Ballybeg Family Growing Project

Ballybeg Family Growing Project aims to engage families living in the Ballybeg estate to raise their awareness and knowledge of healthy eating by providing a practical skills-based education programme of growing and cooking, taking a developmental approach.     Part of theCFI Programme 2013-2015 Initiative Type Community Food Growing Projects Nutrition Education and Training Programmes Location Wicklow Target Groups Families Partner Agencies safefood

Management Framework Agreement between the Department of Education and Skills and City of Dublin ETB

Management Framework Agreement between the Department of Education and Skills and City of Dublin ETB. Provided by the Department of Education and Skills, Ireland.

New interactive resource feeds children's curiosity

The Public Health Agency and safefood today (Wednesday 22 June) officially launched Eat, Taste and Grow, a new interactive curriculum based education resource to help increase awareness among primary school children of the origins of their food, local produce and the role this plays in healthy eating. As research in 2006 showed, 18% of children aged 2-15 years in Northern Ireland were reported to be obese; and provisional data in 2008-2009 showed that 22.5% of children entering Year 1 were already overweight (17%) or obese (5%).* The launch of Eat, Taste and Grow is an innovative collaboration between the PHA and safefood that will provide children with lifelong lessons about the food they eat, healthy eating options and the benefits of an active lifestyle.The free teacher-led CD-ROM resource will be sent to every primary school across Northern Ireland by September 2011 and will help increase awareness among primary school children of the origins of their food and local produce, and the role this plays in healthy eating.Speaking at the event, Health Minister Edwin Poots said: "Being obese as a child can store up problems for the future, leading to a reduction in life expectancy and potentially causing other health problems such as increased risk of coronary heart disease, cancer and Type 2 Diabetes."Currently around one in four girls and one in six boys in Primary One (Year 1) are overweight or obese."Many of our children are not as physically active as they should be, nor do they have a healthy, balanced diet."This new resource will help teachers in our primary schools educate children on how to choose what foods are healthier for them which hopefully they will carry with them into adulthood."Dr Eddie Rooney, Chief Executive, PHA said: "The Public Health Agency recognises the need to give every child a healthy start in life. Schools play a vital role in contributing to the development of knowledge and skills necessary to make healthier food choices and laying the foundation for good eating habits which can then be carried through into adulthood. Eat, Taste and Grow is an excellent resource that will help equip teachers to carry out this role and in turn enable children to make healthier choices."Mr Martin Higgins, CEO safefood said: "We know and understand the challenges faced by parents to encourage children to eat healthy foods. As obesity among children continues to rise, this interactive resource will educate children in a fun and engaging way while providing them with the information to make informed, responsible choices throughout their lives."The Eat, Taste and Grow resource is an interactive CD-ROM for use on a whiteboard or computer and is divided into: Foundation, Key Stage 1 and Key Stage 2. Topics include 'Where does our food come from?', 'Who produces our food?', 'How food grows' and 'How food is produced and preserved'. Each topic has accompanying teacher's notes and includes ideas for classroom discussions, role play, games and quiz suggestions.

Apprenticeship Council Report on New Apprenticeship Programme Proposals

In May 2013, the then Minister for Education and Skills announced a wide ranging review of apprenticeship in Ireland. The review was undertaken by an independent Review Group under the chairmanship of Kevin Duffy. The objective of the review was to “examine the future of apprenticeship training in Ireland with a greater focus on a work based learning and a closer alignment of the current needs if the Irish labour market”. The Apprenticeship Review took place in the context of a wider reform programme in education and training, including major structural change in further education and training, the establishment of SOLAS and the development of new national strategies in both further and higher education. Apprenticeship was defined by the Apprenticeship Review Group as a programme of structured education and training, which formally combines and alternates learning in the work place with learning in an education or training centre, (a dual system i.e. a blended combination of on-the-job employer-based training and off-the-job training) whose completion - Prepares the participant for a specific occupation - Leads to an award, recognised under the National Framework of Qualifications from Level 5 to Level 1

Males into Primary Teaching - Report of the Primary Education Committee (2006)

In Ireland and in most other developed countries there are significantly more female than male teachers working in both first and second level schools. While this was not always the case, since the 1970s there has been a significant and continuous decline in the number of males entering the teaching profession, particularly at primary level. In recognition of the feminisation of primary teaching, the Minister for Education and Science established the Primary Education Committee in 2003. The main task of the Committee is to make recommendations on strategies and initiatives to increase the number of males entering primary teaching.

