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AONTAS Strategic Plan

Consultation 2010

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Consultation

Strategic Plan Consultation Document 2010AONTAS is the National Adult Learning Organisation, a voluntary membership organisation. It is a non-governmental organisation, established in 1969. The name AONTAS is an acronym in the Irish language, Aos Oideachais Naisiunta Tri Aontu Saoralach meaning ‘national adult education through voluntary unification’. The word AONTAS itself is also the Irish word for ‘unity ‘ or ‘ union’, so the intention of the founders of AONTAS was that it would be identified by its inclusiveness. It is a registered charity and a company limited by guarantee. It is core funded by the Department of Education and Science (now the Department of Education and Skills) and receives project funding from other sources from time to time.

AONTAS Mission StatementThe mission of AONTAS is to ensure that every adult in Ireland has access to appropriate and affordable learning opportunities throughout their lives, thus enabling them to contribute to and participate in the economic, social, civic and cultural development of Irish society.

To achieve its mission AONTAS undertakes advocacy and lobbying work to ensure that the adult and community education sector is adequately resourced and developed; it promotes the sector through media and information activities and engages in the sharing of best practice and research to strengthen the development and quality of the adult and community education service. With over 550 members AONTAS draws on the knowledge and experience of adult and community education providers, practitioners, coordinators, advocates and learners in order to inform and shape its work.

The proposed AONTAS Strategic Plan 2011 - 2013 is a strategy which will chart the direction of the organisation in broad terms. It will establish the vision, mission and goals of the organisation together with the objectives which will become a framework for its day to day operations. A Strategic Plan does not seek to define the day-to-day functions of the organisation; it does not define projects or describe resources. Rather, a Strategic Plan looks at the bigger picture within which the organization operates and defines the manner and way in which it will function in all its aspects and undertakings.

This Strategic Plan Consultation Document has been developed to assist AONTAS members to actively shape and contribute to the next strategic plan. The document outlines the broader context of our work, documents the achievements of the last strategic plan and outlines the current issues facing the sector based on feedback from our members. Its purpose is to provide members with a basis for reflection and dialogue and ultimately to make decisions on the future priorities of the organization.

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AONTAS Strategic Plan FrameworkThe proposed AONTAS Strategic Plan 2011 - 2013 will be a strategy with broad range and scope that sets out long-term outcomes for a three year period. The Strategic Plan will regulate the annual operational activities , and will provide the framework from which AONTAS work plans are developed. Within the broad overall framework of the strategic plan, other plans are developed that are more detailed and describe the activities and projects of AONTAS, for example the AONTAS Community Education Network, the Adult Learners’ Festival, the Information and Communications strategy and so on. The diagram illustrates how the strategic plan guides the work of the organization.

Core ValuesThe work of AONTAS 2007-10 Plan was underpinned by five core values as follows:- AONTAS is committed to the concept of lifelong learning and its role in enabling people to

participate in the human, social, economic and cultural development of Irish society.AONTAS affirms and supports the key role of adult and community education in combating

poverty and social exclusion and ensuring that everyone benefits from, and contributes to sustainable economic development.

AONTAS is committed to the concept of equality of access, participation and outcomes in adult and community education.

AONTAS affirms and supports the key role of adult and community education in promoting democracy and active citizenship.

AONTAS is committed, through a process of action and reflection, to its growth as a learning organisation, a model of best practice and a leading centre of expertise in the field of adult learning.

2010 will bring AONTAS into the final year of its current Strategic Plan adopted by membership at the AGM in 2007. The work of the organisation over the past four years was guided by four key strategic objectives: - the four Ps: Policy, Promotion, Practice and Partnership. These were underpinned by a fifth objective, Organisational Development.

