Unionists reject Euro report on Irish language
January 17, 2014
Unionists have defended the Northern Ireland Executive’s policy on the Irish language following criticism from a major EU body.
In a new report, the Council of Europe said that a “persisting hostile climate” exists in the Stormont Assembly and that more should be done to promote the language.
Using information provided by various governments, every three years the council compiles a report on the state of minority languages, including Welsh and Scottish Gaelic.
DUP MEP Diane Dodds has dismissed the report, saying the Irish language is “funded and supported by the Executive in line with its commitments”.
Mrs Dodds said the focus for public expenditure in difficult economic time must be on vital public services.
“The report from the Council of Europe in relation to the Irish language takes a long list of aims, objectives and grievances from Irish language activist groups and places them in list form within the report.
“It is of course unsurprising that such groups will always want to see greater and greater use of Irish. It is worth noting that the Executive does meet its commitments in law, including the St Andrews Agreement.”
Ulster Unionist culture spokesman Michael McGimpsey said: “The Council of Europe cannot make binding laws and seems oblivious to the fact that the 1998 Belfast Agreement was the settlement regarding minority languages in Northern Ireland and we have fulfilled our obligations under it.
“There are a number of human rights issues within European borders which the Council of Europe should be busying itself with. The position of the Irish language in Northern Ireland is not one of them.”
Sinn Fein president Gerry Adams welcomed the report.
He said the Irish language “threatens no one” and added: “There is an onus on the British and Irish governments to support the Irish language and to ensure the introduction of an Irish Language Act.”
www.newsletter.co.uk
Call for Irish language support
January 16, 2014
Growth and promotion of the Irish language in Northern Ireland is being blocked by hostile attitudes in Stormont and a lack of support for its use in the courts and in education, according to the Council of Europe.
European chiefs have warned authorities they may also be in breach of a charter of rights because of delays and attempts to block requests for bilingual street names. The review of minority languages in the UK said the Government has not been able to justify banning the use of Irish in the courts or allowing people to take citizenship tests through the language. The Council of Europe criticised attitudes to Irish in some official circles and what it said is the Stormont Assembly’s “persisting hostile climate”. Caral Ni Chuilin, Minister for Culture, Arts and Leisure who is responsible for overall promotion of the language, said she would bring in new legislation during the current Assembly term. “There is a large body of support for an Irish Language Act in the North,” she said. “As languages are now a devolved matter full legislation will require the agreement of the Executive and Assembly. I hope that all supporters of the Irish language will work together to convince the Executive, the Assembly and all our people of the merits of supporting an Irish Language Act.”
Ms Ni Chuilin said her Liofa campaign to promote the language also showed the room for cross community support. The report from the Council of Europe also looked at the standing of Welsh, Scottish Gaelic, Cornish, and Ulster Scots which it said has improved even if it ” still remains absent from public life”. The review team hit out at a lack of political consensus in Northern Ireland on the language and the lack of a long-awaited Irish Language Act. In education it found many obstacles hampering an adequate offering of Irish-medium pre-schools and it called for concrete steps to be taken to meet the growth in demand for primary education in Irish. It raised concerns that the Colaiste Feirste secondary school still suffers from lack of free school transport, despite having won a judicial review case against the Department of Education on the issue, and increased efforts are needed to overcome the shortage of teachers for specialist subjects in secondary education.
It called for new measures to allow for simultaneous translation in the Assembly. Overall the panel of experts from the Strasbourg-based Council – Europe’s leading human rights agency – found many difficulties persist in the development of Irish. It said work has been hampered by a lack of information from the authorities and t he UK Government was also criticised for late and incomplete responses to requests for information about the standing of Irish in Northern Ireland. In repsonse to issues on road signs, the Department of Regional Development said: “Early in 2012 the Minister for Regional Development (Danny Kennedy) decided not to pursue the matter and no further work has been undertaken since.”
www.independent.ie
Feachtas cearta seolta
January 16, 2014
Discussions on school admissions legislation continues
January 15, 2014
The Oireachtas Joint Committee on Education and Social Protection continued its hearings today in relation to upcoming legislation on school admissions.
