2017 YOUTH DEVELOPMENT Report on the ETBI Principals and Deputy Principals Conference
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SUMMER
2 017
YOUTH DEVELOPMENT
A 21st century approach
School Placement and
Initial Teacher Education
Programme Learner
Support System: update
Report on the ETBI
Principals and Deputy
Principals Conference
ETBI ISSUE 2 – 2017
Contents
SECTION 1 | NATIONAL AND EUROPEAN NEWS to Network
66 First female IrelandSkills competitor in
02 Editorial Cabinetmaking from DFEi
03 School placement and initial teacher 67 Intercultural Family Learning Project 2016: Co
education: insights and Invites to making Kilkenny Adult Learning Scheme, KCETB and
learning more visible for all St John’s Junior School, Kilkenny
07 Youth Development: A 21st Century Approach 68 ETBs cooperate on “Courtroom Skills”
10 Programme Learner Support System (PLSS) training
A collaborative, robust data collection system 69 NAPD Heritage Project at Borrisokane
for FET provision in Ireland Community College
14 Joining the DOTS for student assessment 69 ALOA meets with John Halligan TD, Minister
18 Dealing with a critical incident: The Clouds for Training, Skills and Innovation
That Can Surround a School 70 How returning to education has benefitted me
22 Disclosures and Confidentiality within – a BTEI learner’s story
Educational Settings 71 Woodwork students awarded First and
23 Parent and Student Charter: primary Second by State Examinations Commissions
principals ask for balance 72 Confey College goes to Washington
24 Teaching Council update: Retrospective 72 LTI in Horticulture wins Aontas Star Award
Vetting of Registered Teachers
73 Cork ETB students are on point!
25 Achieving excellence in leadership in ETB
73 Blanchardstown Youthreach students speak at
schools
NAYC Conference
39 A partnership approach to engaging young
74 Unique partnership to deliver healthcare
early school leavers: iScoil and ALP
security services training programme
43 Research identifies strategies for motivating
75 LMETB school does the double in ladies’
reluctant adult learners
football and creates history
46 The European Agenda for Adult Learning
75 40th Anniversary of Community Training
(EAAL)
Centres in Ireland
48 Bridging the Gap
76 Traveller Health Promotion in action
51 Irish FET practitioners –who are they?
77 We have a KLEAR winner in Kilbarrack!
54 Should Gender Studies be a core subject in
77 “Would You Believe” in Portlaoise Further
Further Education?
Education and Training Centre
56 ALOA Launches Database of Facilitators for
78 St Paul’s Community College students
In-service Training
represent Ireland at EU
57 Lifelong Learning
79 Music Generation Carlow’s annual Music @
SECTION 2 | REGIONAL AND LOCAL NEWS Mount Leinster Festival
80 It’s ‘Safety First’ for Cork Men’s Sheds and
58 Kilkenny and Carlow Education and Training CETB
Board honoured by Royal visit to Grennan Mill 81 ‘Show and TEL’ – LCETB FET Staff showcase
Craft School, Thomastown technology to promote innovation and
60 Photo competition! collaboration
61 Vitalising local economy and employment: 82 Tipperary ETB’s Cabhair Project Supports
Monaghan Institute/Combilift Ltd Education in Ghana Africa
Traineeship Alliance 83 Creative mums in Portlaoise
63 Donegal teen wins entrepreneur award with 84 The children of Scoil Choilm CNS inspire their
gender neutral clothing line community
64 City of Dublin ETB launches From Patchwork 84 Kayleigh joins Youthreach artists in RHA
Due to pressure on space, a number of contributions have been deferred for inclusion in a later issue.
Published by Education and Training Boards Ireland (ETBI). ETBI is a registered charity no 8539.
The information contained in ETBI Magazine is, to the best of our knowledge, accurate at the time of publication; however no responsibility can
be accepted by ETBI for any omissions or errors contained therein. The views expressed in this Magazine are those of the contributors and do not
necessarily reflect those of ETBI. Contributions and advertisements are welcome. Subject to pressure on space and other editorial demands, ETBI tries
to include contributions from as many ETB areas as possible. ETBI reserves the right to amend or abridge any contribution accepted for publication.
See ETBI Guidelines for Contributions for details regarding content, format, word count, etc.
Design by: Design Farm www.designfarm.ie. Printed by: Doyle Print, Church Lane, Baltinglass, Co Wicklow.
SECTION 1 | NATIONAL AND EUROPEAN EVENTS ISSUE 2 – 2017 ETBI 1
Editorial
A
s the 2016/17 school year draws to a close, we can and the Youthreach and CTC review will ensure that curriculum
be glad that Junior and Leaving Certificate students in objectives and deliverables are in line with the National Skills
second-level schools have been able to prepare for their Strategy 2025 and the Action Plan for Education 2006-20192.
examinations without any significant disruption through industrial
action over the past year.
The issue of pay equality has become a
Looking forward, however, there are signs that schools may be common issue for both second level unions,
disrupted in the coming year as the Teachers Union of Ireland is
considering balloting its 16,000 members regarding industrial and their varying responses will provide
action if, inter alia, the current two-tier pay structure for teachers a significant challenge for the Minister for
is not eliminated by this autumn. (Teachers appointed since 2011
are on a lower pay scale than those appointed before that date.) Education over the 2017/18 school year.
The issue of pay equality is now a common issue for both second Prior to and during the Easter conferences, the Minister
level unions, and their varying responses will provide a significant announced a number of initiatives, including measures to
challenge for the Minister for Education over the 2017/18 promote diversity in the teaching profession, new measures
school year. While about 75% of the pay gap for teachers has to tackle school costs for students, and a 10-year strategy for
already been restored, there are demands across the entire the prioritisation of foreign-language teaching. While these and
public service for the restoration of the “FEMPI” cuts which other improvements are proposed, the pace of change is, as
occurred during the financial crisis. This does not augur well for always, tempered by resourcing issues, and this remains the
industrial relations peace in the months ahead, but hopefully the core challenge.
forthcoming pay talks can stabilise the industrial relations arena
and secure industrial harmony in the year ahead. The schools sector cannot be accused of wastage or
mismanagement of resources. School budgets and staffing
Over the past academic year, there have been significant resources were badly hit during the years of the financial crisis.
developments in the Further Education and Training (FET) There remain ongoing challenges in respect of administrative
sector. Minister Bruton recently established the National capacity (middle management) and teaching resources
Skills Council, a key provision of the National Skills Strategy (shortage of teachers in key subjects). Just catching up may not
20251. The Council will oversee research and will advise on the be enough as schools will need adequate resources if they are
prioritisation of identified skills needs and how to address those to deliver a service that realises the central vision of the Action
needs. The establishment of the National Skills Council, along Plan, that is, that Irish education and training will become the
with the Department’s internal Skills Planning and Enterprise best in Europe over the next decade.
