Healthy Eating Education Programme

This Programme provides healthy nutritious food for residents and ex-residents of the East Belfast Missions homeless shelter. It also provides health and diet sessions and cookery demonstrations on how to plan and prepare healthy food on a low budget. Information and advice sessions will also be provided for local residents, senior citizens and users of their family and community programmes giving advice and support on how to prepare and cook healthy meals on a low income. They are also linked in with a Going Green local community gardening project. Funding: safefood, Contact: Joyce Mason Address: 240 Newtownards Road, Belfast BT4 1AF County: Antrim Phone number: +442890738304 Email: joyce.mason@ebm.org.uk Website: www.ebm.org.uk Partner organisation(s):

Building Evidence for Dementia Prevention

As was the case in 2010 when the National Institutes of Health issued a consensus statement on the prevention of Alzheimer’s and other dementias, there remains a lack of firm evidence for dementia prevention. Because of the difficulties in studying this phenomenon, no modifiable risk factors for dementia have been definitively established, and no pharmaceutical or nutritional supplements been proven to prevent Alzheimer’s disease or cognitive decline. However, longitudinal observational studies have identified several factors associated with dementia. A recent review article summarizes the current epidemiological evidence about Alzheimer’s and other dementias, and presents three ongoing large scale randomized control trials (RCTs) that focus on preventing dementia. The review argues that there is substantial evidence for many factors that, in combination, might reduce the risk of, or delay the onset of, dementia. Although no specific cure for dementia exists, and no specific pathway between risk factor and disease onset has been identified, several cardiovascular, stress, toxicity, and psychosocial variables have been repeatedly associated with dementia. Protective factors, such as high education, physical exercise, and not smoking cigarettes, have been identified as well. Intervention studies that account for these multiple factors may well identify strategies for preventing or delaying dementia. However, the protective effects and risk factors suggested by observational data have yet to be assessed in RCT research. The role of such factors in reducing or increasing the risk for dementia needs to be more specifically defined. Three ongoing RCT studies in Europe show promise in this area, as they target multiple risk and protective factors by promoting healthy lifestyle changes and medical treatment of vascular diseases. These are: FINGER, a Finnish trial involving 1,200 older adults at risk for dementia. This intervention features nutritional guidance, physical activity, cognitive and social engagement, and medical management of risk factors. Participants were involved in previous, intensive observational studies of vascular health and health behavior, so FINGER will provide a level of relevant information about its research subjects that is normally impossible for clinical RCTs to attain;MAPT, a multicenter study of 1,680 frail older adults in France. This study will compare the efficacy of omega-3 dietary supplementation with a multidomain training intervention that involves physical and cognitive training. The study will include follow-up assessments after five years;PreDIVA, a Dutch study of 3,534 community dwelling participants between 70 and 78 years old, recruited from primary care clinics. This study will compare standard medical care with a multicomponent vascular health intervention. The study will last for six years and measure both dementia and disability outcomes. These studies are an important step in dementia research, using earlier observational studies as the basis for rigorously assessed interventions. Although a cure for dementia has not been identified, this new research may identify preventive strategies against dementia. �� Source: Mangialasche F, Kivipelto M, et al. (2012). Dementia prevention: current epidemiological evidence and future perspective. Alzheimer’s Research and Therapy 4:6.

Arts In Education Charter

The Minister for Arts, Heritage and the Gaeltacht will introduce a Public Service Education Dividend (PSED). This will place new obligations on the Arts Council, on arts organisations and on individual artists in receipt of public funds. The Arts Council will ensure that arts organisations which it supports from the public purse include arts – in - education as part of their programme of work. All publicly funded arts organisations will be obliged to donate time per annum to a local education initiative. Individual artists funded from the public purse, including those in receipt of the artists' tax exemption, shall donate at least 2 hours each per annum to a local education initiative.

Charting Our Education Future White Paper On Education (Launch Copy 1995)

Education makes a fundamentally important contribution to the quality and well-being of our society. This White Paper addresses itself to the policy framework that can best embrace the diverse and multiple requirements for educational action in the future. The need for and importance of such a framework are widely accepted. In setting out a framework, it is important to provide a philosophical rationale which, far from being merely a theoretical or ceremonial exercise, systematically informs policy formulation and educational practice.

Delivering Equality Of Opportunity In Schools - An Action Plan for Educational Inclusion

This action plan focuses on addressing the educational needs of children and young people from disadvantaged communities, from pre-school through second-level education (3 to18 years). Its frame of reference is based on the definition of “educational disadvantage” in the Education Act (1998) as: “...the impediments to education arising from social or economic disadvantage which prevent students from deriving appropriate benefit from education in schools.” The action plan is, therefore, one element of a continuum of interventions to address disadvantage, which include second-chance education and training and access measures for adults to support increased participation by under-represented groups in further and higher education. A further element of this continuum is the ongoing development of provision for pupils with special educational needs in light of the enactment of the Education for Persons with Special Needs Act (2004) and the establishment of the National Council for Special Education.

Delivering Equality Of Opportunity In Schools - An Action Plan for Educational Inclusion - Summary

This action plan focuses on addressing the educational needs of children and young people from disadvantaged communities, from pre-school through second-level education (3 to18 years). Its frame of reference is based on the definition of “educational disadvantage” in the Education Act (1998) as: “...the impediments to education arising from social or economic disadvantage which prevent students from deriving appropriate benefit from education in schools.” The action plan is, therefore, one element of a continuum of interventions to address disadvantage, which include second-chance education and training and access measures for adults to support increased participation by under-represented groups in further and higher education. A further element of this continuum is the ongoing development of provision for pupils with special educational needs in light of the enactment of the Education for Persons with Special Needs Act (2004) and the establishment of the National Council for Special Education.

