Junior Certificate School Programme _JCSP_ by wuyunyi

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									CURRICULUM DEVELOPMENT UNIT

   ANNUAL REPORT 2005 - 2006
The CDVEC Curriculum Development Unit is managed by the City of Dublin Vocational
Educational Committee, Trinity College, Dublin, and the Department of Education and
Science


                 CDVEC CURRICULUM DEVELOPMENT UNIT
                   MANAGEMENT COMMITTEE 2005/2006


The Curriculum Development Unit’s Management Committee comprised the following
people:

Cllr Paddy Bourke, Chairperson of the CDVEC Committee            )  Joint
Professor Patrick Paul Walsh, Dean of Social & Human Studies, TCD) Chairpersons

Ms Jacinta Stewart, CEO, CDVEC

Professor Mona O’Moore, Head of Education, TCD

Cllr Vincent Jackson, Member of CDVEC committee

Cllr Robert Sargent, Member of CDVEC committee

TBA Inspector, Department of Education and Science

Aidan Clifford, Director, Curriculum Development Unit

In attendance

Mr Stephen McCarthy, Education Officer, CDVEC

Ms Miriam O’Donoghue, Deputy Director, CDU




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                              CDVEC Curriculum Development Unit Annual Report 2005/2006




Introduction
The Curriculum Development Unit (CDU) was established in 1972 by the City of Dublin
Vocational Education Committee (CDVEC), Trinity College Dublin, and the Department
of Education and Science.


The CDU is a curriculum research and development institute which, over the years, has
initiated a variety of projects and courses at primary and post-primary (junior and senior
cycle), further and adult education and in youth and community provision. At all times
there have been three concerns at the heart of the work of the CDU: the professional
development of the teacher; the development of the curriculum in partnership with other
stakeholders in education; and the promotion of the concept of the teacher as researcher.


The CDU, in responding to the needs within the CDVEC and the broader national and
international educational community, initiates and supports or manages a significant
number of projects involving social justice issues as well as programmes involving
inclusion, access and participation that address the causes and effects of educational
disadvantage.


This publication highlights the work of the different projects and programmes within the
CDU over the last year. The Management Committee would like to thank all the staff for
their enthusiasm and dedication in enhancing curriculum development locally,
nationally and internationally.




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                           TABLE OF CONTENTS


Introduction                                              2

National Programmes                                       3
Junior Certificate School Programme                       4
Junior Certificate School Programme Literacy and
Numeracy Strategy                                          7
Junior Certificate Demonstration Library Project          12
Youthreach                                                16
Vocational Training Opportunities Scheme                  18
Civic Social and Political Education                      22
NCVA/FETAC Support Service                                27
School Completion Programme                               31
Home School Community Liaison Scheme                      34

City of Dublin Vocational Educational
Committee Programmes (CDVEC)                              37
Outdoor Education                                         38
Post-Leaving Certificate/Further Education                39
CDVEC Youthreach                                          40

City of Dublin Vocational Educational
Committee Projects (CDVEC)                                42
Belfast Dublin Education Exchange Project                 43

City of Dublin Vocational Education
Committee Support (CDVEC)                                 46
Special Educational Needs                                 47
Induction of New CDVEC Teachers                           51

Projects                                                  53
Gaeilge don Bhonnleibheal                                 54
Education for Reconciliation                              55
Interculturalism and Equality – A Whole School Approach   57
Poverty, the Curriculum and the Classroom                 60
Environmental and Social Studies                          61
Equality and Education                                    63
Arts in Education                                         64
Council of Europe-Education for Democratic Citizenship    65
Citizenship in Albania                                    65
Citizenship Studies Working Group                         65
2005 European Year of Education through Citizenship       66
Giving Young People a Voice                               69
Citizenship Studies Project                               71
Citizenship Education Network (CEN)                       74
Equal Project                                             76
Consumer Education                                    80
Research Study for Home Economics: The Continuing
Professional Development of Home Economics Teachers   82

Services                                              83
Library Resource Centre                               84
CDU Staff and Associate Staff                         86




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        NATIONAL PROGRAMMES




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                       JUNIOR CERTIFICATE SCHOOL

                                PROGRAMME (JCSP)

Background

The Programme is an intervention within the Junior Certificate aimed at students who may
leave school early. The JCSP originated from pilot projects which took place between 1979
and 1996 when in August of that year it became a National Programme.

It provides a curricular framework that assists schools and individual teachers in making
the Junior Certificate more accessible to those young people who are under-achieving and
who are potential early school leavers. The Programme emphasizes a whole-school
approach to teaching such students. The focus is on a team approach, consistent
methodology and approaches across subjects, and short-term achievable targets. The goal
of the Programme is to ensure that students continue in full-time education having achieved
success in the Junior Certificate examination, and develop a positive self-image in the
process.

The Support Team consists of two co-ordinators and five regional development.
The JCSP is implemented in 171schools nationwide.
5466 students are currently participating in the Programme. Over 50% of the schools and
centres are in the Dublin Area with the rest being distributed mainly along the eastern and
southern seaboard. Currently only those schools which are part of the School Completion
Programme are invited to participate and therefore have an identifiable early leaver
problem and are eligible to join the JCSP.

Role of the Curriculum Development Unit

The CDU is represented on the steering committee at the request of DES/SLSS. The CDU
also provides administrative support to the programme.


Activities

In-Career Development

The Support Team provided training, through national and regional in-service, for 4977
teachers throughout the country. A wide range of topics was explored, including Literacy
and Numeracy across the Curriculum, Home Economics, Environmental and Social
Studies, Ag Múineadh Gaeilge, English, Drama, French, CSPE, Information Technology as
well as Guidance and the JCSP. School-based in-service was provide in 29 schools and was
found to be particularly beneficial and was provided to whole- school staffs and teams of
teachers. A meeting for JCSP co-ordinators was held each term.

A full day in-service for teachers from CDVEC schools and centres took place in CDU.
This addressed aspects of literacy at Junior Cycle for mainstream and non-mainstream
students.




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Home School Community Liaison Scheme

Presentations on the JCSP Literacy strategy and parental involvement was presented to the
13 Home School Community Liaison Scheme national clusters. The focus has been
particularly on parental involvement with JCSP students.

Profiling

1934 students from 137 schools were profiled in 2005 averaging at approximately 14
students per school. They were awarded a total of 58961 statements averaging
approximately 30 statements per student.

111 of the schools held their Profile presentations before the Junior Certificate and the
remaining (26) will be presenting the profiles with the results or soon after. These
presentation evenings were prepared by students and attended by teachers, parents and,
sometimes, local dignitaries. These presentations often provide the final motivation for
students to sit a successful Junior Certificate examination.

Initiatives

87 schools participated in the Christmas celebration initiative where they embarked on a
cross curricular project for on average 4 weeks before Christmas.

The work culminated in a display of student work and a celebration hosted by the JCSP
students to which parents and teachers were invited. 72 schools participated in the summer
celebration.

Publications

•   Who wants to be a Word Millionaire Bookmarks and Certificates
•   Maths Posters – Computational Clocks and General numeracy
•   Science statements in review and development
•   About JCSP Magazine Outlining the framework of the JCSP
•   Programme Newsletter Keeping up with the JCSP Issue 3adn
    Folder / Home Keyword Charts
    Reading Posters
    Teacher Guidelines for running a Literacy Project with a student workbook

40 schools participated in the competition with more than 300 entries where JCSP students
designed posters as part of the JCSP Poster competitions. 8 were selected to be developed
into wall charts encouraging reading as an activity. Some will also be developed into book
review sheets for student folders.

Events

Make A Book Exhibition

The Make a Book project continues to go from strength to strength. The project brings
together several strands of the JCSP: cross curricular work to consolidate the learning of

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key skills, the development of a team approach on behalf of the teachers and a focus for
students to utilise their literacy– in particular their writing and editing skills for a real
audience. Many teachers report that the Make a Book project has become firmly embedded
in their school calendar generating excitement each spring around writing.

The Make a Book Exhibition was held in the Atrium of The Civic Offices, headquarters of
Dublin City Council, on Wood Quay in Dublin’s city centre with the Lord Mayor of Dublin
officiating at the launch of the exhibition on Wednesday 13th May. We saw hundreds of
delighted JCSP students enjoying the exhibition, many absorbed in each other’s writings
and enthralled by the magnificent books on display.

This year the Exhibition had an extra dimension: in honour of the Cork City of Culture
celebrations Make a Book went to Cork. It was organised in conjunction with the Bridging
the Gap Project in University College Cork.




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         JUNIOR CERTIFICATE SCHOOL PROGRAMME
           LITERACY AND NUMERACY STRATEGY
An element of the JCSP framework is the development of a whole school approach to
literacy and numeracy. Research undertaken indicates that JCSP students are on average 4
years behind in their reading. The JCSP Literacy and Numeracy Strategy aims to support
these schools with a considerable number of underachieving readers in implementing this
approach as part of their school development plan.

The approach has 3 main layers:
• Classroom Strategies
• Short Term Interventions
• Whole School Approach


Classroom Strategies

Strategies are outlined to subject teachers during in-service developing the notion that
every teacher has a role in literacy development within the parameters of their subject
specialism.
These strategies include:
• Keyword approach
• Pairwork
• Directed Activities towards text: Deconstruction and analysis of text by students
• Writing frames
• Spelling strategy
• Marking Policy etc

These strategies are supported by guidelines for implementation and materials to be used in
the classroom.


Short Term Interventions

Along side these classroom activities students need to be provided with lots of
opportunities to improve their literacy. Students at second level have had many negative
experiences of such work and the JCSP support service endeavours to provide schools with
lots of ideas and activities that will once again motivate their students to read. These short
term interventions are based on international research but adapted to the Irish context.
Many have been developed by the teachers themselves, piloted to research the impact on
literacy acceleration and produced in such a way by the support service to allow for
implementation across many schools.

The interventions include:

1.   Who Wants to be a Word Millionaire
2.   Reading Challenge
3.   Cross Age Paired Reading 2nd years with 2nd class
4.   Paired Reading with parents

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5. Paired Reading with senior students
6. Peer Tutoring Paired Reading
7. Paired Maths
8. Curiosity Packs
9. Readalong
10. Readalong using laptops and books on CD Roms
11. Readalong Top-up
12. Keyword Literacy Notebooks
13. Keyword Numeracy Notebooks

JCSP Make a Book provides an audience for the students’ writing in a cross curricular
project. Here the students engage with a topic over a range of subjects and produce a book
to be put on national exhibition.


Whole School Approach

Here we are asking schools to develop a Literacy and Numeracy Policy setting targets for
literacy and numeracy improvement. The approach would include the most appropriate
elements of the JCSP strategy based on a needs analysis of their students and supported by
whole staff in-service and materials.

The Impact

The impact of these interventions have been researched by the support service

•   Improved reading ages- on average, 60 % of the participating students improve between
    one month and three years over the period of an intervention which is usually 6 weeks
    in duration.
•   Improved attitudes to reading
•   Increased willingness to read in class
•   Increased enjoyment of reading
•   Classroom literacy impacted upon positively
•   Confidence in teachers to positively tackle very serious and widespread literacy
    problems in schools.


In-Career Development

A three day modular course was held in Numeracy Development.

The challenges encountered by the reluctant learner in tackling the Junior Certificate were
examined and strategies for addressing these challenges were presented and tried out.
Teachers shared examples of what is already working well for them and heard insights
from the JCSP Numeracy Initiatives. Practical sessions followed which looked at
successful strategies for developing mental computation and opportunities for making
connections between other areas of school work and maths including opportunities for data
gathering. The in-service included sessions on the Learning FC, working with flow charts
and introduced the “LUVE 2C You” Problem solving Frame. A workshop examined how
an analysis of students work can indicate their particular areas of difficulty.




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A 3 day modular course was also held on A School Wide Approach to Literacy
Development.

The JCSP Literacy strategy was outlined and the research background given. Readability,
Keywords and Pair work was considered with the aid of the ‘Between the Lines’ video.
The value of Short term interventions was discussed and participants heard presentations
on the ‘Word Millionaire’ intervention and a Keywords Literacy Project.

Teachers from Local JCSP schools presented on Learning FC, The SQ3R strategy and
Literacy Development and ICT. Writing and Paired Reading were also dealt with, the
paired reading video was particularly well received.

The focus then moved to ways to support written work across the subjects. Reading
strategies such as SQ3R were practised and other strategies for making textbooks
accessible were outlined. Participants then had a chance to consider a variety of software
that can support literacy.


Literacy and Numeracy Interventions

Current Projects
The following projects are currently underway:

Literacy and Numeracy

1.        Who Wants to be a Word Millionaire               30 Schools
2.        Reading Challenge                                27 Schools
3.        Readalong                                        10 Schools
4.        Readalong Top Up                                 11 Schools
5.        Paired Reading                                   16 Schools
6.        Reading Programme in English                     15 Schools
7.        Author in Residence                              10 Schools
8.        Spelling Challenge                               15 Schools
9.        Curiosity Packs                                  11 Schools
10.       General Literacy                                  1 School
11.       Paired Maths                                     12 Schools
12.       Numeracy                                         11 Schools
13.       Book Box                                          2 Schools

Also:

"Who Wants to Be a Word Millionaire?" Initiative
"Who Wants to be a Word Millionaire?" is a short-term home reading intervention which
challenges a class group of students to engage in recreational reading and to collectively
read over one million words during a set period of weeks. Students read individually at
home, in the presence of their parents, and the parents monitor and record the student’s
progress at reading by maintaining a running total of "words read". Parents support and
encourage the students’ reading through the use of the "pause, prompt, praise" strategy. In
school, the collective achievement of the class is tracked, recorded and charted. Once the
word total threshold of one million words is reached, the class group is rewarded and their
achievements celebrated.


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Northside Reading Challenge

                                The challenge is to read a certain amount of reading material
                                over a six week period. Parental involvement is encouraged
                                and prizes are in place to encourage and motivate the
                                 students to get involved and to get reading. Teacher
                                 guidelines, student booklets, reading challenge bookmarks
                                  and certificates are in place.

                                    The project runs for a 6 week period and is focused on
                                    junior cycle, particularly first year students. The aim of the
                                    intervention is to accelerate improvement in reading levels
                                     but with lots of fun and enjoyment. The Northside
                                     Challenge was launched in Drumcondra Education Centre
                                     where the students from Ballymun Comprehensive came
                                      along to launch the challenge. They, along with 11
                                      Northside schools have taken up the challenge. The
                                      Reading Challenge culminated with a celebration of the
                                       student’s success in May.



Paired Maths Initiative

The JCSP Paired Maths Initiative sought to investigate the effectiveness of using paired-
work and peer-tutoring to support Numeracy Development among JCSP students. A
research dimension was included in this initiative, requiring pre- and post-initiative testing
and the systematic tracking and monitoring of anecdotal evidence which would suggest the
emergence of positive attitudinal change towards numeracy and mathematics among
participating students.

Each participating school was provided with a subvention to fund their numeracy
development programme.


Literacy and Numeracy Strategy Survey

Total number of returned surveys                   88 Schools


Initiatives:

                          2005 -2006
Initiative                Schools            Students
Readalong                 48                 1079
Word Millionaire          9                  184
Reading Challenge         39                 676
Paired Reading            38                 573
Readalong using Laptops   12                 204
Make a Book               44                 738
Numeracy                  11                 177


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No of Schools Implementing Literacy and Numeracy Strategies:

                                          No. Of Schools Implementing

Keywords                                  69 Schools
Keyword Charts                            64 Schools
Keyword Bookmarks                         62 Schools
Keyword Spelling Bookmarks                42 Schools
Keyword Notebooks                         24 Schools
Writing Frames                            32 Schools
Book boxes                                19 Schools
Drop Everything and Read                  5 Schools
Consistent Spelling Strategy              22 Schools
Other                                     4 Schools

Reading Partnership

The team completed the training programme in the Reading Partners Programme, an
adaptation of the reading recovery programme for use at second level, in October with a
two day programme run by the Belfast Education and Library Board.




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        JUNIOR CERTIFICATE SCHOOL PROGRAMME
           DEMONSTRATION LIBRARY PROJECT

Report on JCSP Demonstration Library Project.

Introduction

This is the fourth year of the JCSP Demonstration Library Project. In November 2005 the
research report, Room to Read, was published. The findings, detailed elsewhere in this
report, were hugely supportive of the libraries influence on literacy levels and attitudes to
reading among JCSP students. The librarians and JCSP teachers have, during the last year,
built on this success and the libraries have further developed areas of the resource and
service. Such areas include a focus on spelling and writing, on numeracy - in line with the
general JCSP numeracy drive, the development of teacher’s resource areas and a really
broad range of general cultural activities with a special focus on intercultural ones.
Working partnerships continue with such groups as The School Completion Programme,
Home School Liaison Scheme and many others outlined below. The project is at an
important point in its development as the coming academic year sees ten new schools join.

