Spring 2016

Ireland’s National Skills Strategy 2025

Religion in Irish Schools:  Getting the Balance Right  Religious/Belief Diversity in Multidenominational Primary Schools

Student Voice in Irish Schools: An Increasing Acoustic ETBI  issue 2 – 2016

Contents

Section 1 – National and European events Section 2 - News

02 Editorial 46 Profile: The Glen Youthreach, Cork ETB

03 Inaugural ETBI FET Conference 47 DDLETB launches iTunes U Site

09 Government launches Ireland’s National Skills 48 A teaching revolution that ‘makes the classes Strategy 2025 – Ireland’s Future come alive’ – Donegal school has become one of the top-ranking in Ireland after ditching focus on 10 Ireland’s National Skills Strategy 2025 – a ‘chalk and talk’, moving to Canadian student-led summary model

17 FE gaining currency and recognition with tech 50 Idirbhliain Nuálaíoch i nGaeltacht na nDéise employers seolta ag an gCoimisinéir Teanga, Rónán Ó Domhnaill 19 A New Skills Agenda for Europe 52 Galway Community College hosts 1916 “Voices 21 Education and Training Boards Safety of Freedom” public evening Management System 53 Kinsale Community School hosts Féilte Beag CPD 24 'Being LGBT in School' is still not easy for all workshops

27 QQI Infographics – finally, some statistics I can 54 Naas Community National School exhibit at RDS understand BT Young Scientist Primary Science Fair

29 Religion in schools: getting the balance right 55 WWETB student wins trip to Strasbourg in Sweetman Trust competition 32 The Question of Religious/Belief Diversity in Irish Multidenominational Primary Schools 56 Ashbourne Youthreach nominated for Aontas Star Award 38 School league tables should carry a health warning 57 Trim Youthreach wins award in 1916 Centenary Art Competition 39 Recruitment to Inspectorate of the Department of Education and Skills 58 The Profiler Project: CDETB developing digital tools to identify the education, training and 40 Student Voice in Irish Schools: An Increasing support needs of its students Acoustic 62 The Storysacks Project in KCETB 44 United Nations Committee on the Rights of the Child publishes Concluding Observations on 64 Top National Accountancy Award for St Brigid’s Ireland’s implementation of the Convention on College Loughrea Student / VTOS Bunclody First Children’s Rights Year students Teamwork Project: Simon Community

Due to pressure on space, a number of contributions have been deferred for inclusion in a later issue.

The information contained in ETBI Magazine is, to the best of our knowledge, accurate at the time of publication. The views expressed in this magazine do not necessarily reflect those of ETBI. Design by: Design Farm www.designfarm.ie. Printed by: Doyle Print, Church Lane, Baltinglass, Co. Wicklow.

Section 1 | National and European Events  issue 2 – 2016  ETBI 1 Editorial olitical uncertainty and lack of clarity about the future hile there are many voices seeking investment, the education government and its education investment policy has arisen and training sector must be a priority, as this is an investment in Pfrom the stalemate that followed the General Election everyone’s future. Ireland’s economic recovery now provides an 2016. While water charges and other matters dominated the opportunity to reverse some of the serious cuts in the resources election campaign, it is interesting to note some features of the which have impacted significantly in education and training education priorities declared by some of the political parties in provision. Failure to appropriately resource education and training at the run-up to the General Election. this point in time will put our continued economic recovery at risk.

Skills for the future was a priority objective for Fine Gael, which Prior to the General Election, ETBI circulated its priorities promised to invest €210 million in digital technology. Promoting for investment in the education sector. The key to improving entrepreneurship in schools was also a key Fine Gael objective. education and training provision is through improving the quality Fianna Fáil committed to increasing third level funding and of provision, and it is quality that is most severely affected by developing a new student loan scheme. Labour’s focus was inadequate resources. on a reduction in class size and ending prefab use by 2021. Sinn Féin’s focus was also on a reduction in class size and an In a school context, there is a crisis at both middle and senior increase in special needs resource hours as well as reforming the management levels. While some progress has been made, there guidance counselling service. Smaller parties promised a further is a need to urgently reform and enhance school management range of initiatives. capacity. It is worth noting that when government seeks to implement its own key policy priority, it can deliver on resources, At the time of going to print, there is still uncertainty about future as is seen from the current implementation of the new Junior Cycle. investment proposals for education and training. One certainty however is that the education and training system has been stripped Career guidance and counselling hours need to be restored at bare over the past seven years and is in urgent need of significant least to the level that prevailed prior to 2012 (within the teacher and immediate investment in terms of staffing and resources. allocation for each school). In addition, there is a need for a root- and-branch review of the entirety of career guidance, with a view to If we are to sustain our key talent pool for future prosperity there putting in place a fit-for-purpose service. Very obviously there is also is no option but to immediately provide significant investment in all an urgent need to now bring about the reversal of the increases in areas of education and training. As IBEC has recently stated, “You pupil-teacher ratio which were implemented in recent years, and can design and build the best country in the world; but only the this is really necessary in terms of equity across all schools. creativity and talent of our young people can make it a reality”. At a corporate level, ETB funding has been seriously eroded at a Nurturing that creativity and talent is what schools and training time of on-going increases in the school-going population. Having centres do. Stripped, as they are, of adequate investment and said that, it is significant that senior management posts in ETBs resources, they cannot be expected to maintain and improve are now being filled, as this will support the operational and educational standards without immediate and prioritised strategic leadership of the ETBs at a time of massive structural investment in essential supports. reform. This consolidation of leadership capacity of ETBs is a welcome development. The context for investment in education has now changed. New figures from the Central Statistics Office show that Ireland’s GDP Further education and training must be targeted as the sector that increased by 7.8% for the whole of 2015 – the fastest growth can deliver on the skills needs of the economy. It is truly astounding since 2000. This made Ireland the fastest growing economy in that there is still no significant capital budget for FET provision and the Euro Zone for the second successive year. the State’s lack of action in this regard is no longer acceptable.

Front-loading investment in education and training is essential The European Commission has identified VET as the engine that now, as it takes a decade to bear fruit. It could be argued that will regenerate European economies. The “Cinderella” image the current school-going population has been disadvantaged for this sector still prevails and it does now require a dedicated by virtue of lack of investment in recent years. Government did capital investment programme if it is to stand shoulder to try to mitigate the impact of the near collapse of the economy shoulder with other education sectors. on education and training provision. Yet the sector still suffered significantly. For any new government there are investment challenges and priorities and there are many voices calling for that prioritised Major investment in education and training must now be a investment. Yes, jobs are a priority; but so also are up-to- key government priority. The economy is growing sharply; the date skills. Increasing the talent pool remains our key global unemployment rate has fallen from a high of 15.1% in 2012 to competitive advantage. It is a matter of spending now on a seasonally adjusted rate of 8.8% in February 2016; 150,000 education and training or regret later (for decades to come); and jobs have been created between 2012 and 2015. There is, as this is our advice to the new government as it addresses its a consequence of both a growing economy and more persons in spending priorities for the foreseeable future. employment, a significant investment fund generated by a large boost in tax revenue. Michael Moriarty, General Secretary.

2 ETBI  issue 2 – 2016  Section 1 | National and European Events inaugural ETBI FET Conference Conference Rapporteur Dr Dermot Stokes reflects on the event

he inaugural ETBI FET Conference, We are better at handling change of arrangements, programmes and which took place on 26 November than we think. Yet we must also structures, and we need to harmonise T2015, was a fascinating occasion, acknowledge that this often and realign them so that they make full of information, engagement and demands bravery, resilience and more sense to learners, employers, insight. Looking through the list of adaptability, especially where new other educational providers and the participants one was immediately policy frameworks, objectives and wider community. FET is at the point of struck by both the geographical spread structures all arrive together. Listening assuming its rightful place as a pillar and the range of designations. Those to the conference presentations I was of the education and training system in attendance include managers and reminded of one of baseball legend Yogi and to do so it must be structurally and coordinators, teachers, trainers, Berra’s gnomic utterances: “When you operationally sound. guidance counsellors and experts. To come to a fork in the road, take it!” have such an audience contemplate SOLAS has been established as the and discuss the emerging contours overarching authority in this new of the new landscape of Further "We are better at handling dispensation. Its role is broadly Education and Training in Ireland is change than we think. Yet we analogous to the HEA in higher of great significance. All must hear education. There will always be and all must be heard. There is a must also acknowledge that reservations, perhaps even fears, great range and depth of educational when a new authority opens its doors skills, knowledge and understanding this often demands bravery, for business and the establishment in the sector, not to mention stores of SOLAS creates no exception. of experience. If they can converge resilience and adaptability, Such cavils should not be seen as to a common purpose, we will most opposition. Rather, as was made clear certainly have a FET system that not especially where new policy in the comments from many of the only is world-class, but is seen to be frameworks, objectives and conference tables, everyone was keen such as well. to make the new arrangements work structures all arrive together." and they were simply noting the devil in Great change prompts excitement and the detail. nervousness. Familiar with our routines, our systems, our methodologies and We’ve done that a lot in Ireland, FET Viewed from outside, the new the comforts of what we know, we included. For example, the availability of architecture of the system is rational can forget that change is constant. ESF support for education and training and economic. But that masks Those nearing the end of their working brought in very substantial resources differences in topography. For example, lives in FET will have seen AnCo (itself over the last 25 years. But it also built it is intended that ETBs will engage established in 1967) replaced in 1987 distortions into the system as different in local consultations and generate by FÁS in a new amalgamation with programmes generated multiple regional plans accordingly. But the the National Manpower Service and management lines and accounting boundaries of many ETBs are not the Youth Employment Agency. That and reporting demands. The BTEI, to aligned with other regional planning arrangement has now been superseded take just one example of many, was structures such as the NUTS3 regions with the formation of SOLAS and Intreo. originally designed to support part-time which are the basis for other linked They will have seen PLCs emerge from participation in Youthreach, VTOS and planning, for example in enterprise the pre-employment courses of the PLC; but to qualify for ESF support and infrastructure. Indeed, in some late 1970s. At that point there were it had to stand alone. As a result it cases, the ETBs will be linking with myriad qualifications but no cohesion. became something rather different. several regions. There are other issues, There followed the NCVA and, in time, such as the random allocation of staff the NQAI and the National Framework When people are asked for directions and resources. No staffing profile was of Qualifications, FETAC and HETAC. in Ireland they sometimes respond, “If drawn up to establish what an ETB These, in turn have now been merged I was going there, I wouldn’t start from needs in order to do the job it has in QQI. In parallel we contemplated and here.” But here is where we are, and been handed. In five ETBs, there is no then entered the digital age, with all it’s where the journey must continue former FÁS Training Centre. Further that it has meant and will mean for our from. We’ve taken the forks in the road issues arise in relation to the interface personal and working lives. and at this stage we have a plethora with Intreo. As was pointed out by

Section 1 | National and European Events  issue 2 – 2016  ETBI 3 conference participants at a number of tables, as well as the tasks in hand within the education and training Factors influencing what to do after school system there is also a pressing need to align policies, structures, operational 2.00 systems with other Departments, agencies and sectors. 1.80

A daunting mission it may be, but all we 1.60 Working Class Mixed Middle Class can be expected to do is control what 1.40 we can control. Our mission is captured in the five goals set out in the SOLAS 1.20 Action Plan – skills for the economy, active inclusion, quality provision, 1.00 integrated planning and funding and 0.80 enhancing the standing of FET. At their core is a simple task: to focus 0.60 on learner experience and outcomes. The conference presentations and 0.40 the ensuing discussions brought all 0.20 strands of the system together and initiated the drive towards the common 0.00 understanding and sense of direction that is essential to a new system. Subject of Secure Job Income Friends Personal interest Doing Fulfillment The first presentations explored these issues from European and national Source: ESPL Leaving School in Ireland study perspectives. Cerys Furlong pointed out that FET in Ireland is not developing in a vacuum. The same issues arise across Europe: the need for skilled The next presentations turned in the ensuing discussion John workers, the need to address low towards skill needs and demands Sweeney pointed out that flagship levels of literacy and numeracy and in the recovering Irish economy and sectors are NOT necessarily graduate the mismatch between the outputs the opportunities opening up for the enclaves and they will need workers of FET and HE and the demands and restructured FET sector. There is a with intermediate skills to form and fill needs of the labour market. She current and foreseeable undersupply work teams. listed a number of success factors: of intermediate skills. Indeed, the increasing employers’ disposition education system may well be over- It is also the case that in Ireland we towards learning; increasing investment producing third-level graduates. find it hard to move beyond seeing and equity of access; delivering education and training programmes and learning relevant to both employers John Sweeney presented what he qualifications as essentially upward and and learners; and so on. She called described as good news for the sector. linear (for example, if a person returns for ‘more collaboration and less Formerly FET had a residual role to education and training, s/he should competition’ and for a ‘seamless in Irish education and employment be taking a course and qualification at learner journey’. planning. Now the FET Strategy a higher level than the qualifications offers the prospect of a far more s/he holds). This is emerging as a Fiona Hartley spoke of ‘reimagining central role. Higher Education may be significant issue between FET guidance FET’ and asked if there were too many less of a guarantee of employment personnel and Intreo personnel. It programmes. She outlined the National success in the future. In Ireland a appears that sight has been lost of the Skills Strategy and its benefits for the significant proportion of the workforce second key component of the Lifelong individual, society and the economy, is overqualified. Indeed, a significant Learning model, life-wide learning. In and identified three key challenges: minority of graduates work in low-skill the 21st century, a person may well occupations. He added that ‘past need a course at the same NFQ level,  Ensuring quality of employment performance is no guarantee for or indeed at a lower level. (emphasising levels 5/6), the present or the future’. He noted  Workforce development (noting concerns regarding the quality of the John McGrath noted low levels of FET- the importance of guidance) and education and in turn the job-readiness qualified personnel in the labour force citing three priorities, standards, of graduates. Over coming decades, and argued the need to raise their curriculum and assessment and there will be a strong demand for proportion. He added that employment aligning different Government people with intermediate skills and from training is almost equivalent to Departments (e.g. pathways to CEDEFOP (2014) estimates that 40% of that from Higher Education, and that Work and the Action Plan for Jobs), jobs will be at this level. Furthermore, FET outperforms Higher Education in  Basic Skills employer esteem in many sectors. This

4 ETBI  issue 2 – 2016  Section 1 | National and European Events is underscored by the outcomes of a number of studies. For example, in the Irish Survey of Student Engagement funded by the HEA (survey student- survey.ie, 2015), more than 27,000 students (universities, colleges and ITs) responded. Asked if they thought that they were gaining knowledge and skills that boosted their chances of getting a job, 37% said that they ‘sometimes’ or ‘never’ gained these skills. Also, in a study conducted by the Department of Education and Skills which canvassed employer opinions, FE graduates were perceived to have stronger practical skills, business acumen and (interestingly) foreign language capabilities. Employer satisfaction with workplace attributes of third- level graduates was rated at 72% and personal attributes at 87% whereas for FET graduates the satisfaction ratings were 82% and 90% respectively. This, it was noted in a number of table The inaugural ETBI FET Conference in November 2015 comments, begs a question regarding the relative esteem in which HE and this focus must include hearing what or not, this research makes it clear FET are held in the media and amongst the learners themselves say, and that for many learners there is indeed parents, school students and schools. designing and delivering FET that a close association between education That said, John McGrath also noted responds to what they say they need and employment. that follow-up and aftercare of students and want, rather than what we think is poor in FET. they need and want. This is especially Equally, the broader benefits of learning important at lower NFQ levels where must be recognised and endorsed, There is general acknowledgement of learners may have more complex needs and Mary Kett’s paper introduced us the importance of the labour market and personal situations to contend to the findings of the Wider Benefits of in FET, the links between jobs and with and may be less confident about Learning project which examines the good qualifications, and the personal expressing themselves. Also in this positive personal and social impact and wider social benefits that accrue, regard, it is important to keep in of education and training. The value including enhanced employability. mind what research reveals. The ESRI of this endeavour was not lost on However, any discussion of skills for the tracked a cohort of students from late conference attendees. For example, economy and the role of FET in meeting primary school through secondary one table noted: this goal can trigger some disquiet education and beyond. Quite significant in the sector. Some FET practitioners differences emerged between students We welcome the effort to argue that education is a right and that attending what the researchers quantify the wider benefits there should be an equal emphasis on identified as working class, mixed and fulfilment and empowerment, a point middle class schools regarding their of learning. This should be made in comments from many tables. choices of what to do after school. further developed over time, For example, one table commented Those attending a middle class school to map the ‘progression’ of were more likely to study a subject of that in focusing on ‘the twin pillars of these learners and see if these economic prosperity and social justice’ interest than those attending a working benefits continue. we should not lose sight of social class school. Likewise, they were justice, especially important to those more likely to cite personal fulfilment working with learners at the lower as the basis for selecting the course. levels of the NFQ. This prompted the In contrast, those attending a working This project is important for (at least) comment from another table that ‘We class school were more likely to choose three reasons. Firstly, it builds a need an all-inclusive title that covers on the basis of a course securing a job rationale for investment in education community training, basic education, and generating income. that extends beyond labour market social inclusion, etc. FET suggests the outcomes – the benefits of general learner has a basic education to start One can debate the meaning of these education participation may not mature with.’ revelations. It could be that those until many years after participation attending middle class schools simply has ended. Secondly, in reviewing the There is much common ground and assumed they would find employment existing research base and building maintaining focus on the learners will and therefore felt free to study what from there, the project exemplifies keep it in view. That said, maintaining they wanted. Whether this is the case how good research can contribute

Section 1 | National and European Events  issue 2 – 2016  ETBI 5 Images from the inaugural ETBI FET Conference in November 2015 to identifying and disseminating and outputs, but scant as regards providers promote their work, an best practice, developing standards, effectiveness, especially learner essential component in raising the methodologies and new metrics, and satisfaction and outcomes. But many profile of FET. This is a priority in a generally building the knowledge base educators argue that many of the country which is preoccupied with of the sector. Thirdly, it helps define most important outcomes can’t be academic learning and qualifications. the elements of an FET knowledge measured, or not easily at any rate. Its importance was not lost on strategy, one that comprehends strong Delegates at one table commented conference attendees and Nikki data, ongoing learner feedback, project that ‘Programmes and projects should Gallagher’s presentation on Building and programme evaluation and robust be evaluated according to stated a Recognisable Brand for Further academic research. To date the last- aims and objectives. Performance Education and Training and the short mentioned has been hit and miss. It indicators need to reflect our work on video she showed at the end generated is clear from the experience in other the achievements for learners. Soft much debate and constructively critical countries that academic research skills needs have to be met but one comment. One table asked, ‘If SOLAS has an important role to play in the size doesn’t fit all’. It is also the case is the brand for the FET, what is the development of FET systems and that what’s measured and recorded brand for the local centres? ETBs and practice, and it should be built into a gets reported and analysed. One table ETBI is not mentioned. This may create knowledge strategy for the sector. identified a key difficulty: even more confusion.’ Another table commented that: Research is also important in Having many systems (e.g. the development of new metrics, what John McGrath identified as PLSS, FARR, Salespulse, MIT, A national FET brand (is) ‘appropriate indicators’. Since future PBS, SAP) to reflect and record funding in the FET sector will be our work is unhelpful and critically important to linked to ‘performance’, this is a makes it difficult to promote incorporate education, central and urgent issue. But as the our work in an evidenced- training and learners of all saying goes, what gets measured ages – lifelong learning, e.g. gets done. Another version has it that based way. For example, London Underground Map ‘What gets measured gets managed’. part-time programmes with The risk is that this then becomes few resources have to use four – all connected, not linear. ‘If you can’t measure it you can’t systems for reporting at the ‘Education with a difference manage it’, a view that has tempted moment. that makes a difference.’ many a manager to jettison all but the most measurable elements. We have a long history of what might be termed compliant reporting in As this comment underlines, They added that there is a need Ireland, rich in facts and figures, appropriate indicators can generate for care in the use of language; for especially regarding auditable aspects performance data that can help example, using the term ‘better’

6 ETBI  issue 2 – 2016  Section 1 | National and European Events courses suggests that current courses are not good. Others argued that it is important that all relevant government departments support the FET branding with one table asking for ‘consistent branding between SOLAS, ETB and local Education and Training providers’. In general, attendees welcomed the intention to promote FET as a brand but many were wary about ownership of the process. One table asked ‘Is it an ETBI/ETB on branding or a SOLAS decision?’ and another echoed this: ‘Brand FET? Brand ETB? Brand SOLAS? (An Independent branding/marketing company to advise – not branding from within).’ A third table commented that:

We believe that good guidance is essential. We need to communicate the opportunities we provide as valuable and valid so that everyone understands that FET is beneficial and provides another way. ‘There is another way’ should be our key message.

Promoting FET as a quality option for learners, employers and communities requires a simple and direct presentation and a strong evidential base. It isn’t something that can be achieved in one short action; nor is it something that can be done quickly. It will take time, unity of purpose and hard graft, in schools, in local employment fora, in the media and, as it were, through the streets broad and narrow. SOLAS officials, ETB officers, College principals, centre directors, programme coordinators, community educators, all must sing from the same sheet. Differences of emphasis, target groups and methodologies will endure but all are now comprehended by a more Images from the inaugural ETBI FET Conference in November 2015 generic approach and set of structural arrangements. As one table commented: There will be many challenges, and duplication and apply resources where Overall (we’re) looking at FET conference participants were under no needed’. Others demanded an end to provision and changing from the illusions in this regard. For example, silos. specific programmes with their as Minister English pointed out, when developing the new apprenticeships, Some conference participants argued rules and guidelines and moving ‘the Apprenticeship Council had to that the term skills should be redefined perhaps to a sector that is divided knock on doors, asking enterprises to include ‘soft’ skills, life skills and on levels and full or part-time to be involved. Employment links are work-specific skills. This fits with their provision which gives us more hard work and need development concern regarding the emphasis on flexibility to provide what is needed. and maintenance’. Across the board skills needs and demands vis-à-vis there were calls for cohesion and education needs and demands. This cooperation. One table said ‘Avoid echoes historic arguments about

Section 1 | National and European Events  issue 2 – 2016  ETBI 7 education and training, a distinction who encounter the missing links, this approach, developing a culture that may be obsolete in the 21st dragging feet, misunderstandings and of constructively critical engagement century and the era of lifelong learning. ineptitudes that frustrate pathway and discourse, and cultivating the art Training is a function of education and planning and progression, and their of questioning among learners and education is a function of training. importance in the emerging FET employers, teachers and trainers and Nonetheless, if it itches it should be scenario was repeatedly emphasised management. Start as you mean to go scratched. from both the point of view of FET on and be consistent. As Cerys Furlong colleges delivering PLCs, which are said, ‘to gain power you may have to As regards local engagement and resourced under second-level formulae give up power.’ planning, there was a strong sense and therefore must deliver guidance that the idea is sound, and the services from within their teaching It is also important to encourage intention is good, but it’s going to allocation, and that of clients of education practitioners to learn and take a great deal of very hard work to the Youthreach and adult education practice business skills, and to draw make it viable. As has already been services, who have separate and the world of work into learning contexts noted, ETB boundaries do not accord so far unconnected allocations. The as well as bringing the learners into with those of the regions in any other centrality of guidance in informing, the world of work. We must also relevant sphere such as regional assisting, mediating, advocating and think beyond conventional work and development, enterprise planning brokering was repeatedly asserted, understand that while a young person or health. The difficulty of anchoring an importance emphasised by who left school in the late 1970s is long-term involvement by enterprises Fiona Hartley: ‘guidance, guidance, likely to have five or six jobs in her/his has already been noted. They’re busy guidance’. lifetime, one leaving school today is as and time is money. Different problems likely to have five or six jobs at any one arise with other local State agencies. And so, to conclude I can quote one time. This may challenge presumptions They too have their pressures. of the tables: ‘This is not the end, among some FET practitioners who may Intreo personnel are perceived to be this is just the beginning.’ Indeed. The have drifted away from active dealings preoccupied with meeting targets for changes discussed at the conference with the cutting edge of employment placement, and education providers are truly substantial, even tectonic. and would benefit from renewing the maintain that they don’t understand They will take time to play their way intensity of the first pre-employment the FET system. through the system. Everyone has a programmes out of which so much of part to play and while the Strategy what we now celebrate in FET arose. Issues also arise with regard to sets out the vision and the hoped-for regional skills fora – while there outcomes, the dimensions, contours Musicians sometimes talk of the was no adverse comment regarding and modalities of the system that is yet things that are essential to a band the idea, its execution will demand to come are far from certain. Events or orchestra. Each musician has a cohesion between local/regional HE such as the FET conference will be function and a contribution to make. and FE providers. This is easily said of great importance. The interactivity They don’t do the same things; a bass but not so easily done. Views noted of this conference has encouraged player and drummer must be extremely above espousing collaboration rather debate, and as the project unfolds it tight but what they do is very different. than competition also apply here. The is imperative that its leaders maintain And so on. But they all have to play the hit-and-miss nature of progression same tune and start at the same time, arrangements between Higher they have to be in time and in tune and Education institutions and Further they have to trust each other. The four Education providers is another sore The interactivity of this Ts: teamwork, timing, tuning and trust. point that will demand action, perhaps The same applies to a system or an by QQI. conference has encouraged institution. There will be different roles, debate, and as the project there will be targeted programmes It may be that an emphasis on the and projects, and they may demand learner may help with these foregoing unfolds it is imperative that separate systems, structures and issues but it is imperative that (i) those arrangements. Bu if they have the who are meeting/teaching clients are its leaders maintain this four Ts, they’ll play the same tune able to identify misalignments and and be in (relative) harmony, and that lacunae and (ii) the systems respond approach, developing a culture will best address the needs of the with information exchange, training/ of constructively critical various constituencies served by FET CPD, policy tuning/redirection, and in Ireland. perhaps even arm-twisting. As one engagement and discourse, table put it, ‘In order to meet all It was a pleasure and a privilege requirements under (the) FET strategy, and cultivating the art of to have been part of the inaugural CPD (should be) provided at level 1-6 ETBI conference. I congratulate ETBI for all staff. Lifelong learning also questioning among learners for organising it and the ETBs for includes staff.’ and employers, teachers and supporting it so well. It is the first but not the last. I look forward to the Guidance services are particularly trainers and management. gathering discourse and to hearing how significant when it comes to those the new system grows out of the old.

