Education Magazine 27-1

Vol.

2 7

Issue

1

Dyslexia and students l Campus Engage l Eating for Brains LGBT issues in Irish classrooms l Green News l Reviews

Front Cover 27-1.indd 1

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Forfas 27-1.indd 1

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Volume 27, Issue 1

7-14 News 15 UCC backing turning point for Dublin counselling centre Editor Niall Gormley

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Feature: Dyslexia and Students - With dyslexia affecting approximately one in eight people, there are many thousands of students with dyslexia in Irish second level schools

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NCEF - A professional qualification in fitness education

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Feature: LGBT in Education - LGBT issues in Irish classrooms

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Feature: Eating for Brains A guide to healthy eating based on the concept of the Food Pyramid giving students and teachers ideas in what to look out for

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Castlecomer Discovery Park

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Feature: Campus Engage - Universities and colleges engaging with civil society

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Feature: Webwise.ie - Being wise about the web; Also Hotline.ie: Reporting Illegal Internet Material

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Education Statistics: Leaving Certificate Points Statistics 2000 - 2013; The growth of the cao system 1977 - 2012; CAO Applicant Statistics

36

Green News

38

Reviews

Production Michael Farrell Publishers Ard Education Ltd. Tel: 01-8329246 Email: education@clubi.ie www.educationmagazine.ie Layout Real Issues, Drumhaldry, Moyne, Co. Longford 086-8986827 Printers Nicholson & Bass Ltd. At the time of press information in Education is believed to be accurate and authoritative. However, some information may change due to circumstances beyond our control. Acceptance of advertisements, does not constitute an endorsement of products or services by the publishers. ©2014. All rights reserved.

Reproduction in whole or in part without permission is prohibited.

ISSN 0791-6161

Education Magazine is available to read online in the same format as the paper edition.

Cover story: LCFE – Realising New Futures Pages 4-5

Read the current edition

Click on the cover

Vol.

27

Issue

1

ARD EDUCATION LTD

Email: education@clubi.ie SPONSORED BY:

The Educational Company of Ireland is Ireland’s leading publisher of postprimary textbooks, e-books, exam papers and revision books To gain access to over 200 interactive textbooks plus a bank of digital resources, visit www.edcodigital.ie www.edco.ie www.edcoebooks.ie

Education Reference Guide

The RCSI Aim High Medicine Scholarship

RCSI DEVELOPING HEALTHCARE LEADERS WHO MAKE A DIFFERENCE WORLDWIDE

Dyslexia and students ● Campus Engage ● Eating for Brains LGBT issues in Irish classrooms ● Green News ● Reviews

The Qualifications Framework ■ Financial Support ■ Education Statistics Taking Off - International Education in Ireland ■ Travelling with an Irish Qualification

Foreword by Minister Ruairí Quinn ■ Briefings ■ Listings ■ Calendars

www.educationmagazine.ie Education 3

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Limerick College of Further Education (LCFE)

LCFE – Realising New Futures A new strategic plan will enable Limerick College of Further Education to deliver an enhanced learning experience that equips learners with both the skills and generic competences required for the future in an environment that supports inclusiveness, diversity and respect for all.

F

urther education and training in Ireland is undergoing a period of major transformational change. The emergence of the new Education and Training Boards (ETBs), the establishment of SOLAS, the newly formed Quality and Qualifications Ireland (QQI), the creation of a new national employment service, Intreo, and the changing needs of learners have all informed the development of a new strategic plan for Limerick College of Further Education (LCFE).

LCFE at a Glance LCFE is a long-established, state-funded and administered College of Further Education. It is the only dedicated College of further education and training under the patronage of the Limerick and Clare Education and Training Board (LCETB).

The College, which celebrated 50 years in education in 2013, is divided into six

n LCFE Director, Mr. Pat Maunsell

Schools. It offers further education courses at Levels 3, 4, 5 and 6 of the National Framework of Qualifications in a range of disciplines including Business, IT, Media, Science, Sports, Childcare, Healthcare, Hairdressing and Beauty, Art and Design, Photography, Fashion and Engineering. It caters for over 1,200 full-time and 2,500 part-time learners, making it one of the largest colleges of further education in the country.

The College has significantly expanded and improved its facilities and infrastructure in recent years and this further development of the campus offers a rich educational experience to learners. Its main campus is in the city at Mulgrave Street; it has acquired a new campus in East Limerick at Cappamore, and is in the process of moving into a third campus, on a phased basis, on the Kilmallock Road. The College is developing into a regional college of further education and has positioned itself to be a leading player in the emerging FET landscape in Ireland.

The national and internationally recognised programmes offered in LCFE are designed to prepare learners for the workplace and, if required by the learner, to progress to higher-level awards in Institutes of Technology (IOTs), Universities and other higher education institutions.

Over the years, LCFE has developed extensive progression links with its partners in the region and beyond such as Limerick Institute of Technology (LIT), Institute of Technology Tralee (ITT), Mary Immaculate College (MIC) and the University of Limerick (UL). It also has international links with such colleges/bodies as South and City College, Birmingham (SCCB), the University of London, City & Guilds, CIBTAC, ITEC and CIDESCO. Robust quality assurance agreements are

in place with QQI-FETAC and a number of other internationally recognised awarding bodies. Continuous improvement has been the mantra of the College for many years.

LCFE employs over 160 staff.

The College also offers a comprehensive guidance counselling service which includes advice on acquiring employment, higher education options and personal counselling to all registered learners. LCFE continues to push ahead with investment in new facilities and continues to invest time and resources in the core activity of teaching and learning.

Future Challenges LCFE recognizes that it is facing a period of significant change in the emerging FET sector. The College demonstrated its responsiveness to and engagement with stakeholders over the period of its last strategic plan. It recognizes that its strengths lie in its reputation for quality programmes, strong learner support and an ethos embedded in pastoral care, open communications and team-working.

The stated principles guiding FET strategy set down in the NESC review (NESC, 2013) of flexibility and responsiveness in delivery, robust evaluation of outcomes and the development of courses that meet the skills needs of local and regional employers have been to the forefront of LCFE strategy.

The next four years offer many opportunities to LCFE including the further development of its nationally and internationally recognized programmes, its engagement with partners, and leveraging Find OUT MORE w: www.lcfe.ie f: LimerickCollegeofFurtherEducation y: www.youtube.com/user/LCFETV t: twitter.com/limkcollfurthed

4 Education

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its strong alumni and industry links.

The College’s Director, Pat Maunsell, acknowledges that the Strategic Plan 20142018 is being launched at a time of significant change in the Further Education and Training sector: “This will both provide challenges and opportunities to LCFE over the next few years. However, the College is no stranger to transition and has evolved and grown to become a major player in the FET sector in Ireland.”

He continues: “The intention of this plan is to help the College to grow and innovate, strengthening its course offerings, creating further enduring partnerships, enhancing its infrastructure and most importantly, continuing to improve its teaching and learning. This will be done in a spirit of distributed leadership and collaboration underpinned by the enduring LCFE principles of professionalism, respect, innovation and inclusiveness.”

LCFE has clearly demonstrated its strengths, its ability to respond to local needs, the quality of teaching and learning and its open engagement with stakeholders over the past four years. The College is well positioned to address the opportunities presented in the newly structured FET sector.

LCFE is confident that this new strategic plan for the period 2014-2018 will enable the College to deliver an enhanced learning experience that equips learners with both the skills and generic competences required for the future in an environment that supports inclusiveness, diversity and respect for all. It recognises that a new era in further education is emerging and LCFE intends playing a major part in this development.

LCFE Strategic Plan 2014-2018 LCFE is about to launch its second strategic plan. The plan is the culmination of 15 months of a strategic review and development process that involved staff at all levels, multiple stakeholders and external experts.

T h e s t r a t e g y re v i e w b e g a n i n November 2012 with an extensive internal review of performance and achievements based on the previous strategic plan, with internal and external stakeholders including staff, industry partners and regional stakeholders.

LCFE also conducted research into FET provision nationally and internationally to help inform the goals and objectives for the period of this strategic plan, 2014-2018.

The plan reflects the new legislation governing the Further Education and Training (FET) sector (Education and Training Boards Act 2013, Further Education and Training Act 2013), the re c e n t N E S C R e v i e w o f F u r t h e r E d u c a t i o n a n d Tr a i n i n g ( N E S C , November 2013) and recent Expert Group on Future Skills Needs reports (Forfás, EGFSN 2012, 2013) outlining the current and future skills needs of the Irish labour force. It also takes account of developments taking place at the Limerick and Clare Education and Training Board.

The plan sets out the strategic pillars or foundations upon which the strategic

goals for LCFE are based. The strategic pillars which emerged from the extensive consultation are: • Responsive Programmes – nationally and internationally recognised; • Outstanding Teaching and Learning – creative and innovative approaches; • Modern Campus Environment – creation of the infrastructure and facilities required for the future; • Dynamic Partnerships – the cultivation of partnerships at local, regional, national and international level that will assist LCFE to ensure a quality assured, unique approach to FET teaching and learning.

LCFE strives to be a leader nationally and internationally in the Further Education and Training sector. The College is not only interested in best practice but in next practice.

LCFE wishes to invent a new future for itself and play a leading role in the emergent Further Education and Training Sector in Ireland. Management and staff of the College are determined to implement this plan and will measure its success by rigorous monitoring of agreed key performance indicators and through regular consultation with core stakeholders.

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Cyberbullying is Irish score better on OECD PISA digital literacy test increasing - poll The rate of cyberbullying has increased sharply over the past year, according to a new report from the National Association of Principals and Deputy Principals (NAPD) which provides disturbing evidence of how the problem is growing, despite ongoing efforts to combat it.

Among the worrying findings is the almost doubling in the proportion of pupils who engaged in cyberbullying, when compared with similar research a year ago.

It found that 9pc, or almost one in 10, admitted to cyberbullying – up from 5pc in 2013.

Meanwhile, 16pc said they have been the target of online or text bullying – a rise of one-third on the previous year.

The survey highlights how parents may not be fully aware of the extent to which the children are suffering, with only 12pc reporting that a child of theirs has been a victim of cyberbullying.

It also found that 26pc of parents monitor their children’s activities online on a daily basis, while 15pc never monitor.

The older the parent, the less likely they are to keep a check, with 64pc of under 35-year-olds monitoring their children’s online activity weekly, reducing to 40pc among the over-45s.

