Iarbhunscoil Ilchreidmheach Nua do Bhaile Átha Cliath 15
Meitheamh 13, 2016
Tá iarbhunscoil nua le hoscailt i mBaile Átha Cliath 15 i Meán Fómhair 2017 agus tá Gaelscoileanna Teo. ag tacú le hiarratas Bord Oideachais agus Oiliúna Átha Cliath agus Dhún Laoghaire go mbeidh an scoil nua ina scoil ilchreidmheach, le hAonad lán-Ghaeilge. Próiseás iomaíoch atá ann leis an cineál scoile a roghnú, agus is gá go mbeadh tacaíocht an phobail ag an iarratas seo le go n-éireoidh leis. Iarrfar ar tuismitheoirí tacú leis an bhfeachtas seo tríd ainmneacha a bpáistí, nach bhfuil ag freastal ar iarbhunscoil go fóill, a chlárú leo mar léiriú spéise.
Cén fáth go roghnófá scoil lán-Ghaeilge dod’ pháiste?
Léigh anseo maidir leis na buntáistí a bhaineann leis an gcóras tumoideachais.
Tá gach eolas maidir leis an mBord Oideachais agus Oiliúna ar fáil ar www.ddletb.ie.
Tá gach eolas maidir le feachtas an choiste bunaithe áitiúil ar fáil ar www.colaistenatulchann.ie.
CCCs and VCOs
Feabhra 29, 2016
Seo thíos na Coistí Cúram Leanaí agus na hEagraíochtaí Deonacha um Chúram Leanaí a chuireann seirbhísí agus/nó acmhainní atá in oiriúint don naíonra ar fáil. Má tá earráid nó easnamh ar an liosta seo, is féidir teagmháil a dhéanamh le Ciara ar 01 8057736 nó ciara@gaelscoileanna.ie.
Coiste nó Eagraíocht |
Seirbhísí |
Acmhainní |
Teagmhálaí |
| Barnardos | |||
| Carlow CCC | |||
| Cavan CCC | |||
| Clare CCC | |||
| Cork City CC | |||
| Cork Co. CC | |||
| Donegal CCC | |||
| Dublin City CC | |||
| Dún Laoghaire/Rathdown CCC | |||
| Early Childhood Ireland | |||
| Fingal CCC | |||
| Galway City & Co. CC | |||
| Kerry CCC | |||
| Kildare CCC | |||
| Kilkenny CCC | |||
| Laois CCC | |||
| Leitrim CCC | |||
| Limerick CC | |||
| Longford CCC | |||
| Louth CCC | |||
| Mayo CCC | |||
| Meath CCC | |||
| Monaghan CCC | |||
| Offaly CCC | |||
| Roscommon CCC | |||
| Sligo CCC | |||
| South Dublin CCC | |||
| Tipperary CC | |||
| Tusla | |||
| Waterford CCC | |||
| Westmeath CCC | |||
| Wexford CCC | |||
| Wicklow CCC |
Gaelscoil Ilchreidmheach Nua do Dheisceart Bhaile Átha Cliath
Aibreán 30, 2015
Is cúis áthais dúinn a fhógairt go raibh toradh dearfach ar an iarratas ar scoil ilchreidmheach lán-Ghaeilge nua a oscailt le freastal ar Stigh Lorgan agus Baile na nGabhar. Buíochas agus comhghairdeas le gach duine a thacaigh leis an bhfeachtas.
D’oscail Gaelscoil na Fuinseoige i Lúnasa 2016. Tá Aisling Uí Fhéich mar phríomhoide na scoile agus is féidir teagmháil a dhéanamh lei trí ríomhphost a sheoladh chuig oifig@gsnafuinseoige.ie nó glaoch a chur ar 01-2096967. Tá An Foras Pátrúnachta mar phátrún na scoile.
