Minister Quinn publishes Ireland’s first National Strategy on Education for Sustainable Development (ESD)
July 7, 2014
The Minister for Education and Skills, Ruairí Quinn, T.D., today published the “National Strategy on Education for Sustainable Development, 2014-2020”, Ireland’s first such strategy.
Education for sustainable development fosters and strengthens the capacity of individuals to make judgements and choices in favour of sustainable development.
The Strategy aims to ensure that learners are equipped with the relevant knowledge, and the key dispositions, skills and values to motivate and empower them to become informed citizens acting for a more sustainable future.
Eight ‘priority action areas’ have been identified. They include leadership and coordination, data collection and baseline measurement, and promoting participation by young people in decisions that affect them.
Each of the eight priority areas has a series of recommendations. These recommendations encompass all areas of the education system, from pre-school through to further and higher education, as well as non-formal and community education, and the Youth sector.
The ESD plan promotes greater participation by children and young people in decisions that affect them within the education sector, principally through student councils. This is in keeping with the Minister’s drive to ensure the voice of students is included in education. The establishment of more student councils at primary level will be encouraged, and the existing student council model at post primary level will be reviewed.
Welcoming the Strategy, Minister Quinn highlighted the importance of the Department of Education and Skills promoting sustainability in its own practice, “As an architect, I am delighted that the Department has won awards for sustainable design in our school building projects.
“This National ESD Strategy commits the Department to continue to build infrastructure that is cutting edge in terms of sustainability, as well as seeking to reduce its own energy usage and that of other institutions within the education sector.”
“I would like to extend my appreciation to those who generously contributed their time and expertise. In implementing the ESD Strategy, the Department will be seeking to work closely with you in this important area.”
An ESD Advisory Group is to be established, representing stakeholders, and chaired by a DES official, for exchanging best practice, building partnerships and mobilising stakeholders.
The publication of the National Strategy for ESD fulfils Ireland’s commitments under the United Nations Decade of Education for Sustainable Development. It is also one of the commitments in Our Sustainable Future, the National Strategy on Sustainable Development, which was published by the Department of Environment, Community and Local Government in 2012.
Eight priority action areas:
1. Leadership and coordination
2. Data collection and baseline measurement
3. Curriculum at pre-school, primary and post-primary
4. Professional development
5. Further education and training
6. Higher education and research
7. Promoting participation by young people
8. Sustainability in action
The report is available at http://www.education.ie/en/Publications/Education-Reports/National-Strategy-on-Education-for-Sustainable-Development-in-Ireland-2014-2020.pdf
Tús curtha le hobair ar scoil agus áiseanna spóirt nua do Bhunscoil Bheann Mhadagáin
July 3, 2014
This month’s edition of Nuachtlitir Ghaelchultúir
July 3, 2014
Read online here: Newsletter
Update on Forum on Patronage and Pluralism in Primary Sector published by Minister Quinn
July 2, 2014
Paper outlines progress made to date and discusses options for making all primary schools more inclusive
The Minister for Education and Skills, Ruairí Quinn T.D., has published a paper: Forum on Patronage and Pluralism in the Primary Sector: Progress to Date and Future Directions.
The document is a follow-up to the Report of the Advisory Group to the Forum on Patronage and Pluralism, which examined how to ensure and promote greater diversity and inclusion in primary schools.
Despite the changed nature of Irish society with more people practising different religions and none, some 96% of all primary schools have religious patrons, with almost 90% of these under the patronage of the Catholic Church.
The Forum made a series of recommendations on issues which included:
- Future patronage arrangements;
- Divesting of patronage;
- Irish language provision; and
- Promoting inclusion of diversity in existing schools.
The paper published today gives an update on the progress made to date on implementing the recommendations and focuses on options for promoting diversity in existing schools. It aims to inform schools of emerging good practices on inclusivity, rather than being prescriptive.
The document is informed by a public consultation process which took place in the autumn of 2013 where parents in particular were asked their views on how primary schools should make all children feel included. 434 submissions were made. There has also been an examination of how some schools are working to make all pupils feel welcome and included, no matter what their religion, beliefs or background.
