2018 Big changes at ETBI: meet our new General Secretary GDPR New child protection procedures
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SPRING
2 018
Big changes at ETBI:
meet our new General Secretary
What you should know about:
GDPR
New child protection procedures
Developing an Early School
Leaving Prevention Strategy
ETBI ISSUE 2 – 2018
Contents
SECTION 1 | NATIONAL AND EUROPEAN NEWS 51 On course for success in the Hospitality
Sector
02 Editorial 52 Adopting a community approach to men’s
ETBI Welcomes New General Secretary
03 health and wellbeing
Nessa White 53 Making a new life in Ireland – with the help of
Proposal for the development of an Early
04 ETB Adult Guidance Services
School Leaving Prevention Strategy in ETBs 54 Tuned into Industry
The GDPR comes into effect in May 2018 –
08 55 Digital Revolution in Donegal ETB
what is it and how does it affect each of us? 56 Launch of new online portal and information
Child Protection Procedures for Primary and
11 brochure for Donegal employers
Post Primary Schools 57 Selskar College’s Reading Spirit
Understanding Literacy Provision within the
14 58 Wheeling and Dealing at Galway City
Further Education and Training Service Community Training Centre
NALA launches “Take the first step” campaign
18 59 No mystery about Davitt College Castlebar
Enhancing Literacy Learning with Smart
21 winning the All-Ireland ReelLIFE Science
Technology Award 2017
Guth an Dalta: Droichead Chun na Foghlama
23 60 A four-legged approach to Wellbeing
New apprenticeships coming on-stream
26 62 Templemore College students to benefit from
New drive to increase women’s participation
28 new film production ‘Nightflyers’ in Limerick
in craft apprenticeship City’s Troy Studios
ETBI Annual FET Conference 2018 – a review
30 63 Cork Student Simon Meehan is 2018 BT Young
Scientist and Technologist of the Year
QQI’s “Round Ireland Tour” of ETBs
32
64 A day out for some budding young scientists
Launch of ETBI-LGMA Protocol
35
at the RDS Primary Science Fair 88
ETBI General Secretary addresses skills issues
38
65 Le Chéile: The Impact of Erasmus+ in the
at high-level employers’ conference in Bulgaria
Modern Classroom
‘Things never stay the same’: Using Erasmus+
40
68 Commis Chef Apprenticeship programme
for Development
launched in January
Celebrating 60 years of the European Social
42
69 Irish schools showcase 21st Century learning
Fund
at international ATS2020 Conference in
An analysis of mathematical tasks at second-
44 Brussels
level in Ireland
71 ETBs shine at 2017 European Vocational Skills
Take control of your future: look into AVCs
46 Week Awards
72 What a photo op!
SECTION 2 | REGIONAL AND LOCAL NEWS 74 European Commission commends GRETB
programme for integrating literacy and
48 Colleagues bid farewell to Michael Moriarty numeracy into their apprenticeships
Leaving Cert Applied makes its mark in
49 75 Skills for Work wins EU Award for Irish
Strasbourg workplace education training
ETBI welcomes all contributions submitted to ETBI Magazine. However we regret that not every
article submitted can be published, due to pressure on space and other editorial demands.
ETBI tries to include contributions from as many ETB areas as possible. ETBI reserves the right to amend or abridge any contributions accepted for
publication. See ETBI Guidelines for Submissions regarding content of contributions, format, word count, image and logo specifications, etc.
Information contained in ETBI Magazine is, to the best of our knowledge, accurate at the time of publication; however no responsibility
can be accepted by ETBI or the editors for any omissions or errors contained therein. The views expressed in ETBI Magazine are those of the
contributors and do not necessarily reflect those of ETBI.
Published by: Education and Training Boards Ireland (ETBI). ETBI is a registered charity no 8539.
Design by: Design Farm www.designfarm.ie. Printed by: Doyle Print, Church Lane, Baltinglass, Co Wicklow.
SECTION 1 | NATIONAL AND EUROPEAN NEWS ISSUE 2 – 2018 ETBI 1
Editorial
A
fter 21 years as General Secretary of ETBI (and its
predecessor IVEA), I will be stepping down at the end
of April, so this is my last editorial for this very
successful publication.
Since my appointment in January 1997, there have been
ten ministers for education, all bringing their own particular
policy perspectives to the education and training sector. Their
influence has obviously played a major role in the evolution of
education and training in Ireland over the past two decades but
there were other drivers of change also, including the ETBs in
more recent years.
When I was appointed to my current post in 1997, there was only
one piece of legislation which applied to the education sector,
and that was the 1930 Vocational Education Act. However, the
passing of the Education Act of 1998 opened the floodgates
for a raft of other legislation which impacted on schools and
the FET sector. The 1998 Act was followed by the Education
(Welfare) Act 2000, the Vocational Education (Amendment) Act
2001, the Teaching Council Act 2001, the Youth Work Act 2001,
Fixed- term and Part- time legislation, the Qualifications and
Quality Assurance Act 2012, and then in 2013, the Education
and Training Boards Act and the Further Education and Training
Act. The Freedom of Information and Data Protection Acts now
also have a significant impact across the entire education
sector. While not exhaustive, this list of legislation highlights The sector is now integrated and far more coherent, and this is
a vastly changed operational environment for those of us also reflected in ETBI. It seems a good time therefore to head off
now working in the education and training sectors. Ensuring into the sunset, as I genuinely feel that the job I set out to do is
statutory compliance across many areas of activity is a massively complete for me. It is time for a new hand on the tiller who can
burdensome, but necessary, concern for all ETB and school steer this organisation in a new direction and to new heights in
leaders today compared to two decades ago. the sure knowledge that there is a firmly unified sector and a
vibrant national representational body in the form of ETBI.
Interestingly, also in 1997, the major concern of management,
unions and Department of Education officials was centred It seems a good time therefore to head off
on a new approach to in-school management and posts
of responsibility, and now in 2018, the significant Circular into the sunset, as I genuinely feel that the job
0003/2018 concerning Leadership and Management in Post-
Primary Schools has been published.
I set out to do is complete for me.