Engagement Unit (SPEEU) established in 2016, the more recently
established network of Regional Skills Fora, and the renewal of There is certainly the commitment and leadership to deliver on
the mandate of the Expert Group on Future Skills Needs (EGFSN), the Plan’s long list of actions over the coming years. But turning
are all part of an emerging infrastructure which will ensure it from an ambitious Plan to successful reality is conditional on
cohesion in the delivery of the right workforce skills to meet the resourcing. For Ministers for Education over the decades, the
evolving needs of the Irish economy. key challenge has always been the allocation of finite resources
to different and competing demands. For Minister Bruton to see
On the delivery side, both SOLAS and the ETBs have been his Plan come to fruition, this remains the biggest challenge.
working collaboratively in the service planning process,
supported by research and labour market data. In addition, the Most worthwhile challenges are the result of many little
ongoing expansion of apprenticeships and traineeships will things done in a single direction. (Dr Nido Qubein, American
provide new learning pathways for many students which will motivational speaker)
offer them the advantage of being job-ready at the end of their
apprenticeships and traineeships. The review of PLC provision Michael Moriarty, General Secretary
1 https://www.education.ie/en/Publications/Policy-Reports/pub_national_skills_strategy_2025.pdf
2 https://www.education.ie/en/Publications/Corporate-Reports/Strategy-Statement/Department-of-Education-and-Skills-Strategy-Statement-
2016-2019.pdf
2 ETBI ISSUE 2 – 2017 SECTION 1 | NATIONAL AND EUROPEAN EVENTS
School placement and initial
teacher education:
insights and invites to making
learning more visible for all
By Finn Ó Murchú, former senior inspector with the Department of Education and Skills, and newly appointed Head of School,
Mary Immaculate College, St Patrick’s Campus, Thurles. With the support of the ETBI and others he has commenced a series of
seminars supporting initial teacher education and cooperating schools. Contact Finn directly at Finn.omurchu@mic.ul.ie.
INTRODUCTION
This time 30 years ago I was a Higher
Diploma Student (a “Dip”) pursuing a
one-year programme to qualify as a post-
primary teacher. My story is not unique:
my school placement component involved
one meeting with the teacher whose
classes I was ‘taking’ and thereafter
teaching two first year classes first thing
on Tuesday and Wednesday mornings…
never to see the teacher or the staff room
again… and he was a nice guy! Travelling
the roads recently, I was reminded, by a
road sign which read ‘Beware of Hidden
Dips’, of my time learning to be a teacher.
Back then, I was a ‘hidden Dip’, an
invisible teacher, not comfortable, wise
or knowledgeable enough to access the (L-R) Dr Finn Ó Murchú (Head of School, MIC Thurles), Prof Teresa O’Doherty (Dean of Education,
MIC), Toirdealbhach Ó Lionáird, Derry O’Callaghan, Anne Jones and Judy O’Connor (NIPT), Joan
staffroom or seek help. I was existing
Russell (ETBI), Tomás Ó Ruairc (Director, Teaching Council), Prof Barrie Bennett and Tony O’Flynn
(MIC, Thurles)
"While feeling humbled,
Fast forward 15 years to early 2002 and the mail) same by mid-October, I was
overjoyed, and a little guilty
my awkward efforts to ensure student beginning, by the new year, to curse that
for doubting him, above all I teachers were visible, and maybe I had ever met said professor. Just as
learning, during their placement in my hope was evaporating, the post arrived.
was grateful for his insights
school. I awaited correspondence from a There were not one but two parcels; the
into making learning visible professor who had asked that I send on first being annotated notes on my efforts
details of the mentoring/support work and the second a series of lesson plans,
for student teachers, and by
with which I was clumsily engaging eight notes, etc. from his student teachers. Also
implication, for me." student teachers in my school, Carrigaline included were clear instructions on how
Community School in Cork. I had met this best to support those learning to teach,
in isolation save for the wonderful professor at a summer school in Germany and an eight-page letter of advice and
intervention of my supervisor (placement sponsored by the School Development support. By now, you might have guessed
tutor). In hindsight, he too was invisible to Planning Initiative. Having rushed home that the professor was one Barrie Bennett.
the school as he came and went on his that summer and written up all the While feeling humbled, overjoyed, and a
infrequent forays into my early teaching ‘wonderful’ things I was doing with my little guilty for doubting him, above all I
career and my first lessons. student teachers, and having posted (in was grateful for his insights into making
SECTION 1 | NATIONAL AND EUROPEAN EVENTS ISSUE 2 – 2017 ETBI 3
learning visible for student teachers, and learning to do the right thing in the "In relation to school
by implication, for me. setting where you work than it is of
what you know when you start to do the leadership,....it is not what we
Barrie Bennett’s subsequent and ongoing work” (2000). Such insight is useful
do that matters but rather
engagement with the Instructional in our understanding of initial teacher
Leadership (IL) programme as supported education but does it not apply to all what we do together that
by ETBI and led by Joan Russell, has teachers? Are there real opportunities,
matters."
shown us the power of language, of in real time, for established teachers to
collaborating, of being generous, and of enhance their learning by attending to
being more intentional about our actions the learning of those new or returning support such development? If IL-
in the classroom. As a teacher, a schools’ anew to the profession? Can the same qualified teachers worked with student
inspector, and now head of school with reciprocal relationship exist for visiting teachers during school placement,
Mary Immaculate College’s post-primary HEI school placement tutors? do opportunities arise? Currently MIC
programme in a Higher Education Institute Thurles offers programmes in Business,
(HEI) in Thurles, I see the power and INSTRUCTIONAL LEADERSHIP Accounting, Gaeilge and Religion. What
potential of initial teacher education Thanks to ETBI and its engagement with might be the benefits if teachers from
as a key driver of both school and HEI the Instructional Leadership programme, these subject departments worked
improvement. we now have 40% of all post-primary closely and over time with school
schools involved in the programme. This placement tutors and college lecturers
What follows in this article is a more up- means that a large number of teachers to find opportunities for mutual learning?
