2016

Integrated

Reform

Delivery Plan Revised October 2016 to

reflect the Action Plan for

Education 2016

ACTION PLAN

FOR EDUCATION

2016

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Table of contents

Introduction

Section 1: Governance

Section 2: Departmental / sector specific reforms:

2.1 Improve the learning experience and the success of learners

2.2 Improve the progress of learners at risk of educational disadvantage or learners with

special educational needs

2.3 Help those delivering education services to continuously improve

2.4 Build stronger bridges between education and the wider community

2.5 Improve national planning and support services

Section 3: Cross Cutting Reform from the Public Service Reform Plan

Section 4: Civil Service Renewal Plan.

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Introduction The Public Service Reform (PSR) Plan 2014 to 2016 reflects the need to maintain a focus on reducing costs

and increasing efficiency, having regard to the continuing increased demands for many public services. The

overarching objective of the PSR Plan is to deliver better outcomes to all stakeholders with a strong

emphasis on service improvement. The Plan includes a broad range of cross cutting reforms and sets out key

priorities including more digital delivery of series, better engagement with customers, the use of alternative

modes of delivery, implementation of shared services, more efficient and effective public procurement and

increased openness, transparency and accountability.

The Civil Service Renewal (CSR) Plan is a significant part of the overall Public Service Reform Framework

aimed at delivering transformational change in the civil service.

As part of the Reform Framework Ministers and their Departments produce Integrated Reform Delivery

Plans (IRDPs) annually. IRDPs highlight sector specific reforms as well as the cross cutting reforms from the

PSR Plan and the CSR Plan. The IRDP provides the Management Board with a strategic overview of the

education and training reform programme which includes initiatives from across the Department, its

agencies and the sector as a whole. The IRDP 2016 was approved by the ETRB and the Minister for

Education and Skills in January 2016 and was closely aligned to the Department’s Strategic Statement 2015 –

2017. The programme was centred around four key strategic goals:

Learning for Life

Improving Quality and Accountability

Supporting Inclusion and Diversity

Building the Right Systems and Infrastructure

Action Plan for Education 2016 to 2019 The Action Plan for Education 2016 to 2019 and the new Department of Education and Skills Strategy

Statement was launched by the Minister in September. The IRDP 2016 has been revised to reflect the new

strategic goals and objectives and to incorporate key actions from the Action Plan for Education 2016. The

Action Plan has five key goals:

Improve the learning experience and the success of learners

Improve the progress of learners at risk of educational disadvantage or learners with special educational

needs

Help those delivering education services to continuously improve

Build stronger bridge between education and the wider community

Improve national planning and support services

The IRDP has four main sections.

Section 1 outlines the governance arrangements which apply to the planning, monitoring and review of the

Education and Training Reform Programme.

Section 2 focuses on Departmental and sectoral reform initiatives which are closely related to the

Department’s Statement of Strategy and the Action Plan for Education 2016 - 2019.

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Section 3 focuses on the cross cutting reforms from the Public Service Reform Plan including summaries of

the Departments Shared Services Plan and External Service Delivery Plan.

Section 4 presents the Department’s commitments on the implementation of the Civil Service Renewal Plan.

A brief outline of each initiative is presented followed by key milestones for 2016 as appropriate.

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Section 1: Governance

Robust governance arrangements are in place to drive, manage and monitor implementation of the Public

Service Reform Plan 2014 to 2016 in the Education and Training sector. A dedicated Programme

Management Office – the Public Service Reform Programme Management Office (PSR PMO) – oversees the

development and support the implementation of the Department’s Integrated Reform Delivery Plan (IRDP).

The office has a full-time Programme Manager and a full-time Shared Services Adviser. The office reports to

the Education and Training Reform Board (ETRB) which is chaired by the Secretary General and whose

membership comprises members of the Department of Education and Skills’ (DES) Management Board (MB).

Appendix 1.

Reform in Early Years settings and Schools Currently priority early years and school related projects within the IRDP are overseen directly by the ETRB. In addition, a National Implementation Advisory Group, chaired by the Secretary General of the Department, oversees the implementation of the National Literacy and Numeracy Strategy.

Reform in the Further Education and Training Sector – Education and Training Boards (ETBs) and

An tSeirbhís Oideachais Leanúnaigh agus Scileanna (SOLAS) A dedicated Project Office manages and co-ordinates reform relating to the ETBs and SOLAS. A full time programme manager has been assigned at Principal Officer level. The office reports to a high level ETB/SOLAS Programme Board which is chaired by the Secretary General and whose membership comprises the Chief Executive Officer (CEO) of SOLAS, CEOs from two ETBs, the General Secretary of Education and Training Boards Ireland (ETBI), Assistant Secretaries and Principal Officers from across the Department and staff from the PSR Programme Management Office. In addition, a Strategy Implementation Advisory Committee (SIAC), chaired by an Assistant Secretary from the Department, has been established to oversee the implementation of the Further Education and Training (FET) Strategy. Membership is drawn from key stakeholder groups and the secretariat is provided by SOLAS.

Reform in the Higher Education and Training Sector A Programme Board for Higher Education reform has been established and is chaired by the Deputy Secretary with responsibility for this area. Membership of the Higher Education Programme Board comprises representatives from the Irish Universities Association (IUA), Institutes of Technology Ireland (IOTI) and the Dublin Institute of Technology (DIT) as well as the Assistant Secretary with responsibility for Public Service Reform, Principal Officers from across the Department and staff from the PSR PMO. Oversight of the implementation of the Higher Education Strategy is managed through the Higher Education Authority (HEA) and the relevant division within the Department.

Reform in the Department and its Agencies Priority Projects within the IRDP 2016 relating to the Department and its agencies are overseen directly by the ETRB. Individual projects are overseen by specific project steering groups as appropriate. Governance for reform initiatives which fall within the responsibility of a body under the aegis of the Department come under the Service Level Agreement, Memorandum of Understanding or other governance agreement in place with the individual agency. These agreements are overseen by the responsible Principle Officer and Head of Division. A Management Board Committee on Sectoral Governance and Accountability has been established to support and standardise governance and accountability oversight of bodies under the aegis of the Department.

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Civil Service Renewal Within the Department monitoring and review of progress in relation to Civil Service Renewal actions will be carried out through monthly meetings of the Corporate Services Division chaired by the Assistant Secretary with responsibility for this area and reported to the Management Board at regular intervals.

1.1 Lansdowne Road Agreement The Lansdowne Road Agreement (LRA) is a key element in enabling the continuation of the Government’s public service reform agenda. Under the Agreement, public servants re-affirmed their commitment to cooperation with public service reform generally and to the Public Service Reform Plan 2014-2016 in particular. The Agreement continues the reform measures contained in the Haddington Road Agreement (it should be borne in mind that certain unions in the education and training sector have not signed up to the LRA).

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Section 2: Departmental / Sector Specific Reforms

The Department is driving the implementation of an ambitious sector-wide reform programme based on the key principles of access, excellence, transparency and innovation. The aim is to deliver high quality education and training experiences that equip learners with the knowledge and skills that they need to achieve their potential and to participate fully in society and the economy.

A comprehensive system wide programme of strategic development, review and implementation is being actively managed through the Action Plan for Education 2016 to 2019.

A “whole of system” approach is being applied to this programme of reform in the belief that this is the most effective way to deliver meaningful change and better outcomes for all learners. The programme centres on the five key goals of the Department’s Strategy Statement 2016 to 2019:

Our Goals

The Department is working closely with national agencies and other Government Departments to implement this ambitious programme of reform. The following sections 2.1 to 2.4 highlight the priority reform initiatives under this strategic reform programme.