8 ETBI  issue 2 – 2016  Section 1 | National and European Events Government launches Ireland’s National Skills Strategy 2025 – Ireland’s Future

he Taoiseach and Tánaiste Skills Strategy sets out the courses that respond to industry launched the new National Skills Government's commitment to improving needs. This sector is unique in that T Strategy 2025 – Ireland’s Future, and using skills for sustainable it offers many specialist courses not along with Minister for Education and economic growth. It outlines how we available in Higher Education. We cater Skills Jan O’Sullivan TD, and Minister can develop a well-skilled, adaptable for a broad profile of students from for Skills, Research and Innovation workforce that contributes to, shares school leavers to those who wish to Damien English TD, at the Blackrock in and benefits from opportunities of return to education to upskill in the Further Education Institute, Dublin on economic expansion.” latest technologies.” Wednesday 27 January 2016. “This strategy will ensure increased As Paddy Lavelle, CEO of DDLETB, According to the Taoiseach, “The access to high quality and relevant brought the launch to a close, he Government has a long term economic education and training and skills urged the Government to see fit to use plan to keep the recovery going and the development opportunities. It will the European Strategic Investment first step of that plan is the creation allow people to benefit from workplace Plan model to develop quality further of more and better jobs. The ability to learning and experience, and to enable education and training facilities attract new jobs, and having our people effective participation by all in the throughout the country. For FET to fill those jobs, is dependent on having a economy and society.” take its place as a world class sector, well-educated, well-skilled and adaptable Ireland needs to invest significantly work force. This National Skills Strategy The Strategy has been developed both in capital and in resources. aims to provide an education and training around six key objectives and a Technology training in FET centres system that is flexible enough to respond comprehensive set of actions and requires a solid resourcing plan that is to a rapidly changing environment and measures aimed at improving the imaginative and bold. His concluding that can provide the mix of skills needed development, supply and use of skills remark was: “Today marks a point in over the next ten years, and beyond. over the next 10 years. history that we may look back on in Our commitment to provide 50,000 time to come, as the seed germinating modern apprenticeship and traineeship Deirdre Hanamy, Principal of BFEI, said, for a skills tree of the future.” places to 2020 is an essential part of “It is most appropriate that the National our long term economic plan to reach Skills Strategy is being launched in The Strategy Report is available full employment and is something I am a Further Education Institute as this at: www.education.ie/en/Publications/ determined that we deliver." sector has a long history, and a wealth Policy-Reports/pub_national_skills_ of experience, in delivering innovative strategy_2025.pdf. The Tánaiste said, “I am particularly pleased this plan will pave the way to provide 50,000 apprenticeships and traineeships by 2020, which I regard as a crucial element in the range of career options for our young people. In addition to assisting those who are unemployed gain the skills needed to enter employment, the strategy also focuses on the need for upskilling of those who are already in employment. As the economy grows and evolves, those in employment will have similarly growing and evolving education and training needs. Upskilling will be important for everyone in employment, regardless of their occupation or current skill levels." Paddy Lavelle CEO DDLETB, Minister for Education & Skills Jan O’Sullivan, BFEI Principal Deirdre Speaking at the launch Minister Hanamy, Tánaiste Joan Burton, Taoiseach Enda Kenny, and Minister for Skills, Research & O’Sullivan said, “This new National Innovation Damien English, at the launch of Ireland’s National Skills Strategy 2025,

Section 1 | National and European Events  issue 2 – 2016  ETBI 9 Ireland’s National Skills Strategy Pat O’Mahony, ETBI Education Research Officer 2025

The new strategy document runs to exceeding the 90% target set for Setting the context some 122 pages so it is impossible to 2020. reland’s National Skills Strategy do justice to its detail in this relatively 93% of 20-24 year olds received 1  to 2025 (Ireland’s Future) was short article. The full strategy may an award at Levels 4-5 or more I launched by the Taoiseach and the be downloaded for free from the on the National Framework of Tánaiste at DDLETB’s Blackrock Further Department of Education and Skills Qualifications (NFQ) in 2014 – an Education Institute. Given the critical website2. What follows summarises the increase of 7% on the baseline role that further education and training new strategy and, in doing so, uses year of 2005 and just 1% short of (FET) will play in ensuring our prosperity significant sections of the strategy’s the target for 2020. and cohesion to 2025 and beyond, the text without specifically referencing the  The progression rate to higher launch location could not have been quotations. This approach has been education increased by 14%, from more appropriate. Furthermore, the taken in order to make the summary 55% to 69%, while there was an 11% launch was very timely because, as we more readable. increase in the proportion of the hopefully move towards full employment, labour force achieving a qualification we must make sure that our workforce The Strategy builds on the progress at Levels 6-10 on the NFQ. has the skills that enterprises of all made since the last skills strategy was sizes require for growth. published in in 20073. In a number On the other hand, the target to of respects the new strategy is more increase the proportion of the labour The Strategy sets an ambitious 10- realistic than its predecessor in that force holding a qualification at Levels year trajectory for skills and talent it does not treat qualifications as a 4-5 was not met. Also, the share development and highlights the synonym for skills and the assumptions of persons with only a Level 3 NFQ importance of lifelong (from the cradle about continuing economic growth qualification is, at 15.4%, nearly double to the grave) education and training for that underpinned the 2007 document the 2020 target of 7%. all. No longer is education and training are tempered by a greater level of seen as something that occurs at economic realism. Assumptions underpinning the front-end of a person’s life. Now the Strategy education and training is integral to Notwithstanding the economic The whole strategy is underpinned by a the whole of one’s life. In terms of its meltdown, a number of the 2007 number of assumptions. detail, the strategy identifies Ireland’s targets have been met. current skills profile, provides a  A well-skilled, adaptable, and strategic vision and specific objectives  The proportion of young people innovative workforce can underpin for Ireland’s future skills requirements, completing second-level has improved living standards for all and sets out a road map for how the increased from 81% to 90.6% – over the longer term. vision and objectives will be achieved. In particular, the strategy acknowledges the need to include everyone in the upskilling process and to avoid "No longer is education and training seen as something that depriving some social cohorts of the occurs at the front-end of a person’s life. Now education and fruits of economic growth, as has been the case heretofore. training is integral to the whole of one’s life."

1 www.education.ie/en/Publications/Policy-Reports/pub_national_skills_strategy_2025.pdf 2 www.education.ie/en/Publications/Policy-Reports/pub_national_skills_strategy_2025.pdf 3 www.edepositireland.ie/bitstream/handle/2262/69844/egfsn070306b_national_skils_strategy.pdf

10 ETBI  issue 2 – 2016  Section 1 | National and European Events  The availability of skilled talented "The efficacy of education and training will be maximised people is one of Ireland’s key international differentiators – through active engagement between providers and employers, attracting foreign direct investment Ireland’s National and driving the success of thus ensuring greater alignment between the skills delivered indigenous enterprises from innovative start-ups to scaling firms by education and training providers and those required in the with high growth potential. workplace."  The quality of our workforce Skills Strategy depends on the extent to which our workforce has acquired relevant in companies supported by IDA and A further complication is the high level knowledge, entrepreneurial agility Enterprise Ireland. of turnover in the labour market - mainly and analytical skills.  Established business ownership at the lower end of the skills scale.  The effective use of technology is rates exceed EU average by 3.2% critical to supporting talent and while the EU average for early stage Future employment targets skills, to growing enterprise and entrepreneurial activity exceeds the + Government is targeting 2.18 enhancing the lives of all citizens. Irish rate by 1.3 percentage points. in employment by 2020 with  The efficacy of education and  The Action Plan for Jobs 2016 unemployment at 6%. This means training will be maximised through targets a doubling of the jobs the need to create 266,000 jobs active engagement between impact from start-ups through between end of 2014 and 2020. providers and employers, thus supporting survival and the growth + 12,500 new jobs are being ensuring greater alignment between of new business. targeted in companies supported the skills delivered by education  Some 1.2 million of employees by IDA and Enterprise Ireland and training providers and those work in the private sector and a (Health Sciences, International required in the workplace. significant proportion of these work Traded Services, International  Employers need to participate in export-oriented companies with Financial Services, Engineering / actively in the development of skills strong growth which are supported Industrial Products and Agri-Food) and make effective use of their by Enterprise Ireland (EI) and the to 2020 and estimated that each skills in the workplace to improve IDA. of these jobs will generate a productivity and competitiveness.  90% of our 185,000 enterprises further job in rest of economy.  There is a need for systematic employ fewer than ten people and + As well as these new jobs there evaluation of learner outcomes. thus lack the capacity to identify will be demand for 400,000  The quality of teaching and learning skills needs, to upskill their workers to replace those leaving at all stages of education and workers, and to release workers for the workforce between now and training needs to be continually off-the-job training. 2020. enhanced.  376,000 working in the public  There must be a much greater sector (121,000 in health and Sectoral employment focus on lifelong learning – need to 111,000 in education) and there projections increase proportion of population are also skill issues here. + Research personnel across all involved in lifelong learning from skills levels (technician to PhD) 6.7% (2014) to 10.7% (2025). Current supply and demand rising from 20,000 currently to 40,000 in 2020. for skills in economy + By 2020 an additional 16,500 in Employment in Ireland  Skills shortages for Professionals agri-food industry.  In 2011, some 47 million were and Associate Professionals + Growth of 60,000 in construction unemployed across the EU while across sectors in ICT (Software, to 2020. 330,000 (15.1%) of the total Data Analytics, Financial Services + 44,500 extra employees in ICT labour force and 30% of 15 to and Distribution), Science and between 2013 and 2018. 24 year-olds were unemployed in Engineering. + 55,000 extra jobs in manufacturing Ireland. By December 2015 the  Skills shortages for professionals from 2011 to 2020. comparable unemployment figures in Financial Services, Health + Data analytics - 18,000 extra jobs were 8.8% and 19.7% respectively. (medical practitioners and nurses) between 2013 and 2020.  Long-term unemployed has fallen and Construction - surveyors. + Hospitality – growth of between from 6.4% to 5% but still is 54% of  With renewed economic growth, 9,900 and 21,540 from 2015 to unemployed. shortages are evident in Freight 2020.  There are 1.98 million employed in Transport, Distribution & Logistics. + Freight Transport Distribution and Ireland and the target for 2020 is  Multilingual skills for Associate Logistics – from 2015 to 2020. 2.18 million. Currently, 1,644,000 Professionals in ICT and Sales & of these are employees and Marketing, and for Administrative Overall, there should be employment 323,000 (16%) as self-employed. staff in Financial Services and growth in all occupations except  150,000 jobs created between Freight Transport, Distribution & farming – assuming no significant 2012 and 2015. 55,000 of these Logistics. economic contraction across the world.

Section 1 | National and European Events  issue 2 – 2016  ETBI 11 Skill needs of Irish "These (creativity, innovation and entrepreneurship, critical and economy analytical thinking, team work, communication and business Looking to the future, Irish workers will need a mix of sectoral, cross sectoral acumen) are critical to obtaining and holding employment, and transversal skills. to personal development, and are the building blocks for the Transversal (Generic) Skills These (creativity, innovation and development of the ”vocational” or “technical” skills required in the entrepreneurship, critical and analytical thinking, team work, communication labour market. " and business acumen) are critical to obtaining and holding employment, to ensure that students acquire the skills engineering, once considered to be personal development, and are the to use the most up-to-date subject unique in their own right. ICT now building blocks for the development of knowledge to make the most of their permeates almost all sectors, and the ”vocational” or “technical” skills lives – in the family, in the community similarly, strong business skills and required in the labour market. and in the workplace. Knowledge foreign language skills are relevant without the capacity to apply it is of across many sectors. The increased focus on transversal limited value. skills which is reflected in the new The skills needs in the above table are Framework for Junior Cycle4 is not Cross Sectoral Skills likely to be across all qualification and intended to detract from the quality There is increasing convergence experience levels. While most jobs will of subject content in education but to between ICT, business, and require qualifications at levels 5 and

Sector Specific Skills Needs

Sector Skills needs

Financial Services Risk, compliance, accounting, business intelligence, ICT and data analytics. These skills can be found in engineering, mathematics, data analytics, business and law graduates. ICT Sector Core technology skills, e.g. software developers, cloud, security, networking and infrastructure and a combination of the technical skills with business/analytic/ foreign language skills as the skills requirements become more complex. Manufacturing Scientists with experience and engineers

Medical Devices Mechanical, automation and validation engineers; polymer technicians, software engineers, quality engineers and regulatory compliance experts Bio-Pharma Technicians and senior process scientists, pharma co-vigilance personnel, biotechnologists, biochemists, engineers including precision engineering Food & Beverages R&D scientists, food technologists and technicians with new product development skills; international sales/marketing with languages for international trade

Leisure, Tourism & Hospitality Chefs: commis, demi, pastry and chef de partie.

Freight, Transport & Logistics Graduate- managers, planners and ICT staff; skilled warehouse staff and HGV drivers Wholesale & Retail Accountancy, supply chain management, retail marketing and data mining of retail data, finance and human resource management

Construction Chartered surveyors; internationalisation and management capability; ICT, Building Information Modelling (BIM) systems and Green Economy skills.

4 www.education.ie/en/Publications/Policy-Reports/pub_national_skills_strategy_2025.pdf

12 ETBI  issue 2 – 2016  Section 1 | National and European Events 6, replacement demand caused by we are now trying to attract these + Education and training beyond retirements and other departures will back home. school comprises further education result in significant job opportunities at  Substantial numbers have and training (FET) and higher levels 3 and 4. migrated into Ireland and gained education (HE). The coherence of employment. Despite our these two systems is grounded Skills forecasts need to be mediated unemployment, skill shortages, in the National Framework of by structured and continuous dialogue, particularly in ICT and healthcare, Qualifications (NFQ). Integration locally and nationally, between the see us continuing to bring in between FET and HE, with the education and training providers and workers from abroad – indeed from interests of the learner and employers. The new Regional Skills outside the EU. employer central, is central to Fora should assist here. the new skills strategy by aiming Developments in Education to provide seamless progression Ireland’s Labour Market and Training in Ireland routes for learners. + FET and HE are being  1 million of 4.8 million population + The raison d’être of Ireland’s comprehensively reformed in line is under 15 and 60% of workforce education and training system is with the Further Education and will be working in 2035. Given to equip people with the skills and Training Strategy6 and the Higher continuously changing skills knowledge that will best help them Education Strategy to 20307. needs, the education and training as they move through life. + SOLAS (Further Education and sector will have to strike a balance + Since 2008, education and training Training Authority)8 plans, funds between catering to school providers coped well with changing and coordinates FET provision. leavers and upskilling workers – employment circumstances, A new funding model based on irrespective of their occupation or reduced resources and increased performance is being implemented educational level. This will present enrolments – 171,000 in the last through the agreement of annual particular challenges for those on decade. FET Service Plans with ETBs. NFQ levels 1 to 3. + Education and training is being These plans facilitate framework  Reskilling/upskilling can entail on reformed to ensure all learners progress being monitored against the job training, short courses, acquire the knowledge and skills agreed quality and delivery industry certification and formal they need to participate fully in targets. In future, only courses education and training. People society and the economy. This that deliver positive outcomes for do not need a full NFQ award to reform recognises the importance participants will be funded going progress in the workforce. An of all levels of education and forward. Courses with unsuccessful intensive short course or a course training as integral elements of a outcomes will be adapted, at the same level in a different framework for lifelong learning and restructured or terminated. discipline combined with work skills development which starts + The Higher Education Authority experience is sufficient. through quality early childhood leads implementation of the  30% (900,000) of working age provision and is continually Higher Education System are economically inactive and developed during school years Performance Framework 2014-169 17% of those hold a third-level and in learning beyond school. which involves agreements with qualification. The reforms consist of system publicly-funded higher education  Skills development for long-term reforms at every level – curriculum institutions and the rollout of unemployed is a priority given that reforms and initiatives related to performance funding. 15.7% of those with less than improving quality, accountability + The work of the public providers of higher secondary education are and inclusion.5 unemployed compared with 10.8% of those with a minimum of higher secondary education.  Those beyond retirement age will "This reform recognises the importance of all levels of education grow from 500,000 in 2011 to 855,000 by 2026 and to almost and training as integral elements of a framework for lifelong 1.4 million by 2046. These will also have learning needs. learning and skills development which starts through quality early  The recession resulted in large outward migration resulting in the childhood provision and is continually developed during school number of 20-29 year-olds falling years and in learning beyond school. by 26% (200,000). With recovery,

5 See Chapter 5 of Ireland’s National Skills Strategy 2025; www.education.ie/en/Publications/Policy-Reports/pub_national_skills_strategy_2025.pdf 6 www.education.ie/en/Publications/Policy-Reports/Further-Education-and-Training-Strategy-2014-2019.pdf 7 www.hea.ie/sites/default/files/national_strategy_for_higher_education_2030.pdf 8 www1.solas.ie/Pages/HomePage.aspx 9 http://www.skillnets.ie/ttp://www.hea.ie/en/policy/national-strategy/higher-education-system-performance-2014-16

Section 1 | National and European Events  issue 2 – 2016  ETBI 13 HE and FET is complemented by "Employers are well-satisfied with FET and HE graduate recruits that of private providers who have demonstrated good practices in across a range of personal and workplace attributes, including the Recognition of Prior Learning (RPL) and these will be included in computer and technical literacy, working effectively with others the development of system-wide capacity for RPL. and numeracy/processing numerical data. But they are less + The establishment of ETBs satisfied with graduates’ business acumen, entrepreneurship and facilitates the coordination of FET provision locally and enhances foreign languages." capacity to flexibly respond to skill needs. The former FÁS training centres provide ETBs with a network of local employer links, a system for contracting training  Development of Career of students with disabilities in HE provision and expertise in a wide Traineeships by SOLAS in grew from fewer than 1,000 in range of specific skill areas. collaboration with ETBs and 1993 to nearly 10,000 in 2013, + Skillnets10 enables networks enterprise to develop an effective and new plan contains targets for (currently 60) of employers, model of work-based learning, specific categories of students regionally or sectorally, to come primarily at levels 4 and 5, currently under-represented in HE. 14 together to procure common incorporating best international  Progression of Transitions Reform training for their employees. practice – currently being piloted to help second-level students + Given Ireland’s open economy, with the Hospitality and Engineering prepare to enter and remain in HE. a key priority is to ensure that sectors.  The work of the Expert Group on 15 education and training produces  The target is to support the the Future Funding of HE will graduates capable of building and delivery of 50,000 apprenticeship lead to the implementation of new sustaining internationally-oriented, and traineeship places up to 2020. approaches to funding third-level globally competitive enterprises. Strong employer commitment is studies and probably include some Language skills are critical to critical to achieving this target. kind of student loan scheme. 11 achieving this goal as is study  Ongoing roll-out of Momentum 12 or work placement abroad – for and Springboard to provide Satisfaction with Education students, staff and researchers. enterprise-relevant skills and and Training in Ireland progression to sustainable Currently, 14% of level 8 graduates  Employers are well-satisfied with employment for unemployed. study or undertake a placement FET and HE graduate recruits across  Establishment of Technological abroad and EU target for 2020 a range of personal and workplace Universities and formation is 20%. The implementation of attributes, including computer and of regional clusters of higher soon-to-be-published International technical literacy, working effectively education institutions. Education Strategy will encourage with others and numeracy/  Introduction of a professional the attraction of talent from around processing numerical data. But they development framework for the world to our high quality are less satisfied with graduates’ teachers in higher education. education institutions and provide business acumen, entrepreneurship  Development of a CPD Strategy for opportunities to send students, and foreign languages. staff delivering FET in ETBs and researchers and academics to  There is dissatisfaction with the the development of a strategy for partner institutions abroad. responsiveness of education and technology-enhanced learning (TEL) training to emerging employer in FET. Other developments in train: needs and the quantity of  Development of a Workforce  Reform and expansion of graduates in STEM disciplines and, Development Strategy around apprenticeship system to ensure in particular, ICT graduates. upskilling those in employment. those entering the workforce at  Employers need to engage with  Development and rollout of ICT- sub-graduate level have appropriate education and training providers to related strategies for HE and FET. skills and dispositions – with create a shared understanding of  Roll-out of National Plan for Equity educational progression routes for their skills needs and how they can of Access to Higher Education those completing apprenticeships. be addressed. 2015-201913. Overall participation

10 http://www.skillnets.ie/ttp://www.hea.ie/en/policy/national-strategy/higher-education-system-performance-2014-16 11 www.momentumskills.ie/ 12 www.springboardcourses.ie/ 13 www.hea.ie/node/1622 14 www.hea.ie/en/policy/policy-development/transitions-reform 15 www.education.ie/en/The-Education-System/Higher-Education/Higher-Education-Funding-Irish-Higher-education-A-Constructive-and-Realistic- Discussion-of-the-Options-Discussion-Paper-3-.pdf

14 ETBI  issue 2 – 2016  Section 1 | National and European Events Skills Strategy – Objectives and Actions for Implementation16

Objectives Key Actions Objective 1 1. Students at all stages will learn 21st Century Skills – involving a balance between Education and training transversal skills and up-to-date subject knowledge. providers will place a 2. Participation in STEM education will grow – essential to knowledge intensive industries. stronger focus on providing Innovation 202017 includes a range of measures to support the growth of STEM. skills development 3. Beyond school, there will be enhanced integration, partnerships and synergy between the opportunities that are FET and HE sectors. The capacity of the FET sector to meet demand for mid-level skills is relevant to the needs of not well understood and needs to be addressed. learners, society and the economy

Objective 2 1. Employers will participate in skills development through active collaboration with Employers will participate education and training providers – structures will be developed to foster a systematic actively in the development approach. of skills and make 2. The capability of SMEs will be enhanced through skills development. effective use of skills 3. Workforce planning in public sector will be improved to ensure the right numbers with the in their organisations to skills are employed in the right place at the right time. improve productivity and 4. Research and innovation will be promoted, SMEs supported to engage in research and competitiveness innovation, foreign-owned firms encouraged to locate research activities in Ireland, and engagement between industry and higher education facilitated. 5. Improved employer participation will strengthen the promotion and communication of career opportunities.

Objective 3 1. Quality will be embedded in the delivery of Early-years services and DES Inspectorate will The quality of teaching and undertake education focused inspections in early childhood education settings. learning at all stages of 2. Teaching and learning in schools will be improved by investing in high quality teacher education and training will education, continuous professional development and evaluation. be continually enhanced and 3. FET and HE will provide high quality learning experiences leading to better outcomes. evaluated Further Education and Training Strategy 2014 – 2019 is underpinned by several developments: Teaching Council's accreditation of ITE programmes for FET sector, SOLAS profiling of skills base in ETBs to inform the development of a CPD Strategy for ETB staff involved in delivering FET, reviews of FET programmes (PLC Review 2016), QQI's monitoring and promotion of quality in FET sector, QQI's validation of all FET programmes, etc. In HE, a new Systems Performance Framework sets out system-level objectives for all publicly funded HE institutions and this includes teaching and learning and the student experience.

Objective 4 1. The benefits of lifelong learning will be promoted and communicated to the full population People across Ireland will of Ireland. engage more in lifelong (all 2. There will be more and easier opportunities for those in employment to engage in purposeful learning activity education and training – particularly older and low-skilled workers. whether formal, non-formal 3. There will be greater recognition of workplace (in company training, ‘on the job’ training, or informal) learning team work and problem solving activities, work placement/experience, etc.) learning and capacity for recognition of prior learning will be developed. 4. Career guidance will be strengthened significantly, with the aid of employer engagement.

