EASTER RISING 1916 Bolton Street Technical School in the Firing Line - DIGITAL STRATEGY FOR SCHOOLS - ETBI
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ISSUE 1
2 016
Bolton Street Technical
School in the Firing Line
EASTER RISING 1916
DIGITAL STRATEGY
FOR SCHOOLS
Enhancing Teaching,
Learning and Assessment
REFLECTIONS ON
ESRI REPORT ON
School Completion Project
ETBI Cover Winter15 .indd 1 19/12/2015 17:23
ETBI issue 1 – 2016
Contents
Athbhliain faoi mhaise dhaoibh Happy New Year
Section 1 – National and European events Section 2 – News
02 Editorial 42 Donegal ETB’s Coláiste na Carraige win European
Youth Start Entrepreneurship Award in Budapest
03 Reflections on ESRI Report on School
Completion Project 44 Student from CMETB’s Largy College Named
Overall Winner of SciFest 2015
09 Annual Conference 2015
45 Further Education Teachers and Management,
12 Iarbhunscoil ar Oileán – Dúshlán ar Leith/ North and South, Jointly Lead the Way in
Offshore Island post-primary school – International Peer Learning and Sharing Initiative
a unique challenge
48 Standing Ovation for CMETB Musical Extravaganza
14 Recollections and Reflections on the 2015
John Marcus O'Sullivan Conference 49 GRETB at Launch of National Youth Strategy
20 Bolton Street Technical School in the Firing Line 50 School Profile – Scoil Chonglais Post-Primary
– Easter Rising 1916 School, Baltinglass, Co. Wicklow
24 Minister English hosts North Kildare Chamber 52 Killarney Community College House System –
Breakfast Briefing at ETBI A systemic Approach to Prevent Bullying
25 Interview with Philip Gurnett, Head of Sourcing 53 Scoil Aonghusa CNS Students Make Silicon
Education, Education Procurement Service Valley Connections!
27 CSL – The Centre for School Leadership 54 Borris Vocational School, 1916 Film Project –
Til Death Do Us Part
28 Healthy People in Healthy Workplaces
56 Official Opening of the LCETB Further Education and
29 The QQI Award Brand. Know It When You See It Training Centre, Kilmallock Road, and Launch of the
new Further Education and Training Strategic Framework
31 Case Study: FET Teachers Develop Shared
Resource Lists to Support Delivery of FET 57 Louth and Meath ETB Top Scholars Honoured in
Programmes Nationally Prestigious Ceremony
33 Tourism Insight 58 Nenagh College Students Travel to China for
Cultural Exchange Programme
35 EFEE visit to the Europe
59 Enniscorthy Youthreach Winners of the X-Hale
36 Edison – An Update Youth Awards Film Competition 2015
37 Digital Strategy for Schools Enhancing 59 Kerry ETB Head Office Opening at Centrepoint
Teaching, Learning and Assessment by Minister Jan O’Sullivan
41 Book Review of "Transition Year in Action" 60 Minister “turns the sod” for major new education
by Gerry Jeffers and training campus in Carlow
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.
Editorial
T
he ETBI FET Conference on education equally…. In this respect, it "ETBs and their schools,
November 26th was attended by is worth noting the skills and training
280 practitioners from the Further sector has traditionally provided the colleges, and education
Education and Training (FET) sector entrepreneurs and wealth creators that
across all member ETBs. This event our country so badly needs.” and training centres, have a
was both successful and significant unique role to play in skills
as it brought together every element The challenges are great and the
of further education and training to targets are being set higher and enhancement as they are
address common issues of concern higher. The education and training
and to bring greater coherence to sector needs to have the flexibility closest to the world of business.
diverse and different FET programmes. to respond to the real needs of
Building mutual understanding builds employers and employers must give Education is about developing
coherence, and this was a key objective realistic commitments to engage with the whole person to lead a
of the conference, which will now the further education and training
become an annual feature on the ETBI providers. The development of Regional fulfilled life."
calendar. Skills Fora has been devised as a
platform through which FET providers
The complexity of the FET sector and the business community can
reflects the complexity and variety engage and liaise in respect of skills piloting the new Edison Entrepreneurial
of need in our society. It is very training. Programme in schools and colleges in
evident over the past few years that 2016, as this programme is all about
the spotlight has focussed on FET ETBs and their schools, colleges, cultural change and self-realisation.
as a means of addressing national and education and training centres,
community needs, especially skills have a unique role to play in skills As we reach the centenary of the
needs. Government sees skills enhancement as they are closest to 1916 Rising, it is worth noting that the
enhancement as necessary to the world of business. Education is sector predates the 1916 Rising. As
maintain inward investment. Various about developing the whole person to they evolved the Technical Instruction
communiqués from the European lead a fulfilled life. To really achieve Committees (to 1930), the Vocational
Commission highlight the importance that fulfilment, many adults will need Education Committees (to 2013) and
of Vocational Education and Training to have gainful employment. Our FET the Education and Training Boards
(VET). In Ireland and throughout the colleges and training centres need (from 2013) have delivered education
European Union, the need to increase to maintain their focus of equipping and training programmes to their local
the attractiveness of FET (or VET) has people with real and tangible skills, and communities over the generations,
been identified as a key priority. with the capacity to meet the challenge when part of the British Empire and the
of evolving societal pressures. Irish Free State, and since Ireland was
The re-evaluation of FET as a learning declared a republic. As we recall the
pathway of equal value with higher When ETBs are so much engaged in the seismic events in 2016, we should also
education has been highlighted by change process, it is not easy to see remember the generations of teachers,
Senator Jim D’Arcy in recent Seanad where the sector will be in five or ten trainers and public servants who
debates on the Education (Welfare) years. But committed leadership laced served in the TICs, VECs and ETBs over
(Amendment) Bill 2015. Senator D’Arcy with passion and foresight can ensure many decades past.
noted: “In Ireland, everyone aspires to that the sector will continue to provide
third level as the summit of educational the entrepreneurs and wealth creators Michael Moriarty,
achievement. We need a change of that Senator D’Arcy mentions above. In General Secretary.
attitude which values all forms of this context, ETBI is looking forward to
"Building mutual understanding builds coherence, and this was
a key objective of the conference, which will now become an
annual feature on the ETBI calendar."
