Introduction
Good morning.
Unfortunately it is not possible for the Minister for Education and Skills, Ruairí Quinn, T.D., to attend today as he has a personal commitment elsewhere. However, he did meet with your President, Mr. Malachy Molloy, your General Secretary Mr. Ciarán Flynn and your Assistant General Secretary Ms. Eileen Salmon recently to discuss relevant developments, and is keen to continue to engage with the ACCS over the coming months. He has asked me to pass on his apologies and to speak on his behalf this afternoon.
In my speech today, I would like to refer to the agenda for reform in Irish second-level education and to update you on developments.
I would also like to allow an opportunity for dialogue with you this afternoon. For the discussion, I will be joined by my colleagues from the Department - Martin Hanevy and Alan Wall as well as Neil Ward the Minister’s advisor.
An agenda for improving education in Ireland
In Eanáir, sheol an tAire ag an An Roinn Caiteachas Phoiblí agus Athchóirithe, Brendan Howlin T.D., plean nua i leith Athchóiriú na Seirbhíse Poiblí thar na trí bliana romhainn.
Tá an plean seo ag díriú ar thorthaí níos fearr do shaoránaigh na tíre, agus ar fhéinchumas a thabhairt do sheirbhísigh phoiblí dul i ngleic leis na dúshláin agus na deiseanna a thapú sa todhchaí. Tá dlúthbhaint ag an gclár um fheabhsú oideachais sa Roinn Oideachais agus Scileanna leis an gcur chuige náisiúnta seo.
Táimid i mbun athraithe mhóra ag gach leibhéal den gcóras oideachais in Éirinn- leasaithe atá roinnte fé théamaí leathan.
[In January, the Minister for Public Expenditure and Reform, Brendan Howlin, T.D., launched a new Public Service Reform Plan for next three years.
That plan is focused on delivering better outcomes for citizens, and on empowering public servants to meet the challenges and opportunities of the future. The agenda for improving education in the Department of Education and Skills is deeply linked to that overall national approach.
We are implementing a programme of profound change to all levels of the education system in Ireland –reforms which can be categorised in a number of broad themes.]
Three of these themes are particularly relevant to post-primary education:
First, improving quality and accountability in our schools.
Second, supporting inclusion and diversity, which incorporates areas such as greater diversity of patronage in our schools, and
Third, putting the right infrastructure in place
Quality and Accountability
Our agenda to improve quality and accountability in our schools covers a number of areas. Today I will limit my comments to some of our curricular reforms, transition into higher education, schools digital strategy and school self-evaluation.
Junior Cycle Reform
As you know, the new Junior Cycle will start to be rolled out to schools this September. It is being rolled out on a phased basis, starting with English. Your schools will have recently received a circular setting out the first steps in implementation for the 2014/15 school year.
I would like to commend the ACCS for your pro-active and positive approach to Junior Cycle reform. You played a constructive role during the consideration of issues by the NCCA. In the Department’s extensive engagement with the education partners around Junior Cycle since the launch of the Framework in October 2012, you have reflected a consistent voice supporting the need for reform for students while, rightly, acknowledging the challenges faced by school leaders and managers to implementation and the need for resources.
In response to concerns voiced by education partners about the pace of change, fewer subjects will initially be introduced each year, with the final suite of subjects being introduced in 2019/20. This will allow schools more time to adjust so as to ensure that the pace of change does not outstrip the system's capacity to absorb it. I welcome the fact that you are active participants in the development of all the new specifications for the Junior Cycle subjects.
All parties recognise that change is necessary. The working group on the JCSA, set up in January and made up of all the education partners, continues to meet regularly and is the appropriate forum to address any concerns and discuss proposals relating to the reformed Junior Cycle. We recognise that the position of the Teacher Unions will create difficulties and pressures for your schools and their students. I want to assure you that the Minister and the Department are conscious of this and that we are working to resolve issues and move forward positively.
The transition to a new programme for Junior Cycle is challenging at all levels for school leaders, for teachers, for students and their parents and for the system. It is a change that I believe is worth making in the interests of our students.
We are committed to putting in place the resources to make this happen. CPD is currently being rolled out to English teachers and school leaders. €4.8 m was provided for the reform of Junior Cycle in Budget 2014.
Transition into second-level education
Work is well advanced on the transition from primary to post-primary. Primary schools are now passing on 6th class reports to post-primary schools in line with the provisions of circular 56/2011. The NCCA is currently working on a new template for transferring this information to better reflect the needs of both primary and post-primary schools. We aim that this will be available to schools this summer.