NAPD director Clive Byrne described the growing prevalence of cyberbullying as “quite disturbing”, adding that the annual survey – conducted in January and February among 1,000 parents and young people by Amarach Research – provided a valuable insight into the ever-changing attitudes and prevalence of cyberbullying among second-level pupils.

The association will call on the Government to develop a national cyberbullying policy after the survey found 16 per cent of students have experienced bullying online (a 33 per cent increase on last year).

In the poll of 1,000 parents and children, some 9 per cent of young people said they had bullied another student online, up from 5 per cent in 2013.

The survey, conducted by Amárach Research, also found that 26 per cent of parents monitor their children’s online activities on a daily basis while 15 per cent never monitor. Two-thirds of parents under the age of 35 monitor their children’s activity weekly while 40 per cent of parents over 45 do so.

The director of the principals’ organisation, Clive Byrne, said the “disturbing” findings provided valuable insight into the growing prevalence of cyberbullying.

“The findings are quite disturbing because despite ongoing media attention around the problem, there has been a 33 per cent increase in students reporting to being victims of cyberbullying compared to last year,” he said.

The report found that while 16 per cent of students admitted to being cyberbullied, only 12 per cent of parents reported being aware their children had experienced online bullying.

Irish students' ability to read computer based text such as emails and websites is significantly above the average of 19 OECD countries, according to a new OECD report.

The students in Irish schools ranked 8th out of the 19 countries that participated in the OECD's Digital Literacy test. Just four countries, Korea, New Zealand, Australia and Japan, had significantly higher scores than Ireland.

The above-average results of Irish students on these digital literacy tests contrasts with their poor performance in the 2009 round of the traditional pencil-and-paper PISA literacy tests.

The 2009 pencil-and-paper tests showed a marked decline in reading scores in Ireland with Irish students falling from above average to the average level in the OECD. There was some surprise at the results

achieved by Irish students on the traditional reading test, as they had scored well above the OECD average in previous tests in 2000, 2003 and 2006.

These latest results seem to suggest that the reading standards of Irish 15-year olds may be better than the results achieved on the traditional pencil-and-paper test in 2009 but not at the levels scored by Irish students in 2000.

Ireland's average score on the digital reading assessment, at 509 points, is 13 points higher than its average score of 496 points on the traditional pencil-and-paper PISA test in 2009.

The performance of Irish students on the digital literacy test still lags behind the Irish performance on print reading in PISA 2000 when students here scored an average of 527 points.

It@Cork celebrates women in technology with launch of ‘Women in Tech’ series Increasing the visibility of talented, experienced women in the ICT Sector in Ireland is a key objective of the it@cork “Women in Tech” event series launched today by European Tech Cluster, it@Cork, in association with Cork City Council.

The World Economic Forum’s Corporate Gender Gap Report from 2012 reported that a lack of role models as being one of the greatest barriers to women leaders. The “Women in Tech” Lunchtime event series aims to promote female leaders and role models in technology and aims to support women in Science, Technology, Engineering and Mathematics (STEM) sectors.

“There are almost 30,000 women working in science, technology, engineering and research sectors in Ireland according to a recent study” said Ruth Buckley, Head of ICT and Business Services at Cork City Council.

“We know that there are remarkable female role models out there and we aim to highlight their careers and interesting work that they do with this lecture series.”

The it@cork “Women i n Te c h ” q u a r t e r l y lunchtime series, sponsored by Qualcomm, commences in April and all are welcome.

See www.itcork.ie for registration and inforn Ruth Buckley, Cork City Council and Sarah Walsh, mation. it@cork Education 7

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News..................................................................................................................................

Science Gallery anniversary funding award Science Gallery at Trinity College Dublin celebrating its fifth anniversary today announced a e1.8m funding award from Wellcome Trust to support a partnership with the Trinity Biomedical Sciences Institute (TBSI).

Pictured in Science Gallery, Trinity College Dublin today were Founding Director, Michael John Gorman, and Jessie Doyle, Science Gallery Student Mediator. The gallery celebrates five years of revolutionary and thought-provoking exhibitions through arts, education and innovation, and announced a further gift of e250,000 over 5 years from ICON Plc. Science Gallery Dublin aims to become the world's leading organisation for "involving, inspiring and transforming curious minds through science". It is making waves internationally as a new model for innovation and today also confirmed that King's College London will develop a Science Gallery, with a projected opening date in 2015, the first of 8 Science Galleries to be developed around the world. Photo: Mark Stedman/Photocall Ireland.

8 Education

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Better nurse staffing and education reduces patient deaths in European hospitals The Lancet has reported the results of a study in nine European countries documenting that hospital nurse staffing and the proportion of nurses with bachelor’s education are associated with significantly fewer deaths after common surgery.

A team of researchers led by the University of Pennsylvania School of Nursing in the U.S. and Catholic University of Leuven in Belgium, and including Prof Anne Scott and her team from Dublin City University, found that every one patient increase in patient to nurse ratios was associated with a 7% increase in deaths, while having a better educated nurse workforce is associated with fewer deaths. Every 10% increase in bachelor’s degree nurses is associated with a 7% decline in mortality.

This study of close to a half million surgical patients found Every 10% increase in that patients in hospitals in bachelor’s degree which 60 percent of nurses had nurses is associated bachelor’s degrees and cared for an average of six patients had with a 7% decline in nearly a one-third lower risk of mortality. death after common inpatient surgical procedures than patients in hospitals where half as many nurses had bachelor’s degrees and cared for an average of eight patients each.

The RN4CAST study, funded by the European Union and the National Institute of Nursing Research, National Institutes of Health, concluded that in Europe, as in the U.S., failing to invest in bachelor’s nurse education and attempts to cut costs by reducing nurse staffing may put hospitalized patients at greater risk of dying.

“This study draws attention to the importance of examining both patient-to-nurse ratios and the education levels of nursing staff in our hospitals, and in the individual wards in those hospitals, as a possible means of improving patient outcomes,” said Prof Anne Scott, Dublin City University.

“Ireland has invested in The assumption that nurse education since the Commission on Nursing in hospital nurse staffing 1998. It is now time to recogcan be reduced to save nize that nurse education levels money without are linked to patient outcomes. adversely affecting Our results suggest that the patient outcomes may assumption that hospital nurse staffing can be reduced to save be misguided at best, money without adversely and fatal at worst affecting patient outcomes may be misguided at best, and fatal at worst. This is crucial information for hospital managers given the significant reduction in nurse staffing in Irish hospitals since 2008, and particularly in light of the ongoing moratorium on staffing. “ The study’s results closely dovetail with research conducted in the U.S. which served as a catalyst for public and private responses to improve nurse staffing and nurses’ education. Nearly half the states in the U.S. “have implemented or are considering hospital nursing staffing legislation and/or regulation,” the study’s authors report.

Additionally the Institute of Medicine of the U.S. National Academy of Sciences has recommended a U.S. national nurse workforce that is 80 percent bachelor’s educated by 2020.

History at the University of Limerick

If you are thinking of undertaking further study in history, then the Department of History has the course for you.

The Department offers the following taught programmes: MA Local History (part-time); MA History of Family (full-time, part-time, online); MA History (full-time) A Doctoral Programme, and Certificate Programmes (UL campus and outreach locations).

For further details contact Anne.Marie.ODonnell@ul.ie or apply on-line at www.ul.ie/graduateschool

Education 9

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News..................................................................................................................................

We're addicted to the news Smartphones are becoming the quick fix solution for consumers' need for news A new global study into the behavior around news consumption has revealed that we now live in a world consumed by news, with over half of us (52%) “information snacking” on a daily basis.

The research, commissioned across ten markets by HTC, a world leader in smartphone innovation, has identified that this need to constantly access and consume bite-sized news stories is resulting in a better informed society that has more rounded viewpoints. This is in stark contrast to the notion that social media is dumbing us down.

The need for news: We're waking up to it - almost half (42%) of the 10,000 consumers questioned admitted to checking the news within an hour of waking up, with over a third (38%)

also checking the news within an hour of going to bed.

We're addicted to it – almost two-thirds (63%) admit to a greater overall need to be the “first to know” about global news.

We have it all - 65% agree that they have a more rounded viewpoint on the news because they have access to multiple sources of information and opinions.

We know it all - 72% of us feel more knowledgeable about what is going on in the world because news is more accessible. instant accessible news The impact of instant accessible news has led to a decline in online sharing, with only one in eight (13%) people sharing news stories through social media and just 14% “liking” news stories.

In fact we're more likely to share local news (30%) through social media, which is seen as less readily available, than health news (9%) or even celebrity news (4%), which are both considered much easier to access.

The Future of News: With information snacking very much ingrained into our everyday lives, people are differentiating less and less between a traditional news story and a social media post.

Story over source - over half (55%) are more interested in the news story itself rather than its source.

The generation gap - 50% of over-55s were found to be loyal to traditional news outlets compared to only 34% of under25s.

News becomes social - almost half (45%) of under-25s are less likely to differentiate between a news story and a social media post.

This lack of differentiation towards sources of news, coupled with our constant need to be informed, is already impacting how we will consume news in the future.

News will need to be even more social, tailored to personal interests and delivered along with other content such as weather updates or calendar reminders.

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Students' road buddy app wins GMIT student innovation awards 2014 GMIT students from disciplines as diverse as Business, IT and Agricultural Science are showing a flair for entrepreneurship judging by the range of start-up ideas submitted to this year’s GMIT Student Innovation Awards (2014).

The top prize in the annual competition went to Software Development and Business students for their start-up concept ‘Road Buddy’, a car safety app that has the potential to save lives; the runner-up prize went to Accounting students for their activity booking website (bookingactivity.com), and third prize to Agricultural Science students for their farming business start-up called ‘Sliding Loader’ (silage machine).

The ‘Road Buddy’ concept was represented by two final-year Software Development students Gerard Nee from Williamstown, Co Galway and Alan O Connor from Limerick, and Business students Aisling Kenny from Balla, Co Mayo, and Paula Kelly from Taughmaconnell, Co Galway. By monitoring movement while driving, their Road Buddy mobile phone app detects any sudden impact and automatically sends an SMS to the emergency services with the GPS co-ordinates of the phone for accurate location. They won €1,000 sponsored by Shell. The students also recently came first in the inaugural SCCUL Student Enterprise Awards for the same app.