The Draft General Scheme of an Education (Admission to Schools) Bill 2013 was published by the Minister Ruairi Quinn in September 2013. The Bill sets out to regulate the admission of children to primary and post-primary schools, to ensure a fair and transparent enrolment process.
Minister Quinn referred the draft General Scheme and the draft regulations to the Oireachtas Joint Committee, with a view to seeking input from key stakeholders on the proposals. In October 2013, the Committee issued an invitation to interested individuals and groups to have their say on the Draft Bill.
Oireachtas Joint Committee Chairperson Joanna Tuffy TD said: “As well as seeking to curb the practice of cherry-picking students, the legislation also proposes to ban non-fee paying schools from seeking deposits or payments to secure places.”
Addressing the Oireachtas Joint Committee today were: Marie Céline Clegg, Loreto Education Centre (Dublin); John Suttle; Derval Duggan; Noel P Malone, Coláiste Chiaráin, Croom, Limerick; Gabriel McCabe; Eithne Reid O’Doherty, Agnes Russell.
Below is the oral submission to the Oireachtas Joint Committee by Noel P Malone, Principal, Coláiste Chiaráin, Co Limerick:
“As an experienced principal, I would urge this Committee to review these proposed regulations in the light of the experience of the Limerick Area Post-Primary Schools Common Application System.
“Limerick is an area of the country that has grappled with the whole issue of educational inequality for many years and remains the only area in the country where a common admissions and application system applies. It is therefore an ideal test-case for the application of these regulations.
“I welcome the fact that the Bill has included the right of the Minister to impose a similar system elsewhere. However, it is with some alarm and regret that I note the Minister’s assertion that; “it is not the intention, in such a scenario, that the schools concerned will be required to apply a common policy. Rather that each school will continue to apply its own policy, in that only the process will have to operate in co-operation with other schools.”
“On this point in particular, I believe the Minister should insist on a common admissions policy across all participant schools, with geographical location as first priority, after brothers or sisters of existing students. Unfortunately, in my experience in Limerick, it is widely perceived that the system as it operates is unfair and discriminatory, and the last thing such a system needs is light touch regulation.
“A key characteristic of schools in Limerick is the lack of social mix. This has negative consequences on those lower down the social hierarchy, and brings additional advantage to pupils in those schools which are almost entirely middle class in their social composition.
“The centralised procedure has brought about considerable anguish and uncertainty among parents and children. If children do not get their first or second preference school, they may be left with the very last of their preferences. Ironically, participant schools are given a certain level of protection from any imputation of perpetuating inequality, by using the scheme as a kind of cover.
“Schools cannot be allowed to continue to operate independently in terms of their admission criteria, and therefore decide their selection criteria with no independent scrutiny. Of course this really becomes relevant where demand exceeds supply.
“Generally speaking, there is an ageing population within the city boundary – most of the growth in population is in the suburbs and outlying areas. In some areas where you have large and highly sought after schools, the profile of the immediate area is one of an ageing and sometimes affluent population, so they must draw from a larger catchment area.
“Unfortunately, in many instances this is largely contrived. Vast swathes of population are often ignored in favour of other applicants living significantly further away. This can mean travelling substantial distances away from their home by private bus or car. A key point is that current admissions policies do not observe the spirit of inclusiveness, even though many claim to do so. That is what has to change. If it does, greater equality of opportunity will follow.
“Some schools apply preferential criteria, such as favouring children living in certain affluent areas, cherry-picked traditional feeder schools, brothers or sisters of past pupils, sons or daughters of past pupils and so on, and finally, of course, ‘all others.’ In effect, very few places are left in this last category, as the schools have pretty much wrapped up their preferred clientele, and end up sending refusal letters to so many disappointed twelve-year olds.
“This leads to an extraordinary situation, where some children have right of entry, although they live some distance from the school, and other children are refused, even if they reside adjacent to the school, or indeed attend the local feeder primary school. Surely proximity to a school should have a higher ranking than when a child has a father or mother who attended a generation earlier? This could be construed that this is a means by which a certain social class is protected and the best students are cherry-picked, to the detriment of those schools who genuinely strive for inclusivity.
“The fact that the Minister may now consider granting a derogation to permit a school’s admission policy to include a past pupil criteria of up to 25% will skew the process, and cannot be explained away by defending its inclusion on the basis of tradition. If it is accepted that tradition can be used by a school to discriminate against other applicants, the very basis of the proposed regulation is undermined.