to-date interpretation of the insights of now have a deep understanding of Where college personnel and established
others into teacher learning, as set in the effective practice, of how to implement teachers would become visible to one
Irish context. The article then considers change and of how to use their acquired another? In case you think this is a
some possibilities for future engagement pedagogical language to reflect upon new idea, it’s not; Barrie Bennett was
in school placement which may prove to their own practice and to offer advice to delivering on such a programme with
be of benefit to all. others. However, 40% of schools involved Michael Fullan and others through their
in the programme does not equate to Learning Consortium in the 1980s and it
INSIGHTS FOR ACTION 40% of teachers thus involved; and so we is from that period that much of his work
are challenged to find ways to embed the was forged (Fullan Bennett et al., 1990).
CLASSROOM IMPROVEMENT programme in schools.
Richard Elmore informs us that ASKING THE RIGHT QUESTIONS
“improvement is more a function of How might initial teacher education In conversation with James Spillane
4 ETBI ISSUE 2 – 2017 SECTION 1 | NATIONAL AND EUROPEAN EVENTS
recently in relation to school leadership, The Teaching Council recognises and REVEALING CLASSROOM
he reminded me that it is not what we encourages such a view. Its publication, PRACTICES
do that matters but rather what we do Guidelines on School Placement Opening up classroom practices to student
together that matters. While arguments (2013), seeks to re-conceptualise teachers has the potential, but is not a
on this point may ebb and flow either school placement through partnership guarantee, of opening receiving teachers’
way, I do appreciate his point that we and collaborative action, ranging from minds. As a long-time student of team
need to remain mindful of the power school and HEI personnel working teaching, I can attest to how it can support
of collaborative practice while staying closely together to team teaching both pupil and student teachers with their
alert to the work of the school house, and other modes of collaboration learning. It can affirm good practice, share
i.e., teaching, learning and assessment in classrooms. Similar collaborative authentic dilemmas and bring student
(Spillane, 2012). actions around professional learning teachers into the community of learners
are encouraged by COSÁN (Teaching that is the teaching profession. While
Recent reviews by the OECD (2013) Council, 2016) where classrooms are thankfully encouraged by the Teaching
have placed increasing emphasis on seen as legitimate sites for legitimate Council (2013), we must continue to seek
collaborative practices influencing learning and where collaborative greater clarity on what constitutes the
the direction of schools at systems practices employing observation, team legitimate engagement of initial teacher
level, reinforced by the Department teaching and a range of other activities, education with team teaching, and on the
of Education’s continued attention to are encouraged. range of profitable options available.
School Self-Evaluation (2016) and the
ongoing National Induction Programme As Wenger et al. (2015) suggest, deep SHARING THE SPACE, SHARING
for Teachers. Indeed. as teachers and collaborative learning requires new THE KNOWLEDGE
those in leadership positions in schools ‘habits of interaction’ where it may well On a related matter a little-referenced
will attest, on occasion, it can be the be that ‘the difficult task is not acquiring invite from the Teaching Council is found
student teachers who ask the questions a new habit but giving up the old one’ in the last two sentences of the School
we may have forgotten to ask. (p. 142). Their experiences suggest that Placement Guidelines (2013) where it
deep collaboration involves identity and speaks of relationships between the HEI
COLLABORATION changing identity, where ‘people have and the school.
This ongoing promotion of collaborative to imagine themselves connected to
practice brings with it basic challenges, the whole landscape…. a foundation of For example, HEIs may offer continuing
even among the willing, as simple and relationships built over time.… which professional development for co-
as complex as finding time and space. enables us to invite partners into a operating teachers or other teachers
Challenges which should be neither range of learning opportunities around and accreditation of same. Similarly,
belittled nor ignored. difficult tasks’ (p. 144). Such insights schools may facilitate HEI personnel
as this are most useful, but insights are wishing to update their teaching
However, collaborative action can also one thing, actions quite another. experience. (p. 22)
present more potent pitfalls, such as
the dangers of groupthink, the fear of What invites to action, then, for initial While some HEI personnel, myself
stepping out from the group, and the teacher education might cause learning included, are open to working with schools,
possibility that the ‘ties that bind’ may to occur and to be visible for all and do so, imagine an invitation to work
also be the ties that blind (Achinstein, teachers, both established and student, regularly with schools in the spirit of
2002). I believe such pitfalls can only and for all pupils in their classroom? reciprocal altruism and providing learning
be recognised and overcome if we keep and accreditation opportunities. Imagine
an eye at all times on the intentions INVITES TO ACTION flipping the concept, and the opportunities
and impact of our actions in relation to My invites to action have been for learning that emerge for me and other
the pupils in our classes, including the tentatively formed and regularly altered HEI personnel if invited to team teach over
student teachers in our classrooms. By over the years and are humbly and an extended period of time in a nearby
the same token overcoming logistical cautiously shared here. For all I know school? Where insights and invites could
challenges is always achievable, once you may be already engaged in far be extended in both directions?
teachers see what’s in it for their pupils. better practices than I am proposing
That said a collaborative response here. If you work in a school or college, MIDDLE LEADERSHIP
that draws on and supports a cultural then I do not know your context today, Remember the ‘40% of schools but
response has much potential to improve nor what happened to you yesterday, not 40% of teachers’ dilemma with the
the learning of all who inhabit our never mind what might be worth Instructional Leadership programme?
schools, be they teacher, learner, leader considering for tomorrow. But here goes Past graduates of the programme and
or researcher. with four invites to action. associated subject departments in
SECTION 1 | NATIONAL AND EUROPEAN EVENTS ISSUE 2 – 2017 ETBI 5
schools can play a key role in shaping in considering the notion of school REFERENCES
learning, teaching, assessment and placement tutors being accompanied by Achinstein, B. (2002). Community, diversity,
curricular developments through cooperating teachers/senior leaders to and conflict among schoolteachers: The
supporting student teachers. Link such sit in on feedback sessions with student ties that blind (Vol. 25). Teachers College
work to the formation of professional teachers? Could we further extend that Press.
