DOCSLIB.ORG

The Implications of the COVID-19 Pandemic for Policy in Relation To

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Implications of the COVID-19 Pandemic for Policy in Relation To ESRI SURVEY AND THE IMPLICATIONS OF THE COVID-19 PANDEMIC STATISTICAL REPORT SERIES FOR POLICY IN RELATION TO CHILDREN AND NUMBER 94 YOUNG PEOPLE JULY 2020 A RESEARCH REVIEW MERIKE DARMODY, EMER SMYTH AND HELEN RUSSELL FO NCE R PO DE LI VI C E Y IMPLICATIONS OF THE COVID-19 PANDEMIC FOR POLICY IN RELATION TO CHILDREN AND YOUNG PEOPLE: A RESEARCH REVIEW Merike Darmody Emer Smyth Helen Russell July 2020 ESRI SURVEY AND STATISTICAL REPORT SERIES NUMBER 94 Available to download from www.esri.ie The Economic and Social Research Institute Whitaker Square, Sir John Rogerson’s Quay, Dublin 2 ISBN: 978-0-7070-0532-4 DOI: https://doi.org/10.26504/sustat94 This Open Access work is licensed under a Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. ABOUT THE ESRI The mission of the Economic and Social Research Institute is to advance evidence- based policymaking that supports economic sustainability and social progress in Ireland. ESRI researchers apply the highest standards of academic excellence to challenges facing policymakers, focusing on 12 areas of critical importance to 21st Century Ireland. The Institute was founded in 1960 by a group of senior civil servants led by Dr T. K. Whitaker, who identified the need for independent and in-depth research analysis to provide a robust evidence base for policymaking in Ireland. Since then, the Institute has remained committed to independent research and its work is free of any expressed ideology or political position. The Institute publishes all research reaching the appropriate academic standard, irrespective of its findings or who funds the research. The quality of its research output is guaranteed by a rigorous peer review process. ESRI researchers are experts in their fields and are committed to producing work that meets the highest academic standards and practices. The work of the Institute is disseminated widely in books, journal articles and reports. ESRI publications are available to download, free of charge, from its website. Additionally, ESRI staff communicate research findings at regular conferences and seminars. The ESRI is a company limited by guarantee, answerable to its members and governed by a Council, comprising 14 members who represent a cross-section of ESRI members from academia, civil services, state agencies, businesses and civil society. The Institute receives an annual grant-in-aid from the Department of Public Expenditure and Reform to support the scientific and public interest elements of the Institute’s activities; the grant accounted for an average of 30 per cent of the Institute’s income over the lifetime of the last Research Strategy. The remaining funding comes from research programmes supported by government departments and agencies, public bodies and competitive research programmes. Further information is available at www.esri.ie THE AUTHORS Merike Darmody is a Research Officer at the Economic and Social Research Institute (ESRI) and an Adjunct Professor at Trinity College Dublin (TCD). Emer Smyth is a Research Professor at the ESRI and an Adjunct Professor at TCD. Helen Russell is a Research Professor at the ESRI and an Adjunct Professor at TCD. ACKNOWLEDGEMENTS This publication was funded by the Department of Children and Youth Affairs through a joint Research Partnership with the ESRI. The views, opinions, findings, conclusions and/or recommendations expressed here are strictly those of the authors. They do not necessarily reflect the views of the Department of Children and Youth Affairs, which takes no responsibility for any errors or omissions in, or for the accuracy of, the information contained in this publication. It is presented to inform and stimulate wider debate among the policy community and among academics and practitioners in the field. The authors are grateful to members of the programme steering group and ESRI colleagues for comments on an earlier draft of the paper. The discussion of the potential use of the Growing Up in Ireland study to provide insights into the effects of the pandemic owes a good deal to the input of Dorothy Watson, Aisling Murray and Amanda Quail. This research programme has received funding through WHAT WORKS. This is an initiative led by the Department of Children and Youth Affairs, with funding from Dormant Accounts, to support a move towards evidence informed prevention and early intervention services for children, young people and their families. This report has been accepted for publication by the Institute, which does not itself take institutional policy positions. The report has been peer-reviewed prior to publication. The authors are solely responsible for the content and the views expressed. Table of Contents| iii TABLE OF CONTENTS LIST OF TABLES ........................................................................................................................................ v LIST OF FIGURES ...................................................................................................................................... v EXECUTIVE SUMMARY .......................................................................................................................... vii CHAPTER 1: Introduction ........................................................................................................................ 1 1.1 Background to the study ......................................................................................................... 