“Who will oversee the selection of this 25%, and where is the transparency in terms of selection? Surely, this will give licence to some schools to continue to actively favour the socially advantaged, academically gifted, or those who have exceptional sporting prowess.
“Furthermore, this proposal appears to reward those schools who have adopted such discriminatory practices in the past, by limiting this derogation to those who allowed such a provision in the last five years, effectively penalising those schools which have embraced a much more progressive and open admissions policy.
“There is no real justification for giving preference to children of past pupils or to a lesser extent, siblings of former pupils. Again, this is always discriminatory and unfair. The proposed limit of 25 per cent should be withdrawn and no derogation should be applicable. A fair and reasonable geographical radius of any particular school in a city or rural location, should be agreed. It would put all students in the agreed catchment of that school on an equal footing, and where there is an over-subscription for that school, other priorities can be addressed.
“Allocations to each school should be based on a common agreed admissions policy, on a genuine lottery basis and centrally managed by the local Education Centre. This would make the system completely transparent and avoid any suspicion of manipulation.
“In conclusion Chairperson, I wish to put on record that I very much welcome the spirit and philosophy behind this draft Bill, but strongly feel that unless these fundamental issues are addressed, the current iniquitous system may be preserved under an illusion of fairness.
“These proposed changes are long overdue and I would urge this Committee to consider this submission in the spirit of true equality and justice for our boys and girls, regardless of background.
“They deserve nothing less.”
www.educationmatters.ie
Secondary-school management is at breaking point
January 15, 2014
The most challenging issue for voluntary secondary schools is their management structure.
It is often noted that Ireland is very fortunate to have more than 30,000 wonderful volunteers who, in their roles as members of boards of management, govern our 4,000 primary and post-primary schools.
It is the very existence of this voluntary, community-based governance model that should create the impetus for complementing it with a well-resourced and appropriate school-management structure. Sadly, the reality is quite different.
Historically, the voluntary secondary-school management system evolved from a time when professed religious managed schools in their roles as principal and manager. In addition, the local community of religious in the convent or monastery provided much-needed support, free of charge, to the principal or manager and to the school community.
Today’s picture is much different, with a lay principal, supported only by a deputy principal and a group of teachers with “posts of responsibility”, whose numbers are shrinking due to a moratorium on filling such posts that was introduced in March 2009.
However, even if the previous system existed today, I would be making a case for the overhaul of the management system in voluntary secondary schools.
Before 2009, more than 50 per cent of teachers in voluntary secondary schools held posts of responsibility. Unfortunately, the title “posts of responsibility” is a misnomer as these roles represent discrete functions and all responsibility still ultimately rests with the principal.
Principals are therefore carrying a growing and impossible workload as they try to cope with running schools that aresuffering not just the impact of the moratorium, but a multitude of other cutbacks that have resulted in the principal being forced to become a guidance counsellor, year head, building-project manager, classroom teacher, and so on. In addition, the introduction of new legislation, regulations, top-down policies and disconnected educational initiatives such as a literacy and numeracy strategy, school self-evaluation and junior-cycle reform have all been added to the principal’s to-do list.
The ever-increasing workload has forced many principals to retire from the job at the earliest opportunity. Research conducted by the Joint Managerial Body (JMB) last summer indicated that 61 per cent of principals in voluntary secondary schools have been replaced within the past five years.
A consequence of this increase in workload and worry-load has been the emergence of high degrees of stress among principals. This has taken both a personal form, such as chronic fatigue and anxiety, as well as having an impact on working style. For example, many principals speak of the difficulties of prioritising their students and teachers in the face of an overload of administrative demands.
Their main vocation lies in teaching and learning but their main workload is increasingly concerned with compliance and the struggle for resources.
We need to reimagine the role of the principal in our schools in order to provide her or him with greater flexibility and autonomy to lead and manage in the local context. In particular, a structure must be created in which middle management responds to the real needs of each school and includes real responsibility for those undertaking such roles. To this end, the JMB and the Association of Community and Comprehensive Schools have embarked on a project to develop a management structure in post-primary schools that is fit for purpose.
Many principals protest that decisions made at national level often ignore the real-time, real-life impact at school level.