Project Maths – or Development in mathematics for post primary
In mathematics, roll out of Project Maths is complete with all 5 strands of the programme now fully rolled out to all mainstream schools. This June, for the first time, all Leaving Certificate students will sit a full “Project Maths” paper. While it will be 2017 before the first student who has experienced all 5 strands of Project Maths from first year, sits the Leaving Certificate, this is nonetheless a very significant point in implementation.
The evidence from this research is encouraging, teachers acknowledge the need to change how they engage their students with mathematics and accept that the deeper understanding of mathematics acquired as a result will yield longer term benefits for students.
This curriculum change was underpinned by a massive investment in continuing professional development including a post-graduate diploma for out-of-field teachers.
One of the stated aims of Project Maths was to increase the uptake of mathematics at Higher Level. While bonus points had an undoubted influence in raising take-up Higher Level Leaving Certificate mathematics to 25.6% last summer from below 16 % just a few years ago, the new syllabus also has a role to play.
The OECD PISA 2012 results show that while the school population has become more diverse, there has not been any substantive improvement in the performance of Irish students in mathematics since 2003, including among the highest and lowest achieving students. This is a concern and we cannot be complacent.
Senior Cycle
There are also important curricular developments at senior cycle. The Minister has announced that he intends to prioritise the implementation of the senior cycle Politics and Society specification.
The NCCA is also finalising revised specifications for the senior cycle sciences which will be submitted to the Minister later this year. These new specifications will provide for a strong focus on practical investigative approaches and practical assessment. Similar work is currently ongoing in relation to Physical Education – with specifications being developed for certification purposes and for non-certification purposes.
Transition to Higher Education
The step from school into higher education is one made by ever-increasing numbers of our young people.
A key part of the reforms underway is to support a Better Transition from second-level to higher education.
Agreement has been reached on three key points:
1. A commitment to address any problematic predictability identified in the Leaving Certificate examination:
2. A commitment to reduce the number of grading bands used in the Leaving Certificate examination;
3. A commitment to significantly reduce the very high number of level 8 programmes in the third-level sector, particularly the universities.
There will be an update on the Transition reform in the coming weeks.
I am confident that, working together, we will achieve our ultimate objective of a much smoother transition for our young people out of school and into higher education.
Digital Strategy for Schools
The joint initiative between the Department of Education & Skills and the Department of Communications, Energy, & Natural Resources means all post primary schools will have high speed broadband by September 2014. This high speed broadband opens up a number of learning opportunities such as sharing and collaboration online within
schools and with other schools. It will enable and encourage the use of online learning and teaching spaces such as Virtual Learning Environments and Blogs. It will allow access to a wealth of curriculum relevant digital content.
We are at a turning point in the use of ICT in teaching and learning. The technological landscape is constantly changing and our education system must adapt to this new environment.
ICT permeates the curriculum and the school environment. Therefore in developing a strategy for ICT in schools for the next five years we need input from across the education sector and beyond and that is why the Department is consulting widely. Already, a comprehensive online survey of principals and teachers has taken place and we are grateful to the principals and teachers who took the time to complete the survey. Over 130 submissions have been received in response to the public consultation process and planning is underway for focus groups where we will hear the views of the students and we will explore further with teachers the themes which emerged from the online survey and public consultation process.
In addition to these processes it is intend also to seek input from the ICT in Schools Steering Group. This group is made up of the main education stakeholders including the ACCS.
We all recognise the difficult financial constraints we work under, but there is much that can be achieved to advance the use of ICT in schools by ensuring our existing valuable resources like the Professional Development Service for Teachers, Scoilnet - our national portal are providing focussed and essential services.
I would like to thank the ACCS for their support of the ICT in Schools Programme and encourage you to continue to support the Department to meet the needs of an ever changing educational landscape.
School Self Evaluation
I am happy to state that School Self-Evaluation has been widely embraced by our post-primary schools as a tool for school improvement since its launch in 2012. We deliberately placed the focus of self-evaluation for the first four years on improvements in teaching and learning, with a particular emphasis on improvements in literacy and numeracy. I have been informed that, in the first two years of its implementation, many schools have made very good strides in terms of identifying targets and implementing strategies for improvement.
As you know a range of supports have been offered to schools since the launch of SSE, including advisory visits by inspectors and seminars for principals provided by the PDST. The Inspectorate has also published examples of SSE reports and School Improvement plans on its website as a further aid for schools. I am pleased to tell you that inspectors will conduct further advisory visits to schools in the 2014/15 school year to provide extra support and assistance in terms of SSE. I look forward to hearing about your progress on the SSE journey and how SSE is helping to improve the learning of the students in your schools. It is my hope and the hope of the Inspectorate that over time SSE will also support and develop school leadership.
