An M. Oid. san Oideachas Lán-Ghaeilge seolta go hoifigiúil ag an gComhairle Mhúinteoireachta i gColáiste Mhuire gan Smál
Samhain 6, 2013
Seoladh clár nua iarchéime, An M. Oid. san Oideachas Lán-Ghaeilge, i gColáiste Mhuire gan Smál ar an Satharn, 02 Samhain 2013. Is é seo an chéad chlár iarchéime sa tír le sraith modúl atá comhtháite, comhleanúnach agus idirghaolmhar le freastal go sonrach ar oideoirí tumoideachais agus ar ghairmithe eile a bhíonn ag obair i réimse an oideachais lán-Ghaeilge. Ag seoladh an chláir go hoifigiúil ar an lá, dúirt Stiúrthóir na Comhairle Múinteoireachta, an tUas. Tomás Ó Ruairc, “Tá an clár seo, an M. Oid. san Oideachas Lán-Ghaeilge an-tábhachtach, go háirithe d’earnáil an tumoideachais agus na Gaelscolaíochta. Tá an clár trasearnála cumais foghlama seo ag cruthú spáis ar bhealach a thugann an scóip is mó is féidir do mhúinteoirí a bpróiseas foghlama féin a mhúnlú agus a stiúradh – le chéile. Tá sé ag cruthú an spáis sin ar bhealach atá iomlán solúbtha agus ilghnéitheach Tá an clár le moladh as an oiread sin earnálacha a tharraingt le chéile in aon phróiseas foghlama amháin. Tá an earnáil ag lorg a leithéid le fada an lá.”
Dúirt Uachtarán Choláiste Mhuire gan Smál, An tOllamh Mícheál Ó hAodha, “Trí imeascadh a dhéanamh ar chur chuige a roghnófar go cúramach agus a chuirfidh leis an gcur chuige duine le duine agus ar líne, ag teacht leis na torthaí foriomlána foghlama, tá sé beartaithe go bhforbróidh an clár ilchodach iarchéime seo pobail fiosrúcháin ina mbeidh teagasc agus foghlaim den chéad scoth chomh maith le scoláireacht agus taighde ag an leibhéal is airde”. Léirigh Déan an Oideachais, Coláiste Mhuire gan Smál, An tOllamh Teresa O’ Doherty go bhfuil sainriachtanais i ngort an oideachais Lán-Ghaeilge. Agus í ag caint le linn na hócáide, dúirt sí, “Is léir go bhfuil géarghá le clár ar leith a fhreastalaíonn go beacht ar na sainriachtanais um fhorbairt ghairmiúil aitheanta seo. Tá céim shuntasach chun tosaigh tógtha againn inniu i saol an oideachais Lán-Ghaeilge.”
Ag an seoladh, bhronn Cathaoirleach na Comhairle um Oideachas Gaeltachta agus Gaelscolaíochta, An tUas. John Carr, spárántachtaí taighde ar mhic léinn an chohóirt reatha. Dúirt T.J. Ó Ceallaigh, Comhordaitheoir an Chláir, “Tá bearnaí suntasacha fós le líonadh nuair a thagann sé go taighde dúchasach an tumoideachais agus an oideachais lán-Ghaeilge sa tír seo. Cuirfidh an cohórt reatha seo agus aon chohórt eile sa todhchaí go suaithinseach agus go suntasach le réimse taighde agus cleachtais an tumoideachais agus an oideachais dhátheangaigh, go náisiúnta agus go hidirnáisiúnta. Tá na síolta curtha inniu. Beimid ag súil leis an bhFómhar”
Ma tá tuilleadh eolais uait a bhaineann leis an gclár nua trasearnála cumaisc foghlama seo, An M. Oid. san Oideachas Lán-Ghaeilge, is féidir teagmháil a dhéanamh le Comhordaitheoir an Chláir, T.J. Ó Ceallaigh ag tj.oceallaigh@mic.ul.ie
Tairiscint speisialta ar Forever Languages
Samhain 5, 2013
Comhlacht úrnua is ea Forever Languages, agus is mór an paisean atá againn do theangacha. Tá sé mar príomhaidhm againn grá teanga a chothú i measc mac léinn de gach aon aois agas cumas teanga.
