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

OECD Review of Migrant Education - Country Report for Ireland

Immigration is a relatively new phenomenon in Ireland. Between 8 and 10% of students in Irish schools have an immigrant background representing many countries, cultures and languages. Their education outcomes are, on average, similar to their Irish-born peers. Irish schools experienced a rapid increase in the inflow of immigrant students only in recent years, and the main focus of migrant education is first-generation immigrants. Currently about 10% of students in primary schools and about 8% of students in post-primary schools have immigrant backgrounds. Unlike most other OECD countries, first-generation immigrant students in Ireland, on average, achieve education outcomes similar to their Irish-born peers, possibly because the socio-economic backgrounds of these students are similar to or higher than those of their Irish-born peers.

Report of the Project Maths Implementation Group

Ireland's future economic growth and competitiveness will increasingly depend on the extent to which it can support high value knowledge based industries. Mathematics is essential for disciplines such as science, technology, engineering and finance, but it also promotes the ability to think rationally, analyse and solve problems, and process data clearly and accurately. In a globalised competitive economy it is important that Ireland moves beyond being “average” at mathematics towards the promotion of advanced levels of skills, creativity and innovation. We urgently need to improve attainment levels in mathematics generally and to encourage more students to take Higher Level Mathematics. In addition, mathematics is an essential life skill for citizenship and economic and social participation in an increasingly complex world.

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.

School Attendance / Truancy Report

School Attendance / Truancy Report. Provided by the Department of Education and Skills, Ireland. Schools are obliged to keep a register of the students attending the school. They must also maintain attendance records for all students and inform the Child and Family Agency's educational welfare services if a child is absent for more than 20 days in a school year.

Schools IT2000

Ireland lags significantly behind its European partners in the integration of information and communication technologies (ICTs) into first and second-level education. The need to integrate technology into teaching and learning right across the curriculum is a major national challenge that must be met in the interests of Ireland’s future economic well being. In the Action Programme for the New Millennium the Government commits itself to address this and achieve computer literacy throughout the school system. This document, which is based on the work of an expert Steering Group, sets out a comprehensive and innovative programme for realising this objective.

Smart Schools = Smart Economy

Ireland’s national recovery will be rooted in further developing our outstanding education system. Schools and colleges are key contributors to economic growth and national competitiveness, providing successive generations with the skills and abilities necessary for a vibrant economy and inclusive society. Within the educational system, teachers play a central role in developing the potential of our children and young people. Our education system must continue to be responsive to and supportive of the economic life of this country.

Supporting A Better Transition From Second Level To Higher Education: Key directions and Next Steps

Supporting A Better Transition From Second Level To Higher Education. Provided by the Department of Education and Skills, Ireland.

Supporting Equity in Higher Education

The rationale for this review centres solely on the need to broaden access to third-level education in order to improve equity and social justice. It is founded on the Government’s social and economic policy objective of reducing and eliminating educational disadvantage, and increasing participation at third level by lower socio-economic groups. The Agreed Programme for Government of June 2002 commits the Government to building a caring and inclusive society and to achieving real and sustained social progress. Similar commitments are reflected in the National Development Plan, the National Anti-Poverty Strategy, the National Children’s Strategy and successive national partnership agreements, including Sustaining Progress. Tackling educational disadvantage is a core principle of social justice. The issues of educational disadvantage and social inclusion, therefore, are key priorities for the Government and, since taking up office, the Minister for Education and Science has emphasised his commitment to improving participation and achievement at every level of education. The need for interventions throughout the education system is well recognised. It is well established that addressing educational disadvantage requires intervention in the context of a continuum of provision from early childhood through to adulthood. Successive governments, of all political persuasions, have recognised this fact and have introduced a range of initiatives at pre-primary, primary and post-primary levels aimed at increasing pupil retention and achievement. These initiatives are currently being reviewed in order to ensure that individuals are enabled to obtain the appropriate supports they require to maximise the benefit they derive from the education system.

Task Force on the Physical Sciences Report and Recommendation

Ireland has positioned itself to take advantage of technological change by encouraging the inward investment of high-tech industries and by providing a highly-educated workforce to sustain and enlarge them. Employment of science, engineering and technology graduates at all levels has been a hallmark of the modern Irish economy, as the educational sector responded to the mix of skills demanded by industry. An outstanding record of graduate output has contributed to the phenomenal growth in Irish-based technology. In an era of rapid technological change, the goal of "scientific literacy for all" has become a primary objective of a general education. Science is one of three literacy domains, along with reading and mathematics, that is included in measures of educational achievement by the OECD.