The ‘Road Buddy’ team were among eleven finalists to compete in the ‘Dragon’s Den’ style finals in the GMIT Mayo campus Innovation in Business Centre (IiBC). View the twominute clip of Awards finals http://youtu.be/VZKsVPiGH3w

GRADUATE STUDIES IN EDUCATION On-line applications are now invited for the following courses

Masters in Education (2 year part-time)

Masters in Education in Special Educational Needs (2 year part-time)

Masters of Arts in Education (1 year full-time)

Professional Diploma in Education Studies (1 year part-time)

Professional Diploma in Education Studies Online (Leadership) (1 year part-time)

MLitt in Education

(1 year full time or 2 year part-time)

Graduate Diploma in Special Educational Needs* PhD in Educational Psychology* Structured PhD in Education

(full-time and part time options available)

MSc in Children and Youth Studies (full and part-time)

PhD in Children and Youth Studies (full and part-time)

Closing date for applications for most programmes is Friday 2nd May 2014

For further information on our programmes, please visit our website www.ucd.ie/education

Contact the School Office at:

School of Education, Roebuck Offices, University College Dublin, Belfield, Dublin 4 Tel: +353 1 716-7965/7967/7968 *Please see website for closing date for applications for this course

Education 11

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TCD's Robbie the Robot Passes UN Inspection Robbie the Robot, a prototype robot built by researchers and engineering students at Trinity College for Cork teenager Joanne O’Riordan, born with a rare condition known as Total Amelia, has been officially unveiled.

Robbie was introduced to the Secretary General of the United Nations specialised agency for information and communication technologies, Dr Hamadoun I. Touré, at a special event in Trinity College Dublin.

In April 2012 Joanne O’Riordan addressed an audience of international

delegates at the International Telecommunication Union’s (ITU) ‘Girls in ICT Day’ celebrations in New York and put forward a challenge for someone to build her a robot.

Assistant Professor Kevin Kelly in the School of Engineering, Trinity, and a team of young engineers took up this challenge. Thanks to a generous donation of €50,000 from the ITU, the team built a prototype humanoid robot, with a head, arms, torso and a single ‘leg’ which uses two wheels to move around.

n Seán Collins, UL Smarter Travel Deputy Co-ordinator, Ronan Deevy and Ross Higgins, UL Smarter Travel Co-ordinator at one of the weekly Bike Doctor events

UL commitment to smarter travel The Smarter Travel movement at the University of Limerick aims to create a more liveable and lovable campus through the development and promotion of sustainable means of travel.

The campaign highlights the positive benefits of sustainable travel such was walking, cycling, car-sharing and public transport. The University is investing in smarter travel initiates and has committed to implementing a range of measures that will foster a strong culture of sustainable travel.

Many other promotional events and activities, such as the Marchathon Student Walking Challenge, Green Week, Safety Week and the Smarter Travel Change Lanes Challenge, all aim to encourage sustainable travel. University of Limerick Smarter Travel (ULST) is a subproject of Limerick Smarter Travel which is a Department of Transport and European Regional Development Fund sponsored project.

ULST welcomes comments and queries to SmarterTravel@ul.ie.

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Education 13

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Learning is

Irish fun

Coláiste UISCE is a unique activity based Irish Language College and Adventure Centre situated in the heart of Mayo’s Gaeltacht, where the teaching of Irish is intertwined with the enjoyable experience of modern exhilarating adventure and water sports.

‘Learning Irish is fun’ is our motto at Coláiste UISCE. We now have over 21 years experience in providing safe, educational and enjoyable Irish and Adventure courses.

Activities include: Sailing; Windsurfing; Surfing; Catamaran; Climbing; Archery Special Discount of 25% is available by simply using the following booking code 14EDCU25

14 Education

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Turning Point Training Institute (TPTI)

UCC backing turning point for Dublin counselling centre

T

urning Point Training Institute (TPTI), a Dún Laoghaire based organisation providing counselling and psychotherapy services, as well as training to future professionals in the same area, is teaming up with UCC. Today brings the announcement that TPTI’s flagship programme, the MSc in Integrative Counselling and Psychotherapy, is now validated by UCC. Co-founding directors Kay Conroy and Mary Paula Walsh welcomed the turning point for the centre, which was founded in 1986 and was at the time one of the first to offer humanistic and integrative counselling and psychotherapy services. TPTI was founded as an additional training arm of the organisation in 2001.

The MSc programme currently has just over 100 students enrolled across its four years and is in demand again for the next intake, which begins September 2014.

More than 100 enquiries have been made

"We can make our minds so like still water that beings gather about us that they may see, it may be, their own images, and so live for a moment with a clearer, perhaps even with a fiercer life because of our quiet."

W.B.Yeats so far this year, far in excess of the 36 places available.

Among recent graduates of the programme is acclaimed Irish soprano Virginia Kerr from Co. Meath.

“Turning Point is dedicated to advancing and developing psychotherapy studies in Ireland, encompassing educational training, clinical practice, research and supervision”, said Dundalk based co-founding director Kay Conroy.

“It seeks to set a benchmark of excell e n c e c o m m e n s u r a t e w i t h s i m i l a r, internationally acclaimed, institutes of psychotherapy. This validation of our MSc course by University College Cork offers new vistas for educational initiatives and collaborations.”

Professor Paul Giller, Registrar of UCC, welcomed the announcement. “UCC is delighted to work with an established centre of excellence in counselling and psychotherapy services and studies in Ireland.

"This will be an exciting new phase for Turning Point and will further complement UCC’s existing programmes in the School of Applied Psychology.”

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Educational issues

Dyslexia and students With dyslexia affecting approximately one in eight people, there are many thousands of students with dyslexia in Irish second level schools

D

yslexia is a learning difficulty that makes it difficult to acquire the skills of reading and writing.

Characteristic features include difficulties in phonological awareness, verbal memory and verbal processing speed. Phonological awareness is the ability to notice, think about and manipulate individual sounds or phonemes and syllables within words.

Key points on dyslexia • Research has identified genetic components in dyslexia.

• Dyslexia occurs across a range of intellectual abilities.

• It affects about one in ten persons.

• It occurs along a continuum. One student’s dyslexia may be very severe while another’s may be quite mild. No

two students are likely to have the same profile.

• Dyslexic difficulties do not affect all tasks. An individual may be very poor at reading but may excel at engineering, maths or art. Not all aspects of reading and writing will be equally weak.

• Dyslexia may co-occur with other specific learning difficulties such as dyspraxia, dyscalculia, attention deficit disorder, Asperger’s syndrome or speech and language impairment.

Diagnosis An educational psychology assessment carried out by an educational psychologist is needed for a definitive diagnosis of dyslexia. The assessment includes testing of

cognitive abilities as well as literacy and numeracy skills. The psychologist also needs relevant background information such as developmental history and other interventions from parents, schools, colleges or any other relevant sources.

What are the core features that identify dyslexia?

Most researchers agree that the core difficulty in dyslexia is caused by a phonological deficit. This results in students having difficulty in identifying the separate sounds in a word and later not being able to match sounds with patterns of spelling.

They may not process the sound accurately, may become confused trying to sequence the sounds in the correct order or may not remember the common letter patterns that

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sound out/spell out syllables. They may end up guessing at written words.

It takes learners with dyslexia longer than average to acquire a knowledge of lettersound patterns to the point that they can recognize them automatically.

They may also have difficulty with word recall and with the speed of word recognition. Thus, while it appears that the core difficulty is at the level of phonological awareness, individuals with dyslexia often show difficulties with working memory, becoming automatic in tasks and rapid naming.

They may also have difficulty with coordination, fine motor movement, time management, organization/sequencing, space, direction and laterality.

Students with dyslexia may experience difficulties with some of the following: • Visual discomfort (stress) when reading.

Words may blur and appear to move.

• Reading inaccurately, losing their place on the page, becoming stressed when reading aloud.

• Rote learning such as learning poetry, maths tables and formulae.

• Copying from the board or taking notes from dictation.

• Spelling.

• Understanding complex instructions.

• Planning and writing essays.

• Written answers are too short and points are underdeveloped.

• Handwriting may be disjointed, illegible at times or have many cross-outs.

• Finishing work on time.

• Confusion about places, times and dates leading to problems of organization.

• Wide discrepancy between oral and written work.

How does dyslexia affect the student’s self-esteem?

Students, who see dyslexia as being a part of who they are and whose family, friends and educators are supportive, encouraging and accommodating, will develop confidence, a strong self-image and have the ability to solve and circumvent the challenges that dyslexia presents.

As with all students, with or without dyslexia, success at a task is the most effective guarantee of continued success because it generates a confidence that enables students to believe in their ability

Dyslexia Association of Ireland Founded in 1972, the Dyslexia Association of Ireland (DAI) aims to promote the understanding, support and prevention of the problems which can be associated with dyslexia, a specific learning difficulty.

The association lobbies for appropriate services for people with dyslexia, and also acts as a service provider, offering assessment, specialist tuition, and training. The association also aims to increase the public awareness and understanding of dyslexia.

DAI is a membership based Association currently representing over 3,000 families and individuals all over Ireland. Its membership also includes teachers, psychologists and other professionals. DAI currently has a nationwide network of 37 Branches and Workshops offering local

community based services.

DAI is a founder member of the European Dyslexia Association which now has over twenty-five member countries.

DAI i s a l s o a f o u n d e r m e m b e r o f Spectrum, an umbrella group for people with hidden learning difficulties. DAI is a member of the British Dyslexia Association (BDA) and a Global Partner of the International Dyslexia Association. DAI is also a member of the Disability Federation of Ireland (DFI) and the Wheel.

Mission Statement: The Dyslexia Association of Ireland aims to educate people in Ireland about dyslexia, and offer appropriate assessment and effective support services for children and adults dealing with dyslexia.

to learn.

Students, who have to struggle too much and who feel that their difficulties are not understood, may be at risk of giving up, particularly in secondary school.

Because literacy is such a major accomplishment in modern culture and essential for navigating school, failure to become literate can have significant negative effect on self esteem. The result can be acting out, evasion, depression and risk of being bullied or of being a bully.

How are these risks avoided?

Dyslexia is life-long but can be greatly helped by appropriate interventions which teach students strategies for dealing with its effects through knowing their strengths as well as their weaknesses and using their abilities to problem-solve around the difficulties.

The onus is not all on the student.

Schools and teachers need to make the environment learning-friendly for these students.

Find OUT MORE Dyslexia Association of Ireland (DAI) www.dyslexia.ie

General classroom dyslexia strategies for mainstream teachers >>> Next Page >>> Education 17

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General classroom dyslexia strategies for mainstream teachers The Report of the Task Force on Dyslexia states that mainstream teachers have the major responsibility for the progress of each student in their classes including those who have learning difficulties arising from dyslexia. Learning support, resource teachers and other professionals have supporting roles.