Tá roinnt leabhar ar díol againn do scoileanna lán-Ghaelach agus tá tairiscint speisíalta ar siúl againn do Gaelscoileanna.ie i rith mí Samhain. Tabharfar lacáiste 10% agus postas saor in aisce ar orduithe a íocfar roimh 30 Samhain 2013: níl le déanamh ach Gaelscoileanna.ie a lua nó códfhocal GAEL a úsáid agus an t-ordú á dhéanamh agat ar ár suíomh gréasáin: www.foreverlanguages.com
Is iad na leabhair ar thairiscint speisialta ná:
On y va! 1 + 2: Is é seo an t-aon chúrsa Fraincise trí Ghaeilge atá ar fáil don Teastas Sóisearach.
On y va! 1 – Téacsleabhar agus dlúthdhiosca don chéad bhliain iarbhunscoile
On y va! 2 – Téacsleabhar agus dlúthdhiosca don dara agus don tríú bliain iarbhunscoile
….à la française – Leabhar agus dlúthdhiosca Fraincise don leibhéal tosaitheoir bunscoile ná chéad bhliain sa meánscoil. Pleananna Ceachta déanta amach go mion do gach rémise ábhair – matamaitic, stair, tíreolaíocht, eolaíocht, ealaín agus corpoideachas. Acmhainn ar féidir fótachóip a dhéanamh di.
Forbartha i dtreo spraoi a bheith ag baint le foghlaim na Fraincise do gach duine.
Cuir ríomhphost chuig marie@foreverlanguages.com le haghaidh tuilleadh sonraí.
Tá leathanaigh samplaigh le fáil ar an suíomh gréasáin:
www.foreverlanguages.com/index.php/samples
Tá nótaí múinteora agus áiseanna breise le íoslódáil ar an suíomh : www.foreverlanguages.com/index.php/downloads
Corn an Earagail
Samhain 5, 2013
Ar an 11 Deireadh Fómhair d’eagraigh Scoil Fhionáin, An Fál Carrach lá mór spóirt do na scoileanna sa cheantar. Bhí ceithre scoil i láthair: Scoil Fhionáin An Fálcarrach, Scoil Dhoire Beaga, Scoil An Luinnigh agus Scoil an Chlochan Liath – bhí seacht fhoireann san iomlán trí fhoireann cailíní agus ceithre fhoireann buachaillí. Bhí sé ar siúl ibpáirc GAA Chloich Cheann Fhaola ar feadh an lae – bhí an ghrian ag soilsiú anuas orainn agus bhí lá iontach ag gach duine. Is é an moladh a bhí ann go mbeadh sé again gach bliain má fhaigheann muid an deontas d’imeachtaí idirscoile. Cheannaíomar dhá chorn agus thugamas’Corn an Earagail’ orthu agus boinn fosta. Seo thíos grianghraif ón lá!
Gairmscoil Chú Uladh – Bliots Cispheile idirscoile
Samhain 5, 2013
Ag tús mí Dheireadh Fomhair socraíodh bliots Cispheile idirscoile don chéad bhliain (Girseachaí + Gasúraí) a eagrú. Ghlac trí Scoil ghaelach ar fad páirt sa chomórtas cispheile seo, Pobalscoil Ghaoth Dobhair, Colaiste Chineal Eoghain agus muid féin, Gairmscoil Chú Uladh.
B’ iad na príomh spriocanna den chomótas seo ná deis a thabhairt do na daltaí feabhas a chur ar a gcuid scileanna cispheile ina dteannta lena gcuid Gaeilge. Cuireadh béim faoi leith ar an Ghaeilge a úsáid mar mheán cumarsáide le linn an lae. Bhain na daltaí uilig an-tairbhe as an imeacht ó thaobh na Gaeilge de.