2 ETBI issue 1 – 2016 Section 1 | National and European Events
Reflections on ESRI
Report on School
Completion Project
By Mary Kenny, Youth in Education and Research Officer, Kildare and Wicklow ETB
Introduction supports to approximately 36,000 which is education disadvantage at
ETBI welcomes the publication of the students within the school system, and its most manifest, is a major problem
ESRI Report on the Review of the to almost 800 young people who are in Europe and across the developed
School Completion Programme (SCP). out of school, throughout the academic world. Ireland’s rates of school
The report, which is the first external year and during holiday time. completion are comparable to the
review of the programme since its educationally high-performing countries
inception in 2002, provides a unique The position of SCP as an integral such as Austria and Finland. An ESRI
insight into the operation of SCP part of the DEIS strategy, which is report commissioned by the DES
across the 124 clusters and in the 694 the government’s policy framework and published in April 2014, entitled
schools, both primary and post-primary. to tackle education disadvantage, Learning from the Evaluation of DEIS,
SCP Annual Reports estimate that is demarcated from the outset. highlights the increase in DEIS schools’
the programme delivers educational Addressing Early School leaving, (ESL), retention rates, which in recent years,
Section 1 | National and European Events issue 1 – 2016 ETBI 3
has been significantly higher than the "SCP is a targeted resource. The review captures the
overall improvement nationally. The
improvement trend in student retention commonalities in approaches to targeting across the SCP clusters
rates in DEIS schools is also captured
in the DES report entitled Retention and highlights the universal emphasis on poor attendance as a
Rates of Pupils in Second Level criterion, followed by family history of ESL, lack of family support,
Schools, January 2014. The report
tracks the 2007 entry cohort and lack of engagement by student and poor behaviour."
concludes that the average retention
rate for DEIS second level schools premise that school policy and practice a stronger focus on social and
continues to increase and is at a rate are found to have a significant influence emotional supports while attendance
of 80.4%, which is up from 68.2% for on student drop-out. Retention rates and retention were emphasised at
the 2001 intake. are found to be higher where there post-primary. SCP has evolved to
is a positive school climate with become a multifaceted operation,
The improvements in student retention good relations between teachers reflecting the shaping influences of the
rates in Ireland, particularly since and students and a greater sense of stakeholders, particularly at school
2000, are worthy of exploration and ownership on the part of students over level where interventions have been
this review makes a very valuable school life. developed which are student-driven
contribution to a deeper understanding and very often individually tailored. The
of what is effective in terms of The review is comprehensive in review does not explore the reasons
tackling ESL. By examining what is scope and examines all aspects of for such variations in the perceptions
being done at school level to counter the programme thus adding to the of the aims of the programme but it
disengagement, which is the prelude validity of the findings. The authors is possible that the broad scope and
to ESL, a deeper understanding of acknowledge the difficulties in the flexibility of the programme may be
the more effective strategies should assessing the impact of SCP in a contributory factors. SCP is essentially
emerge. narrow way and to counteract these a local stakeholder’s response to
challenges an approach which focusses early school leaving. There is flexibility
Messages from the on documenting the processes through to devise a local response to ESL
Literature which SCP operates was adopted. as part of the SCP retention plan
The literature accessed in the review The study builds on the extensive and this process has contributed to
explores the matrix of interrelated research which ESRI has conducted variations in the perceptions of and
influences that combine to create on education disadvantage in Ireland the design of the programme. Another
barriers to educational success. which is referenced throughout the possible explanation for variations in
The theoretical underpinnings of Growing Up in Ireland survey. The the understandings of the aims of the
programmes such as SCP are review was constructed on nine key programme is the multiple moves of
mirrored in the recent work of Downes questions which covered every facet of SCP across Departments and agencies.
(2011). Downes is an exponent the programmes and facilitated a broad There is an obvious need for a broadly-
of a preventative strategy which and deep enquiry into the functions, accepted understanding of the aims of
draws on international evidence to the effectiveness and the outcomes SCP which informs the delivery of the
outline a range of components on of SCP. The questions related to the programme in a more consistent way at
which initiatives aimed at raising aims of SCP from the perspectives of cluster and at school level.
school retention rates should be the stakeholders. The stakeholders
based. The theoretical underpinnings are the source of the data for the
Targeting
of programmes such as SCP are nine questions which drive this study
SCP is a targeted resource. The
mirrored in the recent work of Downes and relate to aims, the targeting of
review captures the commonalities in
(2011). Downes is an exponent of resources, the interventions delivered,
approaches to targeting across the SCP
a preventative strategy which draws the cluster size and variations, the
clusters and highlights the universal
on international evidence to outline relation between SCP and other
emphasis on poor attendance as a
a range of components on which elements of DEIS, governance and the
criterion, followed by family history
initiatives aimed at raising school role of the Local Coordinator and LMC.
of ESL, lack of family support, lack
retention rates should be based. Resource application along with the
of engagement by student and poor
Programmes which address a number associated student outcomes and the
behaviour. Other factors considered
of dimensions of student’s lives, strengths and the weaknesses of the
include socio-emotional well- being
including attendance, behaviour, programme were also scrutinised.