As a result, the mainstream teacher needs to be familiar with the findings of the educational psychology assessment report as the profile of strengths and weaknesses has implications for the student’s learning. There needs to be a system to impart such information to mainstream teachers on an on-going basis.

However, this is highly confidential information and must be held securely.

FAIRNESS To successfully manage the inclusive classroom, teachers should re-examine the notion of what is ‘fair’. Fairness does not mean every student gets the same treatment but that every student gets what he or she needs.

Tips to help with communication 4 Write clearly on the board giving plenty of time to take down information and homework tasks. Don’t write too much on the board, as a board with a lot of information is harder to read. Erase before more is written.

Check the student has copied it correctly.

4 The student, who has difficulty with sequences or who has to listen and then process information, may become confused unless instructions are kept simple. Break down the directions into simple steps. Repeat key points. It is helpful to give written notices of events.

4 If students are slow in retrieving facts or words, give extra time for them to answer so they can get their thoughts together. They can spend time anxiously worrying about being asked questions rather than listening to the teacher. Arrange that they will only be asked a question in particular circumstances such as when the teacher approaches their desk.

4 Talk to the student and ask what would help. The Understanding Dyslexia DVD (tinyurl.com/p87recv) has a checklist which helps students to identify what supports might help.

Teaching approaches

Tips on classroom organisation 4 Have the student sit towards the front of the class.

4 The notes of the student may be inaccurate, illegible or incomplete. Often the task of taking notes is so demanding and takes total concentration that the student is not listening and does not understand what is in the notes.

Help them by showing how to take notes, providing notes for them or photocopying the notes of another student.

4 Clear routines and directions make the classroom more secure. Put up classroom lists of the routine for the day or week. A calendar showing key dates for the term is useful. Have a wall chart with classroom rules. Wall charts of key terminology also help.

Don’ts 4 Minimise the use of cursive handwriting whether it is on the board, in notes or on exam papers. Students find it difficult to decipher. Teacher notes and test papers should be typed preferably in a dyslexia-friendly style.

4 When disciplining, avoid punishments based on written work. Shorten the task. Avoid lengthy lectures. After explaining what the mistake/ misbehaviour was and what they can do to remedy the situation, ask them to repeat what has been said. This verbalisation can help the student process what is said and increases understanding.

4 Don’t ask the student to read aloud in class unless it has been checked that the student is willing to do so.

4 Foster self esteem by giving genuine praise whenever possible and promoting activities that yield success.

4 Multi-sensory teaching can help learning. If lessons include oral, written and visual elements, these provide more ‘hooks’ for the student to remember the content. Choosing texts which are available on DVD or CD can be helpful.

4 Co-operative learning strategies which promote peer tutoring, active learning and discovery learning can help. The Post-Primary Guidelines on Inclusion has a section on the topic.

The Special Education Service (www. sess.ie) has an eLearning course and a DVD as well as resources on differentiation in the classroom.

Homework and exams 4 Some students may answer off the point because they do not understand the question. They need to be taught how questions are structured and the meanings of words used in questions.

4 Use positive correction techniques when correcting. Not all mistakes need to be marked. Take one particular category of error and correct it.

Comment positively on what was done well. One method could be to correct with two stars for what was done well and one wish for what could be improved.

4 Ensure they know how to enter homework and other commitments into the homework journal. They should have one diary for all commitments such as social life, sports, and school.

4 Adapt class and homework goals when necessary. This may mean accepting shorter answers, typed homework or shortening lists of quotes or poetry to be learnt. Set a maximum amount of time to be spent on a task.

4 Before an exam, students benefit from being given lists of key material to be revised, with sections of work allocated to particular weeks.

4 Modify test formats to reduce the use of long written answers by using formats such as multiple choice, true and false questions, labelling diagrams and oral tests.

4 Leave three lines between questions on an exam paper.

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National Council for Exercise and Fitness (NCEF)

A professional qualification in fitness education

D

o you have an interest in health, fitness and physical activity? Are you energetic, motivated and eager to learn ? Would you like to help others lead healthy and active lifestyles?

If yes, then becoming a fitness instructor will give you the opportunity to work at what you love. Fitness instructors work in a variety of settings such as fitness centres, leisure clubs, gyms, community centres, hotels and cruise ships. Many fitness instructors set up their own businesses while others work part time or on a freelance basis.

The Certificate in Exercise & Health Fitness (CEHF) offers a quality professional university accredited qualification. It is the only university accredited fitness instructor qualification in Ireland and it is placed at Level 6 on the National Qualification Framework and Level 5 on the European Qualification Framework.

The Certificate is the primary course offered by the National Council for Exercise and Fitness (NCEF). The NCEF is an academic affiliate of the University of Limerick (UL) and it offers courses from Certificate to Degree level.

training and circuit training. Qualified fitness instructors can design individual fitness programmes and teach a variety of classes.

The NCEF Head Office is based in UL and operates the CEHF on campus. The NCEF also operates the CEHF in Cork and Waterford and through its two industry based Certified Providers (Maltings Training and Motions Health & Fitness Training) in Galway, Kilkenny and Dublin. Maltings and Motions are education and training organisations that have been part of the NCEF for over 20 years.

The Certificate course can be taken as a full time or part time course. For more information on the courses offered in each area contact the relevant details below.

On successful completion of the CEHF, NCEF/UL graduates can begin working and they can also avail of an exciting range of further qualifications on the NCEF pathway.

This flexible learning pathway offers graduates the opportunity to progress at their own pace to a Higher Certificate, followed by a the Diploma in Exercise & Health Fitness (DEHF) culminating in the Bachelor of Science in Exercise & Health Fitness.

Find OUT MORE For more information on the NCEF Flexible Learning Pathway go to www.ncefinfo.com Phone: 061 202829

Become a fitness instructor - Qualify with the Best

A variety of classes The Certificate course provides education and training in such areas as fitness assessment, designing fitness programmes, step aerobics, body conditioning, resistance

Certificate in Exercise & Health Fitness Find us on FACEBOOK

Accredited by the University of Limerick

Full and Part-Time Course Options

For details on the courses in Limerick, Cork and Waterford Contact: www.ncefinfo.com or phone 061202829

For details on the courses in Galway and Kilkenny Contact: www.maltingstraining.ie or phone 0578621216

For details on the courses in Dublin Contact: www.motions.ie or phone 087 2445205

Education 21

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Lesbian, Gay, Bisexual and Transgender (LGBT)

The elimination of homophobic bullying is within reach

By Sandra Irwin-Gowran, GLEN

O

ver the past number of years most post-primary schools have begun to travel a journey in acknowledging, recognising and supporting pupils who identify as lesbian, gay, bisexual and transgender (LGBT).

GLEN (Gay and Lesbian Equality Network) has worked with many teachers and schools to support them in making schools safe and inclusive for LGBT young people; at times many were doing so in a vacuum of official guidance.

Often times students themselves have been the catalysts for change, just by being open about their sexual orientation or gender identity. Regardless of whether a person chooses to tell others about his/her sexual orientation or gender identity all young people should feel safe, supported and affirmed in all aspects of their identity while they are at school.

As a result of the strong leadership from Minister Ruairi Quinn the vacuum of official guidance has been filled and there are now clear Departmental procedures for schools to address issues such as homophobic and transphobic bullying. anti-bullying policies Last year the Department published new Anti-Bullying Procedures for Primary and Post-Primary Schools. The procedures require all schools to include homophobic and transphobic bullying in their anti-bullying policies and to take proactive steps to prevent such bullying by creating and maintaining a positive and welcoming school

n Minister Ruairi Quinn and Minister Frances Fitzgerald at an event to show strong support for young LGBT people

climate in relation to difference and diversity.

A recent survey of 8,000 young people carried out by the organisation Headstrong found that 11% of 18-25 year olds did not identify as heterosexual (8% were lesbian, gay or bisexual while 3% were unsure).

This represents about 29,000 young people in post-primary schools who will identity as LGB, not to mention thousands more with close family members who are LGBT. Very many do not experience school to be a safe place; research has found that • 50% of LGBT participants had been

bullied in school because of their LGBT identity ; • One quarter had been physically bullied • 1 in 5 admitted to missing school because of fear of harassment, and • 5% left school because of the treatment they receive as a consequence of their LGBT identity.

The new anti-bullying procedures have the potential to change these statistics forever. All schools have until Easter to review their current policy and ensure full compliance with the new procedures and GLEN continues to support schools in this

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task, including by updating our range of guidelines on Supporting LGBT students which are available at www.glen.ie/education).

All Schools Must Now Address Homophobic Bullying Compliance with the procedures means that all schools must include homophobic and transphobic bullying in their anti-bullying policies. This is enormously important as it ensures that young people who experience homophobic or transphobic bullying, regardless of whether in fact they are LGBT or not, can have confidence that their school must respond. More importantly the procedures require schools to take action to prevent bullying happening in the first instance.

Many good schools already run education programmes to prevent homophobic bullying and we know that for LGBT young people who attend these schools their experience of school is so much better; they have higher achievement and educational aspirations, better attendance and a greater sense of belonging.

A Positive School Climate Prevents Bullying A positive school climate is the best approach in effectively preventing bullying.

Creating such a climate means that difference and diversity are welcomed; minorities, including LGBT people are respected and included and the right of each member of the school community to enjoy school in a secure environment is acknowledged and assured. This is a key element of the new procedures.

One great programme, now funded by the Department, that supports a positive school climate is BeLonG To’s, (National Youth Service for LGBT youth people), Stand Up! annual awareness week against Homophobic and Transphobic Bullying. This initiative provides a great platform on which schools can build a positive school climate and BeLonG To provide relevant and practical resources to support the programme.

The Department’s PDST provides great training on LGBT issues for SPHE teachers along with providing excellent resources for classroom based work.

One Good Adult...

Teachers as individuals have a major role to play in building a positive school culture.

Two simple actions that each teacher can make to prevent homophobic and transphobic bullying are; • Acknowledge that there are LGBT people in the school community, as pupils, as staff, as parents. Teachers can reflect this in using inclusive language in their classrooms, including LGBT people and issues where relevant in their teaching and by creating opportunities to address LGBT issues.

• Challenge unacceptable use of language every time. The use of the term ‘gay’ as a derogatory term is frequent, widespread and unchallenged in many schools. When it is used by people to describe themselves or others it’s acceptable. So, it’s ok to say ‘I’m gay’, it’s not ok to say ‘That lunchbox is so

gay’. Wrong use of these terms should be challenged every time by school staff. Pupils also need to be equipped with skills to challenge peers if they hear unacceptable language.