OutcomesA detailed evaluation of the AONTAS Strategic Plan 2007-2010 is outlined in appendix 1. A summary of the key achievements of the past four years is outlined below:

Policy Prioritised influencing policy in the area of adult and community education. AONTAS has

AONTAS Strategic Plan

Policy, advocacy and networking

Promotion and information Best practice and research

Multi-year and Annual Work Plans

Individual Staff Work Plans

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worked consistently to bring issues of relevance to the attention of the Minister for Lifelong Learning and party political education spokespeople, built strong relationships with a whole new staff team in the Further Education Section of the Department of Education and Science and developed partnerships with key stakeholders in the sector.

Developed and disseminated 16 submissions/position papers and a suite of manifesto and lobbying tools representing the range of issues of concern to members.

Engaged in research on a range of issues including the lifelong learning needs of older people, integrating development and adult education programmes and community education. Collaborated with the Further Education Development Unit on drawing up guidelines for engaging disadvantaged men in education. Produced the Adult Learner on an annual basis in collaboration with the Adult Education Officers’ Association.

Promotion Developed and delivered a strong promotional strategy in particular establishing the Adult

Learners’ Festival as a key event in the adult and community education calendar including expanding its collaboration with a number of partners. The Adult Learners’ Festival has led to increased visibility for adult and community education and has highlighted the potential for developing and expanding this in the future.

Developed a strong communications strategy through the website, online networking, ebulletins, publication of Explore magazines. As part of that strategy AONTAS has built strong links with local and national media.

Delivered an Information Referral Service, monitored calls to the service to establish trends and developed the Information Booklet which has assisted more than 13,000 adult learners since its inception in 2008. AONTAS has used the analysis of trends to feed policy and established partnerships with other information providers including the NQAI through Qualifax, the HEA and the VEC Adult Guidance Services.

Practice Established and developed the AONTAS Community Education Network to raise the profile

of, gain recognition for and resource community education. Ensured AONTAS meetings had a high level of dialogue and participation from members through the use of adult education methodology and best practice.

Established a Senior Learner Network as a result of needs identified in the research report: Don’t Stop me Now – the Lifelong Learning Needs of Older People.

Supported members to develop their lobbying skills through training Delivered training in the use of the Quality Assurance Framework with Women’s Community

Education groups culminating in the Guide to Best Practice in Women’s Community Education, a first for the sector.

Developed and delivered a model of best practice of professional development for Community Education Facilitators which can be replicated within the VEC Continuous Professional Development programme.

Partnership Hosted conferences, seminars and networking events for AONTAS members and other

stakeholders including visiting delegations from outside of Ireland. Represented AONTAS at national and international levelsWorked with key stakeholders such as IVEA, NALA, NCCWN in the development of policy and

advocacy for the sector Built a network of partners who support the Adult Learners’ Festival in a variety of ways

Organisational Development Strengthened the Staff Team through continuous professional development, monitoring,

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reviewing and developing work practices and mentoring and supporting staff membersManaged tightly and made the best use of financial resources available to the organisation,

in particular developing value for money practices in the current economic climate Strengthened the AONTAS Executive Committee through training in governance and

drawing on their experience as practitioners in the sector.

Context for Strategic Planning ConsultationIn 2007 the environment in which the adult and community education sector was operating was very different to the current context. The Celtic Tiger economy was booming but unknown to most of us was on the cusp of a devastating collapse. At the beginning of our last strategic plan Ireland was enjoying a period of almost full employment, consumerism was at an all time high and inward migration had expanded the population to over 4 million people for the first time in the history of the state since the Great Famine. A number of important programmes had been embedded in the system, notably the Back to Education Initiative, the National Adult Literacy Programme and the Adult Educational Guidance Initiative. The National Qualifications Authority with FETAC and HETAC had progressed the establishment of a National Qualifications Framework. The plans for the decentralisation of the Further Education Section of the DES were about to be implemented bringing with them a whole new staff team and a new Minister for Lifelong learning had just been appointed. The spend on adult , community and further education including the pay of teaching staff, participant allowances and other non-pay costs stood at €392.25 million which amounted to 4.51% of the total education spend.