(e.g. trauma) and being in care, low
socio-emotional wellbeing, cognitive academic attainment, being a member
development, host language Aims of SCP of the Travelling community, immigrant
acquisition, motivation, social Not surprisingly, the findings indicate students and students with Special
development, family engagement, and wide variations in the perceived aims Education Needs. At cluster level the
transitions, are demonstrably more of SCP among the respondents. The Local Management Committees (LMCs)
successful in relation to retention. variation in how SCP is conceptualised are charged with devising criteria to
The messages from the literature also between primary and post-primary target students who are in need of
reiterate an established educational is noted. Primary schools indicated additional supports to enable them
4 ETBI issue 1 – 2016 Section 1 | National and European Events
to attend, participate and remain in
the school system right up to Leaving
Cert level. The national perspective
on targeting criteria emerging from
this review will be helpful towards
building consistency of practice in the
programme.
The various models of targeting
adapted and refined by schools and
clusters are described in the review.
The models guiding the delivery of
educational supports range from
universal provision to preventative
interventions and intensive assistance,
reflecting the theoretical tenets of
the Hardiker (1991) model which
delineates thresholds of need. There
is a worthwhile exposé of the tensions
in trying to balance need against the
constraints of provision. These tensions Monopoly at the Games Club in Piper's Hill College.
are evident where the reduction in
funding has forced projects to make
budgetary adjustments resulting in the sectors, a complex picture emerges. tasks and activities yielded the very
curtailment of educational supports. There is universal consensus among encouraging finding that the greatest
The four pillars of SCP, which are: the respondents that the cluster amount of the local coordinator’s time
in-school, out-of-school, after-school arrangements operates most effectively was spent in face-to-face contact with
and holiday provision, are based on a where there is a high level of student students. This approach mirrors the
comprehensive approach to addressing transfer between the participating assertion by a number of the principals
ESL which is rooted in empirical studies primary and post-primary schools, interviewed as part of the review that
and research, some of which are thus enabling early and sustained skilled personnel working with at-risk
referenced in the available literature intervention, which is strongly indicated students secures the best outcomes
accessed in this review. At its out- in the literature referenced to be the for the young person. The findings
set, SCP aimed to have balanced and most effective approach in tackling also indicate that the coordinator is
proportionate provision of educational educational disadvantage. However, perceived differently to the teachers
interventions under the four pillars. the cluster arrangements reach their by the students and this is based
The budgetary cutbacks have disturbed optimal limits where the boundaries do on their personal relationship with
the equilibrium with greater priority not reflect student transfer patterns the target children. The breath and
currently being given to in-school and between primary and post-primary scope of the coordinator’s role is
after-school supports, while holiday and schools, which is more likely to occur captured in the review. Concerns were
out-of-school provision have diminished. in rural areas. The boundaries that expressed by a variety of stakeholders
For the child who is marginalised, oriented this enquiry may not have regarding the ever-burgeoning burden
who is at risk of disengagement and extended to the exploration of how of administration work which curtails
where there are difficulties at family to devise structures which enable the amount of the coordinator’s time
level in terms of the ability to support the resources to follow the child as which is available to work directly with
the child’s schooling, the reduction in opposed to the child following the target students. The focus of the local
holiday programmes and out-of-school resources in order to access DEIS coordinator’s work has become more
supports impairs the effectiveness of provision. These findings will give “paper tracking” than “pupil tracking”.
the initiative. impetus to the professional dialogue While it fell outside of the parameters
about how strategies can be formulated of this review to proffer solutions to
Clustering and DEIS and refined to facilitate the alignment the expanding administrative demands
of resources with needs of the child. that prevent local coordinators from
Provision engaging in the more productive
This review provides a very helpful
The Role of the SCP Coordinator face-to-face work with students, this
examination of the clusters, and
Each of the 124 clusters has a local key finding should add urgency to the
gives a very useful national overview
coordinator. The coordinator has need to create a more centralised and
of their size and composition. With
an overarching managerial role in harmonised management system to
clusters varying in size from two to
the project. This review conducts a support SCP nationwide.
twelve schools, comprising mainly
systematic analysis of the work of
DEIS but some Non-DEIS schools, both
the coordinator. For the first time, a
primary and post-primary, and schools
composite picture of the SCP local Governance
in the ETB, Voluntary secondary The legal status of SCP projects,
coordinator’s role emerges. The data
and Community and Comprehensive the complex HR issues and the
on time spent per week on a range of
Section 1 | National and European Events issue 1 – 2016 ETBI 5
requirements for appropriate financial
oversight appear to cascade into one
central issue, namely governance,
which has been identified in this study
and elsewhere as one of the biggest
weaknesses of the programme. It is
along this major governance fault-line
that many SCP projects are precariously
operating. The review contains searing
criticism from stakeholders in relation
to the dysphoric situation that pertains
to SCP projects whose LMCs are
attempting to exemplify corporate
governance functions without any
legitimate underpinning. The lineage of
the difficulty is traced to the multiple
moves that the programme has
endured since its removal from what
many stakeholders aver is the rightful
mothership, namely the DES.
The palpable disquiet about SCP A game of Connect 4 at the Games Club in Piper's Hill College.
being placed outside of the DES is
encapsulated by one stakeholder who
contends that the programme …has infrastructure, the programme could workforce alone would indicate the
become completely derailed with the become fully embedded on a stable critical need for governance solutions to
establishment of Tusla…moved further footing in the education system. The be formulated for the SCP programme.
from the centre…it is not a priority ETB option would offer resolution to In a lengthy chapter on resources which
with Tusla…an urgent need to look and the issues pertaining to all matters sets out what funding SCP projects are
see where it should be housed…its of governance and it would support granted and how the allocations are
natural home is Education. The report the more central positioning of SCP in deployed, the impact of the ongoing
concludes that the transfer of SCP to DEIS and in schools. Furthermore, this cuts to SCP since 2008 when the
different government departments over option would get governance off the budget went from €32.9 million to
time appears to have caused much backs of the LMCs and allow them to €24.7 million in 2015, – a substantial
confusion and uncertainty. focus on developing the best possible decline in the programme’s finances –
local responses to early school leaving is explicated.