support teams at induction level invite and create the right environment
DES (2016). Looking at our schools: A
and the possible use of emerging for both the school placement tutor and
quality framework for schools. Dublin:
middle leadership positions, and you cooperating teachers/senior leaders to
Department of Education and Skills.
begin to cascade learning and create sit in on a student teacher’s lesson?
a pedagogically-aligned learning Elmore, R. (2000). Building a new structure
community focused on the ‘work of the CONCLUSION for school leadership. Washington DC: The
school house’. Remember the early In conclusion, I suggest that supporting Albert Shanker Institiute.
work developed by Barrie with the initial teacher education has benefits
Learning Consortium in Ontario, focused for all involved. Supporting student Fullan, M., Bennett, B.& Rolheisser-Bennett,
on partnerships with schools, and in teachers opens up many potential C. (1990). Linking classroom and school
improvement. Educational Leadership.
particular with teachers, who understood invites to action; I have touched on a
May 1990, p. 13-19.
what the undergraduates were learning few. There are issues that need to be
and were therefore able to support the explored, such as clarification of roles O’Donnchadha, G. & Ó Murchú, F. (2013)
application of such learning during school and responsibilities as well as trust and Leading learning through professional
placement? reciprocation. I hope we can have that collaboration in schools. Dublin: NAPD
conversation too.
PEER SUPPORT OECD (2013). Teaching and learning
One final invite relates to the good I also hope that in doing so, we make international survey. Paris: OECD
work that Kerry ETB has been doing in more visible all that is associated with
Spillane, J. P. (2012). Distributed
supporting teachers to support teachers initial teacher education and make ‘new leadership (Vol. 4). John Wiley & Sons.)
via classroom visits. This work is similar habits of interaction’ and break some
to work undertaken by others, including old ones. The ultimate insight and invite Teaching Council (2013). Guidelines on
the NAPD (2013). In my brief interaction however, is framed by our understanding School Placement. Maynooth: Teaching
with the school principals and deputy that we attend to initial teacher Council.
principals in Kerry, it emerged that initial education, not just for the benefit of
Teaching Council (2016). COSÁN
teacher education offered an opportunity student and established teacher, nor HEI
Framework for Teachers’ Learning:
for school leaders and potential school personnel, but for the ongoing benefit
Maynooth: Teaching Council.
leaders to hone their skills of observation to the pupils in the class. We all have
and feedback. Could we in turn be something to offer to the experience Wenger, E. et al. (2015). Learning in
comfortable, with the right conditions, that is initial teacher education. landscapes of practice. London: Routledge.
6 ETBI ISSUE 2 – 2017 SECTION 1 | NATIONAL AND EUROPEAN EVENTS
YO UTH DE V ELO P M EN T
A 21st Century Approach
By Seán Campbell, Chief Executive Officer of Foróige
O
n 14th March 2017, Foróige and The founding purpose of Macra na
ETBI signed a Memorandum of Tuaithe complemented the strong vision
Understanding (MOU) to further of the vocational education movement,
strengthen co-operation between the to transform the nature of education in
two organisations. This coincided to Ireland and to make it accessible to a
the day with the 65th anniversary of much broader range of young people. This sentiment surely resonates as
the establishment of Foróige and was a The very first meeting of the organisation strongly in Ireland 2017 as it did in Ireland
poignant reminder of a history shared took place in Mooncoin Vocational School 1952.
and a continued joint commitment to (now called Coláiste Cois Siúire) in 1952,
youth and community development. and it was considered to be an event of The first twelve Macra na Tuaithe Clubs
such importance that it was attended were set up in VEC schools and were
A SHARED HISTORY by both the Minister for Education, Sean facilitated by the Rural Science Teachers
Foróige, or Macra na Tuaithe as it was Moylan, and the Minister for Agriculture, of the time, who saw them as a means
initially known, was founded in 1952 by Thomas Walsh. of implementing the extra-curricular
a number of visionaries who had an idea activities that were fundamental to their
that was deemed to be an experiment Speaking at the meeting Minister Moylan new and innovative approach to teaching
in non-formal education. Today that said: rural science and home economics.
experiment impacts positively on the
lives of over 50,000 young people, “There can be no remedy for our manifold Foróige was inextricably linked to the
their families and their communities, national ills if we cannot create a spirit Vocational Education system, and this
and Foróige is the foremost youth of courage and enterprise in our young bond remains strong to this very day. A
organisation in Ireland. people.” deep-rooted belief in the transformative
SECTION 1 | NATIONAL AND EUROPEAN EVENTS ISSUE 2 – 2017 ETBI 7
FORÓIGE TODAY
Foróige is Ireland’s largest and most
progressive youth organisation,
working with over 50,000 young
people across all 26 counties every
year. Young people who are involved
in Foróige are empowered to develop
their own abilities and attributes,
to think for themselves, to develop
resilience, to make things happen
and to contribute to their community
and society. As a result, they develop
greater self-confidence, self-reliance
and greater capacity to take charge
of their lives. All of Foróige’s clubs,
projects, services and education
programmes are designed to achieve
this aim.
Foróige’s purpose is to involve
young people consciously and
actively in their own development
and in the development of society.
The organisation uses a multi-
pronged approach in its service
provision which enables it to meet
the developmental needs of young Signing the ETBI-Foróige MOU on 14th March 2017: (l-r) ETBI President Pat Gilmore, ETBI General
Secretary Michael Moriarty, Foróige CEO Seán Campbell, Foróige Chairperson Sandra McIntyre)
people in general as well as focusing
on vulnerable young people with
specific needs. Blanchardstown. Since this time, the young people are equipped with the right
organisation has continued to work in skills and aptitudes to prepare them to
The Foróige flagship proud partnership with ETBs across the deal with the challenges of 21st century
programmes, which include youth country, including Dublin, Galway, Cork, living. All of our young people deserve to
entrepreneurship, youth leadership, Waterford and Donegal. be given the opportunity to excel. Skills in
youth citizenship and the Big the areas of entrepreneurship, leadership
Brother Big Sister Youth Mentoring INNOVATORS IN YOUTH WORK and civic engagement, to name but a few,
Programme, have drawn national, It is in Foróige’s DNA to be to be are not addressed exclusively through
European and international acclaim. innovative and creative and to push the formal education system, and the
They are also widely recognised as the boundaries of possibility for young youth work sector has a vital role to play
setting best practice benchmarks on people, their communities and our in complementing and advancing these
a global scale. At the heart of all of country. We are passionately committed aptitudes.
