PLANET National Network of Local Area Partnerships’ Conference,

Mullingar Park Arms Hotel. March 6, 2008

Dr. Paul DownesDirector, Educational Disadvantage CentreSenior Lecturer in Education (Psychology)

St. Patrick’s College, Drumcondra,

BEYOND EDUCATIONAL DISADVANTAGE BEYOND EDUCATIONAL DISADVANTAGE (Downes & Gilligan Eds 2007). Dublin(Downes & Gilligan Eds 2007). Dublin:IPA:IPA

PRIORITY ISSUESPRIORITY ISSUES

1) Developing school climate at post-primary 1) Developing school climate at post-primary levellevel

2) Developing teachers’ early literacy instruction 2) Developing teachers’ early literacy instruction skills skills

3) A mental health strategy and fund for contexts 3) A mental health strategy and fund for contexts of socio-economic disadvantageof socio-economic disadvantage

4) Community development and lifelong learning4) Community development and lifelong learning

1) Developing school 1) Developing school climate at post-primary levelclimate at post-primary level

No sunlight ! Not money !………..No sunlight ! Not money !……….. NDP ………………………………..NDP ………………………………..Transition – not merely a problem Transition – not merely a problem

of the individual of the individual H.Dip……………………………….H.Dip……………………………….

CHAP 28: M.Darmody …………. CHAP 28: M.Darmody …………. Strengthening the school social Strengthening the school social

climateclimate

CHAP 34: P.Downes et al….. The CHAP 34: P.Downes et al….. The jolt between primary and post-jolt between primary and post-

primaryprimary

CHAP 35: C.Maunsell et al……… CHAP 35: C.Maunsell et al……… Primary to post-primary: Primary to post-primary:

Perceptions of pupils with special Perceptions of pupils with special educational needseducational needs

CHAP 36: G.Farrelly……Bullying CHAP 36: G.Farrelly……Bullying and social context: and social context:

CHAPCHAP 38: A.Murphy…… 38: A.Murphy………………………… Peer mediation: Peer mediation:

2) Developing teachers’ early 2) Developing teachers’ early literacy instruction skillsliteracy instruction skills

Speech and language – system level skills for Speech and language – system level skills for teachers and parentsteachers and parents

- NDP – ring-fenced funding- NDP – ring-fenced funding - an aspect of drug prevention- an aspect of drug prevention

More hours in curriculum ? Integrate with other More hours in curriculum ? Integrate with other subjectssubjectsMotivation and readingMotivation and readingArts and literacy: Fear of failure – process drama for Arts and literacy: Fear of failure – process drama for language, emotions and social skillslanguage, emotions and social skills

CHAP 15: S.Quinn ‘Only brainy and boring people read’CHAP 15: S.Quinn ‘Only brainy and boring people read’CHAP 16: S.Kazmierczak Preventing potential CHAP 16: S.Kazmierczak Preventing potential weaknesses in early literac instructionweaknesses in early literac instructionCHAP 17: Y.Mullan Raising literacy levels locallyCHAP 17: Y.Mullan Raising literacy levels locallyCHAP 18: E.Kennedy Literacy in designated CHAP 18: E.Kennedy Literacy in designated disadvantaged schoolsdisadvantaged schoolsCHAP 25: C.Hefferon A model of drama for educational CHAP 25: C.Hefferon A model of drama for educational disadvantagedisadvantageCHAP 26: P.Murphy Drama as radical pedagogyCHAP 26: P.Murphy Drama as radical pedagogyCHAP 27: D.Butler & J.Kelly The digital era: CHAP 27: D.Butler & J.Kelly The digital era: Empowerment or digital divide ?Empowerment or digital divide ?

3) A mental health strategy and 3) A mental health strategy and fund for contexts of socio-fund for contexts of socio-

economic disadvantageeconomic disadvantageNot one early school leaving problem: ESL is a Not one early school leaving problem: ESL is a behaviour with a range of motivationsbehaviour with a range of motivationsBeyond piecemeal approach of SCP, beyond 8 week Beyond piecemeal approach of SCP, beyond 8 week bereavement coursesbereavement coursesWider referral processes – reach withdrawn kids: ‘a Wider referral processes – reach withdrawn kids: ‘a slap in the face’slap in the face’Need for prevention and early intervention: non-Need for prevention and early intervention: non-verbalverbalAlternatives to suspensionAlternatives to suspensionDrug prevention issueDrug prevention issueNEPSNEPS

CHAP 29: M.Byrne Health for allCHAP 29: M.Byrne Health for all

CHAP 30: C.Ryan & P.Downes Future steps CHAP 30: C.Ryan & P.Downes Future steps for NEPS ?for NEPS ?