Goal 1•Improve the learning experience and the success of learners

Goal 2

•Improve the progress of learners at risk of educational disadvantage or learners with special educational needs

Goal 3•Help those delivering education services to continuously improve

Goal 4•Build stronger bridges between education and the wider community

Goal 5•Improve national planning and support services

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Section 2.1 Improve the learning experience and the success of learners

Enhance well-being in our school communities

Fostering the personal development, health and well-being of learners and the wider school community helps

to ensure that our children and young people develop resilience, have respect for diversity, learn to create

and maintain supportive relationships and become active and responsible citizens in society. During 2016

Schools will be assisted in embedding well-being guidelines. They will continue to be actively supported in

implementing guidelines at primary and post primary level to promote mental health; Data on topics such as

healthy eating, physical activity, substance misuse, and bullying gathered through the 2015 Lifeskills survey

will be used to inform future priorities and policies on wellbeing; Specifications for PE as a Leaving Certificate

subject and training materials to support parents, teachers and boards of management to implement the

action plan on bullying will be developed

Delivering a “Step Change” in the development of critical skills, knowledge and competences

Implementation of the reform programme will include: further improvements to early years education

provision including support for the roll out of Aistear a curriculum framework designed to engage children in

learning about identity and belonging, exploring and thinking, wellbeing and communicating in an enjoyable

and challenging way: redevelopment of the primary school curriculum with consultations commencing

towards the end of 2016; the introduction of Science and Business Studies at Junior Cycle and the introduction

of new short courses; trialling of revised specifications for Leaving Certificate science subjects; and a review

of post-primary maths will commence before the end of the year. In addition 2016 will see the publication and

commencement of the implementation of the National Skills Strategy which recognises the role of all levels of

education and training in developing critical skills, knowledge and competence.

Work in the area of building critical skills, knowledge and competence will also include the publication of the

Interim Review of the Literacy and Numeracy Strategy to build on significant improvements in this area

achieved since the national strategy was adopted in 2011 and to set new targets to 2020.

Increase subject choice for students in senior cycle

Increasing subject choice for students is important for student motivation and engagement and for ensuring

curriculum development continues to respond to the changing needs of learners, society and the economy.

New specifications for a range of subjects in order to enhance competencies developed and assessed including

in STEM subjects, and to increase student take-up of these critical subjects will be developed. Another

significant development will be the work on developing a subject specification for Leaving Certificate computer

science which will help to harness and develop student interest in this strategically important discipline. It is

both significant and appropriate that a new Leaving Certificate Politics and Society syllabus will commence

roll-out this Autumn in the centenary year of the Easter Rising.

Improve transitions in order to support children and young people

Research shows that it is important to support children and young people as they make transitions between

levels of the education and training system. Ground work is being prepared to ensure that there will be

significant developments to improve the transition between the different levels of the education and training

system. In 2016 the focus will be on preparing to introduce the new grading system and common points

scheme for Leaving Certificate through the roll-out of a comprehensive information campaignFurther work

will continue on the broader Transitions Reform agenda including improving the transfer of information

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between pre-school and primary school and between primary and post-primary. Work is also underway to

examine how best to broaden undergraduate entry.

Increase the use of ICT in teaching, learning and assessment

A key objective is to create a “step-change” in the use of ICT in teaching, learning and assessment, at all levels of the education and training system, so that learners are equipped with the skills to live in an increasingly digitally connected world. Actions in 2016 include the implementation of the Digital Strategy for Schools including investment in infrastructure such as high speed broadband for primary schools, professional development for teachers and increased technology-enhanced and blended learning opportunities. 2016 will also see preparatory work with SOLAS to plan for the implement the Strategy for Technology Enhanced Learning in FET 2016 to 2019.

Improve the development of language competence

Being able to communicate effectively through reading, listening, writing and speaking are fundamental life skills and there will be a particular focus on increasing competence in languages over the coming years. The Primary Language curriculum (Irish and English) will be introduced on a phased bases from 2016 commencing with Junior Infants to 2nd Class. In addition the Department will publish a new Gaeltacht Education Strategy and a Foreign Language in Education Strategy which will support increased levels of participation and competence in language learning.

Goal 1: Improve the learning experience and the success of learners

Objectives Action No.

Milestones 2016

Improve services and resources to promote wellbeing in our schools communities to support success in school and life

1 Support all schools in implementing the “Wellbeing in Post-Primary Schools Guidelines for Mental Health Promotion and Suicide Prevention” (2013) and the “Wellbeing in Primary Schools Guidelines for Mental Health Promotion” (2015)

Q3 and Q4

3 Publish the 2015 Lifeskills survey, providing information on how primary and post-primary schools cater for the wellbeing of their students.

Q4

6 Undertake an assessment of the provision by the Department of supports to schools in the areas of mental health and social and emotional competence, with a view to providing an enhanced and better integrated service.

Q4

9 Continue to support the development and roll out of anti-bullying training materials for parents, teachers and boards of management and continue to review the implementation of the Action Plan on Bullying, and continue to support anti-bullying awareness initiatives.

Q3 and Q4

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11 Complete development of Senior Cycle Physical Education Framework and Leaving Certificate Physical Education specifications.

Q4

Deliver a “step change” in the development of critical skills, knowledge and competences to provide the foundations for participation in work and society.

12 Deliver curricular resources in early years’ settings to encourage the roll out of the curriculum framework, Aistear.

Q3 and Q4

13 Publish the Interim Review of the literacy and numeracy strategy and set revised/new targets to 2020.

Q4

14 Review the structure of, and time allocation in, the primary school curriculum to ensure that the allocation reflects learners’ requirements in new foundation skills that they will need in a changing society: Publish a consultation document and conduct a consultation process, with the public and education stakeholders.

Q4 2016 to 2017

15 Education about religions and beliefs (ERB) and Ethics: • Policy advice, as provided by the NCCA, will be considered by the Department and will inform implementation options.

Q4 2016 onwards

16 Implement phase 2 of Junior Cycle (Science and Business Studies).

Q3

17 Complete additional short course on Philosophy for Junior Cycle.

Q4

Increase subject choice for learners in Senior cycle to equip them with the skills and knowledge to participate in a changing world.

18

Commence trialling of new specifications for Leaving Certificate Sciences (Biology, Physics and Chemistry)in a selection of schools (approximately 24)

Q4

19 Complete Physical Education specification (Exam subject) for Leaving Certificate Consider (in light of resources) NCCA advise on actions relating to Leaving Certificate Art

Q4 Q4

20 Commence post-implementation review of post-primary Maths.

Q4

22 Commence phased roll out of new Leaving Certificate subject, Politics and Society in approximately 41 schools.

Q3

23 Complete first phase of research (as part of initial scoping exercise) in relation to the introduction of a new Leaving Certificate Subject in Computer Science.

Q4

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Improve the transition of learners at critical stages in the education and training system

27 Conduct an information campaign prior to the introduction of the new Leaving Certificate grading system and common points scheme to inform learners of the changes taking place.

Q4

Increase the use of ICT in teaching, learning and assessment so that learners are equipped with the necessary skills to meet the challenges of a rapidly changing learning environment.

28 Establish Steering Committee to guide implementation of the Digital Strategy for Schools and agree an implementation plan and Identify key priorities

Q4

29 800 primary schools upgraded to higher broadband speeds

Q4

Enable learners communicate effectively and improve their standards of competence in languages

32 Commence roll out the Primary Language Curriculum (Irish and English) for Junior Infants to 2nd Class (phased roll out over 3 years)

Q3

33 Publish the Gaeltacht Education Strategy.

Q4

35 Publish the Foreign Languages in Education Strategy.

Q4

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Section 2.2 Improve the progress of learners at risk of educational disadvantage or learners with special educational needs

Improve learning experience, learning outcomes and progression for those at risk of educational

disadvantage

The Department will shortly publish and implement a new Action Plan for Educational Inclusion which will

include a school support programme, an assessment framework for resource allocation, and a monitoring and

evaluation framework. In early years settings support for the implementation of AIM (Access and Inclusion)

will see the development of a new national higher education programme for Inclusion Co-ordinators working

in early years settings. The range of education and training programmes to better meet the needs of key

target groups including the unemployed and early school leavers will be expanded. Access to education

opportunities will be improved through ensuring that the targeted supports in place for students in higher

education are fit for purpose and financial supports for post-graduate students focusing on those from low-

income households will be increased.