Minister Quinn said, “It is clear that there is no one size fits all approach to ensuring all schools are inclusive and welcoming. Our schools have a proud tradition of serving their communities and have made an enormous contribution to our society. Denominational patrons have been an important part of this and will continue to play a strong role in our education system. However, our schools can be busy places. There is a risk that we can overlook some fundamental rights to which pupils and their parents are entitled.”
“These issues may not be a pressing concern for parents who are happy with their children’s schools. This does not, however, release us from our responsibilities to make sure that schools are as welcoming and as inclusive as possible to all pupils of all backgrounds, beliefs and nationalities.”
The document examines good practice in relation to:
- The right to opt out of religion classes;
- Scheduling of Religion Classes and other Religious Activities;
- Options for Pupils in relation to Religious Ceremonies of the Ethos of the School;
- Celebration of Religious Festivals;
- Display of Artefacts.
Under the Constitution, all parents have the right to withdraw their child from religious instruction in schools. Schools are obliged to respect this right, but according to the document, this is currently happening in a variety of ways, for example pupils may remain in class doing other work, they may leave the classroom but remain in the school under supervision or move to another class where they can participate in a different lesson.
With regard to scheduling religion classes, options such as religion classes taking place at the start or end of the school day, classes being clustered into one or two longer sessions per week or staggering religion classes in larger schools with multiple streams are outlined.
The paper examines the need to balance the wish in denominational schools to celebrate their religious ethos in gatherings of the whole school community with the objective of inclusivity. It is also recommended that the celebration of religious festivals be handled sensitively in consultation with parents and groups of different religions, beliefs and backgrounds.
The banning of religious artefacts is not suggested. Rather, other artefacts from different traditions could also be displayed in a school as part of a process of celebrating diversity and education about other belief systems.
The document also outlines the work being done by the New Schools Establishment Group which is tasked with determining the patronage of any new schools built by the Department.
Parental demand and plurality of choice of patron in an area are particularly considered by the Group when deciding patronage of new schools.
The paper also notes that the divestment process in areas where there is stable population and little prospect of new schools being opened has not been as rapid as originally envisaged. 43 areas were surveyed following the Forum Report; in 28 areas sufficient demand for a greater choice of patronage was identified. Four Educate Together schools are due to open this September as part of this process, with a fifth multi-denominational school that opened in temporary accommodation last year, moving to an Edmund Rice Schools Trust building in September.
The engagement with patrons so far has been positive and it is expected that further progress can be achieved for new schools in 2015 and onwards.
Chairperson of the Forum, Professor John Coolahan welcomed the new paper, “This is a valuable and timely document. It provides a good contextual analysis of the issues, highlights the underpinning reasons for change, provides an up-date on a sequence of relevant developments, and provides guidance to school communities on being more inclusive into the future.
“While it notes that progress on the recommended divestment of patronage process has been less than expected to date, the document indicates that Irish society is moving towards a more pluralist primary school system, respecting the rights of all citizens. It also reflects a more informed public awareness of the issues than was the case a few years ago.”
The paper can be accessed at http://www.education.ie/en/Press-Events/Conferences/Patronage-and-Pluralism-in-the-Primary-Sector/Progress-to-Date-and-Future-Directions-Forum-on-Patronage-and-Pluralism-in-the-Primary-Sector.pdf
www.education.ie
Sesame Street Activity Book – i nGaeilge
July 1, 2014
By Sarah Richards and Helena Gannon
Practise Irish with the Sesame Street characters!
Full colour, visually attractive activity book
Fun activities including mazes, spot the difference, pre-writing skills, problem solving, developing creativity, fine motor skills and language development
Notes to assist parents on every page
Suitable for children aged 4 – 6 years
Children will enjoy learning Irish and new vocabulary helped by their favourite Sesame Street characters – Elmo, Big Bird, Cookie Monster and Bert and Ernie
Price: €7.95
Further info – http://www.edco.ie/Sesame-Street-Activity-Book/Default.4289.html
Education Minister invests in Irish-medium pre-school sector
July 1, 2014
Education Minister, John O’Dowd, is to provide interim funding for pre-school services currently provided by Altram.