Cé go raibh an – choimhlint idir na foirne uilig go léir sa deireadh bronnadh coirn agus boinn ar ghasuraí Colaiste Chineal Eoghain agus girseachaí Colaiste Chineal Eoghain. B’ é an t- atmaisféir gaelach, spreagúil agus dearfach a bhí le feiceáil le linn na cluichí iomaíoch agus siamsúil an rud is tabhachtaí a thainig amach as an lá!
School inspectors criticise standards of teaching in maths and Irish
Samhain 5, 2013
Teaching quality and standards in all other subjects were found to be satisfactory Report includes assessments after announced and unannounced inspections
School inspectors have highlighted unsatisfactory quality standards in the teaching of maths and Irish in schools. However, teaching in all other subject areas holds up better, with more positive assessments, a report by the chief inspector of schools has found. The report shows that a quarter of Irish lessons at primary level during inspections were unsatisfactory. In post-primary schools, about a third of Irish lessons were ranked as unsatisfactory, as were a quarter of maths lessons. And while maths learning in primary schools was satisfactory or better in 86 per cent of cases, the report showed that only half of students were involved in collaborative working, something considered essential in this subject area.
Teaching quality and standards in all other subjects were found to be satisfactory or better, according to the Chief Inspector’s Report 2010-2012 released yesterday. The highly detailed report includes assessments after announced and unannounced inspections by staff from the department. For the first time the inspector’s report includes surveys involving parents and also students, who give their assessments of teaching standards in our schools. Inspectors judged that 86 per cent of lessons inspected in unannounced inspections were satisfactory or better in primary schools, but 14 per cent were not satisfactory. The overall figures for post-primary schools were 87 per cent satisfactory or better and 13 per cent not satisfactory. This generally good performance was repeated across all lessons, the inspectors judged, except for in the areas of Irish and maths. Baseline of data Minist er f or Education and Skills Ruairí Quinn said he had read the report with interest. It now provided a baseline of data which could be used in ongoing inspection activities.
The difficulties with maths and Irish were a problem, he said. “Does it point to a need for reform? No, it screams for reform,” Mr Quinn said of the inspector’s findings. For too long people had “unwisely” accepted the notion that Ireland had the best education system in the world, something that blocked change. The report showed that generally the school system was performing well, he said, but it also revealed some weaknesses and pointed schools in the direction of improvement. The school system had been working “in a challenging context” given the fiscal restraints, said chief inspector of schools Harold Hislop. Student numbers had grown while the number of teachers has remained fairly static. The report included the details of a l mo s t 800 whole school evaluations and 1,100 incidental inspections at primary level, he said. At post-primary there had been a l mos t 190 whole school evaluations, more than 1,400 subject inspections and 430 incidental inspections, he said.
Inspection procedures had been changed considerably and this was the first such report to be issued publicly by the inspector’s office, Mr Hislop said. Also for the first time questionnaires were completed by thousands of parents and students to assess their views on the provision of education. These surveys showed there was a “communications issue” between schools and parents. While 94 per cent of primary pupils felt safe at school, only 70 per cent of parents f elt their child’s school was dealing well with bullying. Only 70 per cent of parents said their views were regularly sought by the school. Parental surveys The responses from parental surveys were very positive from the point of view of education, the report indicates. The survey of 47,000 parents of primary school pupils showed that 97 per cent of them f elt that teaching was good in their child’s school. At post-primary school level 87 per cent of the 20,000 parents surveyed were happy about the teaching standards at their child’s school. The 29,000 post-primary student surveys showed 70 per cent of students said their classes were interesting and 74 per cent agreed that their teachers explained things clearly.
www.irishtimes.com
Embedded shortcomings in the system revealed
Samhain 5, 2013
There was good news in this report – but it will be hard to solve the problems
Parents and students are at the receiving end of the education system but their views on the services provided are only infrequently requested. So it is interesting that their views are so well represented in the chief inspector’s report on the quality and standards in teaching and learning in our primary and post-primary sectors. Previously the results of school inspection visits were kept within the Department of Education and Skills and were not issued as public documents. It was decided to revamp the inspection procedures for this latest report, changing them in the knowledge that at the end there would be a report for publication.
