Léim ar aghaidh chuig an bpríomhábhar
Gnáthamharc

Wednesday, 15 Apr 2015

Written Answers Nos. 699 - 712

Teaching Council of Ireland

Ceisteanna (699)

Fergus O'Dowd

Ceist:

699. Deputy Fergus O'Dowd asked the Minister for Education and Skills if she will address a matter (details supplied) regarding a Teaching Council of Ireland regulation; and if she will make a statement on the matter. [14155/15]

Amharc ar fhreagra

Freagraí scríofa

The Teaching Council is the body with statutory authority, under the Teaching Council Acts 2001- 2014, to review and accredit programmes of initial teacher education. In the case referred to by the Deputy, it accredited the professional master of education (PME) in Dublin City University (DCU) in May 2014.

This accreditation confirms that the DCU professional master of education meets all of the Council's initial teacher education requirements as set out in Initial Teacher Education: Criteria and Guidelines for Programme Providers, including specific requirements relating to the critical school placement aspect of the programme.

Having been awarded professional accreditation, it is a matter for DCU as programme provider to determine how the PME programme is structured and implemented, and to ensure that all graduates have achieved the required learning outcomes to enable them to register with the Council.

Student Grant Scheme Eligibility

Ceisteanna (700, 709)

Michael McCarthy

Ceist:

700. Deputy Michael McCarthy asked the Minister for Education and Skills the grant, financial assistance and bursary available in respect of a person (details supplied) who wishes to continue studies in the United States of America; and if she will make a statement on the matter. [14164/15]

Amharc ar fhreagra

Ciaran Lynch

Ceist:

709. Deputy Ciarán Lynch asked the Minister for Education and Skills if any grant and-or scholarship is available to a person (details supplied) in County Wexford seeking to study in America as part of a degree course; and if she will make a statement on the matter. [14333/15]

Amharc ar fhreagra

Freagraí scríofa

I propose to take Questions Nos. 700 and 709 together.

Under the terms of the student grant scheme, my Department provides maintenance grants to undergraduate students pursuing approved third level courses, in the State or in other EU. Member States, to students who meet the prescribed conditions of funding including those which relate to nationality, residency, approved course, previous academic attainment and means.

Under the student grant scheme an approved undergraduate course, in the State or in a Member State, is defined as a full-time course of at least two years duration pursued in an approved institution.

As the student grant scheme does not extend to courses pursued outside of the EU there is no provision to provide funding to the student referred to by the Deputy.

Irish Language

Ceisteanna (701)

Terence Flanagan

Ceist:

701. Deputy Terence Flanagan asked the Minister for Education and Skills the steps being taken to promote the use of Irish in her Department; and if she will make a statement on the matter. [14172/15]

Amharc ar fhreagra

Freagraí scríofa

My Department is committed to the provision of a quality service in both official languages and in this regard, its Irish Language Scheme 2013-2016 contains a range of commitments in relation to the provision of services through Irish. These include the introduction and enhancement of systems to ensure the provision of Irish versions of certain Department publications and to facilitate the collation of data from schools and the public in Irish; increasing the amount of material in Irish on the Department's website and increasing the capacity within the Department for the provision of services through Irish in general through training and development opportunities.

A number of measures have been introduced to improve and enhance the services provided through Irish to Gaeltacht and all-Irish schools by the Department's National Educational Psychological Service (NEPS) and the Inspectorate, including the provision of targeted Irish language training, the translation of resources into Irish and the implementation of recruitment policy to allow for the continued delivery of services through Irish.

As part of its ongoing implementation of the 20 Year Strategy for Irish, my Department has also put a range of support measures in place in relation to curriculum, assessment and teacher education. This work has included a review by the Inspectorate of Gaeltacht education in order to clarify its policy in relation to education in Gaeltacht schools.

The Department's Staff Training and Development Unit (STDU) is committed to providing appropriate training and development opportunities, including Irish Language training, for all staff to meet priority business needs.

Special Educational Needs Service Provision

Ceisteanna (702)

Michael McGrath

Ceist:

702. Deputy Michael McGrath asked the Minister for Education and Skills if she will review the decision not to make an item of equipment available to a child (details supplied) in County Cork. [14209/15]

Amharc ar fhreagra

Freagraí scríofa

The National Council for Special Education (NCSE) through its network of local Special Educational Needs Organisers (SENOs) is responsible for processing applications from schools for special educational needs supports. SENOs also make recommendations to my Department where assistive technology is required. The NCSE operates within my Department's criteria in making recommendations for support, which is set out in my Department's Circular 0010/2013.