With almost half of the SCP projects by utilising the resources to the
under the remit of ETBs, the benefits maximum benefit of the target group The profound impact that the
accruing from the excellent support in and by building synergies with the major budgetary cuts in SCP is
relation to employment and finance as relevant agencies to enrich and extend evidenced throughout the narrative
well as recruitment and contracts were educational supports for the relevant of the stakeholder interviews. We
acknowledged by the local coordinators. students. are reminded of the impact that
This review documents in a detailed the recession had on lower income
way the difficulties and concerns that The belief that the SCP is families. We are also reminded that
beset SCP projects particularly the disadvantaged by being under the remit adverse material conditions impoverish
LMCs and chairpersons who endeavour of an agency which is outside of the children’s educational outcomes and
to oversee, guide and direct projects DES is a recurring assertion throughout their socio-emotional development.
without an overall governance strategy. the report. While it is an integral part Children attending DEIS schools who
These key findings should incite urgent of the DEIS strategy, it is the only live in disadvantaged communities
action with regard to addressing government programme with a singular have experienced deteriorating socio-
the major governance deficiencies and sole focus on addressing early economic circumstances as a result
which are so cogently portrayed in school leaving. However, the positioning of the recession and present with
this research. The recommendations of SCP outside of the DES places it at a greater need for support from
include possible options particularly a distance from its strategic siblings, programmes such as SCP which has
in relation to employment. One of namely HSCL, NBSS and JCSP, and suffered serious funding cutbacks. One
the recommendations is to place creates a fractured policy framework for principal pointed out that 12% of the
the projects under the ETBs. This combating educational disadvantage families in the school are homeless.
recommendation has eminent merit Rising unemployment plunged more
and an exploration of the benefits Funding and Resources families into poverty and put more
of this option would be worthwhile. The review alludes to the Pobal students on target lists needing SCP
Not only would SCP projects Governance Survey, 2013, which supports such as Breakfast and
derive the benefits of the existing indicated that over 2,000 people were Afterschool supports, which have to
ETBs’ comprehensive governance employed through SCP. The size of the be provided for from reduced budgets.
6 ETBI issue 1 – 2016 Section 1 | National and European Events
Commentary on the pressures that "With greater concentrations of immigrant and Traveller students in
schools are under to meet the most
fundamental needs of children from DEIS schools, the withdrawal of dedicated supports for these groups
disadvantaged families converges
results in greater demands being placed on the SCP resources to
with the views emanating from the
Ombudsman for Children. In his meet the shortfall in provision."
address to the Psychological Society
of Ireland (PSI) Annual Conference indicates that programmes designed
acknowledging the improvements in
of 2015, Dr Niall Muldoon exhorted to ameliorate student drop-out must
student retention and attendance
the government to act on the issue devise strategies to enhance student
rates since the inception of DEIS, the
of child poverty. The Children’s engagement which go beyond a narrow
multifaceted nature of SCP means
Ombudsman declared that the impact focus on attendance. Engagement is
that it is difficult to disentangle
of the recession on children has been intertwined with student well-being
which elements of the programme
“enormous” and that the “impact on which is not amenable to simple
are the most effective. The improved
the poorest and most disadvantaged assessment techniques and is
educational outcomes in DEIS schools
children had been disproportionate to connected to what are termed “softer
may reflect the comprehensive package
all others” measures” which this review notes are
of supports put in place (Smyth et
al, 2015). It is conceded in this more difficult to gauge than attendance
The report catalogues the changes and retention but are key drivers of
research and elsewhere that SCP has
in educational policy which impacted these behaviours.
contributed to the overall enhanced
on disadvantaged schools such as
retention and attendance levels in the
the removal of the ex-quota guidance
relevant schools. The focus on student Strengths and Weaknesses
counsellors and the disbandment
outcomes constitutes a penetrating The strengths and weaknesses of SCP,
of the Visiting Teacher Service for
analysis of the SCP processes that unearthed in the course of this research,
Travellers. With greater concentrations
combine to make schools a more creates a useful lens for a school
of immigrant and Traveller students
attractive option for children who were or cluster to assess the programme
in DEIS schools, the withdrawal of
otherwise disengaged, thus fostering and for policy makers to take a more
dedicated supports for these groups
higher attendance levels. A clear set of overarching view of the initiative. The
results in greater demands being
messages emerge from the analysis of exercise illuminated the positives of
placed on the SCP resources to meet
how SCP resources are used at school SCP that schools believe that they could
the shortfall in provision.
level to support the attendance, the not do without, such as the access to
participation and the retention and in skilled personnel, the instant responses
The report draws on the contributions
many cases the progression to Further which are needed in crisis situations, the
from the stakeholders and particularly
or Higher Education. counselling services and the provision
the principals in DEIS schools to
elucidate the impact of the cuts. The of basic requirements such as food,
There is an abundance of evidence here clothes, books and uniforms. The
critical need for the additional supports
to show that systematic monitoring, flexibility of SCP to respond to local and
from SCP is expounded and the anxiety
supporting, rewarding and pro-actively emergent needs and to crises was highly
in relation to the future funding of SCP
following up on attendance at an valued by principals. The scope to tailor
receives considerable comment
individual and family level reduces individualised interventions where and
student absenteeism. when needed was another noteworthy
With no guarantee of the continuation
of SCP funding and without any policy strength.
The principals interviewed highlighted
or strategic roadmap for initiatives
the contribution that SCP interventions A number of the principals recognised
to address early school leaving or
are making to student well-being, to the critical importance of the additional
to offer the level of support that
confidence-building, to morale-boosting supports that SCP provided for
SCP provides, the findings in this
and to overall enhanced student management and for teachers which
section should motivate the education
engagement in education. expanded the school’s capacity to deal
partners to proactively engage with the
policy makers. Strategies need to be with severe behavioural issues.