Range of Activities
The following are among the ongoing activities in the libraries:

   •   Quiet reading time
   •   Student research and project work
   •   Lunch time and after-school activities
   •   Study skills courses
   •   Student and staff book clubs
   •   JCSP literacy initiatives such as Reading Challenge, Readalong and Paired Reading
   •   Numeracy projects and classes, in line with general JCSP push on numeracy.


These broadly cultural activities show the scope of the libraries work:

   •   Guitar clubs
   •   Intercultural projects and festivals
   •   Cinema Afternoons
   •   Murder Mystery Week with clues in library
   •   Cork Year of Culture – Unfinished Book a creative writing project, Terence
       McSwiney were involved in
   •   Sponsored overnight “Stayawake” in a library to raise money to help the school's
       Gospel Choir go to Prague

Specifically literacy focused activities include:

   •   Quiet reading time
   •   Spelling and writing workshops
   •   Visits by authors and storytellers, writers in residence
   •   Students recorded reading on audio tape to assess their own improvement
   •   Reading Challenge, Word Millionaire

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     Through working partnerships JCSP students have benefited from the expertise
     of many organisations including:

     •   The Ark Children’s Cultural Centre – exhibitions have been lent from The Ark to
         JCSP libraries
     •   ENFO – Ireland’s public information service on the environment have also lent
         exhibitions and aided project work
     •   SCP – the School Completion Programme have in many schools linked with the
         librarians in providing after school clubs, producing student newsletters and running
         self esteem raising programmes such as circle time
     •   HSCLC – the Home School Liaison Coordinators have in many schools been
         instrumental in enabling the JCSP libraries have an influence on family literacy.
         Parents have become involved in the children’s literacy. Many librarians are
         regularly attend local HSCLC’s cluster meetings
     •   CBI - Children’s Books Ireland have facilitated JCSP students in shadowing the
         Bisto Book of the Year Awards, CBI also arranges resource material and events for
         the annual Children’s Book Week
     •   Public Library Service – JCSP students are visiting their local public libraries to
         borrow books, learn about the public library service and attend library events
     •   Poetry Ireland – the Author in the Classroom and Writer in Residence Scheme are
         active in all JCSP libraries


Collection Development in JCSP Libraries

     •   During the last year the libraries have developed their collections of multicultural
         books.
     •   A couple of libraries have built special collections on driving and cars that are
         proving very popular with students.
     •   Teacher’s professional development resource areas and collections have been built
         and expanded.
     •   The reading programme Rainbow Reading has been purchased by some libraries as
         it has proved very effective.

Librarian’s Professional Development

     •   School Librarian Association ran a training day called “Weaving the Web” by Dr
         Richard Murphy on embedding ICT in the curriculum, Dublin April 2006.

     •   NALA ESOL training day, Dublin 2006.

     •   Children’s Books Ireland Summer School, Dublin, May 2006.

     •   Prof David Wray’s seminar, Raising Achievement, Writing Across the Curriculum,
         Dublin April 2006.

     •   Librarians continue to meet monthly to share ideas, plan and support each other.




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Tale Tellers Project

“Tale Tellers” is a CD containing an exciting collection of stories and rhymes as recorded
by students involved in the JCSP Demonstration libraries. This CD was launched by
author Peter Sheridan in the Mansion House on September 22nd, 2005

The ‘Tale Tellers’ collection of stories came about following a number of storytelling
sessions, that storyteller, Niall de Burca did in the JCSP Libraries. The students involved
in this Project were so enthused and entertained by Niall de Burca's storytelling that it
literally ignited in them the desire to tell their own stories.

Sharing stories of their culture and family helps students understand their own and others'
cultural heritage. Storytelling also promotes verbal literacy an important aspect of learning
and education. Students also enhance their writing skills when they write their own stories.
It is a self-initiating and self-sustaining way to advance literacy.


JCSP Students Advising Publishers

Four 3rd year JCSP students, attending Colaiste Cathail Naofa, Dungarvan, Co. Waterford,
have recently played an important role in the publication of a new book. The book is called
“Crow Girl” by Kate Cann and has just been published by Barrington Stoke. The students
and Librarian, Jane O’ Loughlin were invited to read the manuscript of the book and offer
their comments and suggestions on the text. They indicated on the manuscript aspects of
the text they particularly liked. Alternative expressions were offered in areas of dialogue
where the students felt the conversation wasn’t truly representative of how teenagers
generally speak to each other.

 “Crow Girl” has now been published with printed credit given to the students and librarian
on the last page of the book.

Future

Dormant Accounts Funds money was awarded to the Demonstration Library Project. The
sum of 35k is to be spent on stock for 5 new libraries.

The project is in the process of expanding and ten new schools will be joining early in the
next academic year.

UCD is now offering for a new school librarianship module from the School of Library and
Information Science. The JCSP librarians were consulted as to the content of the module.
This is a positive development for the Demonstration Library Project.

Research

Reading test data, questionnaires and monthly reports have been collected all year. Book
borrowing statistics are up across the libraries




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Heritage – Library Management Software System

Throughout the year the librarians have been experiencing problems with Heritage and its
user support. New library management systems are now being investigated.


Extracts from Department of Education English Subject Inspection Report for St
Paul’s Community College, Waterford
Date of issue: 11th May 2006

The school has an excellent library facility, funded by the Junior Certificate Schools
Programme Demonstration Library Project. There are excellent ICT facilities in the
library comprising ten desktop computers, and a suite of eighteen laptop computer.

 A wide selection of software to be used with these computers in enhancing student’s
literacy levels is also kept in the library.

An eclectic mix of reading material is maintained, including high-interest low-reading-
ability books, class sets of novels and dictionaries, fiction and non-fiction texts and graphic
novels. All of this is most positive as these texts may be used as tools in the encouragement
of reluctant readers.

A most positive feature of the library is the recent addition of a teacher resource area. This
development will not only aid in the storage and availability of professional development
for teachers, but will also serve as an encouragement towards teacher modelling of
reading behaviour for students.

There is a wide range of projects associated with the library, as an aid to developing
literacy, throughout the year.

The school and its librarian are to be highly praised for the development of this excellent
facility.

Quotes
He’d never have a non-school book in his hand if it wasn’t for the library. Teacher of JCSP
student.




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       YOUTHREACH – Office of the National Coordinator
Background

YOUTHREACH is the national response to the difficulties faced by early school leavers.
Participants are generally between 15 and 20 years of age, and all have left the mainstream
school system without national qualifications. In addition, most have also experienced
difficulties in securing or maintaining employment. The programme has two phases –
Foundation and Progression. The aim of the Foundation Phase is the social and personal
development of trainees. The Progression phase offers them a substantial range of
educational and vocational options.

There are 90 centres delivering the Youthreach programme in the Education sector (VECs)
delivering 3250 training places. In 2005, 4601 young people participated, including those
who completed their programme during the year. The centres are designated as Centres for
Education by the Minister for Education and Science (Circular F49/04).

Role of Curriculum Development Unit

At the request of the Department of Education and Science, the CDU provides facilities and
administrative support to the National YOUTHREACH Co-ordinator.

Activities

The work of the National Coordinator involves inter alia the development of a national
framework for the delivery of Youthreach, advising the Department of Education and
Science on policy and operational issues, reporting to the Department of Education and
Science on the delivery of the programme including the progress of individual centres and
monitoring (in consultation with FÁS) the implementation of the programme. It also
involves liaison with local and regional management (VEC and FÁS) on issues arising
from the implementation of the programme and supporting programme providers in their
delivery of the programme, visiting centres throughout the country, facilitating team and
programme development and liaison with certification providers, other sections and
agencies of the Department of Education and Science, professional bodies and research
agencies.

The programme operates on a calendar year. Other the foregoing, the principal
preoccupations for the National Coordinator’s office in 2005 were:


Continuing Professional Development programme

In 2005 the Youthreach incareer development programme was incorporated into a new
Continuing Professional Development programme for the Further Education sector
(initially the Youthreach and Senior Traveller Training programmes and the Vocational
Training Opportunities Scheme).




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The Quality Framework Initiative –The Pilot Phase of this initiative was completed and
a report titled Report on the 2003-2004 Pilot Phase for the Quality Framework Initiative
was published in early 2005. The roll-out of the Quality Framework Initiative for
YOUTHREACH and Senior Traveller Training Centres began in 2005. The Youthreach
National Coordinator and colleagues made a presentation on the QFI to the Senior
Management Group of the Inspectorate of the D/ES. As a result, the Inspectors included the
evaluation of the centres and programmes in their work plan for 2005. Coordinator:
Shivaun O’Brien, c/o Co Louth VEC, King Street, Drogheda.

The national coordination of resources allocated to VECs for guidance, counselling
and psychological services – National Coordinator: Mary Gordon, Senior psychologist,
Further Education Section, D/ES.

The Copping On crime awareness initiative is jointly sponsored by the D/ES and D/JELR.
It involves YOUTHREACH staff, Garda JLOs and a range of other actors at local level.
The National Co-ordinator of YOUTHREACH chairs the steering committee. The initiative
is administered by City of Dublin VEC on behalf of the Department of Education and
Science. Programme Manager: Deirdre Bigley,

National Coordinator, Youthreach: Dr. Dermot Stokes
                              Website: www.youthreach.ie




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         Vocational Training Opportunities Scheme (VTOS)

Background

The Vocational Training Opportunities Scheme (VTOS) offers continuing education and
training opportunities to adults aged 21 years and over who are in receipt of one of a range
of specific social welfare payments, or are signing for credits or have a specific status as
defined by the Department of Education and Science (as per letter dated 27 September
2001).

Role of Curriculum Development Unit

At the request of the Department of Education and Science, the CDU provides facilities and
support for the National Co-ordinator VTOS in the National Office VTOS.

1.     National Activities

a.     Policy Development

The National Co-ordinator VTOS has an on-going role with the Further Education Section
of the Department of Education and Science in relation to policy development in VTOS
and the broader further & adult education and lifelong learning spheres.


b.     Support Activities

During 2005-2006 the National Co-ordinator supported VTOS centres throughout the
country through site visits and through telephone and email support to VTOS and other
adult education personnel.

The information updated annually for twelve consecutive editions of the Guide for Mature
Students: Entry to Full-Time Third-Level Courses was transferred to www.qualifax.ie the
Irish national courses database. In October 2005 the audience for the guide (HE
institutions, VECs, VTOS centres, public libraries, social welfare information centres,
partnerships etc.) was informed of the change through a specially designed post-card.

In the same period full information on VTOS courses throughout the country was made
available through www.qualifax.ie as part of the national database of adult learning
opportunities.

In the final months of 2005 the VTOS website was also updated – www.vtos.ie


c.     On-Going Monitoring of VTOS

During 2005-2006 the National Office VTOS produced statistical reports on VTOS
participants as follows: a) progression data for VTOS participants as of November 1st 2005;
b) participation data for VTOS participants by age, gender, social welfare status, courses
followed and education levels on entry as of January 1st 2006.
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d.       Integrated Budget for the Continuing Professional Development
          (CPD) of Further & Adult Education Staff

In August 2005 the VECs were informed that the in-career development budgets
heretofore available for staff development work with VTOS and general adult education
personnel through the National Office VTOS had been amalgamated with the in-career
development budgets for Youthreach and STTCs to produce a new integrated budget for
CPD of staff in VTOS, Youthreach and STTCs. This budget was disbursed by the Further
Education Section on a pro rata basis directly to VECs. The pro rata schedule and the CPD
programme guidelines (programme priorities, funding arrangements and reporting
requirements) were drawn up by the National Co-ordinator in consultation with the
National Co-ordinators of Youthreach and STTCs and the Further Education (FE) Section
of the Department of Education and Science.

Reports on how the CPD budgets were spent were made to the FE Section by the VECs in
early 2005 and the budgets for 2006 were allocated by the FE Section with support and
guidance from the National Co-ordinators.


e.       Education Equality Initiative (EEI)

The National Co-ordinator continued as chair of Phase 2 of the EEI (Education Equality
Initiative) of the Department of Education and Science. EEI funds a range of pilot projects
which address the educational disadvantage of adults.

The booklet EEI Phase 1: Policy and Practice Lessons based on the evaluation report on
EEI Phase 1 was used by the National Co-ordinator to disseminate the policy and practice
lessons from EEI to the Community Education Facilitators of the VECs at four regional
venues in October 2005 and to the Education Co-ordinators of the Partnership Companies
in February 2006.

Throughout 2006 the National Co-ordinator worked closely with the EEI Support Service
and the FE Section of Department of Education and Science to design a dissemination
strategy for the policy and practice lessons arising from EEI Phase 2 and the EEI overall.


f.       Consultancy Role

In 2005 – 2006 the National Co-ordinator was a member of the following committees and
working groups:

•    DES Working Group on the Education Equality Initiative (Chairperson)
•    DES National Socrates Committee
•    DES Working Group on the Implementation of BTEI (Back to Education Initiative)
     Statutory Strand;
•    DES Working Group on the Implementation of BTEI (Back to Education Initiative)
     Community Strand;
•    NCGE Advisory Group for AEGI (Adult Education Guidance Initiative);
•    Grundtvig Selection Panels, Grundtvig National Agency (Léargas)



19
     2
•    Editorial Board for From the Inside Out - a journal of research conducted by VEC
     staff on adult education theory, provision, practice and participation in the decade since
     1995. The journal was published in May 2006 by Co Tipperary (NR) VEC.


g.      Presentations

Throughout the year, the National Co-ordinator made the following presentations:

•    Presentations on VTOS to final year students in St Angela’s College, Sligo and St
     Catherine’s College, Dublin, September and October 2005 respectively
•    Presentation on The role of VTOS within the Further Education Sector at the VTOS
     Co-ordinators’ Association AGM, Portlaoise, March 2006
•     Presentation on Developments in Adult Education in Europe to heads of Grundtvig
     National Agencies in 31 countries, Kinsale, May 2006
•    Presentation on Education Equality Initiative at Conference on Men’s Education,
     Dublin, May 2006
•    Presentation on the Role of the EU in relation to Women’s Education and Training in
     Ireland – Forum on Europe Conference, Galway, June 2006
•    Presentations on adult education in Ireland to visiting educationalists


2.      Transnational Activities

a.      Grundtvig Working Group

The National Co-ordinator continued to represent the Department of Education and Science
on the DG/EAC Grundtvig Working Group in Brussels. The Grundtvig Programme is the
Socrates programme which funds adult education co-operation projects, learning
partnerships, continuing professional development courses, staff mobility, thematic
seminars and thematic networks.

b.      Grundtvig Stakeholders’ Group

The National Co-ordinator continued as a member of DG/EAC Grundtvig Stakeholders’
Group in Brussels. The Stakeholders’s Group is tasked with advising the European
Commission on the shape of the Grundtvig Action which will form a key part of the new
Integrated Lifelong Learning Programme 2007-2013.

c.      Steering Group for European Commission Communication on

Adult Learning

Throughout the year the National Co-ordinator was an active member of the small Steering
Group established by the European Commission and charged with the production of the
text of a Commission Communication on Adult Learning. In mid-June 2006 the
penultimate draft of the Communication was circulated for comment to Member States. It
is anticipated that the Communication will be published in September 2006 and presented
at the Conference on Adult Learning under the Finnish EU Presidency.




                                               i
                                              20
d.       International Conferences

In September 2005 the National Co-ordinator represented the Department of Education and
Science at the EU Presidency Conference on adult learning in Norwich, England.

In October 2005 the National Co-ordinator provided support to co-ordinators of Grundtvig
1 and 4 projects at a two-day meeting in Brussels

In May 2006 the National Co-ordinator presented a paper on Ensuring Quality in Lifelong
Learning: the Role of the State to the Inclusion Europe Conference, Brussels, May 2006.


3.       Publications

Keogh, H. (2006) Mature Student Access to Higher Education, Irish Independent, January
9th 2006.
Keogh, H. (2006) Introduction. IN: Colleran, N. (Ed) From the Inside Out: Emerging
perspectives in adult and further education in Ireland, Nenagh: Tipperary (NR) Vocational
Education Committee Ireland.


4.       Staffing of National Office VTOS

National Co-ordinator VTOS                                Administration

Helen Keogh                                               Clodagh Kennedy
                                                          Siobhán McGurk




21
     2
   CIVIC, SOCIAL AND POLITICAL EDUCATION (CSPE)
                      SUPPORT
           SECOND LEVEL SUPPORT SERVICE
Introduction

Each year provides the Citizenship Education Support Service with challenges and
opportunities. The demand for support from the team continues as the turnover of teachers
of CSPE also continues and many of the organisational/management challenges within
schools remain despite the re-issuing and updating of the circular (M13/05) from the
Department of Education and Science encouraging best practice.

2005: The European Year of Citizenship through Education has given Civic, Social and
Political Education (CSPE) an added profile and has generated further support from public
bodies and from many Non-Governmental Organisations.


