Gairm ar pháipéir agus eolas ar Chomhdáil
Feabhra 2, 2017
Gairm ar pháipéir agus eolas ar Chomhdáil a bheas á reáchtáil i gColáiste Ollscoile Naomh Muire, Béal Feirste, 3 Bealtaine 2017:
A letter to the editor of the Irish Independent
Feabhra 2, 2017
Dear Sir/Madam,
In her recent opinion article Language a bigger barrier than baptism (Irish Independent, 21 January 2017), Sarah Carey tells readers that she often quotes the example of Finland in addressing “nationalistic Irish language nonsense”, which, as far as she is concerned, is “the ultimate barrier in the Irish education system.”
Acknowledging many of Finland’s enviable achievements in education, she proceeds to use that country’s example to attack Irish-medium education in Gaelscoileanna as a “ruthless obstacle to foreigners.”
Assured of her understanding of Finnish education, Ms Carey regrets that “alas space prevents me from elucidating”.
Ms Carey has previous form in the matter. In Parents, not priests, driving segregation. The Irish Times blames religion for segregating Irish children. What about Gaelscoileanna (sic) (Irish Independent, 1 March 2015) she made much the same claim with “alas, space prevents me from elaborating”.
When recently considering the net effect of Gaelscoileanna on Irish society, Ms Carey couldn’t “help thinking of the World War II arguments of George Orwell that pacifists were objectively pro-Nazi”. Why? “Gaelscoileanna,” she argues, “with their almost 100pc native Irish demographic, are objectively segregationist.”
Ms Carey was just as big into the whole war theme in her 2015 missive. “If you’re going to fight a war over segregation in schools, identifying the real problem is a good start.” In her eyes, Irish-medium education is the enemy as aided and abetted by “families in the Gaelscoileanna (who) sail along blissfully free of moral challenge.” She thus paints many Irish families less as morally-driven pacifists and more like amoral Vichy-style profiteers I think.
Whenever Nazi comparisons are inappropriate, we may question the validity of arguments proposed.
Ms Carey argues that Finland’s educational reforms have succeeded because “everyone did better when there was no choice” because all children in a given locality went to the same school.
Pasi Sahlberg, the renowned Finnish educator, can help Ms Carey with her poor grasp of choice in Finland’s education success.
In Finland, the elimination of consumerist choice was targeted at the way education can be packaged as a market-driven product where an increasing number of profit-motivated private operators compete with different ‘value propositions’ in different customer segments based on differing incomes and social status. (Although not a fan of private schooling as a matter of general principle, Mr Sahlberg differentiates between mission-driven schools charging fees such as those in Ireland and profit-and-greed-driven academies more recently introduced by “competition raises standards” ideologies in other countries.)
Mr Sahlberg puts it this way: “The question is not, however, choice or no choice. It is about whether we have a good school for all children or just for some. In the end we need to work out how we manage parental choice so that it doesn’t harm equity.”
While Finland has indeed achieved remarkable reforms of its education system in a way that Ireland most clearly hasn’t, there is in fact a very significant element of choice in Finnish education that will likely shock Ms Carey. Not only is this matter of choice immensely significant in the context of a modern and open Finnish society, it is of course immediately relevant to debate here about the role of Irish-medium education and the Irish language in Ireland.
For all her readiness to elaborate and elucidate on Finland’s education reforms, it seems clear that Ms Carey doesn’t know that Finland’s education policymakers are strongly committed to the provision of choice in schools’ language medium for instruction and learning. Mr Sahlberg again: “It is noteworthy that Finland is a trilingual country, where Finnish, Swedish, and Sami are all official languages.”
Finland’s constitution and its parliamentary legislation protect the language rights of the country’s different language communities and heritages. There is a very substantive offering of choice between Finnish-medium education and Swedish-medium education extending from pre-school all the way to postgraduate studies at doctoral level. Demographics dictate that the opportunity to learn through the medium of Swedish is not fully nationwide but Folktinget (a lobby group for the rights of Swedish-speaking Finns) suggest that up to 99pc of students who want to learn through Swedish can do so within the state-school system. Resources are also committed to Sami-language education provision in the far north of the country.
Finland’s education policymakers and world-renowned experts are not exhorting citizens to “look at who’s doing the excluding” or how Swedish-speaking Finns are “objectively segregationist.” Finland does respect and tolerance much better than Ms Carey.
Finland is not only a world leader in the quality of state-school education, it is also recognised as a leader in language education and plurilingualism. Monta rautaa tulessa (many irons in the fire) sums up how Finns regard, value and take pride in their language skills.
Not all is perfect but there is much to learn from Finland if we pay attention to its real lessons instead of Ms Carey’s alternative facts.