There was a considerable effort made to sample sentiment, given that 132,000 questionnaires were issued to parents and students at primary and post-primary level, and the results add significantly to the value of the report. It will be reassuring for the department to see relatively high percentages of “satisfactory” and “better than satisfactory” assessments across the full range of subjects. The report looked at both the teaching approaches taken but also the learning outcomes in the students. Lower performance levels were seen in maths and Irish however, evidence that our educational system needs to improve in these subject areas. The chief inspector Harold Hislop said that these results could not inform on whether the revised maths syllabus, Project Maths ,was having any impact in the classroom. There was confidence, however, that this would make a difference when the syllabus was fully implemented.
There are embedded shortcomings in the system, however, such as the fact that many teachers teaching maths are graduates of subjects other than maths or a science. This does not help when it comes to helping students with this sometimes difficult subject. Preparation It is difficult to know what to do with Irish. The report showed that far too often there was a low level of preparation for the classroom. The inspector speculated on whether having better in-class teaching materials might help bring improvements, although it is clear there are problems when almost a third of lessons at post-primary were considered unsatisfactory. The parent survey proved interesting because it revealed a communications gap between school management and parents, a point highlighted by Ruairí Quinn. At primary level only 70 per cent said their views were sought on school matters, and only 65 per cent knew about the work of the school board of management.
The gap apparently widens at post-primary where just 44 per cent of parents agreed their views were sought, with 32 per cent disagreeing and 24 per cent saying they don’t know. And the schools’ parents’ association does not seem to link with parents given only 51 per cent of parents said they were being informed, while 28 per cent disagreed and 20 per cent didn’t know.
www.irishtimes.com
10pc of lessons given in our schools are sub-standard
Samhain 5, 2013
SERIOUS weaknesses have been found in the teaching of Irish and maths in schools.
The most comprehensive snapshot ever of quality and standards in primary and post- primary education reveals some disturbing evidence of poor practice. While it found that the majority of schools were well- managed, most teachers work effectively and the learning of students is generally satisfactory, there are significant problems in some areas. Chief schools’ inspector Harold Hislop expressed concern about the overall minimum of “10pc to 15pc of schools and lessons where less-than-satisfactory practices exist”. “Fundamentally, there are weakness in the teaching and learning of Irish in particular and, to a lesser degree, in maths, in a significant proportion of our schools,” he said.
The Chief Inspector’s Report, published for the first time, gives a detailed overview of the quality of teaching and learning, based on inspections in the majority of schools over the period 2010-12. For first time also, the report includes the views of parents and pupils on their experiences of the education system, with 65,000 students and 67,000 parents completing questionnaires. The findings on the quality of teaching and learning are based on a range of inspections carried out in half of primary schools and more than 90pc of post-primary schools. In primary schools, it found that a “very significant” 24pc of Irish lessons were less than satisfactory. In post- primary schools, teaching of Irish was “satisfactory or better” in only 72pc of classes, and in some cases teachers’ own skills in the language were deficient. Shockingly, the quality of student learning in Ireland was found to be problematic in 32pc of cases.
Moves to improve the quality of Irish teaching and learning include longer teacher training and a new strategy on numeracy and literacy in schools. Mr Hislop’s report also highlighted issues around maths teaching in post-primary schools, which have been publicised before, and which are blamed for Ireland’s disappointing showing in international student tests. Mr Hislop said it was of concern that the quality of teaching was only “satisfactory or better” in 77pc of classes and the quality of learning was less than satisfactory in 26pc of lessons.