If every teacher, not yet following these two simple actions, were to do so we would go a long way to eradicating homophobic a n d t r a n s p h o b i c b u l l y i n g f ro m o u r schools.

GLEN would welcome the opportunity to work with more schools as they implement the new procedures. Contact us for further information.

Sandra Irwin-Gowran (sandra@glen.ie) is Director of Education Policy with GLEN (Gay and Lesbian Equality Network). She has developed a number of guides for the education sector in supporting LGBT students in schools and has a background in curriculum development and as a second level teacher.

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Healthy Eating

Eating for brains Student food intake is a major concern in schools and colleges. The headline worry is obesity, where people in general are eating too much and too much of the wrong foods.

There are other concerns too. Healthy eating is very important for young people in terms of their ability to concentrate, physical maturity, avoiding illness and positive body image.

What’s for Lunch?

Whether bringing a packed lunch , buying a lunch at school, college or in the local shop, the Food Pyramid guidelines still apply.

The following quantities should be observed to help ensure the correct balance of energy and nutrients are coming from the lunchbox or school meal:

But what to eat? What’s good and what’s bad?

Here is a guide to healthy eating based on the concept of the Food Pyramid which will give students and teachers a good grounding in what to look out for.

The Food Pyramid The Food Pyramid is the national tool to visually communicate the healthy eating message of variety and balance in making food choices). It will be familiar to most post-primary school students and should be used as the basis for education on healthy eating.

Choosing a variety of foods from each of the four main food shelves can help to ensure that young people are making the correct food choices for health.

By using the food pyramid as a guide, students can aim to achieve the following: n A healthy varied diet n Adequate energy intake for growth n Plenty of fruit and vegetables for vitamins and fibre n Adequate calcium intake for healthy bones and teeth n Adequate iron intake to help prevent anaemia n Adequate fluid intake – drink water frequently n A regular eating pattern – not skipping meals

FOOD GROUP LUNCH SERVINGS Bread, Cereal & Potatoes At least Meat, Fish & Alternatives Fruit & Vegetables At least Milk, Cheese & Yogurt At least Top Shelf

2 servings 1 serving 1 serving 1 serving Sparingly

Bread, Cereal & Potatoes Shelf (At least 2 servings for lunch)

These foods are the ‘starchy’, ‘filling’ carbohydrate foods, the foods which give the body energy for work and sport. They are naturally low in fat. Wholegrain or ‘brown’ varieties contain more vitamins, minerals and fibre so choose them frequently.

Boys generally need more energy than girls and therefore need to eat more servings from this group. Very physically active teenagers may need up to 6 servings from this group at lunchtime.

The foods in this food group include: l Bread (all types, plain or toasted) – sliced breads (brown, wholemeal, wholegrain/multigrain, white), homemade breads

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(brown, wholemeal, white or brown soda), currant breads, french bread/stick, soda farls l Rolls of all sizes – brown, white, wholemeal, burger buns l Scones – wholemeal, brown, currant, white l Crackers (preferably wholegrain/wholewheat) l Pasta and rice (white and brown) – may be included in salad boxes. l Combination foods i.e. pizzas, quiche One serving is: 1 slice of bread or 1 medium roll or 2 crackers or 1 small scone or 3 desertspoons of cooked rice/pasta (in a salad box)

Fruit & Vegetables Shelf (At least 1 serving for lunch) These foods are packed with vitamins and minerals for vitality and good health, including shiny hair and clear skin. These foods are also high in fibre which helps promote a healthy digestive system, and naturally low in fat.

The foods in this food group include: l Vegetables - cooked or raw l Salad vegetables – e.g. lettuce, tomato, cucumber, sweetcorn, peppers, celery, grated carrot - include in sandwiches l Vegetable sticks e.g. cucumber, carrots, celery, pepper (red, yellow, green) l All fresh fruit e.g. apples, mandarins, satsumas, tangerines, peaches, pears, plums, bananas, oranges, kiwis l Tinned Fruit – preferably in own juice l Dried Fruit – raisins, sultanas l Fruit juice One serving is: l 1 large piece of fruit, i.e. 1 apple, 1 orange, 1 banana l 2 small pieces of fruit, i.e. 2 satsumas, 2 kiwis, 2 plums l 1 small (200ml) carton of unsweetened fruit juice l 3 desertspoons of fruit in own juice / one small individual tin of fruit l 3 desertspoons of vegetables, i.e. carrots - chopped or grated l 1 small bowl of salad, i.e. lettuce, tomato, cucumber, celery sticks

Milk, Cheese and Yogurt shelf (At least 1 serving for lunch) These foods are a rich source of calcium. Calcium is needed to build strong bones and help prevent osteoporosis (thinning of the bones) in later years. Dairy foods are a good source of protein for growth.

They also contain vitamins B, A and D. The foods in this food group include: l Milk – all types l Cheese – all types including cubes, sticks, strings, slices, triangles, spreads l Yogurt – all types including yogurt drinks One serving is: 1 glass/mini carton of milk or 1 yogurt (125ml) or 1 yogurt drink or 28g/1 oz cheddar type cheese (size of matchbox) or 2 cheese slices or 2 small pots of fromage frais or Cup of hot chocolate made with milk

Meat, Fish and alternatives shelf (1 serving for lunch)

These foods are high in protein and iron. Iron is particularly important for teenage girls. Iron absorption from foods can be improved by including a vitamin C rich food with each meal (e.g. citrus fruit or juice, tomatoes, peppers, broccoli).

Foods in this food group include: l Meat – lean beef, lamb, pork or ham l Poultry – Chicken, Turkey l Eggs l Fish – tinned, fresh l Nuts l Peanut butter l Textured Vegetable Protein (TVP), Tofu, Beans, Peas, Lentils

One serving is: l 56g/2oz meat, i.e. 2 slices cooked meat l 56g/2oz chicken, i.e. 2 slices chicken/turkey breast l 84g/3oz fish, e.g. tuna, salmon, mackerel, sardines l 2 eggs – hard boiled, sliced or mashed l 56g/2oz cheese l 9 desertspoons of cooked peas or beans l 3ozs of nuts

Fats, Oils and Sugary foods (Sparingly - eat only occasionally)

The foods at the top of the food pyramid are high in fat and/or sugar and do not contain many other nutrients (i.e. vitamins, minerals, protein or fibre). It is best to eat sweets, cakes, biscuits and crisps as occasional treats and in small amounts, rather than as everyday foods.

Foods in this food group include: l Fats, oils and dressings, butter and margarine l Table sugar l Sweets l Cakes l Biscuits l Chocolates l Fizzy drinks l Alcohol

Suitable Drinks

Many students tend to survive on tea, coffee and other caffeine containing soft drinks, especially during study periods or exam time. Whilst some studies show that a small amount of caffeine, i.e. the equivalent of one cup of coffee can make us more alert, taking excess caffeine can upset our blood sugars causing us to lose concentration - so limit your intake! Caffeine is also a diuretic, which causes us to lose fluids.

Keep well hydrated by drinking approx 1.5 litres of noncaffeinated drinks/day: l Water l Unsweetened fruit juices l Milk l Smoothies l Herbal teas

Portion Size

Research suggests that passive over-consumption of foods can lead to obesity (ref). For example 100 extra calories a day can add an extra 10 pounds of weight per year. The Department of Health and Children focused on reducing portion size for a National Healthy Eating Campaign.

This message can be effectively promoted to all young people, particularly in relation to snacking, eating out and soft drink consumption.

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SUPPORT

ST LUKE’S RADIATION ONCOLOGY NETWORK St Luke’s Hospital, Rathgar and St Luke’s Radiation Centres at Beaumont and St James’s Hospitals

www.friendsofstlukes.ie St Lukes 27-1.indd 1

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Read the latest digital edition of Education Magazine Read the current edition

Click on the cover

Vol. 27

Issue 1

ARD EDUCATION LTD

Email: education@clubi.ie SPONSORED BY:

The Educational Company of Ireland is Ireland’s leading publisher of postprimary textbooks, e-books, exam papers and revision books To gain access to over 200 interactive textbooks plus a bank of digital resources, visit www.edcodigital.ie www.edco.ie www.edcoebooks.ie

Education Reference Guide

The RCSI Aim High Medicine Scholarship

RCSI DEVELOPING HEALTHCARE LEADERS WHO MAKE A DIFFERENCE WORLDWIDE

Dyslexia and students ● Campus Engage ● Eating for Brains LGBT issues in Irish classrooms ● Green News ● Reviews

RCSI.IE/ADMISSIONS

The Qualifications Framework ■ Financial Support ■ Education Statistics Taking Off - International Education in Ireland ■ Travelling with an Irish Qualification

Foreword by Minister Ruairí Quinn ■ Briefings ■ Listings ■ Calendars

www.educationmagazine.ie 26 Education

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Castlecomer Discovery Park

New education and recreation activities L

ess than 20 km from Kilkenny city and 80 minutes from New Lands Cross, Castlecomer Discovery Parks offers a range of programmes suitable for secondary (and primary) school students. Learning takes place on field trips and with work sheets on our extensive 80 acre natural woodland.

New activities reflecting the school curriculum have a particular focus on geography, science, history and tourism.

These are also suitable for Transition Year and Leaving Cert Applied students. Classes can combine educational and recreational activities with the exciting new Tree Top Walk course and orienteering trails to create a memorable and educational full day outing.

tography, apply learning to orienteering trails Educational activities range from 60 mins – 3.5 hrs. costs vary per activity and range from €5 per student for museum to €15 for Ecology field studies; Recreational activities range from 1 – 4 hrs. €3 per

student for orienteering to €20 for Tree Top Walk course activities Find OUT MORE For more information see www.discoverypark.ie; to discuss your school visit and for information please call Mary: 056 4440707

Coal mining exhibition: Our interactive multimedia Coal Mining Exhibition charts the formation of coal over 300 million years ago; fascinating linkages and connections to both Junior and Leaving Cert subjects – and all ages Ecology Field Studies (Junior & Leaving Cert Ecology programmes): learn about some of the first plants and earliest animals to inhabit the earth. Small Mammal Capture & Release: examination of physical/behavioural adaptations of a small mammal; Quadrat Survey: carry out a qualitative and quantitative study of woodland organisms; Line Transect: measure the effect of abiotic factors on plant growth.