Digital Strategy for Schools 2015 - 2020

Among the key points of the Digital Strategy are: Dedicated multi-annual funding to schools to invest in technology Build on the successful roll-out of high-speed broadband to every second-level school by investing in high-speed wifi networks in every school Integration of digital skills in the curriculum and in assessment Develop opportunities for students to take an in-depth ICT course at Leaving Cert, as well as embedding digital skills within other subjects Promotion of the use of e-portfolios at primary and post-primary level Provide enhanced digital content to schools, including working with cultural institutions, sporting bodies and other to expand this range of resources Embed ICT skills as part of initial teacher education and ongoing training for teachers

Education for a Changing World - Green Paper

Education for a Changing World - Green Paper. Provided by the Department of Education and Skills, Ireland.

Education Strategy for the Children Detention School Service September 2010-2013

Scope The Education Strategy for the Children Detention School Service September 2010-2013 has been operating in draft form from 2008 and has evolved to the document it is now. It constitutes the Department of Education and Skills’ (DES) overarching strategy on educational services for children placed in children detention schools and provides an outline of the Department’s role in this sector and provides the broad parameters which inform educational provision in the education facilities attached to these detention schools. Background In December 2005, following a review carried out by the Department of Justice and Law Reform, the Government approved a programme of Youth Justice reforms specifically designed to restructure the youth justice service in Ireland into a more modern and streamlined service.

Explanatory Note on the General Scheme of the Further Education and Training Authority (SOLAS) Bill 2012

1. Interpretation. The purpose of this provision is set out some commonly used terms to be used in the Bill. 2. Establishment day. The purpose of this provision is to require the Minister to specify a day as the establishment day for the purposes of the Bill. This will be the day on which the new authority, to be known as SOLAS, will come into existence. 3. Establishment of SOLAS. The purpose of this head is to provide for the formal establishment of SOLAS and to define its status as a corporate body with the usual consequent powers. 4. Functions of SOLAS. The purpose of this head is to set down the statutory functions of the new further education and training authority. SOLAS is to have overall strategic responsibility for the provision of further education and training in the country. It will be responsible for deciding what further education and training programmes are provided. A core part of its role will be to ensure the referral of jobseekers to appropriate courses which may be delivered by VECs or by other, including private, providers. It will provide the funding stream to VECS and those other bodies for the provision of this training.

Further Education and Training Strategy 2014-2019

he first ever strategy for the Further Education and Training (FET) sector is being launched by the Minister for Education and Skills, Ruair�_ Quinn T.D., and Minister of State for Training and Skills Ciarn Cannon T.D. The overall aim of the Strategy is to develop a world-class integrated system of further education and training in Ireland, which will promote economic development and meet the needs of all citizens. The new strategy was developed by SOLAS with assistance from the ESRI which was commissioned to carry out evidence based research and assist in the development of the Strategy. Five high level strategic goals have been identified: -Skills for the Economy: to address the current and future needs of learners, jobseekers, employers and employees and to contribute to national economic development -Active Inclusion: to support the active inclusion of people of all abilities in society with special reference to literacy and numeracy -Quality Provision: to provide high quality education and training programmes and to meet the appropriate national and international quality standards -Integrated Planning and Funding: FET provision will be planned and funded on the basis of objective analysis of needs and evidence of social and economic impact -Standing of FET: to ensure a valued learning path leading to agreed employment, career, developmental, personal and social options. The Strategy follows a radical overhaul of the structure of the sector by the Government which includes the streamlining of 33 existing VECs into 16 Education and Training Boards (ETBs), the abolition of F́S and creation of SOLAS, the Further Education and Training Authority. Speaking at the launch in the Chester Beatty li

General Scheme of a Further Education and Training Authority (SOLAS) Bill 2012

General Scheme of a Further Education and Training Authority (SOLAS) Bill 2012. Provided by the Department of Education and Skills, Ireland.

HEA Report to the Minister for Education and Skills on Irish higher education

This report to the Minister for Education and Skills from the Higher Education Authority is the culmination of a series of consultations and reports aimed at addressing the challenges and recommendations outlined in the National Strategy for Higher Education(the National Strategy), in particular as these relate to the structure or configuration of the Irish higher education system. This advice builds on other major changes announced since the publication of the strategy, including the agreement of the Process and Criteria for Designation as a Technological University setting out how institutions can become designated as technological universities and the significant role these new institutions can play in Irish higher education. At the same time it must be recognised that other elements of the implementation of the strategy (for example, those relating to sustainability) are still under way. This report to the Minister is concerned with the structure and institutional disposition of the system.

HEA Report to the Minister for Education and Skills on Irish higher education (Response Letter)

HEA Report to the Minister for Education and Skills on Irish higher education (Response Letter). Provided by the Department of Education and Skills, Ireland.

Internationalisation of Irish Education Services Report of Interdepartmental Working Group

Following Government approval of a proposal by the Minister for Education and Science, an interdepartmental group was established with the remit of considering the question of the ‘Internationalisation’ of Irish education services. Issues that arose in the context of the group’s work include quality assurance, immigration and visa issues and abuse of the system, need for better regulation, future marketing and promotion arrangements, academic and institutional supports for international students and scholarships.