Activities 2005-06
Programme of National In-service 2005-2006

The programme of cluster in-service support to teachers of CSPE consisted of Induction in-
service, In-service for Co-ordinators/Convenors, In-service for Gaelscoileanna/Scoileanna
Galetachta and some Special One-off Courses.

Induction In-service

Venues            Average per venue    Females             Males              Total
10                25.0                 192                 58                 250
                                       76.8%               23.2%              100%

Table 1: Total      number     of     teachers    in   attendance   at   Induction    in-service,
October 2005

In-service for Co-ordinators/Convenors
.
Venues            Average per venue    Females             Males              Total
2                 15                   60                  16                 76
                                       78.9%               21.1%              100%
Table 2: Total number of teachers in attendance at Managing CSPE in-service, November
2005




                                                  i
                                                 22
Evening Workshops

Venues               Average per venue      Females           Males      Total
8                    6.1                    47                2          49
                                            95.9%             4.1%       100%
Table 3: Total number of teachers in attendance at Evening Workshops, November 2005


Venues               Average per venue      Females           Males      Total
14                   8                      96                17         113
                                            85.0%             15.0%      100%
Table 4: Total number of teachers in attendance at Evening Workshops, March 2006


Cúrsa in-seirbhíse do scoileanna Gaeltachta agus sna Ghaelscoileanna
A residential in-service event was organized for teachers in Gaeltacht schools and in
Gaelscoileanna.

Venue                       Females                   Males            Total
1                           10                        6                16
                            62.5%                     37.5%            100%
Table 5: Cúrsa in-seirbhíse do scoileanna Gaeltachta agus sna Ghaelscoileanna,
Samhain 2005



Special One Off In-service Events


Venues               Average          per   Females           Males      Total
                     venue
2                    22                     34                10         44
(Mixed Ability)
2                    29                     46                12         58
(Learning Support)
2                    17                     26                8          34
(Controversial
Issues)

6                    22.6                   106               30         136
                                            77.9%             20.1%      100%
Table 6: Total number of teachers in attendance at Special One Off Courses,
January/February 2006


2005: The European Year of Citizenship through Education

The Citizenship Education Support Service was actively involved in the promotion of the
European Year and played a key part in the organising and management of Ireland’s
response to the Year: Citizenship 2005.ie.




23
     2
Team of Associates

The team of Associates continues to assist the Support Team in our work. We are very
grateful to their Principals and Boards of Management for agreeing to release them for up
to six days during the academic year. The sharing of their day-to-day classroom experience
is greatly valued by us as a team and more importantly by the teachers at in-service.


Other Activities

SLSS

The Citizenship Education Support Service continues to engage in the activities of the
Second Level Support Service at the national team meetings.

Handling Queries

The Support Team continues to respond to queries from CSPE teachers, Principals,
Research students, NGO staff, Government Agencies, Education Centres, etc. by phone,
fax, letter and growing volumes of e-mail.


School-based in-service

The National Co-ordinator, and two RDOs continue to provide school-based in-service to
schools on request. Programmes on offer include:
   Induction for teachers new to CSPE
   The use of active learning methods in a CSPE classroom
   Teaching CSPE to different ability groups
   Organising and Managing Action Projects
   CSPE and Assessment (RAP, CWAB and Written Examination Paper)
   Whole Staff presentations on CSPE
   Advice on appropriate resource materials

Support Materials – CSPE News

The CSPE newsletter, CSPE News, is now recognized as a valuable resource by CSPE
teachers. It was sent to all schools in Spring and Autumn and contained some useful
teaching materials.

Support Materials – Organising and Managing CSPE Action Projects DVD

The Citizenship Education Support Service in collaboration with Trocaire and with
financial support as a special project within SLSS has embarked upon a project with the
Agtel Production company to produce a training DVD on Action Projects.

Advocacy and Developmental Work with NGOs and State Bodies
Due to the nature of the CSPE curriculum many agencies and states bodies are interested in
engaging students and teachers in their particular issues. As a result a number of agencies
have been in contact with the Support Team regarding the development of curriculum
materials (Trócaire, The European Studies Project, The European Commission, The Courts

                                             i
                                            24
Service, The Office of the Data Protection Commissioner, The Office of the Minister for
Children, The Refugee Council, Focus Ireland, The Houses of the Oireachtas, Compassion
in World Farming, The Holocaust Educational Trust of Ireland, ATD4th World, Self Help,
Concern, Amnesty International Irish Section, The National Safety Council and The
Central Statistics Office).

The Citizenship Education Support Service was involved in the judging of entries in this
year’s Young Social Innovators of the Year 2006 competition which continues to feature
many Citizenship Education themes.

Curriculum Development Unit (CDU) Projects

The Citizenship Education Support Service has continued to work with the various
Citizenship Education/Social Justice Projects in the CDU during the year. The National Co-
ordinator was a member of the Advisory Group for the Citizenship 2005 Project (Ireland’s
response to the European Year) and continues to be a member of a number of Advisory
groups in the CDU: the Giving Young People a Voice Project, the Citizenship Studies
Project, the Education for Reconciliation Project and is a member of the Management
Committee for two Projects: The Giving Young People a Voice Project and
Citizenship2005.

All of these curriculum development projects help to support and develop aspect of the
Civic, Social and Political Education curriculum.

Pre-service courses in CSPE

The Citizenship Education Support Service have invested some time and energy in
continuing to encourage and support all 3rd level institutions in the provision of pre-service
courses for their teacher training students.

Cross-Border Work

The Local and Global Citizenship Citizenship Officers and the Citizenship Education
Support Team have collaborated on developing a web-based resource which will be of
benefit to teachers of Citizenship Education both North and South focusing on teaching and
learning methodologies for Citizenship Education.

Working with the NCCA

The Support Team continues to work with the NCCA in CSPE related matters. This year
we have been involved in two specific areas: 1) a Pilot Project to explore the possibilities
for the use of an electronic report on an Action Project (The E-RAP Project) which will
finish in 2007.


Citizenship Education Network (CEN)

The Support Team has been actively involved in the work and deliberations of CEN. This
is a grouping of agencies interested in promoting Citizenship Education throughout Ireland.
It consists of representatives from NGOs, DES, SEC, Office of the Minister for Children,
Human Rights Commission, Democracy Commission, 3rd Level Institutions, ACT, the
Citizenship Education Support Service, CDU Project Personnel, etc. It is a very useful

25
     2
forum and continues to promote and encourage and advocate for Citizenship Education. A
number of meetings focused on the proposed developments at Senior Cycle of Social and
Political Education.


FIVE Nations Education for Citizenship Conference

The Sixth Annual conference on Education for Citizenship, as part of Ireland’s contribution
to the European Year of Citizenship through Education was hosted in Fitzpatrick’s Castle
Hotel, Killiney from 24-26 November 2005.


The Council of Europe and Education for Democratic Citizenship (EDC) and Human
Rights (HR) Project

The Citizenship Education Support Service has been involved in the Council of Europe’s
Education for Democratic Citizenship and Human Rights Project over the past year.

The National Co-ordinator, one RDO and one Associate facilitated a workshop at a Council
of Europe teacher training conference for teacher trainers of Education for Democratic
Citizenship and Human Rights in Strasbourg (15-17 June 2005) entitled “Support
Structures and Mechanisms for Putting into Practice Effective Teacher Training Systems”.

The National Co-ordinator represented the DES at a of Council of Europe event: the
closing conference of the European Year in Sinaia, Romania in April 2006. He gave a
presentation and facilitated a workshop entitled ‘Active Methodologies for Active Citizens’
at a teacher training conference in Reykjavik, Iceland in May 2006 at a request from the
Council of Europe.

The National Co-ordinator and one full-time RDO facilitated a number of teacher training
workshops in the use of active learning methodologies for teachers of Citizenship
Education in Tirana, Albania in early September 2005.




Staffing

National CSPE Co-ordinator:          Conor Harrison
Regional Development Officers:       Eileen Coleman
                                     Eileen Gray




                                             i
                                            26
                                  NCVA SUPPORT SERVICE



Background

The NCVA Support Service was set up by the National Council for Vocational Awards in
1997 to support providers registered with FETAC who are offering NCVA Modules,
Assessments and Award Structures. .

The NCVA Support Service exists to support providers and tutors in developing, planning,
delivering and assessing NCVA programmes certified by FETAC. The City of Dublin
Vocational Education Committee is one of six VECs who co-operate to provide a regional
Support Service for all FETAC-registered Further Education providers offering NCVA-
accredited courses at all levels. Direction of the Support Service is through a Steering
Committee representing the six participating VECs and FETAC. The City of Dublin VEC
is the lead agency. The Manager of the NCVA Support Service and the Dublin Support
Office are based in the Curriculum Development Unit.

In January 2006, the management of the NCVA Support Service was taken over by Miriam
O’ Donoghue, Deputy Director of the Curriculum Development Unit.

The focus since January 2005 has been on the Support Service exploring and redefining its
role within an evolving and changing Further Education sector.
It is important to note that since the establishment of the NCVA Support Service in 1997
the range of providers has increased and the number of centres being supported has risen
significantly.

Tracking of providers who are accessing support from the Support Service in the period
March – June 05 indicated that two categories of providers are being supported.
The main support (approx.70%) is offered to DES funded providers: VECs; other DES
schools /centres; Youthreach; Adults and Community Groups and Prison Education.

Support is also offered in varying degrees to providers funded through other sources:
Department of Health and Children; Department of Justice, Department of Equality and
Law Reform; Department of Enterprise, Trade and Employment; Department of Social,
Community and Family Affairs; Department of Communications, Marine and Natural
Resources; Department of Agriculture, Food and Rural Development; as well as FAS and
the private and business sector.

While the Further Education sector continues to increase in diversity and complexity, the
challenge for the support service is to ensure a quality service that adequately meets the
needs of DES funded providers in a changing FE environment where considerable support
will be needed in the future, particularly in the area of programme development.




27
     2
Activities

A broad range of capacity building support strategies was employed by the Support Service
in 05/06. These strategies include: telephone & email support, national and local
seminars/in-service, centre visits, consultancy meetings, facilitation of development
groups, website, on line and DVD tutorials, newsletters, resources, templates and
exemplars of good practice.


Website

The NCVA Support Service developed its own website, Supporting Further Education –
www.sfe.ie – which was launched in February 2005 by the Minister for Education and
Science, Ms. Mary Hanafin TD. The purpose of this website is to provide a first point of
contact for tutors and providers seeking support, advice and information, and as a strategic
communications tool with our stakeholders.

Considerable work has gone into the website during 05/06. As well as its new design,
layout and navigability the website offers a much expanded range of resources and support.
By the autumn of 2006 it should also be possible to access on-line tutorials on a range of
themes.

It is planned that the website will become a key capacity building tool and the focal point
for support to FETAC-registered providers in the future.


Information Seminars

In Spring and Autumn, the Dublin Support Office organised Information Seminars on a
national basis, and cluster meetings at regional level, to support tutors in the development,
planning, delivery and assessment of FETAC-certified programmes. Increasingly the
Support Service is being called on to provide guidance in areas such as good practice and
assessment rather than module specific support.

New centres receive particular attention during their set-up phase. This support took the
form of a national Induction Programme, followed by a support visit where requested to
meet with the entire staff.

The Dublin Support Office organised a number of cluster meetings in the Autumn
in order to follow up on External Examiners’ reports from FETAC. Further cluster
meetings were organised to provide induction for new tutors, co-ordinators and managers.
These induction sessions were followed by sessions detailing the process for planning and
devising assessment e.g. writing assessment briefs and devising examination papers.

Before each external examination visit period (November and May), Information Seminars
were provided in order to assist centres with preparation and presentation of evidence for
assessment and to ensure that centres were well prepared for the visit of the External
Examiner.
Specific pilot awards were also supported through these processes.




                                              i
                                             28
Development of New Modules and Awards

The Support Service supported the development by providers of both new awards and new
modules for certification by FETAC under the NCVA process. New awards that have been
approved by FETAC and which have been supported by the Dublin Support Office,
including FETAC (NCVA) Level 5 in Certificate in Liberal Arts (designed to help learners
access Third Level education), Level 5 in PC Maintenance, Level 6 in Computer Network
Technology and Level 6 in Multimedia. Support is presently being provided in the
development of a Level 6 in Business, Level 6 in Administration, Level 5 in Health Service
support work (for non-medical Health Service staff), Level 6 in Health Service Supervisor,
and Level 6 in Design for Engineering and Architecture.

The development of a broad range of locally developed modules (LDMs) was also
supported. Support took the form of providing documentation, advice, reviewing modules,
running local workshops and co-organising with the other Support Offices to deliver a
national workshop. Many of these new LDMs are in Work Based Learning centres or
address new trends in each vocational field. Development is driven by the providers who
identify changing needs and develop modules to address those needs, with module
development expertise provided by the NCVA Support Service.


Centre Support

The Centre Support Programme for centres was varied in response to the diverse needs of
the centres. In addition to the website and printed information, many centres make contact
with the Support Officer for more specific queries.

Centres introducing new modules very often want to contact another centre offering this
module and this introduction was facilitated by the Support Officer. This networking is a
particular feature of the Foundation Level and Level 1 (Now Level 3 and 4) structure.

Staff from a number of centres attended Information Seminars in the CDU to help them set
up or review the provision of courses in their centre.


Telephone, Fax and E-mail Support

This is a central aspect of supporting providers and tutors. Queries arrived by a variety of
means (increasingly by e-mail), and were answered by t regional Support Offices. An
average of 100 telephone queries per month were recorded in the Dublin office during the
period March to June 06.


Public Relations

The Support Officer attended education conferences and exhibitions. (e.g. CDVEC Further
Education exhibition and Higher Options) in order to publicise the work of the NCVA
Support Service and FETAC. The Support Officers also attended many graduation
ceremonies at all four levels of FETAC (NCVA) certification.




29
     2
Quality Assurance and Programme Validation

The Support Service provided centres with assistance in the formulation of instruments of
good practice and recording procedures in order to comply with the Quality Assurance
(QA) and Validation procedures which are being implemented by FETAC. It is expected
that this area of provision will be developed in the near future, as FETAC moves towards
Quality Assured-providers writing programmes for validation for FETAC awards, and the
processes associated with the Former Awarding Bodies (BIM, FAS, Fáilte Ireland, NCVA
and Teagasc) are replaced by the QA and Validation processes.


Future Development of Further Education Support

The NCVA Support Service is engaged in strategic planning for supporting the Further
Education sector of the future. The Service will continue with its fundamental mission of
supporting Further Education providers in achieving successful certification of learners’
achievements, and will continue to develop its Support Programme to meet the changing
needs of providers and learners in a highly dynamic Further Education sector.

Staffing

Manager:             Miriam O’Donoghue (from Jan 06)
Support Officer:     Noel Corr




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                                           30
               SCHOOL COMPLETION PROGRAMME
Background

The School Completion Programme is a Department of Education & Science initiative that
aims to have a positive impact on levels of pupil retention in primary and second level
schools and on the number of pupils who successfully complete the Senior Cycle.

The initiative subsumes the 8 to 15 Early School Leaving Initiative and the ‘Stay in School’
Retention initiative and is a key component of the Department’s strategy to discriminate
positively in favour of children and young people who are at risk or who are experiencing
educational disadvantage. The programme is funded on a multi-annual basis under the
National Development Plan (NDP) with assistance from the European Social Fund (ESF).

In operation since 2002, there are currently 82 School Completion projects in operation
nationwide, encompassing 299 primary schools and 112 post-primary schools. Local
Management Committees have been set up in each project area and have put together
retention plans supporting young people between the ages of 4 and 18 at risk of early
school leaving.

53 Stay in School Retention Initiative projects continue to be funded by the Department of
Education & Science.

Duration of the Programme

The initial phase of the programme is from 1st September 2002 to 31st August 2006.

Activities

Activities in the School Completion Programme are offered in school, after school, out-of-
school and during holiday time.

The School Completion Programme is based on the concept of integrated services.
Effective supports, both preventative and supportive, must include multi-faceted actions
that respond to young people’s needs. These range from social and personal development
to after school and out-of-school supports, including sport and leisure activities as well as
supports that target the young persons’ home and community life.

The School Completion Programme is based on a collaborative programme that works in
partnership with community, youth and sporting organisations and with local
representatives of national statutory bodies such as Community Guards, Juvenile Liaison
Officers, Social Workers, Health Board personnel, area-based partnerships etc.

In 2004, the School Completion Programme Support Unit published an audit of activities
offered in the School Completion Programme.



31
     2
The co-ordination service

The School Completion Programme is supported by a team comprising:
   • The National Co-ordinator,
   • Four Assistant National Co-ordinators,
   • Programme Research & Development Officer and
   • Two administrative staff.

The programme is supported by the Department of Education & Science Social Inclusion
Unit based in Athlone and Dublin.

Local co-ordination of the School Completion Programme is undertaken by Local Co-
ordinators appointed by Local Management Committees.