Objective 5 1. Disadvantaged and under-represented groups will be supported to participate in There will be a specific education and training. focus on active inclusion 2. Jobseekers will be supported to find the best possible job. to support participation in 3. Older workers will be encouraged to remain active in the labour market. education and training and 4. Economically inactive and under-represented groups will be helped to increase their labour the labour market market participat

Objective 6 1. International migrants with in-demand skills will be attracted to Ireland. We will support an increase 2. There will be increased mobility of higher education researchers into industry. in the supply of skills to the 3. Irish emigrants will be encouraged to return home to meet the skills demand. labour market

Section 1 | National and European Events  issue 2 – 2016  ETBI 15 "The great strength of the new Skills Strategy is that it pulls childhood education to education programmes for the elderly. Though together into a coherent whole all that is being done and needs Ireland is a small country, we have over time become extremely atomised to be done to ensure that Ireland has the knowledge, skills and – with a whole host of publicly-funded competences to maximise social cohesion, individual fulfilment independent authorities each working independently. The great challenge for and economic prosperity in the period to 2025 and beyond. those who lead the implementation of this strategy is to get coherence, Achieving the Strategy’s vision is not about one element in the integration and collaboration across the myriad of entities, in order, for whole process working well, it is about all elements working well example, to ensure: integration and working together seamlessly ... " and progression across all levels of education and training; comprehensive and up-to-date careers advice is available to those in education and in  Careers in STEM need to be + It will make Ireland a better the workforce; employers understand promoted, particularly to women. place to live and to work. Well- the skills delivered by education and educated people are less at risk training providers and education; and Skills Strategy – the of marginalisation and social training providers appreciate the skills needs of industry and commerce; Underpinning Vision exclusion. + It will drive sustainable economic and so on. It is essential that tackling Ireland will be renowned at home and growth. A workforce with high- these challenges is appropriately abroad as a place where the talent of quality relevant skills improves resourced and quality assured. our people thrives through: productivity, attracts foreign- 1. The quality and relevance of our owned firms to invest here and The decision to establish a new education and training base, which drives indigenous enterprise National Skills Council (NSC), involving is responsive to the changing development. all stakeholders, to advise on skills and diverse needs of our people, + Skills Strategy Implementation priorities and to promote and report society and the economy; – a shared responsibility on the delivery of responses by the 2. The strength of relationships and + Implementation of the Skills education and training providers to transfer of knowledge between Strategy requires engagement those priorities, is most welcome, employers, education and training from learners, employers, as is the decision to establish a new providers, and all sections of educators, government Unit within the DES to support the society, and the resulting impact departments and agencies. National Skills Council and enhance on how people are prepared for life + Employers, for example, can a co-ordinated response to skills and work; ensure that graduates have work- needs across the different sectors of 3. The quality of our workforce – a relevant skills by providing high education and training and oversee nation of people armed with quality work placement the development of the Regional Skills relevant knowledge, entrepreneurial Fora and the development of links agility and analytical skills; between the Council and the fora. 4. The effective use of skills to Concluding Remarks support economic and social The great strength of the new Skills Reliable, relevant and current data prosperity, and to enhance the well- Strategy is that it pulls together into is essential to all this work and the being of our country; a coherent whole all that is being development of the SOLAS Programme 5. The effective use of technology to done and needs to be done to ensure and Learner Support System (PLSS) support talent and skills provision, that Ireland has the knowledge, skills should assist in this regard. to grow enterprise and to enhance and competences to maximise social the lives of all within society. cohesion, individual fulfilment and The critical question, of course, is economic prosperity in the period to how we will evaluate the extent to Realising this vision will benefit Ireland 2025 and beyond. which the Skills Strategy is having in a number of ways. the desired effect. Here, there are a + It will improve the lives of people Achieving the Strategy’s vision is number of national and international of all ages by enabling them to not about one element in the whole metrics that allow us to track the participate more successfully in process working well, it is about all impact of the strategy and these are social, civic and working life and elements working well and working detailed towards the end of chapter improving their sense of wellbeing. together seamlessly – from early 618.

16 This table on previous page is very much a brief summary of the detail contained in Chapter 6 of the Skills Strategy – pp 67-108 17 www.djei.ie/en/Publications/Innovation-2020.html 18 www.education.ie/en/Publications/Policy-Reports/pub_national_skills_strategy_2025.pdf - pp114-120

16 ETBI  issue 2 – 2016  Section 1 | National and European Events FE gaining currency and recognition with tech employers Peter Davitt, CEO of FIT

he recently published National Skills Strategy 2025 revolution. states, “Increasingly Ireland is competing globally on The FIT ICT Skills Audit 2014, identified requirements Tthe basis of talent and on Ireland’s growing reputation for Third Level qualifications; however the overwhelming for innovation. Winning the war for talent can be achieved demand highlighted within the tech sector was for by ensuring that all of Ireland’s citizens have access to competent and entry-level tech skills which could well be the skills they need to succeed in life; and Irish business satisfied through relevant programmes at L5 & L6 on the has the people with the skills they need to grow. This is NFQ. While some may have thought this was wishful thinking also critical to securing our recovery and ensuring Ireland’s on the part of FIT, there is mounting evidence emerging people share in that recovery.” which validates this view.

From the FIT perspective we are witnessing significant In addition to the growing demand to engage in FIT ICTAP, growth and opportunity for job seekers who attain medium which is supported by SOLAS, other recent examples of the level tech skills (L5 & L6) with practical application. The reassessment of the currency and contribution of FE that is FIT ICT Associate Professional (FIT ICTAP) programme ongoing include the following. commenced in May 2015. Already over 80 companies have sponsored 128 unemployed jobseekers across the country  Underpinning the phenomenal rate of advancement in on this first-of-its-kind, dual-education / apprenticeship-type technology is a vibrant and innovative manufacturing programme at L6 and this figure will exceed 220 before the sector which is a major employer of maintenance year end. Pillars of the tech industry in Ireland, namely IBEC, technicians. Intel, a global name and a highly respected ICT Ireland and the Irish Software Association (ISA) describe and valued employer in Ireland, engaged with FIT in the FIT ICTAP in a recent joint publication Making Ireland a development of an advanced Manufacturing Technician Global Technology Powerhouse as a ‘game changer’ and Programme (L6) which has just commenced in a centre request that ‘the next Government must promote this of excellence established in partnership with KWETB innovative educational scheme and encourage participation’. in Celbridge and supported by SOLAS. This programme Five FIT ICTAP programmes are currently running with the is designed to position female and male candidates collaboration and support of CDETB, CETB, DDLETB and to pursue challenging and rewarding careers in the LWETB, with further courses planned to commence in multi-faceted role of manufacturing process support in CDETB, CETB, CMETB, GRETB, KWETB, LOETB, and LMETB a wide variety of settings. Candidates who successfully during 2016. Feedback to date from sponsoring companies complete this programme are equipped to become on the calibre of the candidates and their growing members of multi-disciplinary teams of professionals competencies is overwhelmingly positive and enthusiastic – including manufacturing, mechanical and electrical to the extent we are now seeing some companies advance- engineers, systems support, process supervisors, booking places on future planned programmes as part of safety professionals, quality assurance and others their talent planning strategies. associated with the planning, implementation and maintenance of control systems. The first of its kind, It is important to note that the report published by IBEC, demand for the programme is such that we are having ICT Ireland and the ISA emphasises that the single biggest to bring forward the start dates for the subsequent challenge for the global tech sector is access to the right courses planned. talent ... and clearly states that this is not solely about  ‘In-demand’ technology courses, developed by FIT STEM abilities, but access to business acumen and savvy, as a result of the skills audit findings and run under technical application, critical communications skills, team the SOLAS Momentum programme in collaboration work, project management and the ability to embrace and with a number of ETBs, are achieving substantial be comfortable with ambiguity. It proposes that countries placements into employment – again these are L5 & L6 that address these needs best will lead the technology programmes.

Section 1 | National and European Events  issue 2 – 2016  ETBI 17 "FIT’s goal is to meet the immediate and emerging skills needs of leading employers who are spearheading growth and recovery in the Irish economy ..."

The range of skills needed within knowledge-intensive sectors of the Irish economy is wider than many assume. A key finding of the FIT ICT Skills Audits 2014 is that many of Ireland’s flagship sectors (e.g. ICT, business processes, financial and commercial services, logistics, advanced manufacturing, etc.) are not graduate enclaves, and many employed in them are performing roles for which being a graduate is not necessary. The primary concern today of (L-R): Fiona Hartley, Executive Director Strategy and Knowledge, employers in these sectors is access to skills and to those SOLAS, Sean Ashe, Chief Executive KWETB, Peter Davitt, CEO FIT, Paul Sweetman, Director ICT Ireland/ISA, IBEC, Damien English T.D., who can do the job, rather than qualifications and where Minister for Skills, Research and Innovation and Eamonn Sinnott, they were acquired. The Skills Audit highlighted that 75% General Manager, Intel Ireland. of 7,000 existing vacancies required skill sets that could be addressed through FE programmes ranging from 6 to 24 months in duration. Demand at this level is complementary  Internationally, just last month, Deloitte, a global to the strong demand for graduates, but there needs to be consulting firm, stated that a third level qualification much more awareness of the opportunities at this level was no longer a requirement for job applicants. amongst students, parents, career guidance specialists, job  FIT partners with ETBs in addressing skills needs and seekers and the wider community. It is hugely significant for recruitment demands of predominantly tech and related the 35% of young people not entering third level, many of sectors and I am pleased to say that we are seeing whom may avail of an FE pathway. significant placements – into real jobs – reminiscent of pre-recession times. FIT has steadily developed and refined its procedures and  FIT is currently undertaking research into the tech- assessment tools for selecting and placing individuals on related sectors of eHealth, FinTech and the Internet of courses which they have the capacity and motivation to Things (IoT), and initial findings suggest similar interest complete successfully. It attends to trainees with ‘wrap- and opportunity for jobseekers attaining mid-level skills around’ supports while on their courses, and for up to which can be readily attained through FE programmes. three years afterwards, in terms of securing employment, retaining employment and progression. FIT has worked FIT’s goal is to meet the immediate and emerging skills on building employer confidence in the credibility of needs of leading employers who are spearheading growth suitably-trained long-term unemployed as a source of new and recovery in the Irish economy – but in doing so, it is employees. committed to providing real opportunities and prospects to those who have borne the biggest burden and experienced FIT’s specific mission is to assist marginalised jobseekers, the most hardships of the recession, namely the particularly the long-term unemployed, to develop the unemployed and in particular, the long-term unemployed. attributes and acquire the skills and competencies that will win them employment in companies and sectors of We live in a time where technology is constantly evolving to the economy experiencing real skill shortages. Through its make more things possible and all things easier, smarter, collaboration with public FE provision, FIT has facilitated and more connected than ever before. Every aspect of training programmes for over 16,500 jobseekers since our society today, from education, healthcare, enterprise, its inception in 1999, most of which have been delivered transportation to our homes and the physical environments through partnership with ETBs (formerly VECs and FÁS around us are being transformed by the potential of Training). To date over 12,500 participants have seized technology, which has transitioned to support nearly every the opportunity, honed their skills, realised their potential aspect our daily lives. With industry analysts estimating and secured quality employment. Our goal is for this figure that there will be 50 billion connected devices in the world to exceed 20,000 by 2020 – that is, 20,000 unemployed by 2020, it is clear that the potential in terms of growth, people will be in employment by 2020 as a result of FIT innovation and opportunity is unparalleled, particularly supported programmes. The leading companies who make for a small open economy like ours. As the economy up the FIT Board are committed and determined to the gains strength and grows, Ireland can benefit greatly and realisation of this goal. cohesively by tapping into the skills, energy and enthusiasm of a new stream of diverse entrants and encouraging and With the continuous support of our partners and growing supporting them to join the multi-disciplinary teams that are employer confidence in the currency of FE, this goal is not core to delivering this vision. only achievable, but exceedable!

18 ETBI  issue 2 – 2016  Section 1 | National and European Events A New Skills Agenda for Europe By Sarah Kik, Assistant General Secretary EFEE / [email protected]

t the end of January 2016, the European Commission In a world where change is constant, neither education and (EC) launched a consultation for European Social training providers nor enterprises can predict accurately A Partners on “A New Skills Agenda for Europe”. With what specific skills and competences will be required in the this initiative the European Commission aims to contribute workplaces of the future. Consequently, EFEE underlined that to ensuring higher and more relevant skills for all, promoting the emphasis should be on the provision of key competences better visibility and use of available skills, and reaching and the inculcation of attitudes that provide workers with the a better understanding of skills needs and trends in the capacity to go on learning for the whole of their lives so that labour market. The input of the European Social Partners will they may be able to adapt effectively to the changes that will contribute to a Communication by the EC, which is due to be affect their lives. published in May 2016. Furthermore, EFEE emphasised in its position paper the As a recognised European Social Partner for the education importance of developing stronger cooperation between sector, the European Federation of Education Employers the world of work and the world of education and training. (EFEE) (www.educationemployers.eu), of which ETBI is a Apprenticeships, internships and work-based learning are member, was asked to express its views on the priorities effective means for improving the transition between both for a new skills agenda. In close cooperation with ETBI and worlds. Local and regional partnerships between schools, other members, EFEE prepared a position paper in which we businesses and local/regional governments could contribute underlined the strong and urgent need to focus on ensuring to ensuring young people acquire the skills and dispositions higher and more relevant skills for all European citizens. relevant skills to gaining and retaining employment. The economic downturn and high unemployment rates have demonstrated painfully the gap that exists in some However it is important to underline that education must European countries between the world of work and the world not be seen only in the context of skills for employability. of education. Graduates are unable to find work, while at Education must also provide learners with the skills and the same time vacancies remain unfilled and companies are dispositions to be critical thinkers and to live fulfilled, unable to find suitable candidates with relevant skills and sustainable and constructive lives – in the family, in the competences. community and as active citizens in an inclusive democratic

Section 1 | National and European Events  issue 2 – 2016  ETBI 19 society. In this regard, education systems need to have is essential that the workforce in public services acquires a holistic rather than a narrow and exclusively vocational digital skills. EFEE sees the development of digital skills as focus. This is particularly important nowadays in the light a necessary investment in our school leaders, professors, of the Paris Declaration1, and our wish and duty to promote teachers and trainers, so that they may ensure the best citizenship and the common values of freedom, tolerance possible work and life outcomes for their students – and non-discrimination through education and training. thus guaranteeing the prosperity and social cohesion of Europe. Digital skills development provides an opportunity In the EC’s consultation paper much emphasis has been to increase quality, efficiency and equity in education. placed on education and training for the labour market and Furthermore, it is important to mention that initial teacher employability. However, in order to raise the profile and education is no longer sufficient over the span of a relevance of VET, EFEE is of the opinion that the EC would need teaching career. All teachers should have their vocational to further emphasise the holistic education dimension of VET and pedagogical competences regularly updated through and thus the requirement for all VET programmes to adequately participation in appropriate professional development, comprehend the key competences for lifelong learning in order performance management and self-evaluation programmes. to maximise learner engagement and ensure that learners acquire the capacity to continuously adapt to change. However, one should also be mindful that acquiring and further developing digital skills is not the sole responsibility Moreover EFEE underlined that, in order to provide learners of public service employers, but rather a joint effort with the competences they need – whether for life or for work involving all the key players in the sector: national and local – in our fast-changing society, schools need to be modern authorities, teacher training institutions, VET providers, and offer innovative learning environments. Schools and teachers, employers, trade unions, schools, school leaders universities should provide a professional working environment and other stakeholders. Therefore, the financial and for our teachers, professors and researchers and an administrative burdens need to be shared between these interesting learning community for our pupils and students, to stakeholders. Together, we need to be innovative in providing foster a culture of openness and continuous learning for all. training: peer learning and train-the-trainers also provide welcome learning opportunities, underlined EFEE. EFEE stressed that open learning environments require the leaders of educational institutions to play an active role in Regarding better visibility and use of available skills, EFEE developing a strategic vision for their institutions so that they stressed the need to improve recognition of skills acquired in may become connected learning communities that stimulate flexible, non-school-like settings and through further training. their staffs to strive continuously for innovation in teaching Therefore it would be good to reflect at European level on and learning. what is exactly meant by “learning outcomes”. However, EFEE is of the opinion that the European Commission should For example, during EFEE’s Peer Learning Activity in Flanders not strive towards standardisation of learning outcomes, as on “Excellence and Innovation in Education”2, we saw the learning, training and education systems are highly diverse important role school leaders play in creating an innovative in Europe. Instead, we should opt for flexible pathways rather working and learning climate at school. Within the framework than standardised formats. of GO! Campus Hoboken in Antwerp, three schools (one primary3, one secondary4 and one adult education school5) Last but not least, EFEE underlined the importance of an work closely together to provide for open and intergenerational interdisciplinary approach to the Skills Agenda. In order education. Youngsters and adults are offered the opportunity to develop higher and more relevant skills for all, there to gain work-experience within the campus (for example at the is a need for collaboration between all the stakeholders: primary and secondary school) and young pupils learn skills education and training providers, public service providers, and competences from the older students. Everyone works teacher training institutions, universities, research institutes, together in the so-called “open learning centre”. This open businesses, public service providers, SMEs, social partners, learning centre is also open for youngsters and adults living in etc. EFEE therefore suggested that at EC level all relevant the community, and integration courses are being organised Directorate Generals should be involved in this initiative and in this place, all with a view to lowering the barriers for adults that the services of DG EMPL, DG EAC, DG CONNECT and DG with low skills to enter a learning environment, without being RTD work closely together on these issues. officially registered in a school first. In addition, the school for adult education offers a whole range of distance and EFEE will closely follow the developments of the initiative e-learning courses to enable their students to combine study for a new Skills Agenda for Europe and will make sure that with their work-life. our voice of education employers will be heard at European level. If you have any questions regarding our work, please EFEE further stressed that, in order to make efficient use do not hesitate to contact us. I can be reached at sarah.kik@ of the possibilities created by new digital technologies, it educationemployers.eu

1 www.ec.europa.eu/education/news/2015/documents/citizenship-education-declaration_en.pdf 2 EFEE Peer Learning Activity to Flanders on “Excellence and innovation in education and supporting a new generation of educators”, 15 October 2015, hosted by GO! Education of the Flemmish Community (member of EFEE); outcomes are available here 3 Freinetschool De Pluim: www.freinetschooldepluim.be 4 Atheneum Hoboken: http://kahoboken.sgr1.g-o.be/ 5 CVO Antwerpen: http://www.cvoantwerpen.be/

20 ETBI  issue 2 – 2016  Section 1 | National and European Events education and training boards Safety Management System

By John Kearney and Rosemary Ryan

Introduction is a key requirement of all ETBs and safety, health and welfare and, will Safety management is to the forefront this includes compliance with the have far-reaching effects on those who of all activities undertaken by the Safety, Health and Welfare at Work Act, may be affected by the activities of Education and Training Boards (ETBs). 2005 and the associated Regulations. an ETB. This far reaching effect can The sixteen ETBs have recently be communicated to students and engaged in a project to enable them As part of the SMS, ETBs will be others, such as contractors, while to demonstrate a positive culture required to evidence their compliance being evidenced by the culture that to support employees, students, and commitment to Safety, Health and pervades an ETB. The tone at the top contractors and others by developing Welfare by auditing the SMS. This will can send a very powerful message and implementing a safety management support good governance in respect to all employees and others such as system (SMS). Legislative compliance of the management of employee contractors, of the level of commitment

Section 1 | National and European Events  issue 2 – 2016  ETBI 21 by management and those who lead Project steering group System: within the ETB. Terms of Reference a. Guidance on Development of The terms of reference of the Safety a Safety Management System for Safety Management Project Management Steering Group as agreed Education and Training Boards Steering Group at a meeting on 24th November 2015 b. Required policies and procedures to support the To enhance this positive safety culture, are: management of key safety, health and in the interests of the ETBs as 1. Identify Project Sponsor (one ETB and welfare risks members of the mutual, Irish Pubic CEO) c. Safety Inspection Toolkit Bodies Mutual Insurances Ltd (IPB 2. Identify Project Manager (Education d. Safety Management Audit Tool Insurance) agreed to facilitate the ETBs Officer) e. Required supporting in their work. A project steering group 3. Identify one representative from documentation/manuals was established in September 2015 each of the 16 Education and 6. Provide reports on progress at with the support of all Chief Executives. Training Boards to participate, least quarterly to the Project Martin O’Brien, Chief Executive, Cavan contribute and support the Manager, and for onward Monaghan ETB agreed to act as Project development and implementation transmission to the Project Sponsor; and John Kearney, Education of a bespoke safety management Sponsor Officer, Cavan Monaghan ETB, was system for the Education and 7. Agree a timetable for the delivery appointed as Project Manager. Each Training Board Sector of the outputs ETB was requested to nominate an 4. Ensure there is representation 8. Ensure good project governance employee to represent their ETB on the on the project board from all 9. Review the Terms of Reference on Project Steering Group and to develop disciplines within the Education a regular basis. the required outputs for the SMS. The and Training Boards nominees represent all disciplines and 5. Draft the following outputs to It is expected that the duration of include: support the Safety Management the project will be two years. When all outputs are produced they will be brought to the attention of all ETBs through awareness seminars. ETB Nominee Work title Cavan Monaghan ETB John Kearney Education Officer & Project Safety management system Manager outputs Tipperary ETB Bernie Harty Head of Corporate Governance The SMS outputs will include the development of template policies Waterford & Wexford ETB Fintan O'Reilly APO, Corporate Affairs and procedures (P&P) to support the Mayo Sligo & Leitrim ETB (1) Mary Madden (1) Education Officer management of key safety, health and (2) Gerry McGovern (2) Corporate Affairs welfare risks. These will support each ETB to demonstrate compliance with Laois & Offaly ETB Kathleen Donnellan Administrative Officer legislation, codes of practice, standards Cork ETB Mary O’Leary Assistant Principal Officer and guidance. The prioritisation of Cavan Monaghan ETB Fiona Nugent Corporate Services the P&Ps is based on the level of risk assessed by the project steering group. Kerry ETB (1) Jeremy Wrenn (1) Education Team To date the following four P&Ps have (2) Donal Dowd (2) Manager, Cappanalea been drafted: Outdoor Training & Education 1. Document control Centre 2. Risk assessment Donegal ETB Frankie Quinn Corporate Services 3. Critical incidents 4. Work related vehicles Limerick & Clare ETB Aileen O'Sullivan Administrative Officer, Corporate Affairs These four draft P&Ps are being City of Dublin ETB Dan Bradley Principal consulted upon at the moment Dublin & Dun Laoghaire ETB Charles Forrestal Assistant Manager, Training so please ask your nominated Centre, Tallaght representative for a copy if you have not already seen these documents. Kildare & Wicklow ETB Mary Dillon Corporate Affairs Kilkenny & Carlow ETB Arlene Carrigan Corporate Affairs The next P&Ps which are currently under development are: Longford & Westmeath ETB Christy Duffy Chief Executive 1. Staff safety induction Louth & Meath ETB Bernadette Walsh Head of Corporate & Education 2. Incident reporting Services 3. Electrical installations 4. Statutory inspections undertaken Galway Roscommon ETB Charlotte Quinn Buildings Project Manager/ by the Health and Safety Authority Health & Safety Inspector 5. Fire safety

22 ETBI  issue 2 – 2016  Section 1 | National and European Events 6. Preventative maintenance protective and preventive measures or soft copy by contacting marketing@ that should be undertaken by the ipb.ie. These guides can be made Another key activity to be undertaken employer: available to employees so that they by the Project Steering Group will  Protective and Preventive Measures are aware of their responsibilities for be to develop tools to support the (section 18) managing safety, health and welfare ETBs to build a body of assurance to  Hazard identification and risk within their ETB. evidence how it is managing safety. The assessment (section 19) assurance tools will include:  Safety statement (section 20) We would welcome your feedback on 1. Safety inspection toolkit to support  Duty of employers to co-operate the development of the SMS as well those who manage staff safety (section 21) as any questions you may have which (commenced)  Health surveillance (section 22) require clarification; please contact your 2. Audit tool to support end to end  Medical fitness to work (section nominee for assistance. audit of the safety management 23) system.  Joint safety and health agreements Useful information resources are (section 24). available on the Health and Safety Change management Authority website at: www.hsa.ie The implementation of the SMS outputs Part 4 of the Act describes the safety where you can source information will be dependent on each ETB ratifying representative and safety consultation: on legislation, codes of practice and the outputs and supporting their  Safety representatives (section 25) guidance. The Authority also publishes implementation. It is also dependent  Consultation and participation of safety alerts in respect of serious on each employee demonstrating their employees, safety committees incidents as well as outcomes of court commitment to safety management. (section 26). proceedings where the learning needs It should be acknowledged that the to be taken and implemented. outputs when implemented will have Responsibility and a significant impact on each ETB John Kearney serves as Education accountability Officer with the Cavan and Monaghan employee as safety management Every employee should ensure they are involves everybody. Education Board and has a keen familiar with their responsibilities as interest in strategic planning and risk detailed in the legislation. In addition management. He is currently Chairman Legislative compliance they should be familiar with the of the ETB Safety Management System Part 2; Chapters 1, 2 and 3 of the requirements of the: Project Steering Group. Contact John at Safety, Health and Welfare at Work Act, > Safety, Health and Welfare at Work [email protected]. 2005 details the responsibilities in (General Application) Regulations, respect of: 2007 – 2012 Rosemary Ryan joined IPB Insurance  General duties of employer (section > Safety, Health and Welfare at Work in 2000 as Risk Manager following 8) (Construction) Regulations, 2013. a career in the health service as  Information for employees (section Director of Nursing in St James’s 9) To support ETB employees, IPB Hospital, Dublin and Altnagelvin  Instruction, training and Insurance has published a number of Hospitals H&SS Trust, Derry. She supervision of employees (section risk guides to support compliance such leads the provision of client enterprise 10) as: risk management services and has  Emergencies and serious and > Managing the risk of slips, trips developed models of best practice to imminent dangers (section 11) and falls support the management of business  General duties of employers to > Securing loads for transport risk in the health service and the local persons other than their employees > Managing statutory inspections of and education authorities. Rosemary (section 12) engineering plant and equipment also provides expert advice to clients  Duties of employees (section 13) > Safe use of ladders in the on the management of complex risks.  Interference, misuse, etc. (section workplace She represents the company at various 14) > Managing serious incidents fora, such as the NSAI standards  General duties of persons in where there is a risk of criminal development committees and the control of places of work, etc. investigation HSA’s Work Related Vehicle Safety (section 15). > Managing road and footpath risks Consultative Committee and Focal Point > Managing risk on educational trips Group. Rosemary was instrumental in Chapter 3 describes the general duties > Managing educational institution IPB being recognised at the Insurance of other persons: risk for students with medical Times Awards in 2010 for her work  General duties of designers, conditions or disabilities in developing business risk models; manufacturers, importers > Managing motorised vehicle risk and at the international European Risk and suppliers of articles and > Managing engineering plant and Management Awards in 2012, where substances (section 16) equipment risk IPB received a ‘highly commended’  Duties related to construction work > Managing risk in recreational award; and also for the 2012 Chambers (section 17). facilities Ireland Award for the Local Authority Safety Management System. Contact Part 3 of the Act describes the The risk guides can be obtained in hard Rosemary at [email protected].