Support learners with special educational needs to participate and progress

Participation, including participation in inclusive mainstream settings, and progress of children with special educational needs across the whole education system will be improved and, better whole-school approaches will be developed. In 2016 the review of the pilot which looked at a new model for allocation of teaching resources for children with special education needs will be completed and preparation will commence for implementation. A new Inclusion Support Service for schools will be established through the NCSE. Consultation on the assessment of the SNA scheme to identify the best way to provide better outcomes for learners with special educational needs will commence as will discussions with the Department of Health on the development of a new model for in-school speech and language services.

Goal 2: Improve the progress of learners at risk of educational disadvantage or learners with special educational needs

Improve the learning experience and learning outcomes for learners impacted by disadvantage

36 Support the implementation of the AIM (Access and Inclusion) initiative led by DCYA in ECCE centres through dormant accounts funding of a new national higher education programme for Inclusion Co-ordinators in early years settings

Q4

37 Publish a new action plan for educational inclusion which will include a new transparent and robust Assessment Framework for the identification of schools and allocation of resources under a new School Support Programme: Develop a strategy for communicating the new Action Plan.

Q4

38 Implement strands of the National Plan for Equity of Access to Higher Education, so that higher education becomes more representative of the population:

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Publish review and implement recommendations on the Student Assistance Fund.

Q3

40 Issue call for proposals to increase participation in initial teacher education by access target groups.

Q4

41 Issue call for measures to engage directly with disadvantaged communities, to promote the benefits of higher education.

Q4

42 Prepare a report on the barriers to lone parents accessing higher education, and publish the report’s recommendations in advance of Budget 2017.

Q3

45 Ensure FET is meeting the specific needs of unemployed people and other groups impacted by disadvantage: ETBs working closely with Intreo Offices under new protocols expanding provision to DSP client groups in line with Pathways to Work 2016-20

Q3 and Q4

Target policies and supports for learns with special education needs to support their participation and progression across the continuum of education

49 Complete the review of the pilot of a new model for allocation of teaching resources for children with special education needs and prepare for implementation.

Q4

50 Consult with education partners on implementation of sections of the EPSEN Act and on the provision of services to children with Downs syndrome.

Q4

51 Develop terms of reference and commence a comprehensive stakeholder and public review of the SNA scheme (NCSE) to identify the most appropriate form of support options to provide better outcomes for students with special educational needs.

Q4

52 Commence discussions with Department of Health and the HSE with a view to developing implementation plan for new model of in-school speech and language therapy.

Q4

53 Establish an Inclusion Support Service under NCSE to assist schools in the provision of education to children with special education needs.

Q4

Section 2.3 Help those delivering education services to continuously improve Increase quality of learning in early years

The Department will support the Department of Children and Youth Affairs to improve the quality of early

year’s provision. 2016 will see further development of supports for the early year’s curriculum and quality

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frameworks Aistear & Síolta. Additional Siolta mentors will be trained and the online practice guides will be

updated. Further support of the development of the workforce within the early year’s sector will be supported

by consultation on occupational role profiles and the enrolment of pre-school staff on the National Level 6

Programme for Inclusion co-ordinators. In addition by the end of 2016, 500 early year’s inspections will have

been conducted and 450 inspection reports published. These inspections and reports will highlight and

strengthen best practice, to identify where improvements in provision are needed, and to provide a

reassurance of quality in educational provision in preschools in the ECCE scheme.

Develop the continuum of teacher education and improve school leadership

Workforce planning will be strengthen with improved planning of teacher supply. In 2016 consideration will

be given to the report of the Technical Group on Teacher supply in particular the need to address an identified

data deficit which will enable the work of the group to progress. Reform of Initial Teacher Education will

continue and by the end of 2016 all incoming and existing ITE students of DCU, St Patrick’s College Drumcondra

and Mater Dei Institute of Education will be registered as DCU students. 2016 will also see an increased

emphasis on the development of School Leadership including the introduction on a phased basis of mentoring

coaching programmes. Teacher education and induction will continue to be reformed to support excellence

and peer-learning and peer-exchange. Work will commence on the development of a new post- graduate

qualification for aspiring school leaders, supporting teachers as lifelong learners. Discussions will be advanced

on approaches to improving leadership and middle management in schools to increase leadership capacity

and make best use of resources.

Improve quality, promote innovation & excellence and increase autonomy in schools

Continuous improvement in schools will be supported through a new quality framework for external

inspection and school self-improvement. A planned programme of external evaluation will be rolled out across

the schools sector with a range of new inspection models. All of these models will be focussed on inspection

for improvement: they will identify existing strengths in schools, they will challenge schools to reach the

standards set out in Looking at Our School 2016, the new quality framework for schools, and they will provide

sound advice for improvement. Specialised inspection models will include a model focusing on ensuring the

quality of education for learners with special education needs. Inspection reports will be published on a rolling

basis and made more accessible for parents and the public.

Promote high quality learning experiences in further education and training and higher education

Implementation of professional development frameworks across the further education and training and

higher education sectors is a key priority to ensure that teachers and lecturers continue to develop the right

skills to support learners. A Programme Learner Support Service will provide data on outcomes and course

impact across the further education and training sector and support planning and prioritisation of course

provision. A rigorous programme of evaluation is also being rolled out for the first time across the further

education and training sector to drive quality improvements. In 2016 the DES will publish the FET professional

development strategy and will implement the Programme Learner Support Service (PLSS) which will provide

additional data in the FET area. An evaluation of PLC provision is under way which will lead to the publication

of a review and implementation plan for this area. A pilot roll out of the National professional development

Framework for Higher Education Practitioners will commence and a review of the National Forum for the

Enhancement for Teaching and Learning in Higher Education will be completed.

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Goal 3: Help those delivering education services to continuously improve

Increase the quality of Early Years to deliver a better learning experience for young children

54 Support the implementation of Aistear, the early years curricular framework: Develop 10 hours of Continuous Professional Development (CPD) resources for Aistear in early years Update and maintain the online Aistear Síolta Practice Guide to support the early years’ workforce in their work Train 50 additional Síolta mentors from City and County Childcare Committees (CCCs) and Voluntary Childcare Organisations (VCOs) and train all existing mentors (15) to deliver Aistear CPD.

Q3 and Q4 Q4 Q4

55 Support the development of the workforce within the early years sector: Draft a report for consultation on revised occupational role profiles, which will inform the review of education and training programmes in the sector scheduled for 2017 900 preschool staff enrolled on National Level 6 Programme for Inclusion Co-ordinator.

Q4 Q4

56 Implement a national programme of Early Years Education-focussed Inspections (EYEIs) which will provide advice and support a progressive improvement in standards, leadership and teaching methodologies for the over 4,000 early years settings providing the ECCE-programme: 500 EYEIs conducted and 450 inspection reports published.

Q4

Develop the continuum of teacher education to equip teachers with the right skills for 21st century teaching and learning and improve school leadership

57 Consider the Report of the Technical Group on Teacher Supply and in the first instance seek to improve the data deficit identified by the Group that constrained their capacity to identify specific actions, with progress on the data issue as resources permit.

Q4

58 Continue the reform of initial teacher education (ITE) and teacher induction: All incoming and existing ITE students of DCU, St. Patrick’s College Drumcondra and Mater Dei Institute of Education registered as DCU students.

Q4

59 Expand the range of supports available through the Centre for School Leadership: Introduce, on a phased basis, a mentoring programme for newly appointed school principals. Roll out this service to all primary principals as resources permit.