Chláraigh tuismitheoirí ainmneacha 571 páistí mar léirithe spéise le tacú leis an bhfeachtas leis an scoil a bhunú ar deireadh. Ón líon sin bhí 335 lonnaithe lasmuigh den cheantar aitheanta. Tá Gaelscoileanna Teo ag tacú le hiarratas eile ón bhForas Pátrúnachta chun scoil lán-Ghaeilge ilchreidmheach a oscailt i nDún Laoghaire in 2017. Tá eolas maidir leis an bhfeachtas i nDún Laoghaire ar fáil anseo: Dún Laoghaire.
Más spéis leat, is féidir an tuairisc ar an bpróiseás don cheantar seo a léamh ar shuíomh na Roinne Oideachais & Scileanna: www.education.ie.
Liosta na bpictiúrlann ina mbeidh Spongebob á léiriú i nGaeilge.
Márta 18, 2015
Beidh Spongebob sna pictiúrlann ón 27ú Márta ar aghaidh. Tá liosta des na pictiúrlanna timpeall na tíre ar léirigh spéis sa leagan Gaeilge le feiceáil thíos:
| BÁC | CINEWORLD |
| An Cabhán | ODEON |
| BÁC | ODEON BLANCHARDSTOWN |
| BÁC | ODEON COOLOCK |
| BÁC | ODEON STILLORGAN |
| BÁC | ODEON POINT VILLAGE |
| Luimneach | ODEON |
| Nás | ODEON |
| An Droichead Nua | ODEON |
| Port Laoise | ODEON |
| Port Láirge | ODEON |
| Cill Dhéágláin | SHOWTIME |
| Droichead Átha | ARC CINEMA |
| BÁC | IMC SANTRY |
| BÁC | IMC DUN LAOGHAIRE |
| Gaillimh | EYE |
| Leitir Ceanainn | CENTURY |
| Luimneach | SHOWTIME |
| Bun Dobhráin | CINEPLEX |
| BÁC | VUE |
| Dún Garbhán | SGC |
| An tInbhear Mór | GAIETY |
| Baile an Chollaig | REEL |
| An Linn Dubh | REEL |
| Cloich na Coillte | PARK |
| Corcaigh | CINEMAWORLD |
| Corcaigh | GATE |
| BÁC | MOVIES@DUNDRUM |
| BÁC | MOVIES@SWORDS |
| Gaillimh | IMC |
| Guaire | MOVIES@ GOREY |
| Mala | GATE |
| Maigh Eo | MOVIEWORLD |
| Mainistir na Corann | GATE |
| Sligeach | GAIETY |
| Béal Feirste | ODEON |
| Cúil Rathain | MOVIE HOUSE |
| BÁC | MOVIE HOUSE |
| Gleann Ghormlaithe | MOVIE HOUSE |
| Doire | CINEBOWL |
| Machaire Rátha | MOVIE HOUSE |
| YORKGATE CITY SIDE | MOVIE HOUSE |
Location, location, location
Márta 25, 2014
The school run could be minimised and fitness improved if new schools weren’t built in the wrong places.
Given his training as an architect, the Minister for Education Ruairí Quinn was bound to raise the profile of school design, as indeed he has done with architectural competitions for both primary and post-primary schools. But what if some of these fine new schools end up being built in the wrong places?
Far too often, sites are chosen for new schools with only scant consideration for how pupils are going to travel to and from these inspiring centres of learning. Will it be possible for them to walk or cycle – getting some useful exercise on the way – or will they have to be dropped off and collected by car? A key underlying issue in all of this is the rise in obesity among children and the importance of having well-located schools to help reverse this trend. All the research shows that factoring in the opportunity to walk or cycle to and from school is the best way to ensure a “floor level” of daily exercise.
But An Taisce, the National Trust for Ireland, has found that a “significant proportion” of the school projects that cross its desk are not addressing the official guidance on school travel issued by the Department of Education and Skills, the Department of Transport and the National Transport Authority (NTA). The Department of Education’s technical guidance document on site selection for new schools stresses the need for “safe access for all” and says “all traffic management and mobility issues should be considered during site identification and assessment” – in other words before a school site is chosen.