Over the past 21 years, the ETB (VEC) sector itself has been The recent announcement that my successor as General
significantly reformed, overhauled and governed by evolving and Secretary from May 1st is to be Nessa White has been broadly
replacement legislation. After the 1930 Vocational Education Act welcomed by the ETB sector and across the entirety of the
and the 2001 Vocational Education (Amendment) Act, the more education and training sector. She has an outstanding service
recent legislation in 2013 abolished the VECs and established record and wide experience at senior management and
the Education and Training Boards. We had reviews of staffing leadership levels, so she will, I believe, excel as the new ETBI
and structures in the VECs, and today there is a further review of General Secretary. I wish her well as she sets out on a new
ETB staffing following the implementation of new ETB operational chapter in her professional career. And as I begin a new chapter
structures. ETBI, as an organisation, has also been reformed, in my own life, I bid you all adieu!
with new operational structures and with significantly widened
responsibilities and staffing. Michael Moriarty, General Secretary
2 ETBI ISSUE 2 – 2018 SECTION 1 | NATIONAL AND EUROPEAN NEWS
ETBI Welcomes New General
Secretary Nessa White
Incoming General Secretary of ETBI Nessa White, with retiring General Secretary Michael Moriarty
F
ollowing the announcement Regarding her appointment as continuing his good work in the
of the retirement of General General Secretary, Nessa states, years ahead.”
Secretary Michael Moriarty on “I am honoured to be appointed to
April 30th, ETBI is pleased to announce this important leadership role in the In welcoming the announcement
that Nessa White has been appointed education sector, and I intend to of his successor, Michael states,
to succeed Michael as General support our member ETBs as we enter “Nessa White’s broad experience
Secretary and will take up duty on a new stage in the development of the and talents are well recognised and
May 1st. ETB sector. her selection as the new General
Secretary will be widely welcomed.
Nessa is currently Change Programme I want to pay tribute to my There are many significant
Manager in ETBI and her appointment predecessor, long-serving General challenges ahead, but she has the
follows a competitive selection Secretary Michael Moriarty and his proven determination and foresight
process. Nessa is a native of Bunclody, distinguished career leading this to provide inspiring leadership in
Co Wexford. She has extensive sector for more than two decades. the ETB sector. I am very confident
experience in human resources, His dedicated commitment to leading that Nessa will further enhance the
change and project management, and change in education and training has profile and efficiency of ETBI and
previously served with Wexford VEC been outstanding, and universally will lead it to new heights in the
and the HSE. recognised. I look forward to years ahead.”
SECTION 1 | NATIONAL AND EUROPEAN NEWS ISSUE 2 – 2018 ETBI 3
Proposal for the development of an
Early School Leaving
Prevention Strategy
in Education and Training Boards
By Dr Declan Blackett, Youthreach Coordinator, Limerick City (LCETB)
Dr Blackett previously worked with the 8-15 Early School Leaver Initiative and School Completion
Programme. Before coming to work at LCETB he headed up the education section of the social pillar
of the Limerick Regeneration Agencies programme (2007-2012) and had responsibility for crafting the
education sections of the Limerick Regeneration Agencies vision document ‘Our Community, Our Vision,
Our Future’ (Jan., 2008) & Master Plan (Oct., 2008). Qualified as a Post-Primary teacher, he holds a PhD
Degree (Education). Dr Blackett currently works as a Youthreach Coordinator in Limerick City (LCETB).
INTRODUCTION of some of the main causes of ESL, a suggestions as to how the prevention
This article presents a series of description of the various types of early strategy might be supported and
recommendations for the development school leavers and the consequences developed.
of an early school leaving (ESL) of ESL, together with a rationale as to
prevention strategy for ETBs. The why ETBs should look to develop an THE PROBLEM OF EARLY SCHOOL
article is structured as follows: First ESL prevention strategy. Next a series LEAVING
the problem of early school leaving of recommendations are made for the The literature finds ESL to be a
is discussed; this includes an outline strategy. The article concludes with complex social problem that arises
4 ETBI ISSUE 2 – 2018 SECTION 1 | NATIONAL AND EUROPEAN EVENTS
from a range of variables, events and Education and Skills, 2010: 34). These
The process of disengagement
interactions. These combine to create are described as positive and opportune
a situation where a young person feels as a result of personal, leavers; those who choose to leave
unwelcome or alienated in school and school early to take up employment
as a consequence sees no future in social, economic, geographical, or an apprenticeship and who have a
the education system and therefore definite career or study plan. The Joint
decides to leave school early (Blaug, educational or Oireachtas Committee on Education and
20011; Boldt, 1994 & 19972; Boldt and Skills (2010), citing research in the UK,
Devine, 19983; Downes and Maunsell,
family-related reasons. classifies four other categories of early
20074; Joint Oireachtas Committee on school leavers. These are: reluctant
Education and Skills, 20105). experiential learning opportunities (ibid: stayers (those who would otherwise leave
11). An ‘autocratic and rigid behaviour if a job opportunity presented itself),
Parsing the literature, one finds management approach adopted by circumstantial leavers (leaving school
ESL to be a cumulative process of some teachers in their response to for non-educational reasons, e.g. family
disengagement as a result of personal, misbehaviour’ (Cefai & Cooper, 2010 need, illness), discouraged leavers (those
social, economic, geographical, in Downes, 20167) is also noted as a not experiencing success at school and
educational or family-related reasons. contributory factor, with the result that as a result have low levels of interest
These can be external or internal to a blaming and/or punitive approach as well as poor attainment levels),
school processes and experiences, ensues, which in turn exacerbates ESL and alienated leavers (those who have
and are often typically highly specific to intent and incidences of ESL. Research additional needs that are more difficult to
the individual (Reducing Early School recently completed by the author meet than discouraged leavers)
Leaving in the EU, 2011: 116). For found the microsystem of school to be (ibid: 34).
others, dissatisfaction with school can significant; with participants in the study
follow from the experience of being reporting being failed by the education Regardless of the reasons, the
bullied, from underachieving in school, system; largely as a result of negative consequences of ESL are stark. The
from the lack of motivation or ‘falling processes within that microsystem, literature notes that low levels of
in with the wrong crowd’, while others in particular acrimonious, indifferent educational attainment can result in
attribute dropping out of school early and discriminatory teacher-student higher unemployment rates, reduced
to be the result of personal or family relationships (Blackett, 2016: lifetime earnings and increased levels
problems; e.g., substance misuse, poor 178-1928). of public and social costs, i.e. reduced
mental health or homelessness (ibid: tax revenues and costs to the State in
11). School-related factors are also While ESL is problematic it is important to healthcare and the criminal justice and
noted as important, with ESL intent and point out that early school leaving is not social welfare systems (Dale, 20109).
