An Roinn Oideachais agus Eolaíochta

 

Department of Education and Science

 

 

Evaluation of Centre for Education

REPORT

 

 

Fealeside Senior Traveller Training Centre,

Unit 3, Mountmahon Industrial Estate,

Abbeyfeale, County Limerick

 

Date of inspection: 17 December 2006

Date of issue of report: 8 November 2007

 

 

 

 

EVALUATION OF CENTRES FOR EDUCATION

1 centre context and ethos

2 quality of centre management

3 quality of centre planning

4 quality of teaching and learning

5 summary of strengths and recommendations for further development

 

 

 

 

 

EVALUATION OF CENTRES FOR EDUCATION

 

This report has been written following an evaluation of Fealeside Senior Traveller Training Centre. It presents the findings of an evaluation of the work of the centre as a whole and makes recommendations for the further development of the work of the centre. During the evaluation, the inspectors held pre-evaluation meetings with the director of the centre and with the teaching staff. The evaluation was conducted over a number of days during which the inspectors visited classrooms and observed teaching and learning. The inspectors interacted with teaching staff and learners in the centre, examined learners’ work and conducted an interview with a representative group of learners. The inspectors also reviewed relevant centre planning documentation and teachers’ and tutors’ written preparation. The inspectors conducted interviews with the Chief Executive Officer (CEO) and Adult Education Officer (AEO) of County Limerick Vocational Education Committee and with the centre’s board of management. Following the evaluation visit, the inspectors provided oral feedback on the outcomes of the evaluation to the director and staff of the centre. The board of management was given an opportunity to comment in writing on the findings and recommendations of the report; a response was not received from the board.

 

 

1 centre context and ethos

 

1.1               Context

 

In 1979, Fealeside Senior Traveller Training Centre was first established in Abbeyfeale, County Limerick. The centre was set up initially to coordinate and meet the educational and training needs of young Travellers in the Abbeyfeale area. At that time the centre operated from a semi-detached house in Colbert’s Terrace and catered for only female learners. The curricular emphasis was then on teaching crafts and practical activities, making toys and knitting. A programme on literacy and numeracy was also taught. In 1981, the centre moved to its present location in Mountmahon Industrial Estate. In this setting it was possible to accommodate male and female learners. The centre serves a wide catchment area including the town of Abbeyfeale and currently offers second chance education and training to twenty-four female learners. Fourteen of the current cohort of learners are full-time participants in the programme and ten are part-time.

 

1.2 Distinctive character and atmosphere

 

A very welcoming and warm atmosphere permeates throughout the centre. This is reflected in the transparent and supportive relationship that exists among teachers and learners. Mutual respect is fostered and the individual needs of the learner are the focus of centre planning. There is a real sense that the staff in the centre understand the diverse needs of the learners, be it an emotional difficulty, an educational issue or a personal matter. As a result there is a great willingness among the learners to engage in education and learning. Morale is particularly high among staff and learners. Evidence to this effect is demonstrated in the very good levels of attendance among the learners. At a meeting with a large group of learners, most stated that the centre had given them a new start in life, an opportunity to make friends and be sociable and a sense of dignity and self-worth. The majority of the learners stated that they were now acting as role models for their own children, by placing a value on education in their own lives. A small number expressed reservations about the length of actual classes and the school year. For some, in particular, the length of the school year was presenting and posing serious childcare issues for them.

 

During the course of the evaluation, the problem of engaging with and enrolling Traveller men was discussed. It appears there is no easy solution. Some of the female learners suggested that they feel more comfortable in a single-sex setting. However, the centre has in the past enrolled men and is continuing the process of trying to re-engage with adult males in Abbeyfeale so as to establish a gender balance. As an objective for the centre, it is recommended that this issue should be given a greater degree of priority when processing future admissions and enrolments.

 

1.3 Supports for learners

 

The centre seeks to support learners at all stages of programme delivery. There is no formal admissions policy in place and recruitment is by advertising in the local newsletter, through the Visiting Teacher Service or by word of mouth. This informal enrolment process is welcomed by the learners and seen as not creating a barrier to their participation.  However, County Limerick VEC is currently working on a formal enrolment and admissions policies for all its centres of education and training. This policy will, in time, be adopted by Fealeside Training Centre.