NEW - Weather & Climate: utilise weather data to understand climate-change, interpret a Met Eireann Map; weather forecasting role-playing activity NEW - Geology & Rocks: learn the fundamentals of Geology; explore rocks samples, maps and significant Geological periods supported by (GSI) Geological Survey Ireland NEW - Exploring Tourism & Environment: field trips and activities illustrating the area’s economic transition, concepts include cultural heritage, commodification, sustainability NEW - Map Reading & Orienteering: dual purpose activity, combine education & recreation, learn the key elements of carEducation 27

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Campus Engage

Promoting Campus-Community Partnerships T

he Campus Engage National Network has been set up to promote civic engagement as a core function of Higher Education on the island of Ireland, by better enabling Higher Education Institutions (HEIs), their staff and students across all disciplines, to engage with the needs and the experiences of the communities they serve. This will be achieved through: • Promoting innovative teaching and learning and other activities in the area of civic engagement

• Undertaking research to build an evidence base for the positive social impact of civic engagement activity • Developing resources and offering capacity building training • Building awareness of the role of HEI civic engagement with potential stakeholders and policy makers in third level • Facilitating the creation of opportunities for community-university partnerships • Supporting campus-community volunteering opportunities • Promoting debate to inform our

national policy framework for civic engagement.

Campus Engage defines civic engagement as:“A mutually beneficial knowledge-based collaboration between the higher education institution with the wider community, through communitycampus partnerships including the activities of community based learning, community engaged research, volunteering, community/economic regeneration, capacity-building and access/widening participation”.

A short History of Campus Engage Campus Engage was established in 2007 following an award of direct funding from the HEA Strategic Innovation Fund, and matched indirect funding from NUI Galway, DCU, UCD, UL, and NUI Maynooth.

In 2012, steps were taken to broaden the institutional base of Campus Engage, moving from an initial start-up institutional phase of five universities (NUI Galway, UL, UCD, DCU and NUI Maynooth) to a National Network, currently working with 17 HEIs, driven by a Steering Committee with representatives from across the higher education sector in Ireland, Irish Universities Association and Institutes of Technology Ireland.

28 Education

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This new all-inclusive and action oriented model was ratified at a national conference held at The Helix in December 2012.

A National Coordinator, Kate Morris , was appointed in summer 2013, and the role is hosted at the Irish Universities Association, Merrion Square.

Why get involved?

Campus Engage has the potential to positively impact: the socio-economic development of communities across Ireland and further afield; the teaching and learning experience of staff and students by getting involved in solving real social Issues; and to widen participation in higher education for all members of Irish society.

Currently hundreds of organisations work with higher education institution staff locally on a large numbers of communitybased research, community-based learning, volunteering and knowledge exchange activities.

Policy on Civic Engagement in HEI's Campus Engage welcomes the National Strategy for Higher Education 2030, which endorses the renewal of the civic mission of higher education and stresses that: “Engagement with the wider community must become more firmly embedded in the mission of higher education institutions.

Higher education institutions need to become more firmly embedded in the social and economic contexts of the communities they live in and serve" (National Strategy for Higher Education, 2011, 77).

The National Strategy builds on the efforts already made by HEIs in the area of civic engagement, but also stresses the need to do more. Recommendation 5.6 states that: “Engagement with the wider community must become more firmly embedded in the mission of higher education institutions. To achieve this, higher education institutions will need to take the following actions: • Encourage greater inward and outward mobility of staff and students between higher education institutions, business, industry, the professions and wider community.

• Respond positively to the continuing professional development needs of the wider community to develop, delivering appropriate modules and programmes in a flexible and responsive way.

• Recognise civic engagement of their students through programme accreditation, where appropriate.

• Put in place structures and procedures that welcome and encourage the involvement of the wider community in a range of activities, including programme design and revision

FOUR areas of PRIORITY >> Next Page >> Education 29

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Help raise awareness for mental health and stamp out the stigma

Sign your school up today!

Host a 'funky shoe' day and help us to raise funds to support vulnerable young adults in Ireland

To sign up or find out more go to www.walkinmyshoes.ie

@walkinmyshoes.ie

Share our free downloadable packs for teens and teachers

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Campus Engage aims to deliver on FOUR areas of PRIORITY Community-based research It is a set of approaches to research and methodologies that are community centered, also known as participatory, action research, community-engaged scholarship, emancipatory research, to mention a few.

Practices all focus on the effects of research on improving, understanding further, or investigating further social issues of concern. Sometimes these methodologies involve the full support and inclusion of the community in terms of research design, collecting and analysing data, and writing up and sharing of findings to help inform and change policy and practice, across various disciplines for better outcomes.

On the previous page is one of many existing illustrative examples of the process involved in community-based research. This diagram is based on the original designed

by Community Academic Research Links, UCC. community based learning (CBL) Service or community based learning is an educational tool that encourages students to learn and explore issues vital to society inside and outside the classroom and instil in students a sense of social responsibility and civic awareness.

Students attain academic credit for the learning that derives from reflecting on the academic experience and â&#x20AC;&#x2DC;serviceâ&#x20AC;&#x2122; within community.

Service/community-based learning should encourage students to explore issues that are vital to society and community through a mix of methods that could active participation in the work of organisations.

Volunteering and Student-led Engagement Volunteering can offer staff and students alike an invaluable experience and networking opportunities which can really enhance your future job prospects. Campus Engage Working Group Convenors are currently in the process of developing a national online Higher Education Institution (HEI) volunteering managament database that will be offered to all HEIs across Ireland to get involved in. The database will advertise volunteering opportunities, make online connections and assist with reviewing activity annually.

At present we also can offer you links to access case studies, local volunteering information and opportunities at specific HEIs to help you get the most from your volunteering potential, whether that is information on interview preparation for a volunteering role, 'how-to-guides' to improving a CV, or opening up new career possibilities that you might never have considered.

KNOWLEDGE EXCHANGE Campus Engage has a dedicated Knowledge Exchange role that aims to inform the work of HEI staff, students and community stakeholders on research, policy, practices in civic enagement activity.

Campus Engage's Knowledge Exchange role aims to increase the likelihood that community-based research, communitybased learning/service learning; volunteering and student-led engagement activities are available on campus.

We also aim to produce, access and disseminate evidence of effective practice and support all stakeholders to use latest information to make evidence-informed decisions.

We also hope to support our stakeholders on an ongoing basis to build their own knowledge and communications systems.

Find OUT MORE www.campusengage.ie

DATE FOR YOUR DIARY

Campus Engage International Symposium 17th June 2014

Campus-Community Partnerships: Conversations for Change Campus Engage are inviting all colleagues nationally and internationally to get involved in our symposium this June, 2014. Location: Printworks, Dublin Castle Audience: HEI staff and students; HEI community partners; policy makers and practitioners.

Keynote speakers: Professor Barbara Holland, University of Sydney. A frequent consultant, author, and speaker, Barbara is well-known for her expertise in the areas of organisational change in higher education with a specific emphasis on the implementation and assessment of community-based learning, engaged scholarship, and communitycampus partnerships.

Sir David Watson, Oxford University. David is Professor of Higher Education in the University of Oxford and a Visiting Professor at the Institute of Education, University of London and Adjunct Professor at James Cook University, Queensland.

David was knighted in 1998 for services to higher education. He has been awarded Honorary Doctorates from the Open University, Oxford Brookes University, the University of Southampton, the University of Sussex, the University of Bath, Manchester Metropolitan University, the University of Brighton, and Keele University, Honorary Fellowships of Queen Mary University of London and the City and Guilds Institute London, and Honorary Membership of the Royal College of Music.

Further information go to: www.campusengage.ie or email info@campusengage.ie Education 31

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Internet safety

Being wise about the web W

EBWISE is an internet safety initiative focused on raising awareness of online safety issues and good practice among students, their parents and teachers Webwise is the Irish Internet Safety Awareness Centre which is funded by the Department of Education and Skills and the EU Safer Internet Programme. We are members of the Insafe network.

SAFER INTERNET IRELAND The SaferInternetIE (SII) project is a consortium of industry, education, child welfare and government partners that provide Safer Internet awareness, hotline and helpline functions and activities for the Republic of Ireland.

Webwise, Childine, the National Parents Council and the Internet Service Providers Association of Ireland are the partners in the consortium.

It is coordinated by the Office of Internet Safety (OIS) to develop national initiatives to promote the safer use of electronic media and enhance protection of the vulnerable - particularly children - against the downside of the Internet.

This consortium builds on the experience gained from the previous highly successful but independently run Safer Internet projects.

In summary the project will: • Create high profile, tightly coordinated, national safer internet actions that are sustainable in to the future as technologies and uses of new media develop • Develop materials and programmes of awareness to ensure that children, teachers and parents understand the benefits and risks of the Internet. These will also

advise on the necessity and means to report should illegal or harmful content be encountered • Make available on a 24/7 basis a professionally run counselling service where children affected by issues encountered on the internet may turn for advice and guidance • Operate an internet hotline service to the highest professional standards that is trusted by the public to allow anonymous confidential reporting of suspected illegal content or activities encountered on the internet CYBER BULLYING Cyberbullying is a big problem. Initial findings in last year's EU Kids Online survey revealed how almost a quarter of children claim they have been bullied. And many suspect this figure is rising.

As a parent, cyberbullying is likely to be a new phenomenon to you. While the classroom and playground bullies still exist, the practice has evolved.

Think about it: the internet can be an anonymous, instant and far-reaching communications tool – a perfect match for bullies seeking to inflict maximum emotional damage.

But remember, you can combat this new and dangerous strain of bullying.

We know what bullying is. It’s repeated aggression, verbal, psychological or physical behaviour by an individual or group against others. It’s been a problem since the day

dot, it’s always wrong and it should never be overlooked or ignored.

Cyberbullying is the same, yet slightly different, and, some would argue, more dangerous. Cyberbullies use the internet, mobile phones and other technologies to inflict psychological harm on their targets.

Cyberbullying can take so many different forms. Sending mean or threatening messages, emails, photos or video clips, posting nasty messages to social networking sites, message boards, or chat rooms, setting up fake profiles to say bad things about someone or accessing someone’s account repeatedly to make trouble for them are all part of what constitutes bullying online.

The internet is full of nasty messages.

Many, however, are once off and do not constitute bullying. Cyberbullying is a repeated and sustained campaign of behaviour which has a serious negative impact on the well-being of the victim.

And it’s important that we remember: cyberbullying is not a problem of technology, it’s a behavioural issue.

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WHY CYBERBULLYING? Many bullies can’t explain why they do the things they do. But there are triggers, which you will discover as you come across instances of cyberbullying.