Foróige’s interactions is a passionate to delivering the best possible outcomes
belief in the awe-inspiring potential of for Ireland’s young people and as such There can be no remedy for
every young person and a belief that have designed a suite of world class
our youth hold the key to a brighter youth programmes to meet the current our manifold national ills if we
Ireland. and emerging needs of Ireland’s youth
population. It is rapidly becoming clear cannot create a spirit of
power of education, both formal and that non-formal education is one of the
non-formal, continues to drive both education frontiers of the 21st century courage and enterprise in our
organisations. and those countries that most embrace
and support it will reap the economic and young people.
In 1982, Co Dublin VEC, in partnership social rewards long into the future.
with Foróige, established the first Youth Employers have identified that they
Services in Ireland in Tallaght and Now more than ever, it is vital that our will need a workforce of great leaders,
8 ETBI ISSUE 2 – 2017 SECTION 1 | NATIONAL AND EUROPEAN EVENTS
strong communicators, team players and There is now an opportunity to develop and
innovators. As I see it, we can have the scale up these programmes, not only in
best-trained accountants, technicians or Foróige, but also through the ETB school
lawyers in the world, but if they cannot system to ensure that as many young
communicate effectively with others, work people as possible have access to evidence
as part of a team, think creatively about based, impactful programmes. It is our
overcoming a problem and learn as much responsibility to make sure that all young
from their failures as their successes, then people are educated for the 21st Century
they will never be at their best. and with some joined-up thinking and a
small shift in how we perceive education,
A number of years ago, 300 of the top I believe we can radically change the
CEOs in the USA were brought together outcomes we are achieving for young
by Harvard to look at education in the people and for Ireland.
21st century. A remarkable outcome of
that gathering was the realisation that the It is time to rediscover our roots and
attributes that the CEOs identified as being intertwined educational missions and for
the key to their success were not skills Foróige and the ETBs to again embark
ETBI President Pat Gilmore presented a plaque
acquired through formal education, but on a pioneering journey to jointly equip to Foróige Chairperson Sandra McIntyre on the
rather those acquired, by chance in many young people with the skills, attitudes and occasion of Foróige’s 65th Anniversary.
cases, by involvement in sport, community knowledge necessary for 21st century
or church activities, and by good mentoring, success.
good teachers or good parenting.
So, if we can identify the skills we need
for success, as individuals and as Ireland
THE FORÓIGE LEADERSHIP FOR LIFE
Inc., can we create a curriculum to develop PROGRAMME
these skills in young people? Foróige, in Foróige is sparking the flame of leadership in Ireland’s young people by providing
partnership with the UNESCO Chair in a bespoke leadership skills training initiative with a unique and valuable
Children, Youth and Civic Engagement in qualification. The Foróige Leadership for Life Programme empowers young people
NUI Galway, has done just that. We have to embrace their leadership potential and kick-starts their path to becoming life-
designed the Foróige Leadership for Life long leaders in their communities, in business, in sport, on politics and in life.
Programme to teach young people these
emotional intelligence skills to a high Participants who successfully complete all three modules of the Foróige
level and get participants to practice and Leadership for Life Programme are awarded a Foundation Certificate in Youth
develop these skills while engaged in Leadership and Community Action from NUI Galway. This is the first of its kind in
community activism. Ireland and it is expected that other Universities will also accredit soon.
A COMMITMENT TO RESEARCH Module 1: Young people explore the concept of leadership, and consider their
AND EVALUATION own leadership goals and vision, as well as beginning to develop a range of skills
A three-year study overseen by NUI Galway including communication, team building, critical thinking and problem solving.
and Penn State University in the USA found
that young people who take part in the Module 2: Young people further explore the concept of leadership and identify
Foróige Leadership for Life Programme their own leadership style. They sharpen and practice skills developed in
acquire and retain such skills as critical Module 1 and complete a Team Research Project focused on needs within their
thinking, communication skills, planning community.
and goal-setting skills, problem solving,
resilience and empathy. Module 3: Young people complete a community action project, which entails
volunteering in a leadership capacity in their community. This project puts
We know that these are the skills that their leadership skills to use and forces each individual to plan, communicate
give young people the edge in business, and make choices based on research or core values obtained through the
politics and life, and the time has come programme.
again to review how the formal and non-
formal education sectors work together to Elective Module: In the last year Foróige, with NUI Galway, has developed a
make sure that our young people are being specialised elective module focused on empathy development.
educated for the 21st century.
SECTION 1 | NATIONAL AND EUROPEAN EVENTS ISSUE 2 – 2017 ETBI 9PROGRAMME LEARNER
SUPPORT SYSTEM (PLSS)
A collaborative, robust data collection system
for FET provision in Ireland
BY FIONA MALONEY, ETBI PLSS COORDINATOR
As the world we live in ever more rapidly changes, the need for evidence based planning for further education has never been
clearer. The Programme and Learner Support System now (PLSS), for the first time in the history of the state, now has the capability
to provide a rich seam of data which will be used to make a real difference to educational planning and resource strategies.
Systematic planning of further education based on this data will result in focused and effective educational interventions, the net
effect of which will be to bring real and tangible improvements to the lives of learners of all ages.
