Historical Educational Disadvantaged Schemes (Pre DEIS)

Details of earlier educational disadvantage schemes (Pre 2005)

These schemes are now closed. They were replaced when DEIS was launched in 2005.

Giving Children an Even Break (GCEB)

Key principles underlying Giving Children an Even Break:

  • Participating schools are selected on the basis of the findings of the independent survey of educational disadvantage in primary schools carried out by the Education Research Centre
  • Schools already in receipt of additional resources under disadvantage schemes will retain these entitlements and may be eligible for additional entitlements under the New Programme
  • The additional resources that will be allocated will be related to the level of concentration in each school of pupils who have background characteristics that are associated with educational disadvantage and early school leaving
  • A reduced pupil teacher ratio in the early years is an effective intervention for pupils most at risk of educational disadvantage
  • The additional teaching and financial resources must be targeted at those pupils most in need if they are to make a difference.
  • Implementation of the New Programme should be planned and reviewed and the Programme will be subject to independent evaluation
  • The effective delivery of educational and other necessary services should be assisted locally through collaboration by both voluntary and statutory agencies
  • A programme of school and teacher support will be put in place by the Department of Education and Science so that the pupils concerned receive the maximum benefit from reduced class sizes and the additional financial allocations.

Breaking the Cycle (BTC)

In 1995, the Combat Poverty Agency and the Educational Research Centre conducted a detailed study of current approaches to the identification and support of pupils in disadvantaged backgrounds and possible measures aimed at breaking the cycle of disadvantage were among the issues covered in the study. Among the key findings of the study was a recommendation that disadvantaged status be confined to a maximum of 16% of the school going population. The study also recommended the adoption of a more targeted approach aimed at selected urban and rural areas, which have high concentrations of children suffering educational disadvantage.

In response to the study, a new initiative aimed at breaking the cycle of educational disadvantage was launched in 1996. The Breaking the Cycle Pilot Project seeks to discriminate positively in favour of schools in selected urban and rural areas which have high concentrations of children who are at risk of not reaching their potential in the education system because of their socio-economic backgrounds.

In the case of urban schools, the focus was on schools which already were designated as disadvantaged and were located in the urban areas in Dublin, Cork, Limerick, Waterford and Galway. A total of 32 schools are included in this dimension and are located in Dublin, Cork and Limerick. A targeted programme of supports is being made available to these schools, which includes extra staffing to allow for a maximum class size of 15:1 in all junior classes. The maximum class size in senior classes is 27:1.

For small/rural schools, a targeted programme of supports is being made available to 25 clusters of selected schools with fewer than 5 teachers. A total of 119 schools are included in rural dimension of the pilot project.

Disadvantaged Area Scheme (DAS)

This scheme was introduced in 1984 in disadvantaged areas  and schools seeking disadvantaged status were assessed and prioritised as to need on the basis of socio-economic and educational indicators such as unemployment levels, housing, medical card holders and information on basic literacy and numeracy. In addition, in assessing the relative levels of disadvantage among applicant schools, account was taken of pupil:teacher ratios.

DEIS Report – Legacy Posts

The staffing arrangements for the 2012/13 school year included details of the reform of the allocation process which was designed to bring amore equitable distribution of existing posts between schools.

Arising from a decision taken in Budget 2012 to remove legacy disadvantaged posts from DEIS and Non-DEIS schools a report was requested by the Minister in relation to the impact, in terms of posts, of the removal of legacy posts from DEIS primary schools. This report did not include the withdrawal of legacy posts from schools outside of DEIS Band 1 and 2 and from DEIS second level schools and the withdrawal of posts from these schools proceeded at the end of the 2011/12 school year.

This report together with schools which were included in the report are listed underneath.

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