Upskill
Efforts are under way to upskill maths teachers, where necessary, while hopes of improving national student performance are also pinned on the new Project Maths syllabus. However, inspectors also noted that the depth of mathematical understanding required to teach Project Maths was challenging for some teachers. The inspectors found a much more positive picture around the teaching and learning of English, at both primary and post-primary level. Mr Hislop said among the issues raised by the inspections are the “definite shortcomings” in approaches to planning and preparing classes, at both primary and post-primary levels. He also said there were crucial issues to be addressed about how students were assessed. “Improvements in how schools assess and monitor the learning experiences and performance of their learners and in how they use the resulting information to plan for future teaching and learning are particularly important,” he said. Education Minister Ruairi Quinn said while the report acknowledged all the good practices taking place on a daily basis in schools, it also showed a system “screaming for reform” in some areas.
www.independent.ie
If our schools scream for reform, let’s reform them
Samhain 5, 2013
IT is hardly news to anyone that there are “weaknesses in the teaching and learning of Irish”, as pointed out by the Chief Inspector of Schools in his report for the years 2010-2012.
This is self evident from the fact that successive generations of students emerge at the end of their primary and second-level education with only a vague idea of the language and an inability to carry out a conversation in Gaeilge. More worrying perhaps is the fact that the Chief Inspector, Harold Hislop, has identified weaknesses “to a lesser” extent than Irish, in the teaching of maths and it is hoped the newly introduced Project Maths syllabus will help to eradicate some of these problems. The Chief Inspector’s report is based on visits by inspectors to over half of primary schools, and more than nine in 10 post-primary schools over the two-year period.
While his report says that a majority of schools are well managed and most teachers work effectively there are, he declares, “dimensions of education delivery that are, to varying degrees, problematic”. What this means is that “definite shortcomings in approaches to planning and preparation for students” exist in both primary and post-primary sectors. For those with school-going children this is indeed worrying. Whatever about Irish, and for many it remains an important part of our educational system and our culture in general, it is not good enough that serious deficiencies have been identified in the teaching of mathematics. This is now a subject of fundamental importance in the digital age and the Chief Inspector’s report is not the first to point out that Irish teachers and schools need to do better.
The survey also found that communication with parents is another area where schools must do better. Parents do not believe they get enough advice when it comes to the subjects their children choose for the Leaving Certificate. There is also widespread dissatisfaction at the response to the problematic area of bullying, which has become an issue of so much importance. “The picture that emerges in this report lays down challenges for everyone who works in the educational system,” concludes Mr Hislop. It is reassuring that he believes “excellence in terms of learning experience and standards can be achieved” but that does not detract from the Education Minister Ruairi Quinn’s contention that in some areas education is “screaming for reform” and maths and Irish would seem like a good starting point.
WHEN DID OUR PUBLIC SERVICE FORGET IT EXISTS TO SERVE THE PUBLIC?
www.independent.ie
Seolann an tAire Quinn Tuarascáil an Phríomhchigire 2010-12
Samhain 4, 2013
Bhí caighdeáin an teagaisc agus na foghlama sásúil nó níos fearr i bhformhór na gceachtanna a ndearnadh meastóireacht orthu
Léiríonn Suirbhéanna Rúnda Tuismitheoirí ardleibhéil shástachta le scoileanna
Tá Tuarascáil an Phríomhchigire ar cháilíocht agus ar chaighdeáin i mbunscoileanna agus in iar-bhunscoileanna agus i lárionaid oideachais seolta inniu ag an Aire Oideachais agus Scileanna, Ruairí Quinn T.D. Léiríonn an tuarascáil, atá bunaithe ar chigireachtaí a rinne an Roinn idir 2010 agus 2012, go raibh caighdeáin an teagaisc agus na foghlama sásúil nó níos fearr i bhformhór na gceachtanna a ndearnadh cigireacht orthu. Thug an Príomhchigire, an Dochtúir Harold Hislop, le fios freisin go raibh scóp don fheabhsúchán i mionlach suntasach ceachtanna.