AONTAS benefited from the investment in adult and community education achieving its highest ever funding in 2007 when the overall financial support from the Department of Education and Science stood at €1.3 million. This figure included funding to support the Training and Support Programme for the Community Education Facilitators, the Quality Assurance Framework for Women’s Community Education and research funding. By the end of 2009 AONTAS funding has reduced to €957,000. While taking into account that AONTAS no longer has responsibility for the CEF training programme and therefore does not receive that funding, nonetheless the significant reduction of funding is a worrying trend. Following the budgetary adjustments of 2008 and 2009 AONTAS reviewed its work and focused on its key priorities making expenditure adjustments across every possible budget head. The organisation is now operating in a highly unpredictable context with very little room for further adjustments should funding continue to decrease. This will obviously have important implications for the strategic choices for the organisation over the next three years.

While acknowledging the developments and the strides made as a result of better investment in the sector overall, following the publication of the White Paper, learning for Life in 2000, AONTAS also cautioned against the perception that the ‘job was done’ by highlighting the low participation in adult education and training of Irish adults between the ages of 25 and 64 in comparison to its EU counterparts. It also pointed to the low levels of qualification of the workforce with 30% having only achieved lower secondary education or less, and the fact that while 9% of the workforce and 11% of the population were newcomers, no dedicated funding had been put in place to support the needs of speakers of languages other than English. All of these issues pointed to the worrying scenario that the lowest skilled, lowest paid workers would be the most vulnerable in the event of an economic downturn. And so it has proved to be.

The rapid and devastating change brought about by the spectacular crash of the Irish economy brought unemployment levels to a high not seen since the early nineties and rising. According to the March 2010 Live Register figures, unemployment currently stands at 12.6%. Obviously getting people back to work and reskilling them is going to be a priority for the immediate future but experience shows that the wellbeing and social connection of people is also of crucial importance to recovery. In March 2010 Minister Sean Haughey gave an update on the progress to date of the implementation of the objectives of the National Skills Strategy set out in 2007. Launching the update, Minister

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Haughey said that ‘while the current context for the continued implementation of the National Skills Strategy is significantly different from when it was published in 2007, in my view the implementation of the Strategy is more important than ever.   This is especially so for the many individuals who are experiencing unemployment and who require new skills to get back into the workforce�.

A new Activation Fund totalling €20 million has been introduced in Budget 2010 to support innovative proposals aimed at progressing the unemployed into employment or improving their education attainment.  The Activation Fund will target the low skilled, the under 35s and those formerly employed in the construction, retail and manufacturing sectors. Mr Haughey also stated,’We must consolidate our investment in education and training to ensure long-term sustainability and build a flexible and robust system that promotes social inclusion as well as upskilling and re-skilling.’

However the October Budget in 2008 and the subsequent budgets in April and December 2009 brought cutbacks across the whole public sector, and AONTAS like everyone else, had to adjust its priorities accordingly. It is in this context that AONTAS is now seeking to plan ahead for the next three years.  

What AONTAS knowsAONTAS has a strong track record of listening to the concerns and issues of its members through its varied consultation processes. Throughout the period of the current strategic plan AONTAS sought continuous feedback from members to ensure it kept track of and responded to developments and issues of relevance to the adult and community education service. It did this through its networks and membership meetings and its work with other stakeholder organisations. To specifically address the needs of the community education sector the AONTAS Community Education Network has created a strong united voice for over 130 independent community education organisations. Implementation of the strategic work plan has ensured tangible outcomes such as: a Network definition of community education, lobbying skills and tools, television programmes which will promote the three themes of resourcing, recognition and raising the profile of community education. The AONTAS Senior Learner Network has raised the voice of older learners and ensured their voice is incorporated into the work of the organisation.

