Written answers

Wednesday, 2 December 2009

Department of Education and Science

Literacy Levels

Photo of Joe CareyJoe Carey (Clare, Fine Gael)
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Question 263: To ask the Minister for Education and Science his views on the findings of the report of the National Economic and Social Forum entitled Child Literacy and Social Inclusion: Implementation Issues of November 2009; and if he will make a statement on the matter. [44721/09]

Photo of Seán HaugheySeán Haughey (Dublin North Central, Fianna Fail)
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The National Economic and Social Forum (NESF) published its Report, "Child Literacy and Social Inclusion – Implementation Issues", on 11 November 2009. The report, which I have welcomed, is the first to be produced under the National Economic and Social Forum's current mandate from the Government, that is, to focus strongly on the Irish experience of policy implementation. The Report is aimed at complementing the ongoing evaluation of DEIS. The project team for the NESF report included representatives from my Department.

The Educational Research Centre (ERC) is the independent evaluator of the School Support Programme (SSP) component of DEIS. A comprehensive evaluation of DEIS involving an in-depth programme of research to inform policy formation has been commissioned and will be concluded in mid-2010. As part of the evaluation of DEIS, an ERC report entitled Educational Disadvantage in Primary Schools in Rural Areas is to be published in the near future.

In addition, the Department's Inspectorate has been undertaking work in relation to evaluation of examples of good practice. The inspectorate has recently published a report entitled "Good Practice in Literacy and Numeracy in Disadvantaged Primary Schools" which is also relevant in this regard. Furthermore, the Inspectorate's routine evaluations in DEIS schools as well as recent reports by the ESRI and Barnardo's and the current NESF report will feed into the evaluation.

One of the key recommendations of the NESF report relates to enhanced integration in service delivery. This is consistent with the integration of social inclusion support services within the National Education Welfare Board. With effect from 1 September 2009, the Home School Community Liaison Scheme (HSCL), the School Completion Programme (SCP) and the Visiting Teachers Service for Travellers (VTST) are now integrated under the NEWB and the NEWB is now developing an integrated model of service building on the combined strengths of the four services (HSCL, SCP, VTST and the Educational Welfare Service) to deliver a child focused and integrated approach to school attendance, retention and participation.

The report includes a central overarching recommendation that a National Literacy Policy Framework be put in place that has a 'life –cycle' emphasis, with the involvement of the various education and community stakeholders.

Promoting literacy and numeracy skills is already a core element of the ongoing work of schools as well as being a core objective of DEIS. National assessments of achievement in reading literacy and mathematics are conducted at two points in primary education, second class and sixth class, at approximately five-year intervals. These assessments are conducted on behalf of my Department by the ERC and the reports of the assessments are published.

Having regard to the above, I will consider the recommendations to develop a separate National Literacy Policy Framework in the light of the outcomes of the review of the implementation of DEIS measures and of the assessment programmes currently underway.

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