 

When a learner seeks admission to the centre, a formal interview with the director and another staff member is conducted to discuss the variety of educational options available, be it the Back to Education Initiative, a range of FETAC modules or the Leaving Certificate Applied Programme. When admitted to the centre the learner can avail of the services of very committed teachers, a FAS Advocacy support worker and a newly appointed counsellor. County Limerick VEC is to be commended for its foresight in contracting such dedicated staff to work in the centre.

 

The contributions of both the advocacy and counselling service in supporting the needs of each individual learner are highly regarded. Both of these services will in the future play a greater part in the enrolment, admissions and progression processes outlined in the centre plan A few of the learners have experienced trauma and disaffection in their own lives with the consequent damage to levels of self-esteem and self-worth. With access to these supports now in place it should make for a better quality of life for many of the learners. The provision of a good healthy lunch, the efficient management of timekeeping and the very good attendance of the learners indicates that the supports in place in this centre are working effectively.

 

1.4 Links with the community

 

Fealeside Training Centre works very diligently to ensure that there are good links with the wider community and effective communication systems in place between all stakeholders in the Abbeyfeale area. The director and staff have ongoing consultations with relevant statutory organisations that are involved in education, training, welfare, health, youth and community sectors. Quite often the expertise of these agencies is availed of, often through personal visitations to the centre to advise staff and learners on any new policy developments that may impinge on any aspect of their education.

 

Promoting a positive image of the work of the centre, the education programme on offer and the contribution that the centre makes to the Abbeyfeale community is an ongoing challenge for all staff and management. During the evaluation the learners expressed the opinion that a lot of work still needs to be done to diminish unfair perceptions of the Traveller community. The learners would like to see more involvement of the wider community in providing greater access to employment and work-experience opportunities for Travellers. In challenging this perception it may be necessary for stronger partnerships to be forged with the wider community in Abbeyfeale. To support the inclusion of Travellers in all aspects of daily life a process of consultation could be initiated by the board of management of the centre with the business and wider community. The centre could draw on the support of West Limerick Resources and Limerick County Development Board, both of whom are currently involved in a range of inter-agency actions, to support this process. Accessing full-time employment should be a natural progression for many learners as they leave the centre, however, success rates for Travellers gaining employment in the area are very low.

 

It is imperative that the policy of progression within Fealeside Training Centre should aim to ensure that more learners, if they so wish, gain access to long-term employment and further education opportunities, having achieved very good certification, as a result of completing their second chance education. Many of the learners don’t ever wish to leave the centre as it provides a form of sheltered employment in the company of their friends. With the support of the advocacy service in the centre this trend could be reversed in future years through meaningful engagement with community leaders and statutory agencies.

 

2 quality of centre management

 

2.1 Role of VEC and Board of Management

 

County Limerick VEC provides ongoing administrative and personal support to the centre through its Adult Education Officer, who has been allocated special responsibility for the centre. Contact between the centre and the VEC is regular and pro-active.  County Limerick VEC is consistent in that it supports policy development and has facilitated staff training whenever necessary. The VEC has a Policy Development Unit and it ensures that organisational and administrative policies are regularly updated and legally vetted. The standard budget is utilised in the appointment of appropriate personnel and for the purchase of educational materials as required. At a meeting with the CEO and AEO, the team-spirit evident in the centre, the quality of the programmes on offer and the quality of the teaching staff was highlighted.

 

The board of management meets at least four times per year. Membership of the board includes two members of the Traveller community. An agenda for the meetings is agreed between the chairperson and director; minutes are maintained and copied to the AEO. The board has particular praise for the work undertaken by the teachers and the positive atmosphere within the centre. The board would like to see more male participants enrol and as an agreed action for the future is in the process of seeking to establish a gender balance.

 

The board of management was involved in the Internal Centre Evaluation process and as a result has identified some priority actions. The areas of staff development and learner assessment are to receive priority. The board also intends to look at its core functions and raised a concern about the very heavy burden of legislation and paperwork it has now got to deal with. The board would like to see the centre have access to a resource teacher, better accommodation for practical subjects and a staff room.

