Quality and Standards in Human Services in Ireland - the NESC ...

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STAKEHOLDER RESPONSIBILITIES 39 For creating a school environment which supports learning among the studentsand which promotes the professional development of teachers; and Setting objectives for the school and monitoring the achievement of theseobjectives. 223.4 The National Council for Curriculum andAssessmentResponsibility for the design of the curriculum for both primary and post-primarylevel lies with one of the many specialist agencies that has been established duringthe last decade, the National Council for Curriculum and Assessment (NCCA). Thebrief of the NCCA, which was established as a statutory body in 2001 as outlined inthe Education Act 1998, is to advise the Minister for Education and Skills 23 onmatters relating to the curriculum for early childhood education, primary and postprimaryschools, and the assessment procedures employed in schools andexaminations on subjects that are part of the curriculum. It does not, however,have a role in evaluating schools or teachers. The work of the NCCA is guided by ahighly collaborative model, which is characterised by the use of curriculumcommittees for individual subjects. These committees comprise a range ofcurriculum and subject specialists, and represent stakeholders from across theeducation system including DES, practising teachers, management bodies, parents,trade unions and academics.In addition to developing the curriculum for primary schools, and the Junior andSenior Cycles for second-level schools, the NCCA has also produced guidelines forthe teaching of these curricula, for teaching children with general learningdisabilities, curriculum planning tools, and, assessment guidelines and tools.In terms of supporting learning in the system, one of the NCCA’s strategic goals is toensure that the education system has as much access as possible to its research andevidence base. The organisation requires its researchers to be available to providebriefing sessions on their research and to summarise the research findings so thatindividual schools can benchmark themselves against the findings. In addition, theresearchers are required to ensure that the data collected is given back to theschools who participated in the research so that they can use the information tobenchmark themselves, and inform their planning and development processes.22 The OECD (2007) carried out a study which describes the confusion caused by a lack of clarity in relation toteacher careers and leadership roles in the Irish school system which merits attention here.http://www.oecd.org/edu/schoolleadership .23The Minister for Education and Skills is supported in his decision-making regarding the advice of the NCCA bythe Department’s QCAP Unit.
STAKEHOLDER RESPONSIBILITIES 40The NCCA’s quality assurance processes are informed by internationalbenchmarking, engagement and evidence research. The organisation strives tokeep abreast of international developments in education. It does this byparticipating in international networks and commissioning internationalcomparative studies. The NCCA believes that these activities are criticallyimportant, particularly in the context of reduced resources.3.5 The Teaching CouncilThe Teaching Council was established on a statutory basis in March 2006, under theTeaching Council Act 2001. Its mission is to promote and maintain the higheststandards of teaching, learning and professional conduct in Irish schools. The Boardof the Council comprises the following: 11 primary teachers (9 elected and 2 union nominees); 11 post-primary teachers (7 elected and 4 union nominees); 2 nominated by Colleges of Education; 2 nominated by specified third level bodies; 4 nominated by school management bodies (2 primary and 2 post-primary); 2 nominated by parents’ associations (1 primary and 1 post-primary); and 5 nominated by the Minister for Education and Skills, including 1 representingIBEC and ICTU.Members of the Council contribute their expertise through a range of committeesand sub-groups, for example, the Investigation Committee and DisciplinaryCommittee 24 , which the organisation has established in order to progress its work.The Council also involves representatives from other professional bodies on panelsthat have been established to review different areas that come under the remit ofthe Council, for example, representatives of An Bord Áltranais, The Irish MedicalCouncil, The Royal Institute of Architects, Engineers Ireland and the ScottishTeaching Council. This enables the Council to be informed, and make sure thatwhat they are doing is in line with the direction that other national andinternational professional bodies are taking.24See Section 3.5.2 for more information on these committees.
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National Economic and Social Counci
Page 4: iiMembership of the National Econom
Page 7 and 8: vList of Figures1.1 Standards and A
Page 9 and 10: VIIOECDOrganisation forEconomic Coo
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Page 15 and 16: EXECUTIVE SUMMARYXIIIgo in building
Page 17 and 18: INTRODUCTION 21.1 BackgroundThis re
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Page 21 and 22: INTRODUCTION 6particular reference
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Page 25 and 26: INTRODUCTION 10 To promote equity a
Page 27 and 28: INTRODUCTION 12school boards will b
Page 29 and 30: INTRODUCTION 141.11 Current Context
Page 31 and 32: INTRODUCTION 16Box 1.4DES Capacity
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CONCLUSION 926.1 IntroductionThis c
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CONCLUSION 96the function of Boards
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CONCLUSION 98teachers believe that
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CONCLUSION 100consistency in the ra
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CONCLUSION 102Box 6.1Raising Standa
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CONCLUSION 104has prompted concerns
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CONCLUSION 106National Literacy and
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108BibliographyBanks, J. & Smyth, E
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110National Council forCurriculum a
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112National Economic and Social Cou
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11463. Population and Labour ForceP
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