1 1.2 The impact of COVID-19 on Irish society ................................................................................ 2 1.3 Approaches to studying the impact of COVID-19 ................................................................... 4 CHAPTER 2: Family and Peer Relationships .......................................................................................... 11 2.1 Introduction .......................................................................................................................... 11 2.2 The quality of family relationships and child outcomes ....................................................... 11 2.2.1 Parent-child relationships ............................................................................................. 12 2.2.2 The child’s relationship with other family members and peers ................................... 13 2.3 The indirect effects on child outcomes ................................................................................. 16 2.3.1 Economic and work-related challenges ........................................................................ 16 2.3.2 Time and division-of-labour challenges ........................................................................ 17 2.3.3 Overcrowding and living arrangements ........................................................................ 20 2.3.4 Domestic violence ......................................................................................................... 21 2.3.5 Parenting challenges and activities with children......................................................... 22 CHAPTER 3: Formal and Informal Learning ........................................................................................... 25 3.1 Introduction .......................................................................................................................... 25 3.2 Formal education .................................................................................................................. 25 3.2.1 Educational inequalities in Ireland ................................................................................ 25 3.2.2 School closures .............................................................................................................. 26 3.2.3 Participation in early-years education and care ........................................................... 28 3.2.4 Home-schooling and related challenges ....................................................................... 29 3.2.5 Home-school links to support student learning............................................................ 33 3.2.6 Parental satisfaction with support from schools .......................................................... 35 3.2.7 Learning resources in the home ................................................................................... 36 3.2.8 Further and higher education ....................................................................................... 38 3.3 Learning outside school ........................................................................................................ 39 3.4 Summary ............................................................................................................................... 40 CHAPTER 4: Physical and Mental Health and Wellbeing ...................................................................... 43 4.1 Introduction .......................................................................................................................... 43 4.2 Physical health ...................................................................................................................... 43 4.2.1 General health and long-standing conditions ............................................................... 43 4.2.2 Physical activity ............................................................................................................
Load more

Recommended publications
  • YOUTH MENTAL HEALTH in Ireland and Northern Ireland
    Access Evidence No. 3, March 2018 YOUTH MENTAL HEALTH in Ireland and Northern Ireland Access Evidence is a series of evidence reviews for frontline practitioners working with children and young people. AC Produced by CES S EVIDENCE 1 Youth Mental Health in Ireland and Northern Ireland Youth Mental Health in Ireland and Northern Ireland An AcCESs Evidence Report By: Sarah Rochford, Professor Mark Morgan, Dearbhla Quinn and Niamh Farren March 2018 Acknowledgements The authors would like to thank the following people who made important contributions to this publication: members of the AcCESs Evidence Practice Advisory Group (Anne En- glish, Beth Cooney, Michelle Harris, Eimear Gilchrist, Carmel Brennan, Sarah Kelleher, Paul Mardsen and Teresa Bennett). The authors would also like to extend special thanks to Dr. Eve Griffin (National Suicide Research Foundation) and Professor Siobhán O’Neill (Ulster University), for contributing to, and reviewing, earlier versions of this report and offering valuable expert feedback and guidance. In addition, they would like to thank other mem- bers of the CES AcCESs Evidence team: Nuala Doherty, Melanie Stone, Mary Rafferty and Aisling Sheehan. The Centre for Effective Services (CES) is a not-for-profit company limited by guarantee (Company Number 451580 and Charity Number 19438 in Ireland). The work of the Centre is supported by The Atlantic Philanthropies. Published by the Centre for Effective Services, Dublin ISBN: 978-0-9957189-3-7 This report should be cited in the following way: Rochford, S., Morgan, M., Quinn, D. and Farren, N. (2018) Youth Mental Health in Ireland and Northern Ireland: An AcCESs Evidence Report.