Section 1 | National and European Events  issue 2 – 2016  ETBI 23 'Being LGBT in School' is still not easy for all By Sandra Irwin Gowran

arlier this year a new resource for post-primary schools and E colleges was launched by the Minister for Education and Skills, Jan O’Sullivan, in the presence of most of the key professionals working within the educational community. That the launch had been much anticipated is an understatement, as a growing number of school leaders have been seeking support around these issues in recent years.

The title of this 76-page document, ‘Being LGBT in School: A Resource for Post-Primary Schools to Prevent Homophobic and Transphobic Bullying and Support LGBT Students’1 is as good a descriptor of the content as any and its publication represents another significant outcome for the Department of Education and Skills National Action Plan on Bullying.

The legacy of the marriage referendum With the Yes campaign’s handsome win in last year’s marriage referendum, one would be forgiven for thinking that LGBT people have achieved equality, and organisations such as GLEN (Gay and Lesbian Equality Network)2 can shut up shop and move on to other important equality issues. If only that were true. While we have gained enormously in terms of equal status in society and in law, there is still considerable work to be done culturally to get us to the point where one’s LGBT identity is ‘unremarkable’; where young people can be ‘out’ as lesbian, gay, bisexual and transgender (LGBT) in school or in their community without fear or negative consequence.

To date GLEN has focused its schools work on creating the conditions within the education system where

24 ETBI  issue 2 – 2016  Section 1 | National and European Events young people can safely come out, if they choose to, and be supported and affirmed in their identity. The endorsement by education stakeholders, including ETBI, of this publication is hugely important in terms of school leaders and teachers feeling confident in applying the guidance it contains.

The real legacy of the marriage referendum is more than about amending the constitution; the campaign itself created the conditions for people to talk openly about their lives, often for the first time; stories like that of Ursula Halligan which headlined in the Irish Times (15/5/15) as “Referendum led me to tell the truth The launch of ‘Being LGBT in School’, a new resource for post-primary schools and colleges about myself” touched the nation and It was fitting therefore that Foy became in time onwards. Some, but not all, made us realise that we still have a the first person to obtain her Gender transgender people will also pursue journey to travel so that no one need Recognition Certificate; the certificate medical treatment to enhance their ever feel ‘worthless and useless’ as would allow her and anyone with such social transition. Ursula had in the past. The result was a certificate, to change all other legal interpreted by many as a benchmark documents to their preferred gender. LGBT people are coming out earlier and of the value placed upon LGBT people people who are transgender are gaining as citizens as evidenced by some of In passing this Act Ireland became the confidence to come out in numbers the following quotes from young people the fourth country globally to remove that have not been seen before. That 3 from BeLonG To Youth services : the requirement for medical evidence this is happening is clear from the from legal gender recognition. Now growth in demand for the services of people over the age of 18 years may support organisations such as TENI I want to be valued and self-declare their preferred gender (the national organisation providing included in my society.” when applying for a Gender Recognition support and advocacy for transgender Certificate. The legislation however people and their families) and BeLonG falls short for those under the age of To Youth Services (a national LGBT “I want homophobic 18 years; individuals aged 16 and 17 youth organisation). bullying to stop. As long as we years may seek a gender recognition are unequal it will never stop.” certificate but the process is much For school leaders who find themselves more onerous. with a transgender student who is asking for his or her preferred gender to Gender transition is a be recognised in the school/college this Gender Recognition: The social transition can be quite daunting in the absence of experience with this issue. School other story of 2015 That said, for people working with leaders can now turn to a publication The other story of 2015 that could young people in schools and colleges, that has the imprimatur of the be forgotten about in the colour and the issues around supporting a person Department of Education and Skills to fanfare of the referendum and the through a gender transition are not find guidance on how best they should national celebrations that followed always related to the legal context. move forward. As with most situations the result on May 23rd is that Ireland In many cases a gender transition the key consideration is the welfare of became a world leader in the area of is a social transition, whereby the the student and dealing with any barriers gender recognition. In July 2015, the student, who up to a point was known to learning that they may experience. Gender Recognition Act was passed. by a certain name and gender, will The Act was the result of a long number transition to a new chosen name to of years of campaigning by transgender reflect their preferred gender and will Coming out is a profoundly people and advocacy groups, including express themselves in that gender. brave act Dr Lydia Foy, who for over 20 years So the ‘transition’ really is about the Oftentimes the focus quickly becomes fought to have her legal gender decision of the individual to live in their centred on practical issues such as toilet recognised as female by the Irish State. preferred gender from a particular point and changing facilities, or how other

1 www.education.ie/en/Publications/Education-Reports/Being-LGBT-in-School.pdf 2 www.glen.ie 3 www.belongto.org

Section 1 | National and European Events  issue 2 – 2016  ETBI 25 Images of recent launch of ‘Being LGBT in School’, a new resource for post-primary schools and colleges students will deal with the situation, "A first response should always simply be a conversation with the and the point can be missed that what the student has done in coming out is student about how they're feeling and what support they have ..." profoundly brave and an act worthy of note for its sheer courage and bravery. A first response should always simply any other non-binary identity, or some Organisations such as those mentioned be a conversation with the student combination of identities. The individual above can provide some of that training, about how they’re feeling and what is best placed to identify their own but the capacity to deliver to the entire support they have in terms of friends, needs in relation to the school/college educational community is limited. There family and external organisations. that they are attending and the best is hope however that the Department of approach of a school leader is to work Education and Skills will develop further It’s perfectly reasonable for school with the student in identifying those supports in this area. In October last leaders to take time to consider how needs and addressing them. year the Department held a roundtable a gender transition will be managed in meeting to explore the implications the school and to work with the student There are a growing number of schools for schools of the Gender Recognition and his/her parents (if they’re under and colleges that have supported Act. The high attendance and obvious 18 years) to draw up a plan for the students through a gender transition. interest of participants is an indication transition. While the school/college The new resource provides examples of that there is still plenty of support community may find the transition the approach taken by some of those required for schools in this area. of a transgender student initially schools, many of whom have engaged challenging, it is critically important external support through organisations We have come a long way but there is to the physical, psychological and such as the Transgender Equality still much we can do in our schools and emotional well-being of that young Network Ireland (TENI)4, GLEN and colleges to ensure that every student, person that they are treated with BeLonG To Youth Services, or a local including LGBT students, feel that they dignity, respect and fairness for his or LGBT group. belong, that they are valued and that her preferred gender identity. they can be themselves comfortably Education around the and be accepted for who they are. It’s impossible to estimate the number concepts of gender and of trans people in the population, but Sandra Irwin Gowran is Director of it is estimated that about 1 percent of sexual orientation is Education Policy with GLEN. She the population may be ‘gender variant’ important has written numerous resources (i.e., they don’t conform to the typical The concepts of gender and sexual for schools, including guidance and behaviour or gender expression of orientation apply to everyone; they are classroom resources, informed in part masculine or feminine gender norms). separate but interrelated. Having the from her experience as a second level There are many gender variant resource ‘Being LGBT in School’ to hand teacher. Sandra is available to provide people who don’t want to pursue a is a good start for any school/college, training and support to schools in gender transition; some may describe but it will be necessary to ensure that the implementation of the guidance themselves gender fluid. A gender staff and students get an opportunity contained in ‘Being LGBT in School’ fluid person may at any time identify to develop their understanding of these which she developed in cooperation as male, female, gender neutral, or concepts and how we relate to them. with education stakeholders.

4 www.teni.ie

26 ETBI  issue 2 – 2016  Section 1 | National and European Events QQI Infographics – finally, some statistics I can understand

By Deirdre Miller, Strategic Planning and Communications, QQI

ay the word ‘statistics’ to most data for download. While the more 2007 right up to the current year people and their eyes will roll. statistically-gifted among us have been and includes both further and higher STalk about data and they will run quietly using the information to feed education and training awards. for the hills. For the less numerically- into important research on the scope gifted among us, trying to get our and breadth of education and training Once you start to play around with the heads around rows and columns of awards in Ireland, for the rest of us this filters, interesting trends immediately data is akin to unravelling a very knotty information was still out of reach. That become apparent. The “view awards ball of wool. was until now, with the introduction of by field function”, for example, allows QQI Infographics. us to see year on year, or county by Since the launch of QSearch in 2014, county, which are the most popular data on providers, programmes and QQI QQI Infographics is a visual fields of learning. In 2015 for example, awards has been freely available on the representation of the data already three of the most popular fields of QQI website. The Register of Providers available – and that data is significant. learning nationwide were business and shows information about providers Filtering award data by year, gender, administration, health and welfare, of courses which follow programmes age-band, county, field of learning, and personal skills and development. validated by QQI and the OpenData award type and level, is now possible However, this varies hugely county by area houses a number of Excel sheets through a click of a button. The data county, as you might expect. Take the of award, programme and provider set shows awards made by QQI from broad field of “Agriculture, forestry,

field breakdown 2015

Section 1 | National and European Events  issue 2 – 2016  ETBI 27 "QQI Infographics is a visual representation of the data already The data in QQI Infographics is updated every two months to reflect available – and that data is significant. Filtering award data by new certification results data, thereby providing an up-to-date analysis of year, gender, age-band, county, field of learning, award type and awards made. So, you don’t have to level, is now possible through a click of a button. " wait for the end of the year to see the distribution of awards. The data is also ‘disaggregated’, which means firstly that where learners achieved several minors as part of a larger fisheries and veterinary” as a good, While Infographics will not tell us the qualification each minor is counted if slightly extreme, example. In South reasons for these trends, it may help to separately. Secondly, where a learner Dublin this field is in one of the least better understand the demographics of achieved a major, special purpose, popular choices for learners – go to learners within your particular county. or supplemental award, any smaller Cork and it’s the second most popular awards made to the same learner are choice. There are also some “here’s one not counted. I made earlier” graphs which are The ratio of male to female learners particularly interesting; such as the QQI has plans to develop these is approximately 50:50, but if we take bubble diagram representing the visualisations further and is currently the health and welfare awards made in broad fields of learning nationwide in exploring what functionality might 2015, we can see that 87% were made 2015 (Figure 1 above) and a nice time be included in a second phase of to women. As you might expect, the lapse style graph (Figure 2) of the age the application. Options include an percentage shifts to 85% male when it profiles of learners from 2006 to 2015. additional filter by provider, which comes to engineering, manufacturing Incidentally, you might note that the would make it possible to drill down and construction for the same year. 15-19 and 20-24 age groupings attract to a provider level and view the data the most learners. But don’t let this available. A release date for the next Start looking at the “gender by lead you to believe that education and phase has not yet been agreed. county” field, and things go in another training is a young persons’ game. In the meantime, don’t let us have all interesting direction. As you again might the fun. Check out the statistics for expect, the gender balance of learners If you add up all the other age yourself and marvel at the volume, nationwide is broadly 50:50, but we groupings you will find that in 2015, breadth and variety of QQI awards being can see huge discrepancies between over 35% of awards were made to made in Ireland and how things have counties. What is going on in North learners over the age of 40. Drill down changed – or not – over the years. Tipperary for example, where 70% of further to a particular county such as QQI as always welcomes your feedback QQI awards made in 2015 were to male Kilkenny, and this percentage rises to and suggestions. You can get in touch learners? Move to Galway and we see 61%. While the infographics cannot through our QHelp service. Go to the opposite, where 68% of QQI award reveal why this might be the case, they http://infographics.qqi.ie/ to access recipients were women that same year. certainly give us food for thought. the Infographics.

time lapse of age profile

28 ETBI  issue 2 – 2016  Section 1 | National and European Events Religion in Schools: Getting The Balance Right

Dr Kevin Williams

eligion enjoys a profile in ‘knowledge or understanding of religion not sit easily in contemporary culture. Community National Schools and as a human phenomenon’, ‘knowledge Participation in religious ceremonies Rin ETB schools at second level. of religion’ or, depending on the context, further demands a discipline of quiet Its profile in these schools is perfectly ‘teaching about religion’ or 'teaching reflectiveness and the practice of this defensible on educational grounds and religious information'. Though in 2005 discipline does not always come readily strikes the correct balance between a law was passed that made mandatory to young people. If a liberal education is openness to faith and freedom to reject the provision of information about to fulfil its remit to be comprehensive, it. Yet some extreme secularists would religion (le fait religieux) as it arises in this means that the possibility of there advocate the complete exclusion of other school subjects, the exclusion of being a religious dimension to human religion from schools. This attitude is religion from schools is a long-standing experience needs to be given attention. misguided for three principal reasons. and respected part of the country’s There is also a danger, if schools do not educational tradition. This means that address religion, that young people may Excluding religion: the it continues to be difficult for religious never come to appraise critically views consequences themes that are part of common culture within their families or within religious to be addressed in the curriculum. Many organisations in society. Accordingly they The first has been exercising the French teachers tend to be uncomfortable when may be more vulnerable to the attractions in the early years of this century and it any topic touching on religion comes of cults or more susceptible to being concerns the cultural impoverishment up and some of them envisage such radicalised by religious fundamentalists. that has arisen as a result of the lack teaching as a covert way of bringing knowledge about religion and its artistic religion into the school. Thirdly, there is the civic aspect of expression among French young people religious education. The exclusion and many of their teachers. In an effort The second issue is this. It is not difficult of religious education from schools to address this condition of religious to expel religion from the lives of young does not mean that civic values are illiteracy, the Ministry of Education people; consequently the only exposure not promoted, but the possibility of a has introduced the study, across the that many young people will get to religious dimension to life does not curriculum, of le fait religieux. The phrase religion as a good in human life is in secure the focused attention that it can be translated minimally as ‘religious school. Understanding the meaning of requires. This means that future citizens facts’ (les faits religieux) or ‘information religious truth claims requires a particular may not get an opportunity to acquire the about religion’, but more accurately as exercise of the imagination that does tools necessary to understand religious

Section 1 | National and European Events  issue 2 – 2016  ETBI 29 phenomena in their theological, moral from those of people elsewhere. So where can be described as ‘viable’ in the or political forms. In response to the does all of this leave education in religion? sense that they are not contrary to absence of knowledge of religion on the reason. Religious views can be rationally part of young Europeans, the Council defended as is demonstrated in the of Europe (2005) has argued that such Finding a place for work of thinkers from Aquinas, through knowledge is ‘an integral part of the religious education Newman, to Elizabeth Anscombe. To knowledge of the history of mankind Firstly it is necessary to say something be sure, the truth claims of religion and civilisation’ (clause 8). The Council about the argument that encounters are contestable and only the most therefore envisages the school as with different worldviews occur across conservative religious people would claim playing an important role in providing this the curriculum and feature in several otherwise. Disagreement is endemic knowledge. Quite rightly it notes that this subjects. It is true that cosmic questions among adherents of different beliefs knowledge must be communicated in a are addressed in science and moral and sceptics reject these beliefs entirely. critical and non-proselytising spirit. In the education, and much emphasis in Secularism is another viable view that context of the United States, educational the contemporary teaching of religion is based on reasoned argument, with a and legal scholars are coming to defend is based on teasing out answers to long intellectual tradition that includes the place of religious learning as part of cosmic questions. The challenge to philosophers from Protagoras to Sartre the civic remit of the public school (see, understand different worldviews must and Bertrand Russell. Yet only the for example, DeGirolami, 2008). be addressed in the course of many most fundamentalist secularist would subjects. In History, for example, study maintain that its claims are so obvious One of the reasons for secularist hostility of the Reformation or of the Age of that they do not need to be articulated to the teaching of religion is the suspicion Enlightenment requires that students and defended. Young people need to of proselytising intent on the part of learn about different religious beliefs. encounter both responses to the world teachers. Clearly there exists a danger They must also learn about the conflict thoroughly and honestly. Mill’s (2015) of teachers attempting to exercise between Christian denominations and argument is apposite here. If people do undue influence on impressionable between Christianity and Islam and not encounter contrary views ‘in their young minds. But fear of indoctrination Judaism that has been a sorry feature most plausible and persuasive form’ and can be exaggerated. Where there exists of much of the civil disorder and war have ‘thrown themselves into the mental a suspicion of attempts to exercise throughout the history of Europe. To position of those who think differently coercive religious influence in schools, understand the history of the United from them, and considered what such within liberal democracies it is the role of States involves learning why the white persons may have to say ... they do not, the inspectorate to protect young people colonists settled there in the first place. in any proper sense of the word, know from attempts to subject them to such They were driven by a desire to escape the doctrine which they themselves influence. The danger of the exercise persecution at home and to enjoy the profess’ (p. 37). A comprehensive of undue influence can be exaggerated freedom to practise the religion of education requires the cultivation of and secularists and religious believers their choice. The study of literature is an understanding of both religious and should never underestimate the potential another subject where students must secular views of the cosmos and a liberal of young people to resist the designs come to grips with different worldviews education requires that it be conducted of adults to colonise their minds. (for example, in reading ‘Paradise Lost’ consistent with the spirit of Mill. Indoctrinatory designs are not only or Joyce’s Portrait of the Artist as a Young Man) and such study can extend morally and educationally reprehensible A Lesson from Norway but their manipulative intent may well and enlarge students’ capacities to The approach adopted in ETB schools be unsuccessful. The acuity, common understand the beliefs, motivations and is consistent with that favoured by sense and intellectual independence behaviour of other people. policy-makers in Norway. In this country of even very young children have been educational policy-makers strive to very well demonstrated by the work of The problem with the cross-curricular strike a balance between Lutheranism, Margaret Donaldson (1987) and her treatment of different worldviews, Humanism and other faith-traditions collaborators. It is always educationally however, is that it does not allow for in that country. The attitude to the reprehensible, and often futile, to attempt a sufficiently sustained and focused country’s peculiarly Christian heritage to subvert young people’s capacity for encounter with these worldviews. These is very positive. what John Hewitt (1999) in his poem ’The encounters can take place within a Dilemma,’ calls ‘the stubborn habit of liberal and imaginatively conceived The Christian faith and tradition unfettered thought’. programme of religious education. Such a programme can also accommodate at constitute a deep current in our history – a heritage that unites In Ireland, the dominant Catholic school an age-appropriate level, the exploration us as a people across religious system has signally failed to create a of fundamental philosophical issues persuasions. It has imprinted itself nation of biddable citizens. The electoral about truth, knowledge, belief, morality, on the norms, world view, concepts evidence provided by the result of the God, body, mind, and the afterlife, in the and art of the people. It bonds us to Marriage Equality referendum is totally classroom. Secular as well as religious other peoples in the rhythm of the at odds with any notion that voters are convictions can be included as part of week and in common holidays, but compliant Catholics assiduously obeying the course, as both offer what might is also an abiding presence in our what the Church teaches. Research would be called ‘viable’ truth claims that is, national traits: in architecture and probably show that the values of Irish considered and plausible accounts of music, in style and conventions, in people are not conspicuously different human life and its purposes. These ideas, idioms and identity. (The Royal

30 ETBI  issue 2 – 2016  Section 1 | National and European Events Ministry of Education, Research and religions and faiths’ (ibid. p. 39). believe in God but who wanted to be Church Affairs, 1997, p. 7) part of the community’s celebration of Conclusion Christmas. A married couple I know, one The very first chapter of the Norwegian The Norwegian approach is based on an of whom had previously been married, document on the core curriculum, Core inclusiveness that is also reflected in the met the local parish priest socially and Curriculum for Primary, Secondary and trend of Irish policy. The recent removal expressed their regret at being excluded Adult Education in Norway is entitled of Rule 68 from the Rules for National from full participation in the sacramental ‘The Spiritual Human Being’ with the Schools requiring that a religious spirit life of the Church. In reply he simply said sub-headings ‘Christian and Humanistic ‘vivify’ the whole life of the school is the that the Church was a large place and Values’ and ‘Cultural Heritage and most recent expression of the State’s it had room for everyone. At another Identity’. In the preamble, the document abstention from promoting the religious Mass before Christmas, another parish summarises the aims of education as formation of citizens. Yet religion remains priest urged parents of adult children enunciated in the country’s Education salient in the civic space represented whose lifestyles might not be compatible Acts. The first of six essential aims is by schools. More generally there are with Church teaching to invite the called ‘Moral Outlook’. The first two of the grounds for optimism about leaving children to return to religious practice seven aims in this section are to secure this space for religion. Great changes on the basis that the Church is theirs a ‘Christian and ethical upbringing’ and have indeed taken place in the role of too. This impulse is further reflected ‘increased awareness and understanding religious faith in in Irish culture and these in the outreach of Christian ministry of fundamental Christian values’ (ibid., have been ably traced in Louise Fuller’s as unconditional, inclusive service to p. 2). The ‘principal aims’ of primary and (2004) study of Irish Catholicism since the whole community irrespective of lower secondary education are, ‘with 1950. The volume has the provocative religious affiliation. Here, for example, the understanding of and in cooperation sub-title ‘The Undoing of a Culture’ is a comment from a chaplain in a with the home’, (to) assist in providing but if a culture has been undone, it third-level institute about his ministry to pupils with a Christian and ethical is a custodial culture, preoccupied by bereaved students, a ministry that takes upbringing’ (ibid., inside front cover). The institutional considerations. The culture him literally ‘to the edge of the grave’ in aims of upper secondary schooling are superseded is, as Dermot Lane (1997) support of students. to ‘contribute to increased awareness puts it, that of the ‘Counter Reformation and understanding of basic Christian Church’ that ‘flourished in Ireland, and We have a unique role in dealing with and humanist values’ (ibid.). In the body elsewhere, up to the mid1960s’ (p. 130). bereavement and suicide. Because of the document, these aims are given This understanding of Church, writes of our calling we walk that extra mile more content. Education ‘shall be based Lane, was ‘defensive, exclusivist, and ... we go to the edge of the grave on fundamental Christian and humanistic introverted’ and was given ‘expression in ... we stand at the foot of the cross values’ and support ‘freedoms of faith, claims like “outside the Church, there is with them. (O’Donnell, 2004, p. 35) thought, speech and action’ and serve no salvation” and “error has no rights”’ to counter discrimination based on ‘race, (ibid.). This culture has very little in Such expressions of religion can enhance religion, nationality or position’ (ibid., common with the inclusive vision of the the life of schools and the presence of p. 7). ‘Christian and humanistic values Christian gospel that is being articulated religion is one of the positive features of both demand and foster tolerance, today. Irish education. The support of the ETB providing room for other cultures and sector in accommodating this presence is customs’ (ibid.). The authors are not This vision is also expressed in the commendable. unmindful of the challenge involved in generous, non-defensive openness of reconciling educational aims. The second many clergy and religious. At a Christmas Dr Kevin Williams is Senior of four ‘seemingly contradictory aims’ Mass, a curate welcomed parishioners, Research Fellow in the Centre for is identified as providing ‘familiarity with visitors from outside the parish, visitors Evaluation, Quality and Inspection, our Christian and humanist heritage – from other Christian and non-Christian School of Education, DCU. Email: and knowledge of and respect for other faith-traditions and visitors who did not [email protected].