Supporting Inclusion and Diversity
Our agenda to support inclusion and diversity in our schools covers a number of areas.
Today I will focus on patronage and school admissions.
School Admissions
Last year, Minister Quinn published a draft General Scheme for an Education (Admission to Schools) Bill, as well as draft regulations for discussion ahead of enacting legislation. The aim in bringing forward these legislative proposals is to improve the admissions process and to ensure that the way schools decide on applications is structured, fair and transparent and that every child is treated fairly.
The draft General Scheme and draft regulations were referred to the Oireachtas Joint Committee on Education and Social Protection, to allow a full public discussion, including inputs from parents, education partners and other stakeholders. The Oireachtas Joint Committee has recently published its report. The Government gave approval this week for drafting the Education (Admissions to Schools) Bill 2014. The recommendations from the Oireachtas Committee will be considered further in the context of the drafting of the Bill.
Patronage
We have all seen the profile of our population change dramatically during the boom years. This has made itself felt over time in parental demands for various different types of schools at primary level under alternative patronage models that were not necessarily widespread in this country. It is no surprise to see this parental demand also now manifesting in the post-primary sector.
As a result of this, plurality and diversity at post-primary level became more sought after by parents and there was an imperative to find a mechanism to deliver this and to do it in an open and transparent manner. You will all probably be aware that to address this issue, new arrangements for determining the patronage of all new schools - primary and post-primary - came into being in 2011. These arrangements place a heavy focus on parental choice and allow for the introduction or widening of diversity of school provision where parents want this.
A notable outcome of the patronage determination process at post-primary level has been the new partnership arrangements proposed to run some of the schools.
Of direct interest to you here of course, will be how this affects the Community School sector. This is an area where we have been very engaged with the ACCS in recent years.
Educate Together has now been awarded joint patronage of 2 new post-primary schools in partnership with local Education and Training Boards and the community school model agreement needs to be revised to reflect these changed circumstances and reality. It is worth pointing out as well that the existing model agreement is also a property based instrument which would not be applicable in the case of such new schools. This whole area is not without complexities but work is proceeding between the Department and the relevant stakeholders, including the ACCS, to advance and finalise arrangements in relation to each aspect. I wish to acknowledge the work of the ACCS on this front and to thank them for their engagement in this process. I look forward to a positive outcome for all concerned.
Putting the right infrastructure in place
Improving quality and accountability in our schools, and supporting inclusion and diversity - these are two key areas for policy development over the coming months.
Today, I also want to take a moment to mention some of the ongoing developments in relation to anti-bullying procedures, school Pastoral Care/Mental Health child protection, Garda vetting, summer works and School leadership & middle management - key developments to make sure the right infrastructure is in place to support our schools.
Anti-bullying procedures
New Anti-Bullying Procedures for Primary and Post-Primary Schools were published in September 2013. These procedures were developed following consultation with the relevant education partners. These procedures have resulted from the implementation of the Action Plan on Bullying that was published in January 2013.
The new procedures provide a bullying policy template and practical guidance and tips so that schools are clear on what they have to do to prevent and tackle school-based bullying behaviour amongst its pupils and in dealing with any negative impact within school of bullying behaviour that occurs elsewhere.
Schools are required to develop and adopt an anti-bullying policy which complies with the requirements of these procedures no later than the end of the current school term.
The Board of Management of each school in developing its anti-bullying policy must formulate the policy in consultation with parents, students, and all school staff, and aim to create a positive school culture and climate that is inclusive and welcoming of difference.
Arising from the commitments in the Action Plan on Bullying, the Department’s Inspectorate will be placing a stronger focus on the actions schools take to create a positive school culture and to prevent and tackle bullying.
School Pastoral Care/Mental Health
Linked to this, we continue to place a significant emphases on schools’ role in promoting student well-being. A strong support system in a school is a vital mechanism in providing for in-school interventions or through involving specialist services when students have difficulties.
The key to successful implementation of a system for promoting student well-being lies in taking a coordinated school-wide integrated approach with commitment and involvement of staff, students and parents. It also involves building effective inter-agency relationships.
In February we published Student Support Teams in Post-Primary Schools (DES 2014). It is a guide to developing student support teams and describes a way in which the resources of the school can be organised to benefit all students and in particular those presenting with additional support needs. This booklet is an important resource for
schools in promoting and protecting students’ well-being and an aid to establishing a team or reviewing an existing team.