A chairperson captured the interrelated
developed that will ensure that the level
nature of the impact of the SCP The positive effects that SCP had on
of educational interventions required in
interventions by referring to the higher the day-to-day life of the school was
our schools to service disadvantaged
CAO output in terms of the average reflected in a number of principal and
communities, is secure and supported
points gained. Other chairpersons LMC member responses. It appears
by robust programme management and
and coordinators commented on the that the programme has infected
polices.
reduction in the difficult behaviour school cultures in a favourable way
of students and a decrease in the around relationships and collaboration
Student Outcomes number of expulsions was observed. between principals in clusters, and
By examining the student outcomes The provision of counselling was highly with cooperation between teachers and
the review drills down to a more fine- valued by principals, particularly the SCP personnel. The move to greater
grained level of the SCP operations immediacy of access to the service. integration of supports in schools was
within schools and clusters. While The salient message from this chapter viewed as a welcome development.
Section 1 | National and European Events issue 1 – 2016 ETBI 7
"The most lauded strength of the SCP by the principals was the from this review. Three models for
scope and flexibility to respond immediately." these structures are set out. Each
model would need to be assessed
in terms of capability to provide
The most lauded strength of the SCP preventative approaches are more cost- governance structures that cover HR
by the principals was the scope and effective and produce better education expertise, financial management and
flexibility to respond immediately. The and social outcomes. This conclusion oversight, legal expertise and CPD.
immediacy of response was signalled, should add weight to the argument The capacity to support the continued
particularly in relation to counselling, that SCP should continue to focus embedding of SCP in the school and
which as one coordinator reported on educational supports which are community so as to deliver maximum
could be made available “within the preventative in nature while dealing with educational supports for at-risk young
hour.” A similar viewpoint was echoed crisis situations on a needs basis. people should also be an important
by a principal who described the consideration.
counselling as “fantastic” as it was The emphasis that principals place on
very difficult to access elsewhere. the importance of access to skilled Cluster boundaries which take account
and it’s fantastic to be able to get personnel who can work with students of student transfer patterns and the
that person counselling within a short in crisis and challenging situations matching of resource allocation to need
time…we’ve had several self-harming, points to the need for ongoing high are challenges set out in the review.
tried suicide etc…they’ve pretty much quality CPD for SCP personnel. The
all been resolved. In a related vein, inadequacy of the current CPD provision With the impending DEIS review
a principal admitted that he relied on has been documented in the review. announced by the DES, this report will
SCP to provide instant supports when The need for greater role definition for prove to be an invaluable source of
child protection issues arose as the local coordinators and chairpersons of information on how one of the central
response from external agencies was LMCs is highlighted. DEIS initiatives perform in relation to
too slow and “so all over the place.” addressing educational disadvantage.
The issue of an integrated approach The up-to-date and comprehensive data
Identifying the weaknesses of the to supporting the target group is which is collated on targeting criteria,
SCP initiative is hugely instructive for alluded to frequently in the research. the activities and their effectiveness,
future planning and development. The It is clearly evident that an integrated the size and composition of clusters,
most frequently-raised concern by all approach has evolved at school and the relationship between SCP and
stakeholders was the damaging effect project level and has enabled schools other DEIS provision, the governance
of funding cuts to the programme. to address the socio-emotional issues, the resources, the impact of
The relentless funding cuts have led difficulties which are a barrier to the budgetary cutbacks, the impact of
to a lack of long-term planning and engaging in education and learning. SCP on student educational outcomes
uncertainty about the future and the What is less clear is the status of and the overview of the strengths and
associated undermining of staff morale an integrated approach to managing weaknesses, provide ample scope
was viewed as extremely problematic. the educational welfare services. The for a robust professional dialogue on
The misalignment between the cluster Integrated model known as OCOTOP how we support marginalised students
boundaries and the school transfer (One Child, One Team, One Plan) in our schools. The key messages
patterns was highlighted. receives scant mention. OCOTOP or particularly in relation to the strengths
the One Child Model was the subject and weaknesses of SCP merit scrutiny
Reflecting on the shortcomings of of a very substantial human and by the educational partners and policy-
SCP, the stakeholders asserted monetary investment and seems to makers so that the future development
their dissatisfaction both here and have disappeared from the policy radar. of the programme is informed by the
throughout the review process with There would appear to be a compelling successful elements of the initiative and
the governance arrangements and argument in favour of an integrated that the weaknesses are addressed.
lamented the lack of national vision and approach to the management and The imperative for the provision of high
the inadequacy of back-up from Tusla. to the delivery of the educational quality educational support programmes
welfare services as the evidence in for young people who struggle in schools
this review suggests that it secures is firmly established in this report. These
Conclusions and better outcomes for children. Greater programmes need to be supported
Recommendations consistency regarding the way SCP by appropriate governance, guided by
The conclusion that the early is embedded in all DEIS activities, highly evolved policies, informed by
identification of need coupled with including in the planning processes, is research and delivered by high-calibre
the flexibility to respond at local level, strongly advocated. personnel who receive ongoing training
pinpoints one of the most valued and development. To derive real benefits
features of SCP. The programme The case for urgent action on the from this ESRI review, the ensuing
adopts an approach which is primarily governance structures of SCP debate will need to be situated in the
preventative and differs from crisis is overwhelming. That one clear wider context of how we formulate policy
intervention and the compensatory and consistent governance and and implement and resource strategies
models used across Europe in employment structure be applied that continue to address education
response to ESL. The review notes that across all clusters is a key message disadvantage in this country.
8 ETBI issue 1 – 2016 Section 1 | National and European Events
Annual Conference 2015
T
he revised programme for the
2015 ETBI Annual Conference,
held in the Radisson Blu Hotel
in Galway, reflected the diversity of
provision by ETBs. The Conference
theme – Leading the Transformation
of Education and Training – certainly
reflected the reality of the current
transformation process ongoing in
member ETBs.
