THE GOALS AND GOVERNANCE OF THE SOCIAL INCLUSION AND COMMUNITY ACTIVATION PROGRAMME (SICAP) 2015-2017: A MIXED METHODS STUDY. ESRI RESEARCH SERIES NUMBER 68 JULY 2018

The Social Inclusion and Community Activation Programme (SICAP) (2015-2017) aims at reducing poverty and promoting social inclusion and equality through local, regional and national engagement and collaboration. The three goals of the programme are; strengthening local communities, promoting lifelong learning, and helping people become more job ready. SICAP is funded and overseen by the Department of Rural and Community Development, with Pobal nominated to act as an agent of the Department with respect to national management and oversight of the programme. The Local Community Development Committees (LCDCs) are the contracting authorities that manage and administer SICAP at a local level and direct the funding to 45 Programme Implementers (PIs) covering 51 local areas or lots to implement the programme. This report is part of a broader research programme entitled ‘A Programme of Evaluation of the Social Inclusion and Community Activation Programme’ aimed at informing the Department of Rural and Community Development’s overarching strategic goals and objectives in relation to SICAP and evaluating projects, actions and activities conducted as part of the programme

"Towards healing" : diecinueve años de escucha y aprendizaje

[ES] El artículo describe y valora el recorrido histórico y los diecinueve años de experiencia de Faoiseamh y “Towards Healing”, en su labor de ayuda a los menores víctimas de algún abuso físico, sexual o emocional por parte del personal de la Iglesia Católica de la isla de Irlanda. Se destaca la importancia de escuchar a los supervivientes para poder desarrollar estrategias apropiadas de prevención de futuras situaciones de violencia sexual, de respuesta adecuada, en particular a las necesidades de los supervivientes y sus familias. Asimismo, que la Iglesia Católica establezca la vía para responder de forma integral y sistemática al daño ocasionado y a las demandas de los supervivientes.[EU] Artikuluak deskribatu eta ebaluatu egiten du Faoiseamh eta “Towards Healing” delakoen ibilbide historikoa eta hemeretzi urteko esperientzia Irlandako uhartean Eliza Katolikoaren kideen aldetik abusu fisiko, sexual edo emozionalen bat jasan duten adingabeko biktimei emandako laguntza-lanetan. Honako helburu hauek lortzeko, biktimei entzutea garrantzitsua dela nabarmentzen du egileak: estrategia egokiak garatu ahal izateko indarkeria sexualeko etorkizuneko egoerak aurrez ekiditeko, batetik, eta, bestetik, behar bezalako erantzuna emateko, bereziki bizirik ateratakoen eta euren familien beharrei. Egileak orobat azpimarratzen du Eliza Katolikoak eragindako kalteari eta biktimen eskariei modu integralean eta sistematikoan erantzuteko bidea ezartzearen garrantzia.[FR] L’article traite de décrire et évaluer l’évolution et les dix-neuf années d’expérience de Faoiseamh et “Towards Healing” en ce qui concerne l’aide aux mineurs victimes d’abus physique, sexuel ou émotionnel provenant du personnel de l’Eglise Catholique de l’Ile d’Irlande. On souligne l’importance d’écouter les survivants en vue de développer des stratégies appropriées de prévention de situations de violence sexuelle, de réponse adéquate, en particulier aux besoins des survivants et de leurs familles. De même, l’Eglise Catholique ouvre des voies pour répondre de manière intégrale et systématique aux dommages et aux demandes des survivants.[EN] The article describes and assesses Faoiseamh’s and Towards Healing’s historical overview and nineteen years of experience in their efforts to help minors who have been victims of any physical, sexual or emotional harm at the hands of members of the Catholic Church in Ireland. The author emphasizes the importance of listening to survivors in order to develop appropriate strategies to prevent future situations of sexual violence and to find adequate answers, in particular adequate answers to the needs of survivors and their families. Furthermore, special attention is drawn to the need for the Catholic Church to establish the way to give an integral and systematic answer to the damage caused and to the demands of survivors

Attitudes of the non-Catholic population in Northern Ireland towards the Irish Language in Ireland. ESRI WP524. February 2016

Once holding a prominent position on the island, social, economic and political factors throughout the centuries have resulted in decline of the Irish language. The current situation of the Irish language on the island differs markedly between the Republic of Ireland and Northern Ireland. While historically the Irish language was used also by the representatives of other religions, over time it became strongly associated with Catholic identity. This paper explores the attitudes towards the use of the Irish language of adult non- Catholic population in Northern Ireland. It explores the link between language and national and religious identities, and seeks to identify factors associated with positive attitude towards the Irish language. The paper draws on 2013 Language Survey

Theory and practice: An examination of the factors influencing the development of confidence in mathematical pedagogical content knowledge (PCK) within primary trainee teachers