Well developed and managed student support teams are central to the successful implementation of two previously published documents - Well-Being in Post-Primary Schools Guidelines for Mental Health Promotion and Suicide Prevention (DES/DOH/HSE 2013) and A Continuum of Support for Post-Primary Schools (DES 2010). These documents provide a comprehensive framework for schools to support students with social, emotional or academic needs. Implementation of these documents in schools will make a significant contribution to the general well-being of young people and provide a stable and supportive learning environment for all students.
NEPS psychologists are available to offer their advice and support to schools in establishing and developing School Support Teams. The extension of the NEPS service to all mainstream schools since September 2013 also puts it in a good position to provide for interventions with students or liaise with other community based services that also have a role in providing service to schools.
Child Protection
Turning to the issue of child protection - in September 2011 the Department updated the child protection procedures for schools to take account of the revisions that were made in July 2011 in the National Children First guidelines.
The new procedures incorporate significant improvements to the previous school guidelines and are intended to better ensure consistent and uniform implementation of Children First across all schools. The improvements include a new template child protection policy and also put in place improved oversight arrangements at Board of Management level.
It is important that these child protection procedures are fully implemented in all schools and Boards of Management have a key responsibility to ensure that this is achieved. Each Board of Management should have child protection as a standing item on its agenda. The child protection procedures require all schools to undertake an annual review of its compliance with the child protection procedures and to confirm to its parent association that this is done. We must never become complacent about child protection.
Child protection arrangements will be underpinned in legislation with the forthcoming Children First Bill. The detail on this will become clearer when this legislation is published. The Department will be engaging with the education partners on any revisions that are necessary to the child protection procedures, in order to ensure compliance with this legislation.
Garda Vetting
The current arrangements for vetting teachers and non-teaching staff have been in place since 2006 and operate on a non-statutory basis.
Vetting arrangements will move on to a statutory basis when the National Vetting Bureau Act is commenced by the Minister for Justice & Equality.
The Department is involved in ongoing engagement with the Department of Justice and Equality to ensure that any implementation issues for the education sector can be taken fully into account in the context of the commencement of the National Vetting Bureau Act. We are particularly conscious of the need to ensure that the vetting arrangements are workable - in a manner that achieves the twin objectives of child protection and keeping schools operational.
The Department is also liaising with the Office of the Attorney General in relation to proposals for draft legislation to underpin the central role of the Teaching Council in the operation of the vetting arrangements for teachers.
When there is more detail available, the Department will be engaging with the education partners, including the ACCS, so as to ensure that the school system is fully aware of the new vetting requirements.
Summer Works
Last week the Minister announced that 386 schools will be able to undertake school improvements this summer. This includes 16 community & comprehensive schools.
Almost €36 million is being provided by the Department of Education and Skills under the first round of funding for the Summer Works Scheme 2014.
The successful schools will receive money to improve and upgrade existing school buildings. This first round of funding will allow schools to carry out small and medium scale building works across three categories of projects - Gas, Electrical & Mechanical.
A second round of the scheme is expected to be announced in coming weeks. This round will cover other types of improvement works, with applications still being assessed.
School leadership & middle management
When the Minister met with your representatives in recent weeks, they stressed very much the need to support school leadership. Since then, jointly with the JMB you have made a submission to the Minister making proposals to update middle management arrangements in schools.
These are issues that we are giving much consideration to. The adoption of the Haddington Road agreement has now led to the restoration of the limited alleviation for assistant principal posts in second-level schools. While this is a limited step we know that this will be of some assistance to some of your schools.
We are looking at ways to support teachers in developing careers towards being principals in schools and at the supports that new and indeed existing principals need to have in place. We hope to be in a position to explore options for these with you and other partners in the coming months.
Conclusion
I cannot finish without thanking Mr. Ciarán Flynn for his work as General Secretary for the past eight years – it has been a real pleasure to work with you and to get to know you in that time.
I would also like to wish Ms. Eileen Salmon well in her new role. We look forward to working with you Eileen, and to continuing the co-operation between the ACCS and the Department.
Mar fhocail scoir, ba mahith liom mo bhuíochas a ghabháil as ucht an deis a thabhairt dom labhairt libh ag bhur gcomhdháil. Táim ag tnúth le breischainte libh anois.
[In conclusion, thank you again for the opportunity to speak at your conference.
I look forward to the opportunity for further dialogue now.]