In order to qualify for equipment under the assistive technology scheme, a child must have been diagnosed with a physical or communicative disability and must also have a recommendation in a professional assessment that the equipment is essential in order to allow the child to access the curriculum. It must also be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs.

I can advise the Deputy that an application for assistive technology support for the child referred to in his question has been received in my Department. A response will issue to the school shortly regarding this matter, following consideration of the application.

School Curriculum

Ceisteanna (703)

Clare Daly

Ceist:

703. Deputy Clare Daly asked the Minister for Education and Skills if she will provide a list of the additional attributes achieved by teachers correcting their own students' work in a classroom, which is not already being carried out, which will improve further the learning experience in each subject at second level, rather than externally marked in the interest of transparency and fairness; her views that there is no appetite for change in the present school population; if further research is required; and if she will make a statement on the matter. [14276/15]

Amharc ar fhreagra

Freagraí scríofa

The participation of all teachers in the assessment process, as envisaged in the new Junior Cycle, will lead to teachers developing a range of competencies which will support the quality of their teaching and learning.

For example, as the assessment will involve measuring student achievement against the specification objectives, teachers will develop a deeper knowledge and understanding of these objectives. This will in turn lead to a greater emphasis on learning outcomes and help balance the current emphasis on content, which can often be the focus of teaching.

There will be a greater emphasis on skills development in the teaching and a recognition of student achievement in this area which will be rewarded and reported on, not only to students but also to their parents. Their progress will be recorded and feedback provided.

Teachers' understanding of standards will also improve, as assessment will be carried out with reference to exemplars of standards at different levels of performance. In assessing the work of their students against these nationally agreed standards, teachers will be able to identify gaps in learning and focus their teaching in addressing such identified deficits, as students progress through junior cycle.

There will be ongoing professional dialogue with other subject specialist colleagues as part of the assessment process. This will happen in each school through their participation in the Subject Learning and Assessment Review meetings. Such dialogue, sharing and constructive analysis amongst colleagues will further reinforce teachers' understanding of standards and lead to the sharing of good practice amongst teachers.

Teachers will not be on their own. There will be a comprehensive programme of continuing professional development provided by the Junior Cycle for Teachers (JCT) support service to assist them in this new approach.

Furthermore, to ensure standards are maintained from school to school, an external check on the descriptors awarded for achievements in school-based assessments used in reporting to students and parents will be provided by a new Support Service for Assessment and advice given where necessary.

Education and Training Boards

Ceisteanna (704)

Derek Nolan

Ceist:

704. Deputy Derek Nolan asked the Minister for Education and Skills if a building (details supplied) in County Galway is currently being rented by the Galway Roscommon Education and Training Board; the suitability of this building for this purpose; and if she will make a statement on the matter. [14295/15]

Amharc ar fhreagra

Freagraí scríofa

This is an operational matter for the Galway and Roscommon ETB and I have asked them to contact the Deputy directly to clarify the position.

School Transport Eligibility

Ceisteanna (705)

Sandra McLellan

Ceist:

705. Deputy Sandra McLellan asked the Minister for Education and Skills if she will include a child (details supplied) in County Cork in the free school transport scheme; and if she will make a statement on the matter. [14302/15]

Amharc ar fhreagra

Freagraí scríofa

Under the terms of the Primary School Transport scheme pupils are eligible for school transport if they reside 3.2 kilometres or more from and are attending their nearest national school having regard to ethos and language.

Bus Éireann has advised that the child referred to by the Deputy will not be attending her nearest school and is therefore not eligible for school transport. Only eligible children who hold valid medical cards are exempt from paying the annual charge.

Bus Éireann's local office will contact the family directly regarding the eligibility for school transport of the older sibling.

School Patronage

Ceisteanna (706)

Clare Daly

Ceist:

706. Deputy Clare Daly asked the Minister for Education and Skills if the deeds of variation change the legal standing of national schools; if there is a danger that such deeds of variation might be seen to change national schools into denominational schools; if the details of the agreement referred to by her, and the negotiations, can be made available immediately; if this matter was referred to Dáil Éireann for debate; if she will provide details of the property referred to, by her; and if she will make a statement on the matter. [14310/15]

Amharc ar fhreagra

Freagraí scríofa

There are no plans to change the existing primary school system. Some confusion may have arisen on this point and I would like to take the opportunity to clarify matters for the Deputy.