Visits to projects

SCP projects are broken into seven different regions, notably:
  • Dublin Central
  • Dublin North & North East
  • Dublin West
  • Leinster
  • Munster South
  • Munster West
  • North West

The National Co-ordinator and Assistant National Co-ordinators have visited all SCP
projects in their region in the academic year 2005-2006.


In-career development

An in-career development programme has been devised for Local Co-ordinators and
Project Workers working in the School Completion Programme.

In the academic year 2005-2006, three rounds of regional in-career development were
provided in seven regions. Regional in-career development aims to upskill Local Co-
ordinators and Project Workers in the various aspects of their by the provision of
information and training by outside facilitators where necessary and the exchange of
models of good practice.

National in-career personal development was offered during the academic year 2005-2006.
National in-career development is offered to Local Co-ordinators only and is directed at
their personal development.

The School Completion Programme Support Unit has published summary reports of
regional in-career development for the academic period 2005-2006.




                                             i
                                            32
Publications

The School Completion Programme Specification – an explanatory booklet (Revised in
2006).

Activities in the School Completion Programme- an audit of activities offered in the SCP

Aims and Principles of the School Completion Programme- leaflet.

SCP Newsletter- Autumn 2003, Spring 2004, Autumn 2004, Spring 2005, Autumn 2005
and Spring 2006 editions available.

Guidelines towards Best Practice in the School Completion Programme – report.




33
     2
          HOME SCHOOL COMMUNITY LIAISON SCHEME

Background

At the request of the Department of Education and Science, the CDU provides facilities and
administrative management support for the two Assistant National Home School
Community Liaison Co-ordinators.

Duration

The Home School Community Liaison scheme continues on an annual basis.


Aims:

The aims of the liaison scheme are:-

      •   To maximise active participation of the children in the schools of the scheme in the
          learning process, in particular those who might be at risk or failure

      •   To promote active co-operation between home, school and relevant community
          agencies in promoting the educational interests of the children

      •   To raise awareness in parents of their own capacities to enhance their children's
          educational progress and to assist them in developing relevant skills.

      •   To enhance the children's uptake from education, their retention in the educational
          system, their continuation to post-compulsory education and to third level and their
          attitudes to life-long learning

and

      •   To disseminate the positive outcomes of the scheme throughout the school system
          generally.



The Home/School/Community Liaison Scheme is a preventative strategy which is targeted
at pupils who are at risk of not reaching their potential in the educational system because of
background characteristics which tend to affect adversely pupil attainment and school
retention. The scheme is concerned with establishing partnership and collaboration between
parents and teachers in the interests of children's learning. It focuses directly on the salient
adults in children's educational lives and seeks indirect benefits for the children themselves.

Basic Principles:

The Home/School Community Liaison Scheme is based on the principle of partnership
between homes, schools and communities. This partnership is characterised as "a working
relationship that is characterised by a sense of purpose, mutual respect and the willingness
to negotiate. This implies a sharing of information, responsibility, skills, decision-making
and accountability". (Pugh, 1989)

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                                               34
General principles govern the operation of the liaison scheme:-

     •   The scheme consists of a partnership and collaboration of the complementary skills
         of parents and teachers.

     •   The scheme is unified and integrated at both primary and second levels.

     •   The thrust of the scheme is preventative rather than curative.

     •   The focus of the scheme is on the adults whose attitudes and behaviours impinge on
         the lives of children, namely, parents and teachers.

     •   The basis of activities in the scheme is the identification of needs and having those
         needs met.

     •   The scheme develops teacher and staff attitudes in the areas of partnership and the
         "whole-school" approach.

     •   The scheme promotes the fostering of self-help and independence.

     •   Home visitation is a crucial element in establishing bonds of trust with families.

     •   Networking with and promoting the co-ordination of the work of voluntary and
         statutory agencies increases effectiveness, obviates duplication and leads to an
         integrated delivery of service to marginalised children and their families.

     •   Home/School/Community liaison is a full time undertaking.

     •   The liaison co-ordinator is an agent of change.

     •   Community 'ownership' of the scheme is promoted through the development of
         local committees.



National Co-Ordinators:

A National Co-ordinator and Assistant National Co-ordinators advise on and support the
development of the scheme, liaise with participants in the scheme at local level and provide
a link between local and national levels.

Structure of the Scheme:

     •   The basic unit of the scheme is at local school level where a full-time co-ordinator
         serves the liaison needs of one school or of a number of schools in no more than
         two catchment areas.

     •   "Family clusters" of co-ordinators in primary and second level catchment areas
         serve the families which have children from pre-school years to leaving certificate
         level.



35
     2
   •   Co-ordinators in an area form wider clusters and meet regularly for mutual support
       and development.

   •   Co-ordinators from numbers of clusters are brought together for in-career
       development on two occasions in each school year.



In-Career Development:

A one-week induction course is provided for newly appointed co-ordinators.

A one-day information meeting is provided for principals of schools which are new to the
scheme and for newly appointed principals in schools which are already in the scheme.

A two-day module is provided for 'new' principals on the introduction of the scheme into
their schools and its integration into the school structure.

Two modules, each of two or three days duration, are organised each school year for
experienced co-ordinators when their needs and the needs of the scheme are addressed.

Regional cluster meetings for school chairpersons, principals, co-ordinators and inspectors
are held each Spring. A number of parents also attend.


Recent Developments
Three additional Assistant National Co-ordinators were appointed to the HSCL team under
the DEIS Programme. They will commence employment in September 2006.

Staffing

Assistant National Co-ordinators:           Marian Heeney
                                            Marie Fleury




                                             i
                                            36
                 CITY OF DUBLIN
         VOCATIONAL EDUCATION COMMITTEE




                  PROGRAMMES




37
     2
                         OUTDOOR EDUCATION

Background

The CDVEC Outdoor Education Programme began in 1973 and is historically linked to the
CDU. The programme involves bringing students to the countryside and using the outdoors
as an environment for learning.

Aims
   • To develop an active and creative awareness of the amenities of the Irish
     countryside by initiating people, young and old into various adventure sports –
     hillwalking, rockclimbing, canoeing, sailing, orienteering, etc.
   • To develop a sustainable and lifelong interest in the outdoors.
   • To develop an understanding and appreciation of the flora and fauna of the Irish
     countryside.
   • To assist in the training of leaders in the various activities so that schools and
     centres are in a position to develop their own programmes.

Activities 2005-2006

There are 13 schools involved in the Secondary Level Outdoor Education programme.
Each school has about 10 days of activities, some schools will have more as they may have
their own transport and trained teachers.
As well as day trips 6 schools also participated in 2 day expeditions which involved
canoeing, hillwalking, rockclimbing, camping and environmental awareness.
Most schools participate in the bouldering competition which has continued to be a great
success. These competitions have been staged in Colaiste Eoin and Larkin College.

The Outdoor Education Department ran a number of inservice courses. A Mountain Skills
Course was run over 3 week ends and 4 teachers attended. A Mountain Skills Assessment
was also run and 2 people passed.
A first aid course was also run and over 20 people attended.

A number of other projects were assisted throughout the year. These include Mountjoy
Prison Education Unit, PACE and Pathways. These days usually involved canoeing and
hillwalking.

Support was given to St Kevin’s College for their Adventure Skills PLC course. Students
were prepared and assessed for national awards in sailing, mountain skills and
rockclimbing.




                                            i
                                           38
                     POST LEAVING CERTIFICATE
                    FURTHER EDUCATION COURSES
Background

The CDU continued to assist the City of Dublin VEC in its provision of a wide range of
vocationally oriented courses at Post-Leaving Certificate (PLC) and adult level. During the
current session 2005/2006, the total number of full time PLC/FE students reached 7,500
(excluding approx 650 core VTOS students). The dispersed VTOS group, in excess of 680
students, within the PLC/Further Education courses continues to be an increasingly
important component.

Duration

The programme continues on an annual basis.

Activities

•    Assisted in the approval of new courses and change of titles of existing courses;
•    Provided information on request throughout the year to students, parents and guidance
     counsellors and provision of assistance on the Further Education helpline.
•    Updated the CDVEC PLC database, Institute of Guidance Counsellors’ database and
     the CDVEC PLC/FE booklet;
•    Participated in and organised attendance at career exhibitions including the Irish Times
     Higher Options Conference in the RDS and the FAS Opportunities exhibition in Croke
     Park ;
•    Provided certification for selected PLC students;
•    Liaised with NCVA/FETAC support service.

Staffing:

Alma Hobson
Tony Dunne


                                  ADULT EDUCATION

In agreement with the CDVEC, the CDU provides serviced office facilities for one of the
six Adult Education Officers in the city. The CDVEC is committed through its Education
Plan to the provision of educational services catering to the lifelong learning needs of the
citizens of Dublin. The CDVEC aims to develop an area-based strategy for the provision of
adult education and for the promotion of a co-ordinated and integrated approach at local
level. The Adult Education Officer based in the CDU manages community education, adult
literacy and adult guidance services in the local region of Dublin South West.

Staffing:

Liz O’Sullivan




39
     2
                           CDVEC YOUTHREACH
Background

The Department of Education and Science and the Department of Labour set up a
mechanism in 1988 by which the education and training systems would respond to the
needs of early school leavers. The main component of this is the Youthreach Programme,
which operates in nine centres throughout Dublin city, the most recently opened centre
being Sherrard St., which deals specifically with young people experiencing addiction
problems. In 1992 the CDVEC seconded one of its staff to co-ordinate and support the
work of it's centres. The Curriculum Development Unit facilitates this service through the
provision of serviced accommodation and administration to the CDVEC Youthreach Co-
ordinator and access to its resource materials. Co-ordinators of centres meet each month to
review, plan and address issues related to the delivery of the Youthreach Programme.

Activities 2005-2006

In-service: In the past year the main focus on in-service was the delivery of Special
Education Needs Training which was delivered to all Youthreach staff.
This training was initiated as a result of work done by Mary Gordon , Senior Psychologist
in the Further Education Section of the Dept. of Education and Science. This training
outlined the use of a profiling web which can be used to assess the progress of young
people in all aspects of their lives as appropriate.
Staff also met together in May to evaluate the effectiveness of the Care Team system
which was initiated and is supported by the CDVEC Psychological Service.

In addition to this training there were a number of other training initiatives as outlined
below These meetings allowed for a sharing of expertise and good practice through
practical workshops, discussion and learning gained from visiting lecturers. Many staff
have completed the NALA Integrating Literacy Course and continue to do so on an on-
going basis. Staff continued to gain professional qualifications through participation on the
Education and Training Degree Course in DCU as well as other degree and diploma
courses specific to their skill areas.

Below is a summary of in-service training that was undertaken by teaching staff in the nine
Youthreach centres.

Date            Title                         Hosted by                Venue
2/3 November    Copping on                    Rita Ni Dhuighneain      CDU
2/3 November    Creative Writing Journal      Irene Graham             Basin Lane
2/3 November    Digital Video and Audio       The Digital Hub          Pleasant St
                Editing
2/3 November    Managing        Challenging   Jim McGrath              BRYR
                Behaviour                                              Ballymun

Centre Activities: Centres continue to provide a full FETAC Foundation Cert, with many
centres offering a variety of Subjects at Levels I and II depending on the learners needs and
ability. Three centres ( Ballymun, Pleasants St. and N.G.G.St.) provide a range of subjects
at Junior Cert Foundation and Ordinary Level and continue to enjoy considerable success
in this area. Trainees who wish to progress onto the Leaving Certificate Applied
Programme are offered this opportunity in The Transition Centre in Dominic. Several
centres are participating in International programmes such as Warriors against Racism in
which Bonnybrook are partners along with Norway ,Portugal and Spain.

                                               i
                                              40
As a result of our teachers taking part in the Leonardo Mobility Programme over the past
two years Youthreach has experienced an influx of visitors from other countries. Centres
have hosted both teachers and students from Sweden, Spain, Norway, Poland, Hungary and
for three consecutive years have hosted teachers from Greece. Ballymun Youthreach
continue to accommodate young people on work experience from Sweden and Germany.
Several centres also have the benefit of students coming on work placement from Tralee
RTC as well as many of our own CDVEC PLC Colleges. The Transition Centre provide
excellent entertainment for all our visitors in the form of drama and music performed by
the centre’s performing arts group. Most recently Georges St. hosted a group of British
MPs. From the House of Commons Education Committee, who were delighted and
impressed by the hospitality shown them by staff and students alike.

The Association of European Second Chance Schools held their annual Summer Youth
Event in Heerlem in Holland in June and this was attended by 21 students and 10 teachers,
some of whom were involved in teacher meetings. The event was a great success with
Dublin winning an award for the school which demonstrated the greatest co-operation in all
the event’s activities.

Many Centres continue to use the Equine Centre in Cherry Orchard in Ballyfermot for
riding lessons and Harmonstown Youthreach have incorporated lessons as a regular feature
in their centre programme with many trainees doing a FETAC Module in Horse Care.

Sherrard St Youthreach is currently developing their services in order to act as a support for
other centres that are also experiencing difficulties with drug use.

Childcare
Many young mothers continue to choose Youthreach as one of the most viable options for
allowing them to return to education and two new crèches are now up and running in
Pleasants St. and the Civic Centre in Ballyfermot. Where there are no in-house crèches
trainees can avail of a childcare payment which allows them to continue with their
education while their child is also benefiting from the interaction with other children and
adults.

Staffing
CDVEC Youthreach Co-ordinator:        Bernadette Reilly
Administrator:                        Tony Dunne




41
     2
        CITY OF DUBLIN
VOCATIONAL EDUCATION COMMITTEE


           PROJECTS




               i
              42
                                          BELFAST AND DUBLIN
                                         EDUCATION EXCHANGE
                                             PROGRAMME
Background

In 2001, The Mayor of Boston, together with the Lord Mayors of Belfast and Dublin signed
a 'Memorandum of Understanding' in which the three cities undertook to seek ways to work
together in the areas of education and youth. In late 2004, both the Belfast Education and
Library Board and the CDVEC in Dublin sourced funding to implement the aspirations of
the agreement signed in 2001. The Programme is a very rare example of a partnership at
agency level (between the CDVEC and the BELB). By April 2005, Coordinators for the
Programme were appointed in Belfast and Dublin.

The Programme brings together forty-four schools from the primary, post-primary and
special education sectors in Dublin and Belfast. In Dublin the main focus of the
Programme is on the mainstream second level CDVEC schools. These schools in turn then
nominated their main associated feeder primary schools to join the Programme. There are
also special schools involved in the Programme; two each in Belfast and Dublin. All of the
participating Dublin schools have formed a partnership with schools in Belfast. The main
element of the Programme is the network of bilateral partnerships between schools in both
cities. The Programme funds each school to work with its partner school on exchanges and
a joint project selected under one of three themes: education and training; social inclusion
and management.

Participating Schools:

 Dublin                     Belfast Partner          Dublin            Belfast Partner


POST-PRIMARY              SCHOOLS              PRIMARY               SCHOOLS

COLAISTE DHULAIGH         DELASALLE            ST BRIGID'S NS        ST MICHAEL'S PS

COLAISTE EOIN             ST PATRICK'S         HOLY SPIRIT B N S     GLENWOOD PS

KYLEMORE COLLEGE          ST GABRIEL'S         ST JOSEPHS NS         SPRINGFIELD PS

LARKIN COMM. COLL.        ST GEMMA'S           ST JOSEPHS G N S      MALVERN PS
                                               N LORCAN
MARINO COLLEGE            GROSVENOR            OTUATHAIL             EDMUND RICE PS
MARGARET AYLWARD
C.C.                      CBS GLEN RD          SC. MHUIRE BOYS       EDENBROOK PS

PLUNKET COLLEGE           CORPUS CHRISTI       ST MICHAELS NS        HOLY FAMILY PS

RINGSEND TECH. INST.      ASHFIELD GIRLS       N PADRAIG BOYS        ST JOHN BAPTIST.

ST KEVIN’S COLLEGE        ASHFIELD BOYS        N PADRAIG GIRLS       CURRIE PS

PRESENTATION COLLEGE      ST ROSE'S            SC. TREASA N          ST CLARE'S PS


SPECIAL                   SCHOOLS
ST PAUL'S                 GLENVEAGH
ST CIARAN'S               ST GERARD'S

43
     2
Activities 2005-06:

Educational Exchanges & Joint Projects

The Programme provides funding for each participating school to undertake a visit to its
partner school and to engage in a joint project. By the end of 2005 nearly all participating
schools had visited their partner school at least once. The visit and the joint project are not
necessarily interlinked. However many schools took the opportunity to use the visit to
progress their joint projects.

Launch Conference

The Programme has held one large conference to launch the Programme. Representatives
from all participating schools were invited to attend. At the conference the emphasis was
given to facilitating the linking of schools to form bilateral partnerships.