Q3

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Introduce a professional coaching service for serving principals, allowing up to 400 principals per annum to access professional coaching.

Q4

60 Develop and introduce a new postgraduate qualification for aspiring school leaders: Commence course, following a tender process and the appointment of a programme course provider, facilitating 200 participants annually.

Q3

61 Change the leadership and middle management structure and the functions carried out in schools by the holders of posts of responsibility: Discussions with primary and post-primary partners aimed at improving the flexibility of the post-holders structure, transforming the current schedule of duties towards a more flexible, distributed and accountable model, where roles and responsibilities are shared and adapted to particular situations and contexts Discussions with ETBI to develop a project which will encourage ETBs to adopt a more flexible and targeted approach to the deployment of principals and deputy-principals

Q3 and Q4 Q3 and Q4

63 Provide dedicated professional support to teachers to support the implementation of curricular change: The Professional Development Service for Teachers will provide CPD to support the Primary Languages curriculum and to support the implementation of Children First in schools. The Junior Cycle for Teachers support team will provide CPD to support the implementation of Junior Cycle reform. NEPS will support schools to implement the “Wellbeing in Schools” guidelines. The NCSE will support schools to implement the new SEN allocation model.

Q3 and Q4 Q3 and Q4 Q3 and Q4 Q3 and Q4

64 Regulation of the teaching profession: Implement Fitness to teacher provisions of the Teaching Council Act.

Q3 and Q4

65 Facilitate the delivery of SafeTalk and ASIST suicide training programmes for teachers through the Education Centre network.

Q3 and Q4

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Improve quality, promote excellence and innovation, and increase autonomy for schools

67 Develop proposals for a Schools Excellence Fund, to promote excellence and innovation, in the context of available resources.

Q3

69 Roll out the newly-issued Looking at Our School 2016 - a new quality framework for school self-evaluation, with standards for teaching, learning, leadership and management, to help schools to better plan for continuous improvement: Issue revised School Self-evaluation Guidelines to all primary and post-primary schools, and manage a programme of SSE advisory visits to schools. Issue new SSE circulars setting out simplified requirements on school for self-evaluation and annual reporting to parents for period 2016 to 2020

Q3 Q3

70 Issue revised guidelines on inspection to all schools, including those in high support units, special care units and children detention centres.

Q3

72 Deliver a new inspection model to evaluate and report on quality of education provision in mainstream settings for learners with special education needs.

Q3

73 Publish inspection reports in accordance with agreed arrangements for the various inspection models, including new inspection models for primary schools. The reports will be more accessible to parents, with clearer evaluative judgements.

Q3 and Q4

74 Manage the monitoring of, and interventions in, poorly performing schools, through the School Improvement Plan and oversee the monitoring of those requiring improvement.

Q3 and Q4

76 Mainstream quality assurance mechanisms for inspection work in schools.

Q3 and Q4

Promote high quality learning experiences in Further Education and Training and Higher Education

77 Publish the Further Education and Training Professional Development Strategy 2016-2019, designed to enhance the skills of those involved in the delivery, administration and management of FET programmes through targeted and consistent training and support.

Q4

78 Build capacity within the ETB sector to achieve the delivery of the FET Strategy goals, focussing particularly on Organisational Design, Change Management and Quality Assurance.

Q3 and Q4

79 Implement the Programme Learner Support Service (PLSS) to provide a FET database which provides information on outcomes and supports linkages with other data sets, to allow for the follow-up of learners upon course completion; measurement of course impact on learners’ socio-economic status; and the planning of support services and investment priorities:

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Conduct a review of the pilot of the Programme Learner Support Service (PLSS)

Q3

80 Improve the impact of PLC, VTOS and BTEI schemes, by reviewing each programme, publishing the review, and setting out time-bound implementation plans: Monitor the PLC evaluation, and consider the recommendations for implementation.

Q3 and Q4

81 Commence the pilot roll-out of the National Professional Development Framework for Higher Education Practitioners with results of first call for proposals.

Q3

82 Complete the review of the National Forum for the Enhancement of Teaching and Learning in Higher Education.

Q4

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Section 2.4 Build stronger bridges between education and the wider community

Bridges between education and training providers and different social and economic communities such as the employer community, the unemployed, parents, students and other stakeholders will help us to understand each other’s challenges, enable people to work together to problem-solve and innovate and to deliver for local, regional and national ambition.

Support local communities

Schools are at the heart of their communities and are more successful the more they can collaborate with

other organisations within the community. In 2016 we will explore opportunities for the use of school buildings

for afterschool care and out of hours use to support local communities and make people’s lives better.

Strengthen the role of parents and students and provider greater school choice

Parents and students are key stakeholders in the teaching and learning process. We will develop Parents and

Learners Charter to give parents and students a stronger voice at school level. In 2016 we will bring the Heads

of Bill relating to this area to the Oireachtas Committee on Education; we will advance legislation in relation

to school admissions; operate the new patronage process; revise protocols to ensure no small school closes

against the wishes of parents and facilitate amalgamations where desirable.

Enhance our capacity to meet national and regional skills needs

Following the publication of the National Skills Strategy 2025, the National Skills Council will be established and regional skills for a will be developed, these are two key infrastructure developments to address skills needs nationally and regionally.an ambitious Systems Performance Framework for Higher Education for the period to 2021 will be developed. A new ICT Skills Action Plan will be developed and published by the end of 2016.

Create a greater diversity of opportunity in learning beyond school

Working with employers, apprenticeship and traineeship in Ireland will be strengthened, increasing the range

of courses and increasing the number of student places to achieve the Government targets of over 100

apprenticeship schemes and 50,000 apprenticeship and traineeship registrations by 2020. Detailed planning

to develop and finalise a roadmap to deliver on this commitment will be undertaken in 2016.Work with further

education and training and higher education providers a broader range of flexible opportunities for learners

will be provided over time to support an increase in lifelong learning. Skillnets will continue deliver enterprise-

led training. A policy framework for Workforce Development will be developed and we will oversee calls for

the Springboard+ programme.

Create a stronger focus on Entrepreneurship, Creativity and Innovation

We will create a stronger focus on Entrepreneurship, Creativity and Innovation across the education and

training system. A new Entrepreneurship Education Policy Statement will be produced in 2016. The

HEIinnovate report on entrepreneurship in Higher Education will be finalised and work will continue with the

Department of Arts, Heritage and Gaeltacht to implement the Arts in Education Charter.

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Position Ireland to attract more international students

An ambitious International Education Strategy to strengthen the quality and relevance of our education system in global terms, and to support the development of Ireland’s global relationships will be published in Q3 2016.

Goal 4 Build Stronger bridges between education and the wider community

Increase opportunities for schools to support their local communities through the utilisation of schools buildings and facilities out of hours

83 Explore options for using school buildings for afterschool care, as resources allow: Establish interdepartmental group, meet with stakeholder groups and prepare a proposed model of implementation. Present joint DES/ DCYA action plan for afterschool care options, the delivery of which will be dependent on available resources.

Q3 Q3

84 Explore possibility of linking additional funding to out of hours use of school buildings, as resources allow: Hold meetings with stakeholder groups and prepare a proposed model of implementation. Develop guidelines for the use of school buildings out of hours and implement arrangements for the administration of potential funding to be made available to schools in 2017, as resources allow.

Q3 Q4

Strengthen the role of parents and students, and deliver progress in providing greater school choice

85 Introduce a stronger complaints procedure and charter for parents and learners: Bring the Heads of Bill to provide for a Parents and Learners Charter to the Oireachtas Committee on Education- the proposed legislation will take account of developments in relation to an Education Ombudsman.

Q3

87 Advance the legislation in relation to school admissions to make enrolment easier for children and parents: Commence the Bill on a phased basis to allow schools time to adjust to the new requirements, subject to the completion of work on the regulations and procedures.