Don chéad uair tá suirbhéanna tuismitheoirí a léiríonn ardleibhéil shástachta le scoileanna mar chuid de Thurascáil an Phríomhchigire. Ba í an tuairim ag 97 faoin gcéad de bhreis agus 47,000 tuismitheoirí a ndearnadh suirbhé orthu i mbunscoileanna go raibh an teagasc go maith i scoil a bpáiste. Sna hiar-bhunscoileanna, bhí a leithéid céanna de thuairim ag 87 faoin gcéad den 20,000 tuismitheoir a ndearnadh suirbhé orthu.
Leanann an tuarascáil seo tréimhse suntasach athchóirithe ó 2010 i leith ar an tslí ina dtugtar faoi chigireachtaí scoile. Tarlaíonn a lán cigireachtaí anois gan aon réamhfhógra agus cé go bhfuil laghdú tagtha ar líon na gcigirí, tá méadú tagtha ar mhinicíocht na gcigireachtaí. Bíonn suirbhéanna faoi rún ar thuismitheoirí agus ar dhaltaí mar chuid de mheastóireachtaí scoile uile anois.
“Tharla mar thoradh ar athchóiriú na cigireachta gur cuireadh tús le raon samhlacha cigireachta ar a n-áirítear cigireachtaí gan réamhfhógra, cigireachtaí leantacha agus athshamhlú ar mheastóireacht scoile uile,” arsa an tAire Quinn. “Bailíonn an chigireacht tuairimí agus dearcthaí múinteoirí agus foghlaimeoirí freisin agus tá áthas orm léargas ar na tuairimí tábhachtacha seo a fheiceáil i dTuarascáil an Phríomhchigire.”
D’fháiltigh an tAire Quinn roimh thorthaí na tuarascála. “Tugann Tuarascáil an Phríomhchigire aitheantas don dea-chleachtas uile a tharlaíonn ó lá go lá in ár scoileanna maidir le cáilíocht na ceannasaíochta, na bainistíochta, an teagaisc agus na foghlama. Léirítear roinnt laigí agus agus treoirítear scoileanna go daingean i dtreo an fheabhsaithe i scoileanna,” a dúirt sé.
“Tá a lán buanna ag baint lenár gcóras oideachais, a bhuíochas sin go mór d’iarrachtaí mórchuid múinteoirí agus ceannairí scoile díograiseacha. Ba leasc go mór san am atá thart aitheantas a thabhairt do laigí an chórais agus dul i ngleic leis na heasnaimh,” a dúirt an tAire Quinn. “Cuireann an tuarascáil seo an t-eolas atá de dhíth orainn ar fáil, eolas cáilíochtúil agus cainníochtúil, chun deis a thabhairt dúinn na buanna agus na laigí a fheiceáil i dteagasc, i bhfoghlaim, i mbainistíocht agus i gceannasaíocht ár scoileanna.”
Ba é breithmheas na gcigirí go raibh 86 faoin gcéad de na ceachtanna i gcigireachtaí gan réamhfhógra sásúil nó níos fearr i mbunscoileanna, agus go raibh 14 faoin gcéad nach raibh sásúil. Léiríodh torthaí den chineál céanna in MSU (Meastóireacht Scoile Uile) in iar-bhunscoileanna le 87 faoin gcéad de na ceachtanna a measadh sásúil nó níos fearr agus 13 faoin gcéad nach raibh sásúil
“Tugann cigireachtaí léiriú seachtrach tábhachtach ar obair scoileanna,” a dúirt an Príomhchigire, “agus bíonn siad dírithe ar chúnamh a thabhairt do scoileanna a dteagasc agus a bhfoghlaim a fheabhsú. Tugann siad dearbhú tábhachtach freisin do thuismitheoirí agus don phobal faoi cháilíocht na hoibre i scoileanna”, arsa an Dochtúir Hislop freisin.