Over a number of years, Altram has provided a range of specialist support and training services to Irish-medium pre-schools. They will experience a short-fall in their funding for pre-school services following the changes being brought in by Foras na Gaeilge as a result of an North South Ministerial Council decision made last year.
The Minister said: “Altram currently provides a range of important specialist support for the Irish-medium pre-school sector. The future provision of some of the services is now uncertain.
“In light of the priority which I attach to the role for early years education services in the delivery of the Department’s vision and goals I have agreed to provide some short-term transitional funding to provide security of service in the immediate future.
“The funding will be managed by Comhairle na Gaelscolaíochta to maintain essential support services for Irish-medium pre-school provision. I also intend to review how services to this sector are delivered to ensure that a more strategic way forward can be decided and implemented as soon as possible”.
www.deni.gov.uk
Speech for Dáil Debate – Houses of the Oireachtas Joint Committee on Education and Social Protection Report on the Draft General Scheme of an Education (Admission to Schools) Bill 2013
June 30, 2014
Ceann Comhairle,
I am delighted to have this opportunity today to participate in a debate about the Joint Committee’s pre-legislative report on my proposed Admission to Schools Bill.
Last September I published a draft regulatory framework for discussion ahead of enacting legislation.
The framework consisted of the Draft General Scheme for an Education (Admission to Schools) Bill and the associated draft regulations.
This followed on from a public consultation process that was held in 2011.
It is not generally the case that draft regulations are provided alongside the general scheme of a bill.
However, I was anxious to do so in this case in order to facilitate a comprehensive discussion on the full range of measures to be provided – whether in the bill or in regulations.
The draft General Scheme was referred to the Oireachtas Joint Committee on Education and Social Protection last September to allow a full public discussion.
The Committee invited written submissions from interested individuals or groups and a total of 57 submissions were received.
As part of its work the Committee held 3 days of public hearings which facilitated discussion with relevant stakeholders including representatives of parents and education partners among others.
The report was published on 5th March of this year.
I would like to take this opportunity to thank the Committee for its work in facilitating public discussion on the draft proposals for this legislation.
I would also like to record my appreciation to all those that made submissions and presentations to the Committee.
The Committee’s report contains 14 conclusions: some relating to the draft general scheme and others relate to the draft regulations which I published alongside the draft general scheme.
These recommendations are being considered by my Department in parallel with the drafting of the Bill that is currently underway.
There will also be opportunity to consider them while the Bill, when published, goes through the various stages of the House.
Today’s debate gives an additional opportunity for me to hear the views of members of this House on the Committee’s report.
When considering the Committee’s report it is important to note that our aim with the draft framework is to create a new more parent-friendly, equitable and consistent approach to how school admissions policy should operate for all 4,000 plus primary and post-primary schools.
Its purpose is to improve access to schools for all pupils and to ensure there is consistency, fairness and transparency in the admissions policies of all schools and in the service they provide to parents.
Throughout this process, I have been anxious to ensure that we have a fair and balanced school admissions process.
I know that many parents are happy with the schools their children attend and that the vast majority of schools are inclusive and welcoming places.
But there are cases where there is disappointment and dissatisfaction, with limited means of dealing with this.
The draft framework seeks to strike an appropriate balance between school autonomy and the interests of parents in our education system.
For the reported 80% of schools that enrol all pupils the impact of the framework will be relatively marginal.
For the remaining 20% of schools that are oversubscribed, the framework specifies a small number of oversubscription criteria that will not be permissible.
Otherwise schools have discretion on how they prioritise applicants for admission (provided it is lawful from an equality perspective).
The General Scheme involves the introduction of new primary legislation that will:
- Require all admission policies to include an explicit statement that the school will not discriminate against any applicant on grounds of – disability, special educational need, sexual orientation, family status, member of traveller community, race, civil status, gender, faith or religious tradition or no faith
- Set out the powers of the Minister to regulate school admissions
- Provide that it is the function of a principal to implement admission policy
- Replace Section 29 appeal process against refusal to enrol decisions with a local appeal to Board of Management
- Provide the Child and Family Agency and the NEWB with the power to designate a school for a child with no place
- Provide for a school to appeal against a designation
- Provide the Minister with the power to require schools in an area to co-operate regarding admissions
- Introduce compliance measures that provide for the patron and/or Minister to appoint an independent person to operate the schools admission policy. The Minister would be required to seek court approval to exercise this sanction.