AONTAS monitored trends in adult and community education through the Information Referral Service and Research as well as Media and Oireachtas Monitoring. In particular the Information Referral Service has provided AONTAS with insights into the key issues affecting access for learners to adult and community education. The analysis of trends feeds into the overall policy work of the organisation enabling AONTAS to decide upon a course of action or to institute an appropriate piece of research. In the Autumn of 2009 AONTAS held a series of regional meetings to gauge the effect of the cutbacks on the sector, in particular those affecting the VEC adult and community education service. The consultation resulted in a policy position paper entitled “Better Together” outlining four key challenges as follows: Resources, Recruitment, Structures and Visibility. These key challenges are summarised below.

Resources – Funding for providers, and financial supports for learners In 2009, adult and community education accounted for 4.37 % or €420 million of the overall education budget. This amounts to 0.22% of GDP and 0.27% of GNP. While investment in Further and Adult Education spending has increased by 60% since 2002 the sector started from a very low base and the current unprecedented demand is putting providers under extreme pressure. For learners, the demand for adult education means increased competition for places. Recent changes in Budget 2010 also have implications for the supports available to adult learners.

The reality for providers...... • Providers are struggling to cope with the demand for courses. Long waiting lists for courses

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and guidance as well as larger class sizes are now routine as the demand increases.

The reality for learners.....• Adults returning to education part time or using distance education methodology have to

pay full fees, unlike their full time counterparts.• From September 2010, adults who qualify for the Back to Education Allowance, or a VTOS

allowance for a PLC course will no longer be eligible for the student maintenance grant, which could support their participation by an additional €6,690 each year.

• Budget 2010 disbanded the Millennium Partnership Fund, which provided some financial support for adult learners, particularly those from disadvantaged communities.

• Those eligible for a student grant can expect to receive a reduction of 5% in accordance with changes announced in Budget 2010.

Recruitment - The Public Sector EmbargoIn March 2009, the Department of Finance introduced a recruitment embargo in the public sector which has a direct impact on staff employed within the adult and community education service. The embargo was accompanied by an Incentivised Scheme of Early Retirement, as well as a Special Civil Service Incentive Career Break. The embargo applies to all staff within the service apart from tutors who are classified as frontline and therefore exempt. The classification of frontline staff in the education sector as those who deliver classes does not take account of the nature of the adult education service where staff such as Adult Education Officers or Guidance personnel or Adult Literacy Organisers play a key role in the delivery of the service. Such personnel do not only perform an administrative role – they are crucial in the development of the service, they manage and co-ordinate volunteers as well as paid staff, and are ultimately responsible for the recruitment, retention and support of learners.

The reality for providers.........• The loss of staff has a detrimental effect on service provision as there is less capacity at a time

when it is most needed. In Co. Mayo, for example, both AEOs retired in 2009 meaning that there is now no AEO in place for the entire county.

• The inability to replace staff on maternity leave, or those on sick leave, is also placing undue strain on local services.

• There are real concerns amongst providers about the ability to deliver a quality service given the demand on the service and current capacity.

The reality for learners.............• Less staff employed in the service ultimately means fewer learning options for people in

the area. • Waiting lists are common across the services, but also for ancillary supports such as

Guidance which are crucial in assisting people to access appropriate education and training as quickly as possible.

• Access to the most up to date accurate information about adult learning is especially important as qualifying criteria change and new education and training measures are introduced.

Structures – Planning nationally, delivering locallyThe adult and community education service has to date developed in a disparate and ad hoc way. Many adult and community education programmes have developed as a result of parallel funding streams and work independently of each other; thus affecting the visibility, coherence and effectiveness of the service. Budget 2009 officially disbanded the NALC. Meanwhile, a national agreement between FÁS and the IVEA has still to be fully implemented at local level. If implemented, this agreement would allow for greater collaboration and referral between providers, prevent duplication, and ultimately bring about better results for learners and course participants. The recent announcement of changes in departmental responsibilities, in particular the addition of the training element of FAS

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into the new Department of Education and Skills has yet to be implemented so it is not possible at this point in time to comment on how it will impact on the delivery of the adult and community education service.