Study Visits

Two study visits were hosted by CDVEC in 2005; one each for Belfast primary school
principals and for Belfast post-primary principals. Each study visit is designed to give the
participants an insight and understanding of current theory and practice of various
educational issues locally, through presentations from leading practitioners. The two visits
in Dublin were held at the Mansion House.

Sub-group Meetings: there are four of these meetings scheduled throughout the
Programme. They are intended to assist and support the 'designated' teacher coordinating
the Programme within each school. There are two meetings each for primary and for post-
primary teachers. Sub-group meetings were held early in the Programme to support
teachers in the lead-in phase to exchanges and their joint projects. Staff from Dublin
schools attended two meetings in 2005 in Belfast. They will also be held in Dublin in the
latter stages of the Programme, to support teachers in evaluating and concluding their work
with their partner schools.

Social and Network events

In addition to the more formal activities described above, the Programme includes events
of an informal nature which are intended to celebrate the achievements of the Programme
and help cement relationships between participants. At Christmas, the Programme held a
'Celebration' at the Mansion House, in Dublin. Many of the schools in the Programme
participated through music or presentations.

Bi-monthly Updates

The Programme circulates a brief update newsletter to all participating schools to keep
them informed.

Evaluation

The Programme has appointed BDO Stoy -Hayward as external evaluators to assess and
report on the effectiveness of the Programme. To this end the evaluator team have
undertaken an intensive process of interviews; meetings with focus groups and individuals;
and scrutiny of all documentation generated by the Programme.

                                               i
                                              44
Programme Structure

Both CDVEC and BELB have appointed full-time Co-ordinators for their respective
branches of the Programme. Both the CDVEC and BELB have separate Management
Committees to manage the Programme within each agency.
A Joint Management Committee unites the two individual Management Committees and
meets on a regular basis.
An Advisory Committee meets three times per year and is comprised of the Joint
Management Committee with representatives from the DES and the DENI.


WEBSITE:
A website for the Programme went live in September: www.bdeep.net




45
     2
        CITY OF DUBLIN
VOCATIONAL EDUCATION COMMITTEE


           SUPPORT




               i
              46
         SPECIAL EDUCATIONAL NEEDS (SEN) SUPPORT
               SUPPORTING CDVEC TEACHERS

Background

The mainstream principals group decided in 2004 to address the need for SEN support for
teachers in CDVEC schools. A number of factors influenced this decision including the
significant number of pupils with SEN within CDVEC schools and also The Education for
Persons with Special Educational Needs Act (2004), which will require (when the Act is
fully implemented) that all pupils with SEN will require an education plan.

A working group recommended that a consultative group of experienced SEN teachers be
formed to support initial planning and facilitation of in-service. The CDVEC Curriculum
Development Unit coordinated this work in 2004/5. The working group of principals
agreed that the aim of the consultative group would be to provide in-service to a core group
of teachers representative of each mainstream school.
In 2005/6 it was decided to also facilitate whole staffs in their own school to minimise
disruption and maximise attendance and relevance, while continuing to offer in-service in
the CDU for those teachers for whom whole-school in-service was not feasible.

Margaret Dockery was seconded to the CDU for two days per week in the 2005/6 session.
A summary of her work included:
   • working with Noreen Breen, CDVEC Psychological Service, on the Four-Stage IEP
      model
   • visiting schools and addressing and in-servicing staffs in SEN related areas
   • organising and delivering in-service and workshops in the CDU
   • delivering and coordinating the Trinity College module ‘Supporting Children and
      Young People with Social, Emotional and Behavioural Difficulties’
   • Responding to the needs arising in schools in relation to SEN and related areas
   • engaging in further study in relation to SEN
   • attending SEN conferences


Specific Activities

IEPs
Noreen Breen (CDVEC Psychological Service) and Margaret Dockery (Margaret Aylward
Community College) had been involved in in-service on Individual Education Plans (IEPs)
in the CDU in the academic year 2004/5.
Seeing the need to move the IEP process on further they consulted with the CEO (Jacinta
Stewart), the Mainstream Principals group, and the National Council for Special Education
(Pat Curtin and Shay Goulding) with a view to piloting a Four-Stage Individual Education
Plan Model in each second level school in CDVEC.
The principals agreed to facilitate this pilot scheme. Two teachers, from each school, who
would be involved in coordinating IEPs attend two briefing meetings in the CDU.

In September 2005 Noreen Breen and Margaret Dockery engaged in a briefing process on
the IEP model with school principals, IEP coordinators and SENOs to facilitate its
implementation.

47
     2
In addition Seven of the eleven CDVEC second level schools invited Margaret Dockery to
brief staff as a group on the Four-stage IEP model over the following months. IEP
coordinators implemented the model in the schools and the process was reviewed with the
IEP coordinators and SENOs at the end of November 2006. Findings were presented to the
Mainstream Principals group and the National Council for Special Education.

Evaluation of Individual Education Plan Pilot

Principals, teachers and IEP coordinators from the second level schools implemented the
IEP pilot project with great energy and enthusiasm. An evaluation of the pilot was done in
November 05. The report on the Four-Stage IEP pilot was presented to the mainstream
principals, the NCSE and the SENOs. Many issues emerged both as strengths and
challenges, for example it was generally considered to be positive that subject teachers
became more active in assisting students to meet their learning and behaviour goals.
However, implementation of the IEPs took a considerable amount of extra time for both
teachers and IEP coordinators. These and many other issues were conveyed to the NCSE
including the fact that CDVEC schools have a far higher proportion of students with SEN
than many other schools. Schools continued to implement the Four-Stage IEP model
throughout the academic year 2005/6. The issues of time and numbers of students with
SEN have yet to be addressed.
The National Council for Special Educational Needs are expected to present their
guidelines for education plans before the end of June 2006.


Diploma in Curriculum Studies

In 2004/5 Trinity College agreed to work in partnership with the CDU to offer to CDVEC
teachers and tutors a SEN module which would contribute to a Post-graduate Diploma in
Curriculum Studies.
Dr. Deirdre O’Neill was appointed as the Trinity link person. Miriam O’Donoghue met
with Dr. O’Neill in June 2005 and it was agreed to deliver the first module ‘Supporting
Children and Young People with Social, Emotional and Behavioural Difficulties’ in
Autumn 2006 over five days (three school days and two Saturdays). The principals agreed
to release two members of staff to attend on the three school days.

The module commenced in November 2005 and concluding in February 2006.
Support was offered on two further occasions (Saturday mornings) to enable participants to
engage with Dr. Deirdre O’Neill and Margaret Dockery in relation to the assessment aspect
of the module.

Participants included subject teachers from the second level schools, Learning
Support/Resource teachers, programme coordinators, SEN post-holders, Further Education
teachers, Youthreach teachers, teachers from the prisons (Mountjoy Prison, Mountjoy
Women’s Prison and St.Patrick’s Institution) and a teacher from an education outreach
centre.

Facilitators for the module were drawn from TCD (Dr. Deirdre O’Neill), the CDU
(Margaret Dockery), CDVEC Psychological Service (Noreen Breen), Home-School Links
(Aideen Nangle, Margaret Aylward Community College), The Church of Ireland College
of Education (David Mc Keon), CDVEC Education Support (Margie Murphy), School
Development Planning Initiative (Sinead Breathnach, Marino College of Education), Rose
Malone (Teaching and Learning for the 21st Century, TL21, NUI Maynooth).

                                            i
                                           48
Evaluation of the module

Evaluation of the TCD module highlighted the fact that teachers wanted to explore in a
practical way the dynamics of behaviour between students and teachers. As a response to
this need, Margie Murphy led a Wednesday afternoon session in the CDU called
‘Exploring the dynamics of bad behaviour in school’. This session was very well received
by the two teachers and the psychologist who attended. Eleven people had booked, but
eight did not attend.
Teachers’ evaluations of the TCD module and the ‘Dynamics’ session suggested that
further hands-on/strategies sessions be delivered. In response, a Wednesday afternoon
session was planned: ‘Interested in differentiation in the classroom? – A practical
approach’. Unfortunately the session had to be cancelled due to lack of interest, but will be
rescheduled next year.
Dr. Maeve Martin, Chairman of the Task Force on Student Behaviour in Second Level
Schools, agreed to come to the CDU on a Wednesday afternoon to make a presentation on
the Task Force Report. This session was initially planned to be part of the TCD module,
but was opened out to all CDVEC teachers as the TCD module had finished. Dr. Dermot
Stokes and Mr. Aidan Savage, who were also on the Task Force, and who are based in the
CDU, participated in the presentation. This session was very well received and well
attended.
Attendance at sessions was regularly discussed in relation to colleagues’ absences and
apologies received. Absence at sessions was sometimes due to DES in-service, staff
shortages due to illness. Attendance sheets show that topics of interest to the school
influence attendance most.
Full evaluations of all in-service days are available in the CDU.


In-service

In addition to IEP in-service and the TCD module, three further in-service sessions were
arranged for Wednesday afternoons:
    • Exploring the Dynamics of Bad Behaviour in School (Margie Murphy, CDVEC
       Education Support Service),
    • School Matters: The Report of the Task Force on Student Behaviour in Second
       Level Schools (Dr. Maeve Martin, Education Department, National University of
       Ireland, Maynooth)
    • Interested in differentiation in the classroom? Strategies for SEN (Marion
       Fitzpatrick, Resource teacher, Colaiste Dhulaigh).
These sessions were a response to issues that emerged from the IEP pilot evaluation and
from the evaluation of the TCD module, namely, that teachers wanted practical training in
dealing with managing student behaviour and also strategies for teaching students with
SEN.


School Visits

As the need arose schools were visited and teachers offered support on an individual and
group basis to help with teaching students with SEN.




49
     2
Attendance at courses and conferences

Margaret Dockery completed two courses and attended three conferences:
  • Supporting and Managing Student Behaviour: Positive Interventions for Schools
      and Classrooms (Profexcel)
  • Applied Behaviour Analysis: Interventions for Developmental Disabilities
      (Profexcel)
  • National Disability Authority (NDA) conference: Childhood and Disability:
      Inclusion in the mainstream
  • Church of Ireland College of Education (CICE) conference: Inclusion
  • Irish Association Pastoral Care in Education (IAPCE) conference: Student
      Behaviour




                                          i
                                         50
                   TEACHER INDUCTION PROGRAMME
                       FOR NEWLY APPOINTED
                         CDVEC TEACHERS

Background

An induction course for teachers new to the CDVEC is offered at the start of each
academic year.

Activities

In 2005 the induction course was organised and hosted by the CDU and ran over a three
month period.

In preparation for the induction course an organising committee met.
Committee members included:
       Miriam O’Donoghue, CDU
       Ann O’Reilly, Killester College
       Dymphna Mc Cartney, NCVA Support Service
       Stephen Mc Carthy, CDVEC
       Representative, CDVEC Psychological Service

It was decided:
    • to revise the programme to ensure that it met the needs of all teachers attending
        whether from Mainstream, Youthreach,PLC, or the Prison Service.
    • where possible sessions would be organised so that teachers/tutors could select
        from a number of parallel sessions on a given day, in order to best match their
        needs and interests.
    • where possible CDVEC staff would be identified who could facilitate sessions. In
        very specialist areas some expertise is brought in from outside.
    • teachers/tutors would receive a certificate of attendance at the end of the course.


Programme offered
The course ran over 11 Wednesday afternoons starting in October 05 and finishing in
February 06.

Session 1
Profile of CDVEC and its services
The services of the CDVEC Human Resource Department
CDVEC Education Plan

Session 2
Introduction to Mainstream Education
Introduction to Further Education

Session 3
The Learner Profile in CDVEC
The Adolescent Learner
The Adult Learner

51
     2
Cultural Diversity
Social Inclusion

Session 4
Teaching and Learning

Session 5
Classroom Management
Organising and Managing the learner and the learning environment in
Mainstream - PLC - Youthreach

Session 6
Planning for teaching, learning and assessment in mainstream
Planning for teaching, learning and assessment in Further Education

Session 7
Voice Management

Session 8
Special Educational Needs
Literacy Support

Session 9
Child Protection

Session 10
The Reflective Practitioner
Drug Awareness

Session 11
CDVEC Support Services

Attendance
21 Teachers from the following schools/colleges and centres enrolled for the course.
Average attendance for each session was twelve. Participants came from the following
schools/centres:

       2 x Pearse College
       3 x Plunket College
       2 x St Kevin’s College
       2 x Larkin Community College
       2 x Killester College of FE
       2 x Ringsend Technical Inst.
       3 x Colaiste Dhulaigh
       1 x Ballymun Youthreach
       2 x Bonnybrook Youthreach
       1 x Transition Centre
       1 x Dominick Street Youthreach


Staffing
Course Co-ordinators:         Miriam O’Donoghue, Deputy Director CDU
                              Ann O’ Reilly, Deputy Director, Killester College

                                             i
                                            52
         PROJECTS




53
     2
                    GAEILGE DON BONNLEIBHEAL

Background and Activities

This small scale project has operated at junior cycle since 1989, originally with assistance
from the Linguistics Institute of Ireland.
The project has produced booklets and tapes for students challenged in reaching their
educational potential.

Since 1995, the project has also focused on the senior cycle, Foundation Level Leaving
Certificate and the Leaving Certificate Applied. The resources developed since 1999 have
also been used in the Junior Certificate School Programme.

During 2005/6 the project continued its revision, updating a number of the previously
produced materials for students completing Irish in the Junior Certificate.




                                             i
                                            54
         EDUCATION FOR RECONCILIATION PROJECT
            PEACE 2 EXTENSION FUND - 2006-2008

Background

The Education for Reconciliation Project Phase II Ext is a curriculum development project
funded by the EU Programme for Peace and Reconciliation and managed by the
Curriculum Development Unit. The project is concerned with the exploration of key ideas
and practices for introducing and developing the concept of reconciliation with Junior
Certificate/ Key Stage 3-4 students. The project is developing this within the area of
citizenship education, namely Civic, Social and Political Education (CSPE) in the Republic
of Ireland and Local and Global Citizenship in Northern Ireland.

The overall aim is the human development of young people – equipping them with the
knowledge, skills and attitudes to participate actively in and contribute to peaceful and
democratic societies. The focus, as a means to this end, is on the professional development
of teachers as agents of social change

Of the participating schools in Phase II (2002-2005) half were from Northern Ireland and
half from the Republic. Each school was represented by a Citizenship Education teacher
(Local and Global Citizenship at Key Stages 3 and 4 in Northern Ireland; Civic, Social and
Political Education (CSPE) at Junior Cycle in the Republic). These teachers attended three
residential in-services each year, availed of in-school support, and were involved in the
development and piloting of project resource materials. The Support Team facilitated in-
school workshops for Citizenship Education teams. The purpose of these workshops was
to mainstream the concepts, skills and resources involved in Education for Reconciliation
and also to strengthen collaboration among the CSPE/Local and Global Citizenship teams.

Developing teachers’ skills in promoting reconciliation is an investment in a future of
sustainable peace, a means of resourcing the educational system to deal with the legacy of
conflict. Teachers are significant cultural multipliers who are influential in forming
attitudes and values. Anton Trant asserted that ‘curriculum development is really a way of
empowering teachers…and part of the teacher’s own professional development’.1 This
statement reflects the project’s rationale and is congruent with the CDU’s philosophy that
educational practitioners must be placed at the centre of any curriculum initiative. Quality
professional development empowers teachers to use the innovative approaches needed to
promote the development in their students of an appreciation of cultural diversity and of the
importance of equality in modern society. This learning process, in which critical thinking
are fostered, results in greater acceptance by young people of commonalities and
differences and in the diminution of prejudiced, intolerant and sectarian attitudes.
Project Objectives

1. Building teacher capacity in terms of:

           Understanding of Education for Reconciliation
           Active Participative teaching skills


1
 Trant, A et al (1998) The Future of the Curriculum, City of Dublin VEC Curriculum
Development Unit.
55
     2
           Confidence in addressing controversial issues with students in order to facilitate
           and provide sustainable resourcing of the education systems on the island of
           Ireland

2. Influencing the culture of participating schools so that the value of Education for
   Reconciliation is appreciated by the wider school community and thus has greater
   sustainability

3. Further mainstreaming of Education for Reconciliation

4. Contributing to knowledge and understanding of this field of endeavour

5. Building a cross- border, cross – community and cross – sectoral network of schools
   and teachers and linking this with wider transnational networks.

Phase II Ext Project Activities (March 06 – June 06)

IN-SCHOOL WORKSHOPS

       12 in-school workshops        ( 8 Republic of Ireland, 4 Northern Ireland)
       38 teachers have taken part in in-school workshops

RESOURCES & METHODOLOGIES

(For use in CSPE/L&GC and other subject areas)
       The Others: An animated film produced by students
       On Track: A Handbook for Citizenship Education Teachers
       Policing Matters: A draft resource on policing and the law on the island of Ireland.

Support Team
      A team of six people were recruited to act as a support ream to facilitate In –school
      workshops, whole school presentations and residentials.