 

2.2 Internal centre management and administration

 

Since her official appointment in 1998, the director has provided caring and committed leadership to the centre. It is evident that she has put in place clear administrative procedures to allow the centre function very effectively. The director is held in very high esteem by the learners and has the loyalty and co-operation of all staff. The work of the centre is very well coordinated, VEC guidelines are being adhered to, FETAC and LCA programmes delivered effectively and the safety of staff and students is appropriately managed. It is evident that a pastoral and holistic dimension underpins all of this work.

 

During a formal discussion, the director raised a number of issues and concerns. These included the need to appoint a resource teacher within the centre, the lengthy ratification process of the centre policies by the VEC, the constant battle involved in seeking to access other supports for the learners and the challenge of full inclusion by Travellers into mainstream society. The director also referred to the challenge of engaging with male Travellers. However, the director is committed to addressing these issues and has the full support of the staff and management as part of an overall vision for the future of the centre.

 

A part-time clerical assistant is employed to support the administration work of centre. In the opinion of the director the amount of clerical work expected to be undertaken by the clerical assistant has grown in recent years and cannot be done as a part-time post. This matter was discussed with the AEO and some review of the duties will be undertaken by the VEC.

 

2.3 Organisation of the curriculum

 

A flexible, varied and adaptable curriculum is on offer to meet the individual needs of the learners in the centre. FETAC (Level 3 and 4) modules are offered to eighteen learners. Communications, Literacy and Numeracy, Information Technology, Food and Cookery, Personal Care and Presentation, Living in a Diverse Society and Media Awareness are among the options available. The specific aim of these modules is to re-integrate many of the learners back into an educational setting, without an overly high academic expectation. In evaluating the programmes on offer it is evident that the teachers are placing an emphasis on the interpersonal and social needs of the learners. This is a key component to the success of the centre in that the learners feel highly valued firstly as people and secondly as learners.

 

As part of a progression policy in the centre, six learners are studying the Leaving Certificate Applied Programme. Subjects include English, Irish, Mathematics, Social Education and Health, Vocational Preparation and Guidance, Arts and Visual Education, Office Administration and Customer Care. This group of learners are actively engaged in the learning process and are very motivated by the LCA programme. The attendance and time-keeping of the learners in both programmes is most admirable. What is also very noticeable is the very high level of literacy and numeracy among this group.

 

The learners work together in assigned classrooms for periods of one and a half hours. The centre timetables are appropriately managed; however, the learners and staff suggested that the period of class contact time should be reduced. There is a feeling within the centre that maintaining and expecting class interest for these long periods of time is unfair to the learners. The centre intends to review the allocated time slots for the coming year. It is recommended that access to more practical subjects and greater exposure to information technology and the arts should be explored as part of any new timetable.

 

2.4 Staff deployment

 

The director is the only full-time staff member. There are five-part time teachers based in the centre and two part-time teachers shared with other VEC centres and schools. The teachers have wide-ranging academic qualifications and a variety of professional educational backgrounds. The teachers are totally committed to the ethos of the centre and as a group function very professionally. They understand and accept their agreed roles and responsibilities. Under the Quality Framework Initiative, appropriate training has been provided and all teachers have recently participated in the Internal Centre Evaluation and in the Centre Development Plan. There is a very strong feeling among the centre staff that the appointment of a resource teacher is urgently needed. This teacher would greatly enhance the quality of education on offer to the learners and support an appropriate centre management structure.

 

2.5               Accommodation and resources

 

Fealeside Senior Traveller Training Centre is located in Mountmahon Industrial Estate, a premises owned by Shannon Development. County Limerick VEC has a rental agreement for the lease of the property. The building is shared with a Back to Education Initiative programme, run by the VEC. Two rooms in the centre are allocated for the teaching of Information Technology and Woodwork. One general classroom is available for teaching the LCA programme and FETAC modules. There is also an office space for administration and a large kitchen area.

 

The building both internally and externally is maintained to the highest possible standard. All classrooms, kitchen areas and open spaces are clean, decorative and bright. The entrance to the centre is very attractive, with floral arrangements and pictures of learners that have attended the centre. It is a very welcoming environment and sets the tone for the activities that take place within the centre. The VEC has provided the centre with an impressive range of modern teaching resources, including modern information technology. New furniture is provided as required and the necessary equipment to teach Home Economics made available.