The reality for providers……..• Programmes are funded and delivered with little connection to one another and to other

training opportunities funded by other departments• Community education providers in particular often have to source funding from as many

as ten government departments.• The work of the sector suffers from a lack of visibility and coherence• Collaborative practices often develop in an ad hoc way, rather than being formally

integrated into the culture and work practice of an organisation.

The reality for learners………..• Learners miss out by not having access to a more integrated service in their local area

resulting in misinformation about course criteria, and lack of clarity about progression routes.

VisibilityWhile a fantastic range and variety of work takes place within the adult and community education sector, it still receives the least recognition within the education system. The sector is a complex one having developed in an ad hoc way as a result of a lack of recognition, resources and a strong voice. Unlike the formal education sector which is supported by the powerful lobby that is the teacher unions the adult and community education sector has very much relied on its own resources for more than fifty years. Nonetheless it has developed as an extremely diverse and highly flexible sector responding to the needs of adult learners, developing its learner-centred methodology and curricula through many years of experience, and attracting back to education learners with no or low qualifications. This is its greatest strength and is vital to economic recovery and social cohesion.

The reality for providers……• The lack of research and coherent data make it difficult to monitor and highlight developments

in the service, to promote its work on the basis of evidence and make a strong case for increased resources to the sector.

The reality for learners……• Learners often experience difficulty in accessing accurate information, guidance and

subsequently services.• The patchy documentation of the achievement of adult learners makes it difficult to make a

strong case for increased resources in an increasingly competitive environment

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What does AONTAS not knowAONTAS does not know how the economic status of the country will develop over the next three years. Nor does it know what political changes may happen which will affect the status of adult and community education.

The Consultation ProcessIt is in this context that AONTAS is now undertaking a consultation process to develop its next Strategic Plan which will take the organisation through a three year period 2011-2013. AONTAS is well versed in the practicalities of strategic planning and already has well tested structures for monitoring its work which will assist it in this phase of its work. AONTAS is beginning its consultation process at the Annual General meeting on May 19th 2010 by inviting its members to an introductory dialogue and reflection using this document as a resource. Over the next five months we will be seeking specific inputs from members and other relevant stakeholders using a variety of methods for example survey feedback, focus groups, Executive Committee and staff discussions etc. The results of these deliberations will be documented and brought to the general membership in Autumn 2010 with a view to drawing up a final draft of our Strategic Plan, 2011-2013 for adoption by the general membership at the AGM 2011.

AONTAS - The National Adult Learning OrganisationSecond Floor, 83 - 87 Main Street, Ranelagh, Dublin 6

t (01) 4068220f (01) 4068227e [email protected] www.aontas.com

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Strategic Plan 2007-2010 Evaluation

POLICY Goal: AONTAS will play a lead role in influencing and participating in the development and implementation of policy for adult and community education.

Achievements Outcomes

Established a policy-promotion team within AONTAS

Created a flexible, responsive policy-promotion team that created lobbying plans which focus on current issues and the long term policy goals.

Advocated for the recognition of adult and community education as a distinct sector of the education system with resources on a par with other sectors of the system

Prioritised influencing policy in the area of adult and community education. AONTAS has worked consistently to bring issues of relevance to political parties, built strong relationships with a whole new staff team in the Further Education Section of the Department of Education and Science and developed partnerships with key stakeholders in the sector.

Built strong links with political parties and government departments to ensure the visibility and inclusion of adult and community education on the political agenda

Active participation of education spokespeople at AONTAS policy events and developed a strong relationship with the Further Education Section of the Department of Education and Science. Built a strong relationship with the Minister for Lifelong Learning over the course of the past strategic plan and developed links with other government departments. Also developed political links at local and national level.

