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1509 Catalyst A5.Indd
Post Primary Education CATALYST PAMPHLET THIRTEEN Foreward Catalyst’s self-appointed task for more than a decade now has been to encourage the Church to be the Church, to examine ourselves to see how our Christian witness measures up to the gospel parameters. We feel that there are areas of life where the great biblical themes of justice and fairplay should be reiterated and realized; justice and fairplay especially for those who do not themselves have a strong voice, for those on the margins or at the bottom of society. One such arena is that of public education. Both in NI and throughout the UK there is much debate about the benefi ts and failures of the present situation and of the reforms which have been implemented over the past half century. There are many criticisms of the outcome of present-day education policy and a good deal of uncertainty about how we can improve it, including a fear that the latter state might be worse than the former. Pressure groups and special-interest groups abound, and often more heat than light is generated. It is our plea that there should be an honest and open examination of the issues, and who is better placed to contribute to this than the Christian churches? They pioneered education, motivated by the wonderful idea that all are children of God the Father who has endowed everyone, but everyone, with skills, talents, intellectual and other abilities. Respectfully we offer the following as points worthy of consideration especially by religiously motivated people: 1 The status quo post the 1944/48 Education Acts meant in NI students emerging from Grammar Schools with very good Senior Certifi cate (GCE) grades and A levels, (better than in GB). -
Report of a Follow-Up Evaluation of the Use and Impact of Learning Environments in Schools and in the Wider Education Service
Education and Training Inspectorate Report of a Follow-up Evaluation of The Use and Impact of Learning Environments in Schools and in the Wider Education Service JulyMay 2010 2010 CONTENTS Section Page 1. INTRODUCTION 1 2. EVIDENCE BASE/METHODOLOGY 1 3. STRATEGIC OVERVIEW 2 4. THE USE OF LEARNING ENVIRONMENTS IN SCHOOLS 2 5. PROGRESS ON RECOMMENDATIONS FROM THE ORIGINAL EVALUATION 4 i. Change Management Programme ii. Procurement of a new Online Learning Service iii. Development of Emergent Quality Models of E-Learning 6. CONCLUDING COMMENTS 7 APPENDIX A number of quantitative terms are used in the report. In percentages, the terms correspond as follows: More than 90% - almost/nearly all 75%-90% - most 50%-74% - a majority 30%-49% - a significant minority 10%-29% - a minority Less than 10% - very few/a small minority 1. INTRODUCTION 1.1 In 2008, the Education and Training Inspectorate (Inspectorate) carried out a comprehensive evaluation of the use and impact of learning environments across the schools and wider education service. The evaluation included Learning Northern Ireland (LNI), which is the regional virtual online learning environment of the C2k managed service solution. While the evaluation report1 acknowledged the successful creation, uptake and use of the C2k managed service as a whole, and the outstanding, innovative work ongoing in some schools, it also highlighted some important shortcomings concerning the impact of learning environments in schools and the wider education service. 1.2 As part of the original evaluation, the -
Belfast Royal Academy to the Education Committee at Stormont Re: the Education Bill
SUBMISSION FROM THE BOARD OF GOVERNORS OF BELFAST ROYAL ACADEMY TO THE EDUCATION COMMITTEE AT STORMONT RE: THE EDUCATION BILL EXECUTIVE SUMMARY We welcome the opportunity to express our views and comments on the Bill during Committee Stage. While there are certain benefits in some of the changes proposed, including the amalgamation of the existing Education and Library Boards, there are many areas of concern, which directly threaten the future organisation and management of our school. As representatives of a Voluntary Grammar School, we are extremely concerned that the proposals contained in the Bill will dilute significantly the autonomy which has been enjoyed by schools such as this one for many years – in the case of this school for 225 