Cork ETB
FURTHER EDUCATION AND social inclusion and marginalisation unable to provide a comprehensive
TRAINING issues. FET is an important contributor to profile of Further Education and Training
Further Education and Training – FET national economic and social objectives. achievements. The requirements
– is the distinct, diverse and vibrant With over two hundred thousand Irish FET for objective, verifiable data on the
sector of the Irish education system places taken up by learners annually, the outcomes and outputs of learners from
which provides learning opportunities at value and role of FET in progressing the the FET sector led to the development of
post-second level to a range of different skill levels of the population is clear. the Programme Learner Support System
learners. FET is not dedicated to any one (PLSS).
specific group of learners by virtue of age With the establishment of FET as the
or stage of educational development. FET long-awaited fourth pillar of education The PLSS is being developed as a
includes second chance education for came demands that accompanied collaborative, robust data collection
those who could not, for one reason or exchequer investment in the sector, system for FET. PLSS was designed to
another, take advantage of educational including a requirement for improved meet the demands, from exchequer
opportunity in their earlier years, and reporting of learner outcomes and and EU investment in FET, for improved
fulfils a pivotal role in striving to reach outputs. The hitherto myriad of stand- quality of reporting on learner outcomes,
individual and groups and in addressing alone data collection systems were outputs and progression. The PLSS
10 ETBI ISSUE 2 – 2017 SECTION 1 | NATIONAL AND EUROPEAN EVENTSsystem will now be used as an indicator PLSS System
of Irish FET provision, and is central to
fulfilment of national and European policy
requirements.
WHAT IS PLSS?
SOLAS (Seirbhísí Oideachais Leanúnaigh
agus Scileanna), the National Further
Education and Training Authority,
has responsibility to oversee and
facilitate the delivery of integrated
Further Education and Training (FET)
by Education and Training Boards
(SOLAS (2014)). Until the publication
of the SOLAS Further Education and
Training Strategy 2014-20191,there
was an absence of strategic or central
planning in further education and
training, largely because the sector had
developed organically, distinctly and
extemporaneously, responding to local
need in the absence of national policy
or guidelines. Since the Education and
Training Boards (ETBs) were established achievement of Strategic Goal 4 of the Course Hub which brings all
in 20132, they have responsibility to co- Further Education and Training Strategy, up-to-date information on
ordinate further education and training which is to implement a new planning FET courses together for first
previously delivered by the Vocational and funding model for further education time. The website, developed
Education Committees (VECs)3 and An and training (SOLAS, 2014). An overview by SOLAS and ETBI, will allow
Foras Áiseanna Saothair (FÁS)4 Training of the PLSS system is diagrammatically learners to access information
Centres. presented in Table 1. and apply for Further Education
and Training opportunities
The PLSS is a joint initiative between PLSS INFRASTRUCTURE throughout the country.
SOLAS and ETBI (Education and Within PLSS there are three
Training Boards Ireland) to develop a elements: National Learner Database
suite of software applications designed – a learner records system,
to provide, for the first time in the National Programme database
recording touch-points along
Irish education system, an integrated – a repository of all courses the learner lifecycle from
approach to the collection of key data designed to be offered by FET application, enrolment, and
on FET programme outputs, outcomes providers funded by SOLAS. course completion, to course
and performance. The PLSS will expose outcomes, progression to
a comprehensive overview of FET National Course Calendar –
further study, employment,
programmes at national level, provide contains the inventory of FET unemployment, or inactivity.
key data on FET programme outputs, courses with details of where
outcomes and performance, and provide and when they are on offer. WHY PLSS?
a mechanism for the secure sharing, A web feed also provides this The diverse nature of FET has
collecting and utilising of FET data. detail automatically to www. traditionally made it problematic
Ultimately PLSS will be the integrated fetchcourses.ie, the new to define, and the lack of coherent,
and coordinated mechanism for the Further Education and Training consistent data about what it delivers,
1 https://www.google.ie/search?q=SOLAS+Further+Education+and+Training+Strategy+&ie=utf-8&oe=utf-8&client=firefox-b&gws_
rd=cr&ei=JL38WKCxFOyHgAaH7IPYBA
2 http://www.irishstatutebook.ie/eli/2013/act/11/enacted/en/html
3 Under the Education and Training Boards Act 2013, 33 vocational education committees (VECs) were dissolved on 1 July 2013 and were replaced with
16 Education and Training Boards (ETBs).
4 An Foras Áiseanna Saothair, the Training and Employment Authority, was a state agency in Ireland with responsibility for assisting those seeking
employment established in January 1988 under the Labour Services Act, 1987, dissolved in 2011.
SECTION 1 | NATIONAL AND EUROPEAN EVENTS ISSUE 2 – 2017 ETBI 11The PLSS Advisory Group
where and to whom, compounded of the Programme and Learner Support The new Further Education and Train-
this situation. The 2012 SOLAS System (PLSS).” PLSS will support the ing Course Hub website
Implementation Group (SIG)5 report, FET sector in interpreting outputs and
provided much of the context for the outcomes to provide credible, reliable
new FET sector. The report confirmed and objective reflections of FET which
that FET must be more competitive can used to support FET current and
and socially cohesive, learner-centred, future policy and initiatives.
offering flexible provision of the skills
required to actively engage in society ETBI PLSS ADVISORY GROUP
and the workforce. The Strategic Review The ETBI PLSS Advisory Group
of Further Education and Training and was established to advise the
the Unemployed6 commissioned by DES PLSS development team on the
in 2013 highlighted the inadequacies in standardisation of the approach to data
data collection, analysis and reporting collection, storage and sharing of data
within the FET sector. This lack of data within the FET sector. Each ETB was
diminished the capacity to highlight invited to nominate representatives
any value FET might offer. The report from their ETB to this advisory group;
recommended that “SOLAS and the ETBs NALA, the Irish Deaf Society, and and the Department of Social Protection
in collaboration with DSP and Revenue the Community, Comprehensive and (DSP) will be agreed. These actions
should therefore develop robust data Voluntary Secondary Schools are also support the joining up and sharing of
collection systems in order to construct represented. The group is chaired by the FET data in a national data infrastructure
learner and local labour market profiles, ETBI PLSS co-ordinator and supported by to provide transparency, accountability,
facilitate the tracking of employment, the SOLAS PLSS team. improved efficiency and increased
earnings, and onward progression data quality for the FET sector. Output
through FET, and other performance PLSS DATA SHARING and outcome data on FET learners is
information on FET programmes”. The PLSS facilitates the use of shared data secured through these primary holders
acknowledgement that improved data using modern technology systems of this data, QQI, DSP, HEA and possibly
collection and analysis was required for and efficiently populated databases in the future, Revenue. This data will
FET was reflected in the 2015 SOLAS using agreed universal identifiers. The be reported and published exclusively
Service Plan7 which articulated “the data collected in PLSS will be used for at a level of aggregation sufficient to
overall long-term goal is to develop a aggregate statistical reporting purposes protect individuals’ identity. There have
fit-for purpose Planning, Funding and on FET. To achieve this data sharing, been a number of developments in the
Reporting process for Further Education agreements between SOLAS, ETBs and area of data protection, specifically the
and Training”, recognising data collection other relevant stakeholders, including EU General Data Protection Regulation
and analysis “will be improved greatly Quality and Qualifications Ireland (QQI), (GDPR), which will take effect in May
over the coming years through the rollout the Higher Education Authority (HEA), 2018. The GDPR requirements for PLSS
5 SOLAS Implementation Group (SIG), an inter-departmental group led by the Department of Expenditure and Reform (DPER) and including the
Department of Education and Skills (DES) and the Department of Social Protection (DSP). developed the Action Plan for the establishment of a Further
Education and Training sector consisting of SOLAS and the ETBs.