ESL the result of a lack of support and always a negative outcome. Some young At a personal level, ESL is problematic
guidance in school and/or a limited or people leave school prior to completing because early school leavers are at
inflexible secondary-level curriculum; the Leaving Certificate and continue a higher risk of poverty and social
lacking in subject options, alternative in some form of further education and exclusion than their peers and are
teaching pedagogies or hands-on, training (Joint Oireachtas Committee on confronted with limited opportunities
1 Blaug, M. (2001) ‘What are we going to do about School Leavers? Comment Vocational Training, No. 22’, European Journal, CEDEFOP, January-April.
2 Boldt, S. (1994) Listening and Learning: A Study of the Experiences of Early School Leavers from the Inner City of Dublin, Dublin: Marino Institute of
Education. & Boldt, S. (1997) Hear My Voice: A Longitudinal Study of the Post-School Experiences of Early School Leavers in Ireland, Dublin: Marino
Institute of Education.
3 Boldt, S. and Devine, B. (1998) ‘Educational Disadvantage in Ireland: Literature Review and Summary Report’, in Boldt, S., Devine, B., Mac Devitt, D.
and Morgan, M. (1998) Educational Disadvantage and Early School Leaving Discussion Papers, Dublin: Combat Poverty Agency.
4 Downes, P. and Maunsell, C. (2007) Count Us In: Tackling Early School Leaving in South West Inner City Dublin, An Integrated Response, Dublin:
South Inner City Community Development Association (SICCDA) and South Inner City Drugs Task Force.
5 Joint Oireachtas Committee on Education and Skills (2010) Staying in Education: A New Way Forward, School and Out-of-School Factors Protecting
Against Early School Leaving, First Report, Dublin: Houses of the Oireachtas.
6 European Parliament (2011) Reducing Early School Leaving in the EU: Executive Summary, DG for Internal Policies, Education and Culture.
7 Cefai, C. and Cooper, P. (2010) Students without voices: the unheard accounts of secondary school students with social, emotional and behaviour
difficulties, European Journal of Special Needs Education, Volume 25, Issue 2, pp. 183-198, in Downes, P. (2016) ‘Developing inclusive systems in
and around schools for early school leaving prevention: The Importance of Emotions and Relationships Conference’: Combating early school leaving in
Serbia through effective drop-out prevention and intervention measures at the school level Serbian Education Ministry, UNICEF.
8 Blackett, D. (2016) Voices from ‘the back of the class’: An examination of the potential role of education for regeneration from the perspective of
residents in Limerick’s regeneration communities, PhD Thesis unpublished, Limerick: Mary Immaculate College-University of Limerick.
9 Dale, R. (2010) Early school leaving, lessons from research for policy makers, NESSE Report (http://www.nesse.fr/nesse/activities/reports/
activities/reports/early-school-leaving-report).
SECTION 1 | NATIONAL AND EUROPEAN NEWS ISSUE 2 – 2018 ETBI 5
to develop culturally, personally and
socially (Barnardos, 201510, Mallon and
Healy, 201211). As statutory bodies with
a remit to progress learners in education
and on to eventual employment, and
given the stark realities associated
with ESL, it behoves individual ETBs to
develop comprehensive, coordinated and
systematic responses to the problem of
early school leaving.
ACTIONS FOR THE
DEVELOPMENT OF AN ESL
PREVENTION STRATEGY
Drawing on research by the European
Commission and other commentators, the
following are a range of actions focused
at the macro, exo, meso and micro levels
that could be considered when looking
to develop an ESL prevention strategy in Promote and support multi-professional teams in schools, with
ETBs. These include:
provision made for counselling and psychotherapeutic supports,
The need for long-term political and
especially for ‘vulnerable’ young people, to help them as they
financial commitment to reducing ESL
and keeping it high on the political transition into adulthood.
agenda.
Ensuring that children and young Ensuring that policy development and different levels of education, along
people are at the centre of policies implementation is based on strong, with ensuring access to high quality
aimed at reducing ESL, while also long-term cooperation between education throughout life, i.e. early
ensuring that their ‘voices’ are taken national, regional/local authorities childhood education and care and the
into account when developing and and stakeholders, through the provision of high quality Vocational
implementing such policies (Downes, establishment of a locally based Education and Training (VET).
201312; European Commission, coordinating body, such as the ETB.
201313). A
range of actions to improve
R
emoving obstacles and barriers that educational outcomes at all levels
Developing and implementing a prevent young people from completing (pre-school, primary, post-primary,
sustainable strategy to reduce ESL; upper-secondary education; in vocational and tertiary) within an
namely a mixture of preventative, particular financial barriers or integrated approach.
intervention and compensation obstacles such as the lack of special
measures across the various levels educational needs provision. S
upport for schools within ETBs to
of education and training (European develop a school ethos that focuses
Commission, 2017: 4). E
nsuring smooth transitions between on the needs of individual students,
10 Barnardos (2015) Rise Up for Children, Cherish All Children Equally, Dublin: Barnardos
11 Mallon, S. and Healy, S. (2012) Ireland and the Europe 2020 Strategy: Unemployment, Education and Poverty, Dublin: Social Justice Ireland.
12 Downes, P. (2013) ‘Developing a Framework and Agenda for Students’ Voices in the School System Across Europe: From Diametric to Concentric
Relational Spaces for Early School Leaving Prevention’, European Journal of Education, 48 (3), 346- 362.
13 European Commission (2013) ‘Reducing Early School Leaving: Key Messages and Policy Support’, Final Report of Thematic Working Group on Early
School Leaving Education and Culture.
14 European Commission (Oct., 2017) European Semester Thematic Factsheet Early School Leavers, EC: Education and Training.
15 Youthreach is a DES official education, training and work experience programme for early school leavers aged 15-20. Operating on a full-time, year-
round basis, it offers young people the opportunity to identify options within adult life, providing them with opportunities to acquire certification.