It’s important to remember that not all nasty messages posted online are defined as bullying. Sometimes, they are once-off.

But when there is a prolonged campaign which appears to target one individual, then it becomes cyberbullying.

Not all nasty messages constitute bullying.

A lot of cyberbullying occurs when children lose sight of the consequences. Some don’t think sending messages which they see as “just messing” or “joking” is bullying, and don’t understand how it can hurt someone.

One of the most common reasons for cyberbullying is an attitude among bullies that they won’t get caught. Internet anonymity empowers bullies and leaves them feeling like they cannot be traced.

As with traditional bullying, pressure from friends can be a trigger for cyberbullying too.

As well as this, some pupils do not appreciate that posting online is a form of publishing. Rather, some see the internet as “not the real world”. This feeling leads to children believing that they cannot be reprimanded for what they do online.

WHAT IS THE IMPACT OF CYBER BULLYING? Again, the effects of cyberbullying mirror what occurs when a child is bullied in person.

Many children on the receiving end of a barrage of nasty messages suffer drops in school grades, low self esteem, changes in interests, and depression.

But, cyberbullying can also have more serious effects on a child’s wellbeing.

Because of how and where it occurs – on the internet – children are subjected to cyberbullying at all times when they are online, including in their home.

Other than making it difficult to combat as a school, this means that bullies can reach others in the one place they expect to be safe and can also lead a victim to feel that the bullying is inescapable.

Cyberbullying tends to be more extreme.

Often, young people will say things online that they wouldn’t say in person.

And to make this worse, cyberbullying also allows the message to be much more far-reaching. In just a few clicks, an embarrassing photo or nasty post can be shared all over a website for a whole school to see.

In the most extreme of cases, cyberbullying can contribute to feelings of suicide and self-harm.

Responding to cyberbullying

Schools already deal with bullying through anti-bullying policies and procedures, but cyberbullying, as outlined, presents new challenges.

As a teacher or school staff member, there are things you can do in the battle against online bullying.

Support: Provide the person being bullied with support and reassurance. Tell them that they did the right thing by telling. Encourage the child to get help from parents, the school counsellor, principal or teachers. Ensure they know that there is support there for them Evidence: Help the child keep relevant evidence for investigations. This can be done by taking screen shots or printing webpages. Do not allow the deletion of phone messages Inform: Give the child advice for making sure it does not happen again.

This can include changing passwords, contact details, blocking profiles on social networking sites or reporting abuse online No Retaliation: Ensure that the young person does not retaliate or reply to the messages Privacy: Encourage the child to keep personal information private on the internet Investigation: The cyberbullying claim needs to be investigated fully. If the perpetrator is known, ask them to remove offending remarks or posts.

All records should be kept as part of the investigation.

Report: Abuse on social networking sites or through text messaging needs to be reported to the websites and mobile phone service providers Guidelines: Your school will have a number of policy documents which you can refer to. These include the Acceptable Use Policy, Anti-bullying policies and Behaviour and Disciplinary Polices HOTLINE.IE: REPORTING ILLEGAL INTERNET MATERIAL Sometimes you might unwittingly stumble across illegal online content like child abuse imagery. Always remember: you can report it and get it removed.

Hotline.ie is an Irish-based internet watchdog which should always be your first port of call if you or your child/student uncover suspected illegal material on any internet service.

It has been running since 1999 and aims to help combat the spread of online images of child abuse by providing internet users with a confidential, anonymous and secure way of reporting such material.

To file your own report, click here, and follow the simple instructions. You can leave your details or post anonymously.

Run by the Internet Service Providers Association of Ireland and overseen by the Office of Internet Safety at the Department of Justice, the Hotline’s staff will investigate and, where content deemed illegal under Irish law is found, they will have the page removed.

Even if the site is hosted outside Ireland, hotline.ie works closely with international counterparts who will continue the investigation in their jurisdictions to have the illegal content taken down.

While hotline.ie was set up to target child abuse imagery, you can also file complaints over other issues like instances of online racism and incitement to hatred.

If in any doubt, do not hesitate to report as it ultimately means the internet becomes a safer place for youngsters to learn and have fun.

Education 33

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Education Statistics...............................................................................................................

LEAVING CERTificate POINTS STATISTICS 2000 - 2013 POINTS 2013 2012

2011 2010 2009 2008 2007 2006 2005 2004 2003 2002 2001 2000

600 (Max) 0.3% 0.3%

0.3% 0.2%

0.3%

0.4%

0.3%

0.3%

0.3%

0.3%

0.2%

0.2%

0.2%

0.2%

550 - 595 2.7% 2.8%

2.5% 2.5%

2.3%

2.5%

2.6%

2.5%

2.1%

2.3%

2.1%

1.9%

1.9%

1.6%

500 - 545 6.4% 6.7%

6.0% 5.9%

5.9%

5.6%

5.7%

5.6%

5.4%

5.2%

5.1%

4.6%

4.6%

4.0%

450 - 495 11.0% 10.6%

10.0% 9.6%

9.5%

9.3%

9.7%

9.3%

9.2%

9.0%

8.8%

8.2%

8.2%

7.7%

400 - 445 13.3% 13.0%

12.6% 12.4% 12.0% 11.9% 12.1% 11.6% 11.8% 11.7% 11.7% 11.9% 11.4% 11.4%

350 - 395 13.6% 13.4%

13.4% 13.3% 13.1% 13.4% 12.9% 12.8% 12.8% 13.1% 13.1% 13.0% 13.1% 12.9%

300 - 345 11.8% 11.7%

12.2% 12.1% 12.2% 12.0% 11.8% 11.9% 12.6% 12.3% 12.5% 12.1% 12.3% 12.6%

250 - 295 9.9% 9.7%

10.1% 10.1% 10.0% 10.3% 10.4% 10.4% 10.4% 10.6% 11.1% 10.9% 11.0% 11.0%

200 - 245 8.2% 8.5%

8.3% 9.0%

8.5%

8.7%

8.6%

9.0%

8.8%

8.9%

9.2%

9.4%

9.4%

9.6%

150 - 195 7.2% 7.0%

7.4% 7.1%

7.4%

7.5%

8.0%

8.1%

7.9%

7.8%

8.0%

8.3%

8.5%

8.8%

100 - 145 5.9% 6.3%

6.4% 6.3%

6.7%

6.8%

6.7%

6.9%

7.0%

7.0%

7.1%

7.4%

7.5%

8.0%

<100

9.7% 10.0%

10.9% 11.5% 12.2% 11.5% 11.2% 11.6% 11.7% 11.9% 11.3% 12.1% 11.8% 12.4%

Source: National Association of Principals and Deputy Principals

THE GROWTH OF THE CAO SYSTEM 1977 - 2012

Year

1977 1978 1979 1980 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Applicants acceptances

Deg.nett acceptances

Dip/Cert nett acceptances

Total nett

HEIs

Courses

14845 15401 16955 17165 19130 20339 21799 21949 22851 24421 25229 25464 26806 27259 52212 54877 57465 60548 62913 59778 63677 66012 65253 63451 63810 63886 66222 63696 63716 63634 65883 68809 74621 78199 76749 76900

(not avail) “ 6709 7714 7380 8443 9349 9495 9872 9838 9496 10076 10367 11540 12341 14488 14506 14900 15923 16667 17021 18872 20179 20786 20934 21101 23935 25275 24982 26489 27853 29704 31424 31732 32367 33217

- - - - - - - - - - - - - - 11594 12274 13061 13559 16268 17644 15655 16189 16663 16739 15691 15526 14398 12521 13193 12478 12062 12413 14162 13891 13399 13066

(not avail) “ 6709 7714 7380 8443 9349 9495 9872 9838 9496 10076 10367 11540 23935 26762 27567 28459 32191 34311 32676 35061 36842 37525 36625 36627 38333 37796 38175 38967 39915 42117 45586 45623 45766 46283

5 7 7 7 8 9 9 9 9 9 9 9 10 10 23 31 31 31 34 34 35 38 41 44 43 44 43 43 43 42 43 44 44 44 43 43

69 82 75 71 76 95 97 99 102 104 104 107 109 117 152/233 176/244 188/258 203/270 225/285 246/297 261/337 325/338 365/352 387/374 416/343 458/328 542/316 583/312 581/350 664/378 723/386 778/407 825/410 851/428 843/443 877/448

Source: CAO

34 Education

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..............................................................................................................Education Statistics

CAO Applicant Statistics ���� ����������� ��������� �� ����������� ��

���� ������ ������ ������

���� ������ ������ ������

# && ' �� ������ ���� ������ ���� �� � ������

# && '�# && # && '�# && ������������������� ����%��& $���� ����%��& ���� ��� ����%��& ������ ������ ������ ����� ������ ��� ����� ��� � ������ ����� � ��� ���� � ��� ����� ��� ���� ��� ���� �� �� ��� � � �� ����� ����� ����� ���� ���� ��� ���� ���� ������ ����� ����� ����� ���� ����� ����� ����� ����� ����� ����� ���� ������ ��� ���� ��� �� � ��� �� ��� ������ � �� ���� ���� �� �� ������ ����� ��� �� ���� ��� �� ����� ������ ������ � � ����� �� �� ������ ����� ����� ������ � ��� ������ ��� ��� � � �� ����� ��� ������ � ��� �� � �� � ���� ��� ������ �� ��� � ��� � �� ������ ��� ������ ��� ����� ��� ���� ��� �� ��� ����� ����� ������ ����� ������� ������ ����� ������ ����� ����� �� �� ����� ������ ���� ������ �� ��� ��� ������ ������� ���� ������� � ���� ������� ������ ������ ���� ������ ���� � ���� ������ � � � �

��� � ���� ������!"���� ����������#��� ���������������������

$���� ������ � ���������� �������� ������ ����������� ����������� ���� � ������ ������������ ���� ������ � ���������������������� ��!��"# ������ � ����������������������� � ���� � ������������������ ��� ���� � ������������ ����� � ������������ � ���� � �� � ���� �� �������������������������# � � �� ������������������� ��� � ��������� ���� �� �������� ����� �� ������������� ������ �� ������� ���� �� ��������� ������� ����� �� ��� ������������� ������� ��� ������� ����� ��� ������

��� � ���� ������!"���� ����������#��� ��������������������� �������������������

# && '�# && # && '�# && $���� ����%��& $���� ����%��& ���� ��� ����%��& ������ ����� �� �� ����� ������� ���� �� ����� ������� � ����������� ������ �� �� �� �� ����� ���� ���� ���� ������ ��������������� ���� ��� ���� ��� ���� ���� � ��� ����� � ������������������������ ��� �� �� �� �� ����� �� ������ � ���������� !"��#$%&#'��(&)*+ ������ ������ ������ ���� � ������� ������ � � ����� � ��,������������-������� ������ ����� ������ ����� � ����� ������ � ��� ������ � ���������������������. �� ��� ��� ��� ���� ������� ���� ������� � ������������ ���� ��� ����� �� �� ����� � ����� � ��� � ���� � ��� ���� ��� ����� ��� � ��� �� ���� ���� ������� � ��/ ����� ��� � �� ��� ����� ����� � ���� ������ � ��������. ��� �� ����� �� ����� ����� � ���� ������� �� ����,��. ���� ��� � � �� ��� �� ����� ���� ������� �� ����������������� ����� �� �� ��� � �� ������� �� � ������� �� -�������0����,��� ����� � ������ ����� � ������ ������� ������ �� � ������ ��� ������� ������ ������ � � �� ����� ���������� Source: CAO

Education 35

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Green News........................................................................................................................