It is essential that principals receive more practical supports, both nationally and locally, as well as experiencing much clearer channels of communication.
Ferdia Kelly is general secretary of the Joint Managerial Body, which provides advice and support and negotiates on behalf of school management in 400 voluntary secondary schools.
www.irishtimes.com
Mórshiúl beartaithe ag lucht na Gaeilge
January 15, 2014
Spriocdháta don Chomórtas Amhrán Pan Cheilteach 2014
January 15, 2014
Learn Irish this New Year in Carlow
January 15, 2014
Following the unprecedented success of Gaelchultúr adult Irish evening classes in Carlow over the last five years, Glór Cheatharlach is delighted to announce that a new series of classes for Spring 2014 will commence in Carlow this February.
The courses were first launched in September 2008 and have been hugely successful with many participants returning again and again to take part in the courses. A special reduced fee of €180 is also on offer for Carlow learners who sign up now. Courses will commence the week of February 3rd, 2014 with all classes being held in Carlow County Council offices on the Athy Road. All levels will be on offer this term- beginners, elementary and intermediate. The emphasis is on getting participants speaking the language and there is a level to suit everybody, whatever their current ability from those who have never spoken a word of Irish to those wishing to improve on their ‘Cúpla Focal’ to those who want to improve their fluency.
Beginners will be held on Monday evenings. Elementary and Intermediate levels will be on Tuesday evenings. All classes run from 7-9pm over 10 weeks. While the beginners level (Bunrang 1) is suitable for those who have never before learned the language, the elementary level is the starting point for those who may not have used Irish for some years but who would have some basic knowledge of the language from their schooldays. Emma Whitmore, Oifigeach Gaeilge with Glór Cheatharlach said: “We are delighted that Gaelchultúr classes are returning to Carlow once again this year. Last year’s participants really enjoyed the learning experience and we hope to see lots of new faces as well as some familiar ones from last year returning. It shows once again what a strong connection people in Carlow with the Irish language with so many people wanting to learn or improve their skills in the language. The Gaelchultúr courses are the ideal opportunity for those interested in learning Irish and the course itself is fantastic.
Participants really enjoy the classes and feel so much more confident in their abilities once they get into the course”.
Those unsure which course to choose can do a quick self assessment on the Gaelchultúr website www.gaelchultur.com which will recommend which level suits them best. The cost of the 10 week course is €180 and registration is now open online on www.gaelchultur.com or by calling 1890 252 900. Further information available from Emma in Glór Cheatharlach on (059) 9158105, (085) 1340047 or by emailing emma@glorcheatharlach.ie
www.carlow-nationalist.ie
How to pick the right subjects for your career path
January 15, 2014
Now is the time when third year and Transition Year students are taking important decisions about what subjects to study at senior cycle.
Students need to consider their aptitudes and abilities and use that as a basis for selecting the subjects to which they are best suited. It is also vital that they take into account future college and career paths and ensure that when it comes to applying for higher education they are not caught out because they did not study a particular subject at Leaving Certificate level. Here, Aoife Walsh, guidance counsellor at Malahide Community School, Co Dublin, offers some key pointers on how to make the best choices.
Q My school offers LCA, LCVP and traditional Leaving Certificate. What are the differences between these three programmes?
A LCA stands for Leaving Certificate Applied. It provides students with a very different way of studying. It contains a large amount of continuous assessment and work experience. Students study traditional subjects such as maths, English and a language but also take a variety of modules which varies depending on the school. LCA classes are generally smaller than traditional Leaving Certificate classes. This option tends to suit students who do not enjoy a very academic environment and enjoy a more practical learning style. LCVP stands for Leaving Cert Vocational Programme. It offers students who are studying certain combinations of subjects in the traditional Leaving Cert the opportunity to take extra ‘Link Modules’ in the area of Business and Enterprise. Students can earn up to 70 CAO points for LCVP and the programme is mostly project work with an exam in May. Nearly all colleges recognise LCVP points for entry but students may count only their best six subjects for points.
Q How many subjects do I need to choose?