Represented the issues and concerns of adult learners on key committees and working groups

Established a senior learner network and promoted the needs of senior learners through the creation of a manifesto and submission to the national ageing strategy. Facilitated the participation of adult learners at international level. Represented AONTAS members on The Access Office working group.

Consult with membership to contribute to the development of policy positions and strategies

Held consultation events with members through policy events, AGMs, regional meeting, learner network and community education network events.

Challenged government policies which do not support the development of a well resourced and organised adult and community education service

Policy submission include: Adult Education: A Current Diagnosis & Measures for Recovery

Submission to the Integration Unit, Department of Education and Science, on an Intercultural Education Strategy

Submission to the Higher Education Strategy Position Paper ‘Better Together’

Submission to the Student Support Bill 2008 Position Paper The Costs and Benefits of Undertaking Adult Education Courses from the Perspective of the Individual- I'm an Adult Learner, Invest in Me!

Submission: Women, Learning and the Labour Market in Ireland Submission into the Teaching Council re: Qualifications for adult educators Position Paper Demand your right to learn summary Submission to Positive Ageing Strategy

Submission to the Interdepartmental Committee on the Implementation of the National Skills Strategy.

Position Paper on Professional Development and Support Services for Adult and Community Education

Position Paper on Part-time fees in Higher Education Submission to HEA policy study on open and distance learning

Position Paper on Lifelong Learning Needs of Older People Submission to FETAC On European Credit Transfer System for Vocational and Educational Training (ECVET)

Engage in research with a view to contributing to evidence-based lobbying and policy development

Engaged in research on a range of issues including the lifelong learning needs of older people, integrating development and adult education programmes and community education. Engaged in research on a number of levels: internal, external including analysis and monitoring of information referral trends. Produced the Adult Learner on an annual basis. Research carried out includes:

Integrating Development Education into Adult Ed 2009 Older People Research 2007 BTEI guidelines- Increasing Men's participation 2009 Development of case studies and statistical database of adult learners The Costs and Benefits of undertaking Adult Education 2009 Information Booklet Research

Don't Stop Me Now!Older People Research 2008 Community Education Research

Monitor and evaluate progress of policy work at regular intervals

Bi-yearly staff evaluation and planning days and frequent staff and policy-promotion meetings have ensured AONTAS responds to the policy needs of members.

Strategic Plan 2007-2010 Evaluation

PROMOTION Goal: AONTAS will promote the importance, value and role of adult and community education as a key part of lifelong learning locally and nationally.

Achievements Outcomes

Developed and promoted a clear description of adult and community education and the range of learners who avail of it

A number of tools have been developed to promote this message: The AONTAS information booklet, the Information Referral service, the AONTAS information sheet, redeveloped website and the Community Education Network leaflet. Also complimented by a strong communications strategy through the website, online networking, ebulletins, and publication of Explore magazines.

Took a lead role in speaking on issues relating to adult and community education

AONTAS has presented to local and regional organisations as well as international events. AONTAS has established itself as a key spokesperson organisation on adult and community education on a number of media levels: radio, television and local and national papers.

Identified and engaged in research with a view to building a strong body of knowledge about, and for, adult and community education

Engaged in research on a range of issues including the lifelong learning needs of older people, integrating development and adult education programmes and community education. Produced the Adult Learner on an annual basis.

Expanded and developed the media strategy with a view to raising the profile of adult and community education

Developed and delivered a strong promotional strategy in particular establishing the Adult Learners’ Festival as a key event in the adult and community education calendar including expanding its collaboration with a number of partners. The Adult Learners’ Festival has led to increased visibility for adult and community education and has highlighted the potential for developing and expanding this in the future.

Established the Adult Learners Festival as an annual event

Four Adult Learners' Festivals have been held, with increasing participation in, and profile of, at local, regional and national level.

Actively supported membership to promote the value of adult and community education, profile their work and engage with local media and key agencies

The AONTAS STAR awards showcase the work of members, case studies promote the work of organisations and learners. Media and lobbying training has been provided to build the capacity of members to actively promote their work.