School Visits
       School visits were made as part of the promotion of Education for Reconciliation.
       Meeting with principals proved very beneficial, and generated interest in the
       project.

Staffing

Edel Murray (Project Manager)

Support Team:

Derek McCullough
Brendan Greene
Patricia McCann
Margaret Patterson
Shelia Coady
Mary Murphy




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         INTERCULTURALISM AND EQUALITY – A WHOLE
                    SCHOOL APPROACH
Background

A whole school approach is generally recognised as being the most effective way to ensure
equality for students from both minority and majority ethnic groups, and to develop a total
school environment which prepares students for life in a culturally diverse society. In
seeking effective ways to support schools in responding to cultural diversity,
Interculturalism and Equality - A Whole School Approach was initiated in 2002. Its aims
are:

         To assist schools in developing intercultural policy and practice, based on principles
         of human rights, equality, and respect for all students.
         To assess the potential effectiveness of the whole school approach to developing
         intercultural policy and practice
         To identify best educational practice in responding to cultural diversity in schools

The current phase of the project ran from February 2003 to May 2006. It was funded by
the Research and Development Unit of the Department of Education and Science, and the
Development Education Unit of Development Co-operation Ireland, and supported by the
School Development Planning Initiative.

Project design

The project follows the whole-school planning model, but has a number of specific features
which support schools in relation to interculturalism and equality.
Schools are provided with training in interculturalism and equality.

          The project works with groups of schools in any particular area, thus offering
          schools the support of a local network.

          Schools are expected to make the process inclusive through the formation of an
          intercultural committee with representation from staff, management, students and
          parents.

          Support and action research elements form part of each stage of the process. The
          project provides targeted support with the aim of learning from each stage of the
          process about the needs of schools taking the whole school approach to
          interculturalism, and effective ways of developing good practice.

Activities 2005-2006

Participating Schools
The project continued to support eight schools working on interculturalism and equality,
including three secondary schools, two community schools, and three VEC schools. The
schools are based in the Dublin and greater Dublin areas, with between 10% and 15% of
their students coming from minority ethnic and/or religious backgrounds. Ethnic diversity
includes both migrant students (8 schools) and Traveller students (5 schools). Levels of
religious diversity vary between schools.

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Training and Support
The main focus of support and training in 2005-2006 was on developing good practice in
interculturalism and equality, and on writing up a school intercultural policy. Training and
support was provided to the schools through a number of network meetings and through
individual school visits where appropriate.
Network meetings for teachers were held in the first two terms in order to facilitate sharing
of experience and insights into the development of good practice. These meetings also
presented a significant opportunity for schools to identify and explore areas of mutual
interest and concern. Teachers were supported in replicating, adapting and further
developing good practice emerging in a number of areas in the participating schools, for
example in the areas of intercultural weeks, induction programmes for students, activities
to promote inclusion.
Training and support in writing intercultural policies was jointly provided by the CDU co-
ordinator and a member of the SDPI team.

Findings

In relation to the process of planning for interculturalism and equality, the principal
findings were that whole-school planning is an effective method of responding to cultural
diversity, enabling schools to develop intercultural policies, begin to develop good practice
in a range of areas of school life, and begin to situate cultural diversity in a broader
diversity and equality framework. Key factors in the success of the project were the
provision of outside guidance, training, and on-going support; the democratic nature of the
planning process; and the facilitation of a schools network. In-school research was seen as
essential to raise awareness and support the planning process, but schools were often
unable (a) to recognise significant silences where they occurred and (b) to contextualise the
findings and place them within a broader conceptual framework, pointing to the need for
external support in analysis and interpretation. Democratic planning processes were
welcomed by schools but proved difficult to fully implement. Opportunities for reflection
provided through training, network meetings and the availability of support were factors in
helping schools broaden their starting positions to move from purely targeted initiatives to
looking at mainstream provision, and to begin to situate cultural diversity within a broader
diversity and equality framework. In an area such as interculturalism and equality which is
still new for schools, networking would appear to be essential to maintain motivation,
provide the stimulus of new ideas, and allow time for teachers to tease out difficult or
complex issues.

Recommendations
The principal recommendations arising from the findings are:

       That further research be carried out with the schools which have participated in the
       current project in order to learn from their experience of implementing and
       reviewing their action plans and policies.
       That research be carried out among additional schools, to test the learning which
       arose from the current research, and to further investigate issues which have
       emerged from it.
       That subject planning aimed at ensuring the delivery of a curriculum explicitly
       valuing diversity and equality be considered a key area for further research and
       development.
       That the allocation of language support to schools be greatly and immediately
       expanded and that adequate training in EAL methodologies be provided for
       language support teachers.

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         That further research and development be undertaken to look at ways in which
         existing learning support methods, active learning methodologies and mixed ability
         teaching strategies could be utilised by mainstream class teachers to develop
         language-aware teaching strategies for multilingual classrooms.
         That support be provided for schools in developing good practice in relation to
         areas such as integration of minority ethnic students; developing an intercultural
         approach to the curriculum and running intercultural events; countering
         racism/name-calling; increasing participation by minority ethnic parents
         That schools would be encouraged and supported in engaging in specific
         intercultural planning to promote awareness of interculturalism and equality and to
         ensure that the needs of minority ethnic students and parents are met. It is also
         recommended that this be accompanied by the mainstreaming of the values and
         goals of interculturalism and equality within all existing and new policies.
         That future research and support to schools will include that specifically related to
         interculturalism and equality, but would be designed to encourage schools to
         develop a broader diversity and equality focus.
         That a diversity and equality support service for schools be established to provide
         professional development, support in whole-school planning, and an advisory
         service in relation to specific diversity and equality issues or situations.

Research Report

A report on the project activities and findings has been produced and it is planned to
publish and disseminate this in autumn 2006.

Staff
Project Co-ordinator / researcher:     Mary Gannon




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  POVERTY, THE CURRICULUM AND THE CLASSROOM
                   PROJECT



Background

The Poverty, the Curriculum and the Classroom project was set up in February 1998 as a
collaborative initiative between the Combat Poverty Agency and the CDVEC CDU. The
project was completed in early 2005 with a final evaluation report documenting evidence of
the projects outcomes in addressing its aim of developing and implementing strategies to
establish the teaching of poverty and related social justice issues in second level schools.
The major outcome from the project was that of the development of a school-community
partnership model in social and political education. The model was developed with and by
teachers and community workers.

Developments in 2005-06

Final editing was completed on the guidelines culminating in the publication of Opening
Doors: School and Community Partnership in Poverty Awareness and Social Education
Initiatives. (CDU and Combat Poverty Agency, 2005). Dissemination of these guidelines
was done by the Combat Poverty Agency.

Work has begun on developing a training for trainers course in Controversial Issues with an
emphasis on poverty awareness education. This work is being done with the Combat
Poverty Agency in conjunction with the Civic, Social and Political Education Support
Service and the CDU. The work is informed by the training course developed during the
course of the Poverty, the Curriculum and the Classroom Project.

Counted Out: Challenging Poverty & Social Exclusion (2002) was reprinted in February
2005 (1,000 copies). Stocks are currently held in the CDU and Combat Poverty Agency.




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            ENVIRONMENTAL AND SOCIAL STUDIES
Background

ESS is an optional subject at Junior Certificate level which evolved from the CDU
Humanities project.

Support

The ESS support teacher was available on Thursdays for telephone support and also to visit
schools for individual in-service and advice, where it was not possible for a teacher or
group of teachers to attend a regional in-service. An ESS presentation was made at JCSP
in-service in Navan.

Schools intending to take up the subject were also given advice and support by telephone
and in person on school visits.

Personal visits were made to approx. half the participating schools, some on more than one
occasion. Advice was given in most cases about project work and the examination process.

Entering more students for the Higher Level paper was also suggested in every school,
though there was quite a bit of reluctance on the part of teachers. It was pointed out that the
proportion of ESS students taking Ordinary Level or Higher Level is the direct opposite of
every other subject on the Junior Cert. Curriculum.

Generally teachers wanted resources and contact with other teachers. An appeal was made
for teachers to send in worksheets, house examinations and resources that they had found
useful, so that they could be shared with others through the website.


Resources

A CD was compiled containing past ESS exam papers, ESS Syllabus, Guidelines for ESS
Teachers, resources for projects (particularly the ‘granny’ projects) and a complete website
on Dublin History (with permission from its author for ESS children to use it for their
projects once they acknowledge its use). This was distributed to all schools visited and any
schools that requested it.

The activity on the website set up for ESS teachers is not yet very high. This may be due to
some teachers being unfamiliar with email and the Internet, or difficulties accessing the
Internet in schools, where access is exclusively in computer rooms for example.

All the past exam papers were placed on a web page.


NCCA Syllabus Review

The ESS support teacher was co-opted on to the NCCA Syllabus Review committee for the
subject and attended all meetings.




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     2
State Examinations Commission

A number of meetings were held with SEC personnel on ESS-related issues.

Initiatives

VSI (Voluntary Service International)’s Development Officer was contacted with a view to
further investigating the possibility of ‘designing’ opportunities for ESS students to
volunteer in their area. This is an ongoing series of discussions, as the ESS cohort are not
traditionally VSI’s target age group, and in the case of students with difficulties, designing
or selecting an appropriate project is important. There is a possibility that such a
volunteering experience could, with planning, be used for the Field Study project.


Staffing

Patricia Loughman




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                          EQUALITY AND EDUCATION
Background

The role of the CDU as a centre for curriculum research and development is in supporting
the professional development of teachers. It is from this experience in working with
schools and teachers that we see a real need to support schools and teachers in the process
of addressing equality in education. Support is needed to develop a sense of value in the
inclusive school as valuable in its own right both as a place of employment and as a site for
the transfer of knowledge, skills, aptitudes and values.

The CDVEC CDU has a long history of innovative curriculum development and research.
Of particular note in this regard are the curriculum development projects within the social
justice department of the Unit such as Human Rights Education, Intercultural Education,
and the Education for Reconciliation Project and the Poverty the Curriculum and the
Classroom Project. Add to this the newer areas of work in the development of senior cycle
citizenship education, student council work and the coordination of the 2005 European
Year of Citizenship through Education the growing capacity within the broad field of social
justice is apparent.

Further Development

In 2005/06 development continued in the area of equality and education in consultation
with education providers with a view to addressing their equality needs with regard to
equality information, training and support across the nine areas of the equality legislation.
This work has bought together much of the learning arising out of the aforementioned
projects. Areas of work closely related to this involve Interculturalism & Equality and the
2005 European Year of Citizenship through Education. Further information on these is
provided under their separate headings.

Embedding Equality in School Development Planning at Second Level
The CDU was successful in its tender to the Equality Authority for the contract in
developing a Guide for second-level schools in embedding equality within School
Development Planning. This work was expected to be completed in the first quarter of
2006, however further redrafting has meant that the work is ongoing. It is expected that the
guide will be completed by the end of 2006 after a pilot phase involving a small number of
schools and teachers.

Towards Building a Culture of Equality in FETAC Centres
An application for a small grant under the 2005 European Year of Citizenship through
Education was successful in securing a small amount of funding to design, deliver and
evaluate a pilot training course for trainers with FETAC Centres. FETAC have recently
introduced Quality Assurance as a prerequisite for Centres to receive FETAC certification.
Centres will be required to have equality policy, equality training and planning for equality
in place. The course is being developed with a view to delivery upon request on a
nationwide basis to all FETAC Centres and extension to post-primary education providers.

Staffing

Sandra Gowran
Mary Gannon


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                            ARTS IN EDUCATION
The CDU is committed to the development of the Arts in schools both as a subject in its
own right and as a teaching and learning tool.

The CDU participated in two Arts in Education activities in 2005/06

Larkin Community College

Larkin Community College initiated an art access programme for its students though
resources provided by the Dormant Accounts Fund.

The CDU continued as part of the management group of the project to provide support
advice on the management administration and financial control.

Following consultation with management, teachers, parents and students of Larkin
Community College the CDU carried the first stage of the evaluation of the ‘Arts in
Education’ programme. In September 2006 the first draft of an evaluation will be
A final report will be published in December 2006.
.



The Arts Council sponsored consultation

Following the activities of the previous year where the CDU was part of a core group the
following guidelines were published: Artists in Schools Guidelines: Towards Best Practice
in Ireland.


At the request of the Arts Council Education officer the CDU attend a number of meeting
to explore the integration of the Arts into the curriculum.




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                  COUNCIL OF EUROPE
         EDUCATION FOR DEMOCRATIC CITIZENSHIP
The Council of Europe Education for Democratic Citizenship project will continue into a
new phase from 2006-09. The International section of the Department of Education and
Science facilitates Ireland’s input to the Council of Europe education activities. All
countries within the Council of Europe are represented on this project.
Many elements of the EDC/HRE project have relevance to the UN decade for education for
sustainable development 2005-15 and the UN World Programme for Human rights
education 2005-07. The DES has appointed the Director of the CDU as National Co-
ordinator of the project.

The main concern of the project in 2005/2006 was around the activities of the Council of
Europe 2005 European Year of Citizenship through Education and the future structures of
the Education for Democratic Citizenship/Human Rights Education Project.

The Department of Education and Science and Development Co-operation Ireland within
the Department of Foreign Affairs agreed to fund the activities of the Year which was
managed by the CDU.

The CDU responded to requests to provide teachers / consultants and other representatives
at Council of Europe events in Iceland and Romania.

Two Council of Europe EDC meetings were held during the year (Russia/Moscow March
06, and Romania/Sinai April 06)

National Co-ordinator:        Aidan Clifford

              CITIZENSHIP IN ALBANIAN SCHOOLS

The CDU supported the Trocaire/Irish Aid sponsored project in Albania through two
separate strands of activities. One strand focused on hosting study visits and the provision
of in-service in Albania by experienced citizenship teachers from Ireland. The second
strand involved the evaluation of the first phase of the project which was completed in late
2004.
In April 2005 the CDU hosted 5 Citizenship education experts from Albania. The final
evaluation of all Trocaire/Irish Aid projects in the Balkans will occur in the first term of
2006/07.


            CITIZENSHIP STUDIES WORKING GROUP
The citizenship studies working group continued its activities to promote the framework
outlined in the document Citizenship Studies A Curricular Proposal for Social and Political
Education in the Leaving Certificate.
The project submitted a request for funding to investigate the opinions of the HE sector on
the new subject ‘Social and Political Education’. A report was produced in June 2006.


Members Aidan Clifford, Karen O’Shea, Dr Eilis Ward and Sandra Gowran

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     2
‘Citizenship2005.ie’
   2005 EUROPEAN YEAR OF CITIZENSHIP THROUGH
                     EDUCATION

Background

Arising out of ongoing work in Education for Democratic Citizenship (EDC) the Council
of Europe proclaimed 2005 as the European Year of Citizenship through Education. The
‘Year’ was aimed at developing awareness and strengthening policy and practice in
Citizenship through Education across all levels of education in both the formal and non-
formal sectors. The target groups for activities under the Year were primarily policy
makers and practitioners in citizenship education.

Ireland’s activities throughout the European Year of Citizenship through Education were
being coordinated through the City of Dublin VEC Curriculum Development Unit,
coordination continues as the activities of the Year are being consolidated and outcomes
disseminated. The Year was supported directly by the Department of Education and
Science and Irish Aid (a Directorate of the Department of Foreign Affairs).

The name ‘Citizenship2005.ie’ was used to identify Ireland’s activities under the Year the
theme of which was concerned with Building Learners’ Capacity for Citizenship through
Education: Promoting Participation, Encouraging Voice and Valuing Difference.

Duration

‘Citizenship2005.ie’ began on 1st March 2005. Formal external activities were completed
31st March 2006. However the Year in Ireland will be concluded during a Conference in
September 2006. The Conference is being held in conjunction with the 10th anniversary of
the subject Civic, Social and Political Education.

Priority Areas of Activity under the Year in Ireland

There were five priority areas within Ireland’s official activities, these are as follows:
   1. Identifying, promoting, collating and supporting good practice in Education through
       Citizenship Education across sectors and levels of education;
   2. Promoting practice in citizenship through education
   3. Contributing to the development of policy concerning Citizenship through
       Education with regard to:
           ~ The development of the concept of Citizenship through Education
           ~ The Implementation of policy in Citizenship through Education.
   4. Building democratic practices and participation in democratic structures, for
       example, promoting good practice in the development of student councils within the
       second-level education sector
   5. Contributing to the development of Social and Political Education at Senior Cycle
       in the formal second-level education sector
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                                            66
Activities under the five priority areas

Small Grants
A second round of small grants was disseminated in January 2006. A further fifteen
projects were funded, thirteen were accepted.
The projects included
•     The production of resources and publications for practitioners within the formal
      education system and the youth and community sector.
•     Conferences and workshops specifically for and by older people, people with
      disabilities, Deaf people in addition to the citizenship education community in
      general.
•     Research into the citizenship education and teacher education

All twenty-six grant holders were required to complete and report on their activities before
the 31st March 2006. Extensions were granted in a number of cases.