A The rules in schools vary, but most require students to take seven subjects for the Leaving Certificate. Some students may take fewer, for example, those who are not taking Irish. Other students may choose to take more. There is no specific rule about how many subjects one should take, however students must pass six subjects in the Leaving Certificate in order to be eligible for Level 8 (honours) degrees and the CAO uses a student’s best six subjects to determine CAO points.
Q Are there any subjects I must choose?
A Every student must take English, maths and Irish, unless they have an exemption from Irish. Students will normally choose another four subjects. The subjects offered by schools and the freedom of choice students have can vary depending on resources and timetabling constraints. Some schools offer students a completely free choice while others might ask students to choose between certain groupings. Most Leaving Certificate subjects can be taken up by students at senior cycle even if they have not studied them before, but there are some that students will find very difficult to take up if they have not studied them previously. If students are considering taking a new subject it is advisable to speak to the subject teacher or a guidance counsellor before making this decision
Q I would like to take more than seven subjects, is this possible?
A In theory, students may take as many subjects as they wish, but most school timetables can only accommodate seven. However, every year a number of students choose to take eight subjects or, in a very small number of cases, nine. These extra subjects are usually taken outside school. Students may choose to take a subject that is similar to subjects they are already studying. For example many students who are studying physics and higher level maths may choose also to take applied maths. Students who speak a language other than English in the home may have the option of taking this language as subject for Leaving Certificate even if it is not taught in their school. Among the languages in which students can sit a Leaving Cert exam are Russian, Romanian and Polish, to name a few.
Q Should I take an extra subject?
A There is certainly no need to take on extra subjects for the Leaving Certificate. There is already a lot of work involved in taking seven subjects and only six are required for the CAO so students are already doing an ‘extra’ one. Before deciding to take on an extra subject it is important to consider how much extra work this will involve and if it is really needed. Taking extra subjects for CAO points can be a false economy; if students spread themselves too thinly they could fall by five points in each of their other subjects and negate any gain being made by taking the extra. Remember, no matter how many subjects a student takes, the CAO will only count the best six.
Q How should I choose my subjects?
A There are number of things students should consider when choosing Leaving Certificate subjects. Firstly, they should think about the subjects they enjoy and why they enjoy them. If students enjoy their subjects they are more likely to study them and get better grades. Also, if a student enjoys a subject in school it is likely that they will enjoy a college course in a similar area and eventually a job in that field. If there are subject requirements for a course they will be in an area related to that field of study. Students should also consider what they enjoy doing outside school. Hobbies and interests might give some clues as to what subjects they enjoy. Secondly, students should consider the subjects where they shine. It may be helpful to discuss this with friends and relatives. Consider Junior Certificate results as well as any aptitude testing done in school. Students currently in Transition Year, should consider what modules you have enjoyed so far. Finally, consider possible entry requirements for third level. For example, science courses will require students to have taken science at Leaving Certificate, but students who are interested in careers in science are likely to enjoy science and will probably opt for at least one science subject anyway.
Q Do I have to take a language if I want to go to college?
A Some schools require all their Leaving Certificate students to take a language. If students have the option to choose whether or not to take a language, they should consider it seriously as it may determine the choices available to them when it comes to applying for college. For example, a third European language is a requirement for of a number of departments in the NUI colleges — University College Cork (UCC), University College Dublin (UCD), NUI Galway and NUI Maynooth. The phrase, third European language, refers to a language other than English and Irish, which, it is presumed, most students already study. Departments in HUI colleges that require students to have a language include arts/humanities, business and health course such as medicine and dentistry. A third language is not required for engineering or agriculture in these colleges. Trinity College Dublin (TCD) and the University of Limerick require students to have one language — either Irish or a modern language, while Dublin City University (DCU) and the institutes of technology require students to pass maths and English or Irish.
Q I do not study Irish. Am I excluded from applying to certain colleges?
A Students who have an exemption from studying Irish in school will be also exempt from this requirement at university. Students may receive an exemption for Irish if they joined the Irish education system after 5th class in primary school or if they have a certain type of learning difficulty. Information regarding exemptions will have to be sent to colleges of choice but this will be done in 6th year.
Q If I don’t know what I have to study at third-level, what subject should I choose?