Profiled and celebrated the work of adult and community education through conferences and seminars

Through the Adult Learners' Festival, AONTAS conference, regional meetings, AGMs and community education network meetings members have taken an active role in promoting and celebrating their work.

Build and strengthen relationships with government departments, civil servants and public representatives

As before.

Organise political campaigns to ensure public representatives are fully informed about the importance of supporting adult and community education

Organised and implemented a policy campaign annually at the Adult Learners' Festival lobbying day and for the Local and European Elections and General Election campaigns.

Develop and disseminate a range of publications highlighting the work of the adult and community education sector

The Explore magazine is a quarterly publication that promotes the adult and community education sector. 'Beyond the Classroom' television programmes on community education. The weekly ebulletin is a valuable tool for highlighting the work and developments in the sector. A range of media are used to engage with members: the websites (www.aontas.com and www.adultlearnersfestival.com Twitter, Facebook and online discussion fora.

Strategic Plan 2007-2010 Evaluation

PRACTICE Goal: Contribute to and support the growth and development of high standards of excellence in adult and community education practice.

Achievements Outcomes

Took a lead role in building a research base in adult and community education by engaging in and promoting research initiatives that will inform and develop practice in the sector.

As before

Facilitated discussion fora for practitioners in the sector with a view to exchanging information and practice

Developed and implemented the AONTAS Community Education Network to raise the profile of, gain recognition for and resource community education. Ensured AONTAS meetings had a high level of discussion sessions.

Mainstreamed the Quality Assurance Framework with Women’s Community Education groups and networks

Delivered training in the use of the Quality Assurance Framework with Women’s community education groups culminating in the Guide to Best Practice in Women’s Community Education, a first for the sector.

Supported members to document and profile models of best practice in the adult and community education sector with a view to improving that practice and feeding into policy on professional development

AONTAS information referral service, the community education network and the AONTAS STAR awards acts as a mechanism for members to document and profile models of best practice.

Highlighted the unique role of community education not only in attracting hard to reach learners but also as a means of providing alternative routes to further and higher education

Establishment of the AONTAS Community Education Network (CEN)

Demonstrated the role of community education in promoting equality and active citizenship

Through the CEN and by profiling this work at international level. By accessing the Wheel funded Training Links programme AONTAS offered members lobbying and media skills that supported the organisations adult and community education lobbying and advocacy work.

Continued to lobby to remove barriers to access to learning opportunities and for increased resources for all adult learners regardless of gender, abilities or situation

Ensured lobbying activities were directly influenced by the issues facing learners. Supported adult learners to document and articulate issues that affect access to adult and community and bring these issues to the decision makers.

Further developed adult learner networks as fora for exchange of information and practice and support learners to participate in the work of AONTAS

Established a senior learner network and facilitated the participation of adult learners at international level. Developed and delivered a model of best practice of professional development for Community Education Facilitators which can be replicated within the VEC Continuous Professional Development programme.

Strategic Plan 2007-2010 Evaluation

PARTNERSHIP Goal: Build and strengthen links with agencies at local, national and international levels

Achievements Outcomes

Continued to build and strengthen links with key stakeholders such as the Irish Vocational Education Association(IVEA), National Adult Literacy Agency(NALA), National Collective of Community-based Women’s Networks(NCCWN) and social partners

Increased our partnership work with IVEA, NALA and NCCWN. Worked in collaboration with a wide range of stakeholders, both statutory and voluntary, for the Adult Learners’ Festival, Senior Learner Network, Information service, promotional strategies and research work.

Identified, promoted and researched common areas of policy and practice in partnership with key stakeholders

Engaged in research on a range of issues including the lifelong learning needs of older people with Age and Opportunity, integrating development and adult education programmes with the Further Education Section of the DES and community education with the IVEA/CEFA and VECs.