“This will include appropriate provision for school buses, pedestrian and bicycle access, staff and visitor parking, car set-down and pick-up provision. The site should accommodate, where possible, approaches from a number of directions to facilitate and promote diversity of modes of transport,” it says. The Department of Transport’s Smarter Travel programme pledges that schools and other community facilities would be accessible primarily by walking, cycling and publc transport. And the NTA’s Toolkit for School Travel seeks to reduce the number of children being chauffeured to school by car.
Given that the “school run” aggravates traffic congestion, many local authorities have similar policies. Dún Laoghaire-Rathdown Co Council says: “School provision should be an integral part of the evolution of compact sustainable urban development where the opportunities to walk or cycle to school are maximised.” Yet the same council approved plans for a new Gaelscoil for the Ballyogan-Stepaside area, to be built on a relatively remote site that actually lies outside the catchment area it’s intended to serve. According to two parents of prospective pupils, this would result in children having to be driven to and from school every day.
In an appeal to An Bord Pleanála against the council’s decision, Brian Leeson and Helen O’Leary estimated that the additional private car trip demand generated by the 16-classroom school “may well exceed 220,000 trips” per year, with some parents doing two 14km round-trips per day, or 5,600km per year.
They say this “flies in the face” of the Smarter Travel programme as well as Dún Laoghaire-Rathdown’s policy that new schools should be located “close to the areas of greatest residential expansion,” in this case, “clusters of high-density ‘Celtic-Tiger’ era housing developments” in Ballyogan-Stepaside.
At present, Gaelscoil Sliabh Rua is housed in pre-fab buildings in Kiltiernan, to which most pupils are driven by car. But Leeson and O’Leary say relocating it to Carrickmines contradicts the council’s policy “to reduce reliance on car-based travel and to ensure more sustainable patterns of travel, transportation and development”.
A “mobility management plan” to encourage walking, cycling and the use of public transport has been drawn up for the relocated school. But the appellants say these options wouldn’t work for most children and the plan included one bus route that “ceased operation in 2009 and another bus route that does not serve the feeder area”. However, a spokeswoman for the county council insists that the site, which the council owned and was now providing for Gaelscoil Sliabh Rua, “while not at the heart of Stepaside, has good pedestrian, cycle and public transport access. It is also adjacent to existing homes and adjoining a major proposed public recreational facility.”
She notes that the catchment area extends from Rathfarnham to Ballyogan Avenue, with the “vast bulk” of junior infants coming from an area south of the M50 corridor, centred on Ballyogan, Belarmine and Kilgobbin. “The actual school site lies only 150m outside the defined catchment but very close to these clusters”. Given that Gaelscoileanna are bound to have larger catchment areas than standard primary schools, one might expect the department to have a “sustainable travel” policy geared towards their needs. But it doesn’t. Rural children have their school buses, but urban children must depend on public transport – or their parents’ cars.
Another Gaelscoil in Co Wicklow is facing a very disruptive move that could also result in children having to be driven to school by car. Gaelscoil an Inbhir Mhóir has been operating for 15 years on a temporary site to the south of Arklow, Co Wicklow, in the midst of new suburbs built during the boom period.
The Department of Education now proposes to relocate the school to a permanent site north of the town, some 4.5km away, even though more than 86 per cent of the families with children being educated there actually live on the south side. Thus, almost none of them are likely to walk or cycle to school. Such “smarter travel” options wouldn’t be feasible because of the distance involved, the fact that the road approach to the school has no pavements or cycle paths and the only viable route from the south to the north side is congested, incorporating a busy bridge dangerous for cyclists, according to one parent, Conall O’Connor.
