The National Further Education and Training (FET) Learner Forum: The Benefits and challenges of Transforming Learner Voice into Policy Change

Oct 15, 2026

This article reflects on the National Further Education and Training (FET) Learner Forum (NFLF), using the NFLF as an example of learner voice in practice. It traces the NFLF’s history to examine benefits and challenges of turning learner voice into public policy, comparing educational theory debates with policy discussions on qualitative data. It considers how these debates shaped the NFLF and what they mean for learner voice in Irish FET.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages13

Reading Time33 min

AccessFree to download

Abstract

Introduction

Learner Voice Theory and Methods

The National Further Education and Training (FET) Learner Forum: The Benefits and challenges of Transforming Learner Voice into Policy Change leah dowdall, edel sheerin, niamh o’reilly Abstract This article is a reflection on the National Further Education and Training (FET) Learner Forum (NFLF). It uses the NFLFasan example of learner voice in practice, retracing the history of the NFLF as a means of reflecting on some of the benefits and challenges of bringing learner voice into public policy. The article outlines educational debates on learner voice processes alongside public policy debates around the role of qualitative data in decision-making processes to expose the differing perspectives on what learner voice processes should look like. It exploreshow these debates have shaped the NFLF and addresses what this has meant to learner voice in Irish FET. Keywords: Learner voice, educational theory, public policy, National Further Education and Training Learner Forum (NFLF), AONTAS [The National Adult Learning Organisation], SOLAS [The Further Education and Training Authority], Further Education and Training (FET), and Education and Training Boards (ETBs) Introduction The National FET Learner Forum (NFLF) began in 2016 as a one-day national event where learners could share their voice and reflect on ways to improve the Further Education and Training (FET) sector. Today the NFLF consists of a series of sixteen regional events organised in partnership with Education and Training Boards (ETBs) across Ireland. Over the course of its three years, the NFLF has seen significant expansion in both its size and impact, however, in the background of these developments have been conflicting views on how the NFLF should progress a learner voice agenda. These differing perspectiveshave largely come from the two worlds which the NFLF straddles: the world of educational theory and the world of public policy. This article uses the NFLF to reflect on some of the challenges faced in bringing these two worlds together and moving forward in away that protects the authenticity of learner voice and the best interests ofthe learner. The NFLF developed directly from the Objective 3.1 of the FET Strategy, which envisioned a FET policy that responded ‘to the need of learners’ by‘systematically benchmarking learner’s views and satisfaction with their FET programme’ (SOLAS, 2014, p. 137). This objective required learner views to be captured through both large-scale programme surveys and through a series of learner fora. Based on AONTAS’ position as the organisation leading learner voice initiatives in FET, it was tasked by SOLAS to deliver a learner forum piece of this objective. AONTAS set about developing the forum that aligned with its belief that learners should be at the heart of all processes in FET. For AONTAS, learner voice was about moving toward a more democratic and inclusive FET system. To achieve this aim, AONTAS believed the NFLF must provide a safe space for learners to voluntarily share their voices, ensure its methods and practices are inclusive, and contain feedback structures that allow policy makers to respond to learner needs. These beliefs developed directly from a wide selection of educational theory on learner voice. AONTAS saw the NFLF as a way to bring some of these theories into practice in Irish FET. Learner Voice Theory and Methods Learner voice has arichandwell-developed discourse within educational circles, however, it was ‘the new wave of student voice’ from the 1990s that has largely shaped modern day concepts of learner voice processes (Fielding, 2010) . Oneof the initial forces behind the resurrection of learner voice is British researcher Michael Fielding. His vision of learner voice was one that reimagined the school and the classroom as a more egalitarian and democratic space. For Fielding, learner voice processes necessitated a rupture from traditional approaches to education and a radical recon

FAQs

When did the NFLF begin and what was its original format?

The NFLF began in 2016 as a one-day national event where learners could share their voice and reflect on ways to improve the FET sector.

How does the article frame the main tension in developing learner voice policy?

It highlights conflicting views shaped by two worlds the NFLF connects: educational theory and public policy, focusing on how to protect the authenticity of learner voice.

What does the article say about learner voice theories influencing the NFLF?

It describes learner voice as a discourse shaped by student voice from the 1990s and explains how AONTAS used these ideas to design the NFLF as an inclusive, learner-centered process.

Oct 15, 2026

Uploaded by Chumphorn