16 Community Training Centres.
17 Youth Encounter Projects (YEPs) are non-residential alternatives to mainstream schools. They were developed in the 1970s to provide education
and care for young people at risk of coming into conflict with the authorities or dropping out of school. YEPs provide a structurally and pedagogically
different approach to mainstream schools, with personalised education and flexibility both in teaching and programmes.
6 ETBI ISSUE 2 – 2018 SECTION 1 | NATIONAL AND EUROPEAN EVENTS
along with being a supportive Promote and support multi- on ESL is accessible and used
learning environment for students professional teams in schools, with effectively in policy development,
from marginalised/disadvantaged provision made for counselling along with working to ensure that
backgrounds. and psychotherapeutic supports, monitoring and evaluation of ESL
especially for ‘vulnerable’ young measures steers and guides policy
P
romote a curriculum that is relevant, people, to help them as they development in this area.
engaging and fosters progression into transition into adulthood.
the world of work or further or higher CONCLUSION
education. F
acilitate access to second chance In order to ensure better usage of
schemes for those who drop out of resources and the putting in place of
E
nhance cooperation between school early (e.g. Youthreach, CTCs appropriate actions and responses, it is
schools, local communities, parents and Youth Encounter Projects), while imperative that agreed definition(s) of
and learners in school development ensuring that these schemes are ESL are worked out. These must take
initiatives aimed at reducing ESL. distinctive and properly resourced, due cognisance of the concerns and
so that they are enabled to provide the priorities of mainstream schools
Promote strong commitment from all a positive and quality learning as well as the Further Education and
stakeholders in efforts to reduce ESL experience. Training (FET) sector. This is important
at local levels, e.g. Education Welfare because ‘the way ESL is defined plays
Service (EWS), School Completion P
romote better understanding of a crucial role in the development
[SCP], Home School Community ESL in initial teacher education (ITE) of policies to prevent or reduce it’
Liaison (HSCL), Behavioural Support and in the continuous professional (European Commission, 2013: 8).
Service [now subsumed in to the development (CPD) of teachers. It is also advised that a mapping
National Council for Special Education exercise of current provisions aimed at
(NCSE)], Tusla and local businesses. S
upport teachers who work in schools addressing ESL is undertaken within
and in second chance education each ETB. Similarly, a comprehensive
Prioritise the provision of centres in their specific role through review of National, European and
differentiated learning support relevant and appropriate CPD International perspectives on ESL
for learners in an inclusive and (European Commission, 2013: 4-5) should take place, with best practices
individualised way. and through supportive measures in in early school leaving prevention
the workplace. identified and taken on board.
Strengthen guidance provision Finally, in line with good practices in
in schools and Youthreach centres F
inally, ETBs to invest in the educational research, all actions of
to ensure that learners are aware knowledge base of ESL through the early school leaving prevention
of the different study options and regular and timely collection of strategy should be underpinned by
employment prospects available accurate data and information, while rigorous data gathering, monitoring
to them. ensuring that data and information and evaluation.
Overview of Strategy
Monitoring Levels
Strategic Level Coordination of policies Monitoring Levels of ESL and non- of ESL and non-
Responses & measures participation in educational provision participation in
educational provision
Targeted approaches, i.e. area-based System/structural responses, i.e. Initial teacher education
interventions, mentoring, education curricular reform, increasing the scope (ITE) and on-going
Preventative support, financial support for children & of compulsory education, high quality teacher professional
Strategies families, early warning systems, after/ pre-school and primary education, development (CPD)
out of school provision, educational guidance & counselling, working with
transitional supports. parents and communities.
Holistic Transitional Second Chance Ed. Recognition of Practical / vocational
Re-integration
support supports / opportunities & school formal & non- and work-based learning
Strategies
services classes retention measures formal learning opportunities
Source: Based on a model proposed by GHK Consulting Ltd. in Reducing ESL in the EU, 2011)
SECTION 1 | NATIONAL AND EUROPEAN NEWS ISSUE 2 – 2018 ETBI 7
The GDPR comes into
effect in May 2018
– what is it and how does it affect each of us?
P
ersonal data is a by-product doctor’s records that is specific to us and
of existing. If we weren’t capable of identifying each one of us as
distinguishable as individuals, an individual.
there would be no information capable
of identifying one person from another. Over the last number of decades, the
As individuals, we possess so many list of examples of where we leave our
layers of information about ourselves data has grown, by virtue of the internet.
that make each one of us unique. As a Modern technology has completely
result, each one of us leaves traces of altered society with the widespread use
ourselves behind us everywhere we go. of networked computers, data storage,
When we engage a service, we often social media and electronic surveillance.
leave the service provider with our name, When we use this technology, we leave
address, date of birth, telephone number, footprints of our personal information
email address, information about our all across the internet, whether that be
preferences and a possible variety of on social media, when buying products
other information that defines us as an online, booking holidays or even just
individual. When we sign-up for a loyalty browsing on google or any other search
card, we give so much of our information engine. All of this information is data
Pamela Keegan BL, Manager of the
away. Every time we visit the doctor, we related to each of us as an individual. Legal Services Support Unit in ETBI,
are adding to the list of information in the Even an IP address is data that is capable offers a basic guide.
of identifying an individual, and this data
Modern technology has
is not only valuable to organisations; it’s
private to us! This is why there are laws to completely altered society with
protect it.
the widespread use of networked
Currently, the main Irish legislation
dealing with data protection in Ireland is computers, data storage,
the Data Protection Act 1988, which was
social media and electronic
brought into law in Ireland as a result of
the European Council’s Convention for surveillance.
the Protection of Individuals with regard
to Automatic Processing of Personal Data
(ETS No. 108), known as the ‘Strasbourg Global Data Privacy with Accenture, 1. The right to be informed – as to why
Convention’. The 1988 Act was then the Chief Privacy & Data Protection the data is being collected and the
subsequently amended by the Data Officer with HP, the Head of Data purpose;
Protection (Amendment) Act 2003, which Privacy with Novartis UK & Ireland, the
brought Irish law into line with the EU Legal Director of Privacy with Google 2. The right of access – to have the
Data Protection Directive 95/46/EC, which and the Senior Director of Global data made available to the data
was the European Parliament’s initial Privacy with Apple Inc., and a number subject;
legislation in the area of data protection. of these professionals noted that their
companies have adopted the European 3. The right to rectification – to have
However, directives from the European standard for data protection as the basis information relating to factual data
Union require implementing in each for their approach even where it is not amended if incorrect;
Member State by national legislation and mandated of the company.