years - and undermine the principle of academic selection. In an article in the Irish News on 6th October 2012, Professor Patrick Murphy, a commentator on educational matters and former Chief Executive of the Belfast Institute of Further and Higher Education, stated the following: “…Educationally, the big losers are the grammar schools which now enter the system’s mainstream administration for the first time. ESA will implement educational policy made by John O’Dowd”. We note that issues raised by schools in other sectors have been addressed in this Bill and that these schools have been given representation on the ESA Board, through Sectoral Bodies. Despite educating one third of post-primary pupils, the Voluntary Grammar Sector has not been given any representation on the ESA Board, which appears to be discriminatory. In summary, our key concerns are as follows: Loss of employing authority rights Loss of autonomy Lack of representation of Voluntary Grammar Schools on the ESA Board The impact of Area Planning on the Education Sector and the ultimate aim to introduce uniformity of education provision by means of this initiative and to abolish academic selection and reduce parental choice. -
Committee for Education Minutes of Proceedings 3
Northern Ireland Assembly COMMITTEE FOR EDUCATION Minutes of Proceedings WEDNESDAY 3 March 2021 Video Conference Present by Video Conference: Mr Chris Lyttle MLA (Chairperson) Mr Pat Sheehan MLA (Deputy Chairperson) Mr Maurice Bradley MLA Ms Nicola Brogan MLA Mr Robbie Butler MLA Mr William Humphrey MBE MLA Mr Daniel McCrossan MLA Mr Justin McNulty MLA Mr Robin Newton MBE MLA Apologies: None In Attendance: Ms Aoibhinn Treanor (Assembly Clerk) Mr Mark McQuade (Assistant Clerk) Mr Craig Mealey (Clerical Supervisor) Ms Emma Magee (Clerical Officer) The meeting commenced at 9:04 am in public session. 1. Apologies There were no apologies. 2. Chairperson’s Business 2.1 General Teaching Council for Northern Ireland (GTCNI) The Chairperson reminded members that the Committee agreed to arrange oral briefings with the Department of Education and the General Teaching Council NI on its role, legal vires and stakeholder concerns at its meeting on Wednesday 24 March 2021. Agreed: The Committee agreed to be briefed informally by the Northern Ireland Teachers Council (NITC) on their concerns about GTCNI on 9 March 2021. 2.2 Tabled items The Committee noted correspondence from the Department in regard to school restart and exams; covid-19 vulnerable children plan benchmarking, vaccination and pandemic learning; the recruitment arrangements for a chairperson, vice- chairperson and panel member of the imminent New Decade New Approach Review of Education, which are unregulated appointments; and notification of the termination of the Transformation programme; for discussion with the Minister on 10 March. 2.3 Recent announcements The Chairperson informed members of the publication of the Department’s Emotional Health and Wellbeing Framework and of the Teachers’ Pay settlement. -
Annual Report 2017-2018
Victoria College Belfast Cranmore Park Belfast BT9 6JA Tel No:(028) 90661506 Fax No:(028) 90666898 ANNUAL REPORT TO PARENTS For the Year 2017 / 2018 VICTORIA COLLEGE BELFAST CRANMORE PARK BELFAST BT9 6JA TEL: 028 90661506 FAX: 028 90666898 GOVERNORS' ANNUAL REPORT SECTION 1 – BOARD OF GOVERNORS The Board of Victoria College, under its current constitution, comprises of 27 Governors. Of these, twelve are Foundation Governors; nine are nominated by the Department of Education; three are Parent Governors elected by parents; and three are Teacher Governors elected by their colleagues. The Principal is an ex officio member of the Board. The Board’s Secretary is Ms Nicola Mawhinney BA. The members of the Board of Governors who served during the period 2017 – 2018 were as follows: Expiry of Name Category Term of Office Dr B J Gregory BSc PhD CEng MICE MIEI FCIWM Foundation Governor N/A (Chairman - until 11.06.18) Mrs W Blundell OBE MEng CEng FICE MIStructE Foundation Governor N/A (appointed Chairman from 11.06.18) Mrs G Wells MB BCh BAO MRCGP MFCH Foundation Governor N/A (Vice Chairman) Mrs P Slevin BA MEd PGCE PQH (Headmistress) Ex officio N/A Dr B Callender MB BCh BAO MRCGP Foundation Governor N/A Dr R Clarke MB BCh BAO FRCPath Foundation Governor N/A Mrs O Dagunduro Dept of Education Nominee Aug 2019 Mrs A Doran BA BA MSc CIA PGDip PGDip1 Parent Governor Nov 2021 Mr L Gorman BEd Teacher Governor Nov 2021 Dame Joan Harbison BA MSc Foundation Governor N/A Mr M Haylett BEng CEng PMP MICE MAPM RMaPS Co-opted Member N/A Ms S Hetherington CPFA -