“Parents, teachers and the school board have overwhelmingly voted to reject this proposed move on account of the accessibility issues and intend to actively resist it,” says O’Connor. “Needless to say, there was no consultation with any of these stakeholders.” There’s another row in Co Limerick over plans to relocate Coláiste Chiaráin in Croom, with a projected 1,000 post-primary students, to an unzoned site, beyond the village’s development boundary and with “clear deficiencies in terms of footpaths, lighting, drainage and road infrastructure,” according to An Taisce.
Limerick Co Council, which is now considering the proposal, has a policy that schools should be built “in tandem with residential development [and] located where possible, in close proximity to other community services, and accessible by various modes of transport and have regard to the principles of social integration”.
The existing school on a six-acre site in Croom would be replaced by the proposed new school on a 20-acre site at Skagh. The principal, Noel Malone, has said that it “just wouldn’t work” to extend the existing premises: “For a school of 1,000, I don’t think that you could put a bottleneck [such as this] in the middle of a fairly built-up area.”
An Taisce maintains that the board of management has “not provided any evidence that the current site is not suitable” for expansion, rather than opting for a location 1.5km away in a “rural, unzoned area with no services”, based on a mobility management plan which it describes as “deficient” and warns of an appeal if it’s approved.
Niall Cussen, senior planner in the Department of the Environment, said some of these site selection problems had arisen “as we move from essentially an emergency response to a schools accommodation crisis to a more integrated plan-driven approach”.
A new manual on sustainable travel, due out soon from the Department of the Environment, should help to clarify matters.
www.Irishtimes.com
How to pick the right subjects for your career path
Eanáir 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
Minister Quinn announces patronage of 9 new Post-Primary schools to be established in 2015 and 2016
Samhain 28, 2013
The Minister for Education and Skills, Ruairí Quinn T.D., today announced the patrons for nine new post-primary schools which will open in 2015 and 2016.
These new schools will provide additional places for up to 7,300 students in areas of Cork, Cavan, Dublin and North Wicklow which have seen their populations expand in recent years.
The new schools include five which will cater for up to 1,000 students each.
Four of the new schools will be under the patronage of Educate Together, two will be run by the local Education and Training Board (ETB), one by the Edmund Rice Schools Trust (ERST), one jointly by the local ETB and Educate Together and the final school will be managed by the local ETB with involvement of the Catholic Bishop of Cloyne (see table below).
Minister Quinn said, “The fact that the new patrons include those of multi-denominational and those of a Catholic ethos clearly demonstrates that the Department and I are committed to providing diversity of ethos in our schools and respecting the demands of parents.”
“I am very pleased to see that Educate Together will be sole patron in four schools and joint patron in a fifth school, particularly as ET was formally recognised as a second level patron body by me just two years ago.”
“I am confident that these new schools, alongside the existing schools in each area, will mean that parents and students have real choice when it comes to deciding which school most reflects their own ethos.”
Today’s announcement is the culmination of the process which began in June 2011 when the Minister announced that 20 new post-primary schools were to be established up to 2017 to cater for increasing student numbers.
Minister Quinn said, “We are experiencing significant increases in our school-going population. The establishment of these new schools is an essential part of our actions to ensure that the school infrastructure is in place in time to ensure every single student has a quality place at second level over the coming years.”
At that time the Minister also announced new criteria and arrangements for the recognition of the new schools. The arrangements included the establishment of an independent advisory group, the New Schools Establishment Group, to advise the Minister on the patronage of the new schools following its consideration of a report prepared by Department officials.
The New Schools Establishment Group reported to the Minister earlier this month. Minister Quinn has accepted the group’s recommendations in full.
Prospective patrons were asked to provide evidence of parental demand when making applications for patronage of the new schools. In addition, the criteria used in deciding on patronage included how the proposed schools under the respective patrons would provide for extending or strengthening diversity of school ethos in each area, having regard to the views of parents.
The Minister expressed his thanks to the members of the New Schools Establishment Group for their valuable input to the process. Minister Quinn said, “I initiated the revised system for the establishment of new schools and the appointment of the school patron so that it would be an objective and transparent process. The role of the New Schools Establishment Group is critical to achieving these aims and I want to thank them for their work in this area.”