Some facts will be clear. Ms Carey will not be able to “elucidate” how Finnish-speaking, Swedish-speaking or Sami-speaking Finns regard their language heritage as nationalistic nonsense. Nor will she be able to “elaborate” on how Finns regard choice of language medium for education as a ruthless obstacle to foreigners wishing to integrate into Finnish society.
There is concern in Finland about uneven concentration of immigrant learners across the education system. Sahlberg once more: “For example, in the city of Espoo, there are schools with more than 40% immigrant student populations, while some schools have practically no immigrants.” Immigrants unsurprisingly tend to choose the Finnish-speaking schools of the majority demographic rather than Swedish-speaking ones. Sahlberg nevertheless believes that “Finland has been able to enhance equity in education while schools and classroom have become more diverse”.
Interestingly, Sahlberg notes research showing that immigrant students in Finland performed significantly better in PISA tests than their peers in other countries. Based on the same studies, he also believes there is a threshold of about 20% “in the proportion of immigrant students per class after which the learning achievement of all students in that class begins to decline”.
Alas, space prevents further discussion of Finland’s and Ireland’s shared characteristics and different experiences. However, I would like to add that the success of Gaelscoileanna and the Irish-medium education movement clearly mirrors aspects of what has worked so successfully in Finland. With special regard to the development of language skills in both Irish and in foreign languages, Finland offers important lessons for policymakers and other stakeholders in Irish education.
Equally, the success of Gaelscoileanna and the Irish-medium education movement also offer key lessons for policymakers and stakeholders interested in the development of language skills for living and prospering in a global world. Níl aon tinteán mar do thinteán féin.
In summing up, I will paraphrase Ms Carey from 2015: Since her analysis is flawed, so is her suggested solution. Her real problem is her obsession with Irish parents who choose to enrich their children’s lives with an education in the language of their national heritage. It is she who would have heart failure if she were presented with a system that was even more like Finland’s.
Mark Reynolds,
Artane
Dublin 5
Ar mhaith leat Gradam an Séala Eorpach Teanga a bhuachan?
Feabhra 2, 2017
Tionscadail: Tá tionscadail an Séala Eorpach Teanga nuálach, éifeachtach agus is féidir iad a athdhéanamh. Cuireann siad feabhas ar cháillíocht teagasc agus foghlaim teangacha.
Daoine Aonair: Má tá aithne agat ar mhúinteoir teanga den chéad scoth, duine atá diongbháilte díograiseach agus a spreagann daoine eile, ainmnigh é/í mar Mhúinteoir Teanga na Bliana.
Dáta dúnta: Dé Máirt 28 Feabhra 2017
Tá foirmeacha iarratais agus tuilleadh eolais ar fáil ó www.leargas.ie
Ráiteas Gaeloideachas maidir le dífheistiú pátrúnachta agus soláthar lán-Ghaeilge
Feabhra 1, 2017
Fógraíodh ar an 30 Eanáir 2017 go bhfuil plean nua ag an Aire Oideachais & Scileanna le dífheistiú pátrúnachta a chur chun cinn ar mhaithe le freastal ar éileamh ar scoileanna ilchreidmheacha agus neamh-shainchreidmheacha. Tá ráiteas an Aire ina leith ar fáil ar shuíomh na Roinne Oideachais & Scileanna: https://www.education.ie/en/Press-Events/Press-Releases/2017-Press-Releases/PR17-01-30.html
Fáiltíonn Gaeloideachas roimh tiomantas an Aire an próiseas dífheistithe a bhrú chun cinn. Aithníonn muid go mbeidh deiseanna ann do scoileanna lán-Ghaeilge pátrúnacht a aistriú, nó sainmheon creidimh na scoile a athrú faoina bpátrún reatha. Tuigeann muid go mbeidh éileamh ar a leithéid i measc na scoileanna lán-Ghaeilge, fáiltíonn muid roimhe agus táimid ag súil leis go dtabharfaidh an próiseas dífheistithe misneach agus tacaíocht dóibh le hathruithe a chur i bhfeidhm nuair is léir gur sin atá óna scoilphobail.
Tá Gaeloideachas buartha, áfach, go ndéanfar faillí ar na pobail nach bhfuil soláthar lán-Ghaeilge ar fáil dóibh cheana féin ag an mbunleibhéal. Níor pléadh an próiseas athbhreithnithe leis na páirtithe Oideachais, Gaeloideachas ina measc, sular fógraíodh an cur chuige nua, agus níor tugadh deis dúinn an bhuairt seo a phlé. Ní léir go bhfuil measúnú nó freastal ar an éileamh ar oideachas lán-Ghaeilge san áireamh sa chur chuige beartaithe, ainneoin gur aithníodh freastal ar éileamh ar oideachas lán-Ghaeilge mar cheann de na príomhfheidhmeanna a bheadh ag an bpróiseas dífheistithe.