Download 2020-2023 Local Assessment of Need
Causeway Coast and Glens Local Assessment of Need 2020 - 2023 1st March 2020 - 1 - Copyright © 2019 Education Authority Youth Service All rights reserved. Use of any content in this publication must reference the original source. Produced by Education Authority Youth Service 40 Academy Street Belfast BT1 2NQ www.eani.org.uk/youth www.eanifunding.org.uk Email: [email protected] @eayouthservice Education Authority Youth Service - 2 - Contents Introduction & Methodology Page 5 Causeway Coast & Glens in Numbers Page 15 Survey Headlines Page 23 Health & Wellbeing Page 27 Learn & Achieve Page 35 Good Relations Page 43 Participation Page 51 Areas of Enquiry of Areas Inclusion, Diversity & Equality of Opportunity Page 59 Living in Safety & Stability Page 67 Establishing Areas for Action Page 73 Bibliography Page 79 - 3 - - 4 - Introduction & Methodology - 5 - Introduction The Department of Education (DE) invests approximately £34m in Youth Work in Northern Ireland to support and encourage children and young people to mature and reach their potential as valued individuals and responsible citizens. DE notes that effective Youth Work enables young people to identify their personal and social development needs and involves them in shaping the services designed to meet those needs to improve both their own skills and life chances in order to create a better future for themselves and their communities. Effective Youth Work therefore contributes to the DE vision of every young person achieving to his or her full potential at each stage of his or her development.1 According to the National Youth Agency Youth Work offers young people safe spaces to explore their identity, experience decision-making, increase their confidence, develop inter-personal skills and think through the consequences of their actions. -
Nicie Annual Report 2015-2016
Annual Report 2015-2016 Contents Section One: NICIE Personnel Chairperson’s Foreword 2 Chief Executive Officer’s Report 3 NICIE Board of Directors 6 NICIE Staff 6 Section Two: NICIE 2015-2016 Growth and Area-based Planning 8 Excellence in Integrated Education 11 Inform, Influence and Promote Integrated Education 12 Section Three: NICIE Standing Committees and Other Forums APTIS Committee Report 18 Teachers’ Committee Report 19 Vice Principals’ Forum 19 Integrated Schools’ Finance Association (ISFA) 20 Special Education Needs Coordinators’ (SENCO) Committee 20 Section Four: Governance and Financial Information Arrangements for Governance in NICIE 22 Treasurer’s Report 23 Schedule to the income and expenditure account for the year ended 31 March 2016 24 Appendices Patrons of NICIE 25 Integrated Schools in Northern Ireland Enrolments 26 Northern Ireland Council for Integrated Education 25 College Gardens, Belfast BT9 6BS Tel: 028 9097 2910 Fax: 028 9097 2919 Email: [email protected] www.nicie.org 2 Annual Report 2015/16 Website: NICIE 1 Personnel 3 Annual Report 2015/16 31 Chairperson’s Foreword This has been both a sad and exciting year for NICIE with the retirement of the CEO and the recruitment of a new CEO. I want to pay sincere thanks to Noreen Campbell who did a sterling job of steering NICIE through the past number of years. I want to also welcome Roisin Marshall as the new CEO and wish her every success in her new role. Finally I would like to pay tribute to all NICIE staff for their enthusiastic support through this transition. NICIE managed to stay within budget this past year Positive Partnerships for Integration has been piloted despite the drastic cut in the budget last year and that in a few partnerships between schools. -
Education, Health and Community Facilities