In the first instance it is important to explain the historical context in which the current patronage system has evolved and the arrangements whereby there is associated school property ownership by religious patrons.

The historical and societal development of primary education provision in Ireland has resulted in the current school patronage system which is of a predominantly denominational nature. For many years, religious orders and local parishes were centrally involved in establishing and running schools in Ireland, leading to the majority of primary schools being under religious patronage.

There are in excess of 3,000 primary schools. Many of these are long-established and pre-date the foundation of the State. Most of our schools were founded on the initiative of a local patron, generally one of the main established churches (Catholic or Church of Ireland). Historically, the patron provided the site for the school and also contributed to the cost of building and running schools. The vast majority of primary schools are thus privately owned i.e. the site/building is owned by the relevant school patron.

Where state monies were provided to facilitate building works to school property owned by a third party, a legal mechanism had to be put in place in order to protect the State's interest. This was known as a Charging Lease or Declaration of Trust. These leases protect the Minister's capital investment in the school property and require that the property be used as a school for a set period.

It is important to clarify and to point out that there is no planned change to the status of primary schools. The ethos of a school is determined by the Patron. A Board of Management manages the school on behalf of the Patron. Section 15 (2) (b) of the Education Act, 1998 makes it clear that one of the duties of the Board of Management is to uphold the ethos of the school and to be accountable to the patron for doing so. That applies to any school (denominational or multi-denominational).

The arrangements referred to, in terms of agreement to put in place a Deed of Variation, which provide for a variation on the original terms of Charging Leases or Declarations of Trust, date back to the 1990s. As a result of negotiations in the late 1990s on the reconstitution of Boards of Management, an agreement was reached whereby patrons agreed to cede representatives on the Boards of Management in lieu of the Department agreeing to insert a Deed of Variation into the existing property lease. The objective of this Deed of Variation is to provide security for the denominational ethos of a school in cases where a patron or trustee owns the property. Discussions have taken place with the relevant patron bodies over the years to obtain a mutually acceptable solution which meets this objective and these discussions are ongoing.

Irish schools are catering for a significantly more diverse population nowadays than the population that they traditionally served. Many schools have made significant efforts to welcome this more diverse population. There has been a positive contribution by patrons, school management and teachers to welcoming pupils including those from different cultural and belief backgrounds.

With regard to admission policies, irrespective of property or Charging Lease arrangements, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998. The enrolment policy must be non-discriminatory and must be applied fairly in respect of all applicants. Existing equality legislation, which outlaws discrimination in relation to the admission of a student, makes provision for exemptions to apply in the case of single sex schools and in the case of schools where the objective is to provide education in an environment that promotes certain religious values.

The Equality legislation provides that any primary or post primary school whose objective is to provide education in an environment that promotes certain religious values may admit a student of a particular religious denomination in preference to other students. The legislation also provides that such a school can refuse to admit a student who is not of that religion only where the school proves that this refusal is essential to maintain the ethos of the school.

The objective of the recently published Education (Admission to Schools) Bill is to provide an over-arching framework to ensure that how schools decide on who is enrolled and who is refused a place in schools is more structured, fair and transparent.

The Bill does not propose changes to the existing equality legislation. However, the Bill provides for schools to explicitly state in the school's admission policy that it will not discriminate against an applicant for admission on the grounds of disability, special educational needs, sexual orientation, family status, membership of the traveller community, race, civil status, gender or religion.

The Bill provides for schools to publish an enrolment policy which will include details of the school's arrangements for students who do not want to attend religious instruction.

Schools Building Projects Status

Ceisteanna (707)

Bernard Durkan

Ceist:

707. Deputy Bernard J. Durkan asked the Minister for Education and Skills the progress to date in design work for the provision of a new school in the case of a school (details supplied) in Dublin 1; and if she will make a statement on the matter. [14314/15]

Amharc ar fhreagra

Freagraí scríofa

A major building project for the school referred to by the Deputy is at an early stage of Architectural Planning, Stage 1 (Preliminary Design). The Department is currently considering proposals from the Design Team and will revert to the School and Design Team shortly regarding the progression of this project.

The building project is included in the Five Year Construction Programme to proceed to Tender and Construction.

