Policy Developments 1990-2004 - Centre for Early Childhood ...

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Section 4Policy Developments 1990-2004The consultative document contains anumber of sections and themes and itaspires to improve the quality of ECCE byproviding a framework for the delivery ofan appropriate curriculum or programme.The role of the adult as central to thechild’s learning through quality interactionsis one of the key emerging principles(NCCA, 2004:41).Throughout the 1990s, a number ofschemes were introduced to alleviate theeffects of educational disadvantage withinthe primary school system 4 . These includethe Disadvantaged Areas Schools Scheme(1990), the Home-School-CommunityLiaison Scheme (1990), Breaking the CycleScheme (DoE, 1997), the New Deal (DES,1999d) and Giving Children an Even Breakby Tackling Disadvantage (DES, 2001).While the documentation surroundingthese schemes does not explicitly refer toquality, their core rationale is to improvethe quality of the educational experiencefor pupils affected by disadvantage. (SeeSection 5 for further details).The education of Traveller children alsoreceived attention in this time period. In1994, the Department of Educationpublished The Education of TravellerChildren in National Schools –Guidelines (DoE, 1994) and theseguidelines were superseded by revisedGuidelines on Traveller Education inPrimary Schools in 2002 (DES, 2002b).These guidelines address theappropriateness of education provision forTraveller children in the Irish context andthe importance of developing home-schoollinks. A core element of the latestguidelines is the presentation of a rationalefor an intercultural curriculum within theprimary school system to support theeducation of Travellers.The Primary School Inspectorate isresponsible for the assessment of thequality of education in the primary schools.4 For a comprehensive overview of these initiatives, pleasesee Murphy (2000).Inspectors follow a generic framework forschool evaluations in all classes, includingthe infant classes and Early Start. Thelegislative mandate for this evaluationemanates from the Education Act (DES,1998). Specifically relating to quality,Section 7 (2) (b) places the onus “…tomonitor and assess the quality…andeffectiveness of the education system…” onthe Minister for Education. Section 13 ofthe Education Act further outlines the roleof assessment in achieving quality in theeducation system in the followingstatements:…evaluate the organisation andoperation of those schools andcentres and the quality andeffectiveness of education providedin those schools or centres, includingthe quality of effectiveness ofindividual teachers. (DES, 1998:Section 13 (3) (a) (i) (I))…to evaluate the quality andeffectiveness of the provision ofeducation in the State, includingcomparison with relevantinternational practices andstandards, and to report thereon tothe Minister. (DES, 1998:Section 13(3) (b))In 1999, the DES published the Report onthe 1998/1999 Pilot Project on WholeSchool Evaluation (WSE) (DES, 1999e).The purpose of the WSE initiative was toinvolve schools in a partnership approachto the evaluation process, owing to themultiplicity of factors that affect quality.The generation of objective and dependabledata was seen as an imperative to theevaluation of individual schools, and alsothe education system as a whole. As wasstated within the Report:Quality can be best achieved whenall the partners share common goalsand objectives for the developmentof the education system and whenpositive, professional relationships28
Section 4Policy Developments 1990-2004are maintained between the schoolcommunity and the Inspectorate ofthe Department of Education andScience. (DES, 1999e:7)The process of identifying, acknowledgingand affirming good practice within schools,in addition to recognising and planning toimprove weaker elements was a corefunction of the Pilot, with a view to “…theassurance of quality within the educationsystem…” (DES, 1999e:7).Regarding the development of the system,the Inspectorate promotes self-reviewwithin schools and through its involvementwith the School Development PlanningInitiative. The Inspectorate also plays anintegral role in curriculum development,special education, disadvantage and socialinclusion initiatives and ongoingprofessional development.In 2000, the Inspectorate published aProfessional Code of Practice onEvaluation and Reporting for theInspectorate (DES, 2000b). Thisformalised the principles underpinning thetraditional practices of the Inspectorate andoutlines the standards to which theInspectorate works. One of the generalprinciples of the Inspectorate is to “…reporton the quality of education in schools andon the system as a whole” (DES, 2000b:1),while an aim of evaluation is “…to promotecontinuing improvement in the quality ofeducation offered by schools.” (DES,2000b:1) The Inspectorate also commitsitself to providing reports of the highestquality, in both oral and written formats.The role of the inspector also incorporates asupport function for teachers, managersand principals. The evolution of theInspectorate since its inception in 1831 isoutlined in The Inspectorate – A BriefGuide, yet the essence of the work remainsconstant:However, its core tasks, - theinspection and evaluation of thequality of schooling, advising oneducational policy and supportingteachers and school management –have remained constant to thepresent day. (DES, 2002c:5)As part of its evaluation role, the promotionof quality is of primary importance and it isthe view of the Inspectorate that this is“…best achieved through a combination ofcomplementary internal and externalevaluation.” (DES, 2002c:9) Schools areinspected on a cyclical basis, involving afocus on all aspects of the functioning ofthe school. The aims of evaluation are to:Identify, acknowledge and affirm goodpractice;Promote continuing improvement onthe quality of education;Promote self-evaluation and continuousdevelopment by schools and toProvide assurance of quality on theeducation system as a whole, based onthe collection of objective, dependableand high quality data. (DES, 2002c:14)The Tuaraisc Scoile or School Reportfocuses on the following aspects of theorganisation and work of the school:Environmental factors that affect theeffectiveness of the teacher’s work;Organisation and atmosphere of theschool/general programme of work;General development of pupils andprogress in various parts of thecurriculum (DES, 2002c:4)In December 2002, the Inspectoratepublished a snapshot of the findingsregarding the evaluation of a selection ofschools; Fifty School Reports: WhatInspectors Say (DES, 2002d). This onceagain reiterated the multiple roles of theInspectorate not only in evaluation, butalso in the development and support ofeach school and the system as a whole. TheReport focuses on three core areas:1. Whole-school Issues (Board of29
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