2018 Local Development Plan 2030 Preferred Options Paper Discussion Paper 10: Education, Health and Community Facilities - 1 - Contents Page 1.0 Introduction 3 2.0 Programme for Government 3 3.0 Regional Planning Guidance 4 4.0 Education Provision 5 i. Pre-primary Provision and Primary Schools 5 ii. Draft Primary Area Plans 2013-2018 6 iii. Secondary Level Provision 8 iv. Tertiary Level Provision 11 v. Special Needs 11 5.0 Health Provision 11 i. Acute Hospital Services and Community Hospital Services 12 ii. Health Centres 12 6.0 Emergency Services 13 i. Police Stations 13 ii. Fire Stations 13 7.0 Community Facilities and Services i. Community Centres 13 ii. Leisure Centres 14 iii. Post Offices 15 iv. Libraries 15 8.0 Conclusion 15 Diagrams, Tables, Graph Diagram 1: RDS Level 3 Services in the Borough 4 Table 1: Over-Subscribed Primary Schools at June 2015 6 Table 2: Primary Schools Identified as Potentially Suitable for Local Solutions 6-7 Tables 3a-d: Primary School Provision by Type 7-8 Table 4: Secondary and Grammar School Provision 9 Table 5: Post Primary School Proposals 10 Table 6: Leisure Centres and Facilities in the Borough 14 Graph 1: Unfilled Spaces in Primary and Post-Primary Schools 10 Appendices 1. RDS Diagram 2.2 17 1 Maps (all A3 size) 1: Distribution of Schools 2: Primary School Unfilled Places 3: Post Primary School Unfilled Places 4: Distribution of Community Centres 5: Distribution of GP Practices, Dental Surgeries, Residential Homes and Nursing Homes 6: Distribution of Other Community Facilities 2 1.0 Introduction 1.1 The purpose of this paper to provide Members with background information relating to the preparation of the Local Development Plan (LDP). -
Ulster Schools Athletics Champions 1949-2020
Ulster Schools Athletics Champions 1949-2020 While inter school athletics was a regular feature of the summer term in schools in the North of Ireland after partition it was not until four years after the SeCond World War, in 1949, that the Ulster Grammar Schools held the first official Championships. These were, of Course, a male only preserve Covering three age groups and were dominated by a small number of schools Contesting 24 individual events of which Royal Belfast Academical Institution won 8 and Methodist College Belfast 6. By 1955 twenty four schools had entered the fray and the same year sixteen schools, nine from Belfast, took part in the inaugural Ulster Grammar Schools for Girls at the Queens University Sport Ground at Cherryvale. Co-incidentally it was the same year that the North of Ireland Womens Athletics Association held their first Championships. Competition was limited to 13 individual events, the longest of which was 220 yards. The throws were Confined to the Javelin for Seniors and the Cricket Ball for the two younger age groups. The first Cricket Ball Champion Bridget Robinson would go on to represent Northern Ireland in the Commonwealth Games in the Javelin. By 1967 the Championships had increased in popularity with 33 Grammar Schools represented in the Boy’s Championships. That year there were two Championship meetings held one designated the Ulster Grammar Schools and the other the Ulster SeCondary Schools although it has to be said that few athletes from non Grammar schools made much of an impact. The year 1968 will go down in history as the most significant in the history of school’s athletics in Ulster as it saw the Coming together of all of the separate organisations to form the Ulster SeCondary Schools Athletics Association catering for all boys and girls in Post Primary Education in Ulster. -
College Record 2020 the Queen’S College
THE QUEEN’S COLLEGE COLLEGE RECORD 2020 THE QUEEN’S COLLEGE Visitor Meyer, Dirk, MA PhD Leiden The Archbishop of York Papazoglou, Panagiotis, BS Crete, MA PhD Columbia, MA Oxf, habil Paris-Sud Provost Lonsdale, Laura Rosemary, MA Oxf, PhD Birm Craig, Claire Harvey, CBE, MA PhD Camb Beasley, Rebecca Lucy, MA PhD Camb, MA DPhil Oxf, MA Berkeley Crowther, Charles Vollgraff, MA Camb, MA Fellows Cincinnati, MA Oxf, PhD Lond Blair, William John, MA DPhil Oxf, FBA, FSA O’Callaghan, Christopher Anthony, BM BCh Robbins, Peter Alistair, BM BCh MA DPhil Oxf MA DPhil DM Oxf, FRCP Hyman, John, BPhil MA DPhil Oxf Robertson, Ritchie Neil Ninian, MA Edin, MA Nickerson, Richard Bruce, BSc Edin, MA DPhil Oxf, PhD Camb, FBA DPhil Oxf Phalippou, Ludovic Laurent André, BA Davis, John Harry, MA DPhil Oxf Toulouse School of Economics, MA Southern California, PhD INSEAD Taylor, Robert Anthony, MA DPhil Oxf Yassin, Ghassan, BSc MSc PhD Keele Langdale, Jane Alison, CBE, BSc Bath, MA Oxf, PhD Lond, FRS Gardner, Anthony Marshall, BA LLB MA Melbourne, PhD NSW Mellor, Elizabeth Jane Claire, BSc Manc, MA Oxf, PhD R’dg Tammaro, Paolo, Laurea Genoa, PhD Bath Owen, Nicholas James, MA DPhil Oxf Guest, Jennifer Lindsay, BA Yale, MA MPhil PhD Columbia, MA Waseda Rees, Owen Lewis, MA PhD Camb, MA Oxf, ARCO Turnbull, Lindsay Ann, BA Camb, PhD Lond Bamforth, Nicholas Charles, BCL MA Oxf Parkinson, Richard Bruce, BA DPhil Oxf O’Reilly, Keyna Anne Quenby, MA DPhil Oxf Hunt, Katherine Emily, MA Oxf, MRes PhD Birkbeck Louth, Charles Bede, BA PhD Camb, MA DPhil Oxf Hollings, Christopher -