 

However, the provision of some additional accommodation should be given consideration. A room to provide individual counselling, a staff room and staff toilets are needed. There is no dedicated recreation area or classroom for giving the learners the opportunity to participate in health and fitness related modules. The availability of a classroom for teaching more arts subjects and hair and beauty classes would also enhance the quality of the programme on offer.

 

 

3 quality of centre planning

 

3.1 Centre plan and policies

 

The teachers have engaged fully in the Quality Framework Initiative. A Centre Development Plan and an Operational Plan have emerged from this process. The planning was developed through a consultation process with the learners, the centre staff, director, VEC management and representatives of other key stakeholders in the community. A range of policies have been agreed on health and safety, a code of conduct for learners, assessment procedures, equality issues, substance misuse and anti-bullying measures. Work is to be undertaken towards developing a policy on admissions procedures, on how to promote multicultural awareness and a formal communications policy with the wider community.

 

The issue of child protection was discussed with the director and management of the centre. Evidence was provided to confirm that management and staff have taken appropriate steps to develop policies in line with the provisions in Children First: National Guidelines for the Protection and Welfare of Children (Department of Health and Children, 1999). Evidence was also provided to confirm that the management of the centre has adopted and implemented the policies. A designated liaison person has been appointed in line with the requirements of these Department of Health and Children guidelines. The director currently fulfils this function.

 

3.2 Planning process

 

The centre was included in the pilot Quality Framework Initiative. The result of this engagement by the centre in the planning process is clear and reflected in the outcomes that are now being prioritised. A facilitator was involved for five days to enable the centre to review its operational tasks, prioritise its future development and document an action plan. During the evaluation it was evident that learners, staff, director and management all engaged actively and understood the Quality Framework Initiative.

 

A two-year timeframe has been developed for implementing the action plan. These actions will be regularly and systematically monitored and evaluated. The centre has the ongoing support of County Limerick VEC in the implementation process. The AEO, in particular, lends personal support to enable the centre to achieve the goals set out in the plan. The dedication and professionalism of all involved in the planning process is apparent in the quality and content of the Centre Development Plan that has been ratified. The centre is also committed to the FETAC Quality Assurance Initiative and is working towards implementing all the recommended actions therein.

 

3.3 Implementation of plan

 

This engagement by the teachers in the planning process has created a culture of self-review and reflection. Plans are now in the stage of being implemented as a result of careful thinking and thus ensuring that the learner is central to the process. The centre has a living mission statement “to provide quality education, training and development opportunities, to enable the learners empower themselves so that they can operate effectively within society”. Actions identified in the plan and being currently implemented include the need to heighten community awareness about the life of the centre, building teamwork among the staff, more structured record keeping, developing a policy on recruitment and admission of learners and health and safety issues. Other agreed actions for implementation include a review of transfer and progression procedures, developing a policy on self-evaluation, reviewing the programmes on offer to include new subject areas and having a clear policy on staff development and training needs. A monitoring team is in place and the implementation of the centre plan is discussed at management and staff meetings.

 

4 quality of teaching and learning

 

4.1 Planning and preparation

 

The planning observed during the course of the evaluation reflected the experience, dedication and professionalism of the teachers. Both long and short-term planning is undertaken. Individual teachers’ plans are clear in detail and prepared with diligence and in most cases based on the standard national FETAC Guidelines and Leaving Certificate Applied Programme. The planning is in line with the curricular requirements of the course or module on offer. These schemes of work are time-bound, integrate theory and practical work and highlight integration of other course areas. The challenge to cross-curricular planning and the requirement to ensure that the learner has ongoing support in literacy and numeracy may now need to be addressed in future planning. A staff planning day to focus on areas of common purpose and linkage should be considered to address this issue.

 

The centre has availed of the services of a facilitator to support the process of developing individual education plans. This should ensure that planning for special educational needs will be appropriately managed. This planning is in line with the holistic approach that this centre has taken.