Ní oireann cur chuige an aistrithe bheo d’athrú sainmheon teanga scoile. Ní léir dúinn go bhfuil féidearthacht ann go mbeidh breis scoileanna lán-Ghaeilge mar thoradh ar an bpróiseas seo. Tá ró-éileamh suntasach ar áiteanna i 30% de na scoileanna lán-Ghaeilge lasmuigh den Ghaeltacht faoi láthair, agus go leor ceantair eile ann nach bhfuil rochtain ag páistí iontu ar scoileanna lán-Ghaeilge ar chor ar bith. Léirigh taighde ón Institiúid Taighde Eacnamaíochta agus Sóisialta go roghnódh 23% de dhaoine scoil lán-Ghaeilge dá bpáistí dá mbeadh sé mar rogha acu, ach is níos lú ná 8% de pháistí a bhfuil na scoileanna in ann freastal orthu faoi láthair. Ní léir go bhfuil foráil shoiléir sa mheicníocht mholta chun forbairt an tsoláthair riachtanach seo a éascú; fágfar na páistí a mbeadh ag freastal ar scoil lán-Ghaeilge dá mbeadh sé mar rogha acu ar lár.
Tá iarratais seolta ag Gaeloideachas chuig an Aire Oideachais & Scileanna, Richard Bruton, agus Ard-Rúnaí na Roinne, Seán Ó Foghlú, ag éileamh go dtabharfaí faoi comhairliúchán ar bhonn práinne leis na páirtithe Oideachais sula gcuirfear an próiseas athbhreithnithe i bhfeidhm, chun go mbeidh deis cothrom ann leis na himpleachtaí a bheadh ag an gcur chuige do pháistí, tuismitheoirí agus scoileanna a phlé. Fáiltíonn muid roimh teagmháil ó scoileanna ar mian leo impleachtaí an phróisis dá gcás féin a phlé linn – déan teagmháil le Clare ar 01-8535193 nó clare@gaelscoileanna.ie.
Folúntas: Múinteoir Treoirghairme á lorg ag Coláiste Íosagáin
Feabhra 1, 2017
Múinteoir Treoirghairme (11uair sa tseachtain) á lorg ag Coláiste Íosagáin ón 6 Márta 2017 go deireadh na scoilbhliana le saoire mháithreachais a chlúdach. Má tá suim agat sa phost seo, déan teagmháil leis an scoil láithreach tríd ríomhphost ag colaisteiosagain1971@gmail.com nó cuir glaoch ar uimhir na scoile 01 2884028 nó 087 2341785. Scaipigí an scéal le bhur dtoil
Folúntas: Múinteoir Gearmáinise á lorg ag Coláiste Íosagáin
Feabhra 1, 2017
An bhfuil Gearmáinis agat?
Múinteoir Gearmáinise (11 uair sa tseachtain) á lorg ag Coláiste Íosagáin ón 6 Márta 2017 go deireadh na scoilbhliana le saoire mháithreachais a chlúdach. Má tá suim agat sa phost seo, déan teagmháil leis an scoil láithreach tríd ríomhphost ag colaisteiosagain1971@gmail.com nó cuir glaoch ar uimhir na scoile 01 2884028 nó 087 2341785. Scaipigí an scéal le bhur dtoil.
Coláiste na Rinne – Oíche Eolais
Eanáir 30, 2017
Beidh Oíche Eolais de chuid Choláiste na Rinne ar siúl in Ardán Cusack i bPáirc an Chrócaigh ag a seacht a chlog ar an gceathrú lá deag de mhí Feabhra. Scoil na Leanaí a mbeidh á phlé, scoil chónaithe atá i lonnaithe i nDún Garbhán i gContae Phort Láirge. Daltaí idir a deich mbliain d’aois agus a trí bliana deag d’aois atá i gceist.. Má tá suim agat i ngaelscolaíocht, bheadh fáilte romhat. Beidh taispéantas scoile á thaispeáint. Tá tuilleadh eolais ar fáil ar www.anrinn.com.
(English) Minister Bruton announces new plans to accelerate provision of multi- and non-denominational schools
Eanáir 30, 2017
Scléip Gael Linn 2017, Croaobhchomórtas i gCluain Tarbh!
Eanáir 30, 2017
Beidh craobhchomórtas Scléip Gael Linn 2017, an comórtas tallainne le béim ar na healaíona comhaimseartha, ar siúl in amharclann Clasach, Cluain Tarbh ( www.clasac.ie ) Déardaoin, 2 Feabhra 2017. Beidh suas le 300 aisteoirí, ceoltóirí, rinceoirí agus amhránaithe ó iar-bhunscoileanna lán-Ghaeilge agus Gaeltachta ó Dhún na nGall go dtí Daingean Uí Chúise, mar aon lena gcuid múinteoirí agus tuismitheoirí, i láthair don ócáid.