The Provision of Schools and the Planning System

This Code of Practice sets out best practice approaches that should be followed by planning authorities in ensuring that the planning system plays its full part in facilitating the timely and cost-effective roll-out of school facilities by the Department of Education and Science and in line with the principles of proper planning and sustainable development. Complementing and expanding on previous planning guidelines issued by the Department of the Environment, Heritage and Local Government (DEHLG) in 2007 on the preparation of development plans (2007), these guidelines also include details of how: the Department of Education and Science will support the work of planning authorities in their planning functions, and planning authorities can complement and build on such interaction through site identification and acquisition

Report and Recommendations for a Traveller Education Strategy

Irish Travellers are an indigenous minority who, according to historical evidence, have been part of Irish society for centuries. They have a long shared history, value system, language, customs and traditions that make them a group recognised by themselves and others as distinct. This distinctive life-style and culture, based on a nomadic tradition, sets them apart from the settled population. The history of the Traveller community includes a struggle to uphold their distinct cultural identity and to maintain a nomadic way of life. For the purposes of this report it is accepted that Travellers have shared a nomadic tradition and a means of communication, beliefs, values and practices distinct from the majority culture.

Stop, Look and Cook: recipe book for schools in Northern Ireland

Nutrition is central to health and children's diets can be an important influence now and in the future. Stop, Look and Cook is a new recipe book for use by catering staff in all grant-aided nursery, primary and post-primary schools in Northern Ireland.�Recipes have been collected from school caterers across the region. These recipes have been checked to ensure that they are compliant with nutritional standards for school lunches and have been tested in schools for taste and suitability. In addition all the recipes have been analysed by the PHA using a nutritional software package, with a particular focus on fat, salt and sugar.�This recipe book provides approximately 280 recipes, giving schools more choice for menus. It also contains useful advice for dealing with food allergies and supplying alternative meals for pupils from other cultures.For more information on Stop, Look and Cook please contact the school meals catering manager at your local Education and Library Board.�

Sampling and measurement methods for a study of childhood refractive error in a UK population

Background There is a paucity of data describing the prevalence of childhood refractive error in the United Kingdom. The Northern Ireland Childhood Errors of Refraction study, along with its sister study the Aston Eye Study, are the first population-based surveys of children using both random cluster sampling and cycloplegic autorefraction to quantify levels of refractive error in the United Kingdom. Methods Children aged 6–7 years and 12–13 years were recruited from a stratified random sample of primary and post-primary schools, representative of the population of Northern Ireland as a whole. Measurements included assessment of visual acuity, oculomotor balance, ocular biometry and cycloplegic binocular open-field autorefraction. Questionnaires were used to identify putative risk factors for refractive error. Results 399 (57%) of 6–7 years and 669 (60%) of 12–13 years participated. School participation rates did not vary statistically significantly with the size of the school, whether the school is urban or rural, or whether it is in a deprived/non-deprived area. The gender balance, ethnicity and type of schooling of participants are reflective of the Northern Ireland population. Conclusions The study design, sample size and methodology will ensure accurate measures of the prevalence of refractive errors in the target population and will facilitate comparisons with other population-based refractive data.

Motivation and Vocabulary Breadth in CLIL and EFL Contexts. Different age, Same Time of Exposure

Numerous studies have found a positive connection between learners’ motivation towards foreign language and foreign language achievement. The present study examines the role of motivation in receptive vocabulary breadth (size) of two groups of Spanish learners of different ages, but all with 734 hours of instruction in English as a Foreign Language (EFL): a CLIL (Content and Language Integrated Learning) group in primary education and a non-CLIL (or EFL) group in secondary education. Most students in both groups were found to be highly motivated. The primary CLIL group slightly overcame the secondary non-CLIL group with respect to the mean general motivation but this is a non-significant difference. The secondary group surpass significantly the primary group in receptive vocabulary size. No relationship between the receptive vocabulary knowledge and general motivation is found in the primary CLIL group. On the other hand, a positive significant connection, although a very small one, is identified for the secondary non-CLIL group. We will discuss on the type of test, the age of students and the type of instruction as variables that could be influencing the results.