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Key inputs into the programme at first glance appear to be:
• Human resources of expertise and knowledge;
• Financial;
• Staff;
• Voluntary commitment;
• Reach into advocacy and public policy;
• Additional leverage of resources secured in response to the Comenius Regio resource.
Outputs and Outcomes
Outputs and Outcomes associated with this practice will be examined for the potential to make an effective
contribution to the future development of Restorative Practices associated with schools within the area, and beyond.
This examination will seek to identify the distinctive outcomes from the Dún Laoghaire/Rathdown Comenius
Regio ‘Restorative Practices’ Programme that give added value.
Linked to this, one of the key components of the evaluation will be to examine the processes through which the
Dún Laoghaire/Rathdown Comenius Regio ‘Restorative Practices’ Programme works as a project. This will
involve an analysis of the conceptual, methodological and practice based approaches of the organisation.
Issues Emerging from the Analysis
The analysis will look for the extent to which Comenius Regio Restorative Practices is a relevant initiative in the
context of:
• Promoting a restorative culture associated with schools and the communities they serve.
• The key skills, knowledge and best practice in Restorative Schools Approaches that are being accumulated.
• The key issues that are important for the development of the programme in the future against the background of
whatever legislative, policy and ‘common good’ drivers exist locally and nationally.
• The Restorative Learning that has been accumulated.
2 DERICK WILSON is a Reader in Education specialising in community relations and restorative practices. He has been: a detached youth and community worker
(70-73), a Principal Lecturer in Youth & Community Work (73-78); Director of the Corrymeela Reconciliation Centre (78-85) and then co-Director of a research and
teaching programme’ Future Ways’ (1989-2006), developing organizational change programmes with public and voluntary agencies around the policy parameters of
Equity, Diversity and Interdependence. These principles became the base principles for ‘A Shared Future’ Policy (OFMDFM, 2005). He was Assistant Director of the
UNESCO Centre at UU. He chaired the Youth Committee for Northern Ireland (1987-89), established with others Mill Strand Integrated School (1987), was a founder
Trustee of the Spirit of Enniskillen Award Scheme, an Equality Commissioner and, more recently a member of the pilot Victims and Survivors Forum (2009-2011). He has
been a member of the Corrymeela Community since 1965. His D Phil (1994) was a study of how difficult and sensitive discussions in a society in conflict could be
facilitated, based on his own practice and the practice of colleagues.