so leave member states with a certain 4. The right to erasure – to have data
amount of latitude as to the exact rules So, what does the GDPR actually deleted in certain circumstances;
to be adopted. Therefore, the applicability say and do? Essentially, it enables
and compatibility of the Data Protection individuals to better control their 5. The right to restrict processing – to
Directive was not consistent across personal data by guaranteeing common limit the use of the data in certain
Member States. As a result of this, and rights for individuals and responsibilities circumstances;
also as technology, and indeed case for organisations that process data in
law, has evolved so much in the last two the EU or data related to individuals 6. The right to data portability – to
decades, in 2016 the EU adopted the who are in the EU. It does not apply to have the data in a readable and
General Data Protection Regulations data processing for national security transferrable format;
(GDPR), which are self-executing purposes and processing carried out
and do not require any implementing by individuals purely for personal/ 7. The right to object – to seek to stop
measure from each member state. The household activities. The GDPR applies the processing;
GDPR is now recognised as law across the to both automated personal data and to
EU, and Member States were given two manual filing systems where personal 8. The right not to be subject to
years to ensure that it is fully implemented data are accessible according to specific automated decision making and
in their countries by the 25th May 2018, criteria. It defines processing as the profiling.
when it becomes enforceable. collection, recording, organisation,
structuring, storage, adaptation or The data protection principles set out the
The EU's data protection laws are alteration, retrieval, consultation, main responsibilities for organisations,
commonly regarded as a gold-standard use, disclosure by transmission, namely that data must be:
all over the world. In recognition of this, at dissemination or otherwise making
the Irish Data Protection Commissioner’s available, alignment or combination, (a) processed lawfully, fairly and in a
Data Protection event in Dublin Castle restriction, erasure or destruction. So transparent manner;
on the 23rd January 2018, a significant essentially, any action performed on or
number of speakers were present from in relation to the data. (b) collected for specified, explicit and
international companies in the private legitimate purposes and not further
sector, including the Chief Privacy Officer The Regulations confer the following processed in a manner that is
with Mastercard, a Senior Director in rights on data subjects: incompatible1 with those purposes;
SECTION 1 | NATIONAL AND EUROPEAN NEWS ISSUE 2 – 2018 ETBI 9Further, under section 140, any person
who, without the prior authority of the
controller or processor, obtains and
discloses personal data to another person,
shall be guilty of an offence with the same
potential penalty as above.
Section 140(3) creates a similar offence
and penalty for selling such data and
section 140(4) does similarly in relation to
a processor, employee or agent, who offers
such data for sale.
(c) adequate, relevant and limited to what practical aspects of the Bill is that section Similar to the current Acts, section 141 the
is necessary in relation to the purposes 123 deals with judicial remedies for Bill imposes personal liability on a director,
for processing; infringement of data protection rights and manager, secretary or other officer, as well
provides that such a legal case would be as the body corporate, where an offence
(d) accurate and, where necessary, kept called a ‘data protection action.’ It also is committed by the body corporate and
up to date2; specifies that a data protection action is proved to have been committed with
can only be brought in the Circuit Court the “consent or connivance of, or to
(e) kept in a form which permits or High Court, which means a minimum be attributable to any neglect” of such
identification of data subjects for monetary jurisdiction of €15,000 in the persons.
no longer than is necessary for the Circuit Court and €75,000 in the High
purposes for processing; Court. It says that a court can order an Under section 130, it will also be an
injunction and/or compensation for offence to obstruct or impede a reviewer
(f) processed in a manner that ensures material and non-material damage. in preparation of a report; or to give false
appropriate security of the personal or misleading information to a reviewer; or
data, including protection against Under the current draft of the Bill, non- for a reviewer to give false or misleading
unauthorised or unlawful processing public bodies will also be subject to information to the DPC. The potential
and against accidental loss, destruction significant fines of up to €20,000,000 or penalty will be the same as those detailed
or damage, using appropriate technical 4% of turnover, whichever is higher, for above.
or organisational measures. breaching various requirements of the
GDPR. The foregoing abundance of provisions
Also, Article 5(2) of the Regulations in relation to lawsuits, fines and offences
requires that “the controller shall Also, section 139 of the Bill contains makes it clear that the Legislature has
be responsible for, and be able to a similar provision to the existing Acts, made it the responsibility of everyone who
demonstrate, compliance with the specifically prohibiting the disclosure of is involved in the processing of data to
principles.” That means that controllers personal data by a processor, employee ensure that the GDPR principles are being
will have to have documents that prove or agent, without the prior authority of followed and individuals’ rights regarding
that they have followed the principles of the data controller and makes such data privacy are upheld and treated with
GDPR, and there is quite a lot involved in unauthorised disclosure an offence. the utmost respect.
demonstrating this compliance, which is On summary conviction (in the District
why Member States were given two years Court) a person may be subject to a ETBI has provided GDPR Information
to allow data controllers and processors to fine of up to €5,000 and/or 12 months’ workshops for ETB personnel.
address this. imprisonment, or on conviction on
indictment (in the Circuit Court) to a fine
Now, almost at the end of the two years, up to €50,000 and/or imprisonment
the Irish Data Protection Bill 2018 has for a term not exceeding 5 years. The
been published. This happened on the processor could potentially also be
30th January 2018. One of the most named in a lawsuit.
1 urther processing for archiving purposes in the public interest, scientific or historical research purposes or statistical purposes shall not be
F
considered to be incompatible with the initial purposes.
2 Every reasonable step must be taken to ensure that personal data that are inaccurate, having regard to the purposes for which they are processed, are
erased or rectified without delay.
10 ETBI ISSUE 2 – 2018 SECTION 1 | NATIONAL AND EUROPEAN NEWSChild Protection Procedures for
Primary and Post Primary Schools
New legislation and guidelines have come into effect
By David Ruddy BL, IPPN President
T
he Department of Education and Child Protection Procedures for Primary fully commenced.