Young Citizen Award
The Year was the coordinating body for the Young Citizen Award from the President of
Ireland for the European Year of Citizenship through Education. Coordination was done in
collaboration with the President’s Office, Department of Education & Science and the
Department of the Environment & Local Government and a National Steering Committee.

The Award was a national initiative for young people aged 12-25 years involved in
citizenship education within the formal and non-formal sectors. The Award was supported
by County and City Development Boards (CDBs) who oversaw the local co-ordination and
assessment of applications. Award ceremonies were held by the majority of City and
County Development Boards, many of whom received substantial local media coverage. A
national event was held in Áras an Uachtaráin in March 2006, where President McAleese
personally commended representatives of Young Citizen Awardees.

A evaluation of the Award was conducted and published in a report. The award offers a
potential framework for future development.

Evaluation Conference
At Council of Europe level the Year was concluded with an evaluation conference held in
Romania in April 2006. Two representatives from Ireland attended this conference which
agreed the next programme of work for Education for Democratic Citizenship and Human
Rights Education up to 2006-2009.




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Citizenship Education & Equality
The Year has contributed to the development of the field of work in equality and education
in terms of the development of :
•     Guidelines for embedding equality in School Development Planning, and;
•     Towards building a culture of equality in FETAC Centres.
See Equality & Education for more on this.

Resource Development
•    A DVD was produced arising from the Sixth Annual Conference on Citizenship
     Education in England, Ireland, Northern Ireland, Scotland and Wales. The DVD will
     be used to further the debate and awareness of aspects of citizenship education.

•    A website on the Year was maintained and updated regularly. The purpose of the
     website is to provide a portal of information on citizenship education in Ireland.

Concluding Conference
Planning for the concluding conference to be held (21st and 22nd September 2006) took
place in the context of consolidating the work from all of the activities under the Year. The
purpose of the conference is:

1. To provide information on Ireland’s formal activities during the 2005 European Year of
Citizenship through Education and to celebrate its achievements.

2. To mark and celebrate the 10th anniversary of the founding of Civic, Social and Political
Education and to celebrate its achievements.

3. To bring together the achievements of both of the above by means of proposing the
content of a framework for citizenship education that will continue the
development of this field across all sectors and levels of education.

4. To gather views and recommendations on this framework (to be circulated to delegates
prior to the conference) with a view to its publication following the conference.

5. To provide a forum through which the background paper on Social and Political
Education at Senior Cycle can be presented.

Reports
Reports will be published following the concluding conference.




Staffing

Sandra Gowran



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                                             68
                  GIVING YOUNG PEOPLE A VOICE
Background

In November 2005 a curriculum development project on the setting up and development of
student councils, entitled ‘Giving Young People a Voice’ through the Civic, Social and
Political Education (CSPE) curriculum was established. This was a partnership project
between the Office for the Minister for Children and the City of Dublin VEC Curriculum
Development Unit which evolved from the recommendations of the Student Council
Working Group established in 2003 with the support of the Department of Education and
Science attended by second level students, partners in education, young people from
Cómhairle na nÓg and the Union of Secondary Students. It should be noted that this
project is the contribution of the Office of the Minister for Children to the European Year
of Citizenship through Education.

Aim of the Project

The aim of this phase of the project was to assist and support schools, teachers and students
in the establishment of Student Councils in schools through the development and piloting
of a teaching and learning resource for the Civic, Social and Political Education (CSPE)
curriculum focusing on the course concepts of Democracy and Rights & Responsibilities.
As this project was about the development of a new teaching and learning resource, it was
important that it was properly researched and piloted with all involved in a school setting:
Principal, whole staff, liaison teacher, CSPE teachers, students, etc.

Activities

This project commenced in November 2005. The development of the module materials by
the project officer in collaboration with a writing team and the piloting of the materials
took place between January and May 2006. The resource is currently in draft format and a
completed version is expected to be available to all schools and Centres of Education in
October 2006. The resource materials will be made available to all schools / special
centres / Youthreach centres where CSPE is offered, totalling around eight hundred
educational institutions.

The draft resource is a CSPE module of work consisting of 12 lessons on the concepts of
Rights and Responsibilities through the theme of Student Councils, culminating in Action
Projects on Student Councils one specifically dealing with how to organise and carry out a
democratic election for the Student Council.

Students from15 schools drawn from a representative group of schools (vocational,
community, secondary, urban / rural, single sex / coeducational) have been involved in the
piloting of the draft materials. This process has also involved collaboration with young
people, youth workers and youth organisations.

Training sessions, staff presentations, information packs and practical support (e.g. help
with running the student council election) for schools have been availed of by school
principals, whole staffs, liaison teachers, CSPE teachers and student council members
involved in the pilot.




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     2
This project is being managed and co-ordinated by the Curriculum Development Unit
(CDU) through a Management Support committee made up of:

Aidan Clifford, Director CDU;
Conor Harrison, National Co-ordinator, Citizenship Support Service,
Anne O’ Donnell, Office of the Minister for Children,
Miriam O’ Donoghue, Deputy Director CDU.

An Advisory Committee which has provided advice for the work of the Project while also
advising their organisations of the work of the Project has been established and has met
twice over the last six months. The following stakeholders in education have been invited
to participate in the Advisory Committee to ensure continuity and coherence with the work:
Department of Education and Science, the Curriculum Development Unit, the Citizenship
Support Service, the Office of the Minister for Children, the School Development Planning
Initiative team (SDPI), the Leadership Development In Schools team (LDS), the National
Association of Principals and Deputy Principals (NAPD), National Youth Council of
Ireland (NYCI), Union of Secondary Students (USS), etc…

Staffing

Project Coordinator: Deirdre Phelan




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                   CITIZENSHIP STUDIES PROJECT
The Citizenship Studies Project is the product of a long-standing and successful partnership
between Curriculum Development Unit and Trócaire in the area of Citizenship Education.
The overall aim of the project is to support and inform the foundation and development of a
full Leaving Certificate subject in Social and Political Education which appeals to a wide
body of schools, teachers and students.

Background & Planning

The partnership between Curriculum Development Unit and Trócaire has seen the
development of Civic Social and Political Education (CSPE) into a compulsory Junior
Cycle subject and the initiation of a number of human rights based curriculum development
projects with local and global development dimensions.

Another significant outcome in terms of the planning for the Citizenship Studies Project
was the consultative process and publication of Citizenship Studies: A curricular proposal
for Social and Political Education. This curricular proposal was outlined at the annual
Political Studies Association of Ireland (2005) and received favourable reception. The
concepts formed in Citizenship Studies have been the cornerstone for dialogue both with
the National Council for Curriculum and Assessment (NCCA) and with other partners
within the Citizenship Education Network and further afield.

The Curriculum Development Unit engaged with, and made submissions to, the NCCA to
promote the establishment of Social and Political Education in the Leaving Certificate
programme. In April 2005 the NCCA issued Proposals for the Future Development of
Senior Cycle Education in Ireland which provided detail of the overall structure and
direction of development. In October 2005 it became known that the NCCA was to pursue
the development of Social and Political Education as a full optional subject in senior cycle.

Key Issues, Problems and Needs:

The NCCA has broad agreement around a programme of work for 2006-2007. This will
concentrate on the development of a number of subjects and their assessment, including the
development of Social and Political Education as a full subject. There will be a limited
number of short courses developed and Transition Units will be developed in an ongoing
basis. The introduction of Social and Political Education into the senior cycle will ensure
there is a curricular space to build on the work of CSPE in the Junior Certificate. A
successful roll out into schools could also enhance the status of CSPE. The course could
potentially provide the groundwork for engagement with contemporary moral social and
political issues encountered in an individual’s cultural, vocational, economic and social life
and also provide a the impetus for a life long learning, engagement, and concern for human
flourishing and solidarity.

Project work will involve schools, teachers and students in order to raise awareness,
identify and meet their needs so as to ensure that the new subject is capably delivered and
appeals to a wide body of students and maintains relevance into the future.




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Aims and Objectives

The overall aim of the project is to support and inform the foundation and development of a
full Leaving Certificate subject in Social and Political Education which appeals to a wide
body of schools, teachers and students.

Objectives
   To collaborate with teachers in the development of appropriate curricular elements
   (including Transition Units etc) based on a number of conceptual/thematic areas -
   including Interdependence & Development, Equality, Participation, and Justice - to
   help inform the efficacy of the interim work on Social and Political Education for
   senior cycle.
   Structured discussion and research with potential teachers of Social and Political
   Education currently within the system around the most appropriate means of rolling out
   the subject; the nature and type of training needed to enable the effective teaching of
   the subject; appropriate teaching/learning methodologies and assessment; and, the
   characteristics of schools, teachers and students who would be interested in the subject
   Representation of teacher voice at a policy level and dissemination of research findings
   to inform the further development of senior cycle Social and Political Education.
   The provision of training, support and accreditation routes to in-career teachers using a
   partnership and collaborative model of teacher education
   An exploration of the implications of teacher participation on teaching and learning
   methodologies (1) with peers and (2) in classrooms
   An exploration of possible means of assessment of the full subject through the process
   of piloting curricular aspects of the Social and Political Education subject
   Production of position papers relating to project activities


Activities 2005-2006

Sourcing of Additional Funding
Additional project funding was successfully sourced to carry out a number of activities,
including nation wide quantitative research, the development of a project website, and the
development of a 45 hour Transition Unit dealing with the concepts of Development and
Interdependence.

Research Element
Since inception in October 2005 the project has undertaken quantitative research, funded
by the European Year of Citizenship through Education. Through a nationally distributed
questionnaire the project engaged with potential teachers of Social and Political Education
as a way of identifying prospective participants in the Citizenship Studies Project (from a
variety of subject backgrounds and teaching experiences); to gather baseline data to
strengthen subsequent project activities; as a means of representing school, teacher and
student needs in the process of instigating effective and successful curricular change to the
wider educational system; and, in order to raise school level awareness of the benefit of
addressing concepts/themes of Interdependence and Development, Equality, Participation,
Justice etc in the new Senior Cycle curriculum. Data analysis is ongoing and the resultant
discussion document will be available on the project’s website as soon as possible. This
document will compliment two additional reports funded by the European Year of
Citizenship through Education: the result of a series of consultations with third level
institutions around Citizenship Studies; and, a study by St Angela’s College in Sligo of
existing pre-service models of teacher training in the area of Citizenship Education.

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Website
The project’s website is in the process of development and when completed will act as a
support for teachers participating in the wider Citizenship Studies Project and more
generally will provide schools with information about the roll out of the full subject at
senior cycle and detail the supports available in terms of teacher training, teaching and
learning methodologies and available resources. The website will provide a platform for
stimulating debate around proposed curricular change in the area of Citizenship Education
and record examples of school-based best practice in terms of the development Transition
Units and the full subject. It would include summaries of relevant national and
international research into Citizenship Education, and act as a hub in terms of access to and
from relevant links. The site will be hosted by the Curriculum Development Unit server
and will be maintained and regularly updated by the Citizenship Studies Project.

Liaison
The Citizenship Studies Project has developed an ongoing liaison with the CSPE Support
Service, part-time CSPE RDOs and with personnel from a number of related CDU projects.
The project co-ordinator is the secretary of the Citizenship Education Network.

Staffing

                                       Mella Cusack




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             CITIZENSHIP EDUCATION NETWORK (CEN)
Background

The Citizenship Education Network is an informal non-working network of individuals and
organisations with an interest in the maintenance and development of Citizenship
Education within the formal and non-formal education sector. The network is open to
anyone to attend and draws membership primarily from the second-level and teacher
education sectors. 2004-2005 saw the membership expand to include more representatives
from community and adult education.

The CDVEC Curriculum Development Unit hosts the network as part of its continued
commitment to and support of social and political education.

Regular attendees at CEN meetings come from various third level colleges, curriculum
development projects, NGO’s, community & adult education organisations and groups, and
semi-state and government department personnel.

Activities

Two meetings of the Citizenship Education Network were hosted by the CDU in 2005 and
two were held up to June 2006.

April, 2005
        Update on various projects and programmes of interest to the network including the
        website for Citizenship Education teachers that is being developed by Ron Smyth
        (University of Ulster, Coleraine).
        Discussions centred on the following areas:
           The existing frameworks and submissions to the NCCA on Social and Political
           Education at Senior Cycle (including the Citizenship Studies, WEBS document
           and submissions from CPA).
           A profile of a teacher who might teach Social and Political Education and the
           level of teacher attendance at CEN meetings.
           The role of the network.

October, 2005
      Sandra Gowran, Co-ordinator of the Irish response to the European Year of
      Citizenship through Education gave a presentation on progress to date.
      Other updates included the following:
              CDU work on guidelines for schools for the Equality Authority
              Update on CSPE and CSPE Support Service activities
              Combat Poverty
              CivicLink
              Amnesty
              Young Social Innovators
              CDU/Trócaire Citizenship Studies Project
              Education for Reconciliation Project
              Intercultural Project
              Development Cooperation Ireland
              Belfast and Dublin School Exchange Programme




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         The network welcomed and discussed the news that the NCCA was including
         Social and Political Education as a subject for development in Phase I of the Senior
         Cycle Review.

February, 2006
       Roland Tormey (University of Limerick/NCCA) gave a presentation on the
       development of Social and Political Education at Senior Cycle.
       Subsequent discussions centred around the inclusion of values in the subject; the
       link between CSPE and Social and Political Education; potential teachers to of
       Social and Political Education; and, the steps towards the development and
       introduction of the subject. The network agreed to submit any questions for the
       NCCA through CEN members in the CDU.
       Updates were given on the following:
              UN Decade for Sustainable Development
              The Poverty in the Classroom Project
              The Education for Reconciliation Project

May, 2006
      CEN’s submission seeking clarification from the NCCA about Social and Political
      Education was discussed. The background paper for the subject will be made
      available to membership once circulated in the NCCA. Discussions centred on the
      role of the Board of Studies and Course Committee respectively and the network
      agreed to formally contact the NCCA to welcome recent developments and to
      encourage ongoing consultation. A discussion regarding the role of CEN concluded
      that it is an informal network of individuals and organisations engaged in formal
      and informal citizenship education, whose main function is to share information.
      Updates included information on the following:
               ACT
               CSPE and CSPE Support Service
               Irish Aid
               UN Decade on Sustainable Development
               Belfast and Dublin School Exchange Programme
               European Year of Citizenship through Education
               Citizenship Studies Project
               IDEA
               CDU run FETAC Equality and Diversity Training
               Amnesty

Staffing
There are no staffs assigned to the maintenance of the Citizenship Education Network.
Members of the social justice team within the Unit take responsibility for convening,
chairing and reporting on the meetings throughout the school year.




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          EQUAL COMMUNITY INITIATIVE: ROUND 2

Transition Supports Project

Context

Equal Community Initiative: Round 2

Transition Supports Project

Context
Following a submission by number of members of the Development Partnership (listed
below) to the department of Education and Science and the E.U. Equal initiative funding
from 2005 to 2007 was agreed.

Development Partnership Members
   • CDVEC Curriculum Development Unit                     Aidan Clifford
   • Reception and Integration Agency                      Marian Quinn
   • Health Service Executive                              Jeanette Lever
   • Southside Partnership                                 Aileen O’Brien
   • Tallaght Intercultural Action                         Alice Binchy
   • CDVEC City of Dublin Youth Service Board              Anne Meehan
   • CDVEC Separated Children Education Service            Jessica Wanzenbock
   • Dun Laoghaire Refugee Project (Target group
      representative)                                      Abrahim Abdul Wahid

Overall aim of the Project
To coordinate, integrate and deliver services to Separated Children Seeking Asylum
(SCSA) & 'aged out' minors (17 to 21 year olds) to enable them to participate in education
and prepare them for their adult life in Ireland or their country of origin.

Main Objectives of the Project
  • Carrying out a needs analysis of ‘aged-out’ minors in 4 dedicated Direct Provision
      centres and elsewhere in the Dublin area;
  • Considering the needs of the target group in the Dublin area relating to their
      preparation for direct provision;
  • Ensuring a coordinated approach to service delivery for this target group;
  • Providing educational, social and recreational activities to the target group through
      established NGO’s and other service providers;
  • Identifying, train and support groups of young asylum seekers to act as peer
      mentors to the target group;
  • Delivering accredited programmes to the mentors;
  • Delivering a voluntary apprenticeship scheme;
  • Providing a youth work outreach service;
  • Providing a framework which promotes and enables integrated service planning for
      this client group;
  • Training and raising awareness amongst mainstream organisations re: needs of the
      client group.