Department officials will shortly contact each of the patron bodies in regard to the logistics of the establishment of these new schools.
| County | Area | Recommended Patron Body | No. of students |
| Cavan | Kingscourt | Cavan and Monaghan ETB | 400 |
| Cork | Cork South Suburbs/Carrigaline | 2 Schools: Educate Together & Edmund Rice Schools Trust |
600 each |
| Cork | Midleton/Carrigtohill | Cork ETB (involving the Catholic Bishop of Cloyne) | 1,000 |
| Dublin | Balbriggan | Educate Together | 700 |
| Dublin | Ballinteer/Stepaside | Educate Together | 1,000 |
| Dublin | Kingswood, Tallaght | Dublin and Dun Laoghaire ETB | 1,000 |
| Kildare | Celbridge | Jointly Educate Together and Kildare and Wicklow ETB (subject to confirmation of sufficient parental support) | Up to 1,000 |
| Wicklow | North Wicklow | Educate Together | 1,000 |
www.education.ie
Commuter-belt pupils face most crowded classrooms
Meán Fómhair 4, 2013
Enrolments at highest in 20 years
Almost 25pc in ‘supersize’ classes
ALMOST one-in-three school pupils in some parts of the country is now in a “supersize” classroom of more than 30 children.
The children of commuter- belt families are suffering the most overcrowded classrooms, new figures confirm.
As primary-school enrolments rise, average classes are getting bigger almost everywhere throughout the country, with a spike in the number of pupils in classes of 30 or more. But some communities are being hit much harder than others, according to the latest figures from the Department of Education.
Wicklow tops the table with 31.5pc of children in classes of 30 or more, slightly ahead of Limerick county at 30.6pc. This means that almost one-in-three pupils in those areas is being taught in so-called “supersize” classes.
Children living in areas of rapid population growth on the outskirts of Dublin, and neighbouring counties, are also among the worst affected. There is also a big squeeze in classrooms in Cork county and Waterford county, parts of which experienced a population boom in the past decade.
In contrast, class sizes are generally stable, or falling, in many rural areas and in cities, reflecting trends in population.
The average class size rose to 24.7 in 2012-13, up from 24.5 the previous year. It compares with an EU average of 20. However, the slight increase in the national average masks a shocking jump in the number of pupils in classes of 30 or more, the precise impact of which depends on where a family lives. Primary pupils in Wicklow and Limerick counties are almost twice as likely to be squeezed into a class of 30 or more, when compared with those in the largely rural Cavan and Roscommon, where the rate is 16.2 pc.
However, teachers in small rural schools may be dealing with the complexity of more than one class in each classroom.
At the other end of the scale, the department’s figures also show a drop in the number of smaller classes in schools. In Dublin Fingal, only 2.6pc of pupils are in classes of under 20, down from 3pc a year previously. This compares with 21.4pc in Roscommon.
Pushed
Overall, 13 areas stand out as having the most crowded classrooms – a combination of the highest proportion of children in classes of 30 or more and the lowest proportion of pupils in classes of fewer than 20. They are: Dun Laoghaire/ Rathdown, South Dublin, Fingal, Kildare, Meath , Wicklow, Wexford, Laois, Kilkenny, Carlow, Waterford county, Cork county and Limerick county.
The 70,000 junior infants starting in primary schools this week have pushed enrolments to their highest levels for more than 20 years – and about 10,000 more than last September as more children pour into schools, the number in classes of 30 or more has risen by 8,000 since 2011/12 to over 121,000 in 2012/13. It is up from 97,000 in 2010/11.
That amounts to an overall average of 23.5 of primary pupils – almost one in four or – in “supersize” classes, up from 22.3pc the previous year, as a result of growing enrolments and cuts in staffing in small primary schools. At the same time, the proportion of pupils in classes of fewer than 20 has dropped to 10.6pc, from 11.9pc in 2011/12.