    [Show full text]
  • Workfare Redux? Pandemic Unemployment, Labour Activation
    The current issue and full text archive of this journal is available on Emerald Insight at: https://www.emerald.com/insight/0144-333X.htm Workfare Workfare redux? Pandemic redux unemployment, labour activation and the lessons of post-crisis welfare reform in Ireland 963 Michael McGann Received 30 July 2020 Revised 26 August 2020 Maynooth University Social Sciences Institute, Accepted 26 August 2020 National University of Ireland Maynooth, Maynooth, Ireland Mary P. Murphy Department of Sociology, National University of Ireland Maynooth, Maynooth, Ireland, and Nuala Whelan Maynooth University Social Sciences Institute, National University of Ireland Maynooth, Maynooth, Ireland Abstract Purpose – This paper addresses the labour market impacts of Covid-19, the necessity of active labour policy reform in response to this pandemic unemployment crisis and what trajectory this reform is likely to take as countries shift attention from emergency income supports to stimulating employment recovery. Design/methodology/approach – The study draws on Ireland’s experience, as an illustrative case. This is motivated by the scale of Covid-related unemployment in Ireland, which is partly a function of strict lockdown measures but also the policy choices made in relation to the architecture of income supports. Also, Ireland was one of the countries most impacted by the Great Recession leading it to introduce sweeping reforms of its active labour policy architecture. Findings – The analysis shows that the Covid unemployment crisis has far exceeded that of the last financial and banking crisis in Ireland. Moreover, Covid has also exposed the fragility of Ireland’s recovery from the Great Recession and the fault-lines of poor public services, which intensify precarity in the context of low-paid employment growth precipitated by workfare policies implemented since 2010.
    [Show full text]
  • Women's Mental Health in Their Own Words
    National Women’s Council of Ireland Comhairle isinta na man in irinn Women’s mental health in their own words Out of Silence — Women’s mental health in their own words i ii Women’s mental health in their own words November 2018 Reprint September 2019 2 Contents Acknowledgements 4 Foreword 5 Executive Summary 6 Introduction 7 Impact of Gender on Women’s Mental Health 7 Women’s Mental Health in Ireland 11 Mental Health Services and Policy – Irish Context 14 Methodology 16 Background to the Project 16 Aims and Objectives 16 Study Sample and Participants and Recruitment Process 16 Research Design and Data Collection 17 Key Themes Identified 19 Need for Further Research 21 Out of Silence: Women’s Experiences 22 Women’s Experiences of Mental Health 22 Expectations of Womanhood 25 Social Determinants of Women’s Mental Health 27 Women’s Mental Health at Different Life Stages 30 The Diverse Experiences of Women 32 Out of Silence: Women’s Call for Change 34 Prevention 34 Training 36 Adequate Supports 37 Access to Mental Health Services 38 Conclusion 39 Acknowledgements NWCI gratefully acknowledges the funding provided for our health programme by Health Promotion and Improvement, Strategic Planning and Transformation in the HSE. And the funding provided by the Department of Health to produce the ‘Out of Silence’ film in 2017. NWCI would like to extend our sincere gratitude to the women who participated in the conversations documented here. Thank you for your generosity of time and wisdom. This project would not have been possible without your voices. Special thanks to the NWCI member groups for their cooperation and support throughout the project: National Collective of Community Based Women’s Networks (NCCWN); Irish Countrywomen’s Association; Pavee Point Primary Health Care for Travellers Project; Union of Students in Ireland (USI); and Cairde: Challenging Ethnic Minority Health Inequality.