Worked with key stakeholders towards the development of a national co-ordinating structure for adult and community education

Through various consultation processes, including the regional meetings of 2009, advocated for the importance of a national coordinating structure for adult education.

Encouraged members to identify and develop links with agencies at a local level and explore ways of working collaboratively

Through the work of the CEN, regional meetings and by awarding such work through the STAR awards.

Profiled models of collaborative work at a local level with a view to developing local co-ordinating structures

Media profiling of STAR award winners at local and national level.

Celebrated models of collaborative work in the adult and community education sector through the annual Adult Learners Festival awards ceremony

Through the STAR awards during the Adult Learners’ Festival

Identified and researched models of partnership work at national and international level and disseminate the learning from these

Through the work of the CEN, regional meetings and by awarding such work through the STAR awards.

Built on our involvement with the European Association for Education of Adults (EAEA) and the International Council for Adult Education (ICAE) with a view to influencing policy, exchanging learning and sharing best practice.

Participated in the International Academy of Lifelong Learning Advocacy with ICAE, advocacy work with the EAEA and ICAE in preparation for CONFINTEA. Strengthened links and partnerships with international umbrella NGOs by hosting international groups and organisations, including the annual assembly of the EAEA and contributing articles to Infonet.

Explored the development of transnational partnerships under the Grundtvig Programme

Contributed to a number of Grundtvig Programme applications in line with our existing work.

Strategic Plan 2007-2010 Evaluation

ORGANISATIONAL DEVELOPMENT Goal: Continue to develop the capacity of AONTAS as a learning organisation and a model of best practice for the adult and community education sector

Achievements Outcomes

Continued to expand the membership base of AONTAS through an ongoing process of recruitment

AONTAS membership has reconfigured its members to Individual, organisational (small, medium and large) and associate in order to serve the needs of the broad range of members.

Created a community platform/working group of AONTAS members to promote the meaning of community education and to act as a political platform for shaping policy.

Establishment and development of the AONTAS community education network since 2007

Expanded and developed networking opportunities for members to enable them to learn from one another

Through the Adult Learners' Festival, AONTAS conference, regional meetings, AGMs and community education network meetings members are encouraged to network.

Identified the experience and expertise of member groups and develop strategies to utilise these to the benefit of AONTAS and to adult and community education as a whole

Drawing on the membership to guide the work of the organisation through: AONTAS Executive Committee, CEN steering group, Learner network steering group, STAR award judging panel, Adult Learners Festival Steering group, QAF and research steering groups and Adult Learner editorial board. The information referral service and the collection of case studies acts as a means to draw on the body of knowledge within the sector.

Developed meaningful working relationships between staff and Executive Committee members through working groups

AONTAS Executive Committee members are present on most of our steering groups, subject to availability.

Developed an Executive Committee members’ induction scheme with a view to making the best possible use of their experience and expertise

Strengthened the AONTAS Executive Committee through training in governance.

Supported adult learners to become involved in the work of the Executive Committee

Supported an adult learner to become an active member the AONTAS Executive Committee.

Developed the capacity of the staff team to ensure that it is able to deliver on the work outlined in the strategic plan

Strengthened the Staff Team through continuous professional development, monitoring , reviewing and developing work practices and mentoring and supporting staff members

Explored possibilities for the diversification of funding resources for AONTAS

Managed tightly and made the best use of financial resources available to the organisation, in particular developing value for money practices in the current economic climate. Gained sponsorship for the Adult Learners' Festival: Department of Education and Science, FETAC (3 years), TUI (2 years), ASTI, ICTU, Bluebrick.ie and the ESB.. Secured funding from the Wheel training links programme and supported research work from funding from Age and Opportunity and Irish Aid.

Monitored the progress of the Strategic plan through annual reviews of the work

Bi-yearly staff evaluation and planning days and frequent staff ensure work is set within the context of the strategic plan.