Residential Institutions

Ceisteanna (708)

Jonathan O'Brien

Ceist:

708. Deputy Jonathan O'Brien asked the Minister for Education and Skills further to Parliamentary Question No. 572 of 31 March 2015, the potential locations identified by Dublin City Council for the proposed memorial for victims of abuse in residential institutions. [14328/15]

Amharc ar fhreagra

Freagraí scríofa

As my Department is currently considering the possible alternative locations identified by Dublin City Council and how best to progress the project, I do not propose to publicise any details at this time.

Question No. 709 answered with Question No. 700.

Teaching Council of Ireland

Ceisteanna (710)

Jonathan O'Brien

Ceist:

710. Deputy Jonathan O'Brien asked the Minister for Education and Skills the requirements for school placements set out by the Teaching Council of Ireland for qualifying as a teacher through professional master of education courses; the changes that were made to these requirements during the past 24 months; and if she will make a statement on the matter. [14366/15]

Amharc ar fhreagra

Freagraí scríofa

The Teaching Council is the body with statutory authority, under the Teaching Council Acts 2001- 2014, to review and accredit programmes of initial teacher education. Accredited professional master of education courses must meet the Council's initial teacher education requirements as set out in Initial Teacher Education: Criteria and Guidelines for Programme Providers.

All of the specific requirements for school placement are set out by the Teaching Council in its Criteria and Guidelines for Programme Providers and these have not changed since the Guidelines were published in 2011. The requirements set out that the total time spent on school placement by students must be 24 weeks or equivalent. There should be a minimum of two placement settings and at least one of the later placements should be for a minimum of 10 weeks in one school.

Having been awarded professional accreditation, it is a matter for the programme provider to determine how the initial teacher education programme is structured and implemented, and to ensure that all graduates have achieved the required learning outcomes to enable them to register with the Council.

International Students

Ceisteanna (711)

Jonathan O'Brien

Ceist:

711. Deputy Jonathan O'Brien asked the Minister for Education and Skills the percentage increase in international students studying here each year, since coming to office; and the percentage increase in students coming from India, China and the Middle East. [14377/15]

Amharc ar fhreagra

Freagraí scríofa

The latest information on full time non-EEA Students in Institutions reporting data to the Higher Education Authority (HEA) relates to 2012/13 and 2013/14. The data indicates a 25.44% increase in the number of International students studying in Ireland over that period. The HEA statistics for the same years indicates the percentage increase in International Students coming from India, China and the Middle East is 60.20%, 6.89% and 39.72% respectively.

Programme for Government Implementation

Ceisteanna (712)

Jonathan O'Brien

Ceist:

712. Deputy Jonathan O'Brien asked the Minister for Education and Skills if she will provide in tabular form the commitments under the programme for Government which her Department is responsible for; the progress made to date with regard to each commitment; and if she will make a statement on the matter. [14378/15]

Amharc ar fhreagra

Freagraí scríofa

The timeline for delivery of the Programme for Government commitments is over the lifetime of this Government. To date, the Government has published four annual progress reports, which set out the progress in implementing an extensive number of commitments.

With regard to the commitments relating to my Department, the table shows the progress made on each. As will be seen from the table, there has been progress in relation to issues such as:

- Empowering schools to improve standards;

- Protecting frontline services in education;

- Enactment of legislation establishing the Education and Training Boards and Solas, the Further Education and Training Authority;

- Implementing the National Literacy and Numeracy Strategy;

- Investing in the School Building Programme, including the Grangegorman project;

- Delivering Equity in Education;

- Supporting Children with Special Needs;

- Promoting inclusiveness in primary schools;

- Reforming the Irish curriculum in schools; and

- Reforming Third Level Education.

REF

COMMITMENT

STATUS

1.2.1

We will - within the first 100 days – resource a Jobs Fund which will provide resources for an additional 15,000 places in training, work experience and educational opportunities for those who are out of work

Completed

1.3.2

We will provide a range of initiatives to increase access to further higher level education for the unemployed.

Completed

1.3.3

We will make Literacy and basic workplace skills a national priority, with literacy training incorporated into wider variety of further education and training.

In Progress

1.3.4

Within this total, we will provide 30,000 additional training places across the education and training system, distributed in line with the recommendations of the Expert Group on Future Skills Needs

Completed

1.12.15

Undertake a full review of the Hunt and OECD reports into third level funding before end of 2011. Our goal is to introduce a funding system that will provide third level institutions with reliable funding but does not impact access for students;

In Progress

1.8.18

A National Strategy for International Education will be implemented, to develop the ‘Education Ireland’ brand, to encourage more international students to study here and to create new jobs in the sector.

