Towards a Better Future

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Chapter Seven: The School System: Equality, Inclusion and Rights GLEN, in association with the DES, Tusla, school management bodies and teacher unions, has recently published a compendium of resources and guidelines for schools in order to assist them in addressing homophobic bullying and in supporting LGBTI students (GLEN, 2016). Issues relating to employment of LGBTI teachers in religious-run schools have been a source of contention since the Employment Equality Act 1998 and the Equal Status Act 2000. Under this previous law, the ethos of religious institutions was prioritised over workplace protection for employees. New amended sections of the Equality (Miscellaneous Provisions) Act 2015 are aimed at protecting LGBTI employees in state-funded denominational schools and hospitals (Irish Times 03/12/2015). There are also issues relating to curriculum. For example, the INTO LGBT group has developed resources for Social, Personal and Health Education such as ‘Different Families, Same Love’ (www.into.ie). This is to encourage children to reflect positively on the variety and diversity of families in Ireland and to create a positive school climate. CONCLUSION What is needed in relation to the six areas relating to educational equality highlighted above is a serious commitment to equality by government and by the key educational interest groups – the churches, teacher unions, management bodies and parents’ organisations. Even in times of austerity, such as those experienced over the recent past, educational policy should have been equality proofed. However, the values and goals expressed in the Department of Education and Skills’ Statement of Strategy 2015 – 2017, if implemented, give grounds for optimism. An integrated public policy approach, involving the range of government departments, will have to be a core part of the new directions. So too will be a strategy of equality-proofing all budgetary policies and initiatives. In order to facilitate educational equality, the government will have to radically reduce child poverty. This will, of course, require a cross-governmental multi-faceted approach, as pledged in Better Outcomes, Better Futures (DCYA, 2014) as well as in the DES Statement of Strategy. Clearly, social class inequalities will have to be addressed. While certain areas have high levels of social class disadvantage and require intensive resourcing, it must be borne in mind that disadvantaged children may be found in many non-designated schools. Support systems for Traveller and Roma pupils should be restored (including the Visiting Teacher service). There is a need to provide additional supports for pupils in direct provision and for other categories of immigrant children, especially for those who do not have English as a first language. It will also be essential to provide CPD on inter-culturalism, antiracism and teaching English as an additional language for teachers, as well as requiring and supporting schools to incorporate ethnic diversity issues, anti-racism and inter-culturalism in all school plans. However, it would not be reasonable to expect schools to be the only challenge to racism and — 133 —
Towards a Better Future: A Review of the Irish School System xenophobic tendencies of any kind. There needs to be a society-wide anti-racist programme, which would include legislation against hate crimes. The government will need to continue to develop and increase investment in high quality and quality-assured early childhood education for children, especially for disadvantaged children and those with disabilities/special educational needs. Such increased investment should aim to ensure improved employment for staff and a minimum of not just Level 5 but, as quickly as possible, a Level 6 qualification for all staff and a Level 8 qualification for the leaders of early childhood education centres. Therapeutic supports for children with disabilities/SEN (especially speech and language and occupational therapies and psychological services) will need to be increased. Barriers to school completion for pupils with disabilities/SEN, such as bullying and/or disengagement from school, will need to be addressed. Bullying is still a major problem for many students but especially for pupils with SEN and for LGBTI pupils. The anti-bullying policy of the DES is a very welcome resource, as is the training available to primary and post-primary schools and teachers, provided by the Anti- Bullying Centre at Dublin City University. In order to provide evidence- and researchbased advice to the Minister, and to coordinate research and development in this vital area in a transparent and accountable manner, the Educational Disadvantage Committee should be re-established. This Committee was originally established by statute in the 1998 Education Act, was left dormant from 2005 and was finally abolished in 2012. To be effective, it would be necessary to ensure the Committee is comprised of representatives of the relevant government departments (e.g. Education & Skills, Health, Children & Youth Affairs, Social Protection, and Justice), the Human Rights and Equality Commission and people with expertise in the “ The government will need to continue to develop and increase investment in high quality and quality-assured early childhood education for children, especially for disadvantaged children and those with disabilities/special educational needs. ” field of equality and education. Educational researchers, education partner representatives (e.g. teacher unions, management bodies), community group representatives and other relevant bodies should also be represented. Since improving the progress of learners at risk of educational disadvantage is a central goal of the DES Action Plan 2016-2019 (DES, 2016j), this could be a valuable mechanism for evidence-based implementation of policy. The goals and vision in the Department’s 2015 – 2017 strategy paper and those in the 2016-2019 Action Plan (DES, 2015a and DES, 2016j) provide a platform for development. While accepting that resources are always restricted, it is worth reminding ourselves that, as Ireland emerges from the — 134 —
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Towards a Better Future

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