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Educational Qualifications 20-24 year olds

Compared to their peers in Dublin 8 children from Fatima and Dolphin House do less well in school. This is demonstrated by data on school attendance , academic achievement in public examinations and progression with the education system. Educational Qualifications 20-24 year olds. CSO 2002.

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Educational Qualifications 20-24 year olds

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  1. Compared to their peers in Dublin 8 children from Fatima and Dolphin House do less well in school. • This is demonstrated by data on school attendance , academic achievement in public examinations and progression with the education system.

  2. Educational Qualifications 20-24 year olds CSO 2002

  3. Educational Qualifications 20-24 year old Females CSO 2002

  4. Educational Qualifications 20-24 year old Males CSO 2002

  5. ESLS 20-24 year old Males and Females CSO 2002

  6. 3rd Level 20-24 year old Males and Females CSO 2002

  7. Epidemiology • Disaggregate Fatima and Dolphin House figures from Ward D E and part of C (CSO) • Establish comparative data CSO/Schools • Levels of participation in “Audited” activities. • Patterns of Attendance at Audited activities • Patterns of Attendance at school • School based Extra curricular activities • Levels of participation by Fatima and Dolphin children in extra curricular activities • Levels of progression within ed system to date

  8. Outcomes Mechanisms Activities Self belief (Keeps you going when confidence is low) Find out and build on each child's aspirations Creative Arts Drama/Sports Achievement Academic Arts Sports Each child in an activity that encourages passion Cross Rialto Removing discouragement (by Schools and parents) More children completing JC, LC Each child able to cope outside Own community and across Rialto and beyond Create opportunities for school and work Common values and beliefs across community and common purpose. Into Adulthood Addressing the neglect of successive generations Physical environment should inspire children.

  9. Outcomes Mechanisms Activities Self belief (Keeps you going when confidence is low) Find out and build on each child's aspirations Creative Arts Drama/Sports Achievement Academic Arts Sports Each child in an activity that encourages passion Cross Rialto Removing discouragement (by schools and parents) Using the built environment Outputs More children completing JC, LC Each child able to cope outside Own community and across Rialto and beyond Each child able to cope outside Own community and across Rialto and beyond Create opportunities for school and work 3rd Level Common values and beliefs across community and common purpose. Education system Connected?!! Addressing the neglect of successive generations Into Adulthood Physical environment should inspire children. Community based Arts Programme Connecting the Available resources Physical environment should inspire children.

  10. Contents • Art • Drama • Music • Sports • Dance 6th Class 1st Year 2nd Year • 220 Social & Affordable Dwellings • 396 Market Rate Units • Shops/Retail • Community Enterprise Units • Launderette • Park & Square • 2,500 square metre Neighbourhood Centre • Crèche • 20m Swimming Pool • Gym & Sports Facility • Outdoor All Weather Pitch • Engagement • Recreational • Social • Professional

  11. Levels of Engagement High Activity Participation levels 6th Class: 100% 1st Year: 100% 2nd Year: 100% Recreational Community Programmes Participation • Football team • Dance club Participation levels 6th Class: 30% 1st Year: 20% 2nd Year: 20% Community Programmes Organisation and Participation • Social • Football team • Dance club Participation levels 6th Class: 10% 1st Year: 10% 2nd Year: 10% Individual/ Group Programmes ME Coaching/Playing Dance training Intense Activity • Professional/Vocational

  12. Programming • Dance • Community Dance Programme • The organisation of a community Dance Programme • Dance classes Recreational: Communty dance every qrt Social: The planning and organistion of Events Professional / Vocational

  13. Monday and Tuesday afternoons 3:30-5:00 for six wks 20 places Dance • The module is designed as an introduction to dance it will give learners an appreciation and knowledge of the area of dance. • develop movement proficiency, co-ordination and technicalskills in the area of dance • understand the use of the body as a distinct instrument of expression • build knowledge and vocabulary in relation to classical, contemporary or other modern dance forms • develop imagination and creativity through dance improvisations and choreographic exploration • develop a critical viewpoint on dance in terms of its aesthetic, performance and historical significance. • develop awareness of their bodies through a wide range of technical and creative exercises • demonstrate a vocabulary of dance through movement sequences, combinations and warm-up exercises, from at least one dance form - Classical Ballet, Contemporary Dance, Jazz or Modern Dance • prepare the body for the physical demands in dance with attention to stretching, contraction, flexion, extension and rotation of the joints and muscles • demonstrate a vocabulary of exercises that gradually increase theirrange, degree and efficiency of movement Dance Techniques Dance Improvisation Choreography Media Analysis Skills Demonstration Assignment Learner Record NATIONAL COUNCIL FOR VOCATIONAL AWARDS Dance (part) Level 2

  14. 5 1st e 2 1 Mater Dei 2 James Jnr 3 WarrenmountNS 4 Marist 5 Gael Scoil 6 Scoil Iosagain 1 a f 3 d i c 2nd a James b Loreto c Synge St d Warrenmount e Rosary 6 b 4 e