6 Sweeney, J. (2013). A review undertaken for the Department of Education and Skills National Economic and Social Council. Autumn 2013.
7 SOLAS (2015). The 2015 Further Education and Training Services Plan. SOLAS, Dublin.
12 ETBI ISSUE 2 – 2017 SECTION 1 | NATIONAL AND EUROPEAN EVENTS(which is the main system for transferring
data between SOLAS and ETBs) is being
comprehensively addressed through the
Data Processing Impact Assessment
(DPIA) submitted to the Office of the Data
Protection Commissioner (ODPC), after
consultation with ODPC.
WHY DO WE NEED FET DATA?
While FET is acknowledged as important
to the Irish economy, the lack of
coherent FET data has been making it
impossible to quantify the value of FET.
Good decision making and informed
policy formation is based on reliable and
coherent data collected in a consistent
manner. Specifically, a common data pool to individual datasets of varying quality understanding of the impact
of progression and outcomes from all FET and consistency. These datasets only that education and training
programmes is required which will provided a snapshot of individual aspects have on learners in terms
of FET at a given point in time. Therefore, of their progression within
Support FET funders and
the knowledge, research or evidence education and training system,
providers in FET decision- that emerged, was limited in its capacity labour market status and wider
making on programme to usefully inform decision or policy benefits of learning;
development and deployment; making at either local or national level.
Improvements in recording, classifying understanding how various
Support FET learners in their
and sharing data across the DES segments of the system fit
education and training choices; agencies will ultimately allow for better: within the overall national
education and training
Support policy makers (e.g.
Understanding of the education
provision;
Department of Social Protection and training provision in terms
(DSP) regarding labour market of geographical spread, levels, understanding how education
activation; Department of Jobs, fields, modes of delivery, and training meets the skills
Enterprise and Innovation scheduling, capacity, etc.; needs of the Irish economy.
(DJEI) regarding immigration;
Department of Education and measurements in terms
Accurate monitoring and reporting on
Skills (DES) regarding education of volumes (e.g. numbers FET progress is required for the sector
and training provision); applying, enrolling, completing, to further develop and progress, while
etc.) across all dimensions of the depth, breadth and variation of
Support other interested
education and training system FET provision is preserved. Software
parties (e.g. Industrial (e.g. field, level, awarding body, applications such as PLSS provide
Development Authority (IDA) provider, funding stream/ enhanced data collection methods that
regarding promoting Ireland programme, etc.); measure FET outputs and outcomes, and
for foreign direct investment support the analysis of FET to ensure
(FDI); Enterprise Ireland (EI); understanding of how education
effective and appropriate provision is
employers); and training meets learners’ offered to learners. The introduction
needs, given their personal and of PLSS as a fit-for-purpose suite of
Align education and training
other characteristics; applications to manage FET data, propels
provision with skill needs of the FET into a new era, while safeguarding
Irish economy and society. quality assurance through
and supporting learning in all its guises,
performance indicators (e.g. to ensure a sustainable learning
Prior to the introduction of PLSS, European Quality Assurance culture is fostered in Ireland for future
analysis or research in FET was limited Reference Framework (EQARF)8) generations.
8 European Quality Assurance Reference Framework (EQARF) for Vocational Education and Training (VET) – a set of indicators for the assessment of the
quality of VET provision by EU Member States developed by the European Network of Quality Assurance in VET.
SECTION 1 | NATIONAL AND EUROPEAN EVENTS ISSUE 2 – 2017 ETBI 13Joining the DOTS for student assessment
The new Drumcondra Online Testing System
By Dr Eemer Eivers, Research Fellow at the Educational Research Centre, with
specific responsibility for the development of the Drumcondra Online Testing
System. She has been involved in developing tests for primary and post-primary
level for many years. She also oversees Ireland’s involvement in a number of large
international assessment studies, including PIRLS (primary level reading) and TIMSS
(primary and post-primary level mathematics and science).
Assessment is an integral part of school life, and standardised tests offer teachers a way to compare their
students to other students of similar age and grade level. In theory, at least.…
INTRODUCTION assessment they can and work with undermine an entire test if not adapted
Irish students are sometimes assessed that. However, pragmatism needs to be to suit the different cultural context.
using materials not designed for them. accompanied by the knowledge that
Tests may have been developed or the more the test target group differs It is generally preferable to use a test
standardised in another country, on from your students, the less you can that has been designed for the type of
a different age group, or be too old to rely on the results. This is particularly student to whom it is being administered,
retain their relevance. Occasionally, true for tests of curriculum content and to have norms that are based on
“standardised” tests have not actually knowledge but it also relevant for the a large and representative group of
been standardised at all, either because types of skills assessed in ability tests. students just like those being tested.
they were only trialled on a few students For example, many common English The Educational Research Centre (ERC)
or on a larger group that were not really language words have different meanings has been producing tests of this kind for
representative of the population of in Ireland than in the US or even the UK. many years, mainly for primary schools.
students taking the test. Subtle differences in word meaning can
affect how students perform on a test, ERC has spent the last two years
Pragmatic teachers try to find the best while major differences in meaning can developing new assessments and a
14 ETBI ISSUE 2 – 2017 SECTION 1 | NATIONAL AND EUROPEAN EVENTSDRUMCONDRA REASONING TEST
This short ability test provides accurate
and reliable measures of student Verbal
Reasoning and Numeric Ability, as well
as an Overall Reasoning score. Each
subscale is assessed using four types
of questions. For Verbal Reasoning,
question types assess Synonyms,
Antonyms, Classifications, and Analogies.