References Council of Europe, Parliamentary Assembly (2005). Recommendation 1720. DeGirolami, Marc O. (2008). The problem of religious learning’, Boston College Law Review, 49. 5, pp. 1212-1275. Donaldson, Margaret (1997). Children's Minds (London: Fontana). Fuller, Louise (2004). Irish Catholicism Since 1950: The Undoing of a Culture (Dublin: Gill and Macmillan). Hewitt, John (1999). ‘The Dilemma’, in: Patricia Craig (ed.) The Oxford Book of Ireland (Oxford: Oxford University Press) Lane, Dermot (1997) ‘Afterword -The Expanding Horizons of Catholic Education’, in Pádraig Hogan and Kevin Williams (eds) The Future of Religion in Irish Education, eds., (Dublin: Veritas). Mill, John Stuart (2015). On Liberty, Utilitarianism and Other Essays. Edited with an Introduction and Notes by Mark Philip and Frederick Rosen (Oxford: Oxford University Press) O’Donnell. Pat (2004). ‘Emmaus Revisited: The Vision and Practice of Chaplaincy in Institutes of Technology’, MA Dissertation, Mater Dei Institute of Education, Dublin City University. The Royal Ministry of Education, Research and Church Affairs, (1997). Core Curriculum for Primary, Secondary and Adult Education in Norway (Oslo: National Centre for Educational Resources).

Section 1 | National and European Events  issue 2 – 2016  ETBI 31 The Question of Religious/Belief Diversity in Irish Multidenominational Primary Schools

By Séamus Conboy, Principal of Scoil Niamh Community National School, Citywest, Dublin 24

’m delighted to inform you that you three years teaching in the Community office, I felt like I would have been a are being offered the position of National School model, I had some very impressive candidate on ‘The “I principal of Scoil Niamh Community understanding of the exciting task that Apprentice’, zig-zagging across the National School”, are words I will never lay ahead in the setting up a primary city, looking for school logo designers, forget from our then CEO, Dr Marie school from scratch. For the next two leaflet printers, venues for information Griffin. Having spent the previous months, operating from DDLETB’s head meetings, etc., all with a view

32 ETBI  issue 2 – 2016  Section 1 | National and European Events "The Irish Education System is quite unique, with its ‘Plurality 3. What are the main challenges for teachers (including principals of Provision’ model with different patrons managing schools. as teachers) working in multidenominational schools in the When the National School System was established in 1831, it was Republic of Ireland, with specific envisaged that all schools and teacher training colleges would be regard to issues arising from religious/belief diversity? multidenominational. However, over time, it became a de facto Setting the scene denominational system." The Irish Education System is quite unique, with its ‘Plurality of Provision’ model with different patrons managing schools. When the National School increasing the enrolment in the school still developing our core values, we System was established in 1831, from zero to twenty so that a second did not have clear guidelines as to it was envisaged that all schools teacher could be appointed. how best to deal with such conflicts. and teacher training colleges would Finding myself scratching my head, be multidenominational. However, With the school now open and debating and constantly changing my over time, it became a de facto functioning, having secured the second mind, depending on who I was engaging denominational system. Statistics from teacher and with interest in the school with, I decided that I seriously needed the Department of Education and Skills increasing daily, I soon discovered to equip myself with an expertise in (DES) in 2013/2014, show that of that ordering enough waste bins and this area. As the principal, I felt that the 3,148 national schools in Ireland, whiteboard markers was low on my list the staff needed to be able to come 2,848 are Catholic, 201 are Church of of things to worry about. As the school to me with the issues which arose in Ireland, 2 are Muslim, 1 is Jewish, 1 is community grew, I began to seriously their classrooms and feel confident that Methodist and 1 is Quaker. Therefore, question my ability to manage a school I could help. Therefore, I decided to the multidenominational sector still that was clearly going to be very sign up for the Masters in Intercultural only accounts for a very small minority ethnically, religiously, linguistically and Education in Marino. of the primary schools in Ireland. It culturally diverse. Having impressed could be argued that if this plurality of the interview panel for the post with For my thesis, I was eager to explore provision is to be true, it would mean references to having taught in Kuwait the experiences of other teachers in that any sizeable religious/belief group for a number of years and in another multidenominational schools. I was would have a choice of school in line CNS which had over 90% children particularly interested in the role with their religious or philosophical from ethnic and linguistic minorities, of religious/belief education and beliefs. In reality, however, there is I found myself looking at it all from a recognition in these spaces. A major a binary. On one side, making up totally different perspective now as a part of my research focussed on the 96% of the country’s schools, are school leader. As a classroom teacher, challenges which teachers in this sector denominational schools, of which the I played an important role in creating faced and the different approaches vast majority are Catholic in ethos. a respectful and open environment for taken to overcome them. I decided The other side of the binary is schools the children in my own class. However, that I would open up my research to which are not of a single denomination. in my new role, I was charged with the include both Educate Together and These schools are perceived to be task of creating a similar environment Community National Schools. Although catering for a homogenous group of for the whole school community. Our the two school types have significant students but in reality the situation open enrolment policy was fantastic differences, I firmly believe that is far more complex. Pupils attending in terms of allowing equal access to teachers and principals working in the multidenominational schools are made all children into our school; however, multidenominational sector face very up of families who may have been catering for all of these children and similar opportunities and challenges. refused entry to a denominational their families meaningfully was a far The purpose of the thesis was not to do school because of their ‘Catholic First’ bigger challenge. a comparative study of the two school enrolment policies (these families types but to look at the experiences of may have favoured their child being I sold the school by telling parents that teachers in the multidenominational educated in their own denominational as a Community National School, we sector as a whole. I interviewed twelve schools), families with no religious would respect the beliefs and values of teachers or principals from six ETNS beliefs and families who could gain all members of the school community. and six CNS. My research aimed to access to a denominational school but However, I soon began to realise that answer three key questions: wanted a different type of education for the values of some of the parents were 1. What understandings of their child. I soon realised that telling quite at odds with certain aspects multidenominational schools are everyone who was squeezed into my of what we were doing in school. So, there amongst teachers working in school for various reasons that all of how could I continue to espouse the these contexts? their values would be equally respected equal respect of all values? Add to 2. How are the religious/belief was somewhat naïve. this the extra challenge of being part identities of the school community of a model of primary education which recognised and catered for in these As schools funded by our State, we was still relatively new. As we were settings?

Section 1 | National and European Events  issue 2 – 2016  ETBI 33 Above: Multi-Belief Space displayed in the foyer of Scoil Niamh CNS. Right: Grounds of Discrimination displayed in the foyer of Scoil Niamh CNS

"Any school that is not of a single-denomination can be described class or cultural background’ (Alexander & McLoughlin, 2003, p. 64). It was as a common school. Although these schools can have significant clear immediately that both Educate Together and Community National differences in their approaches to Religious Education and their Schools could be described as forms interaction with the private beliefs of the school community, they of common schools. Common schools strive to develop a shared value system have a number of common characteristics. I thought it would be amongst the entire school community. They aim to create an environment of very interesting to look at Irish multidenominational schools in common belonging where each child is given equal opportunities regardless relation to these characteristics. " of their ‘specific differentiating characteristics’ (McLaughlin, 2003, have a duty to develop citizens who The Common School p. 122). Children learn a type of will be able to contribute positively I was keen to explore teachers’ intercultural literacy where they to society. Therefore, our school’s interpretations of the role of a are encouraged to challenge their values must be in line with our multidenominational school. When own attitudes and develop a critical State’s values. My biggest challenge I started to look at the academic consciousness of their own identity. was dealing with situations where literature, I discovered that these values were in conflict with the very little was written about the Common schools have a clear link with values of different members of the multidenominational school models Multicultural Education. There tends to school community. One day, as I was in Ireland. However, I came across be a focus on Human Rights Education walking into the school, I looked at the notion of ‘The Common School.’ (HRE) with a view to creating an the displays we have in the school Any school that is not of a single- awareness amongst children of what is foyer and I realised that my biggest denomination can be described as fair and just. Children are encouraged challenge was trying to marry the two a common school. Although these to examine their own situations in big displays together. schools can have significant differences relation to their rights and this can have in their approaches to Religious an emancipatory impact on children It struck me that our public values Education and their interaction with the from minority groups (Starkey, 2010). In (represented by the 9 Grounds private beliefs of the school community, common schools, it is recognised that of Discrimination display) were they have a number of common mere proximity to children of different perceived very differently by the characteristics. I thought it would cultural and belief backgrounds is groups represented in each of the be very interesting to look at Irish not enough (Halstead, 2007). The boxes in the Multi-Belief Space. In a multidenominational schools in relation children’s differences are used school that puts such emphasis on to these characteristics. educationally and they are encouraged the inclusion and celebration of each to engage critically in debates about family’s faith/belief perspectives, how A common school can be defined as ‘a identity. would I stay true to the rest of our school that is open to, and intended ethos, without offending anyone or for, all students in a liberal, democratic All participants in my own research infringing on their rights? society regardless of religious, ethnic, described their schools’ ethos

34 ETBI  issue 2 – 2016  Section 1 | National and European Events other perspectives. Teachers in more "The place of Religious Education in common schools is heatedly established schools were far more debated internationally, from the aggressively secular approach confident in this area. In these schools, there was a greater awareness of in France and the U.S. to the Irish system where some sort of Haynes’ (2005) assertion that teachers need to give greater control to children Religious Education/recognition is part of all school types.The over the context of their dialogue with one another. Teachers in these schools approach in the more secular states has been linked to the rise in were more comfortable with challenging Islamophobia and fundamentalism." the children’s inherited prejudices and misconceptions of people from other religions. and practices in line with these ‘from the outside’ (Alexander & One interesting difference between the characteristics. However, some McLaughin, 2003). This approach can school types was that teachers from participants were concerned that lead to deep-seated disagreements, Educate Together schools were worried they were not doing enough around usually between well-intended, well- that they were only skimming the the children’s differences. Many of informed people. These disagreements surface with their approach to Religious the teachers tended to focus on the can raise the question about the Education and they questioned the commonalities between the children viability of catering for everyone’s effectiveness of that. On the other as they felt this was safer. The role of religious/belief identity in one space. hand, participants from Community inter-religious dialogue was emphasised In the West, our transactional approach National Schools were concerned that more in some schools over others, but to Religious Education, where we they were going too deep into this area all participants felt it an important part unpack the key messages of texts and did not feel prepared to face the of the child’s intercultural literacy. and attempt to interpret them to make difficulties which could arise from this. them meaningful to our own lives, can Common to both school types was their Religious/Belief Identity be hugely problematic for the more concern about how they facilitated and conservative religions, especially Islam acknowledged secular beliefs. Some Recognition (Jackson, 2004; Revell, 2009). The participants referred to them as ‘non- The place of Religious Education in Toledo Principles (2007) acknowledge believers’ and often in deficit terms. common schools is heatedly debated that there is no such thing as a internationally, from the aggressively completely neutral Religious Education In one school in particular, a large secular approach in France and programme and say that the more group of Islamic parents objected to the the U.S. to the Irish system where philosophically oriented the teaching of patron’s programme. The programme some sort of Religious Education/ religion is, the greater the possibility was suspended because a large recognition is part of all school types. for conflict. Added to this is the issue cohort of parents felt that it was not The approach in the more secular of catering for children from an atheist in keeping with their beliefs and that states has been linked to the rise in life-philosophy. Is it fair to bombard it was not respectful of their faith. Islamophobia and fundamentalism. these children with information about One of the major criticisms which was Kieran (2013) suggests that Religious the beliefs and rituals of all major made of the programme was that it Education is necessary as it gives religions? was too Christian centric in its content children a deeper understanding of and orientation. This issue embodies themselves and others. If any part of Overall, in my own research, teachers Jackson and Revell’s assertion that the child’s identity is ignored in school, were very positive about the role of any form of religious education ‘from including their religious identity, it can Religious Education in their school. the outside’ can pose major issues for lead to long-term damage (Irwin, 2009). Many saw the huge benefits in making certain groups. Interestingly, it has been argued that the links between the children’s home a child’s religious/belief identity can and school identities. One really flourish more in a multidenominational interesting finding was that the level Challenges for Teachers setting than in a single-denominational to which teachers engaged with the in Multidenominational one as children are encouraged to religious identity of the children in their Schools articulate their differences in beliefs. classes was not dependent on their Celebratory Rhetoric They build up a language around this patron programme or body. Factors It has been argued that many of aspect of their identity which they may such as school leadership, teacher the efforts to date at respecting not have learnt had this part of their experience and teacher confidence and catering for diversity have been identity been assumed (Smart, 1968). were far more important in dictating the largely superficial (Troyna, 1997; level of engagement with the beliefs Bryan, 2008). Things like Intercultural Providing any form of Religious sphere, rather than school type. Days can actually entrench power Education in a multidenominational relations between culturally dominant setting is not without its challenges. Many teachers expressed concern and minority groups (Bryan, 2009). Teachers who teach about religions or about the potential for children to The word ‘celebrate’ was used by belief systems other than the one that begin questioning their own religious/ most participants. Interestingly, they have experienced are teaching belief identities when exposed to the more established schools had

Section 1 | National and European Events  issue 2 – 2016  ETBI 35 moved away from the big, overt lot of teachers relied on professional ‘other’. For some, they felt that their celebrations of diversity. Their dialogue with their colleagues but personal identities better enabled approach to acknowledging diversity felt that this was totally inadequate. them to deal with religious and ethnic evolved over time and had become Many said that without the necessary minorities. These participants identified much more embedded in their daily training, there tended to be a focus with minority groups because of their practices. Participants from more on the superficial side of festivals and own beliefs, sexuality or nationality. newly established schools expressed celebrations, rather than their true They felt better able to empathise with concern over the limited impact the meaning. minority families because of this aspect big celebrations had on deepening the of their own identity. school community’s understanding Teacher Identity of each other. They felt that the Added to the lack of training in this Tension between public and private celebrations around the different area is the fact that the Irish teaching values religious festivals led to the ‘othering’ profession is significantly less ethnically Multidenominational schools are (Devine, 2005) of those with secular and culturally diverse than in any other charged with the complex task of beliefs. Teachers in the schools which OECD country (Hyland, 2012), with developing shared value systems while had moved away from this approach the vast majority of primary teachers respecting what makes each child felt that their current practices were far being white, middle-class and settled different. It can also be very difficult for more equitable to all groups. females. In 2014, 99% of student teachers to accept aspects of minority teachers identified as white Irish in all beliefs and cultures which contravene Initial Teacher Education (ITE)/ ITE colleges (Keane & Heinz, 2015). the public values of the school Continuous Professional Development A teacher’s personal identity shapes (McLaughlin, 2003). Teachers, in these (CPD) their beliefs and how they perceive spaces, are charged with the task No teacher is prepared to deal diversity. The homogeneity of the Irish of creating a respectful space where effectively with religious, ethnic, racial primary teaching profession can lead diversities meet and identities and or any form of diversity unless they are to the inadvertent ‘othering’ of minority perspectives are challenged. Children armed with the necessary knowledge, groups. Having teachers from minority who attend schools where diversity of tools and dispositions to do so (Nieto, groups can have a profound impact attitudes are articulated and unpacked 2013). As four out of the five primary on the engagement levels of minority must develop a form of ‘moral- school teaching colleges in Ireland are pupils as they are in a better position bilingualism’ (McLaughlin, 2003), Catholic, how prepared are teachers to to understand the kinds of supports where they can see the public values deal with the diversity in these schools? they need (Sontoro, 2009). of the school and views of others in Although the ethos of a school can relation to their own value system. boast inclusion and equality, if the All the teachers interviewed saw a Callan (1995) argues that schools teachers are not adequately trained link between their identity and their which try to avoid any conflicts in to provide this, how can this happen? ability to deal with diversity. Many values and who seek out a consensual Teachers need to have appropriate thought that parents from minority common education, are naïve. He knowledge, skills and attitudes to groups would have far more faith in calls these schools ‘Lowest Common cater for diversity effectively. They also the system if they were represented in Denominator Schools’ and claims they need the space to examine their own the teaching population. Many felt that do not have a strong identity. Contrary prejudice and to tackle them (Donnelly, these parents must feel that the Irish to this, it could also be argued that 2004). Jackson (2004) argues that the education system has a ‘We have no schools who are slow to compromise more knowledgeable a teacher is, the problem celebrating you, but you can’t on their values or accommodate more sensitive they are to children’s work here’ attitude. Although many minority beliefs are assimilationist. needs. participants used words like ‘them’ This raises the question as to whether and ‘non’ throughout their interviews, these schools can only really cater for All teachers in my research admitted to many more were able to offer examples the more liberal members of minority feeling totally unprepared for their roles of genuine, deep consideration of the groups who are willing to change their in these schools. Their engagement issues they faced and steadfastly value base. with CPD varied across the schools. A refused to observe the minority as Teachers in my research were very aware of times when parents were unhappy with an aspect of the "All the teachers interviewed saw a link between their identity and curriculum or school practice, as their ability to deal with diversity. Many thought that parents from they felt it was not in line with their beliefs/values. Words like ‘fear’ minority groups would have far more faith in the system if they and ‘afraid’ were often used by the teachers when discussing the tension were represented in the teaching population. Many felt that these between competing educational and social values. All participants referred parents must feel that the Irish education system has a ‘We have to difficulties they faced in dealing no problem celebrating you, but you can’t work here’ attitude. " with topics such as homophobic bullying. This fear was far more evident

36 ETBI  issue 2 – 2016  Section 1 | National and European Events in participants from more newly occasions. Again, teachers in more was a huge help. I now feel much established schools. They felt that established schools were clearer on more confident in my own decision- their schools had not empowered them when compromise was possible and making processes around these issues to deal head on with such conflicts. when it was not. In these schools, and feel that the staff have more One participant summed up the fears they avoided offending people when confidence in me also. of the others in a similar situation by they felt it unnecessary. An example of saying ‘We’re multidenominational to a this given by a number of participants The main learning for me from this point….to a safe point… we’re afraid was the fact that their schools did not process has been that we should people will move if we say anything celebrate Hallowe’en, as it was not on not claim or aim to ‘celebrate’ all they don’t agree with.’ Participants the curriculum and could be avoided. values, even if they are associated from more established schools However, they were also very clear that with certain religious beliefs. Families were very clear on their school’s they could not promise a parent that coming to our schools must be made approach to these issues and were their child would not be exposed to aware that compromise is needed far less apologetic when dealing with the school’s attitudes towards things and that it is a two-way process. We these tensions. There was a greater like equality and rights as it was an must avoid becoming ‘Lowest Common awareness amongst these participants inherent part of their ethos. Parents Denominator’ schools by deciding on of their contract with the State to could exempt their sons/daughters our value base and using that as a develop citizens who are equipped with from discrete lessons on these if yardstick by which all decisions are the necessary skills and attitudes to they felt strongly enough about it but made and justified. We also need to live harmoniously in a diverse society. they could not exempt them from the empower our teachers through CPD general inclusive culture of the school. and good professional conversations All participants referred to the to use the diversity in their classrooms importance of dialogue when these Conclusion educationally. We all need to be brave issues arise. Most teachers were Spending hours discussing the issues enough to challenge our inherent able to speak of times where the that I had been struggling with, prejudices and assumptions in order to school compromised with parents but with such high-calibre teachers and be able to teach children how to do the expected the same in return on other principals working in these settings same.

Bibliography Alexander, H., & McLaughlin, T. (2003) Education in Religion and Spirituality. In N. Blake, P. Smeyers, R. Smyth & Standash, P (Eds). The Blackwell Guide to the Philosophy of Education (pp. 356-373). Malden: Blackwell Publishing. Bryan, A. (2008) The co-articulation of national identity and interculturalism in the Irish curriculum: education for democratic citizenship? London Review of Education, 1, 47-58 Bryan, A. (2009) The Intersectionality of nationalism and multiculturalism in the Irish Curriculum: teaching against racism? Race and Ethnicity Education, 3, 297-317 Halstead, J. (2007) In Place of a Conclusion: The Common School and the Melting Pot, Journal of Philosophy of Education, 4, 829-841 Hyland, A. (2012) A Review of the Structure of Initial Teacher Education Provision in Ireland. Dublin: DES Irwin, J. (2009) Interculturalism, Ethos and Ideology: Barriers to Freedom and Democracy in Irish Primary Education, A Journal of Religion, Education and Arts, 6 Jackson, R. (2004) Rethinking Religious Education and Plurality: Issues in Diversity and Pedagogy. London: RoutledgeFalmer Keane, E. and Heinz, M. (2015) ‘The Socio-Demographic Profile of Applicants & Entrants to Primary Initial Teacher Education in Ireland in 2014’, Invited Presentation to the Irish National Teachers’ Organisation (INTO) National Committees, Clayton Hotel, Galway, May 15th 2015. Kieran, P. (2013) Taking Diversity of Belief Seriously in Contemporary Ireland: The Challenge for Religious Education in Irish Schools. In G. Byrne & Kieran, P. (Eds) Toward Mutual Ground: Pluralism, Religious Education and Diversity in Irish Schools (pp. 23-39). Dublin: The Columba Press McLaughlin, T. (2003) The Burdens and Dilemmas of Common Schooling. In K. McDonough & Feinberg, W. (Eds) Citizenship Education in Liberal-Democratic Societies: Teaching for Cosmopolitan Values and Collective Identities (pp.121-156). New York: Oxford University Press. Nieto, S. (2013) Diversity, Globalization, and Education: What Do They Mean for Teachers and Teacher Educators? Kappa Delta Pi Record, 3, 105-107 Revell, L. (2009) Islam and education: the manipulation and misrepresentation of a religion. Stoke on Trent: Trentham Books Limited Starkey, H. (2010) The Universal Declaration of Human Rights and Education for Cosmopolitan Citizenship. In F. Waldon & Ruane, B (Eds). Human Rights Education: Reflections on Theory and Practice (pp. 15-42). Dublin: Liffey House Press Smart, N. (1968) Secular Education and the Logic of Religion. Faber and Faber. Troyna, B. (1987). Racial inequality in education. London: Tavistock.

Section 1 | National and European Events  issue 2 – 2016  ETBI 37 School league tables should carry a health warning

By Dr Martin Gormley

arents and young people should view with caution the However, the figures don’t record students going to Regional latest school league tables based on the percentages Colleges in Northern Ireland or those travelling to universities Pof Leaving Certificate students going to college. in Britain. For instance, here in Donegal there has always been a strong tradition of students travelling to the North West The league tables use data received from the nine universities College in Derry, and to universities in Scotland in particular. on the island of Ireland, including two in Northern Ireland, and from the various Institutes of Technology, Colleges of The figures also don’t take into account the many students Education and other similar colleges in the Republic. who go into further education courses like Post Leaving

38 ETBI  issue 2 – 2016  Section 1 | National and European Events Certificate or apprenticeships. "We must also remember the other options open

External students can also skew the league table standings to Leaving Certificate students that often we as a for some schools. These are people who sit Leaving Certificate subjects in a school’s examination hall and then community fail to recognise, value and consider are counted as ‘students’ of that school in the figures. Many ... It’s clear that some students progressing to of these external students have no immediate intentions of going on to third-level. third level would be more suited to the further

As an educationalist, I believe the tables should come with education and training route." a significant ‘health warning’. The percentage of students that progress to the listed colleges on the island of Ireland good options. PLC courses help young people get set for should not be taken as the sole criterion when assessing a the world of work or go on to third level better prepared for school’s performance. the challenge. Each year we see a cohort of young people pursuing this strand of education with much success. Our schools and our education system need to be about much more than getting a bundle of CAO points. Our schools I again advise people to look with scepticism at the league should be places where the emphasis is not alone on tables generated by the third level progression data. At academic performance but also on the social, moral and best, these table ratings offer a snapshot of academic physical development of our children. Such development is performance in our secondary schools. At worst, they much more difficult to measure but is so important for all mislead many parents, especially as they do not report or involved in education. represent the complete education and wider benefits that schools offer. We must also remember the other options open to Leaving Certificate students that often we as a community fail to Parents must look at the bigger picture when deciding with recognise, value and consider. I refer in particular to the their son or daughter the most appropriate post-primary further education and apprenticeship pathways. It’s clear school for them. They should look for more detailed that some students progressing to third level would be information about schools and look at a variety of outcomes, more suited to the further education and training route. The including academic performance. statistics relating to progression to third level presented in the media do not refer to the drop-out rate after year one What statistics and tables fail miserably to measure or to from the third level colleges. highlight is that a school may have worked miracles in giving a child the confidence needed to go out in the world and There is a wide range of apprenticeship programmes make a success of life. For a school to suggest it is the best available. More apprenticeships are coming on stream. because it is high in the statistics and the league is simply In Germany, the education system recognises and values wrong by any educational standards. the apprenticeship route as a parallel strand to third level. We need to look at this route as a viable option. There Dr Martin Gormley is Education Officer with Donegal will always be employment in the trades e.g. electricians, Education and Training Board (ETB), which operates 15 post- plumbers, carpenters, car mechanics, etc. primary schools across Donegal, and also provides further The Post Leaving Certificate (PLC) provision also offers education and training to thousands of people each year.

Recruitment to Inspectorate of the Department of Education and Skills he Inspectorate of the Department of Education and Skills will be recruiting primary and post-primary inspectors this summer. Competitions for the appointment of primary inspectors and post-primary inspectors of Business, T French, Geography, Guidance and Physical Education will be held by the Public Appointments Service prior to the summer vacation. If you are interested in these positions, log on to www.publicjobs.ie and register your interest so that you will receive notifications when applications open.

