Ms Treasa Kirk:

Good afternoon, Chairman, Deputies and Senators. I would like to highlight the Department's ultimate commitment to the implementation of the expectations and targets set out in the 20 year strategy, in line with available resources. The Department has decided to undertake a review of Gaeltacht provision mainly because in the language strategy the Gaeltacht communities are highlighted as being absolutely fundamental to promoting the sustainability of the Irish language and Gaeltacht schools are part and parcel of that provision. The purpose of the review is to clarify Department policy on educational provision in Gaeltacht communities. In order to do that it is necessary to examine the primary research that has been undertaken to date nationally and Ms Treasa Ní Mheanín and Ms Anna Ni Chartúir have referred to some of the studies undertaken by An Comhairle um Oideachas Gaeltachta agus Gaelscoilíochta, COGG, the Educational Research Centre and by various third level institutions. We will also be examining current international research, studies that have already been conducted, based on communities with similar sociolinguistic conditions, for example, the Basque region, Alberta, Wales and other jurisdictions. As Ms Ní Mheanín and Ms Ni Chartúir have highlighted, the Gaeltacht context is very complex for a range of reasons. We have already mentioned school size, sparse distribution of the population, inward migration, various economic circumstances and unemployment in some cases, and the fact that two-thirds of the Gaeltacht schools are two to three teacher schools with an average enrolment of 77. The standards for oral competency in the language vary widely and English can be the medium of instruction in some cases. Parental choice is another issue. There are many challenges in that sector. The purpose of the review is to identify options and clarify Department policy to ensure that appropriate provision is made for the future in Gaeltacht communities.

Senator Moloney asked about the timeframe. It is planned that this review would be undertaken within this year. A report will be published in 2014. The terms of reference have been developed in collaboration with the Department of Arts, Heritage and the Gaeltacht and those terms of reference will be shared with the various bodies involved in Irish medium education. Someone referred to the importance of strategic groups. The Taoiseach chairs the Cabinet sub-committee. There is also an inter-departmental group and a high level bilateral group involving officials from the Departments of Arts, Heritage and the Gaeltacht and the Department of Education and Skills. There is also a high level group involving officials from the Departments of Arts, Heritage and the Gaeltacht, and Education and Skills, COGG, Údarás na Gaeltachta and Foras na Gaeilge.

It is envisaged that this partnership approach would be essential for a positive outcome and to clarify planning for the Gaeltacht communities and Gaeltacht schools. There is also a designated team within the Department, with responsibility for Gaeilge and Irish medium education, including Gaeltacht schools, to ensure this happens.

A number of evaluations have been carried out by the inspectorate over recent years with a focus on the past three years. A total of 68 evaluations were carried out by the inspectorate in that period, 41 in primary schools and 27 in post-primary schools. There are 20 post-primary schools located in Gaeltacht areas so that is approximately 90% coverage of Gaeltacht schools and about 31% coverage in the primary sector.

It is interesting to note that in the case of Gaeltacht schools, a number of very positive features are in place and these have been reported on by inspectors. All the reports are published on the website. There is very encouraging evidence of good practice. Where best practice exists it is accompanied by positive, proactive leadership, great involvement of the whole school community, and active boards of management and parents' associations. There is also a positive ethos in such schools with good pastoral care systems and a very good focus on well-being and mentoring at over-arching, whole-school level. There are also high levels of language proficiency among the teams in those schools, of involvement of student councils, as well as of co-curricular and extra-curricular activities in some cases. In those effective schools, the class lessons are very well structured with a very strong emphasis on the development of language competency, the use of co-operative group work and the use of teacher modelling of the language. Children are given the opportunity to practise the language. That is what makes a difference to language competency. Such schools provide good opportunities for students to use ICT, and it is used very effectively.

Parents and pupils are surveyed as part of an inspectorate evaluation. All those 68 evaluations which were reviewed by the inspectorate indicate that parents and pupils, generally speaking, are happy with the provision in those schools. However, areas which need to be developed are also recognised in the inspection reports.

Another positive aspect relates to resources. The reports are available on the website and they show that inspectors report that the schools are well equipped with a good range of teaching and learning resources. I wish to pay tribute to COGG, An Comhairle Um Oideachas Gaeltachta agus Gaelscolaíochta, on the substantial work undertaken over the past five to ten years on the development of resources across primary, post-primary and early childhood education.

It is important to highlight the inspectors' recommendations as to what areas need to be developed. Many of the reports refer to the importance of developing strategic plans, particularly with regard to the development of language plans which were mentioned earlier and the requirements under the Education Act to ensure Irish language plans promote the culture as well as the language in those communities. There is also reference in the reports to the need to strengthen the role of school level management and to ensure all schools hold parent-teacher meetings.