88 Establish 400 multi-/ non- denominational schools: Map out new approaches to reach this target. Open five new primary schools– three under new schools patronage process and two under reconfiguration.

Q4 Q3

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Complete the patronage processes for nine new post-primary schools due to open in 2017 and 2018. Commence the patronage processes for three new primary schools due to open in 2017.

Q3 Q4

90 Revise protocols to ensure that no small school closes against the wishes of parents and facilitate amalgamations where desirable: Finalise Protocol and write to patrons of one- teacher schools, asking them to initiate local discussions to address future sustainability issues.

Q4

Enhance our capacity to meet national and regional skills needs

91 Develop innovative responses to skills gaps across key priorities areas of the economy including ICT, languages, biopharma.

Q3 and Q4

92 Establish the National Skills Council, which will use data on skills requirements to proactively address emerging skills gaps, and develop a revised mandate for the Expert Group on Future Skills Need: Finalise mandate for, appoint members to, and formally launch, the National Skills Council. Review and finalise mandate for Expert Group on Future Skills Needs

Q4 Q4

93 Oversee the work of the Regional Skills Fora and measure performance. The Fora aim to provide a cohesive education-led structure for employers and the Further and Higher Education systems to work together in identifying and addressing the skills needs of their regions: Formal launch of the Regional Skills Fora Disseminate the work of the Regional Skills Fora

Q4 Q3 and Q4

94 Regional Skills Managers serve on Action Plan for Jobs committees to facilitate coordination between the Fora and relevant stakeholders in relation to regional skills priorities and Regional Skills Fora- related actions in the Regional Action Plans for Jobs.

Q3 and Q4

98 Develop new Systems Performance Framework for Higher Education for the period to 2021.

Q4

100 Complete review of the current national ICT Skills Action Plan 2014 – 2018 and publish revised plan.

Q4

Create greater diversity of learning opportunities beyond school

101 Strengthen the apprenticeship and traineeship systems through enhancing the range of courses and increasing student places; achieve Government targets of over 100 apprenticeship schemes, and a cumulative target of 50,000 apprenticeship and traineeship registrations to 2020. This is a total of 31,000 apprenticeship registrations and 19,000 traineeships over the

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period to 2020. This would involve an annual average of 6,000 apprenticeships and 4,000 traineeships: Develop and finalise a roadmap to deliver the Programme for A Partnership Government’s apprenticeship commitments. Up to 10 new apprenticeship programmes commence. Achieve target of 3,390 apprentices on existing programmes. Networks of Employers have been created to facilitate ETB/ employer partnerships to identify training needs, design training programmes, recruit learners and deliver training (on and off the job). Based on the pilot career traineeship scheme in the hospitality and engineering sectors, involving seven ETBs, further programmes are being developed for roll- out. SOLAS plan forecast that that there will be 5,000 traineeships registrations in 2019.

Q3 Q4 Q4

102 Continue to work with Skillnets to deliver enterprise-led training and continue to develop the model in accordance with the Skillnets Statement of Strategy 2016-2019

Q3 and Q4

103 Develop a policy framework for Workforce Development to guide Further Education and Training activity, aligning with the National Skills Strategy, and in consultation with partners

Q4

105 Oversee development and annual calls for Springboard+: A review of Springboard 2011-2016 will inform any improvements to the programme.

Q4

Create a stronger focus on Entrepreneurship, Creativity and Innovation

110 Benchmark entrepreneurial activity in HE and work with the HEA to ensure an ambitious and implementable plan to identify and address skills gaps, ICT and STEM needs: Finalise and publish HEInnovate report on Entrepreneurship in Higher Education. Develop new Systems Performance Framework for the period 2017 - 2021.

Q3 Q4

111 Develop new Entrepreneurship Education Policy Statement.

Q4

113 Implement the Arts in Education Charter, subject to the drawdown of Dormant Account Funding: 21 Teacher/Artist Partnership Residencies in 21 Primary schools in each Teacher Education Centre.

Q4

Position Ireland as a desirable location for international students

119 Publish an International Education Strategy 2016-2020, with a High Level Working group established to implement all of the actions.

Q4

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Section 2.5 Improve national planning and support services

Strengthen strategic oversight and focus on delivery for results

Implementation of the Action Plan for Education and Skills will be continuously monitored and progress reported on a quarterly basis, with remedial action taken if possible where actions are not on target for delivery. Progress on implementing the Action Plan will be reported on annually with the Action Plan being refreshed each year. The Action Plan for Education was published in Q3 2016 and quarterly reports on progress will be compiled. The reform programme and associated Integrated Reform Delivery Plan (IRDP) will be revised to align with the Action Plan for 2016. An end of year progress review against the actions and sub-actions planned for 2016 will be conducted and will inform planning for Action Plan 2017.

In 2016 the Department’s Data Strategy will be finalised; the report of the Expert Group on Future Funding in Higher Education will be used to inform policy direction; the second higher education systems performance report will be published and new targets will be set through a new systems Performance Framework for Higher Education for 2017 to 2021.

Deliver appropriate infrastructure for learning environments

Over 60,000 additional, permanent school places will be delivered by 2021, over 300 extensions to existing schools and 14 new schools will be built in areas of very strong demographic demand. Funding will be provided to schools to manage minor improvements locally through the minor works grant and summer works programme. Further progress will be made to phase out the use of prefabs in schools. Broadband infrastructure will be further developed with high speed broadband rolling out to 800 primary schools initially in 2016 and 19 ETB Training Centres will be connected to Government Networks. “Shared services ready” projects will commence with a view to strengthening DES management systems through shared services.

Improve the quality of the national support services and shared services

The Department is responsible for ensuring that the national support services and shared services are

delivered to the highest standards in line with our overriding ambition to be the best education and training

system in Europe.

Shared services and ICT will be used to improve a range of administrative and support services. In 2016 an Inspections Management Information system will be operational, POD (Primary Online Database) will be used to automate the annual primary school census returns; PPOD (Post-Primary Online Database) will be enhanced and we will implement an online application for Student Grant Appeals. We will also conduct a review of the concessionary charges and rules element of the School Transport Scheme.

Strengthen strategic oversight and focus on delivery for results

120 Implementation of the Action Plan for Education and Skills will be monitored quarterly with annual reports on progress. Refreshed plan developed annually.

Q3 and Q4

121 Improve strategic policy capability, oversight, evaluation of programmes and policy, governance and programme and project management structures to deliver on Government-wide public service reform commitments, with reporting on the IRDP and a Programme for a Partnership Government commitments, in line with best international practice

Q3 and Q4

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122 Provide greater strategic direction in the Department’s governance, management and use of data Finalise the Department’s Data Strategy

Q4

124 Report of the Expert Group on Future Funding in Higher Education to be examined by the Oireachtas Committee on Education and feedback will inform policy direction.

Q3

126 Publish the second higher education systems performance report for the period 2014 – 2016, and develop a new Systems Performance Framework for Higher Education for the period 2017 – 2021 which will include new targets for the development of human capital, critical skills, access, teaching and learning, research and other national and regional priorities.

Q4

127 Advance legislative reform in the Higher Education sector Publish the General Scheme of the Higher Education Reform Bill

Q4

128 Support the operation of a high quality school system through the annual provision of teaching and financial supports to schools, based on agreed criteria and enrolment data

Q3 and Q4

129 Provide payroll and pension services to teachers and school staff in all schools (except the ETB sector), issuing payments to over 120,000 people on a fortnightly basis.