The plenar y session on day one,
Wednesday 23rd September, focussed
on the past strengths and future
potential of the sector.
On day two, Thursday 24th September,
Conference explored the characteristic
spirit of publicly-managed schools.
The focus then moved to the unique
situation of offshore island post-
primar y schools, all of which are ETBI President, Pat Gilmore, addresses the Conference.
managed by ETBs.
Delegates next availed of one of two "Strategies, plans and policies...will fail at implementation stage
parallel sessions – Schools of the
Future/The Digital Classroom, and if resources at delivery stage are inadequate and insufficient to
Governance and ETBs.
deliver practically on the promise of policy.”
As the ETB sector has a unique
relationship with the business sector,
the case for business-education links if ETBs were to lead and transform systems while a shared ser vice model
was presented by Danny McCoy, education and training, the economic of deliver y is also in development.
CEO of IBEC, while Professor Tom recover y currently under way must be The widespread reform agenda
Cooney presented on developing an accompanied by a systemic and orderly comprehended the transfer of
entrepreneurial culture in education. rolling back of education cutbacks. (former FÁS) training centres to
ETBs, the building of a quality
The current controversy about Junior Mr Gilmore highlighted the impact of assurance framework, the publication
Cycle reforms ensured there was keen the moratorium on ETB staffing and of new operational guidelines and
interest in this final session before the called for a fit-for-purpose management codes of governance for Boards of
Presidential and Ministerial addresses. team in each ETB. He expressed Management.
concern about the inadequacy of
resourcing of ETBs and stated that Reforming middle management in
President’s Address to “strategies, plans and policies... schools was also highlighted as a
Conference will fail at implementation stage priority issue for the education sector.
The keynote address by President Pat if resources at deliver y stage are The President argued vehemently
Gilmore was presented to a packed inadequate and insufficient to deliver that the leadership of schools,
conference of 300 delegates and practically on the promise of policy.” educational reform, and teaching
guests. While acknowledging the and learning, were being undermined
context of a near-collapsed economy, The President then focussed on through inadequate staffing at school
the cutbacks and moratorium on the legislative reforms since 2014, management level. He referred to the
appointments, Mr Gilmore argued that which established new governance submission by ETBI and other school
Section 1 | National and European Events issue 1 – 2016 ETBI 9management bodies which realistically
addressed this lacuna.
He noted that the need for
management supports to coordinate
the revised Junior Cycle at whole-
school level. The President argued that
the implementation of the Junior Cycle
framework would entail extra demands
on school management and leadership
which need to be addressed.
Noting that Ireland was now the
fastest-growing economy in Europe,
the President called for the restoration
of the pupil-teacher ratio in schools
and colleges to their pre-cutbacks
rates.
The Presidential address further
focussed on the reform of Further
Education and Training (FET).
Mr Gilmore obser ved that skills
Minister for Education and Skills, Jan O'Sullivan T.D., addresses the ETBI Conference
development would be supported
by ETBI’s project on Entrepreneurial
Education, to be rolled out in 2016. He
noted the current vacancies in central "While identifying a bright future for ETBs in the primary sector ...
posts in the training centres and 'It will require parents to be better informed of the existence of an
highlighted the significant decrease in
the number of Senior Training Advisors alternative multi-denominational model.'"The Minister highlighted
at a time when apprenticeship
registrations nationally were projected her intention to reinvigorate the divestment process and develop
to increase by 95%.
a roadmap for advancing the divestment agenda.
The President argued the case for
significantly extending the Community
National School (CNS) model, with
the previous 85 years. Referencing co-patronage model at school level.
ETBs as patrons, which he said was
recent ETB responses to the She addressed the Junior Cycle reform
essential if communities were to
resettlement of refugees in Ireland, the process and stated that students’
have real choice in terms of primar y
Minister stated, “This is just another interests would “be to the forefront
education.
example of how your organisations step of my thinking on the way for ward in
up when our nation needs you.” implementing Junior Cycle reform in
Mr Gilmore also made a case for
the coming weeks.”
additional supports for ETB island
In the context of the patronage of
schools.
primary schools, the Minister referred She referred to the review of PLC
to the development of the Community provision and the ETBs’ involvement
In conclusion, the President stated
National School (CNS) model as a in submissions to the Apprenticeship
that ETBs, as local education
further example of how ETBs have Council regarding new apprenticeship
authorities, were at the heart of local
responded to national needs. She proposals. She highlighted the
communities. In this context, he said
characterised this as a “quiet and proposed establishment of Regional
that, if adequately resourced, ETBs
gentle revolution” which needed to find Skills Fora. The impact of the current
would continue to improve individual
a louder voice. While identifying a bright reform process on ETB staff was
empowerment, social inclusion,
future for ETBs in the primary sector, acknowledged by Minister O’Sullivan.
and economic prosperity in their
she noted, “It will require parents to
communities.
be better informed of the existence The Minister did review the
of an alternative multi-denominational government’s investment in education
Minister Jan O’Sullivan’s model.” The Minister highlighted her and expressed satisfaction that there
Address to Conference intention to reinvigorate the divestment was growing consensus emerging
In her address to Conference, Minister process and develop a roadmap for around education as a priority area for
O’Sullivan lauded the ETBs and their advancing the divestment agenda. investment. She committed to invest
predecessors, the VECs, as the in education “to build better, brighter
bedrock of the education system over Minister O’Sullivan also praised the futures for all of our people.”
10 ETBI issue 1 – 2016 Section 1 | National and European EventsSection 1 | National and European Events issue 1 – 2016 ETBI 11
Iarbhunscoil ar Oileán - Dúshlán ar Leith
Offshore Island Post-primary School -
A Unique Challenge
By Bríd Ní Dhonnacha, Príomhoide, Coláiste Ghobnait, Inis Oírr, Oileáin Árann, Co. na Gaillimhe
T
here are currently five offshore
island post-primary schools in
Ireland, Coláiste Naomh Éinne
(Inis Mór), Coláiste Ghobnait (Inis Oírr),
Coláiste Naomh Eoin (Inis Meáin),
Gairmscoil Mhic Diarmada (Oileán
Árainn Mhór), Coláiste Pobail Cholmcille
(Oileán Thoraí).