Section 1 | National and European Events  issue 2 – 2016  ETBI 39 Student Voice in Irish Schools An Increasing Acoustic

By Dr Domnall Fleming

he volume of student voice across the education system in Ireland is being raised. This article sets out T to give an overview of the acoustic of student voice in Irish education, the issues and complexities that surround it, and current developments in student voice that are impacting on our schools and the experiences of our students.

Student voice is an overarching term that concerns dialogue, discussion and consultation with the students and by students about their experiences in our schools and their classrooms. Student voice is complex and is often challenged by authority, by power and simply by the routine of how we have always done things in schools. Students, the raison d'être of schools, have often been ignored, excluded or even silenced in relation to articulating their experiences, their feelings or their views on what a school provides for them, does to them or does with them, during the years of their primary and post-primary education.

Language and space The language of student voice is also complex. Across student voice research, guideline and policy documents, the language and terminology includes reference to the ‘participation of students’ and ‘involvement of students’, to ‘listening to students’ and to ‘consulting with students’, to engaging in ‘dialogue with students’ or ‘researching with students’, and to gathering ‘students’ perceptions and perspectives’, or to facilitating ‘evaluation by students’ and the ‘empowering of students’.

Within all of this language sits the fundamental principle that students have a right to have a voice, and a say, and that they should to be listened to, in relation to their experiences of schools, classrooms and of the wider education system. Four conditions are required in schools for a deep and meaningful student voice. These refer to the need for a space or a time within which the students can express their views. Students need to be facilitated to have a voice

40 ETBI  issue 2 – 2016  Section 1 | National and European Events or mechanism that will allow them Civic Social and Political Education to express their views; to have an (CSPE) and the recent development of audience that will listen; and finally that senior cycle syllabus for Politics and their expressed views will stimulate a Society both serve to teach students response and action (Lundy 2007). the fundamentals of active citizenship and democratic principles. These Children’s rights subjects have become the curricular The energy behind student voice in responses to a growing concern across Ireland, as in many countries, has the developed world that education mainly come from a children’s rights systems should reinforce and develop agenda arising from article 12 of the democracy and citizenship for the United Nations Charter on the Rights sustainable wellbeing of society as of the Child (UNCRC, 1992). Article 12 a whole. The student voice research assures… to the child who is capable and advocacy community, also across of forming his or her own views the the developed world, argues strongly right to express those views freely in that unless students experience all matters affecting the child. The lived democracy in our schools then thirty-first amendment to the Irish curricular programmes will be only constitution (the Children Referendum) second best. A meaningful culture of in 2012, which provided for the right of student voice in schools that fulfils the child to have their views considered Lundy’s four conditions will provide in judicial proceedings, was also for this lived representative and clearly informed by the obligations of prefigurative experience of democracy our ratification of the UNCRC as ‘the and will facilitate the development of views of the child shall be ascertained active and engaged citizens. Michael and given due weight having regard Fielding, a leading writer, researcher to the age and maturity of the child’ and advocate for student voice in (Referendum Commission, 2012). England speaks of imagining student Both instruments signified a growing voice as a central element of a awareness, advancement and action person-centred and participatory and in relation to the voice of the child in authentic democratic school culture matters that affect them. In the twenty that is underpinned by listening, years between these two events a dialogue, radical collegiality, reciprocal policy trail that has largely framed responsibility, and partnership with student voice in our schools, can students (Fielding, 2011) be tracked through the White Paper (1995), the Education Act (1998), the The student council National Children’s Strategy (2000), the In the Irish education system, as Ombudsman for Children Act (2002), mandated by the Education Act in and most recently in ‘Better outcomes 1998, the student council became Brighter Futures: The National Policy almost the only student-voice Framework for Children and Young mechanism in post-primary schools. It People 2014 – 2020’ that points to the became the only formal structure for creation of… student voice and was often the only mechanism for dialogue, discussion ‘mechanisms to provide children and and consultation with students and young people with the opportunity to by students. A guideline document: be heard in primary and post-primary Student Councils – A Voice for Students schools….through student councils or (DES, 2002) set out the recommended other age-appropriate mechanisms’ structures, role and functioning of (2014, p. 32). a student council in Irish secondary schools. However, a statement by Democracy and active citizenship the Democracy Commission (2005) The embedding of democratic practices concluded that ‘student councils and experiences, towards the creation give students a voice but not a say’ of engaged and active citizens, should (Democracy Commission, 2005, p. 33). be a principle of our education system. As we in Ireland were developing and Coupled with this is the concern that implementing the CSPE syllabus and students know about and experience discussing the development of student democracy and democratic principles councils, in the UK, the Crick Report in schools to equip them to become (1998) was highlighting concerns about these engaged and active citizens. the role of schools and the education

Section 1 | National and European Events  issue 2 – 2016  ETBI 41 system in laying the foundations for "School self-evaluation arguably represents the most significant developing sustainable democratic practice and active citizenship. and visible policy-driven and mandated advance for the voice Neither the Crick report nor the Education Act (2002) recommended of students in pedagogy and in consultation in school decision- the establishment of statutory school making in Ireland to date." councils, even though they have flourished and are now present in the vast majority of English schools. School democracy and active citizenship consultation with students. Teachers councils are also not currently required motivations for student voice in Irish were encouraged to evaluate student by statute in schools in Scotland and schools. In its current iteration, in many voice in their classrooms based on Northern Ireland while a school council schools, it could be argued that the descriptors focusing on … students’ is a requirement in Welsh schools. council is tokenistic, and in the context contributions and questions’ that of pre-figurative democratic practice, is ‘are encouraged and welcomed in the The limited research on student functionally redundant (Fleming, 2013). classroom’. councils in Ireland points to tokenism Inspectorate initiatives and poorly-developed democratic School self-evaluation arguably structures. A well-publicised study for Between the bookend dates of the represents the most significant and the National Children’s Office looked at UNCRC in 1992 and the Children visible policy-driven and mandated 14 student councils in Irish schools and Referendum in 2012, it is argued advance for the voice of students in identified very positive views towards that it was the embedding of external pedagogy and in consultation in school the council by boards of management, evaluation and school self-evaluation, decision-making in Ireland to date. school principals and teachers. They particularly during the period between Encouraging ‘students’ contributions all saw the educational opportunity 2002 and 2012, that gave further and questions’ and ‘students’ views provided by the councils to facilitate volume to student voice if mainly and opinions’ within an official students to learn about teamwork, as a voice of school improvement. educational policy document is a democratic processes and negotiation The establishment of Whole-School significant advance on ‘involvement of skills, and to identify issues and Evaluation (WSE) in 2004 shone students in the affairs of the school’ as strategies for sustainable change in the a light on the student council as a envisaged by the Education Act, (1998, school. The students saw it differently. representative structure for students, 27:3). They saw the role and purpose of the as inspectors outlined their intention council as one of action: listening to interview the student council during to students; representing students’ Student Voice initiatives – evaluations. Whole-School Evaluation: views; contributing to policy; providing Nothing About Us Without Management, Leadership and Learning feedback to the student body; and (WSE-MLL), introduced in 2010, also Us! changing things. The students’ views included standardised questionnaires The clarion call for student voice, on the effectiveness of the council for students and their parents as part beyond the aforementioned mandated were largely negative, citing apathy of external school evaluation. and evaluation motivations, has and difficulties in communication, most recently come from the third- representation and feedback. Tokenism It was the publication of school self- level schools of education, often in informed some commentary as, in evaluation guidelines (Inspectorate, partnership with organisations such as the view of one student…‘the student 2012) however, that significantly the National Council for Curriculum and council is all for show, so that they can advanced the student voice agenda in Assessment (NCCA) and the National say it’s like a democracy, but it’s not… post-primary schools. The term student Association of Principals and Deputy because at the end of the day, only the voice was particularly mentioned in the Principals (NAPD). staff have a say’ (Keogh and Whyte, document in the context of a role for 2005). This comment echoes a finding students envisaged as ‘the inclusion The School of Education, Trinity College of the Democracy Commission, also of the voice of students (and parents) Dublin (TCD), with others, has led the in 2005, that concluded that ‘student in school self-evaluation processes’ way since 2008, in working towards, councils give students a voice but not (p. 9). The document also echoed the and in researching, a culture of a say’ UNCRC in that… due account is taken listening and responding to the voices of students’ views and opinions in of students in schools, initially in While the rhetoric of the role for the accordance with their age and maturity research with students with emotional council in a school points towards (p. 42). and behavioural difficulties and visibility and potential for student inclusion. This work extended into ‘The voice as engagement and participation It is significant also that these Learner Voice Research Study’ focused in democratic practice, the lived guidelines located student voice, for the on working directly in post-primary experience for students appears to first time, in the context of classroom schools in partnership with the NAPD. be largely negative and tokenistic. practice where it was placed within the This project was then further extended The student council as a meaningful, self-evaluation criteria for teachers, into partnership with the NCCA. All representative and effective construct thus underscoring the pedagogical three bodies are now working together in Irish schools could effectively link importance of engagement and with schools around the country both the children’s rights and the

42 ETBI  issue 2 – 2016  Section 1 | National and European Events listening to and engaging with students Forum is a clear outcome of the Student Voice – a on school-based student voice activity collaborations by of all of these bodies, cacophony of voices or a and curriculum design. as was the International Learner Voice Conference held in June 2015 and choir? NCCA, arising from these partnerships, hosted by TCD. This brought together This short paper has attempted to has now mainstreamed a student international leaders in student capture the range of student voice voice of consultation through focus- voice advocacy and research, with initiatives that are, and that have group discussions with students in Irish students, parents, researchers, been, active across the Irish education schools, on curricular development academics and policy makers. ‘Nothing system since the UNCRC that was and co-construction, in the context of about us without us’ was the refrain ratified by Ireland in 1992. Motivation junior cycle reform, and particularly, that echoed through the conference. for student voice has always been in consulting students within the contested. What is clear however is process of developing new subject Dáil na nÓg, organised and run by that student voice is underpinned specifications. the Department of Children and by children’s rights and democratic Youth Affairs (DCYA), is a further practices. Student voice is a culture The Department of Education and construct for student voice. Founded and not simply a series of actions or Professional Studies in the University in 2001 under the National Children’s initiatives. This author argues strongly of Limerick is leading a student-voice Strategy, the Dáil, and its associated that a student voice, situated in the focus on the Negotiated Integrated committees and working groups, has classroom relational space between Curriculum (NIC) project with both been very effective in articulating and student and teacher will grow trust primary and post-primary schools in representing the views of children and relationship, will grow a culture of the mid-west involving students and and students while also paralleling inclusion, engagement and meaningful teachers negotiating the curriculum, the structures and procedures of participation, and will grow a culture of and teaching approaches, based parliamentary democracy. co-construction of learning. Similarly, on the students concerns, and on the student council, as the existing and the prescribed curriculum. The work Junior cycle reform has emerged as the mandated student voice construct at emphasises students’ decision- most recent vehicle for student voice whole-school level, should be facilitated making, co-operative practices and the and at the interface with teachers and to become a meaningful instrument experience of participatory democracy schools is Junior Cycle for Teachers for student voice for active citizenship at classroom level. (JCT), the professional development and prefigurative democratic practice at support service for the implementation whole-school level. Since 2008, the Irish Second-Level of the new Junior Cycle Framework. Students Union (ISSU) has worked to This reform, and the work of the JCT Whether the acoustic of student voice become a national umbrella body for team, has the potential to awaken the is a cacophony of competing voices, student councils. It has represented the consultative and participatory voice as coined by Arnott and Reay (2007), voice of second-level students within of the student through developing or a choir singing in unison, what can initiatives and policy developments and facilitating active, interactive and emerge is a chorus of trust, inclusion, across the education system and has collaborative pedagogy in schools and engagement, participation and positive worked to protect and develop students’ classrooms. This should, for example, relationships within a person-centred rights and democratic practice as an engage students and their teachers, and democratic school culture. organisation representing student voice in developing and negotiating learning at second-level. intentions and success criteria, and in Dr Domnall Fleming is a senior inspector formative assessment conversations, with the Department of Education and The NCCA National Student Voice at classroom level. Skills and is a researcher and advocate for student voice.

References Arnot, M. and Reay, D. (2007). A Sociology of Pedagogic Voice: Power, inequality and pupil consultation. Discourse: Studies in the Cultural Politics of Education, 28, 311-325. Democracy Commission (2005). The Report of the Democracy Commission: Engaging Citizens: The Case for Democratic Renewal in Ireland. Fleming, D. (2013). Student Voice in Irish Post-Primary Schools – A Drama of Voices. University College Cork, Unpublished PhD thesis. Fielding, M. (2011). Student voice and the possibility of radical democratic education: re narrating forgotten histories, developing alternative futures. In Czerniawski, G. and Kidd, W. (eds.), The Student Voice Handbook: Bridging the Academic / Practitioner Divide. Bingley: Emerald Group Publishing Ltd. Keogh, A, and Whyte, J. (2005). Second level Student Councils in Ireland: A study of enablers, barriers and supports. Dublin: The Children’s Research Centre, Trinity College Dublin. Lundy, L. (2007). 'Voice’ is not enough: conceptualising Article 12 of the United Nations Convention on the Rights of the Child. British Educational Research Journal, 33, 927-942. Referendum Commission (2012). The Children Referendum: www.referendum 2012.ie.

Section 1 | National and European Events  issue 2 – 2016  ETBI 43 United Nations committee on the Rights of the Child publishes Concluding Observations on Ireland’s Implementation of the Convention on Children’s Rights

By Ruth Griffin, Cork ETB Youth Officer and member of ETBI Youth Work Forum

reland signed the United Nations Convention on the Rights The concluding observations identify many areas for of the Child (UNCRC) in 1992. When a State ratifies improvement for individual government departments and Ithe Convention on the Rights of the Child, it takes on agencies relating to the rights and protections available obligations under international law to implement it. Article 4 to children. These are to be referred to government of the UNCRC imposes a general obligation on State parties departments and agencies for attention in the context to ‘undertake all appropriate legislative administrative of their work as it relates to children and with a view to and other measures for the implementation of the rights Ireland’s future reporting obligations to the UNCRC. This recognized’. As part of Ireland’s commitment to the article primarily focuses on the observations with respect implementation of the UNCRC, it is committed to providing to the Education Sector. periodical reports to the UN; it has done so in 1997, 2005 and 2013. On 14th January 2016 a high-level and multi- The UNCRC Committee’s first concluding observations sectoral Irish delegation, led by Minister for Children and in 1998 highlighted that Ireland was failing to meet Youth Affairs Dr James Reilly, met with the UN Committee its International commitments as identified in the on the Rights of the Child with respect to Ireland’s Convention. The Committee’s conclusions made a series implementation of the UNCRC. Following that meeting, the of recommendations which have undoubtedly provided the Committee’s concluding observations were received on 4th backdrop to policy and legal reform in children’s services February 2016. over the last fifteen years. The primary outcome of the

44 ETBI  issue 2 – 2016  Section 1 | National and European Events "The UN Report also provided an impetus encouraging their autonomy. Furthermore the Education for Persons with Special Educational Needs (EPSEN) Act and commitment which resulted in Ireland’s has yet to be fully commenced and implemented.3 The Committee highlighted that accommodation such as Braille first National Children’s Strategy (2001) and and sign language is not provided to all children with subsequently Better Outcomes, Brighter Futures. special needs. There is no clear and objective framework for the State Examination Commission for providing reasonable It also created the stimulus for the establishment accommodation for children with disabilities in the context of State examinations. of the Ombudsman for Children Office."

The Committee recommended that Ireland expeditiously UNCRC’s first report was the establishment of the National undertakes concrete measures to: Children’s Office in 2001, which subsequently became a stand-alone Department under Minister Francis Fitzgerald,  Amend the Education Act 1998 to ensure the right of the first full senior Minister for Children in Ireland. The UN the child to be heard in individual cases; Report also provided an impetus and commitment which  Significantly increase the availability of non- resulted in Ireland’s first National Children’s Strategy denominational or multi-denominational schools and to (2001) and subsequently Better Outcomes, Brighter amend the existing legislative framework to eliminate Futures. It also created the stimulus for the establishment discrimination in school admissions, including the of the Ombudsman for Children Office. Equal Status Act;  Establish an effective complaints mechanism for The 2016 Concluding Observations of the Committee students in schools; acknowledged and welcomed the adoption of the Teaching  Consider reforming the Leaving Certificate Examination Council (Amendment) Act 2015, which provides a clear with a view to reducing the stress caused to children by statutory basis for the role of the Teaching Council in the it; statutory arrangements for the vetting of teachers. The  Develop a curriculum of physical leisure activities which Committee also welcomed the establishment of the Forum can be enjoyed by all students; on Pluralism and Patronage to attempt to address the need  Ensure that sexual and reproductive health education is for diversity in the types of schools available to children in part of the mandatory school curriculum and targeted Ireland. However, the Committee remains concerned at the at adolescent girls and boys; very small number of non-denominational schools.  Conduct a thorough assessment on the extent to which legislation affecting children’s rights complies with the The Committee also expressed concern that the right of Convention and implement specific legislation and/or the child to have their best interests taken as a primary legislative amendments to ensure that the Convention consideration has yet to be fully implemented as a is respected, including in administrative proceedings positive obligation in all relevant legislation, administrative and decision-making processes. procedures and decision-making processes. The Committee recommended that Ireland strengthens its efforts to ensure that this right is appropriately integrated and consistently applied in all legislative, administrative proceedings Minister James Reilly commented, “Regardless of the and decisions that are relevant to and have an impact composition of the next government, there is a clear on children. Therefore Ireland is encouraged to develop commitment on the part of the Irish people, on behalf procedures and criteria to provide guidance to all relevant of whom the State is party to the UN Convention on the persons in authority for determining the best interests of Rights of the Child, to strengthen the prospects for better the child in every area and for giving it due weight as a outcomes for our children into the future”. He went on, primary consideration. “The Committee’s concluding observations together with 1 In this regard the Committee specifically recommends implementation of major cross-government collaborative that the Education Act is amended to ensure the right strategies now in place form a strong platform for future of the child to be heard in individual cases. work”. 2 The Committee gave particular regard to schools continuing to practise discriminatory admissions The UN Committee has invited the State to submit its policies on the basis of the child’s religion and/or combined fifth and sixth periodic reports by 27th October whether his or her parent(s) are former students of the 2021 and to include therein information on follow-up to the school. An incomplete complaints-handling structure in 2016 concluding observations. the education sector was also highlighted as an issue for concern. The full report is available to download from the DCYA website. The Committee also expressed concern regarding the absence of a comprehensive strategy for the inclusion of Ruth Griffin recently graduated with a Masters in Child & children with disabilities in mainstream education and for Family Law from University College Cork. Ruth is a youth officer with Cork ETB.

Section 1 | National and European Events  issue 2 – 2016  ETBI 45 profile: The Glen Youthreach, Cork ETB

By Eugene O Callaghan

The Glen Youthreach offers a safe, friendly place for young people to gain skills and confidence to become active and responsible young adults in their community. Working with a professional, caring team, young people develop educational, vocational and social skills.

ecently ETBI General Secretary Michael Moriarty paid a visit to the Glen Youthreach in Cork to see our R Centre in operation and to view our new premises, which we moved into in July 2014. The Glen Youthreach was set up in 1986 and in 2007 we became a SENI (Special Education Needs Initiative) Centre. The SENI programme has increased the capacity of the Centre to provide for and meet the needs of students on an individual basis. Staff members are mentors and relationships between staff and students are unequivocally positive. The SENI programme has had a positive impact within the Centre for both staff and students. This is evident in improved attendance, increased student engagement within the programme, academic certification and higher expectations for all.

Structures of the SENI include direct one-to-one work with students using the Web-Wheel Model, which results in the development of an Individual Learning Plan for each student. Through the SENI programme we also employ a psychotherapist and youth worker on a part-time basis, to complement the work carried out by full-time staff. This is essential to the development of informal social education on a structured basis, with a focus on the holistic development Images of the recent visit by ETBI General Secretary Michael of each individual student. In 2015 the Centre introduced Moriarty to Glen Youthreach in Cork ‘Soft Skills’ measurement to assess and validate the non- academic development of all students within the Centre. The As a Centre of Education, we offer programmes at QQI Levels Centre’s multi-agency approach to working with students 3 and 4, Junior Certificate and Leaving Certificate Applied has been successful in providing extensive supports to the (LCA). Going forward in the academic year 2016-2017 we students in the Centre in their progression and transition will be phasing out LCA and developing further our QQI into further education. We work closely with agencies such Level programmes. We feel this is important as it creates as Foroige, Adult Based Literacy Services, Neighbourhood more independent learning for students whilst easing their Youth Projects, Education Welfare Officers, Juvenile Liaison progression into further education. Also in 2016 we decided Officers, Fast-track Information Technology, TUSLA, Addiction to improve our Literacy and Numeracy strategy by introducing Services, Local Music Drama and Sport Organisations the BKSB Program, an online resource in which students and other Youthreach Centres. Having the services of an are assessed when enrolling in the centre. This produces Advocate has been integral in developing our work experience a comprehensive literacy/numeracy programme which program while supporting our students transitioning on from students can work on throughout the year, independently or the centre. under supervision, via their mobile phones, tablets or home computers, or the Centre’s PCs. We place huge value not just on our academic successes but on the physical and mental wellbeing of our students. One of the highlights of our year so far has been the We actively promote healthy eating and physical activity for first official Cork ETB Youthreach Graduation Ceremony, all. Our students engage weekly in auricular acupuncture which took place in November, to recognise the excellent and mindfulness sessions with a view to developing self- academic work achieved by not only our students but all Cork regulation and coping skills. Youthreach students.

46 ETBI  issue 2 – 2016  Section 2 | NEWS Roisin Rogers from Lucan Community National School at the launch of the DDLETB iTunes U site at Rua Red, Tallaght

DDLETB launches iTunes U Site ‘Tradigital’ learning merges the best education techniques with digital technology

upils and students across 16 available for teachers to use. With Courses on the app can vary in schools, colleges and further resource materials prepared especially length and format depending on the P education centres will benefit by iTunes U skilled teachers, students needs of the learner. Teachers can from a digital approach to learning by will be taught using a mix of traditional deliver classes in an organised and Dublin and Dún Laoghaire Education and digital means. They can also streamlined manner with a new easy- and Training Board (DDLETB). collaborate with teachers and students to-use app which learners can access in an open learning environment. on their iPads. iTunes U allows users to DDLETB’s new iTunes U Site was access courses and notes at any time, launched at an impressive exhibition Over 20 courses are housed on the receive course updates directly onto of digital learning projects in Tallaght DDLETB iTunes U site, available their iPads and submit assignments to involving students from DDLETB through iTunes. iTunes U also enables their teacher and get direct feedback. Community National Schools, Colleges, anyone to download free video and and Further Education centres who are audio lectures from the world’s leading Paddy Lavelle, CEO of the DDLETB, piloting the initiative. universities, including many in Ireland. launching the programme, said: “This is exemplary of the forward looking iTunes U is Apple’s collaborative learning DDLETB’s iTunes U service has approach to skills development that we app which can house multiple resources already had over 6,000 downloads and want to see for every pupil and driven by in a streamlined learning environment. over 22,500 individual viewers of its our teachers. It’s truly exciting to be at An initial group of over 50 teachers in coursework from all over the world and the forefront of the merging of traditional 16 centres of learning have undertaken most notably in the United States, with a teaching methods with advanced digital professional training to create, edit and course on Energy now also featured as a technologies that will underpin and manage entire courses for the iTunes standout item on the global iTunes site. support the skills of our teachers and U platform. They are also sharing their are easy to use for our students. It will ongoing course work with each other. iTunes U provides user-friendly be really interesting to see how students technology with a wide choice of react to it and the long term results iTunes A library of iPads has been made options to suit the needs of a class. U will have on teachers and students”.

Section 2 | NEWS  issue 2 – 2016  ETBI 47 a teaching revolution that ‘makes the classes come alive’ Donegal school has become one of the top-ranking in Ireland after ditching focus on ‘chalk and talk’, moving to Canadian student-led model

The Irish Times he first thing that Yet, Magh Éne College, a school under the patronage of has taken a close look strikes you is the the Education and Training Board (formerly the Vocational at the remarkable success classroom. There Education Committee), has vaulted towards the summit of of a Donegal ETB school, T are no symmetrical this year’s list. Magh Éne in Bundoran. lines of desks facing a Education Editor Carl O'Brien whiteboard. Instead, there It ranked third nationally out of the State’s 700-plus wrote this article, which are small pods of four secondary schools, ahead of long-established bastions of appeared in the Times in tables grouped together. privilege and high achievement. January. In another classroom, chairs It was followed in fourth place by another ETB-run school, are arranged in a big U to Coláiste Gleann Lí in Tralee (formerly Tralee Community facilitate discussion. Then you notice College), which is using the same learning techniques. coloured pages open on students’ desk during class. The so- called traffic-light system – with red, amber and green pages Both schools put much of their high performance down to – allows pupils to give unobtrusive feedback to the teacher a quiet revolution in teaching and learning prompted by a on whether they are following what is going on. Canadian professor, Barrie Bennett.