Cuirfear tús leis na comórtais ag 11.00a.m. agus beidh críoch leis an lá ar a 5.30p.m. Bhí ceithre réamhbhabhta réigiúnacha ar siúl ag i rith mhí na Samhna/mí na Nollag –i Muineachán, i nGaillimh, i mBaile Átha Cliath agus i Mainistir Fhear Maí, Co. Chorcaí, ag a roghnaíodh na hiomaitheoirí don chraobhchomórtas.
I measc na moltóirí a bheidh ann ar an lá mór, beidh an léiritheoir drámaí, Síle Ní Dhuibhne, an damhsóir, Breandán de Gaillí, agus na ceoltóirí agus cumadóirí, Méabh Ní Thuathaláin, Edel Ní Churraoin, Enda Reilly agus Pádraig Ó Conghaile ( nó MC Muipéad )!
Bronnfar duaiseanna ar na buaiteoirí i ngach rannóg agus Gradam Scléip ar an amhránaí/ceoltóir aonair nó ar an ngrúpa is mó a sheasann amach. Don chéad uair chomh maith, bronnfar duais Gradam Cheoil Nós don amhrán nua-chumtha is fearr sna comórtais amhránaíochta, canta ag duine aonair nó ag grúpa. Is iad Seán Ó Ceallaigh, Gael Linn, agus Niamh Ní Chróinín, Raidió Rí Rá, a bheidh mar láithreoirí ar an ócáid. Táimid ag súil le han-lá – beidh fáilte mhór roimh lucht féachana !
Group of six retain a perfect record
Eanáir 30, 2017
FEE-paying schools continue to dominate when it comes to sending students to third level, figures compiled over the past eight years reveal.
Out of more than 700 schools nationwide, just six have maintained a 100pc record in sending students on to third level in that time. Just one non-fee-paying school has maintained that perfect record since 2009.
By comparing the percentage of students who were admitted to a university after studying in a school with a perfect record, it is possible to distinguish which is the best performer overall.
Figures compiled by the Sunday Independent show Glenstal Abbey, Co Limerick, has emerged as the county’s best-performing school, up two places from third on last year’s list.
It pipped Presentation Brothers College in the Mardyke, Cork, to the honour by a narrow margin of just 0.08pc.
An analysis of the data shows Glenstal Abbey has sent proportionally more of its students to third level, with 292 boys sitting the Leaving Certificate at the boarding school since 2009.
Digging deeper it is possible to see that the school, which charges a €18,950 seven-day boarding fee, sends a majority of its students on to Dublin-based universities.
University College Dublin has admitted 79 Glenstal students since 2009, Trinity College admitted 68 and another 12 former pupils went on to study in Dublin City University.
Dublin leads the way as the county with the highest number of schools to maintain a perfect record in the past eight years. Three of the six schools to send all of their students on to college since 2009 are located in the capital – an unsurprising statistic given the size of its population. It is also the only county in Leinster with schools that have maintained a perfect record in the past eight years.
All of the remaining schools with 100pc records are in Munster, with counties Limerick, Cork and Tipperary represented.
Glenstal Abbey sent 80.82pc of its students to university over the past eight years. The remaining students went on to study in other colleges. Presentation Brothers College in Cork sent 80.74pc of its students to university in the same period.
Both are fee-paying, all-boys schools.
Some 75pc (662) of the 883 pupils who sat the Leaving Certificate in Presentation Brothers College went on to take up courses in University College Cork. Cork Institute of Technology is also well served by Presentation Brothers College, taking in 154 students from the school since 2009.
The school slipped one place in the Sunday Independent league table over the past 12 months to second place, while the next best performing school – Mount Anville School, in Dublin 14 – slipped one place to third.
Mount Anville remains the capital’s highest-placed school and is also the country’s best performing all-girls school, with 79pc of its students placed in universities between 2009 and September last year.
Former pupils have tended to stay in the capital – with more than half (52pc) of the 831 students who went through the school since 2009 moving on to study courses in University College Dublin. Trinity College took in 164 Mount Anville pupils and 111 went on to the Dublin Institute of Technology.
Colaiste Iosagain, Stillorgan, is fourth overall and the second placed Dublin school and all-girls school.
It claims the title of the country’s best performing non fee-paying school.
Cistercian College in Roscrea, Co Tipperary, is the fifth best school on the list with all of its 338 former pupils securing college places in the past eight years – with 71pc placed in universities.
St Mary’s College in Rathmines, Dublin 6, is the last remaining school to hold a perfect record when it comes to sending students on to third level. Some 60pc secured places in universities since 2009.