Ireland making progress in meeting 2020 renewable energy targets World leading levels of wind energy on grid Ireland is making good progress towards meeting its target of 40% renewable electricity generation by 2020, according to a new report published by EirGrid Group.

The EirGrid Group Annual Renewable Report 2013 shows that 17% of the island’s electricity demand was met from renewables in 2012 – this comprised 18% in Ireland and 13% in Northern Ireland.

In addition, during 2013, 116 MW (megawatts) of renewable power sources (mostly wind) connected in Ireland and 74 MW in Northern Ireland. At the end of September 2013, the total renewable generation installed on the island of Ireland was 2,771 MW.

These figures show Ireland is continuing its world-leading progress in facilitating renewable energy on the grid.

No other synchronous electricity system of scale manages the same levels of instantaneous wind penetration levels (50%) seen at times today in Ireland and Northern Ireland, and no other synchronous power system is aiming to safely and securely manage real-time wind generation penetration levels of 75% by 2020.

EirGrid estimates that meeting the 40% renewable electricity targets in Ireland will reduce the CO2 intensity of emissions in the power sector from 489 g/kWh in 2011 to approx. 300 g/kWh in 2020, represent-

ing a drop of by 38%.

Speaking at the publication of the EirGrid Annual Renewable Report 2013, EirGrid Group Chief Executive Fintan Slye said: “Ireland and Northern Ireland have set ambitious renewable electricity targets for 2020. There has been solid progress towards developing strong renewable electricity generation capabilities in the last few years. It is important that we build on this momentum as we strive to meet our target of 40% renewable electricity generation by 2020. Achieving these targets and the resulting benefits will require a significant expansion and upgrade of the transmission network across the island of Ireland”.

The All-Island Wind and Fuel Mix Report 2013 The All-Island Wind and Fuel Mix Report is a report produced by the Operations Department of EirGrid and SONI. The report provides key operational statistics on wind generation and generation fuel mix for the Ireland and Northern Ireland Power System. The report is compiled on a monthly basis and will be published each month.

Included in the report are key system metrics such as maximum system demand, wind capacity factors, maximum wind penetration and

System Non-Synchronous Penetration (SNSP) for the EirGrid, SONI and All-Island systems. (SNSP is a measure of the amount of non-synchronous generation on the system, e.g. Wind Generation and HVDC imports.)

In addition to this data are graphical representations of the monthly wind generation and wind forecast, a daily average wind penetration plot and generation fuel mix time-series.

36 Education

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.........................................................................................................................Green News

Renewable energy has saved Ireland over €1 billion in fossil fuel imports in past five years D r B r i a n M o t h e r w a y, C E O o f t h e Sustainable Energy Authority of Ireland (SEAI), has said that wind energy is Ireland’s greatest indigenous energy resource, and we should ensure we exploit it to the benefit of the Irish people: “This is all about making Ireland more energy independent – harvesting our own resources instead of importing the expensive resources of others.”

In a strong defence of continuing wind energy development, Dr Motherway said that on a range of objective measurements wind energy is delivering for Ireland. In the past five years renewable energy has saved over €1 billion in fossil fuel imports; has reduced CO2 emissions by 12 million tonnes and has not added to consumers’ bills.

Ireland.

"Many people are concerned about renewable energy proposals in their communities. People are entitled to raise all the concerns they may have and a full and open debate is essential. However, false information only serves to worry people further.”

“Frankly, many arguments have been put forward questioning the case for more wind development in Ireland which are not fact based. The evidence is very clear that wind energy is good for Ireland, bringing economic, environmental and social benefits. We must ensure we don’t throw away the opportunity to capture these benefits.”

evidence and not myths

Discussing these benefits, Motherway pointed out that Ireland is highly dependent on imported fossil fuels, spending €6.5 billion per year on such imports. “This creates risk, and bleeds large amounts of money from the domestic economy. Wind and other renewables will allow us to gain greater energy independence, and massively reduce our carbon emissions as well.”

“Those who argue that wind is expensive

“As the issues of further wind and grid development are discussed across the country, it is important that this debate be based on factual evidence and not myths.” said Motherway.

Dr Motherway said that some vocal opponents of specific developments have sought to question the national case for m o re w i n d e n e rg y d e v e l o p m e n t i n

dependent on imported fuels

and unnecessary are quite simply wrong.

Because Ireland has such a good wind energy resource, we can get cheap clean electricity from it. Making comparisons with other countries about wind effectiveness is not always valid. Ireland has a uniquely strong resource. We have one of the lowest support regimes and wind is not raising electricity prices.” good planning essential Dr Motherway said that good planning is essential and emphasised that capturing these benefits should reasonably reflect the interests of local communities.

“There are undoubtedly places where wind farms should not be built. That is why we have a transparent and functioning planning process, which has proven itself capable, time and again, of making objective decisions.

Dr Motherway was speaking at the publication by SEAI of Renewable Energy in Ireland which shows good progress towards our renewable targets with over 7% of Ireland’s energy demand coming from renewables in 2012 resulting in €250 million less expenditure on imported fossil fuels.

See more atwww.seai.ie

Education 37

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Recently Published...............................................................................................................

The Books That Define Ireland

By Bryan Fanning & Tom Garvin A fascinating debate between two bestselling authors on the key books that have effected social change in Ireland from the 17th century to the present.

This engaging and provocative work discusses over fifty crucial books that have been instrumental in the development of Irish social and political thought since the early seventeenth century.

Fanning and Garvin conduct a compelling debate on a top range of writers including Jonathan Swift, Wolfe Tone, John Mitchel, James Connolly, Frank O’Connor, Edna O’Brien, John McGahern, Noel Browne, Nell McCafferty, Fintan O’Toole, Mary Raftery, amongst many others.

This engaging and provocative work consists of twenty-nine chapters and discusses over fifty books that have been instrumental in the development of Irish social and political thought since the early seventeenth century.

Steering clear of traditionally canonical Irish literature, Bryan Fanning and Tom Garvin debate the significance of their chosen texts and explore the impact, reception, controversy, debates and arguments that followed publication.

Fanning and Garvin present these seminal books in a compelling dialogue with one another, highlighting the manner in which individual writers informed each other’s opinions at the same time as they were being amassed within the public consciousness.

From Jonathan Swift’s savage indignation to Flann O’Brien’s disintegrative satire, this book provides a fascinating discussion of how key Irish writers affected the life of their country by upholding or tearing down those matters held close to the heart, identity and habits of the Irish nation.

Cork University Press • From €10 for e-editions

Dissenting Voices: Rediscovering the Irish Progressive Presbyterian Tradition

By Roger Courtney PROFILES OF 300 PROGRESSIVE PRESBYTERIANS OVER FOUR CENTURIES This publication provides biographies of some 300 'progressive' Presbyterians from the seventeenth through to the start of the twenty-first centuries.

It is a fascinating guide to individuals, who in many cases helped shape the course of Irish history, challenged the existing consensus of society for the betterment of all sections of the local community be it in terms of religious freedom, civic rights, the rights of tenants, or even the future politic direction of the island of Ireland.

Dr Roger Courtney MBE was born and brought up in Belfast and spent much of his childhood in McCracken Memorial Presbyterian Church in South Belfast. He was the founder of Crescent Arts Centre and Chief Executive of the Simon Community NI for sixteen years.

BooksIreland.org.uk • Around €12

Aspects of Irish Aristocratic Life: Essays on the Fitzgeralds and Carton House

Ready to Paint Irish Landscapes in Watercolour

By Terence Dooley, Patrick Cosgrove, Karol Mullaney-Dignam.

People who want to learn to paint without relying on their drawing skills have everything they need in this book. Expert watercolour tutor and television presenter, Dermot Cavanagh, shows how to paint five beautiful Irish landscapes, and tracings are provided so that readers can get straight down to painting.

• Clear instructions and step-by-step photographs • Five easy-to-follow projects • Sixreusable tracings to pull out • Beautiful, inspiring paintings Dermot Cavanagh inspired millions of viewers by teaching a host of celebrities to paint the Irish landscape in the BBC TV series Awash With Colour. A prolific painter all his life, Dermot has had numerous exhibitions of his work and his paintings hang in collectors’ homes around the world. He is regularly commissioned to create original paintings, specialising in his native Irish landscape.

Dermot demonstrates to art clubs and societies and holds painting courses throughout Britain and painting holidays to Ireland and abroad. Dermot is a published author and has produced many teaching DVDs. He has appeared on various television and radio programmes and is a regular contributor to art magazines.

For almost 800 years, from their arrival with the first wave of Anglo-Normans in 1169, the FitzGeralds - Earls of Kildare and, from 1766, Dukes of Leinster - were the pre-eminent noble family living in Ireland, dominating the social, political, economic and cultural landscapes.

This collection of essays, by established and emerging scholars, draws together some of the most recent and specialised research on the family, providing original perspectives on various aspects of their aristocratic history. Individual contributions inform on how the family first settled in Kildare and rose to ascendancy and how they maintained political status through court connections in England and beyond.

Thematically, the essays cover such topics as the architecture and material culture of the Big House, the creation of the great eighteenth-century aristocratic demesne and landscape at Carton, the final break-up of the family's estates and its subsequent economic decline in the twentieth century.

UCD Press • Around €45

by Dermot Cavanagh

Gill & MacMillan • Around €10 38 Education

Reviews 27-1.indd 1

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Bangor 27-1.indd 1

25/03/2014 13:42:39

Festo 27-1.indd 1

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