Q3 and Q4

130 Develop a standardised approach to governance and accountability across the education sector to ensured consistent application across the education sector of corporate governance compliance requirements

Q3 and Q4

Deliver appropriate infrastructure for learning environments

131 Complete 50 large-scale projects ongoing from the 2012- 2016 construction programme, as resources permit

Q4

132 Implementation of 2016- 2021 Construction Programme, as resources permit Provide an additional 62,000 permanent school places- 19,000 at primary level and 43,000 at post-primary level Completion/ commencement of 310 new and extension school projects (156 at primary level, 124 at post-primary and 30 in special schools), including 14 new schools in areas with very strong demographic demand- ten post-primary and four primary Provide a Minor Works grant and a Summer Works programme where funding allows

2016 -2021

133 Roll out the next phase of the Prefab Replacement Initiative, undertaking preparatory work in schools with older, purchased prefabs, to begin construction of permanent accommodation in 2019, as resources allow Progress the Grangegorman PPP project Implement of the 2016- 2021 Capital Plan in respect of Higher Education, as resources allow. This includes the provision of

2016 – 2019 Q3 and Q4 Q4

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€150m Exchequer funding and the progression of €200m worth of Public Private Partnership projects for the Sector

135 Improve the quality of internet connectivity for schools in line with technical developments and available resources

Q3 and Q4

Improve the quality of the national support services and shared services

136 Strengthen DES management systems through shared services Embed the use of Financial Shared Services in DES Undertake “shared services ready” projects within the DES and participate in “build and test” phases of the overall project.

Q3 and Q4 Q4 Q4

137

Improve the quality of services across the sector through the introduction of shared services, subject to resources Strengthen the awareness and engagement of the schools sector with the operation and use of the central procurement arrangements so as to maximise savings for schools Connect the ETBs’ head offices and training centres to one network provider, Government Networks, allowing inter-office connectivity and future agreements for associated services, such as VOIP. Target 25 ETB Head Office/Sub Offices and 19 ETB Training Centres connected to Government Networks

Q3 and Q4 Q4 Q3

138 Improve business processes and the implementation of educational reform through the use of ICT Deliver the Department’s ICT Strategy 2015 – 2019, which prioritises innovation, integrated systems, strengthened information governance, improved customer experience, costs optimisation, and reusable applications Implement the IMIS (Inspections Management Information System) to enable inspectors to capture data using mobile devices, to streamline the overall inspection reporting process; ensure the provision of quality data for evaluation purposes; and support evidence-based policy formulation Use the Primary Online Database to automate the annual primary school census returns, to provide more robust data for internal business processes, including capitation grants and teacher allocations Enhance the Post-Primary Online Database to facilitate the implementation of the Junior Cycle Reform programme, allowing for the input of short courses and assessments, followed by the generation of the Junior Cycle Profile of Achievement

Q4 and Q3 2016 – 2019 Q3 Q3 2016– 2017

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Implementation of the Student Grant Appeals online application, to streamline the overall appeals process and provide greater efficiencies

Q3

139 Provide safe, efficient and cost effective school transport services for eligible children Conduct a review of the concessionary charges and rules element of the School Transport Scheme.

Q3

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Section 3: Cross Cutting Reform from the Public Service Reform Plan

3.1 Improved Service Delivery/Customer Service The Department will undertake a range of initiatives to improve direct service delivery in 2016 including further enhancements to ICT systems and increased use of online communications channels including social media to communicate with stakeholders and the general public. Work will also be advanced on the development of Communications within the Department this work will include the development of a communication plan and internal customer action plan. A new Customer Charter and Action plan which will restate the Department’s commitment to the delivery of high quality services to all customers and which will outline the standards of service that customers can expect when they interact with the Department by phone, in writing or in person. In addition a range of sector related reforms outlined in Section 2 above aim to improve service delivery directly and indirectly through agencies, schools, institutions etc. They include work on the reform of school enrolment practice and associated legislative change, reforms in further education and training and in higher education and communication activity associated with the comprehensive programme of change.

APEd Action

53 Establish an Inclusion Support Service under NCSE to assist schools in the provision of education to children with special education needs.

Q4

85 Introduce a stronger complaints procedure and charter for parents and learners: Bring the Heads of Bill to provide for a Parents and Learners Charter to the Oireachtas Committee on Education- the proposed legislation will take account of developments in relation to an Education Ombudsman.

Q3

129 Provide payroll and pension services to teachers and school staff in all schools (except the ETB sector), issuing payments to over 120,000 people on a fortnightly basis.

Q3 and Q4

3.2 Digital Government / ICT

The Department will continue to work closely with the Office of Government Chief Information Officer (OGCIO) to implement the ICT strategy for the Public Service and the Departments ICT Strategy for 2015-2019 which was published in 2015. The Department will also continue to work with the Office for Government Procurement (OGP) in the establishment of frameworks for ICT goods and services, and avail of these frameworks following publication. Initiatives being undertaken by the Department are underpinned by a positive approach to digitalisation including the implementation of a digital strategy for schools, further improvement of connectivity for primary schools and Training Centres, development of a mobile application for school inspectors, the continued implementation of POD, further enhancements to Post-Primary Online Database (PPOD) and SUSI and further work on the PLSS (Learner Support Service) with the development of a learner database for FET.

During 2016 the Department’s Knowledge Management Unit will lead the development of a data strategy to further enhance the role of data in policy development and implementation as part of the Units work in further developing the relationship between data, research and evaluation.

The Department recently published a new digital strategy for schools Digital Strategy for Schools 2015-2020 Enhancing Teaching Learning and Assessment which aims to enhance the use of digital technologies in teaching, learning and assessment at primary and post-primary schools. The initial key priorities include:

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Establish oversight and consultative structures for the implementation of the strategy

Plan for the embedding of the use of digital technology across the continuum of teacher education covering initial teacher education, induction through to career long continuing professional development

Adapt the UNESCO ICT Competency framework for teachers for the Irish context

Review and update the e-planning framework for schools

Improve Internet Connectivity for primary schools and provide funding for School ICT equipment

Inclusion of clear statements and objectives on the use of ICT and the learning of digital learning competencies in school curriculum specifications

Obtain advice including options from the NCCA for the inclusion of a digital learning course of study in the Senior Cycle

28 Establish Steering Committee to guide implementation of the Digital Strategy for Schools and agree an implementation plan and Identify key priorities

Q4

138 Improve business processes and the implementation of educational reform through the use of ICT Deliver the Department’s ICT Strategy 2015 – 2019, which prioritises innovation, integrated systems, strengthened information governance, improved customer experience, costs optimisation, and reusable applications

2016 to 2019

135 Improve the quality of internet connectivity for schools in line with technical developments and available resources

Q3 and Q4

137 Connect the ETBs’ head offices and training centres to one network provider, Government Networks, allowing inter-office connectivity and future agreements for associated services, such as VOIP. Target 25 ETB Head Office/Sub Offices and 19 ETB Training Centres connected to Government Networks

Q3

79 Implement the Programme Learner Support Service (PLSS) to provide a FET database which provides information on outcomes and supports linkages with other data sets, to allow for the follow-up of learners upon course completion; measurement of course impact on learners’ socio-economic status; and the planning of support services and investment priorities: Conduct a review of the pilot of the Programme Learner Support Service (PLSS)

Q3

122 Provide greater strategic direction in the Department’s governance, management and use of data Finalise the Department’s Data Strategy

Q4

138 Use the Primary Online Database to automate the annual primary school census returns, to provide more robust data for internal business processes, including capitation grants and teacher allocations

Q3

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Enhance the Post-Primary Online Database to facilitate the implementation of the Junior Cycle Reform programme, allowing for the input of short courses and assessments, followed by the generation of the Junior Cycle Profile of Achievement

2016 to 2017

3.3 Shared Services DES has developed a comprehensive Shared Services Plan for the Education and Training sector for the period 2014 – 2016, and DES has commenced development of a successor Plan for the 2017 – 2019 period. The Plan includes projects at all levels of the sector including schools, Education and Training Boards, Higher Education and the Department and agencies. During 2016, in addition to advancing individual shared services projects in the key priority areas indicated in the table below, the DES worked to develop a Shared Services Strategy and a preferred operational governance model for the Education Sector.