In Progress

1.8.19

Our objective will be to double number of international students studying in Ireland, particularly targeting students from India, China and the Middle East.

In Progress

1.8.20

This policy will be pursued in line with employment, academic and skill requirements of overall economy and education sector.

In Progress

2.13.2

Schools will publish annual reports.

In Progress

3.15.1

A priority in education will be to recruit, train and support the highest calibre of teachers. School leadership will be fundamental to furthering this aim.

In Progress

3.15.2

Give greater freedom and autonomy to school principals and boards to raise educational standards by devolving more responsibility locally, with greater freedom to allocate and manage staff with required flexibility and to delegate management responsibilities to teachers as school priorities require.

In Progress

3.15.3

Require schools, with the support of the Inspectorate, to draw up five year development plans for their schools and individual teachers.

In Progress

3.15.4

Administrative functions, relating to maintenance, school building projects and coordination of support services currently carried out by principals will be devolved locally.

In Progress

3.16.1

Endeavour to protect frontline services in education, and seek efficiencies in work and school practices, in line with the Croke Park Agreement.

Completed

3.17.1

A longer term aim of this Government will be to position Ireland in the top ten performing countries in the OECD Programme for International Student Assessment (PISA).

In Progress

3.17.2

We will review Junior and Leaving Certificate systems and implement reforms necessary to encourage greater innovation and independent learning, building on the National Council for Curriculum and Assessment’s work in this area.

In Progress

3.17.3

Maths and science teaching at second level will be reformed, including making science a compulsory Junior Cert subject by 2014. Professional development for maths and science teachers will be prioritised.

In Progress

3.17.4

The system for evaluating schools will be reformed so parents have access to more information when choosing a school for their family. A new system of self-evaluation will be introduced, requiring all schools to evaluate their own performance year on year and publish information across a wide range of criteria.

Completed

3.17.5

A bonus points system for maths, which is linked to specific maths or science courses, will be introduced to encourage greater participation in courses where skills shortages currently exist. 

Completed

3.18.1

Develop a national literacy strategy for children and young people with school-level targets that are related to national targets. Every school will be required to have a literacy action plan, with demonstrable outcomes. Responsibility for achieving these outcomes will be vested in the school principals, who will also receive continuous professional development to support the implementation of the strategy.

Completed

3.18.2

Pre-service and in-service training in teaching of literacy for all primary and secondary school teachers will be improved, with dedicated literacy mentors to work intensively with teachers in most disadvantaged primary schools. 

Completed

3.18.3

DEIS primary schools will be required to teach literacy for 120 minutes per day; non-DEIS schools to teach literacy for 90 minutes per day. This time includes incorporating structured literacy tuition into teaching of other subjects.

In Progress

3.19.1

Merge the National Centre for Technology in Education with the National Council for Curriculum and Assessment.

Completed

3.19.2

Develop a new plan to develop ICT in teaching, learning and assessment. This plan will incorporate the integration of ICT policy across other agencies, such as the Professional Development Services for Teachers, the State Examinations Commission, and Project Maths.

In Progress

3.19.3

The primary priority for investment in ICT in the immediate term will be the integration of ICT in teaching and learning across the curriculum and investing in broadband development to ensure schools have access to fibre-powered broadband. Investment in ICT will be maximised through pooling of ICT procurement.

In Progress

3.19.4

Greater use of online platforms will be made to offer a wide range of subjects and lessons online, and to enable schools to ‘share’ teachers via live web casts. These online lessons will be made available through a new Digital School Resource, bringing together existing resources from National Council for Curriculum Assessment, Department of Education and other sources as a cost effective means of sharing expertise between schools.

In Progress

3.19.5

Engage with the publishing industry to develop more online learning resources and new mediums for their learning materials.

In Progress

3.20.1

Prioritise school building projects in a revised national development plan.

Completed

3.20.2

Progressively phase out the inefficient renting of school prefabs. In the interim the negotiation of prefab rental contracts will be part of a reformed public procurement policy to encourage greater value for money, transparency and reduce dependency on temporary accommodation.

In Progress

3.20.3

The devolution of an annual capital budget to schools will be piloted to allow schools to plan for capital projects.

Will not be progressed

3.20.4

The Department of Education’s central database of school accommodation will be overhauled to ensure a complete inventory of school buildings and associated structures is maintained so deficiencies are easily identifiable.