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The policy context and rationale of the Project
The project is focused on the difficulties experienced by young asylum seekers as they
move from the care of the Health Service Executive (HSE) hostel accommodation with a
nominal level of project worker support to the Department of Justice’s system of Direct
Provision where they are no longer legally entitled to receive any support from the HSE.
Some of the difficulties that arise include:
   • The legislative framework which restricts educational access and prevents labour
       market participation for this target group;
   • The need for structured opportunities to develop transferable skills;
   • The vulnerability of young asylum seekers moving to adult accommodation;
   • The lack of dedicated support for young asylum seekers;
   • The lack of transition arrangements to prepare for changes in legal status and living
       arrangements;
   • The ad hoc and uncoordinated nature of young asylum seekers’ contact with
       voluntary service providers.

Categories of people the project impacts on
      • Primarily 17 to 21 year old asylum seekers who arrived in Ireland as separated
          children;
      • Separated Children Seeking Asylum (SCSA) in the care of the HSE (mainly 17
          year-olds)
      • ‘Aged out’ minors, i.e. those who have reached 18 whilst in the care of the
          Board, and have subsequently moved to one of four dedicated Reception and
          Integration Agency accommodation centres in Dublin and also Mosney, Co
          Meath;
      • Agencies working with either/ both client groups.

Actions of the Project
   • Training of Trainers: This element of the project seeks to engage with mainstream
      providers, e.g. schools, youth service, health services. A resource pack and
      information booklets is being developed to support this aspect of the project.
      Through utilising awareness raising strategies this process promotes a proactive
      approach amongst service providers and facilitates the development of tailored
      initiatives.
   • Outreach Approaches: Outreach/youth workers visit and befriend the target group,
      and support their participation in mainstream activities. Particular focus is on those
      young people who have greatest difficulty accessing supports, with the initial
      objective being to establish trust and rapport, which facilitates referral and linkages
      with other services.
   • Training / Educational Programmes: A range of interventions for young people
      have been and will continue to be delivered in an integrated and coordinated way,
      aimed at enhancing their educational, social and interpersonal skills. The co-
      ordinator and outreach youth workers have established inter-agency meetings for
      each accommodation centre for aged out minors. The needs analysis has been
      extremely useful in identifying requirements and also quantifying existing services
      and current gaps. Programmes have been developed to address these gaps, and these
      are now being delivered both on and off-site and include non-formal education,
      recreational and social activities, such as arts, sports etc; parenting programmes;
      language and cultural supports, including networking for asylum seekers. Some of
      these initiatives are delivered directly by the Project, non-formal education is


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       delivered by youth services and others have been grant aided to existing
       organisations already working with the target group.
   •   Mentoring training will be provided for an estimated 10 suitable individuals,
       focusing on communication skills, teamwork and confidence building who will then
       be equipped to provide support to 20 SCSA, who will be identified by the HSE on
       the basis of identified need. The coordinator or organisation delivering the
       programme will identify appropriate accreditation, wherever possible.
   •   Guidance and Counselling: As outlined above, 20 SCSA, will be mentored by their
       trained mentors. Mentoring will be focused on befriending, supporting and
       developing SCSA’s knowledge of local networks.
   •   A formalised wider stakeholder group was established and formalised a wider
       stakeholder group, the Transition Supports Working Group (TSWG) bringing all
       the key players together, statutory, voluntary and community based, in order to raise
       awareness of need; identify existing capacity and expertise; and integrate planning
       and delivery;
   •   Development of a training package for mainstream providers regarding the needs of
       group, and aimed at promoting the development of tailored strategies within
       existing services;
   •   Policy analysis and research regarding the entitlements of SCSA/ young adult
       asylum seekers, particularly regarding education, health, welfare, training and
       employment opportunities;
   •   The Project has also established data collection and recording mechanisms;
   •   Co-ordinating and delivering a range of interventions for young people aimed at
       meeting their educational, social and interpersonal needs.

Expected Outputs/Results/Impacts
   • An outreach programme has been established in 5 hostels for SCSA;
   • Each of the 5 hostels receive a minimum of 2 hours quality contact time between
      the target group and an outreach per week;
   • At least, 15 mentors will be trained to work with more vulnerable SCSA;
   • More support is now provided by the Project outreach youth workers to SCSA as
      they move from health board care to adult provision;
   • TSWG meetings per year of all providers of services to unaccompanied minors;
   • Transnational aspect of the project includes project visits, networking seminars, and
      a trainer/expert exchange programme;
   • A training package and an ongoing programme of delivery for mainstream services
      is being developed, for use by health boards, community groups, schools etc, to
      increase their capacity to work with the target group.

Transnational Co-operation
The Project is part of the ‘Aware-Net – working for social inclusion in Europe’,
transnational cooperation project and is partnered with the following DPs:
Germany: Fluchtort Hamburg - Berufliche Qualifizierung für Flüchtlinge, Hamburg;
Italy: IntegRARsi – Reti locali per l’integrazione di Richiedenti Asilo e Rifugiati, Roma;
Slovenia: PROGRES, Ljubljana.

Project Management system
   • The DP drives, advises and guides the development and enhancement of supports,
       and ensures accountability;
   • Monthly meetings of the DP are held throughout the duration of the project;



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     •   DP members also take on specific roles in order to ensure ownership of the project,
         and organisational commitment (e.g. transnational links; policy development;
         public relations; finance);
     •   Line management is provided by the RIA and CDU;
     •   The TSWG established to consider the needs of SCSA and aged-out minors, and
         appropriate response to these, meets on a quarterly basis. This structure forms an
         ‘associate’ function, providing an opportunity to share information, advise
         developments and ensure that linkages.

Staffing
The project team comprises of a co-ordinator, Itayi Viriri and two outreach youth workers,
Manuela Moreno-Cabas and Andrew Sexton.




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                         CONSUMER EDUCATION

Background

The CDU is actively involved in a Consumer Education Programme committee through the
International Federation for Home Economics (IFHE). CDU holds organisational
membership of IFHE.

The IFHE is the only worldwide organisation concerned with Home Economics and
Consumer Studies. It was founded in 1908 to serve as a platform for international exchange
within the field of Home Economics.

IFHE is an International Non Governmental Organisation (INGO), having consultative
status with the United Nations (ECOSOC, FAO, UNESCO, UNICEF) and with the Council
of Europe.

IFHE Status with UN-Organisations includes:
   • Consultative status with UN-ECOSOC
   • Category 2 – UNESCO, FAO
   • Status A – UNICEF
   • Operational status with the Council of Europe

The IFHE operates a programme of activities that involves development work and research.
Representatives attend Leadership Meetings, Council Meetings and Congress from all
regions of the world: Africa, Americas, Asia, Europe and the Pacific.

From 2004 -2008 the focus will be on:

Sustainable Development and Quality of Life: The Contribution/Challenge of Home
Economics in the Field of Consumer Education.


Activities

Annual Leadership Meeting February 2006
Meetings of the Consumer Education Programme Committee took place in Berlin,
Germany and were chaired by Miriam O’Donoghue.

Council Meeting July 2006
A Council Meeting and meetings of the Consumer Education Programme Committee took
place in July 2006 in Cape town South Africa.
Miriam O’Donoghue, representing the CDVEC, CDU gave a presentation and a workshop
on:

       Education for Sustainable Development –an Irish Perspective.

This included an overview of how Ireland is responding to the UN Decade of Education for
Sustainable Development and a workshop on ‘Necessity the mother of invention:
sustainability in action’- A classroom active teaching and learning exercise aimed at


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identifying global products that focus on methods of ‘reusing’ and ‘recycling’

Meetings of the Consumer Issues Programme Committee also focused on the CDUs
proposal to develop an e. book on ‘Sustainable Development’
The theme decided for the e-book was:

         ‘Global Sustainable Development: A Challenge for Consumer Citizens’

The e-book should give a sense of similarities and differences concerning life as a
consumer citizen within countries and communities around the world.

Possible sub themes for contributions to the book includes:
   • Quality of life
   • Gender equality
   • Education
   • Past-present-future
   • Contrast between:
   • Rich/poor
   • Northern/southern hemispheres
   • Local/global
   • National/international

Work on the e-book will commence in September 2006




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     2
          RESEARCH STUDY FOR HOME ECONOMICS

 THE CONTINUING PROFESSIONAL DEVELOPMENT OF
          HOME ECONOMICS TEACHERS
Background

The very early stages of this research study which is being conducted by Miriam
O’Donoghue, Deputy Director of the CDU started when Miriam was head of the Home
Economics department in St Catherine’s College of Education for Home Economics.
Shortly after the commencement of the study Miriam came to work in the CDU. In keeping
with its advocacy for the area of research, the CDU was delighted to be able to support the
continuation of this research.

Aim and Objectives

The aim of the research is: To build a profile of the continuing professional development
(PD) of Home Economics Teachers at Post-Primary level.

Activities 2005-06

   •   The analysis of the data continued in 2005-06.
   •   A presentation of initial findings was made to an audience of over 100 Home
       Economics teachers at the ATHE AGM in November 2005
   •   Research findings were presented to the Home Economics Support Service and
       used to inform the DES about the need for ongoing support for Home Economics
       teachers.

The research study will continue in 2006/07




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         SERVICES




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             LIBRARY/RESOURCE CENTRE/WEB SITE
Mission Statement

The CDU Library is a one-person special research library servicing primarily the
information needs of the CDU Project Officers and of all staff of the CDVEC - in schools,
adult education centres, YOUTHREACH centres and prison education units. Many
enquiries are also received, by letter, by phone and by email, from teachers engaged in
postgraduate study and other researchers both nationally and internationally. The Resource
Centre is also the central point for the promotion and distribution of CDU publications.

Activities

Collection Development

The Library built up its collections in the following subject areas: curriculum development;
teaching methodologies; vocational education; literacy across the curriculum; human rights
education/anti-racism; development education; early school leavers/educational
disadvantage; work preparation; personal development.

The number of journal subscriptions is still rising. Over 80 journals are currently in the
library. More journals have been requested.

E-Journals

The librarian has started evaluating e-journals for their suitability and accessibility. It is
planned to provide access through an Intranet system in the future. Issues, such as
Copyright and Licensing, have to be resolved first. Some free journals were linked to
through the web site.

Current Awareness

In order to improve awareness of the Library's holdings, regular listings of journal articles
and new acquisitions were produced and circulated to staff and interested parties.
Electronic documents and web links of interest to staff members were distributed. Staff
welcomed this additional service.

Electronic Library System

Cataloguing works are ongoing. New acquisitions have priority over older books. The new
electronic library system has proven to be very efficient and reliable. User accounts have
been created and it is hoped to have the web-based OPAC online in summer 2006. All
users of the library will then be able to search for books and access their accounts from
their desktops or from home.

In addition, it is planned to provide assistance for all users of the system in forms of help
sheets, web-based support and also introduction sessions.

Information Requests

The library provides information and reference services to all members of staff, the
CDVEC community, researchers and the interested public using traditional and electronic

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sources. The number of queries received in 2004/2005 has risen steadily ranging from
simple questions to in-depth research. More and more researchers from around the country
and from abroad sent their requests by email, mail, phone or fax.

Professional Memberships and Personal Research Interests

The librarian is a member of several professional associations in Ireland and abroad. She
gained Chartership with the Chartered Institute of Library and Information Professionals
(CILIP) in the UK in February 2006. She has been appointed Associate Member of the
Library Association of Ireland and was elected to serve as Committee Officer on the
Academic and Special Libraries Section, which organised a seminar on copyright in
September 2005, a conference on professional skills in April 2006 and an AGM in June
2006. Furthermore, she has attended courses for Special Librarians and has represented the
CDU at Library conferences and educational fairs. She continued contributing to
professional mailing lists and journals.

Web site

The web site for the CDU is receiving more hits than last year. Regular updates are
necessary. Its purpose is to enhance information retrieval needs of staff within the Unit and
also to promote the CDU to the outside world. The address has been submitted to several
information portals and educational web sites.

The librarian helped with the hosting of several other CDU website, such as
www.citizenship2005.ie, www.reconciliation.ie and www.bdeep.net.

CDU Publications

The librarian is responsible for coordinating all aspects of publishing including editing and
distribution. Over a hundred CDU publications are currently in print. An updated edition of
the Catalogue of Publications was produced in September 2005. The Catalogue was
distributed to schools and education centres throughout the country. During 2006 demand
for CDU publications, particularly student workbooks, increased yet again.

The CDU Library is a one-person special research library servicing primarily the
information needs of the CDU Project Officers and of all staff of the CDVEC - in schools,
adult education centres, YOUTHREACH centres and prison education units. Many
enquiries are also received, by letter, by phone and by email, from teachers engaged in
postgraduate study and other researchers both nationally and internationally. The Resource
Centre is also the central point for the promotion and distribution of CDU publications.




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            LIST OF CDU STAFF AND ASSOCIATE STAFF 2005-2006

Director of CDU                                   Aidan A. Clifford

Deputy Director of CDU                            Miriam O’Donoghue

CDU Administrator                                 Alma Hobson
Assistant CDU Administrator                       Clodagh Kennedy

Junior Certificate School Programme (JCSP)
National Co-ordinators                            Aideen Cassidy
                                                  Bernadette Kiely
Regional Development Officers                     Fiona Richardson
                                                  Dorothy Butterly
                                                  Jerry McCarthy
                                                  Isabel Baker
Administration                                    Tommy Doonan
                                                  Susan McCormick
                                                  Susan Conroy
                                                  Daphne Fleming
                                                  Ann Lowen
                                                  Martin Mihulka
                                                  Anita Rourke
                                                  Saib Abiola Agoro
                                                  Colm O’Keeffe
                                                  Adepeju Allen-Taylor

JCSP Demonstration Library Project                Margaret Bentley
Administration                                    Bernard Nolan
Librarians                                        Carmel Kelly
                                                  Eadaoin Quinn
                                                  Eibhlin Cassidy
                                                  Eileen Holian
                                                  Hilary Cantwell
                                                  Carmel Kelly
                                                  Jane O’Loughlin
                                                  Mairead Duggan
                                                  Kathleen Moran
                                                  Rebecca Forde
                                                  Siobhan Arkins

Youthreach
National Co-ordinator                             Dr Dermot Stokes
Administration                                    Clodagh Kennedy
                                                  Siobhan McGurk

Vocational Training Opportunities Scheme (VTOS)
National Co-ordinator                             Helen Keogh
Administration                                    Clodagh Kennedy
                                                  Siobhan McGurk



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Civic, Social and Political Education (CSPE)
National Co-ordinator                          Conor Harrison
Regional Development Officers                  Eileen Gray
                                               Eileen Coleman
Administration                                 Sandy Hazel
                                               Frank Cullen

NCVA Support Service                           Dymphna McCartney/
Manager                                        Miriam O’Donoghue
Project Officer and Administration             Noel Corr

School Completion Programme
National Co-ordinator                          Aidan Savage
                                               Joe Kennedy
                                               Iggy Keane
                                               Mary Kenny
                                               Ethel Reynolds
Researcher                                     Marion Brattman
Administration                                 Mary Mangan
                                               Lavina Finn/
                                               Iva Lednejova

Home School Community Liaison
Assistant National Coordinators                Marian Heeney
                                               Marie Fleury

Outdoor Education                              Calvin Torrans
                                               Ronan Lenihan
                                               Ronan Kane

Post Leaving Certificate (PLC)                 Aidan Clifford
                                               Alma Hobson
                                               Tony Dunne


Youthreach (CDVEC)
CDVEC Coordinator                              Bernadette Reilly
Administration                                 Tony Dunne

Adult Education                                Liz O’Sullivan

Belfast Dublin Education Exchange Programme
Project Officer                                Dermot McNamee
Administration                                 Leo Glynn

CDVEC Special Education Needs Support          Margaret Dockery

Gaeilge don Bhonnleibheal                      Angela O’Connor




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Education for Reconciliation                          Edel Murray
Regional Officers                                     Patricia McCann
                                                      Brendan Greene
                                                      Derek McCullough

Interculturalism                                      Mary Gannon

Environmental and Social Studies                      Patricia Loughman

Equality and Education                                Mary Gannon
                                                      Sandra Gowran

Giving Young People a Voice                           Conor Harrison
                                                      Aidan Clifford

2005 European Year of Citizenship through Education
Project Officer                                       Sandra Gowran
Administration                                        Ben Maguire

Citizenship Studies Project                           Mella Cusack

Citizenship Education Network                         Mary Gannon

EQUAL Project
Project Officer                                       Itayi Viriri
Youth Outreach Workers                                Manuel Moreno Cabas
                                                      Michael Carroll/
                                                      Andrew Sexton

Education for Democratic Citizenship
Irish Representative                                  Aidan Clifford

Consumer Education
Irish Representative                                  Miriam O’Donoghue

Active Learning and Teaching Project                  Miriam O’Donoghue


Diploma in Curriculum Studies                         Miriam O’Donoghue

Library / Resource Centre                             Eva Hornung

Resource Production and Printing                      Angela Corcoran

Finance                                               Alicia Prado

Reception                                             Yvonne Brennan/
                                                      Frank Cullen

Cleaning and Maintenance                              Adrienne Malone

Caretaker/ Security                                   Denis O’Neill


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