Milestones 2016

Payroll Shared Services ETBs

Education Shared Business Services Centre - Location secured

Payroll Shared Services Implementation commenced

Q4

Q3

Payroll Shared Services Higher Education

Higher Education Payroll Shared Services Business Case agreed

Appoint Project Manager and identify and on board project team

Commence phased implementation on basis of the Business Case

Q1

Q3 – Q4

Q3

Financial Management Shared Service ETBs

Detailed requirements and target operating model developed Q4

SUSI ICT upgrade Implementation commenced Q3

DES Civil Service Payroll Shared Service

GL interface for migrated DES payroll developed Q4

Pensions Shared Services

Explore potential to initiate work on Baseline and Business Case Q4

Teachers Payroll upgrade to meet Shared Services standards

Business Case for investment in Teachers payroll to meet Shared Services standards commenced

Q4

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3.4 External Service Delivery

The Department prepared an External Service Delivery Plan for 2014 – 2016. This plan focused on new projects for External Service Delivery.

Milestones 2016

Inspectorate Questionnaires

Business Case & recommendation were completed. However, it was decided not to progress with the project due to Departmental funding constraints.

Facilities Management Services

Review possible structures for annual reporting of services provided through External Service Delivery

Q4

Payments in Schools Identify and sign up 100 schools to participate in a pilot so that large suppliers can enter the market

Commence a procurement process for a schools payments solution with the pilot group

Q2 Q4

Special Education Schemes Assistive technology scheme

Project awaiting outcome of NCSE working group with Assistive Technology expertise

3.5 Public Procurement The DES and organisations in the wider Education and Training sector are actively engaged in supporting the implementation of the Procurement Reform Programme, including the establishment of OGP and associated structures. This work continued throughout 2016. In 2014 the Education Procurement Service (EPS) was established as a sector wide Education HUB. EPS procures sector specific goods/services on behalf of the sector and manages two categories and library procurement on behalf of the OGP under the hub and spokes model. The sector continued working with the OGP to agree a Memorandum of Understanding underpinning this relationship and the DES continues to work to ensure that the HUB is appropriately resourced to deliver on its programme of work and strategy for 2016. In addition to this, a Schools Procurement Unit (SPU) was established in May 2014 to support the schools sector and assist it in its engagement and compliance with the new centralised procurement model. This is a major change programme for the schools sector and the SPU is assisting the sector to ensure that it can benefit from OGP initiatives. Finally, an Education Procurement Network has been established within the sector so that the Department, Agencies and sub sectors can all align their needs within the OGP model.

137

Improve the quality of services across the sector through the introduction of shared services, subject to resources Strengthen the awareness and engagement of the schools sector with the operation and use of the central procurement arrangements so as to maximise savings for school

Q3 and Q4 Q4

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3.6 Property Management The Department participates on the steering group for Property Asset Management in the implementation of the Property Reform Programme. In keeping with the objectives of the Property Reform Programme the Department has rationalised accommodation in a number of locations, increasing the ratio of staff to floor area. Department officials will continue to work with the Office of Public Works to improve efficient space utilisation. All offices occupied by staff of the Department and the name and location of all school property in the ownership of the Minister have been registered on the OPW property management system. Furthermore all properties owned and leased by Education and Training Boards have been catalogued and updated to the State Property Register.

3.7 Public Expenditure Reform and Organisational Performance

As part of Budget 2016, the DPER set out current expenditure ceilings for all Departments for the period 2016-2018. The ceilings set for the Department of Education and Skills were informed by the 2014 comprehensive review of current Departmental expenditure and by updates of expenditure priorities determined in 2015. The Capital Investment Programme announced by Government in September 2015 set out the capital expenditure allocation for Departments for the six-year period 2016-2021. A new wave of Business Process Improvement (BPI) projects will be undertaken in 2016. The Department has evaluated previous projects and as a result has revised its approach to BPI to include an internal advisory role to support future projects. Following the Government decision of January 2016 to proceed with the implementation phase of the Civil Service Financial Management Shared Services Project, the Department, the State Examination Commission and the NCSE will during 2016 progress work towards migration to the shared services facility. Other work in this area includes the development of the Department’s Strategy Statement for 2016 to 2021 and the further development of performance level agreements with a number of agencies.

130 Develop a standardised approach to governance and

accountability across the education sector to ensured consistent application across the education sector of corporate governance compliance requirements

Q3 and Q4

136 Strengthen DES management systems through shared services Embed the use of Financial Shared Services in DES Undertake “shared services ready” projects within the DES and participate in “build and test” phases of the overall project.

Q3 and Q4 Q4 Q4

3.8 Leadership Development and HR Reforms

The Department will continue to participate in civil and public service-wide reform initiatives being led by DPER by continuing its work on implementation of Actions under the Civil Service Renewal Plan including: continuing to work with the HR Shared Service Centre (PeoplePoint) to improve service delivery (Action 5); implementation of the learning and development shared services project (Action 9); implementation of a new performance management system (Action 11); maintenance of the published Framework of Assignments (Action 21); consideration of any findings of the Employee Engagement Survey for staff in the Department

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(Action 25); and, by continuing to develop HR strategies in the context of Workforce Planning and Civil Service Renewal (Actions 4, 8, 10, 15).

3.9 Increased Openness, Transparency and Accountability

A range of initiatives and projects are planned to increase openness, transparency and accountability across the Education and Training Sector. These are included in section 2 and include improved inspection arrangements in schools, school self-evaluation and reporting, the Department’s participation in IrelandStat, the implementation of the Higher Education Performance Framework as part of the Higher Education Strategy.

During 2016 the Department’s Data & Knowledge Management Unit will in the context of the Government’s Open Data Initiative carry out and document an assessment (audit) of the current Departmental datasets.

The Department has established an MB committee on Sectoral Governance and Accountability to support the development and implementation of best practice governance arrangements across the sector through oversight and regular assessment of its approach to governance. A survey document was circulated to non-commercial agencies and the information contained therein will inform the ‘as is’ compliance position. In addition, the Department will utilise a framework of Auditor/Accountancy companies for the purposes of providing rolling reviews of compliance by education sector bodies with their relevant codes of practice which underpin their corporate governance frameworks.

3.10 Cross Organisational projects and initiatives

Work with other Departments The Department works with a number of other Departments to advance cross-cutting priority areas including areas outlined in the Programme for a Partnership Government. Many of the reforms outlined in section 2 involve collaboration with other Department and their agencies. These include: Department of Children and Youth Affairs:

Improving the quality of education provision, and developing the workforce in the Early Years sector, through, for example, working to deliver the second free ECCE year.

Improving the school engagement, participation and retention levels of learners from disadvantaged background, through the delivery of TUSLA’s integrated delivery model for educational welfare.

Department of Communications, Climate Action and Environment:

Improving broadband connectivity for schools and other relevant actions under the National Broadband Plan.

Implementing the National Strategy on Education for Sustainable Development 2014-2020 which is linked to Our Sustainable Future Policy Framework.

Department of Foreign Affairs and Trade Advancing the Education for Sustainable Development and Development Education Agendas

Department of Health, and other departments, agencies and stakeholders:

Working on the National Taskforce on Youth Mental Health, to improve: 1. Emotional literacy around talking about mental health and reduce stigma 2. Awareness of services and supports 3. Accessibility to services and supports at different times and in different areas

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4. Alignment of services and supports across different providers (public, private, community, and voluntary)

Department of Housing Planning, Community and Local Government:

Implementing the Action Plan on Housing, specifically in relation to student housing Collaboration with library services to progress the literacy and numeracy agenda Planning school infrastructure, building on existing cooperation (through the statutory land use plan

processes) Department of Jobs, Enterprise and Innovation:

Implementation of Innovation 2020. Enterprise engagement. Implementing a new skills architecture, as outlined in the National Skills Strategy. Implementation of the ICT Action Plan 204 – 2018.