In Progress

3.20.5

In areas of demographic growth, Shared Educational Campuses will be the preferred model for future development of educational infrastructure. New schools will be built to grow with their communities and to provide for more interactive, child-friendly model of education

In Progress

3.20.7

Negotiate the transfer of school infrastructure currently owned by 18 religious orders cited in Ryan Report, at no extra cost, to the State. In principle, school buildings and land will be zoned for educational use, so that they cannot easily be sold and lost to system.

In Progress

3.21.1

Consider the recommendations of the review of the DEIS programme and use it as platform for new initiatives to deliver better outcomes for students in disadvantaged areas.

In Progress

3.21.2

Examine how to make existing expenditure on educational disadvantage more effective, and innovative ways in which teenagers at risk of leaving school system can stay connected, for example through use of ICT-based distance learning and projects such as iScoil.

In Progress

3.21.3

Publish a plan for the implementation of the EPSEN Act 2004 to prioritise access for children with special needs to an individual education plan. The priority will be to move to a system where necessary supports follow a child from primary to second level and to achieve greater integration of special needs-related services.

In Progress

3.21.4

Support diversity in education of children with special needs, recognising that both intensive education and mainstreaming can be seen to work for individual children.

Completed

3.21.5

We recognise the critical importance of early diagnosis of autism and early intervention and address current deficits in this area. We will reverse the cut to the number of psychologists in National Educational Psychological Service (NEPS) in Budget 2011.

In Progress

3.21.6

Encourage schools to develop anti-bullying policies and in particular, strategies to combat homophobic bullying to support students

Completed

3.21.8

Examine supports in place for gifted students and create improved links with third level institutions on regional basis, to provide gifted students with access to new programmes or educational resources.

In Progress

3.22.1

Initiate a time-limited Forum on Patronage and Pluralism in the Primary Sector to allow all stakeholders including parents to engage in open debate on change of patronage in communities where it is appropriate and necessary. The Forum will have concise terms of reference and will sit for a maximum of 12 months.

Completed

3.22.2

The Forum’s recommendations will be drawn up into White Paper for consideration and implementation by Government to ensure that education system can provide sufficiently diverse number of schools, catering for all religions and none.

Completed

3.22.3

Give parents and local communities the opportunity to have a say in the patronage of existing and future schools, for example by direct ballot.

In Progress

3.22.4

Move towards a more pluralist system of patronage at second level, recognising a wider number of patrons.

Completed

3.22.5

People of non-faith or minority religious backgrounds and publicly identified LGBT people should not be deterred from training or taking up employment as teachers in the State.

In Progress

3.23.1

Review the recommendations of Hunt report on higher education. A reform of third level will be driven by the need to improve learning outcomes of undergraduate degree students, as well as providing high quality research.

In Progress

3.23.2

Initiate a time-limited audit of level 8 qualifications on offer and learning outcomes for graduates of these courses

In Progress

3.23.3

Introduce radical reform in third level institutions to maximise existing funding, in particular reform of academic contracts and will encourage greater specialisation by educational institutions.

In Progress

3.23.4

We support the relocation of DIT to Grangegorman as resources permit.

In Progress

3.23.5

We will explore the establishment of a multi campus Technical University in the South East.

In Progress

3.23.7

We will merge the existing accreditation authorities; National Qualifications Authority, FETAC and HETAC to increase transparency.

Completed

3.24.1

We will expand training options for jobseekers across the VEC, further and higher education sectors to facilitate upskilling of the labour force.

In Progress

3.24.2

We will address the widespread and persistent problem of adult literacy through the integration of literacy in vocational training and through community education.

In Progress

3.34.11

Update the out-dated drugs awareness programmes in schools to reflect current attitudes and reality of recreational drug use amongst teens.

Completed

3.41.3

Encourage schools to develop anti-bullying policies and in particular, strategies to combat homophobic bullying.

Completed

3.42.2

Facilitate people with disabilities in achieving a greater level of participation in employment, training and education.

In Progress

4.6.2

We will undertake a thorough reform of the Irish curriculum and the way in which Irish is taught at primary and second levels of education. We will reform the curriculum so more emphasis is put on oral and aural skills. We will allocate 50% of marks to the oral Irish exam at Leaving Certificate level.

In Progress

4.6.3

We will aim to double the proportion of Irish students sitting the Higher Level Leaving Certificate exam by 2018.

In Progress

4.6.7

We will take steps to improve the quality and effectiveness of the teaching of Irish at second level. When these steps have been implemented, we will consider the question of whether Irish should be optional at Leaving Certificate.

In Progress

Barr
Roinn