Faced with rising enrolments, at both primary and secondlevel, Education Minister Ruairi Quinn has made a commitment to provide a school place for every child and this term has seen the opening of seven new primary schools to serve growing populations.
But while schools are being built to accommodate numbers, classrooms are getting more crowded.
The Irish National Teachers Organisation (INTO) said that at the same time as class sizes were rising, non-class teachers were being cut from the system.
“More and more responsibility is being put on the class teacher to meet the needs of children with little English, special needs or disadvantaged backgrounds,” said INTO general secretary Sheila Nunan
According to the INTO, smaller classes are most important when children are young.
www.independent.ie
Minister Quinn sanctions major re-organisation of higher education
Bealtaine 30, 2013
The Minister for Education and Skills, Ruairí Quinn T.D., has today announced a major re-organisation of the country’s higher education sector that includes provision for the creation of new Technological Universities.
This announcement follows recommendations made by the Higher Education Authority (HEA) to Minister Quinn. The HEA’s report called for consolidation of the Institute of Technology (IT) sector; the creation of a small number of technological universities; the formation of regional clusters between universities and stronger ITs; implementation of recommendations to rationalise teacher education; as well as increased sustainability and capacity in the higher education system.
Minister Quinn said; “A new relationship between the state and the 39 publicly funded higher education institutes will be implemented. This will allow the system to respond in a more coherent way to national priorities set down by the government and provide graduates with the skills and qualifications that are essential for Ireland’s social and economic well-being.
“A new performance framework will be put in place to increase the transparency and accountability of institutions for delivery of agreed performance outcomes. Integral to this will be a process of strategic dialogue between the HEA and each higher education institution”.
The Minister continued: “Following discussion with Government colleagues this week, my response to the HEA report formally sets out the Government’s national priorities and its key objectives for the higher education system. I will be asking the HEA to report to me on an annual basis on the collective performance of the higher education system against these national priorities and objectives and a set of high level system indicators which will be finalised in the coming weeks. A legislative framework will be brought forward to enable the implementation of these very important processes.”
Minister Quinn said this new focus on system and institutional performance will bring the funding and governance of Irish higher education into line with best practice internationally. “It marks a new era for students and other stakeholders of the system”.
The Minister is also instructing the HEA to begin to implement the report’s recommendations that will result in the consolidation of three groups of institutes of technology to progress towards attaining Technological University status. The three are:
The Dublin Institute of Technology, the Institute of Technology Tallaght and the Institute of Technology, Blanchardstown
The Cork Institute of Technology and the Institute of Technology, Tralee
The Waterford Institute of Technology and Carlow Institute of Technology.
The next stage for each of the applications will be the preparation of a plan to meet the criteria for Technological University status. The plan must be based on a legally binding memorandum of understanding between each consortium of institutions describing their consolidation into a new single institution.
The plans will be evaluated by an independent expert international panel that will decide if the applicant can meet the agreed criteria in the proposed timetable and can proceed to the final stage.
Minister Quinn added that: “It is clear some institutes are not seeking to amalgamate with others and become Technological Universities. However, all institutions must concentrate on the core mission of developing close links with the local and regional business community and giving the best possible quality of education to their students, both from home and abroad.“
In addition, the Minister is asking the HEA to establish regional clusters of institutions in three identified regions, Dublin/Leinster, the South/South East and West/Mid/West. All seven universities and 14 ITs will be grouped as follows:
South/South East – University College Cork, Cork IT, IT Tralee, Waterford IT and IT Carlow;
West/Mid/North West – University of Limerick, Mary Immaculate College, Limerick IT, Galway-Mayo IT, IT Sligo, Letterkenny IT and NUI Galway (St Angela’s and Shannon College incorporated into NUI Galway);
Dublin/Leinster Pillar I – University College Dublin, Trinity College Dublin, National College of Art and Design, Marino Institute of Education, Dun Laoghaire Institute of Art, Design and Technology;
Dublin/Leinster Pillar II – Dublin Institute of Technology, IT Tallaght, IT Blanchardstown, Dublin City University (and incorporating linked colleges, National College of Ireland, Dundalk IT, NUI Maynooth, Athlone IT and Royal College of Surgeons in Ireland
Heads of institutions in these clusters will now develop regional plans, eliminating unnecessary duplication of provision and establishing clear pathways of transfer and progression for students in the region. Emerging alliances between universities and institutes of technology will be strengthened and promoted – developing critical mass and centres of excellence in undergraduate, postgraduate and research provision.