“We don’t focus on ‘chalk and talk’ any more,’ says Pat Roots in 1980s Canada Tighe, acting principal of Magh Éne College, a second-level The roots of his “instructional leadership” go back to the school in Bundoran, Co Donegal. “The old approach was 1980s in Canada. A ministry of education report at the time teacher-led. Students weren’t active participants They were found that Durham school district, east of Toronto, was one told what to do, and they did it ... Now, there’s a big focus on of the worst in the province of Ontario. Bennett was part of partnership.” a team that fundamentally changed the way teaching and learning took place in the classroom. This takes the form of group work and creating an active learning environment where everyone feels involved. “It makes the classroom come alive,” he says. It is yielding impressive results. "The old approach was teacher-led. Students weren’t active participants They were told what Feeder-school lists, which rank secondary schools based on the proportion of students that progress to third level, are to do, and they did it ... Now, there’s a big focus typically dominated by fee-paying or high-achieving schools in affluent areas. on partnership.”

48 ETBI  issue 2 – 2016  Section 2 | NEWS A decade later, Durham was recognised as one of the most innovative school districts in the world, when it was awarded a major international prize by the Bertelsmann Foundation. At the heart of the approach is research that indicates that a teacher’s “instructional repertoire” is one of the single biggest predictors of a student’s performance.

“I’ve found the vast majority of teachers really do want to make a difference in the classroom,” says Bennett. However, he points out that most training programmes only get teachers out of the starting blocks. They do not place enough emphasis on the repertoire of instruction approaches that can fully engage students.

To do it well, Bennett says, requires time and patience. Research indicates that it takes about 10 years for anyone to become an expert in a field that is reasonably complex. Students at work in a classroom at Magh Éne College in Bundoran, County Donegal, with desks grouped together and a 'traffic light “Slower is faster, and less is more,” he says. “Most school system' – sets of red, amber and green pages so that students districts work on the idea of ‘let’s have a good year’. The key can show the teacher they are following what is going on. Pictured is to stay with it long enough to build the internal capacity from left are Alannah Hamrogue, Hannah McNulty, Conor Herrity and to have your own teachers doing the workshops for other Matthew Duffy. teachers.” “It’s magical,” says Joan Russell, project officer for Bennett first came to Ireland almost a decade ago following instructional practices with the ETBI. “The days of teachers an invitation from a Department of Education official, Dr Finn closing the door behind them are going. They are sharing Ó Murchú, who was impressed by his research findings. their practice and their experience. They have the skill and the courage to try new methods.” Tighe recalls going to Bennett’s first workshop for teachers in Ireland, at the Mount Wolseley Hotel in Co Carlow in There has been no formal evaluation of the impact of 2008. Most training days tend to involve changes to subject training so far. Anecdotally, however, many teachers say it is material or the curriculum. But this was different: the focus transforming the classroom and maximising the potential of was on the very building blocks of teaching and learning. students of all abilities.

“It was unlike anything I had come across in my day,” Nationally, more than 900 teachers in about 220 Tighe says. “It was based on students seeking information schools have been trained in instructional leadership themselves, sharing it and problem-solving, all under the [instructionalleadership.ie]. There is a waiting list of schools gentle guidance of a teacher.” seeking to take part in instructional leadership training, with a series of new sessions due to begin in March. Pilot scheme At Magh Éne College, teachers gradually piloted the new Bennett says plans to roll out the approach nationally in methods with first-year classes. Outside school hours, Ireland are by far the most ambitious of any of the projects teachers shared their experiences of what worked and what he has been involved in. did not. “They are doing an excellent job of attending to the research “We didn’t have to sell it,” says Tighe. “Teachers found related to what works; they are also researching and classes were easier and outcomes were better. There were assessing themselves as they move along,” he says. far fewer discipline issues.” The involvement of boards of management and education Now, all 28 teachers at the school are trained in new leaders at universities, he says, will be vital to sustaining its methods of teaching and learning. success in the longer term.

Students are enthusiastic about the new approach and say it “What happens at the top is always what makes the project makes classes more engaging. “We learn from each other,” survive or die,” he says. “Staying connected to key players says Eimear Colreavy (15), a transition year student. “No and stakeholders is essential. So, getting unions involved in student can be the best at everything, so we share what we finding ways they can support teachers to make their work know when it comes to group work, under the guidance of more effective is key.” the teacher.” With thanks to the Irish Times for permission to reproduce Teachers, too, are rediscovering a professional pride in their the article, which is also online with additional material at roles and say classes are filled with energy, experimentation http://www.irishtimes.com/news/education/a-teaching- and enthusiasm. revolution-that-makes-the-classes-come-alive-1.2488446

Section 2 | NEWS  issue 2 – 2016  ETBI 49 Idirbhliain Nuálaíoch i nGaeltacht na nDéise seolta ag an gCoimisinéir Teanga, Rónán Ó Domhnaill

Gráinne Ní Lúbaigh, Meánscoil san Nioclás, An Rinn, Dún Garbhán, Co Phort Láirge

’fhreastail slua mór, ó chian Ina dhiaidh sin thug Séamus Ó Rinne. Dúirt An Coimisinéir Teanga go agus ó chóngar ar ócáid Cadhain, Príomhoide Mheánscoil San mbainfeadh na daltaí idir thaitneamh D stairiúil i gColáiste na Rinne Dé Nioclás cur síos ar Chlár an Chúrsa agus thairbhe as an Idirbhliain ildánach Sathairn 16 Eanáir 2016 seo caite, Idirbhliana agus leag sé béim ar an seo i nGaeltacht na nDéise, cois mara nuair a sheol an Coimisinéir Teanga, tábhacht a bhaineann le thoir sa Rinn: Rónán Ó Domhnaill, Idirbhliain i ‘dea-cháil na Meánscoile agus nGaeltacht na nDéise. Choláiste na Rinne mar dhá institiúid ‘Cuirfidh an taithí seo lena bhforbairt oideachais a sholáthraíonn taithí phearsanta mar aosaigh óga agus mar D’fháiltigh an Dr Mícheál Ó Drisleáin, iomlánaíoch ar ardchaighdeán do shaoránaigh óga agus músclóidh sé Leas-Bhainisteoir Choláiste na Rinne dhaltaí.’ Lean sé air a rá go dtuigeann iontu, chuile dhuine acu, meas agus roimh an gCoimisinéir Teanga agus ‘an dá institiúid an ról lárnach atá acu cion ar an nGaeilge agus ar an dúchas’. thug Liam Suipéil Bainisteoir Choláiste i nGaeltacht na nDéise agus tá siad na Rinne cur síos gonta ar stair an tiomanta do leas an phobail áitiúil, don Agus áiseanna iontacha Choláiste na Choláiste ó bunaíodh é ag tús an chéid Ghaeltacht agus don Ghaeilge’. Rinne agus réimse leathan na gcúrsaí seo caite. Ag trácht dó ar an Idirbhliain agus na ngníomhaíochtaí a bhíonn ar nua a bhí le seoladh dúirt sé go raibh Tá seisean go láidir den tuairim ‘go siúl ann ar son na Gaeilge á moladh go bhfuil Idirbhliain eisceachtúil nuálaíoch hard aige, dúirt an Coimisinéir Teanga ‘áiseanna den chéad scoth anseo i á tairiscint ag Meánscoil San Nioclás go mbíodh gColáiste na Rinne, a chuireann ar ár i gcomhpháirtíocht le Coláiste na gcumas freastal ar lucht na hIdirbhliana Rinne agus go bhfeictear sa togra seo ‘Coláiste na Rinne ariamh ar dtús go héifeachtach’ agus luaigh go raibh teacht le chéile mórán de bhuanna cadhnaíochta i mbearta fónta ‘an Coláiste ag coinne go mór leis an ilghnéitheacha Ghaeltacht na nDéise, nuálaíocha ar son na Gaeilge ‘agus Idirbhliain seo i nGaeltacht na nDéise a chuirfidh neart leis an Idirbhliain dúirt cé gurbh ‘iomaí constaic agus a chur chun cinn i gcomhpháirtíocht cheannródaíoch seo agus a leagfaidh dúshlán a thug Coláiste na Rinne le Meánscoil San Nioclás a bhfuil bunchloch dhaingean fúithi’. aghaidh air ó chroch Pádraig Ó Cadhla dlúthcheangal láidir, fónta againn léi le clár dubh…..i mBaile na nGall ag fada an lá, chun leanúint leis an dea- Cuireadh na múrtha fáilte roimh Rónán fíorthús an chéid seo caite, nár chlis obair atá ar siúl ag Coláiste na Rinne Ó Domhnaill ansin agus é ag tréaslú riamh ar an bhfís sin ná ar a misneach’. ag caomhnú oidhreacht agus chultúr ‘cur chuige spreagúil, iomlánaíoch’ mhuintir na nDéise leis na cianta an tionscnaimh seo le Meánscoil Ag labhairt leis ar an nGaeltacht mar cairbreacha.’ San Nioclás agus le Coláiste na a bhíodh nuair a bunaíódh Coláiste na

50 ETBI  issue 2 – 2016  Section 2 | NEWS Rinne, luaigh sé ‘gur shín Gaeltacht na nDéise chomh fada siar le Baile Mhic Códa i gCo Chorcaí agus chomh fada thuaidh leis an gCaisleán Nua i gCo Thiobraid Árann’ ag an am sin agus ‘gur éachtach gur anseo a mhair an Ghaeilge i mbéal an phobail. Níl aon dabht ach go raibh baint an-mhór ag Coláiste na Rinne leis an éacht sin’.

Mhol sé an Coláiste mar gurbh é a ‘chuir ainm na Gaeltachta bige seo in airde fud fad na hÉireann agus níos faide i gcéin. Chonaiceadar an luach san oidhreacht chultúrtha a bhí i dtaisce na teanga sin. Spreag sé sin misneach in áit an éadóchais’ a dúirt An Coimisinéir Teanga.

Beidh sé i gceist leis an Idirbhliain nua seo ag Coláiste na Rinne i gcomhair le Meánscoil san Nioclás, go mbeidh daltaí ag cur fúthu i gColáiste na Rinne chun feabhas a chur ar a gcuid Gaeilge An Coimisinéir Teanga: Rónán Ó Domhnaill i gcroílár Ghaeltacht na nDéise. Clárófar daltaí mar dhaltaí na Meánscoile agus "Gur chuimnigh na daoine seo ar uair nó ar ócáid chinniúnach leanfaidh siad cúrsaí acadúla agus curaclaim de réir chlár idirbhliana na ina saol a mhúscail ina gcroíthe cion agus dílseacht don teanga Meánscoile. Cuirfear lóistín iomlán ar fáil do dhaltaí i gColáiste na Rinne cúig agus a mhúscail iad le cur lena gcumas sa teanga sin agus feidhm oíche sa tseachtain agus is ansin a phraicticiúil a chruthú di ina saol, mar theanga bheo’. thabharfaidh siad faoin iliomad cúrsaí seach-churaclaim tar éis uaireanta scoile. Beidh socrúchán oibre cheithre seachtaine mar chuid dhílis den chlár mar chuid lárnach den chúrsa. saol a mhúscail ina gcroíthe cion agus iomlán seo. Tapófar gach deis chun dílseacht don teanga agus a mhúscail cúrsaí spóirt, cúrsaí oirfide, turasanna Leag Séamus Ó Cadhain, Príomhoide iad le cur lena gcumas sa teanga sin agus imeachtaí a eagrú agus a roinnt le Mheánscoil San Nioclás béim ar agus feidhm phraicticiúil a chruthú di daltaí na Meánscoile, a rachaidh chun thábhacht agus ar bhuntáistí aitheanta an ina saol, mar theanga bheo’. tairbhe agus chun leasa an dá dhream. Tumoideachais don fhoghlaimeoir Gaeilge agus ‘mar a chumasaítear an dalta tríd a Dar leis go mbeidh an Idirbhliain seo ‘Tá an-éileamh ar a mhacasamhail de leithéid de thaithí, taithí a chuireann go i nGaeltacht na nDéise mar cheann chúrsa ‘ dar le Liam Suipéil, Bainisteoir mór lena fhorbairt phearsanta, acadúil de mhórócáidí cinniúnacha na ndaltaí Choláiste na Rinne ‘agus ó bunaíodh agus shóisialta go fadtréimhseach’. seo agus ghuígh sé gach rath agus Scoil na Leanaí in 1919 bíonn Coláiste beannacht ar an gcúrsa: na Rinne lárnach agus gníomhach Beidh an Idirbhliain ildánach seo i nGaeltacht na nDéise chun gach an-oiriúnach go deo do dhaltaí a ‘go raibh líon mór de chainteoirí Gaeilge iarracht a dhéanamh easnaimh sa bheidh ag tabhairt faoi scrúdú Gaeilge amach anseo a bheidh ag smaoineamh mhargadh a líonadh agus cúrsaí a chur na hArdteistiméireachta agus do siar le cion agus le comaoin ar an ar siúl do dhaoine gur mian leo an dhéagóirí gur suim leo an Ghaeilge, tréimhse iontach, aoibhinn sin a Ghaoluinn a fhoghlaim’ cúrsaí cultúrtha agus oidhreachta. chaitheadar anseo ar an gcúrsa D’oirfeadh sé go seoigh do dhaltaí a Idirbhliana, ar na cairde a rinneadar, ar Is trí mheán na Gaeilge go hiomlán mbeadh suim acu gairmeacha beatha an fhoghlaim a rinneadar, mar cheann a reachtálfar clár na hIdirbhliana a leanúint i réimsí an oideachais, an de na heachtraí móra ina n-óige’. seo agus tabharfar gach tacaíocht dlí, na meán, na hiriseoireachta, na do dhaltaí, chun cabhrú leo ar a teangeolaíochta agus an aistriúcháin Tá an-éileamh ar áiteanna ar an gcúrsa gcúrsa teanga. Leanfar leis an gcúrsa agus i ngairmeacha eile nach iad. Idirbhliana seo cheana féin, ach tá líón aitheanta TEG (Teastas Eorpach sa Ag tagairt dó d’Oireachtas na Samhna ó áirithe d’áiteanna fós ar fáil. Ghaeilge) le deimhin a dhéanamh de chianaibh agus ar an tuarascáil a sheol go dtabharfar dúshlán do dhaltaí a sé faoi Nua-chainteoirí na Gaeilge, Tuilleadh Eolais agus foirmeacha mianach a bhaint amach ag an leibhéal luaigh An Coimisinéir Teanga, Rónán iarratais ar fáil ar www.anrinn.com, cuí. Eagrófar ceardlanna sna meáin Ó Domhnaill ‘gur chuimnigh na daoine Fón: (058) 46128 agus i léiriúchán scannáin / teilifíse seo ar uair nó ar ócáid chinniúnach ina Ríomhphost: [email protected].

Section 2 | NEWS  issue 2 – 2016  ETBI 51 Galway Community College hosts 1916 “Voices of Freedom” public evening

he History Department in Galway Community T College coordinated a 1916 "Voices of Freedom" evening on Proclamation Day on 15th March in the College’s newly refurbished auditorium. The event was free and well attended by members of the public.

There was an exciting and diverse schedule, with something for every taste. GCC's Art department had GCC 1916 Voices of Freedom poster GCC 1916 Voices an art display inspired by Damien Dempsey, Keith Finnegan, Galway Bay FM, and Philip this pivotal period in our Cribbin, Head of History in Galway Community College nation’s history with some students dressing in costume from that era.

Staff members and Senior Cycle History students were available to document any archive letters, photos or stories from members of the public relating to their family connections during this era, all of which will be curated for an online archive and posted on the college website. In keeping with the Historical theme, foods and snacks from the early 1900s were served in the college café.

Galway Community College were gratified to have Galway Bay FM and The Connacht Tribune as media partners, and were proud of the calibre of speakers for the “Voices of Freedom” event: Launch of 1916 GCC Voices of Freedom  Eamon O’Cuiv TD: “The role of Eamon De Valera during the 1916 Rising”  Jeffrey Lynskey, GCC Adult Education  GCC Senior Cycle History student Erin officer & Galway Minor hurling manager: Flaherty White: “Jane Shanahan modest “Liam Mellowes – Galway’s adopted son” Revolutionary”  Senator Trevor O’Clochartaigh: “The  Noel Grealish TD: “The Rising in Carnmore and significance of The Proclamation in today’s Ireland” East Galway”  Derek Nolan TD: “James Connolly, Socialist  Dr Conor Mc Namara, NUIG 1916 Scholar in revolutionary” Residence: “A Nation Rising” Further details about the evening can be viewed on  GCC Senior Cycle Art student Shauna Gill: “My www.galwaycc.ie or the College Facebook page. great grandfather Pat Keane – forgotten veteran For further information, email Philip Cribbin, Head of History of Boland’s Mills” [email protected].

52 ETBI  issue 2 – 2016  Section 2 | NEWS Kinsale Community School hosts Féilte Beag CPD workshops Innovative teaching practices based on Edison and Instructional Leadership programmes

By Ger Hogan and Niall Murphy

insale Community School has engaged in the They uniquely developed a ‘Féilte Beag’, as it took place Entrepreneurial Education Programme, Edison, and the the Wednesday after the Teaching Council’s Annual Féilte K Instructional Leadership Programme, both run by ETBI. was held in Dublin on 7th October 2015. It was based on a workshop style and ran for two hours. During this time Arising from this engagement, Ger Hogan and Niall Murphy teachers, organised into groups and moving from one formed a committee to promote innovative teaching workshop to another, were afforded the opportunity to attend practices in all classrooms across the school. The first task a total of six workshops: they engaged in was to organise a two-hour professional development programme based on the pedagogies espoused by both the Edison Programme and the Instructional  The skill of questioning and mindmaps (IL Programme) Leadership Programme.  Placemats and fishbone diagrams (IL Programme)  Numeracy and literacy strategies for all subjects  Lego Serious Play (Edison Programme)  Strategies to support students with SEN  Using IT to be innovative in the classroom e.g. Edpuzzle, Schoology (Edison Programme)

Staff were encouraged to reflect and note, in a booklet that was produced and issued on the day, how they could use the different strategies, tactics and skills within their own subject area and classroom.

We invited guests from the Maltese Department of Education, members of the Teaching Council, and representative from ETBI and UCC Education Department. Our guests were fulsome in their praise for the event.

Overall the day was hugely successful and received positive feedback, and we plan to run a similar event again next year with other teachers sharing practices with their colleagues.

The Féilte Beag workshops at Kinsale Community School, Cork

Section 2 | NEWS  issue 2 – 2016  ETBI 53 Naas Community National School exhibit at RDS BT Young Scientist Primary Science Fair

Which physical activity has the most positive influence on our overall fitness?”

ast January, Naas Community National School’s sixth class L received an award at the BT Young Scientist Primary Science Fair for the fifth year in a row. Their project was based on answering the question, “Which physical activity has the most positive influence on our overall fitness?” The judges highly commended the project, the organisation, the scientific process and the children’s ability to present their display. The children were interviewed by RTE, numerous journalists and at length by the RDS judges.

The project was led by their committed class teacher Múinteoir Ruairi and Naas CNS students with their winning project at the BT Young Scientist Primary Science Fair under close co-ordination and guidance from their science qualified Principal, programme of activities the children The children at Naas Community Caroline Colleran. were re-tested for fitness. It was National School are encouraged to observed that gymnastics, closely work collaboratively and scientifically With 3,305 primary schools in the followed by dance, increased the overall by all of the motivated and dedicated country, receiving one of the 180 fitness of the children most. This teaching staff. Our focus is to develop places for exhibiting at the Primary changed the boys’ perception of these a positive attitude to STEM in order for Science Fair is never guaranteed. This primary school curricular areas! the children to broaden their interest year the BT Young Scientist saw a 10% in the scientific field from an early age. increase on applicants to exhibit and it The children also studied human The benefits to our children can be was 40% over subscribed. Only seven anatomy with particular focus on the observed in Literacy, Oral Language schools in Kildare were accepted, and muscular, skeletal and circulatory and Numeracy. However, involvement at few schools can rival Naas Community systems. They integrated ICT and the RDS Primary Science Fair improves National School’s record of exhibiting numeracy in their analysis and their self-esteem, self-confidence and five years in a row. presentation. communication skills.

The project is of particular interest in The project commenced in September We are very proud of our children and the promotion of Health Sciences for 2015 with children posing their teachers who worked so diligently on primary school children. The 6th class questions and drafting a project presenting a highly commended project. children aimed to identify which sports proposal. This was submitted in early Naas CNS strives to lead excellence in activity influenced one’s overall fitness. October for evaluation by RDS Primary Science Technology, Engineering and A series of tests were conducted at Science Fair judges who decided Maths. We will continue to promote a the outset measuring Agility, Speed, if it was a viable project worthy of love of learning for STEM and raise the Distance, Strength and Balance. The exhibiting. The school was notified at profile of our school. Our next collective children were divided into six groups. the end of October that they had been goal is to achieve our fifth Discover Each group focused on one of the successful. During Science Week, Primary Science and Maths Award of following activities: Athletics, Games, the children began working on their Excellence and to participate in the Sci- Dance, Gymnastics, Weight Training investigations and data interpretation Fest Competition for Primary Schools and a Control group. After a 6-week continued up until Christmas. this Spring.

54 ETBI  issue 2 – 2016  Section 2 | NEWS WWETB student wins trip to Strasbourg in Sweetman Trust competition

Report by Jonathan Wall, student at Tramore Youthreach

The Michael Sweetman Educational Trust, (MSET) with the generous assistance of the ETBs and the European Parliament’s Dublin office, and the administrative support of ETBI, awards a trip to Strasbourg, France, to 24 Leaving Certificate Applied (LCA) students who attend an ETB School, College or Centre (e.g. Youthreach). They are accompanied by four teachers. The successful students represent their school/centre, ETB, The LCA Programme and Ireland in the European ETB students enjoying their trip to Strasbourg in January Parliament in Strasbourg. While in Strasbourg the winning students visit the European Parliament and have a unique just outside Strasbourg. We stayed there overnight and woke up opportunity to meet, work and socialise with students at around 6:30am and headed to the European Parliament. from other European States. The winning students must be willing to commit to taking an active part in a forum in In the European Parliament we went through two security the European Parliament with their European peers, which checks. We could not leave the building once we were takes place during the educational trip (EUROSCOLA). in there until the day was finished. We then entered the The competition is based on the LCA contemporary canteen area where we were handed stickers for what group social issue task chosen by the student. The competition we were to be in. We were also given information on what requires entering students to make an oral presentation to was happening for the day. We went to the chamber for the the MSET Assessors on the students’ chosen task. This morning of the parliament, where people asked questions presentation must incorporate a European dimension. on contemporary issues. We then had lunch and from 2pm onwards we discussed our contemporary issues in separate n December 23rd I won a trip to Strasbourg rooms until 4pm when then each group talked about their for completing a contemporary issues task on contemporary issues. In the separate debate rooms we Ohomelessness for the Michael Sweetman Trust elected two people to talk on behalf of the group in the Competition. The prize consisted of flying out to Strasbourg on chamber about our contemporary issues. Our contemporary 27th to 29th January to debate in the European Parliament on issue topics were migration and integration in European contemporary issues concerning Europe and the world. countries. I liked voting in the parliament on topics and I actually felt like I could make a difference. On January 26th the Tramore Youthreach Co-ordinator Gerry McManus and myself, Jonathan Wall, travelled to Dublin on the We went to Strasbourg city after the parliament. We had 2 train to Heuston Station. We then got a double decker bus to hours to sight-see and I may have taken a bit longer to find the airport and it was my first time seeing Dublin City. Then we the restaurant but eventually got there. got another bus from the airport to the airport hotel which was the Clayton Hotel. We stayed there overnight, as the flight was I want to thank all the teachers and supports on the trip. My co- the next day. That night the group that was going to Strasbourg ordinator Gerry McManus was very supportive with my first time from Ireland had a meeting in the hotel before dinner to help flying and also my first time being outside of the country. The get to know each other. After we all got to know each other we students I was with from Ireland as they were very supportive and went to our rooms for a sleep and a rest until the next morning. respectful to me and to each other. I honestly wish I had longer time with the group as I feel the group of us are only starting to The next morning we went back to the meeting area. We were get to know each other and getting to build friendships. put into groups and given certain contemporary issues to discuss. Then we had lunch and we packed our bags. We went I am honoured and ever so thankful to the Sweetman Trust to the airport at 2pm, because our flight was at 5pm. It was for offering me the opportunity to be on this journey and to my first time flying and my first time being away from Ireland. I meet these people, see these places and to be a part of the was nervous but once take off from the airport was over I was European continent and to represent my country. settled in my seat and was enjoying the flight to Frankfurt. I want to thank all of the Tramore Youthreach teachers and Once we got to Frankfurt and got our luggage, we then boarded learners for helping me and supporting me to do this. I want a coach from Frankfurt to Strasbourg. On the way we stopped to thank the biggest help to me this year with overcoming at a diner. We had schnitzel and chips which was better than I anxiety and fears. I want to thank John Frost my Social Ed expected. It was a good 3 hours on the bus to our stay in Kiel teacher, this would not be possible without him.