  15. 5 Ark Digital Hub Imma i 1st e 2 v ii iii 1 a 1 Mater Dei 2 James Jnr 3 WarrenmountNS 4 Marist 5 Gael Scoil 6 Scoil Iosagain f 3 d i 2nd c iv a James b Loreto c Synge St d Warrenmount e Rosary 6 b 4 3rd i NCAD ii Inchicore iii TCD Nursing iv Griffith College V Liberties PLC e

  16. Griffith College • Music Drama • Accountancy • Design • Media • Computing • Business • Law • Leinster School of Music • St James /TCD • Three schools Inchicore College: • Sport, Leisure and Tourism • Business, Language and Computer Studies • Caring services including Social Care, Child-Care, Pre-Nursing and Nursery Nursing • Theatre Studies and Dance • Art and Design Liberties College of Further Education • Department of Childhood Studies and Montessori • Department of Health Care and Community Care • Department of Communications and Performance • Department of Art and Design • Department of Tourism and Information Technology • Department of Adult Education NCAD • Faculty of Design • Faculty of Education • Faculty of Fine Art • Faculty of Visual Culture • Postgraduate Degrees

  17. 5 Ark Digital Hub Imma i 1st e 2 v ii iii 1 a 1 Mater Dei 2 James Jnr 3 WarrenmountNS 4 Marist 5 Gael Scoil 6 Scoil Iosagain f Community Classroom 3 d i 2nd c iv a James b Loreto c Synge St d Warrenmount e Rosary 6 b 4 3rd i NCAD ii Inchicore iii TCD Nursing iv Griffith College V Liberties PLC e

  18. COMMUNITY CLASSROOM COMMUNITY CAMPUS • 220 Social & Affordable Dwellings • 396 Market Rate Units • Shops/Retail • Community Enterprise Units • Launderette • Park & Square • 2,500 square metre Neighbourhood Centre • Crèche • 20m Swimming Pool • Gym & Sports Facility • Outdoor All Weather Pitch

  19. Griffith College • Music Drama • Accountancy • Design • Media • Computing • Business • Law • Trinity: College • Three schools Inchicore College: • Sport, Leisure and Tourism • Business, Language and Computer Studies • Caring services including Social Care, Child-Care, Pre-Nursing and Nursery Nursing • Theatre Studies and Dance • Art and Design Liberties College of Further Education • Department of Childhood Studies and Montessori • Department of Health Care and Community Care • Department of Communications and Performance • Department of Art and Design • Department of Tourism and Information Technology • Department of Adult Education NCAD • Faculty of Design • Faculty of Education • Faculty of Fine Art • Faculty of Visual Culture • Postgraduate Degrees Student Placement Mentors Service development and delivery

  20. Artist, Teacher, Coach, Service Providers. Students Volunteers Potential Mentors YP Mentoring Support Trainning Mentoring Co-ordinator Referrals TASKS Recruitment Training Matching Supporting Specialist Support Education, Justice Health Employment

  21. Critical Questions • Are children in Fatima and Dolphin underachieving in schools? • Why should educational establishments buy into programme? • Primary schools, Secondary schools third level Colleges what do they get out of it ? • Do all schools have to be involved ? • Why should community organisations in Fatima and Dolphin engage with schools etc? • Is a community “campus/classroom” the way to go? • Can this model be replicated?

  22. Immediate actions • Management Committee agree a strategy • Epidemiology: CRC/Dartington endorse the benchmarks (data to be collected) • Project Design; Dartington “approve” the rationale and concept

  23. Next Steps • Agreements • Talk to schools, • data children • Historical data • Rolling the programme out • Involvement with proposal • Agree access • Complete Data Collection • Schools • CSO • Local Data Audit of services and cross check • Draft Activity Programme • Programmes for Visual Arts, Dance,Sport, Music inputs, outputs • Timetable activity, • Resources Required • 3 Year Costing

  24. A Digital community is a literate community. • Digital News • Public touch screens • Digital play and recreational areas • Digital music, listening, sharing, recording

  25. Recreational • Services already supplied through school, clubs, informal events, amateur societies, etc. • Gaps in provision should be covered. • Resources local fundraising, City Council, festival budgets, class fees, etc.

  26. Social • This engagement is the one that challenges the participant to make a deeper commitment and as a result promises more transformative outcomes. • This is the level at which personal and community regeneration happens. • Resources for this can be accessed through existing budgets, City Council programmes, community development funding, anti-poverty funding and other social development sources.

  27. Professional/Vocational • If successfully resourced and structured, this will be the engagement level that will provide breakthrough opportunities for those who have been engaged in arts practice for a number of years. • Establish pathways into training and education and beyond that into employment. It will create new thinking, policy and leadership. • Resources for this can be sourced through the Arts Council revenue and capital schemes, Artist-in-Residence schemes, bursary funding, Irish Film Board, Department of Education, vocational education bodies, foundations, trusts, partnerships, youth and community sources and many others.

  28. Relative Deprivation Score Very Affluent Affluent Marginally above average Marginally below average Disadvantaged Very disadvantaged Extremely disadvantaged

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