 

 

4.2 Classroom management and teaching methodologies

 

There is very positive learner-teacher rapport evident in the centre. It was noted during the inspection how the appropriate use of affirmation by all teachers is employed as a normal part of the teaching day. It is also reflected in the stimulating learning environment with the display of educational posters and learners’ achievements. The classrooms are very well organised and a feeling of mutual respect prevails in a caring and nurturing atmosphere. The enthusiasm of the teachers for their particular subject may be one reason for this.

 

While whole-class teaching was the predominant methodology observed during the evaluation, admirable efforts are being made in the use of active and peer learning. A variety of other teaching strategies and methodologies such as using material resources and information technology were also noted. The learning activities are appropriately managed and the learners are keen to participate in class and demonstrate learning. Excellent subject knowledge was a feature of the LCA programme with the majority of learners exhibiting higher order thinking skills. A high standard of skills was also noted in the project work completed as part of the FETAC programme.

 

The individual lessons observed were evenly paced, structured and purposeful. It was clear that both learner and teacher understood the objectives of the lesson. The instructions given by teachers had clarity and accuracy and the learners followed through the task on hand very assuredly.

 

More emphasis on the development of practical skills in each subject area is necessary. For example, some subjects allow for the development of investigation and graphical skills among the learners. As part of a lesson a teacher could use photographs, artefacts, maps and globes, fieldwork, simulations and models, survey and interview techniques. These are teaching strategies which would open up whole new areas of learning. It could lead to much richer lessons that may then include story, drama and oral or scientific evidence. These methodologies are also a rich source of language development for the learner and make for improving literacy and numeracy levels more interesting and rewarding.

 

4.3 Assessment of learners’ progress

 

The centre has developed a policy on assessing learner achievement. At the moment this policy is matched to whatever stage the learner is at within the centre. Prior to entry the learner is evaluated and also at the end of each term. While this assessment measures ability in literacy levels it takes into account the holistic needs of the learner and includes a self-reflection module. As part of the FETAC and LCA programmes formal evaluation sheets are completed for each learner. Certification may be the end result for learners completing a particular programme.

 

The centre is developing individual education plans and assessment methodologies as part of its action plan. This should allow for a more formal system of recording progress and measuring attainment. There should be a systematic method of maintaining and transferring records included in this process. The identification of learners with special educational needs must be central to this policy as the outcome of all assessment must be to influence subsequent planning and provision.

 

It is recommended that an assessment policy for each year group be developed so as to ensure that those taking certificate examinations are suited to the programme. Summative assessment must include an examination of all practical and project work. Learner notebooks and folders should also be monitored and the learners should be regularly informed of their progress. Good reports can be a great motivator for the learner.

 

4.4 Outcomes and standards

 

In terms of the centre it may be easier to measure the academic rather than the social and personal outcomes that the learner may be experiencing. During a formal interview with the learners a number of salient points were discussed in relation to outcomes. The Traveller women were quick to draw a distinction between life in the centre and life outside of it.  To quote one of the learners “You are what you are here and the teachers get to know us for who we are”. By contrast a second learner stated that “she lived like a prisoner in her own community as there was no place for her to socialise”. Another learner stated “that she was trying to break free from a long history of prejudice”. Certainly, the confidence and oral ability of the learners was evident during the interview.

 

There is contentment among many of the learners in this centre and a sense of real achievement in their own lives. Many would like to progress to further education but they often encounter barriers that may prevent this. Some of these barriers may come from within their own culture; others may include lack of childcare services or lack of long-term employment opportunities. Some Traveller learners expressed frustration about being able to go so far and no further.

 

The learners studying the LCA programme are much focused and have specific goals in life. Some want to succeed and progress and go into employment. Literacy not an issue for these six learners and to date, all have passed their examinations with distinction. Attendance is outstanding and they act as role models for new entrants to the centre. Progression out of the centre is the real challenge now awaiting these learners. The centre is very much aware of this and through its advocacy service hopes to offer support in the future through facilitating whatever career choice the learners make.

 

 

5 summary of strengths and recommendations for further development

 

The following are the main strengths identified in the evaluation:

 

 

 

 

As a means of building on these strengths and to address areas for development, the following key recommendations are made:

 

 

Post-evaluation meetings were held with the director and teaching staff at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.