    [Show full text]
  • Whole-Genome Sequencing of SARS-Cov-2 in the Republic of Ireland During Waves 1 and 2
    medRxiv preprint doi: https://doi.org/10.1101/2021.02.09.21251402; this version posted February 10, 2021. The copyright holder for this preprint (which was not certified by peer review) is the author/funder, who has granted medRxiv a license to display the preprint in perpetuity. All rights reserved. No reuse allowed without permission. Whole-genome sequencing of SARS-CoV-2 in the Republic of Ireland during waves 1 and 2 of the pandemic Mallon P.W.G.,1, 2 Crispie F.,3 Gonzalez G.,4,5 Tinago W.,1 Garcia Leon A.A.,1 McCabe M.,6 de Barra E.,7, 8 Yousif, O.,9 Lambert J.S.,1, 10 Walsh C.J.,3 Kenny J.G.,3 Feeney E.,1, 2 Carr M.,4 Doran P.,11 Cotter P.D.,3 on behalf of the All Ireland Infectious Diseases Cohort Study and the Irish Coronavirus Sequencing Consortium. 1. Centre for Experimental Pathogen Host Research, School of Medicine, University College Dublin, Ireland. 2. St Vincent’s University Hospital, Dublin, Ireland 3. Teagasc Food Research Centre, Moorepark, and APC Microbiome Ireland, Cork, Ireland 4. National Virus Reference Laboratory, University College Dublin, Ireland 5. International Collaboration Unit, Research Center for Zoonosis Control, Hokkaido University, Sapporo, Japan 6. Teagasc Grange, Animal and BioScience Department, County Meath, Ireland 7. Dept of International Health & Tropical Medicine, Royal College of Surgeons in Ireland, Dublin, Ireland 8. Beaumont Hospital, Dublin, Ireland 9. Wexford General Hospital, Wexford, Ireland 10. Mater Misericordiae University Hospital, Dublin, Ireland 11. Clinical Research Centre, School of Medicine, University College Dublin, Ireland Corresponding author: Professor Patrick Mallon, Centre for Experimental Pathogen Host Research, School of Medicine, University College Dublin Tel: +3531 7164414 Email: [email protected] Key words: SARS-CoV-2, COVID-19, whole genome sequencing, sequencing, variant, lineage 1 NOTE: This preprint reports new research that has not been certified by peer review and should not be used to guide clinical practice.
    [Show full text]
  • Summary of COVID-19 Virus Variants in Ireland
    Summary of COVID-19 virus variants in Ireland Report prepared by HPSC and NVRL on 14/09/2021 Background All medical practitioners, including the clinical directors of diagnostic laboratories, are required to notify the Medical Officer of Health (MOH)/Director of Public Health (DPH) of any confirmed, probable or possible cases of COVID-19 that they identify. Laboratory, clinical and epidemiological data, on notified COVID-19 cases, are recorded on the Health Protection Surveillance Centre’s (HPSC) Computerised Infectious Disease Reporting System (CIDR). This report summarises COVID-19 whole genome sequencing (WGS) carried out by the National Virus Reference Laboratory (NVRL) and partners. Current WGS capacity is approximately 1,000 – 1,200 specimens per week. WGS data included in this report are data received from the NVRL as of September 14th 2021 and reflect sequencing results since week 51 2020 (specimen dates between 13th December 2020 and August 30th 2021). The epidemiological data on the sequenced cases were extracted from CIDR on 13/09/2021 and supplemented by information from the COVID care tracker (CCT) database. CIDR is a dynamic system and case details may be updated at any time. Therefore, the data described here may differ from previously reported data and data reported for the same time period in the future. The interim case definition for variants of concern for public health response and an overview of the procedures for the laboratory detection of mutations or variants of concern at the NVRL are available here. The World Health Organization (WHO) working definitions for ‘SARS-CoV-2 variants of concern’ (VOCs) and ‘SARS-CoV-2 variants of interest’ (VOIs) are available here.