Section 2 | NEWS  issue 2 – 2016  ETBI 55 Ashbourne Youthreach nominated for Aontas Star Award shbourne Youthreach received another accolade having skills in Computer Building and Maintenance, Website been shortlisted for a prestigious Aontas Star Award building and Design, Coding and Media Production. Students Aat the Adult Learners’ Festival hosted by Aontas, from the centre Dylan Smith, Milosz Gastol and Ross Gunn the National Adult Learning Organisation in February last. showcased their skills to a judging panel earlier in the month, The awards acknowledge the fantastic work undertaken by which led to the course being shortlisted. adult learning projects throughout Ireland and celebrate the positive contribution that these projects make to individual Last year, Ashbourne Youthreach had written and developed adult learners, local communities and wider society. a short film for Aontas for the promotion of the 10th Annual Star Awards. The finished film can be viewed on Ashbourne Youthreach were shortlisted for their Advanced the Aontas Youtube channel https://www.youtube.com/ Media Programme designed by Aaron Fowler, which develops watch?v=t51v0aW3WIs.

56 ETBI  issue 2 – 2016  Section 2 | NEWS Trim Youthreach wins award in 1916 Centenary Programme Art Competition

Kieran McDonnell, Woodwork Tutor at LMETB Trim Youthreach

rim Youthreach, Quality Centre of Education funded Ireland. The students felt that this design has greater impact by Louth Meath Education and Training Board, are in expressing the significant effects of the aftermath of the Tdelighted to have won an award in the 1916 Centenary rebellion in shaping the history of the state. Programme Art Competition with their submission titled ‘1916’, which is currently on exhibition in Trim Library. When asked what they enjoyed most about the project, all of This installation is the culmination of a project involving the students agreed that designing and creating the idea was students from the Centre who worked tirelessly to create a the best part of it. The group had to work closely, and even representation of what 1916 means to them in the modern though they did not always agree on every aspect of the project, context. The Competition forms part of the County Council’s it gave them some flavour of what it must have been like to countywide 1916 Centenary Programme under the strand organise the rebellion in a time without the use of social media, ‘Youth and Imagination’ aimed at providing an opportunity for mobile phones, or indeed flip charts! When asked about their young people to become actively involved in and experience experience working on the project, one student noted, “We were the national ceremonial event in Ashbourne and increase all trying to get along at the start because we all had different appreciation of events of 1916. This competition is run ideas for the project and different views on 1916 and then through the library in Trim. when the final design was agreed we just went for it”.

Participating students from the Centre approached the project The installation is currently on display in Trim Library, and with great enthusiasm and interest in the theme from the enquiries about the project are welcome and may be directed start, working together as a team, and after much discussion to Kieran McDonnell on 046 9431203, at KMcdonnell@lmetb. and brainstorming they unanimously agreed on the design ie or [email protected]. collaborating with their art tutor Michael Duffy and their woodwork tutor Kieran Mc Donnell.

The team of five students from the Centre wanted to produce a design that was both organic and original. The project took on a life of its own after sourcing a piece of Beech wood that quite naturally took the form of the shape of a flag and provided the inspiration for the basis of the design. This gave impetus to the idea of projecting an image of the figure of 1916 onto tracing paper and using it to etch the design onto the wood. With the guidance of their tutor, the students worked together to etch the design using basic techniques and tools, mainly a mallet and a chisel. Margaret Whelan, Paula Whelan, Daniel Whelan and Kieran Mc The image creates a three dimensional effect which represents Donnell at Trim Library Art Competition Awards Night transition and change in Irish society from 1916 to the present day. The use of wood gives the installation its historical reference, symbolising this period of history, and the carvings expresses the timeless significance of the events of 1916 in shaping the political and cultural landscape of Ireland after the events of the Easter Rising. The three-dimensional effect of the design is symbolic of modern Ireland incorporating the theme of the Centenary Celebrations of Remembering, Reconciling, Presenting, Imagining and Celebrating.

The students were also very keen to express the dramatic events that took place in 1916 and the considerable sacrifice of the volunteers. They felt this could Left: Trim Youthreach’s best be expressed by burning or singing the submission. Above: Kieran edges of the wood to represent conflict and McDonnell, Craig Gaynor, Daniel rebellion, while the clarity and dimension of Rattigan, Daniel Whelan, Caroline the figure ‘1916’ represents the new Ireland Lynch and Michael Duffy at the almost emerging from the ashes of the old Awards Night.

Section 2 | NEWS  issue 2 – 2016  ETBI 57 The Profiler Project: CDETB is developing digital tools to identify the education, training and support needs of its students

Report by Do-IT Solutions, CDETB & H2 Learning

58 ETBI  issue 2 2016  Section 2 | NEWS The modules have been developed by the two founders of Do-IT Solutions, Professor Amanda Kirby and Dr Ian Smythe. Both are recognised internationally for their work and together they have more than 20 years’ experience of research and practice in their fields.

Professor Amanda Kirby is an international expert in the field of Specific Learning Difficulties and has a son with dyspraxia, ADHD and dyslexia. Prof Kirby founded The Dyscovery Centre 16 years ago, now based at The University of South Wales, and has a chair in developmental disorders. She has developed and delivered accredited courses to Masters level in DCD, ADHD and Developmental Disorders. She is a well-established author, publishing books and research papers. In 2014, she released two new books: How to Succeed in Further and Higher Education with Specific Learning Difficulties and How to Succeed in Employment with Specific Learning Difficulties. Her research, clinical and practical experiences give her a unique understanding on how to support individuals at different ages and stages.

Dr Ian Smythe is an education Consultant, bringing together expertise in literacy and assessment, with specific reference to those disenfranchised in an increasingly literate environment. He combines his research background with his extensive expertise in literacy to produce effective solutions for wide implementation in the classroom and beyond. His international work developed out of his PhD research into cognitive diversity and reading difficulties in different languages. Dr Smythe has worked with foreign governments and non- governmental organisations – conducting workshops, lectures and seminars around the world. Dr Smythe has written several works on dyslexia and technology, and has worked with dyslexia in different languages and countries. His work has now been published in Bosnian, Brazilian, Bulgarian, Polish and Czech, as well as English.

ver the past five years City of Dublin Education and  The system is user-friendly and intuitive to use. Training Board (CDETB) has been seeking to create  Tests are appropriate for the local population. Oa set of digital screening and profiling tools to  The delivery system should be through the internet, to enable its colleges, schools and centres to better meet the provide the potential for central data management. education, training and support needs of its students.  Testing should be in a group setting, with minimal teacher support. To develop this set of profiling tools fit for purpose and  Available reports would identify individual strengths and contextualised for the Irish setting, CDETB worked closely weaknesses as well as suggesting interventions. with Do-IT solutions and H2 Learning to define the education,  There should be the option for grouping children with training and support needs of learners at Post-Primary, similar needs. Youthreach and Further Education levels.  It must provide a low cost solution.  It must be sustainable and scalable within a wider Where did it all begin? community. It all started in 2010 when Dublin schools were identifying more and more children with special needs, services were During this time, the Profiler system has evolved in line with being cut following the economic crisis, and the use of a deeper understanding of how best to identify and support technology in schools was being hampered by all schools individuals who previously had fallen through the gaps. having to share a single 2Mb line. It was against this In collaboration with schools in Oxfordshire, modules have background that CDVEC, as it was called in 2010, began been developed to provide more in-depth information about to explore the potential of using computers as a form of the individual from an emotional, social and psychological screening to help the early identification of those with perspective, providing a more rounded approach. additional learning needs, particularly in the transition phase from primary to post-primary. The Do-IT Profiler System The CDETB Do-IT Profiler system is accessed through From this CDVEC partnered with Professor Amanda Kirby the internet, and following log on, a series of modules is and Dr Ian Smythe, founders of of Do-IT Solutions, to presented to the student. Some of these are assessment develop a tool which allowed an individual to be understood modules, which look to quantify student strengths and and supported in a holistic way. Working in collaboration weaknesses in key areas such as literacy and numeracy. with Professor Kirby and Dr Smythe, ‎a small team was Others are survey modules, which gather additional put together to facilitate development of assessment tools information about students, including emotional well-being aligned with the needs of CDETB schools. The team included and background demographics. There are also screening teachers, psychologists and other professionals. tools for study skills and specific learning difficulties.

The team’s intention was to provide information to the post- The background analytics analyse the student’s input in primary teachers, to help them rapidly identify students who the assessment modules and help to identify underlying may need additional support, and what that should be, i.e. patterns. The outcomes of that analysis, along with the targeted intervention strategies. Alongside this they sought to survey results, produce a series of reports – for the student, investigate the potential of using computers to identify children class teacher and management. These are made available with learning support needs. The key specifications for the tool immediately after the modules are completed. It is important developed to ensure effective roll-out were as follows: to highlight that the CDETB Profiler assessments are using

Section 2 | NEWS  issue 2 – 2016  ETBI 59 assessments in syllables and sounds.

Expanding the use of the tool Over time the tool was seen to have significant potential in the Youthreach setting. In order to explore its viability in Youthreach centres, a project was initiated to analyse the needs of the sector and to develop the tool to respond to those needs. This initial phase of development resulted in the CDETB Profiler being successfully rolled out across all 10 Youthreach centres in Dublin city.

Following the success of this phase, a second phase was initiated to pilot the development of the Profiler in both the Adult Education Services and the Further Education and Training colleges. This project is currently in pilot stage. Both the initial phase of development and the current pilot phase Joining the dots have been funded and supported by the J P Morgan Chase in a joined up service Foundation.

A joined up service has two sides: 1) bringing Project Impact together information to make a holistic view of The project has already demonstrated its potential for the individual, and 2) all aspects of the individual improving support services to students. It allows for the are presented to the relevant sections of the production of detailed individual student learning plans; multidisciplinary team. improved retention rates; better matching of a learner to training needs; improvement in student study skills; mapping  Time to gather, input and analyse this information a student’s emotional wellbeing and identifying barriers to makes it often difficult to achieve. employment and providing appropriate guidance to address this. Overall it is helping CDETB move towards a more  The rationale for CDETB is to identify the holistic service for students. areas that should be targeted through a triage approach, and consider what information was Additionally, the use of a digital system is making the required to make appropriate decisions. gathering of data and analysis easier, saving time and providing crucial information at individual, class and centre  The use of technology was aimed at making the or college level. The Profiler allows for a triage approach to gathering and analysis easier, saving time and meeting student needs. Concentrating on those with the providing information at individual class, and school highest needs, it allows crucial aspects of an individual levels. student profile to be presented to the multi-disciplinary Care Team so that particular needs can be addressed or referred  By expanding beyond the traditional academic on to more appropriate outside services. In June 2016, a full centred approaches using literacy and numeracy report on the impact of the project will be produced as the key measures, the team has been able to identify those most in need of support, and A few words from the teacher’s and student’s perspective the type of support needed. This helps reduce waiting time, delivers support immediately, and identifies those who would need to be referred to more specialist assessments. “Profiler has been an excellent addition [to the centre] to capture new information and measure  It allows a greater understanding of how specific progress, the banding makes ILP creation and learning difficulties and social settings can evaluation a lot simpler and easy to follow for staff interact in a complex mesh, but can provide a that do not use the Profiler on a regular basis.” more complete picture. (Oisin Costigan, Cabra Youthreach)

local Irish content and are based on local norms. “I feel that The Profiler has had a significant impact With students who have been signalled as encountering on the progression of the students. They love challenges in certain areas, further assessments can then checking on what improvements they have made be administered to investigate where these difficulties may lie and in what particular sub-skills. For example, for from one test to the next.” a student showing to have significant difficulties in initial (Ron Houghton, Kilmore Youthreach) literacy assessments, the support team may then do further

60 ETBI  issue 2 – 2016  Section 2 | NEWS Times of transition, e.g. from primary to post primary, “Profiler has been good for the opportunity to see require information which is easily captured and delivered to new schools so time is not wasted in targeting those where the students measure themselves (often students with greatest need. quite low band) in relation to things like literacy and numeracy. Whereas the actual assessments can come out a little or in some cases much higher and in showing the graphs to the students and But is it “fit for purpose”? Fit for purpose goes beyond a tick list of standard pointing out the contrast – it's great for building their content. While Do-IT Profiler has already demonstrated confidence in themselves as individuals.” success in other countries such as England, Wales, (Angelique, Youthreach Coordinator) South Africa and Malta, it is most important to ensure it meets the needs of the teachers and the students here in Ireland that it aims to support. When making choices, ensure your chosen test ticks the right boxes.

Profiler has fed directly into student ILPs and looks Profiler ticks the boxes at a student across a range of aspects which may  Does it have Irish norms?  Were Irish teachers involved? present barriers to learning, not just cognitive ability,  Is terminology Irish based? but also their self-perception. It has also signalled  Are there Irish examples? where some students need further assessment.  Can it be adapted to account for changes in Irish (Amanda Redmond, Post-Primary Resource legislation and needs? Coordinator)  Is it scalable and could it be used across all sectors and across Ireland?  Can it identify student’s specific needs- learning and Current thinking emotional and provide personalised guidance and guidance for the educator? In 2013 The National Council for Special Education made  Can it monitor and track soft and hard skills over recommendations for students with Special Educational time? Needs. One in particular chimes with the work in CDETB. This was to “have an individualised assessment which informs teaching and learning and forms one part of an ongoing and cyclical process of assessment, intervention and review of outcomes.” A recent element that has been Next Steps built into the Profiler system is the means to measure Working with H2 Learning, CDETB is continuing to use progress both in skills and distance travelled in ‘soft’ skills Profiler in colleges, schools, and centres, to better meet such as confidence and self-esteem. the education, training and support needs of its students. Working with principals, practitioners, resource and support Another point made was “The level of additional supports staff from across the settings has resulted in the adaptation provided should be in line with the needs of the child rather of the tools to be appropriate for the Irish context and than being linked to a diagnosis of a particular category of increased confidence taking this approach. As we go, further disability.” This more holistic model is in line with providing improvements and developments are being made to Profiler. If the Profile of the individual, capturing specific aspects that you would like to find out more about Do-IT Profiler, contact H2 may be impacting on the individual and taking a less ‘label Learning at 014806208 or by email to [email protected]. led’ approach.

NEPS has advocated an “interactionist/ecological” Who are H2 Learning? approach to assessment which builds up a picture of how an individual student is interacting with all aspects of their H2 Learning offers a educational and social environment and identifies barriers to selection of high-quality participation, as well as providing guidance on the support professional services in needed to overcome those barriers. the field of technology enhanced learning all Moving from a narrower, somewhat limited, testing process education levels. These aligned to a more medical model, to a more holistic services include the approach is central to The Profiler system and is in line with creation and provision of this thinking. It enables individual educational plans to be accredited ICT-based CPD, delivered at the click of a button and monitoring without the educational resources, project management services, and requirement of manual input. What this provides is more evidence-based consultancy services to policy-makers exact data-driven decision-making, allowing educators to and a broad spectrum of organisations, including higher spend more time on intervention and less time on testing education and ministries in Ireland and across Europe. for testing’s sake.

Section 2 | NEWS  issue 2 – 2016  ETBI 61 The Storysacks Project in KCETB

By Helen Walsh

The Storysacks1 idea was created by Neil Griffiths, a former ITABE and Literacy resources. Primary School Head teacher in the UK and author of many children’s picture books and educational publications. The programme endeavours to encourage lifelong learning The Storysacks award-winning products have received and assist in breaking the cycle of intergenerational international acclaim and fame, helping to bring stories to disadvantage. The programme seeks to assist participants life worldwide. to develop their interpersonal and communications skills for use in their daily lives and to equip learners with the Kilkenny and Carlow ETB appropriate skills necessary to make informed choices about Kilkenny and Carlow ETB Adult Education Service operates progression to further vocational education, training and a series of programmes and services all of which respond employment. to the needs of those seeking to return to learning. These programmes are designed to meet the overall learning It also provides participants with the skills and knowledge needs of the participants from a practical, social, academic to demonstrate a high standard of personal health, and personal perspective, and offer a holistic educational hygiene, appearance and confidence that can contribute approach. Programmes can be unaccredited as well as to good personal care and presentation in their daily lives. offering accreditation, and each programme provides It introduces participants to a wide range of local support learners with an opportunity to progress on to further agencies/services in local area and encourages them to learning. avail of the services, as well as encouraging and fostering active citizenship. All participants are linked into the Adult Word Aid, the Adult Literacy Service in Kilkenny, provides Guidance Service and are offered an opportunity to avail of a variety of learning opportunities and supports to assist QQI accredited modules in a wide range of topics from Levels the increasing number of adults returning to education. 1 to 3. Programmes are provided at numerous venues throughout the county and have been developed in co-operation with a Word Aid adult literacy tutors worked in close consultation wide range of partners e.g. Adult Guidance Service, Home with Ailish Hogan (Home School Community Liaison Co- School Community Liaison, Department of Social Protection, ordinator) St. John’s Primary School (Kilkenny City) and it HSE, SOLAS and local community groups, to access specific was agreed that a Storysacks Project would be a good way to groups of adults with low levels of formal education. encourage parents/carers to become more actively involved These programmes are targeted at learners with very little in their children’s education while updating and improving confidence in their own literacy skills and as a consequence their own literacy, numeracy and IT skills2. are reluctant to be involved in their children’s education or social activities. Team work A team of up to 15 adult learners were involved in the project Overview of the project at different stages and to varying degrees. The teamwork The Word Aid group who developed this Storysacks project was vital to the success of the programme. They chose as are part of the Interagency Programme, a programme set up their story theme, Going on a Bear Hunt, and a wide variety to provide support to parents/primary care givers of young of skills were needed (sewing, knitting, painting, imagination children, aimed at improving their own literacy, numeracy to use household items to make props, storytelling skills, and ICT skills while encouraging them to support their computer skills, laminating and cutting skills). A number children’s learning. This programme was funded through of the participants were from different backgrounds and

1 Storysack is a trading name of Demco Europe Limited, registered address: Grange House, 2 Geddings Road, Hoddesdon, Hertfordshire EN11 0NT, United Kingdom. Registered in England and Wales No. 2067190 2 In the past, many successful projects have been undertaken e.g. A Scrapbooking Project, A Teddy Bear Project, a Family Book Project (as used in Animo TV programme) and Healthy Lifestyles Project. At all times literacy, numeracy and IT are an integral part of the work

62 ETBI  issue 2 – 2016  Section 2 | NEWS cultures, so it was an excellent opportunity to share and compare skills and stories. Some of the KCETB adult learners who took part in the Storysacks Project Benefits of the project + Relaxation: The task of making the characters and props was enjoyed individually, as part of the group, and with children at home. The entire project had a personal achievement and accomplishment factor contributing to improved self-esteem. + Learners rekindled their knitting and sewing skills to enhance the Storysacks. + It encouraged parental involvement through fun activities. + The project encouraged intergenerational activities between children, parents, grandparents and other family members. + At all times during the project learners were improving their literacy, numeracy and IT skills. + The project was a great bonding exercise for all, as each learner was able to bring different skills to the table. + The learner involvement in planning the project was learners if they would be interested in speaking at NALA excellent, and brainstorming exercises in the planning events in the future. They have now been selected to stages were wonderful. It promoted the recognition in speak at the NALA Annual Student Day in May. participants that they are their children's first and most + HSCLC Induction: Ailish Hogan was asked to facilitate important educators, and provided ideas on how to two Induction Days for newly appointed HSCLC in further support their children’s learning. February 2016. She included the Storysacks as + The learners improved their own literacy, numeracy and an important element in the success of her work. IT Skills as a result of the project. Attendees of the event included representatives from the Department of Education, Regional Managers of the Literacy, Numeracy and ICT Benefits Educational Welfare Services and Home School Senior Management. This project + New Family Learning Groups: Following on from this + Fostered a passion for reading. Storysacks project, a new group has formed in St. + Encouraged reading with children at home as they John’s Junior School for parents of junior classes. The shared their stories. theme of this Family Learning Project is bedtime routine + Encouraged learners to use everyday household items and hygiene. It has been decided to work on another as props to encourage reading and play. Storysacks and work the topic in through the story. + Improved listening and speaking skills by working The facilitators are Word Aid Literacy trained tutors and together. resource workers. A second Storysacks project was + Reinforced basic maths: measuring, comparing size, created in Ferrybank Library, in South County Kilkenny. ratio, shapes. This project was shortlisted for the Aontas Star Awards + Reinforced the skill of comparing prices and quantity/ (February 2016). quality of materials. + Neil Griffiths: Word Aid and St. John’s Primary School + Used computers/internet to research the story ‘Going on are investigating the possibility of joint-hosting a Neil a bear hunt’. Griffiths workshop in Kilkenny in June 2016. The + Downloaded and edited activity sheets for the Activity workshop offers training for teachers and tutors and an Pack. interactive storytelling session for children. + Researched factual materials on bears to be included in the pack. Helen Walsh joined Word Aid (then Co Kilkenny VEC ) Adult + Took photographs and uploaded to record the Literacy Service as a part time ESOL tutor in 2003, and construction process. became a full-time Resource Worker in 2007. While her back ground is in business, she is currently working towards On-going follow up Higher Certificate in Arts in Literacy Development. To date + Presentation to St. John’s Junior School: A group of Helen has been involved in a number of programmes with parents went to St. John’s Junior School and presented Word Aid, including ESOL, The Adult Refugee Programme and the Storysacks Project to the Junior Infant Class. They Storysacks, as well as Interagency (literacy and numeracy read and used the props to tell the story. It proved to programmes), Family Learning and Employability Skills be a hugely successful activity. The HSCLC Ailish Hogan Programmes. She feels the success of these programmes is included the initiative in her end-of-year submission to largely due to working in cooperation with other agencies in Home School Senior Management, and it was chosen as Kilkenny, including Department of Social Protection, Garda one of the projects to be exhibited at the NALA Annual Immigration Services, Family Resource Centres, Community Family Learning Conference. A number of learners Support groups and services. With other resource workers travelled to Dublin to present the Storysacks on the day. and the AEO for KCETB, she is currently involved in the tutor As a direct result of the presentation, NALA asked two training process for volunteer tutors.

Section 2 | NEWS  issue 2 – 2016  ETBI 63 Top National Accountancy Award for St Brigid’s College Loughrea Student

ara Finnerty, a past pupil of St Brigid’s College Loughrea, S achieved first place in the Leaving Certificate Honours Accountancy examination in Ireland for 2015. This is a fabulous achievement in the context that approximately six thousand students sat the Leaving Certificate Accountancy Examination in June 2015.

Sara who is studying Pharmacy in Trinity College, along with her parents James and Mary, as well as her Accountancy teacher Carmel Mannion and school principal Sean Connolly, were guests at the Business Studies Teachers Association of Ireland awards ceremony held recently in the Banking and Payments Federation Head Offices in Nassau Street in Dublin.

The gold medal was presented to Pictured at the BSTAI Academic Achievement Awards are L to R, Mr. Jonathon Lowey (Chairman Sara by Mr Eddy Collier, CEO of of the Federation of International Bank in Ireland), St. Brigid’s College student, Sara Finnerty, Bord Gais, to mark this outstanding Mr. Sean Connolly (Principal), St. Brigid’s College Accountancy teacher Ms. Carmel Mannion, accomplishment. Mr. Ultan Henry (Honorary President, BSTAI), Mr. Eddy Collier (CEO, Bord Gáis).

Left: Students and staff from VTOS Bunclody who received their QQI Major Awards in Employment Skills and General Learning, with Mary Walsh AEO, WWETB and Cllr Barbara Anne Murphy, Chairperson of VTOS Board of Management, WWETB. Below: VTOS Bunclody Simon Community.

VTOS Bunclody First Year students Teamwork Project: with collection buckets. Various Simon Community businesses gave us donations as well. We collected a grand total of €372. All of this was loaded up and delivered to s part of our Teamwork project received donations at the VTOS Centre the Simon Community’s head office in we decided to support the in Bunclody. We were delighted with Waterford. They were delighted with A Simon Community in the South the response: we received ten bags of all of it and they sent us a lovely letter East for Christmas. We set up a clothes and two bags of toiletries. of thanks. It was a very worthwhile Facebook page asking for donations experience. We were glad we could of warm clothes and toiletries and We also took to the streets of Bunclody help such a worthy cause.

64 ETBI  issue 2 – 2016  Section 2 | NEWS Education and Training Boards (ETBs) in Ireland

Donegal

Mayo, Sligo and Leitrim Cavan and Monaghan

Louth and Meath Longford and Westmeath Co Dublin and Dun Laoghaire Galway and Roscommon City of Dublin

Laois and ETBI Offaly Kildare and Wicklow

Limerick and Clare Tipperary Kilkenny and Carlow

Waterford and Wexford Kerry

Cork

Education and Training Boards Ireland (ETBI) Phone: +353 (0)45 901 070 Piper’s Hill Fax: +353 (0)45 901 711 Kilcullen Road Naas Email: [email protected] Co Kildare Ireland www.etbi.ie etbireland @etbireland