Pedagogical content knowledge was first introduced by Shulman (1986). This concept is in relation to the ability of teachers to transform the content knowledge they possess into a pedagogical form, adapted to suit the needs and abilities of the children. This study examined the ways in which primary trainees following two different routes into qualified teacher status developed confidence in mathematical pedagogical content knowledge. A case study approach was adopted focusing on trainees from a Primary SCITT (School-centred initial teacher training) and EBITT (Employment based initial teacher training) Partnership. This process explored key aspects of the training year and the perceived overall impact on the development of trainees' confidence levels in the pedagogical content knowledge aspect of mathematics. Lines of enquiry were identified related to research on the ways in which trainees learn. This included an examination of the impact of the practical experience of teaching; feedback from observations; observations of good practice; discussions with mentors and other professionals; centre-based training; discussions with peers, and previous experiences of mathematics. The trainees' perceptions of the impact of these aspects were gained through a mixed method approach and included: hard copy questionnaires, group interviews, observations of training sessions, and scrutiny of written lesson observation reports. Additional perspectives were also gained through the surveying of mentors working with the trainees and also an interview with the mathematics core tutor. Findings highlighted the importance of: reflective practice; the development of an understanding of progression in children's learning; centre-based training; the support structure within the school environment, and the teaching' experience within a second school setting. The relationship between theoretical and practical learning has been examined in detail and this highlighted the symbiotic relationship which exists between the two - concluding that both play an important role in advancing trainee teachers' confidence in mathematical pedagogical understanding

A Kitchen At The Heart of a School–an Investigation into School Meals in the Republic of Ireland

Free school meals provide support to vulnerable families in the Republic of Ireland. Funding is allocated as part of an anti-poverty strategy. An investigation was carried out to discover if the school meal could be used to provide nutritious scratch-cooked food as well as providing opportunities for increased socialisation and pedagogy. Food affects students in a myriad of ways and schools are in a unique position to guide what and how young people eat. This article draws on data from an ethnographic study in an inner city Dublin school

Governance and Funding of Voluntary Secondary Schools in Ireland. RESEARCH SERIES NUMBER 34 October 2013

This study presents a comprehensive picture of educational governance and financing among second-level schools in Ireland. There are three second-level sectors in Ireland,1 which have their origins in historical developments and policy changes: voluntary secondary schools, vocational schools (including community colleges), and community/comprehensive schools (see Chapter 3). Broadly interpreted, governance refers to the ownership, organisation and management of schools. The mode of governance varies across different types of schools, with voluntary secondary schools increasingly being governed by lay School Trusts; community/comprehensive schools under the joint trusteeship of religious orders and the state while vocational schools (including community colleges) are under the trusteeship of the state. The way in which the different school types are financed and the extent to which the state supports the trusteeship function across the three second-level sectors also varies, as shown in this report

Circular Food Education: Developing a food education programme based on sustainability, experiential learning and pleasure in Irish primary schools

This research explored how an expanded and sustained education about food within the primary school curriculum in the Republic of Ireland could be achieved. A constructivist ontology underpinned the project, with multiple theoretical frameworks related to constructivist learning and building agency, informing the study. A multi-method action research methodology was used, providing practical solutions through action, reflection, practice and theory. A narrative review of the literature and existing policy preceded three sections of fieldwork. A scoping consultation with key stakeholders was followed by the development and piloting of a food education programme entitled the Global Citizenship Food and Biodiversity Theme in eight primary schools over two years, in conjunction with Green-Schools. The third section of fieldwork verified and expanded the results within a research findings feedback workshop which included academics working in education, principals, teachers, trainee teachers, and two staff members from the National Council for Curriculum and Assessment. The scoping consultation with key stakeholders highlighted a desire for a changed approach to food education in Irish primary schools. The key findings indicated that schools are in a unique position to influence and promote food education, but that an expanded approach to the current curriculum’s principal focus on health and nutrition was required. The term ‘circular food education’ was coined to describe the approach to food education which was consequently developed. Circular food education encompasses experiential learning, sustainability and pleasure. It is grounded in theory and is an educational solution to tackling an array of social issues: building knowledge about climate change, biodiversity loss, and food waste, teaching practical food skills, as well as instilling the potential for children to become active citizens. The development and piloting of the Global Citizenship Food and Biodiversity Theme illustrated how educational approaches that stem from constructivism could be put into practice. This theme included hands-on classes as well as building agency to think critically through the use of collaborative and social learning methods. Amartya Sen’s capability approach was used as a theoretical framework to evaluate data generated from the pilot. The research findings feedback workshop indicated that increased circular food education would require support from the whole-school, a change in approach by government as well as teacher training to address confidence and agency, and the provision of suitable facilities. One of the outputs from the research is the Global Citizenship Food and Biodiversity Theme programme which is being implemented incrementally in schools on a nation-wide basis, with 120 locations to date. A limitation of the Global Citizenship Food and Biodiversity Theme is the two-year cycle of the Green-Schools flag system. The thesis recommends a systemic policy change to food education in Irish primary schools. An embedded full-time approach within the primary curriculum would provide structure and scaffolding but requires a collaborative approach from all stakeholders. Until then, an increase in teacher training and developing teacher agency would be a suitable first step to increased food education in Irish primary school classrooms. Circular food education offers a model, which helps provide students with the ability to lead a life in which both they, and the natural world, could flourish

Man enough to do it? Girls and non-traditional subjects in lower secondary eduction

This article examines the processes influencing the choice of non-traditional subjects by girls in lower secondary education in the Republic of Ireland. In particular, we focus on the traditionally 'male' technological subjects, namely, Materials Technology (Wood), Metalwork and Technical Graphics. Analyses are based on detailed case-studies of twelve secondary schools, placing them in the context of national patterns of subject take-up. Strong gender differentiation persists in the take-up of these technological subjects. Commonalities are evident across schools in the way in which the subjects are constructed as 'male'. However, some students, both female and male, actively contest these labels, and school policy and practice regarding subject provision and choice can make a difference to take-up patterns. It is argued that the persistent gendering of subjects has implications for the skills acquired by students, their engagement in education, and the education, training and career opportunities open to them on leaving school