Skills (DES) has published on and Post Primary Schools 2017
the Child Protection page1 of its Child Safeguarding Statement to The Act defines best practice in child
website the document, Child Protection include a Risk Assessment Template protection. It will put elements of Children
Procedures for Primary and Post-Primary 2017 First: National Guidance for the Protection
Schools 2017 and the accompanying and Welfare of Children 2017 on a
DES Circular 0081/2017
circular 0081/2017. statutory footing. It forms part of a suite of
The Children First Act 2015 was enacted child protection legislation which includes
The main documentation that informs in November 2015. However, it had only the National Vetting Bureau (Children
the way schools adhere to best child
been partially commenced, by means of and Vulnerable Persons) Act 2012 and
protection practice includes the following:
a statutory instrument resulting in the the Criminal Justice (Withholding of
abolition of reasonable chastisement by Information on Offences against Children
Children First Act 2015
parents. As of 11th December 2017, all and Vulnerable Persons) Act 2012-2016.
Children First National Guidance 2017 the remaining sections of the Act were Other legislation that is part of the legal
1 https://www.education.ie/en/Schools-Colleges/Information/Child-Protection/Information.html
SECTION 1 | NATIONAL AND EUROPEAN NEWS ISSUE 2 – 2018 ETBI 11All schools must adopt this template.
The statement must be published on the
A statutory
school’s website and must have been
requirement that provided to all members of staff, the
Parents’ Association and the Patron. It
schools keep pupils must be accessible to parents on request
and to Tusla and the DES.
safe from harm
The following matters should be included
in a Child Safeguarding Statement:
A
rrangements for managing any
identifiable risk
E
ncourage staff to avail of training
D
ealing with a staff member who is
the subject of an investigation
S
election and recruitment of staff
framework includes section 176 of the the Act. They coexist. The Guidance
Criminal Justice Act 2006: Reckless effectively scopes out the Act. Whilst A
dherence to reporting procedures
Endangerment, Protections of Persons the Guidance outlines the new statutory
R
isk assessment of any potential
Reporting Child Abuse Act 1998 and the obligations for mandated persons, it also harm.
Criminal Law (Sexual Offences) Act 2017. sets out best practice (non-statutory)
Legislation is a robust mechanism to obligations which are in place for all All school Boards of Management (BOM)
underpin procedures and guidance. individuals to include teachers, special shall appoint ‘a relevant person’ who shall
needs assistants, school secretaries be the Designated Liaison Person (DLP).
The key measures in the Children First and caretakers. For the purposes of the This person is the first point of contact
Act are: Act, special needs assistants, school in respect of the Child Safeguarding
secretaries and caretakers are not Statement.
A statutory requirement that
schools keep pupils safe from mandated persons.
harm; WHAT HAPPENS IF SCHOOLS
The DES, in recognition of its responsibility FAIL/REFUSE TO FURNISH A
Schools must produce a Child to assist schools in the implementation SAFEGUARDING STATEMENT?
Safeguarding Statement to include
a risk assessment by March 11th, of the Children First Act 2015 and the Tusla will create a register of non-
2018; Children First National Guidance 2017, compliance which will be made available
has published its own Child Protection for inspection by members of the public.
Every registered teacher, as a Procedures for Primary and Post
Mandated Persons, now has a
Primary Schools 2017. These procedures WHAT IS A ‘MANDATED PERSON’?
statutory obligation to report child
protection concerns over a defined were developed following consultation Where a registered teacher receives an
threshold to the Child and Family with all the education partners and are allegation or has a suspicion that a child
Agency (Tusla). Such reports are the essential reference for all school may have been abused or neglected, or
referred to as mandated reports;
personnel and management. These is at risk of being abused or neglected,
A requirement on mandated Procedures replace the 2011 DES in addition to reporting the matter to the
persons to assist Tusla in the procedures and take immediate effect. DLP in that school, he or she must also
assessment of child protection risk, consider whether it is necessary for him or
if so requested.
The Child Protection Policy will be replaced her (i.e., the teacher) to make a mandated
by a Child Safeguarding Statement to report to Tusla in respect of that concern.
Like the Children First Act, Children include a Risk Assessment to identify
First National Guidance 20172 (DCYA) possible risks of harm. The DES has The procedures require the teacher to
was crafted by the Department of produced two documents that will greatly liaise with the DLP in the first instance.
Children and Youth Affairs (DCYA) and assist schools in crafting the new policy by He or she must also consider whether
not the DES. This guidance applies to all March 11th, 2018, as required. The Child the concerns are at or above the defined
bodies and organisations who interact Safeguarding Risk Assessment Template threshold for making a mandated report to
with children. The National Guidance is a sample 2-page document, which is Tusla. The teacher shall liaise with the DLP
should be read in conjunction with accompanied by a 2-page review checklist. in relation to determining if the concern
2 Available to download from the DES Child Protection page (above)
12 ETBI ISSUE 2 – 2018 SECTION 1 | NATIONAL AND EUROPEAN NEWSin question must be submitted by the from alleged bullying behaviour Professional Development Service for
teacher to Tusla as a mandated report. amongst pupils Teachers (PDST) is providing face-to-face
The teacher shall follow the relevant in-service for DLPs and Deputy DLPs only,
Summary data in respect of
procedures including, where applicable, reporting. and not for teachers. All post primary and
those requiring the teacher to submit a many primary school DLPs and Deputy
mandated report jointly with the DLP. The Any matters relating to the employment DLPs can avail of a full day’s training
statutory obligation to make a mandated status of a staff member as a result of between mid-March and the end of the
report rests with the individual teacher child protection concerns should only be school year. The remainder of primary
and this applies regardless whether considered by the BOM following legal schools should be accommodated in the
or not the DLP reports the concern in advice. Tusla should not be consulted in early part of the new school year. PDST
question. However, if the teacher makes relation to employment status matters. hope to provide an online module in
a mandated report to Tusla jointly with February 2018, which will be tailored for
the DLP, he or she meets her statutory CONFIDENTIALITY mandated persons and a second online
obligation to report under the Act. Information should only be shared on module will also be available for DLPs and
a ‘need to know’ basis. The person DDLPs for the sole purpose of helping
WHAT ARE THE TWO MAIN with whom you share the information schools having the Child Safeguarding
STATUTORY OBLIGATIONS OF needs to have a legitimate involvement Statement and Risk Assessment in place
MANDATED PERSONS? or role. It is an offence to disclose to a for March 11th, 2018. Schools will be
1. To report to Tusla any knowledge, third party, information which has been permitted to close for two half-days to
belief or reasonable grounds to shared by Tusla during the course of an allow time to engage with procedures and
suspect that a child: assessment arising from a mandated to access the online support modules.
report, save in accordance with law or Further details have been issued by the
Has been harmed
if Tusla has given written permission to DES on its Child Protection website page.