Tagann 3 cinn de na scoileanna seo
faoi chúram Bhord Oideachais & Oiliúna
na Gaillimhe agus Roscomáin agus
iad lonnaithe ar chaon cheann de thrí
oileáin Árann, tagann an péire eile
faoi chúram Bhord Oideachais agus
Oiliúna Dhún na nGall agus tá siad san
lonnaithe ar Oileán Árainn Mhór agus ar
Oileán Thoraí.
These five schools are unique, with
the Atlantic Ocean separating them
from the mainland. The schools on
ensure that when principal is away ag freastal ar riachtanais
at meetings, or absent through Oideachais na n-Oileán
these islands are the heart and spirit
illness, an appropriate person is Mar gheall ar an mbagairt a bhí
of their respective communities and for
designated in charge. faoin tseirbhís aeir agus atá fós mar
these schools to survive, the following
proposals need to be implemented as a gheall ar an gconradh bliantúil, beidh
These are not wants, they are needs for bunshraitheanna inmheánacha ár
matter of urgency:
Island schools to survive. n-Oileáin i gcontúirt agus riachtanais
+ Ensure Air Service, including Oideachais na n-Oileáin go háirithe.
All small schools on the island of Aithnítear tábhacht na seirbhíse aeir
transport links, is compatible with
Ireland face challenges but our five dár gcuid scoileanna agus do phobal na
education requirements
tiny island schools with between 5 hOileáin. Táthar ag brath ar an tseirbhís
+ Increase ex quota Island Teacher
and 65 pupils, face additional unique aeir chun riachtanais Oideachais a
+ Allocation per school from 1.0
challenges that come with the beauty of chomhlíondh. Braitheann gach rud ar an
to 2.5 (WTE) to allow curricular
island life. tseirbhís aeir – múinteoirí a mhealladh
provision
+ Reinstate Island allowance (€1,658) chuig an oileán, soláthar seirbhisí,
Tá na scoileanna an-tábhachtach le obair chothabhála 7rl.
for offshore Island Teachers
pobal a choinneáil beo ar Oileáin. Tá sé
+ Appropriate Increase in Schools’
fíor-thábhachtach go mbeadh oideachas
ONP Budget by a minimum of
caighdeánach Iarbhunscoile atá dlite
Ardú ar dháileadh múinteoirí ex-
€10,000 each per annum to offset quota gach scoil oileanda ó 1.0
do scoláirí, á thairiscint do na scoláirí
additional transport and servicing go 2.5 WTE
ar an hOileáin seo. Níor cheart go
costs. Tá an leithroinnt múinteoirí ina chnámh
ndéanfadh an tAigéan Atlantach aon
+ Increase the national number of the spáirne lá i ndiaidh lae, bliain i ndiaidh
idirdhealú nó tanú ar oideachas scoláirí
one year residential Scholarships bliana do phríomhoidí scoileanna dara
ar Oileán.
from 30 to 60 students leibhéal ar Oileán. Tá fhios againn ar
+ Ensure that at least two persons fád go bhfuil an dáileadh seo bunaithe
have management responsibility (ie Dearbhú go bhfuil an tseirbhís ar líon na scoláirí atá ar an rolla. Is
Principal and at least one other), to afarantóireachta agus aeir dushlán dúinne uimhreacha arda a
12 ETBI issue 1 – 2016 Section 1 | National and European Eventsbheith ag scoileanna Oileánda agus ní
bheidh uimhreacha arda go deo, mar
sin teastaíonn go dtuigfear é seo agus
an leithroinnt mhúinteoirí á dháileadh
ar scoileanna Oileánda. Tá achainní
úr againne, scoileanna dara leibhéal
Oileánda – ag lorg leithroinnt, sé sin go
nardofaí é ó 1.0 go 2.5 WTE.
Reinstate Island allowance
(€1,658) for offshore Island
Teachers to compensate for
transport costs.
It is not attractive for teachers to apply
for a job on an island school. With
it comes leaving your family on the
mainland and relocating to the island.
It would not be feasible to commute on
a daily basis to the islands and often
there are not full teaching hours with
the vacancy. For teaching on an island
to be enticing, we need to have the
Island allowance (€1,658) reinstated
for offshore Island Teachers with a
matter of urgency.
Appropriate Increase in Schools’ Clockwise from top left: Christmas Eve 2013 at Inis Oírr. The U2 Wall. Coláiste Naomh
ONP Budget by a minimum of Eoin, Inis Meáin taking first prize at ECO UNESCO. BT Young Scientist of the Year. Young
Environmentalist awards 2015 with Minister Sean Sherlock TD.
€10,000 each per annum.
An appropriate proportion of the budget tobar í an Ghaeltacht do na foghlaimeoirí + Ardú ar dháileadh múinteoirí ex-
should be devoted for the provision of Gaeilge. De réir An tAcht Oideachais quota gach scoil oileanda ó 1.0 go
education for offshore island post- 1998 tá sé mar dualgas ar an Stat agus 2.5 WTE
primary schools. The budget allocation ar an bpobal “Cuidiú leis an nGaeilge + An Liúntas Teagaisc ar oileán de
a choinneáil mar phríomhtheanga an €1658 a ath-thosú
needs to reflect the extra costs that are
phobail i limistéir Ghaeltachta”. + An dáileadh airgid neamh-phá
involved when it comes to the provision a ardú ar a laghad €10,000 sa
of education on offshore island post- Is scéim uaillmhianach í seo agus tá mbliain do gach scoil
primary schools. The cost of goods and sé de chumas ag an scéim seo fíor + Líon na scoláireachtaí
services can be up to 30% to 40% extra dhifríocht a dhéanamh i leith scoileanna cónaitheacha a mheadú ó 30 go
for a school on an island. Oileánda. Is comhartha láidir 60
féinaitheantais í an Ghaeilge. + Cinntiú go bhfuil beirt ar a laghad
Impimíd ar an Roinn Ealaíon, ainmnithe le cúram bainistíochta i
Ensure that a minimum of two Oidhreachta agus Gaeltachta cluas ngach scoil.