Ardaítear ábhair imní ar leith i dTuarascáíl an Phríomhchigire 2010-12 faoi theagasc na Gaeilge agus faoi theagasc na Matamaitice.
Léiríodh go raibh foghlaim na ndaltaí níos lú ná sásúil sa cheathrú cuid nach mór (24 faoin gcéad) de na ceachtanna Gaeilge i mbunscoileanna agus sa triú cuid nach mór (32 faoin gcéad) de na ceachtanna Gaeilge sna hiar-bhunscoileanna. I measc na dtosc a luaigh an Príomhchigire, bhí an t-easnamh ar chlár cuimsitheach Gaeilge do bhunscoileanna a bhí ag teagasc trí mheán an Bhéarla mar aon le hábhair imní maidir le cumas Gaeilge múinteoirí i líon beag, ach suntasach, ranganna.
Bhí caighdeáin teagaisc agus foghlama sa mhatamaitic go maith i gcoitinne ag an mbunleibhéal leis an bhfoghlaim sásúil nó níos fearr i 85 de na ceachtanna a ndearnadh cigireacht orthu agus le torthaí a bhí go maith do dhaltaí na hÉireann i suirbhéanna idirnáisiúnta. Luaigh cigirí, áfach, easpa na ndeiseanna do dhaltaí bunscoileanna dul i ngleic leis an obair chomhpháirteach a bhfuil gá leis do réiteach fadhbanna éifeachtach.
Ag an iar-bhunleibhéal, measadh go raibh foghlaim na ndaltaí níos lú ná sásúil in os cionn an ceathrú cuid (26 faoin gcéad) de na ceachtanna matamaitice. Luaigh an Príomhchigire go raibh Project Maths á thabhairt isteach le linn na tréimhse lena mbaineann an tuarascáil seo chun freastal ar a lán de na laigí i dteagasc na matamaitice. Thug cigirí le fios freisin, áfach, go raibh an doimhneacht a bhain leis an tuiscint mhatamaiticiúil is gá chun Project Maths a theagasc dúshlánach do roinnt múinteoirí.
Déanann Tuarascáil an Phríomhchigire 2010-12 cur síos freisin ar an dtimpeallacht “dhúshlánach” ina raibh scoileanna ag feidhmiú sa tréimhse 2010-12. Luaitear gur ardaigh caiteachas ar oideachas ó €3.218bn go €3.263bn ag an mbunleibhéal agus ó €3.070bn go €3.147bn ag an iar-bhunleibhéal, agus go raibh an caiteachas de réir dalta i 2010 os cionn mheáin an ECFE. D’ardaigh an caiteachas ar thacaíochtaí do leanaí le riachtanais speisialta ó €1.2bn i 2010 go €1.3bn i 2012 agus is ionann sin anois agus 15 faoin gcéad de bhuiséad iomlán na Roinne. Léiríonn an tuarascáil gur ardaigh an líon daltaí 5.5 faoin gcéad ag an mbunleibhéal agus 6.3 faoin gcéad ag an iar-bhunleibhéal ach gur fhan líon na múinteoirí mórán mar an gcéanna. I measc na hathruithe a luaigh an Príomhchigire freisin bhí imeacht ar scor líon mór múinteoirí le taithí agus cailliúint na bpost lárbhainistíochta i scoileanna a tharla mar thoradh ar an moratóir sa tseirbhís phoiblí.
An Triail
Samhain 4, 2013
Fíbín presents its acclaimed version of the modern Irish classic An Triail by Mairéad Ní Ghráda for Leaving Cert students, as you’ve never seen it before, using puppets, masks and engaging visuals. November 18-22, 10.30am and 1.30pm.
www.axis-ballymun.ie.