Is being harmed, or do so. Failure to comply is an offence
liable to a fine, imprisonment up to six IPPN will support school leaders in
Is at risk of being harmed, and
months, or both. helping to embed the new procedures and
To report any disclosures made by a encourages them to engage with
child in relation to the above. TRAINING/IN-SERVICE the Resource Bundle as published on
Tusla has a (universal) online module the IPPN website at https://www.ippn.ie/
2. To assist Tusla, if requested under
the Act, in assessing a concern which which is accessible from its website. The index.php/resources.
has been the subject of a mandated
report.
What is the defined ‘Threshold of
Harm’ in relation to a child?
Assault, ill-treatment or neglect of
the child in a manner that seriously
affects or is likely to seriously affect
the child’s health, development, or
welfare, or
Sexual abuse of the child.
PRINCIPAL’S REPORT TO THE
BOARD OF MANAGEMENT (BOM)
In reporting to the BOM at each meeting,
the principal shall include a Child
Protection Oversight Report and will
reference the following:
Allegations of abuse made against
members of school staff The teacher shall follow the relevant procedures including, where
Child protection concerns not applicable, those requiring the teacher to submit a mandated report
involving school staff
Child protection concerns arising jointly with the DLP.
SECTION 1 | NATIONAL AND EUROPEAN NEWS ISSUE 2 – 2018 ETBI 13Understanding Literacy Provision within the
Further Education and Training Service
By Mary Flanagan, M.Ed. (Hons.), Dip. FHM, TEFL, Cert. Montessori, Cert. RHE
Mary is a board member of LCETB/Clare VEC since 2009 and coordinates Family Learning work
within the Adult Literacy Service since 2006. She has published a number of articles, developed
materials for the National Adult Literacy Agency, and co-produced publications related to the topic
of family learning/literacy. She delivers national and international family learning/literacy training.
INTRODUCTION were appointed to Vocational Education secondary education or less was 9.7% with
This article sets out to provide a timely Committees, a separate Adult Education 3% more males than females (CSO 2012).
overview of the role of the literacy service sector was established which included
within Education and Training Boards, as adult literacy provision. The OECD report This legacy means that the problem of
plans to develop and integrate language, in 1997 showed Ireland still had a major adult literacy continues today. When adults
literacy and numeracy frameworks are adult literacy problem and government come to further education and training
underway in the sector. Literacy, as it is funding was allocated to address this. services looking for help with literacy, it
used here, encompasses the broader At the time 25% of Irish adults scored is incumbent on us to provide an easily
meaning of the word to include personal at Level 1 - the lowest literacy level. The accessible, flexible, top quality provision
development, speaking and listening, OECD’s Programme for the International which meets their needs.
and reading and writing, as well as using Assessment of Adult Competencies (PIAAC)
numbers and digital skills to communicate in 2012 showed some improvements ‘Adult basic skills include reading,
effectively as a person. with 18% of adults in Ireland at or below writing, spoken language, numeracy
Level 1 on the literacy scale. Ireland still and digital skills. Improvements in
The first literacy services were set up has a lot of work to do, ranking 17th out of these skills can enhance individuals’
initially by volunteers in response to 24 participating countries (CSO.2013). In personal development and employment
literacy needs across Ireland. From 1979, 2012 the proportion of persons aged 18- opportunities, and nations’ economic
when the first Adult Education Officers 24 who left school having completed lower competitiveness. Education in basic
14 ETBI ISSUE 2 – 2018 SECTION 1 | NATIONAL AND EUROPEAN NEWSskills can reduce social inequality, must involve a technical understanding Education and Training centre, they can
increase inclusion, cohesion and active of how literacy is acquired as well as an be vulnerable, shy, embarrassed at their
citizenship; and improve mental and ability to tap into the existing resources lack of skills, have low confidence levels
physical health. Programmes at the and interests of the learners in the class and a sense of failure. From the moment
boundary between non-formal and which values their knowledge and builds someone enters a centre a warm welcome
informal learning, make a significant learners’ confidence. is needed. The first person a new learner
contribution to the provision of basic meets is very important. Guiding her/
skills.’ P.59 (European Commission Greene (2015) developed and used him to the right provider e.g. one to one
2015) the Clare Adult Basic Education Service support, small group basic skills group
(CABES) Framework as a tool for teaching classes or a themed learning option if (s)
LITERACY AS A HUMAN RIGHT and learning. he is unsure what to learn, etc., aims to
In Ireland, primary pupils must set the person up for success. Here the
be taught 183 days a year, and second- This ‘…encourages consideration of learners’ literacy level can be assessed
level students for 167 days. Adults, who five distinct yet interlinked factors that before they enter accredited programmes
through no fault of their own, may have lost impact on the learning experience: at the appropriate level. It is vital to
up to eight years of compulsory primary background knowledge, familiarity remember that learners with low
school and three years at second level with texts and technologies (and other literacy skills does not equate to poor
school, have a huge gap to close in their learning tools), language practice thinking ability.
literacy skills. These eleven years are (verbal and mathematical), social
considered necessary to reach a good experience, self-awareness. The five Literacy also provides a support service
standard of education and basic skills. factors provide a bridge between theory to learners on other programmes e.g.
This roughly equates to almost 10,000 and practice because they are rooted in Apprenticeships, Vocational Education
hours, not including the hours spent at theory, yet visible in everyday practice.’ Opportunities Scheme (VTOS), Back to
homework reinforcing each days learning. Education Initiative (BTEI), Post Leaving
When learners come to Further Education The approach views the learner in a Certificate courses etc. While such support
and Training Centres it may take them positive rather than deficit way. Freire is important to both learners and ETBs, if
a long time to reach a good standard of (1968) says that adult learners are not a learner receives support only in order to
literacy. As each person has their own to be viewed as ‘… empty jugs to be filled get through a course and then leaves the
specific needs and learning path, there with knowledge.’ He suggests that as service without the basic literacy skills for
should be no limit on time attending per adults become conscious of their own everyday life, this is an opportunity missed.
adult. Literacy is a basic human right needs, they develop an awareness of
under Article 26 of the United Nations their own situation, and are motivated to WHY RETURN TO EDUCATION?