A If a student is not sure what to study at third level, they should choose subjects that they are good at and that they like. It is likely that if students like something in second-level school they will like it at third level as well. Students are also likely to do better in the Leaving Certificate in subjects they enjoy , leading to higher points, which will mean more CAO options. If a student has any ideas about what they might like to study at college, they should look up the requirements for these courses on Qualifax.ie. If students think they would like to study science then it is a good idea to take a science subject at Leaving cert. Students should also consider keeping on a language to ensure they have the widest possible choice when it comes to filling out the CAO form.
Important Dates: Today Cork IT – CAO Information Session for mature students, Dublin Business School – Open Day DCU – CAO, Mature student and parents eveing IADT Dun Laoghaire – Open Evening Limerick IT Clonmel – CAO Information Evening NUI Maynooth – CAO Information Evening Shannon College of Hotel Management – Open Evening UCAS – Application deadline UCD Engineering – Open Evening January 16 Limerick IT – CAO Information Evening Limerick IT/LSAD – Portfolio Open Day NUI Galway Information Evening (Letterkenny) NUI Maynooth – Information Evening (Athlone) UCC – Information Meeting for Parents January 18 Dundalk IT – Information meeting Irish College of Humanities and Applied Sciences – Open Day Mary Immaculate College – Open Day UCD – Architecture Open Day University of Limerick –Open Day January 19 HPAT Ulster – Late registration closes January 20 CAO – Deadline for reduced fee applications HPAT Ireland – Registration closes.
Points? You do the maths.
A minimum C3 in higher level maths is a basic requirement for many Level 8 (honours) degree programmes. In some cases, the minimum requirement is higher than C3. In general, higher level maths is a requirement for Level 8 courses in engineering, computer science, actuarial science, financial maths, mathematical science and some science courses. Currently, students who achieve at least a grade D in higher level maths will have 25 points added to their CAO score, if maths counts as one of their best subjects. Courses where foundation level maths is acceptable or with no maths requirement include some social studies, humanities, art, film, planning, journalism, media, law and the Garda College .
Measure your aptitude
Many schools use the Differential Aptitude Test (DAT) with students who are choosing subjects for the Leaving Certificate. The DAT tests measure students’ abilities in a number of different areas and the scores can be used to produce a profile showing a pupil’s strengths and weaknesses. In contrast, exams measure students’ performance. DAT scores can be useful in helping a student to decide what subjects to pursue. High scores may indicate that a student would enjoy certain subjects for example:
Verbal reasoning: English, Business, History
Numerical Reasoning: Math, Accountancy, Physics
Abstract Reasoning: Physics, Engineering, Math, Chemistry
Perpetual Speed and Accuracy: all subjects.
Space Relations: Art, Design and Communication Graphics, Biology and Geography.
Mechanical Reasoning: Engineering, Technology, Construction
This list is not exhaustive.
www.independent.ie
School policy changes must be applied equally
January 14, 2014
WITH the level of cuts to the education system in recent years, it was inevitable that some things would give.
There have always been examples of schools that, for one reason or another, did not deliver the stipulated 28 hours a week instruction time to students, but the Department of Education and Skills has now acknowledged that the reduction in resources in recent years has been an added challenge for schools in meeting the standard. Not only have schools lost teachers, but the cuts have come at a time when enrolments are rising, and will continue to do so for about a decade. Meanwhile, schools are under pressure to offer a wide choice of subjects and the upcoming reform of the Junior Certificate will only add to the range of possible study options.
The planned detailed analysis by the department of the practice in relation to the provision of instruction time across schools of different types and sizes is welcome. The findings will be of interest because they will tell us why some schools are not adhering to the rules. We need to know how much of a role the cuts have played and whether there are any other reasons why an individual school is coming up short. Whatever the department’s research turns up, it is essential that any changes in policy or, indeed, enforcement of existing policy, have as their focus the best interests of students – all students. There is nothing wrong with the existing policy requiring all schools to deliver a minimum amount of instruction time to all pupils. It is an equitable starting point, and, if more holes have appeared in the system because resources have been cut, an obvious solution would be to restore the resources.
It may well be that taking account of the circumstances of individual schools and allowing them a certain flexibility in relation to instruction time, would be a desirable outcome. But if there is to be change, it cannot result in an uneven patchwork based on joining up the holes. The State has a responsibility to deliver equal treatment to all students, in all schools.
www.indepedent.ie