The legislative framework takes admissions out of the Section 29 appeals process because it is not fit for purpose.
It is cumbersome and creates a significant administrative burden.
The Section 29 appeal process has a significant flaw as it makes no distinction between a child not getting enrolled in a school of choice and a child who has no school place.
The experience is that in situations where demand exceeds supply, Section 29 appeals are generally futile – the school refused admission simply because it did not have enough places.
The committee report raised the need to consider the retention of Section 29 appeals or some form of external appeal mechanism.
I still plan to remove admission as it is currently provided for in Section 29, but I am considering what alternative approaches may be possible.
At the same time, I am conscious that there is a desire to retain all decision making on these matters at school level, to avoid infringing on school autonomy.
I am particularly interested in hearing the views of members in this debate on how best to balance school autonomy on one hand, and access to an external statutory appeal mechanism that would impose decisions on schools on the other.
The Oireachtas Committee report also expressed concerns regarding the proposal for a school to be permitted to refuse admission based on provision of Gardaí/HSE advice.
Having regard to this conclusion and also the particular concerns raised by the National Council for Special Education (NCSE) and the Ombudsman for Children in relation to this issue, the provision in question has been removed from the General Scheme.
The framework also strengthens our capacity to cater for children who cannot get any school place.
This is important and particularly so for children that are vulnerable or at risk.
The aim is to get such a child a school place in a timely manner.
For those children who cannot get any school place there are new powers for the National Council for Special Education (NCSE) and the Child and Family Agency to designate a school place for such a child.
This power should ensure the timely allocation of a school place for such children.
Up to now the parents of these children would generally have made multiple appeals to Section 29 Committees without success.
The regulations, which will be reviewed following further consultation, provide for the following:
- A common national earliest date for the commencement of enrolment across the school system.
- Subject to limited exceptions the default position is that if a school has capacity it must enrol all applicants.
- Other than recognised fee-charging schools, parents are not charged any booking deposits, fees or other payments as a condition of initial enrolment or for continued enrolment.
- Parents will see in advance from the enrolment policy the oversubscription criteria the school will use if demand exceeds supply.
- Schools have discretion on what oversubscription criteria they use provided they are not one of the listed criteria that are not permissible.
- If a school was oversubscribed in the previous year or expects to be in the coming year, parents can see from the information provided by the school which categories of applicants were successful in the previous year’s enrolment process (this will be a useful and early indicator to the parent on the chances of being allocated a school place).
- If an applicant is unsuccessful in getting a school place then the parent will be given the reasons why the applicant failed to meet the enrolment criteria (this transparency should bring clarity for a parent and help reduce appeals).
The draft regulations that were published provide that it is not permissible to prioritise applicants on basis of:
- Attendance at any particular pre-school, crèche
- Attendance at meeting, open day or interview
- Date of birth (except at primary level)
- Order in which applications were received (5 year transition period to phase out waiting lists)
- Past pupil (limited derogation for existing schools that use this criteria)
- Financial contribution or commitment to same
- Academic ability, skills or aptitude
- Occupation or financial status of the student’s parents
The Oireachtas Committee report made of number of conclusions regarding the regulations which involved earlier phasing out of waiting lists and removal of the past pupil derogation.
These issues relate to the draft regulations.
In relation to waiting lists, the draft regulations prohibit waiting lists generally but provide a limited derogation to allow schools which have traditionally used this approach to phase out existing waiting lists over a five year period.
The report recommends that this should be done over a shorter period unless there are legal obstacles.
This issue will be further examined.
In addition, the report questioned how school enrolment difficulties that children in care may experience could be best addressed.
This matter will be further considered in consultation with the Department of Children and Youth Affairs.
In relation to the proposed derogation in the draft regulations to allow schools, in certain circumstances, to give priority to children of past pupils, the Committee considers that there should be no such derogation, and that a school should not be permitted to give priority to a student on the grounds that he or she is the son or daughter of a former student of the school.
In addition the Committee considers that a school should be permitted to give priority to a student who has a sibling who is currently attending the school.