    [Show full text]
  • Strategic Environmental Assessment
    S.E.A CAAB 2021 Strategic Environmental Assessment Climate Action and Low Carbon Development (Amendment) Bill 2021 Draft For Consultation May 2021 Version 0.9 Disclaimer This document is provided as an independent third-party analysis. Reasonable care, skill and judgement have been exercised in the preparation of this document to address the objectives and to examine and inform the consideration of the identified topic. Unless specifically stated, there has not been independent verification of third-party information utilised in this report. Opinions expressed within this report reflect the judgment of AP EnvEcon Limited (trading as EnvEcon Decision Support) at the date approved. None of the contents of this report should be considered as financial or legal advice. AP EnvEcon Limited (trading as EnvEcon Decision Support) accepts no responsibility for the outcomes of actions or decisions taken on the basis of the contents. Reference EnvEcon, (2021), SEA Climate Action and Low Carbon Development (Amendment) Bill May 2021, 2021, Dublin: EnvEcon Acknowledgements We acknowledge the engagement and support of the competent authority- the Department of Environment, Climate and Communication, as well as the opinions and perspectives shared by the Environmental Protection Agency and other stakeholders. SEA Climate Action and Low Carbon Development (Amendment) Bill 2021 May 2021 Table of contents, figures, and tables NON-TECHNICAL EXECUTIVE SUMMARY ........................................................................................6 1. Context
    [Show full text]
  • Read About the Impact of Creative Europe in NI 2014-20
    CREATIVE EUROPEThe impact of Creative Europe in the UK 2014 -2020June IN2018 NORTHERN IRELAND A report by Drew Wylie with the support of Creative Europe Desk UK Contents About this report 03 Introduction 04 Key Statistics 06 MEDIA Sub-Programme 07 A. Video Games Development 07 B. Slate and Single Project Development 10 C. Film Education 12 D. Support for TV Programming 14 E. Training and Markets 15 F. Europa Cinemas Network 17 Culture Sub-Programme 18 A. Cooperation Projects 18 B. Networks 26 C. Platforms 27 Front cover image: Cyr Wheel performer, Mr Dyvinetz, at Festival of Fools in Belfast. Image Credit: Simon Hutchinson 03 Creative Europe Programme 2014 - 2020 in Northern Ireland 1. About this report This report supplements the publication The Impact of Creative Europe in the UK: A report by SQW with the support of Creative Europe Desk UK1 in order to highlight the impacts of the programme in Northern Ireland. In the report we have collated a compendium of all the projects funded and intend it to communicate and document the legacy of the programme in Northern Ireland. It has been compiled by the Creative Europe Desk Northern Ireland Manager with contributions from programme stakeholders and beneficiaries. Creative Europe is the European Union’s programme the UK Government Department for Digital, Media, to support the cultural, creative and audiovisual sectors. Culture and Sport and the European Commission. It From 2014-2020, €1.46 billion was made available to promotes awareness and understanding of Creative support European projects with the potential to travel, Europe and provides free advice and support for reach new audiences and encourage skill sharing and applicants based in the UK.
    [Show full text]
  • Surveillance of Influenza and Other Seasonal Respiratory Viruses in the UK. Winter 2020 to 2021
    Surveillance of influenza and other seasonal respiratory viruses in the UK Winter 2020 to 2021 1 Surveillance of influenza and other seasonal respiratory viruses in the UK: Winter 2020 to 2021 Contents Glossary ............................................................................................................................... 3 Executive Summary ............................................................................................................. 4 Background .......................................................................................................................... 6 Community Surveillance ...................................................................................................... 8 Syndromic Surveillance .................................................................................................... 8 FluSurvey (Internet based surveillance) ......................................................................... 14 FluDetector (Internet based surveillance) ....................................................................... 15 Influenza outbreaks ........................................................................................................ 16 Primary Care Consultations ............................................................................................... 17 England .......................................................................................................................... 17 Scotland ........................................................................................................................
    [Show full text]
  • How Employee Voice Affects Employee Engagement?
    How Employee Voice affects Employee Engagement? A research across Spanish nationals working in multinational companies in Dublin (Ireland) during Coronavirus disease 2019 (COVID-19) Marc Artacho Master of Arts in Human Resource Management National College of Ireland Submitted to the National College of Ireland, August 2020 Abstract This research aims to contribute to the area of Employee Voice and its relevance and impact on Employee Engagement during COVID-19 global pandemic taking an employee-centric approach for expatriates, specifically Spanish nationals, working remotely for multinationals companies based in Dublin (Ireland). The epistemology orientation taken is mainly a constructive interpretivism focused on the thinking and feeling that underpins people’s behaviour and the subjective ways in which they experience their world. This approach considers an online questionnaire with a mixture of closed-ended and open-ended questions following a mixed method research methodology. The questionnaire is broken down into three sections. The first part is to understand the current employee engagement level. The second part is defined to measure the six key management functions that are impacting the employee engagement and the third part is created to understand directly how the employee voice is impacting Spanish employees’ engagement during the COVID-19 period. In conclusion, Employee Voice impacted negatively Employee Engagement for Spanish nationals working in multinational companies in Dublin (Ireland) during COVID-19 period. On the other hand, they were satisfied with their working environment in their project, the management style of their direct manager, their co- worker relationship, their current side policies and procedures and the wellbeing measures implemented in their side but not with their current training and career development plan and their current side compensation plan.