Declaration of Human Rights (1948). It question and learn. Freire focuses on the Tuckett and Field (2016) finds that ‘…
is implicit in the right to education and importance of ‘…dialogue ‘with’ learners the propensity to participate is strongly
adults who have missed out on their early rather than ‘at’ learners in informal influenced by family experience of and
schooling are entitled to a service that education, and praxis …. Dialogue isn’t attitudes towards education (parental
meets their literacy needs. just about deepening understanding – involvement in school has four times
but is part of making a difference in the the impact of social class); by earlier
A LEARNER-CENTRED APPROACH world.’ This view sits well with national and education experience, and by expectations
There is no set adult literacy curriculum. European Further Education and Training at work. Access to technology has only
What people with literacy difficulties need goals of inclusion and active citizenship. It modest impact. Home, school, work and
to learn cannot be fitted neatly into a follows that Further Education and Training community interact in complex ways to
set course or adult learning curriculum. staff needs to be aware of the wider foster or inhibit participation. Significant
The literacy tutor starts where the literacy agenda. life-stage transitions (including childbirth,
learner is at, adopting a learner-centred changing job, redundancy, children leaving
approach. As adult learners bring their BASIC LITERACY - MORE THAN A home, bereavement, retirement) also
lived experiences to the classroom, this SUPPORT SERVICE influence participation, and can provide
knowledge is built on, affirming that the It is vital that the literacy service stands the motivation to learn.’ Adults attend
learner already knows a lot, that they are on its own as an education provider for literacy learning at many different stages
experts on their family, their children, the those learners who need to complete of life and with a wide or limited range of
work they do each day, etc. Literacy tutors their literacy learning. A dedicated literacy interests.
require specialist training to facilitate service can provide that very specific
this kind of teaching, using a wide variety learning environment such learners Knowles (1990), the father of Andragogy
of methodologies and materials. This require. When adults come into a Further (the art and science of adult learning)
SECTION 1 | NATIONAL AND EUROPEAN NEWS ISSUE 2 – 2018 ETBI 15states that adult learning happens when
people:
Adults who attend literacy classes make huge
Move from dependency to self- progress in their confidence, social, personal as
directedness
well as economic and educational lives.
Draw upon their prior experience for
learning to do. Another term is ‘communicative
Assume new social roles learning’, which is learning that is involved
in understanding the meaning of what
Want to apply new knowledge others “communicate concerning values,
immediately and ideals, feelings, moral decisions, and such
Move from subject-content to problem concepts as freedom, justice, love, labour,
solving. autonomy, commitment and democracy.”
(Mezirow 1991, p. 8). Adult literacy classes
Learners who are compelled to attend also allow learners to meet those who they
classes in fear of social welfare allowance might never have an opportunity to talk
reductions are not motivated to learn, they with otherwise. This breaks down barriers,
are motivated to keep their allowance. In allows intercultural learning to occur and
many cases they do not meet Knowles improves the integration of migrants and
criteria for adult learning and many, for other disadvantaged groups in class.
this reason, either leave after one or two but never had confidence to try anything.
classes, may show no interest in the topic LEARNER VOICES I felt good about myself. The day I sold
they have been told to attend, or can The most powerful stories are those the painting, my family were there, and I
cause disruption in class. In these cases told by learners themselves of their thought I can do this.’
they have been set up to fail and again the progress through the adult literacy
opportunity for learning is missed. service. In 2002, a group of mothers in Learner B: ‘For me without my
a small rural town in Clare, started adult qualifications I wouldn’t be able to do
PROGRESSION OF ADULT literacy provision using an interagency anything. So I’d be there depending on
LITERACY LEARNERS approach. Staff from the local school, the husband coming home with social
Adults who attend literacy classes make Adult Literacy, Adult Guidance, Family welfare. My child in school and I’d have
huge progress in their confidence, Resource Centre, Childcare provider, no independence. I’ve done Level 6
social, personal as well as economic and Back To Education Initiative worked Childcare. I’m the first of my family ever
and educational lives. Being able to together to support this group of to work and earn a proper wage. I was
measure this progress across the wider vulnerable learners. By 2015, four had on the Board of Management of the
benefits of learning in a quantitative way completed Level 3 certification with some Family Resource Centre for four and a
can happen when learners themselves modules at Level 4, two completed Level half years.’
examine the impact learning has had 5 certification (art, community care) and
on different aspects of their lives. one completed Level 6 (childcare). Many REDUCING BARRIERS
Penny Lamb in Families, Learning supports were needed on their journey, The SOLAS/Amárach report on Barriers
and Progression (2008) shows an including literacy, guidance and incentives to Further Education and Training (2017)
interesting analysis of qualitative data such as childcare. This shows what is mentions four main themes institutional/
that can be then counted quantitatively possible when resources and efforts to societal, motivational/dispositional,
under the headings: new skills, gains in encourage learners are provided. The economic/social welfare, organisational
confidence and understanding, improved work demonstrates Vygotsky’s Zone of and informational/guidance. Transport,
communications, changed behaviours, Proximal Development (1978) when a childcare and completing long forms are
and changed relationships with family and learner needs some scaffolding in order to some of the typical practical barriers
community. progress and make learning happen. people face on their first steps of their
learning journey. SOLAS has recently
Mezirow uses the term ‘transformative Learner A: ‘Years ago the way I felt as a initiated a new social inclusion unit which
learning’ to offer an explanation for lone parent, by myself with the kids, kind plans to address the barriers to education
change in meaning structures... for of at home with nothing to do. More than for our most vulnerable learners who are
example, learning through task-oriented anything it was just getting out, getting doubly disadvantaged by low educational
problem solving and determination of support and getting help. I felt isolated levels and long-term unemployment (SOLAS
cause and effect relationships— learning at home. I did Level 4 Art. I always like it Corporate Plan 2017-2019 page 14).
16 ETBI ISSUE 2 – 2018 SECTION 1 | NATIONAL AND EUROPEAN NEWSYou can also read
