Intercultural Education Strategy

Intercultural Education Strategy

Intercultural Education Strategy

One Year On

The Clock Tower

27 October 2011

Report from discussion group

Participants:

Dympna Devine (Chair) UCDSchool of Education

Treasa Lowe Principal Scoil Choilm

Pauline Kelly PDSP

Helen Keogh VTOS

LorraineDowney ELSTA

Mary Kenny VEC

DanielFaasTrinityCollege

Amel Yacef The Base Ballyfermot

Eileen Flynn ITM

Elizabeth Kratz Immigrant Council of Ireland

Brendan Doody Department of Education and Skills (rapporteur)

Discussion point:

Whole-institution approaches to the promotion of intercultural education since the publication of the strategy

A number of developments relating to the promotion of intercultural education was discussed.

National level:

  • The publication of the National Quality Standards Framework for youthwork contains a specific reference to intercultural and equality issues which encourages youthwork providers to reflect on the quality of their provision in these areas
  • VECs have focused on ‘training the trainers.’ The objective of the programme was, and continues to be, to develop the capacity of those who provide CPD to VEC personnel to deliver key messages regarding intercultural education
  • The Irish Traveller Movement continues to promote the Yellow Flag Programme, aimed at ensuring that schools successfully integrate members of all ethnic minorities. The number of participating schools has risen from four to twelve
  • The PDST continues to address intercultural education by promoting a whole-school approach. It seeks to convince school management of the need to promote intercultural education and, specifically, is developing a programme for HSCL teachers regarding interculturalism
  • ELSTA continues to promote EAL teaching and interculturalism to all teachers
  • The Immigrant Council of Ireland has initiated its Ambassadors for Change Programme, aimed at promoting access to third level
  • Having examined the learner journey from referral, to engagement with the programme to progression, VTOS has produced guidelines on intercultural education for staff working in the area

Local level:

  • Scoil Choilm in Dublin 15 is focused on examining the appropriateness of teaching methodologies where 94% of the school community are newcomers. It continues to work towards developing a sense of community and is providing English and Irish lessons for parents
  • The Base in Ballyfermot endorses the National Quality Standards Framework for youthwork and highlights the participation of young people in the self assessment process. The Base, in its programmes, doesn’t differentiate between interculturalism, diversity and equality
  • TrinityCollege is involved in a comparative study regarding diversity practices in schools in Dublin, Berlin and Athens

Discussion Point:

What institutions have done to promote the capacity of education providers to develop an intercultural environment.

  • The CDVEC has become a University of Cambridge Centre. This has involved bringing teams from the UK to upskill teachers in the knowledge of language. The CDVEC is also focused on developing the highest possible expectations for learners. The CDVEC has also developed a Refugee Access Programme which works with over 16s who cannot access second level schools
  • VTOS and STTC staff members in twenty- three VECs have been offered training in newly-developed guidelines on intercultural education
  • Scoil Choilm has used its allocation of EAL teachers to lower the PTR in the school

Discussion Point:

Partnership, Engagement and Communication

  • The Base is working with the LDTF and seeking to open communication lines between the formal and informal sectors. It is involved in a significant amount of outreach work
  • The Pathways to Parental Leadership Toolkit has been developed by the Immigrant Council of Ireland
  • The ITM is working with Travellers in local areas eg Blanchardstown, Ballymun and Tullamore to ensure that they are not excluded from school
  • ELSTA has held workshops for parents on the CAO process
  • VTOS programmes mirror the community in which they are located; half of the participants in the Limerick programme are migrants
  • Scoil Choilm has adapted previous communication methods with parents to ensure personal contact rather than the written word

Discussion Point:

Promote and evaluate data gathering and monitoring

  • VECs are endeavouring to monitor student / learner performance benchmarked against international data
  • The Department’s evaluation models are evolving; one of the areas of enquiry in the revised WSE process at primary level examines supports for pupils, including those from different backgrounds
  • A discussion on the adequacy, or otherwise, of the current two-year provision for EAL pupils in schools ensued. Considerable time is spent on testing these pupils; on average it is taking up to three weeks before this process is completed. This impacts significantly on the totality of time available
  • There was also a limited discussion on the promotion and use of evidence-based programmes
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