    [Show full text]
  • Galway European Capital of Culture 2020
    Galway European Capital of Culture 2020 Second Monitoring Meeting Report by the Expert Panel Brussels, July 2018 EUROPEAN COMMISSION EUROPEAN COMMISSION Directorate-General for Education, Youth, Sport and Culture Directorate Culture and Creativity Unit D2 Contact: Sylvain Pasqua and Gerald Colleaux E-mail: [email protected] European Commission B-1049 Brussels © European Union, 2018 Galway European Capital of Culture 2020 Table of Contents Contents Table of Contents .......................................................................................... 3 Introduction ...................................................................................................4 Attendance ....................................................................................................4 Discussion .....................................................................................................8 Recommendations ........................................................................................ 11 Next steps ................................................................................................... 12 3 Galway European Capital of Culture 2020 Introduction This report follows the meeting in Rijeka on 28th June 2018 between the panel and Galway, one of the two European Capitals of Culture (ECOC) in 20201. Galway was designated European Capital of Culture 2020 in Ireland in September 2016 on the basis of the panel’s selection report2. Its bid-book is available on Galway 2020 website3. There was previously a 1st monitoring
    [Show full text]
  • Dáil Éireann
    Vol. 1002 Wednesday, No. 3 9 December 2020 DÍOSPÓIREACHTAÍ PARLAIMINTE PARLIAMENTARY DEBATES DÁIL ÉIREANN TUAIRISC OIFIGIÚIL—Neamhcheartaithe (OFFICIAL REPORT—Unrevised) Mental Health Policy: Motion [Private Members] � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 277 N00100Ceisteanna ó Cheannairí - Leaders’ Questions � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 306 09/12/2020R00200Ceisteanna ar Reachtaíocht a Gealladh - Questions on Promised Legislation � � � � � � � � � � � � � � � � � � � � � � 315 09/12/2020U00550Estimates for Public Services 2020 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 324 09/12/2020U00900Restoration of Private Members’ Bills to the Order Paper: Motion � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 325 09/12/2020U01150Ceisteanna - Questions � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 325 09/12/2020U01175Ministerial Advisers � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 325 09/12/2020V02650Cabinet Committees � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 329 09/12/2020X03350Covid-19 Pandemic � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 336 Ábhair Shaincheisteanna Tráthúla - Topical Issue
    [Show full text]
  • Chief Inspector's Report
    Education and Training Inspectorate Chief Inspector’s Report 2014-2016 Providing inspection services for: Department of Education The Education and Training Inspectorate Department for the Economy Promoting Improvement and other commissioning Departments Contents Contents Page Foreword 1 Commentary 3 The quality of provision in pre-school education 40 The quality of provision in primary education 52 The quality of provision in post-primary education 62 The quality of provision in special educational needs and inclusion 72 The quality of provision in youth 82 The quality of provision in work-based learning, 90 further education and European social fund Work for other commissioning departments 104 Appendices 111 Chief Inspector’s Report 2014-2016 ForewordContents Quantitative terms used by the Education and Training Inspectorate In this report, proportions may be described as percentages, common fractions and in more general quantitative terms. Where more general terms are used, they should be interpreted as follows: Almost/nearly all - more than 90% Most - 75%-90% A majority - 50%-74% A significant minority - 30%-49% A minority - 10%-29% Very few/a small number - less than 10% Performance levels The Education and Training Inspectorate (ETI) use the following performance levels when reporting on Achievement and standards, on Provision for learning and on Leadership and management: Outstanding Very Good Good Important area(s) for improvement Requires significant improvement Requires urgent improvement Overall effectiveness The ETI use one of the following inspection outcomes when evaluating the overall effectiveness of the organisation: The organisation has a high level of capacity for sustained improvement in the interest of all the learners.
    [Show full text]