Report of the Action Group on Access to Third Level Education

In line with a commitment under the Programme for Prosperity and Fairness the Minister for Education and Science, Dr Michael Woods, established the Action Group on Access to Third Level Education, in September 2000, to advise the Minister on the development of a co-ordinated framework to promote access by mature and disadvantaged students and students with disabilities to third level education.

Report of the Advisory Group on Post Primary Teacher Education

The occasion of this report on Teacher Education is timely. The teaching profession is now confronted with major challenges. Schooling has changed very radically in the recent past. Other review exercises of the education system have taken place and it is a time when a new legislative framework, better accommodated to the diversity of the range of duties and responsibilities of the teacher and school, is emerging. It is anticipated that the Report will stimulate debate, secure a new platform for development and provide for a framework for teacher education models which is better disposed towards the well being of the profession and the service to society it wishes to provide.

Steering Committee on Technical Education Report to the Minister for Education on Regional Technical Colleges

This Committee was established on 20 September 1966 to advise the Minister for Education generally on technical education in Ireland and, in particular, to provide the Department of Education Building Consortium with a brief for the technical colleges. This report from the Committee addresses the following aspects: the need/demand for technicians and skilled personnel; the role of the regional technical colleges; analysis of courses and student population; recruitment and training of teachers; organisation structure; accommodation needs (in the colleges, and residential requirements); growth and flexibility; and cost and time. Recommendations are made in relation to: the building program; the establishment of a Building Project Unit to be accountable for all school and college building work for the Department of Education; the establishment of Regional Education Councils with accountability for all education in each of the regions; and the establishment of a National Council for Educational Awards.

Report of the Steering Committee on the Establishment of the Teaching Council

Report of the Steering Committee on the Establishment of the Teaching Council. Provided by the Department of Education and Skills, Ireland.

Review of ALCES funded Adult Literacy Provision

Following the publication of the International Adult Literacy Survey (IALS), the White Paper on Adult Education set targets for the participation of adults with low levels of literacy and numeracy in VEC provision. These participation targets have been attained. It is not known if the skill levels of the Irish population have changed since 1995 but the publication of the results of the OECD’s Programme for the International Assessment of Adult Competencies (PIAAC) in October 2013 will provide this information. The Skills Strategy and other Government policy statements relating to activation measures propose that an additional 500,000 individuals within the workforce need to progress by at least one level on the National Framework of Qualifications (NFQ) by 2020. While no new overall strategy for the development of Adult Literacy in Ireland has been devised since the publication of the White Paper in 2000, there have been a number of specific initiatives taken by Government which complement the initial provision framework (Intensive Literacy (ITABE), DEIS Family Literacy, projects focused on the workplace). Blended and distance learning initiatives have also been supported. These issues should inform the development of any new Adult Literacy strategy by SOLAS.

Review of the Primary Schools' General Allocation Model

The allocation of additional teaching resources to schools under the terms of the General Allocation Model (GAM) was intended to make possible the development of inclusive primary schools; ensure that primary schools have a means of providing additional teaching support to pupils with learning difficulties and special educational needs arising from high incidence disabilities without recourse to making applications on behalf of individual pupils and included additional teaching time that was previously allocated for learning-support teaching as well as an allocation of additional teaching time for what was termed resource teaching for pupils with special educational needs arising from high incidence disabilities.

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

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.

Naming the Reformed Junior Cycle Proposals for the Minister for Education and Skills - Irish Second Level Students Union (ISSU)

It was important to us to engage with as many students as possible throughout the process of developing a new name for the reformed junior cycle. In this vein, we used a wide variety of methods to engage with students in order to capture as many ideas as possible; text messaging, Facebook, Twitter, email and consultation sessions. We circulated posters to all schools via post and/or email, and contacted schools in catchment areas for the consultation sessions by phone. In our consultation sessions, we had discussions with the participating students about what the new junior cycle would be, closely guided by the content of “Towards a Framework for Junior Cycle” from the National Council for Curriculum and assessment. In these sessions, students then gave feedback on what they thought of the reformed junior cycle, developed their own ideas, and identified what they thought should be reflected in the name of the reformed junior cycle