Search

The report is based on the work undertaken by the six regional colleges over the period 2015-2017 to pilot new approaches to the provision of youth training and apprenticeships programmes, the impact of this work on raising the quality of the provision and the outcomes for the students, and to inform the future direction and development of youth training and apprenticeship training in Northern Ireland.

Between September 2016 and May 2017, the ETI undertook an evaluation of the effectiveness and impact of policies on examination entry practice across 34 post-primary schools in Northern Ireland (NI).  The ETI had access to a range of examination entry practice and other policies which exist in schools to support pupils undertaking examinations and to help ensure that each pupil attains to his or her potential. One of the aims of this work was to evaluate the nature and reasons for the processes and application of the pupil ineligibility criteria (or for those who do not meet the criteria for inclusion in public examination data at GCSE and GCE A Level) in relation to the Summary of Annual Examination Results (SAER) documentation, which is submitted annually by schools to the Department of Education (DE).

These documents set out the arrangements for the annual ETI scrutiny of quality improvement planning submissions and the associated quality improvement planning inspection model.