persons have management éisteachta a thabhairt dár nachainní,
responsibility. sé sin an líon scoláireachtaí a mheadú Is tráth cinniúnach é seo do scoileanna
If the principal of an Island school ó 30 go 60 agus go gceadófaí é don Oileánda. Anois an t-am ag an Roinn
attends an ETB management meeting, scoilbhliain 2016/2017. Oideachais agus Scileanna agus ag
CPD, or is absent sick, the duty of an Roinn Ealaíne, Oidhreachta agus
care to pupils remains and cannot be Ag an bpointe seo, ní mór a lua agus Gaeltachta gnímh a dhéanamh lena
discharged on a grace and favour basis. aitheantas a thabhairt do shárobair Bord chinntiú go ndéanfar freastal go
An appropriately qualified designated Oideachais & Oiliúna na Gaillimhe agus cothrom ar Oideachas gach scoláire atá
person must assume responsibility. Roscomáin, chun cás na nOileán a chur sa chóras oideachais ar na hOileáin.
Consequently, a second person on each ar bhord na gcinntí ag na húdaráis chuí, Iarraimíd na cuinsí atá pléite thuas a
school’s staff must have management d’fhonn iad a chur san áireamh nuair atá chur san áireamh agus leasaithe chun
responsibility. cinneadh á dhéanamh. feabhais á bheartú do na chúig scoil
Oileánda.
Impimíd riachtanais na noileán maidir le:
Líon na scoláireachtaí De réir a chéile a thógtar na caisleáin
cónaitheacha a mheadú ó + Dearbhú go bhfuil an tseirbhís aeir ach mura dtógfar na caisleáin ar na
30 go 60 agus farantóireachta freastal ar hoileáin go luath ní bheidh scoil ná
Is cuid dár gcultúr í an teanga Gaeilge. Is riachtanais oideachais na n-Oileáin pobal fágtha ann.
Section 1 | National and European Events issue 1 – 2016 ETBI 13Recollections and Reflections
on the 2015 John Marcus
O'Sullivan Conference
At Piper's Hill, Naas12-13 Nov 2015
Theme: Religion, Diversity & Publicly-Managed Schools
By Barney O'Reilly, Tralee. 30 November, 2015
T
he 2015 John Marcus O'Sullivan circular letter was issued on foot of an � Non-sectarian
Conference held at ETBI agreement between the Department, � Accommodating and supportive of
Headquarters on the 12th and IVEA, the CEO's association, the difference and diversity
13th of November proved to be a lively, teachers' union and church authorities. � Concerned for the individual
illuminating and socially enjoyable This circular provided, among other welfare and development of
event. It was clear that the theme was things, for: learners and staff
of importance to the large attendance – � Committed to excellence in lifelong
a full house of seventy-plus for the main � A recommendation for two hours and life-wide learning
lecture theatre in ETBI headquarters. per week religious instruction on � Flexible in delivery
the VEC school timetable
ETBI President, Pat Gilmore, opened � Representation for the appropriate And she identified their values as:
proceedings with a reminder that the religious authority on the selection
school tradition inherited by ETBs from boards for the appointment of � Brave
VECs was primarily characterised by: teachers of religion. � Committed
� The approval of the appropriate � Positive
� Openness to all, regardless of religious authority regarding the � Leaders
social class, gender or religious “acceptability” of a candidate for � Inclusive
affiliation. appointment as a religion teacher � Innovative
� The responsiveness and flexibility � The inspection of the teaching of � Caring
of the system that arises from the religion in Vocational schools –
representative and democratic this to be the responsibility of the Ms Gorman concluded by pointing
governing structure of VECs. catechetical inspectorate. to continued responsiveness and
adaptability as the key to the future,
The relevance of these traditions in the The guidance provided in these quoting Andreas Schelicher, special
new context of ETBs and the current circulars has not been updated and it adviser on Educational Policy to the
cultural and religious diversity of Irish was presented to the conference as OECD:
society was the focus of the conference context for the treatment of religion in
and an area in which ETBI was keen ETB schools currently and for the ideas "Success will go to those individuals
to provide assistance and support to presented in the subsequent papers and nations which are swift to adapt,
schools and to ETBs. delivered to the conference. slow to complain and open to change.
The task for educators and policy-
In the regrettable but unavoidable Speaking at the next session, Margaret makers is to ensure that countries rise
absence of DES Assistant Secretary, Gorman, Head of Education Practice to this challenge."
Gary O'Donnachadha, Pat O'Mahony in the law firm Eversheds, returned
of ETBI set the scene for discussions to themes articulated in the opening Dr Eoin Daly, Law Lecturer at NUIG,
on Religious Education in ETB schools address by the President. Under the centred his lecture on the inherent
by drawing attention to the content of heading of Inherited Ethos she referred difficulties he perceives in the laudable
the Circular Letters currently in place to the “responsiveness” of ETB schools and understandable aspiration to
on the subject. CL 73/74 was issued to the needs of their students and provide religious instruction and
in 1974 and expanded upon in 1979 pointed to the following characteristics formation to all students in publicly-
by CL 7/79. These circular letters of ETB schools: In her view, ETBs are: managed schools, as is offered in
were published following a decision to Community National Schools. Because
establish boards of management for � Public and democratic of the nature of religions and their
VEC schools in 1974, and the 1979 � Non-political inherent diversity – diversity between
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