Mitigating Educational Disadvantage in 2021

January 4, 2021

CDETB is delighted to announce that we have processed over 80 applications and distributed €925,141 to 69 different groups under the Mitigating Against Educational Disadvantage Fund (MAEDF).

The Mitigating Against Educational Disadvantage Fund (MAEDF) of €8 million was announced by the government in October 2020 as part of Budget 2021. The purpose of the fund is to support community education provision targeted at adult learners, who have the highest level of need. It aims to increase the participation of disadvantaged learners, particularly those on literacy and basic skills programmes at NFQ levels 1 to 3. The fund has a strong focus on building the digital infrastructure of community education providers and increasing their capacity in delivering online learning.

We look forward to hearing how the fund has supported new and innovative ways of working with learners.

In Other News

CDETB is excited to be part of the new 10 year Adult Literacy, Numeracy & Digital Strategy and to see our learnings over the past almost fifty years becoming part of this national strategy.

The CDETB Adult Education Service (AES) has entered enter this submission, ALDNS Submission, to the consultation process on the 10-year Adult Literacy, Numeracy & Digital Strategy

It has offered us a chance to reflect on what we currently do and ask what more we can do to meet the needs of learners with literacy, numeracy and digital skills needs in the decade ahead. As experts in our field, we have been providing programmes in response to learner needs for over forty years. In 2019, the CDETB AES worked with over 18,000 beneficiaries in 148 venues offering a range of both non-accredited and accredited programmes. The AES ran 1,716 courses and on Adult Literacy funded programmes, accreditation options were offered on 45% of courses.

CDETB has also been working with learners from diverse linguistic and cultural backgrounds for almost 40 years and has developed considerable expertise in working with plurilingual learners of all ages and profiles who speak English as a second (or additional) language, including learners who are developing literacy for the first time through English. We are also delighted to enter this CDETB Suppplementary Submission to ALNDS 2020 (focus on plurilingual learners).

With such strategies, together with our recent intensive Continuing Professional Development (CPD) roll-out in upskilling staff in Technology Enhanced Learning (TEL) and Universal Design for Learning (UDL), we will be ready to embrace the next decade and the challenges it presents to our learners.

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