CHAP 37: T.Hegarty Towards a narrative CHAP 37: T.Hegarty Towards a narrative practice: Conversations in a city centre practice: Conversations in a city centre schoolschool

CHAP 39: P.Downes & A-L Gilligan Some CHAP 39: P.Downes & A-L Gilligan Some conclusionsconclusions

4) Community development 4) Community development and lifelong learning and lifelong learning

Schools as a community resource: Nicholas Schools as a community resource: Nicholas of Myraof Myra

Collaboration not contracting outCollaboration not contracting out

Parent peer support – Freirean modelsParent peer support – Freirean models

Community leaders from ethnic minorities Community leaders from ethnic minorities including Travellersincluding Travellers

HSL – evenings, wider than teacher-onlyHSL – evenings, wider than teacher-only

Regional educational structuresRegional educational structures

CHAP 11: L.Bane A seagull’s view- Adult and CHAP 11: L.Bane A seagull’s view- Adult and

community educationcommunity education

CHAP 12: D.Mulkerrins The transformational potential CHAP 12: D.Mulkerrins The transformational potential of the Home School Community Liaison Schemeof the Home School Community Liaison Scheme

CHAP 13: T.Owens The development of men’s CHAP 13: T.Owens The development of men’s community education in Irelandcommunity education in Ireland

CHAP 14: L.Waters Community education: A view from CHAP 14: L.Waters Community education: A view from the marginsthe margins

CHAP 22: A.Boyle Traveller parents and early CHAP 22: A.Boyle Traveller parents and early childhood educationchildhood education

PUBLICATIONS:PUBLICATIONS:

EARLY SCHOOL LEAVING:EARLY SCHOOL LEAVING:P. Downes and C. Maunsell (2007) Count Us In. P. Downes and C. Maunsell (2007) Count Us In.

Tackling Early School Leaving in South West Inner Tackling Early School Leaving in South West Inner City Dublin: An integrated response. Commissioned City Dublin: An integrated response. Commissioned report for the South West Inner City Community report for the South West Inner City Community Development Association (SICCDA) with the South Development Association (SICCDA) with the South Inner City Local Drugs Task Force.Inner City Local Drugs Task Force.

P.Downes, C.Maunsell & J. Ivers (2006) P.Downes, C.Maunsell & J. Ivers (2006) A holistic approach to early school leaving and school retA holistic approach to early school leaving and school retention in Blanchardstown: ention in Blanchardstown: Current issues and future steps for services and Current issues and future steps for services and schools. Commissioned Research Report for schools. Commissioned Research Report for Blanchardstown Area Partnership, Dublin.Blanchardstown Area Partnership, Dublin.

PSYCHOLOGICAL SERVICES:PSYCHOLOGICAL SERVICES:Downes, P. (200Downes, P. (20044). Psychological support services for Ballyfermot: ). Psychological support services for Ballyfermot:

Present and future. Commissioned Research Report for European Union Present and future. Commissioned Research Report for European Union funded organisation, URBAN, Ballyfermot, in conjunction with funded organisation, URBAN, Ballyfermot, in conjunction with Ballyfermot Drugs Task Force Ballyfermot Drugs Task Force

OUT OF SCHOOL SERVICES:OUT OF SCHOOL SERVICES:'QDOSS''QDOSS' (Quality Development of Out of School Services): Agenda for (Quality Development of Out of School Services): Agenda for

development 2006' - Compiled by Pdevelopment 2006' - Compiled by P..Downes on behalf of the QDOSS Downes on behalf of the QDOSS Network. Network.

LIFELONG LEARNINGLIFELONG LEARNINGC. Maunsell, P. Downes & V. Mcloughlin (2008) National Report on Lifelong C. Maunsell, P. Downes & V. Mcloughlin (2008) National Report on Lifelong

Learning in Ireland. LLL2010: Sub-project 1:Learning in Ireland. LLL2010: Sub-project 1: Towards a Lifelong Towards a Lifelong Learning Society in Europe - the Contribution of the Education System.Learning Society in Europe - the Contribution of the Education System.

QDOSS member organisations include:QDOSS member organisations include:Barnardos, Barnardos, Border Counties Childcare Network, Border Counties Childcare Network, Children’s Research Centre, TCD,Children’s Research Centre, TCD,Educational Disadvantage Centre, St. Patrick’s College, Educational Disadvantage Centre, St. Patrick’s College,

Drumcondra, Drumcondra, Foroige, Foroige, Limerick City Childcare Committee, Limerick City Childcare Committee, National School Completion Programme,National School Completion Programme,Targeting Educational Disadvantage Project, Mary Targeting Educational Disadvantage Project, Mary

Immaculate College, Limerick, Immaculate College, Limerick, Youth Work Ireland. Youth Work Ireland.

QDOSS: An Agenda QDOSS: An Agenda for Developmentfor Development

QDOSS is calling for a national QDOSS is calling for a national strategy on Out of School strategy on Out of School

Services Services – a strategy that is – a strategy that is sensitive to the needs of local sensitive to the needs of local

contexts.contexts.

1)1)            Key Structures Underpinning Out-of-School Key Structures Underpinning Out-of-School ServicesServices

2) 2) Out-of-School Services: Bridging Health Out-of-School Services: Bridging Health and Education Needsand Education Needs

  33)) Out-of-School Services: Contribution to Out-of-School Services: Contribution to

Development of School ClimateDevelopment of School Climate

4) 4) Out-of-School Services: A Key Resource in Out-of-School Services: A Key Resource in Culturally Relevant Curriculum ImplementationCulturally Relevant Curriculum Implementation

5) Community Development Principles and Out-5) Community Development Principles and Out-of-School Servicesof-School Services

6) Evaluation: Structural, Process and Outcome 6) Evaluation: Structural, Process and Outcome

IndicatorsIndicators