The re-configuration of higher education follows on from the National Strategy for Higher Education to 2030 (the Hunt report) that set out a series of objectives for a reformed system. The re-configuration also incorporates the rationalisation of initial teacher education recommended in a report published last year by the HEA and the recommendations of the review of creative arts provision in the Dublin area also published in 2012.
www.education.ie
Léiriú dorcha do “Pinocchio” ar camchúirt le linn Seachtain na Gaeilge 2013
Feabhra 27, 2013
Má cheapnn tú go bhfuil scéal Phinocchio ar eolas agat, tá dul amú ort …
Beidh an seó Tromluí Phinocchio / Pinocchio – a Nightmare, a fuair árd-mholadh ó léirmheasóirí agus lucht féachanna araon agus é ar siúl i bhFéile Imeallach Bhaile Átha Cliath (Dublin Fringe Festival), ar camchúirt ar fud na tíre le linn Seachtain na Gaeilge 2013.
Bronadh an teideal “Best Irish Language Show of 2012” ar an seó ar shuíobh an IrishTimes.com, agus bhain an seó áit amach sna “Top 10 Theatre Productions of 2012” ar Entertainment.ie.
Déan cinnte gan an seó samhlaíoch, draoíochtúil seo a chailleadh agus é in amharclann gar duit!
Sa leagan seo den tsean-scéal, déagóir is ea Pinocchio, fear óg agus cloigeann adhmaid air, nach mbraitheann comhmhuintearas lena athair Geppetto. Díríonn an léiriú ar an dtaobh dorcha den bhfíor-scéal cáiliúil, agus leanann muid an déagóir agus é ag cur aithne ar dhomhain aisteach, ina bhfuil ainmhithe agus cumas cainte acu, puipéidí beo, agus gach saghas camiléireachta!
Is léiriúchán é seo atá lán le híomhánna agus samhlaíocht. Déanann na haisteoirí an ceol, na héifeachtaí fuaime, agus an soilsiú beo ar an stáitse, chun an domhan draíochtúil ina bhfuil Pinocchio a léiriú.
Tá Gaeilge agus Béarla sa seó, mar sin tá sé in oiriúint do gach duine, is cuma cé mhéid Gaeilge atá aige/aici.
Is dráma é Tromluí Phinocchio / Pinocchio – a Nightmare a chabhróidh leat Seachtain na Gaeilge — agus Bliain na Gaeilge — a cheiliúradh, bíodh an ‘cúpla focal’ agat nó ná bíodh.
Ós rud é go bhfuil an seó bunaithe ar an bhfíor-leagan dorcha den scéal, níl an léiriú seo oiríunach do pháistí níos óige ná 11 bliain.
Beidh Tromluí Phinocchio / Pinocchio- A Nightmare ar siúl sna hionaid seo a leanas:
The Pavilion, Dún Laoghaire 5ú Márta 10am & 12pm
The Dock Cora Droma Rúisc (Carrick-on-Shannon) 6ú Márta 12pm & 2pm
Axis Baile Munna (Ballymun) 11ú Márta 1.30pm & 8pm
The Source Durlas Éile (Thurles) 15ú Márta 10.30am & 12.30pm
Riverbank Arts Centre Droichead Nua (Newbridge) 21ú Márta 1pm & 3pm
Chun tuilleadh eolais a fháil, caith súil ar www.moonfishtheatre.com
