55% of leavers overall went back to education or on to training within a year. The above research makes clear that DEIS is working and needs to be continued and funded to a greater degree. Supports must also continue to other initiatives in disadvantaged areas such as the School Completion Programme. All schools need access to comprehensive pastoral structures including career guidance and middle management. It is also clear that significant resources must be invested in further and adult education as this is an important route into and through education for many students especially in areas of educational disadvantage. The Future: Downes and Gilligan (2007) have set out a comprehensive roadmap for the future. Amongst their suggestions are: Schools reaching out to parents in genuine ways e.g. expansion of the HSCLO scheme which has been shown to generate positive outcomes (Weir and Archer, 2004). Greater emphasis on the teaching-learning relationship in mathematics. Greater access for maths students to critical reasoning. Continuous professional development. More learning support in numeracy. A comprehensive system of education for 3-5 year olds. Adequate funding of the NEWB (attendance improves by 4% in areas where education welfare officers are based). It needs 300 staff but had far less at the time of recent amalgamations of agencies occurring. Provide funding for more posts in NEPS (now the Inclusion Support Service). Increase co-ordination between primary schools and second levels. More pre-service training for teachers going to designated disadvantaged schools. It is noting that some of the above have since been implemented in whole or in part. At a recent conference in Edinburgh, Pasi Sahlberg from Harvard University suggested that education can enhance equity if the following are supplied:
55% of leavers overall went back to education or on to training within a year. The above research makes clear that DEIS is working and needs to be continued and funded to a greater degree. Supports must also continue to other initiatives in disadvantaged areas such as the School Completion Programme. All schools need access to comprehensive pastoral structures including career guidance and middle management. It is also clear that significant resources must be invested in further and adult education as this is an important route into and through education for many students especially in areas of educational disadvantage. The Future: Downes and Gilligan (2007) have set out a comprehensive roadmap for the future. Amongst their suggestions are: Schools reaching out to parents in genuine ways e.g. expansion of the HSCLO scheme which has been shown to generate positive outcomes (Weir and Archer, 2004). Greater emphasis on the teaching-learning relationship in mathematics. Greater access for maths students to critical reasoning. Continuous professional development. More learning support in numeracy. A comprehensive system of education for 3-5 year olds. Adequate funding of the NEWB (attendance improves by 4% in areas where education welfare officers are based). It needs 300 staff but had far less at the time of recent amalgamations of agencies occurring. Provide funding for more posts in NEPS (now the Inclusion Support Service). Increase co-ordination between primary schools and second levels. More pre-service training for teachers going to designated disadvantaged schools. It is noting that some of the above have since been implemented in whole or in part. At a recent conference in Edinburgh, Pasi Sahlberg from Harvard University suggested that education can enhance equity if the following are supplied:
TUI%20Submission%20on%20DES%20Strategy.docx