Department of Public Expenditure and Reform and other departments/agencies:

Implementing relevant actions set out in the Build to Share Strand of the Public Service ICT Strategy, such as ePQs, eSubmissions, and eCorrespondence.

Department of the Taoiseach and Department of Arts, Heritage, Regional, Rural and Gaeltacht Affairs:

Advancing the education elements of the “20 Year Strategy for the Irish Language, 2010- 2030”.

3.11 Planned Provision of new services

No major new services will be introduced in 2016 that are not include in section 2 or section 3.3 above.

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Section 4: Civil Service Renewal Plan

The Department is committed to the implementation of the Civil Service Renewal Plan and will participate fully in the transformation programme to build capacity and capability to meet the challenges of the future and to make sure that renewal becomes a reality.

4.1 Implementing reforms in governance, systems and processes, specifically Actions 2, 3, 4, 5, 20 and 21 The Department is committed to implementing reforms in governance, systems and processes as provided for under the Civil Service Renewal Plan.

The Department has published its Governance Framework in accordance with the Corporate Governance Standard for the Civil Service. The Department has introduced changes to the Business Planning process in order to facilitate better Workforce planning and to strengthen strategic HR planning under Action 4 and the Department has published the framework for assignments of responsibilities on the central www.whodoeswhat.gov.ie website as provided for under Action 21.

4.2 Implementing reforms in people, leadership and talent management, specifically Actions 8, 9, 10, 11, 12, 13, 15, 18 and 25 The Department is committed to opening up recruitment and promotion processes at all levels and have held two open competitions for Inspectors in May 2016. In addition the Department has recruited a number of staff in 2016 from Open panels established by the Public Appointments Service (PAS) as provided for under Action 8 of the Civil Service Renewal Plan. We will continue to work internally and with the Public Appointments Service to improve the recruitment processes in line with reforms in this area.

The Department has been in consultation with DPER in respect of the new Performance Management Scheme and a centralised training programme which will be rolled out to staff following the recent launch of the Scheme (July 2016).

The Department is actively involved in working groups led by the DPER in respect of the establishment of a Shared Learning and Development Service.

In the interim we continue to provide focussed CPD for staff groups and provide improved induction programmes for new entrants. We have initiated development programmes for newly promoted staff at HEO level and are in the process of rolling out similar programmes for staff promoted to other levels. We will actively support structured and transparent talent management programmes under Action 10, implement new performance management processes under Action 11 and 12, participate fully in expanding career opportunities for staff under Action 15 and managing staffing resources under Delegated Sanction under Action 18.

The Department will consider any recommendations regarding Gender Balance arising under Action 8.5.

The Department has been actively involved in a working group led by D.PER regarding the establishment of a new Mobility Scheme for Civil Servants and continue to facilitate mobility transfers wherever possible including moves at PO level under the PO Mobility Scheme.

The Department fully supports the public recognition of excellence and innovation and participated in the Civil Service Excellence and Innovation awards process in 2015 where the Department’s Post-Primary Online Database (PPOD) project was nominated for an award under the “Digital Excellence“ Category as provided for under Action 13.

The Department has received its results from the Civil Service Employee Engagement Survey and is currently

considering the outcomes with a view to engaging staff in the development of a plan to respond to its

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findings. We were encouraged by the fact that this Department scored well above average (+8) on the Civil

Service Renewal theme in the survey.

4.3 Communicating and engaging staff and stakeholders in the Civil Service Renewal programme The Department and its staff have participated in and facilitated a number of town hall meetings to raise awareness of the Civil Service Renewal programme. The Department and its Civil Service agencies also participated in the Civil Service Employee Engagement Survey co-ordinated by the Central Statistics Office in September 2015, as provided for under Action 25 of the Civil Service Renewal Plan.

The Department currently holds regular meetings of the Senior Management Forum, annual staff networks for Principal Officer, Assistant Principal, Higher Executive Officer and equivalent grades, and annual staff fora for grades up to and including Executive Officer. Dates for the 2016 fora and networks have recently been announced and we will continue to utilise these regular staff meetings to communicate and engage staff in the Civil service Renewal programme, including addressing any issues which may emerge from the Engagement Survey.

APPENDICES

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Appendix 1

Education and Training Reform BoardChaired by the Secretary General, Séan O Foghlu

Integrated Reform Delivery Plan SRO: Assistant Secretary, Ruth Carmody

Programme Manager and Shared Services Advisor

Further Education and Training Reform (ETB/SOLAS) Programme

Higher Education Shared Services Plan

Individual ProjectsProject 2 Project N

ETB/SOLAS Programme BoardChaired by the Secretary General, Séan

O Foghlu

Higher Education Programme BoardChaired by the Deputy Secretary, Mary

Doyle

Project Steering Group (provides governance for one or more projects)

Chaired by SRO or Programme Manager

The Reform Board: Approves Plans (programme and project as appropriate) Reviews progress reports (quarterly) Resolves issues escalated by Programme Boards or Project

Steering Groups Reports progress to Department of Expenditure and

Reform and Cabinet

The Programme Office:Supports the Reform Board and other

programme boards, project offices and project steering groups as appropriate

PMO Governance January 2016

Reports progress to

Reports progress to

Reports progress to

Report Progress to:

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Appendix 2 - Bodies under the aegis of the Department

1. An Chomhairle um Oideachais Gaeltachta agus Gaelscolaíochta (COGG)

2. Commission to Inquire into Child Abuse (CICA)

3. Educational Research Centre

4. Grangegorman Development Agency (GGDA)

5. Higher Education Authority (HEA)

6. Irish Research Council

7. Léargas - The Exchange Bureau

8. National Centre for Guidance in Education (NCGE)

9. National Council for Curriculum and Assessment (NCCA)

10. National Council for Special Education (NCSE)

11. Quality and Qualifications Ireland (QQI)

12. Residential Institutions Redress Board (RIRB)

13. Residential Institutions Review Committee (RIRC)

14. Residential Institutions Statutory Fund Board

15. Skillnets Ltd

16. SOLAS An tSeirbhís Oideachais Leanúnaigh agus Scileanna

17. State Examinations Commission (SEC)

18. The Teaching Council

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Appendix 3: Acronyms

AC Arts Council

CPD Continuing Professional Development

DAF Dormant Accounts Fund

DAHRRG Department of Arts, Heritage Regional, Rural and Gaeltacht Affairs

DEIS Delivering Equality of Opportunity in Schools

DES Department of Education and Skills

DJEI Department of Jobs, Enterprise and Innovation

EAL English as an Additional Language

ECCE Early Childhood Care and Education

EGFSN Expert Group on Future Skills Needs

EPSEN (Act) Education for Persons with Special Educational Needs (Act)

ETB Education and Training Board

FET Further Education and Training

GAM General Allocation Model

HE Higher Education

HEA Higher Education Authority

HEI Higher Education Institution

HLIG High Level Implementation Group for Arts in Education Charter

HSCL Home School Community Liaison Scheme

HSE Health Service Executive

ICT Information and Communications Technology

IDA Industrial Development Authority

IOT Institute of Technology

IP Intellectual Property

ISS Integrated Support Service

IT Information Technology

ITE Initial Teacher Education

JC Junior Certificate

LC Leaving Certificate

NCSE National Council for Special Education

NEPS National Educational Psychological Service

PE Physical Education

PTR Pupil Teacher Ratio

SEN Special Education Needs

SENO Special Education Needs Organiser

SLT Speech and Language Therapy

SNA Special Needs Assistant

SNE Special Needs Education

SOLAS An tSeirbhís Oideachais Leanúnaigh agus Scileanna

SPHE Social, Personal and Health Education

STEM Science, Technology, Engineering and Maths

TU Technological University

TY Transition Year