For Numeric Ability, question types
assess Operations with numbers,
Relations among numbers, Sequential
ordering, and Numerical abstractions.
The Numeric Ability subscale has a low
reading load and can be completed even
by students with relatively limited English
proficiency.
The Reasoning test is designed for First
Year intake. Students can be tested in
the spring before they start post-primary
school, or in autumn, when enrolled in
their new school. There are five different
Minister Bruton formally launching the DOTS and new Drumcondra tests
versions of the test, all of similar difficulty
and all directly comparable because they
Since the end of 2016, post-primary schools can access three new have been placed on a common scale.
One version of the test is also available
types of tests, all of which have been specifically designed for use in on paper.
Irish schools, and standardised on Irish students. A new subscale – Spatial and Abstract
Reasoning – is being developed in 2017.
When completed, teachers will be able
custom-built platform on which our (reasoning) test for incoming First Year to choose between the DRT Core (Verbal
tests are delivered. Since the end of students, and tests of reading and and Numeric subscales only) and the
2016, post-primary schools can access mathematics achievement for Second DRT Plus (Verbal, Numeric, and Spatial
three new types of tests, all of which Years, both of which assess curriculum- and Abstract subscales).
have been specifically designed for use linked content. All were standardised
in Irish schools, and standardised on (normed) in 2016 on a very large, DRUMCONDRA POST-PRIMARY
Irish students. The tests are delivered representative sample of Irish students MATHS TEST
via a cloud-based system that requires and are described in more detail below. This achievement test is closely linked to
minimal bandwidth, but provides high the Junior Cycle maths curriculum, both
levels of data security, and an interface The three tests reflect the changing in mathematical content and in style. It
that maintains student engagement with assessment needs of schools as is designed for students near the end of
the tests. The new tests and platform students progress through Junior Cycle. Second Year. As well as an overall Maths
were formally launched by Minister The ability test is designed to help score, teachers receive scores for their
Richard Bruton on March 14th, when schools gauge the capability or potential students’ performance across different
he described them as “an important of students starting First Year, while strand areas (Statistics and Probability,
addition to the assessments available the tests for the end of Second Year Geometry, Number and Measure,
to support teaching and learning in gauge how well different aspects of Algebra & Functions) and cognitive
post-primary schools”. the curriculum have been absorbed by process skills (Recall & Implement or
students. In the near future thse will be Reason & Problem Solve). However, the
WHAT NEW TESTS ARE complemented by linked achievement Trigonometry strand is not assessed as
AVAILABLE? tests for the end of First Year, and by most students do not study it until Third
The tests now available are an ability science tests for the end of Second Year. Year.
SECTION 1 | NATIONAL AND EUROPEAN EVENTS ISSUE 2 – 2017 ETBI 15There are four different versions of the
test, all of similar difficulty. Two slightly
older versions of the test (from 2014)
are available on paper.
DRUMCONDRA POST-PRIMARY
READING TEST
This achievement test is a curriculum-
based assessment of reading
achievement, designed for students
near the end of Second Year. It broadly
reflects the Junior Cycle English
curriculum. It provides student scores
for Overall Reading and for Vocabulary
and Comprehension. In addition,
scores are provided for different
types of text (e.g., non-continuous About the Educational Research Centre
texts) and for reading processes (e.g.,
accessing information or evaluating Since its foundation in the 1960s, the ERC has acquired a reputation for
text). Each version of the test contains
excellence in research and evaluation, nationally and internationally. The
Centre conducts research on all aspects and at all levels of education
a mixture of standalone vocabulary
including programme evaluations, analysis of critical issues and many
questions and reading texts that have
large-scale assessments of achievement. The Centre also develops
a series of related comprehension assessment instruments for Irish schools and manages Ireland’s
questions. The texts used are real-life participation in major national and international comparative studies of
materials, reflect gender and cultural educational achievement, such as PISA, TIMSS and PIRLS.
sensitivities, and were selected to
help maintain student engagement As a result, Centre staff are involved in the latest developments
throughout the test. in educational measurement. This helps to ensure that, while test
development work responds to the needs of the Irish education system,
There are four different versions of the
it also reflects best international practice and up-to-date research. More
broadly, the work of the Centre has an impact on the development of
test, all of similar difficulty. Two slightly
Irish educational policy and practice – for example, the Centre’s research
older versions of the test (from 2014)
played a role in shaping the DEIS and Literacy and Numeracy Strategies,
are available on paper. and the new resource allocation model for students with SEN.
KEY FEATURES OF THE DOTS In 2016, almost exactly 50 years after it was established, the ERC became
The Drumcondra Online Testing System an independent statutory body, under the Education Act of 1998.
(DOTS) has been developed in parallel
with the test development programme.
Like the tests that it hosts, the DOTS Using cloud-based technology, students buy tests, set up test sessions and
was developed in Ireland, specifically and teachers can access the DOTS produce reports, all from the one site.
for use in Irish schools. It is cloud- through standard web browsers such Tests are automatically scored and
based, fully integrated, and secure. as Safari, Chrome, Firefox, or Internet teachers can print or save a report
It helps to establish high levels of Explorer. Access does not require as soon as a student finishes a test.
student engagement with test content, any specialist software or a separate Reports are available in PDF and
and ensures that students have keyboard or soundcard. Tests can be Excel format, and can be created for
minimal opportunity to copy. The DOTS taken on any device with a passable class groups or as tailored reports
also supports students during testing, connection to the internet – e.g., tablet, for individual students. The system
ensuring they understand what they iPad, desktop, laptop. It is even possible also provides free test administration
need to do and how, but does not let to access tests using your mobile manuals, user manuals, and how to
technology overshadow what it is we phone, although, obviously, we do not video guides.
are trying to assess. It also enables recommend this.
teachers to monitor student progress In terms of security, data is secure,
through tests and facilitates good test The integrated nature of the DOTS student answers are secure, and access
administration practices. means that teachers can add students, is restricted to approved users. All data
16 ETBI ISSUE 2 – 2017 SECTION 1 | NATIONAL AND EUROPEAN EVENTSYou can also read