The draft regulations provide for some limited priority to be given to the children of past pupils of a school.
The approach taken aimed to strike a balance by limiting the number of places that can be allocated in this manner to a maximum of 25%.
This issue will be reflected on further following consultation. It should be noted that the draft regulations do, in fact, permit priority to be given to pupils who have a sibling currently attending the school.
I would like to take this opportunity to clarify that the draft framework is primarily focused on the mainstream enrolment of junior infants at primary level and first years at post-primary level.
The framework will be refined to ensure that it takes account of enrolment in special classes and special schools.
I also acknowledge that some adjustment will need to be made to the scheme to ensure that there are no unintended consequences in the legislation for the arrangements for enrolment in other situations such as enrolment in post leaving certificate courses.
Before I conclude, I would like to state that I intend to include an amendment to Section 28 of the Education Act as part of this Bill which would provide the legislative underpinning for a Parents and Learners Charter.
The purpose of the Parents and Learners Charter is to:
- Strengthen the position of parents within the school system and to bring about a culture change in how schools engage with and involve parents (and students in an age related manner),
- Foster a culture of better engagement and communication by schools with parents and students which should ultimately reduce the need for invoking the complaints and grievances procedures.
The aim of these legislative proposals is to ensure fairness and transparency in school enrolment.
The framework constitutes a significant public service reform aimed at substantially improving the experience between the public and schools on student admission.
Transforming our public services and ensuring that the citizen is at the heart of how public services operate is an important objective of the Government.
The Oireachtas Committee report recognises the need for school admission practices to adapt to meet the circumstances of a diverse and changing society and comments that the legislative proposals “address a range of factors that cause frustration and obstacles at present. At the same time, they aim to allow schools as much autonomy as possible”.
I have made it clear that I will look at refining elements of the framework if it becomes clear from the consultation process that such changes are necessary and appropriate while at the same time continuing to ensure that all applicants for enrolment are treated in a fair, consistent and transparent manner.
www.education.ie
Coldplay Vs Lurgan “Sky Full of Stars” as Gaeilge
June 30, 2014
Department of Education and Skills publishes key annual statistics for 2013/14 academic year
June 30, 2014
Despite huge growth in school going population, pupil teacher ratio is maintained
The Department of Education and Skills is publishing its key statistics for the 2013/14 academic year today.
This document outlines the numbers of students attending primary and post-primary school, the pupil teacher ratios, number of schools and teachers as well as a county by county breakdown of student and classroom numbers.
It shows that the number of children attending primary school has increased by 9,895 at primary level and 4,331 at post-primary (excluding PLCs). Despite these massive rises, pupil teacher ratios at primary school have dropped slightly from 16.4 to 16.3, while they have remained constant at second level at 13.9.
Welcoming the publication, Minister for Education and Skills, Ruairí Quinn T.D. said, “We have a growing population of young people in this country and despite the difficult financial circumstances we face as a country, we prioritised education so that the number of teachers we have in the system has also grown in order to protect pupil teacher ratios.”
“There are a thousand more teachers employed in schools around the country this school year, than there was the year before. While there has been a moratorium on recruitment across other sectors in the public service, this has not applied to teaching and shows the commitment this Government has to educating our future generations.”
The total number of primary schools is now at 3,286 which is down 7 on last year. This decrease is a combination of the establishment of 16 new schools, mainly in areas of growing population, and the closure or amalgamation of 23 schools. The average class size in primary schools has remained relatively unchanged at 24.8.
There are now 1,351 primary schools with less than 100 pupils, with 600 of these having fewer than 50.
There are now 723 second-level schools, up two on last year. Half of these schools have more than 500 pupils, although there are some 15 second level schools with less than 100 pupils.
The total number of full-time students in education institutions funded by the Department of Education and Skills is now at its highest level yet, at more than 1 million. This includes those from primary school to third level[1], including PLC colleges.
The key statistics document can be found at http://www.education.ie/en/Publications/Statistics/Key-Statistics/
The publication date has been significantly improved this year, as previously the data was published in September.
www.education.ie
Is rud dodhéanta é forbairt scoileanna a idirscaradh ón chóir iompair a thabharfaidh chun na scoileanna iad
June 27, 2014