Bringing STEM Experts Into Your Classroom a Teaching and Learning Guide
Bringing STEM Experts into Your Classroom A Teaching and Learning Guide Information and advice for primary schools, and scientists and engineers, wishing to develop a partnership to support primary science and technology Bringing STEM Experts into Your Classroom This Teaching and Learning Guide begins with an overview of some local programmes enabling upper primary pupils to interact with STEM practitioners from industry, academia and government. These programmes include Civil Engineers in Primary Schools (supported by the Institution of Civil Engineers), Science Expressions (supported by the Astra-Zeneca Science Teaching Trust, and W5), STEM Experts in Primary Schools (supported by the Primary Science Teaching Trust (PSTT), and Sentinus), Physical Scientists from the World Around Us (supported by the Royal Society of Chemistry, and the Institute of Physics in Ireland), Primary BioSciences and Primary Life Sciences (supported by the Wellcome Trust), Primary Food Sciences (in association with the Institute for Global Food Security at Queen’s University Belfast). The essential feature of these programmes is that they provide continuing interaction between a working scientist or engineer and a primary school teacher and pupils over a period of time leading to a specific outcome or event, and provide a foundation for pupils to make appropriate course and career decisions later. As each section of this Guide is self-contained, there is some repetition between sections The programmes described in this paper were supported by: the Institute for Global Food Security at Queen’s University Belfast, the Institute of Physics in Ireland, the Institution of Civil Engineers, the Primary Science Teaching Trust (formerly the Astra Zeneca Science Teaching Trust), the Royal Society of Chemistry, Sentinus, the School of Medicine, Dentistry and Biomedical Sciences at Queen’s University Belfast, W5, and the Wellcome Trust. -
Matthew Corkey B.L. Hosted By: Sandy Dibble; Springfield, MA
Matthew Corkey B.L. Hosted by: Sandy Dibble; Springfield, MA Matthew Corkey was born in Belfast in 1984 and grew up just north of the city near Carrickfergus. He went to school at Belfast Royal Academy. In 2003, he moved to Dundee in Scotland where he studied English Law graduating in July 2007. Matthew returned to Northern Ireland on completion of his studies in Dundee and proceeded immediately to the Institute of Professional Legal Studies at Queen’s University Belfast where he undertook a postgraduate certificate in professional legal studies. On completion of the course at Queen’s in the summer of 2008 he was called to the Bar of Northern Ireland and commenced his pupilage. Matthew’s pupilage finished in March 2009 and he has been working as a self-employed barrister ever since. In the first couple of years of practice, Matthew did largely publicly funded criminal defense work in the lower courts. As time has gone by his practice has become increasingly dominated by civil litigation. Currently his practice involves a large amount of judicial review work for both individual applicants and respondent public authorities. He also does a reasonable amount of representation of employers in employment litigation and regularly receives instructions from insurance companies in personal injury work (commonly referred to as ‘whipper’ and ‘slipper’ claims). In Matthew’s spare time he is a keen rugby player having played since he was 11 years old, the sport provides a great antidote to the rigors of legal practice. He enjoys travelling and tries to put on a backpack and disappear for a few weeks every summer.