the Forum.
Learners said they felt comfortable and respected throughout the process.
They also referenced friendly staff, merchandise, nice venues, and food as other positive aspects.
“I enjoyed everything about the event: The building, the reception we got and the information. Tea and coffee was lovely and all of the staff were so friendly” – adult learner
The Forum can be a fun and enjoyable day for learners. One learner described it as “very social, very friendly and very well organised – a fun upbeat day”.
During focus groups, successful engagement with learners depends on the approach of our external panel of experienced facilitators.
As in previous years, facilitators are consistently and highly praised by learners for their encouragement, interest and support, and for creating a welcoming and inclusive atmosphere where all voices are heard.
“Our facilitator was very nice and did a great job at making each individual feel heard and understood. Everyone was able to get their points across and there was lots of participation” – adult learner
Another learner noted the “openness of the facilitators and the safe enjoyable space they created”.
Learners appreciate the opportunity to engage with their peers from other centres.
Fostering a greater sense of belonging to the wider ETB community is another positive outcome of the Forum. Many learners used word “connection” in their feedback.
“I enjoyed the sense of connection, and the opportunity to have my voice heard” – adult learner
We were heartened to hear that participants found the social aspect of the day to be hugely important, with comments about how diverse the Forum events were.
For many, the events were an opportunity to meet and interact with people from different communities, backgrounds, and cultures. For older learners in particular, it was the chance to meet people their own age who had returned to education. ESOL learners particularly enjoyed the opportunity to practice their English.
When asked what they had learned at the events, learners most frequently mentioned peer learning and the value of sharing ideas and experiences with their fellow learners.
The importance of their voices and opinions was also frequently noted. Realising their ETB was open to hearing student feedback was one of the best things they learned at the Forum. There is ample evidence of what is possible when learners and ETBs work together to problem-solve. Our hope is that by working in partnership with their ETB, Learner Voice groups and class representatives will have much to contribute to the resolution of local, regional, and national challenges in Further Education and Training.
“My opinions matter and by speaking up, I can affect positive change” – adult learner
Learners also highlighted how the Forum events were a space for them to learn more about local FET provision, including courses, supports, opportunities, and progression pathways.
“I learned that our ETB offers an amazing amount of opportunities in learning and a wide range of subjects to local communities” – adult learner
Finally, participants referenced how inclusive the FET community is, and made multiple references to the huge diversity of learners in FET from all age groups and backgrounds.
At the end of this academic term, we acknowledge each of the ten Education and Training Boards who collaborated with us on the National FET Learner Forum in the 2024-25 academic year:
Kildare and Wicklow; Laois and Offaly; Dublin and Dun Laoghaire; Louth and Meath; Mayo, Sligo, and Leitrim; Waterford and Wexford; Kilkenny and Carlow; Galway and Roscommon; City of Dublin; and Donegal.
Finally, a big thank you to our fantastic panel of external facilitators:
Andy Battell, Caitriona Ruane, Catherine Callanan , Cora Lambert, Deirdre Quinlan, Dervla King, Geraldine Foley Butler, Geraldine Howe, Helen Mortimer, Julie Griffiths , Kevin Coffey, Louise Burns, Lucy Deering, Mairead Mahon, Margaret Scollan , Margo Hayes, Matt Crofton, Mieke Neven McMahon, Paula O Shea, Philomena Carroll , Richard Fongkong-Foran, Riona Rochford, Sharon Fongkong Foran, Trisha Wilkinson, Una Buckley, and Vincent Kenny.
We look forward to sharing the results of our national Learner Voice engagement and research at our Adult Education Summit in November.