ETBI Journal of Education - Vol 2:2 November 2020 (Irish-medium Education)

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ETBI Journal of Education November 2020 the necessary additional supports arising from their island context (ETBI, 2020; GRETB, 2017; Mc Hugh, 2017; Oireachtas Éireann, 2018). • Introducing innovative Technology Enhanced Learning (TEL) and remote learning strategies. With an eye to the future, GRETB and DETB managed to bring about incremental continuous developments to reinforce education services on the islands: • Establishing a post-primary school on each island with sufficient population; • Commencement of senior cycle programmes in schools where Leaving Certificate students previously had no option but to leave the island; • Attracting students from the mainland under various arrangements and schemes; GRETB Schools Coláiste Naomh Éinne, Inis Mór Coláiste Naomh Eoin, Inis Meáin Coláiste Ghobnait, Inis Oírr DETB Schools Coláiste Phobail Cholmcille, Oileán Thoraigh Gairmscoil Mhic Diarmada, Árainn Mhór Source: GRETB & DETB Founded 1953 Leaving Certificate Offered Students 2019/2020 Students 2019/2020 55 2002 2007 40 1986 2000 24 Founded Leaving Certificate Offered Students 2019/2020 1999 2003 6 1990 1994 96 Through encouraging and empowering leadership from both within ETBs and island schools, GRETB and DETB have succeeded in setting up and developing the 5 schools with a full senior cycle in each (DETB, 2017; GRETB, 2017). Notwithstanding progress, all of these postprimary schools are under continuous pressure (ETBI, 2020; GRETB, 2017; Mac Pháidín, 2017a; Mac Pháidín, 2017b) and are attempting to operate under conditions and regulations, designed and more suitable for large schools on the mainland (Oireachtas Éireann, 2018). PRIMARY SCHOOLS ON THE ISLANDS The question of island primary schools is a separate research topic with only a fleeting reference being made in this paper to the 11 island based primary schools, all of which are small, fragile and under the patronage of the relevant bishop from the Catholic diocese, but a question deserving of specific research and analysis. Each island with a postprimary school also has a primary school, but two primary schools exist on both Árainn Mhór and Inis Mór. In addition, there is a primary school on Cape Clear Island, Co. Cork; Clare Island and Inishturk, Co. Mayo; agus Inishbofin, Co. Galway. Such is the precarious nature of island primary schools, if the enrolment of all 11 island schools were viewed collectively as one single school, the PAGE 126
ETBI Journal of Education November 2020 aggregate enrolment could still qualify under DES criteria as a ‘small school’. SOURCE OF POST-PRIMARY STUDENTS ON THE ISLANDS Mainland schools generally enjoy a natural catchment area from which most students are drawn, but sourcing students presents an ongoing challenge for island post-primary schools. 50% of Árainn Mhór students make the trip from the mainland each day, and every year a considerable number of the Aran Islands’ school community attend on annual schemes or scholarships spread across the three islands https://colaisteghobnait. com/apply/ These residential opportunities are funded by the Department of Culture, Heritage and the Gaeltacht. These annual schemes are beneficial but result in uncertainty regarding the continuous supply of students, a challenge for schools in terms of multi-annual planning (ETBI, 2020; Mc Hugh, 2017; GRETB, 2017; Oireachtas Éireann 2018). The island post-primary schools are well regarded by local communities, as evidenced by a 100% transfer rate from island primary schools to local, island post-primary school, with no students opting for mainland education. THE DEPARTMENT OF EDUCATION AND SKILLS INSPECTION SYSTEM – DOCUMENTING AND RECORDING CHALLENGES The Action Plan for Education advises that 5,500 inspection visits occur annually across 3,900 schools (DES, 2018, p. 7), which, on average, is more than one inspection every year for every school. Island schools welcome inspections and quality assurance systems, as both the considerable achievements and the recognised challenges of school communities are then officially on record for DES, for society as a whole, for the Education and Training Boards and bishops who are responsible, as patrons of postprimary and primary schools respectively (COÉ 2019). POLICY AND EDUCATION STRATEGY ON ISLANDS – THE STATE AND ISLANDS Ireland has no integrated state policy regarding the islands or education on islands, and there is no island legislation which supports or regulates the approach of state agencies to the islands, including the provision of education (COÉ, 2020; ETBI, 2015, 2017, 2020; GRETB, 2017; Oireachtas Éireann, 2017, 2018; Mac Pháidín, 2018). This absence of either policy or legislation, results in primary schools and very small post-primary schools, being under constant pressure. Postprimary island schools maintain a staff ratio of 19:1, the same as schools in the larger cities. From 2018, 1.5 ex-quota ‘island school’ teachers are allocated to them as part of the annual, authorised allocation of staff, as well as €15,000 to mitigate some of the additional operational costs, but DES does not recognise some island schools officially as ‘small schools’, a decision which deprives them of other dedicated ‘small school’ resources (ETBI, 2020; GRETB, 2017; Oireachtas Éireann, 2018; ROS, 2001; ROS, 2018). ISLAND COMMUNITIES AND SUSTAINABILITY OF SCHOOLS – COMMUNITY ACTIVATION In conjunction with Education and Training Boards Ireland (ETBI), the umbrella representative organisation for Ireland’s 16 Education and Training Boards, the two ETBs responsible for post-primary island schools have constantly and proactively engaged with DES since 1997, repeatedly highlighting the particular PAGE 127
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ETBI Journal of Education - Vol 2:2 November 2020 (Irish-medium Education)

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