Ballymun Adult Read and Write Scheme Ltd Ballymun Adult ...ballymunreadandwrite.ie/documents/2013 Annual Report.pdf · It places Ireland 17 out of 24 countries. 1 in 4 have problems

Ballymun Adult Read and Write Scheme Ltd

Ballymun Adult

Read and Write

Scheme Ltd

Annual Report

2013


CONTENTS Page

Management Structure 1 Introduction 2 Area Profile 2 Literacy Provision 4 Tuition Venues 5

Learning Opportunities 5

Our Practice 10 Accreditation Awarded 13 Cultural & Social Events 15 Literacy Awareness and Outreach 16 Progression 20 Intensive Tuition Adult Basic Education 21 Ensuring Equality and Diversity 22

Ensuring Standards 23 Scheme Participation Charts 24 Students’ Feedback 26 Team Members 28

Acknowledgements 29 Conclusion 29

Auditor’s Report 31


Mission Statement:

To provide a high quality Adult Literacy service in the Ballymun area

Directors: T.O’Donnell L.O’Brien. Registered office: Geraldstown House, Ballymun Cross, Dublin.

Registration No. 329826

http://www.colaisteeoin.ie/content/adult-education


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Management Structure

Ballymun Adult Read and Write Scheme established in 1986 provides adult literacy and basic education tuition through a partnership between community organisations, statutory bodies and volunteers working in the area. Funded through the City Dublin Education Training Board, (City of Dublin Vocational Education Committee (CDVEC) prior to July 2013), by the Irish Government and part funded by the European Social Fund under the Human Capital Investment Operation Programme 2007 - 2013.

In July 2000 the Scheme became a company limited by guarantee.

Directors; Tom O’Donnell, Leo O’Brien: Secretary; Kathleen Friel. Members; Celia Rafferty, Betty Cummins, Maria Traynor, Geraldine Golden. Tutors are employed by the company.

The Scheme is run by a Board of Management, comprised of a partnership between the company, community groups, statutory bodies and volunteers working in the area, namely:

This Board of Management provides a representative structure in which all who are making a contribution can have a say in how the Scheme operates. It acknowledges the importance in decision making of local distinctiveness. Mary Love, as the City of Dublin ETB Literacy Services Organiser for the area, attends to the day-to-day management.

Health Service Executive

Geraldstown House

Tom O'Donnell (Chair person)

CDETB

Celia Rafferty

Trinity Comprehensive School

Geraldine Golden

Ballymun Public Library

Aisling Murray Students

(Elected at AGM)

Betty Cummins

Ronnie Byrne

Secretary

Kathleen Friel

Treasurer

Leo O'Brien

Tutors

(Elected at AGM)

Breda Rogers

Kathleen Friel

Home/School Community Liaison

Team

Maria Traynor

Ballymun Adult Read and Write

Scheme


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Introduction

Statistics on adult literacy in Ireland Ireland participated in the Programme for the International Assessment of Adult Competencies (PIAAC). PIAAC was the most comprehensive international survey of adult literacy skills ever undertaken. Almost 6.000 people aged 16–65 in Ireland were interviewed by the Central Statistics Office and assessed their literacy, numeracy and ability to use technology to solve problems and accomplish tasks The results found that 17.9% or 1 in 6 adults are at or below the lowest level on a five level literacy scale. At this level a person may be able to read and understand basic text. It places Ireland 17th out of 24 countries. 1 in 4 have problems with numeracy. The survey also showed that 25% or 1 in 4 Irish adults are at level 1 for numeracy. At this level a person may be able to do a simple maths calculation, for example, adding up prices correctly. This places Ireland even further down the international scale at 19th place. 42% of Irish adults score at or below level 1 on using technology to solve and accomplish tasks, for example using the internet to get information. (NALA report: Literacy Matters) The established definition of literacy is that it involves listening and speaking, reading, writing, numeracy and using everyday technology to communicate and handle information. It includes more than the technical skills of communication: it also has personal, social and economic dimensions. Good literacy skills increase the opportunity for individuals and communities to reflect on their situation, explore new possibilities and initiate change.

Literacy difficulties impacts on all aspects of an individual’s life. Adults with literacy difficulties often find it difficult to access or progress in employment, be confident and competent in reading and dealing with health issues, or help children with homework. They avoid situations with reading and writing and so may not play an active role in their community or in society. Good practice in adult literacy work starts with the needs and interests of individuals. It is concerned with personal development and building confidence as well as technical skills. The concept of learning to learn underpins our work. We train tutors how to teach, we also teach our students how to learn.

Area Profile

The scheme’s area of responsibility is Ballymun, Santry, Whitehall bordered by the Swords Road and Glasnevin bordered by Glasnevin Avenue – Griffith Avenue.

Ballymun wards A, B, C and D are defined as a RAPID area (Revitalising Areas by Planning, Investment and Development). This is a focused Government initiative to target the fiftyone most disadvantaged urban areas and provincial towns in the country. For the purpose of this report the statistics are for the geographic electoral area wards A, B, C, D.

Ballymun is situated approximately 4 miles north of Dublin city centre. It originally consisted of seven 15 storey towers, nineteen 8 storey spine blocks, ten 4 storey and 400 houses. In the 1970s 1400 houses were added. Ballymun is currently undergoing major regeneration which began in 1996. The 2800 flats are being replaced with new housing.


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The 2011 census figures for this area show the population as 16,236. As the regeneration progresses this is expected to increase. 41.11% of the population is under the age of 25.

The latest census in 2011 shows the Dublin City unemployment rate as 18.5%. Ballymun has recorded higher than average unemployment rates in the following wards: Ballymun A – 26.4% Ballymun B – 43.0% Ballymun C – 35.6% Ballymun D – 41.9%

In addition, in Ballymun A, B, C and D the percentage of people whose education ceased by the age of 16 is 22.6% which is nearly twice the national average of 12.97%.

(“Central Statistics Office – Census SAPS Micro Data File”)

0

200

400

600

800

1000

1200

1400

No Formal Education

Primary Lower Secondary

Upper Secondary

Above Not Stated

Male 126 1009 1083 889 995 418

Female 119 1252 1135 958 1146 455

Males & Females Level of Education - Ballymun

Male

Female


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Literacy Provision

Course attendance for 2013 was 761. This equates to 469 individuals, some of whom took multiple and varied courses during the year, plus 24 individuals who registered in ITABE funded projects (Intensive Tuition in Adult Basic Education). In addition 89 migrant workers, who have come to live in our community, took part in Basic English courses, ESOL (English for Speakers of Other Languages). Total number of students who studied with us in 2013 was 582. Training and support was provided for 43 tutors, twenty four of whom were volunteers. Volunteers worked on a one to one basis with a student to prepare him/her to move into a group. The Scheme also engaged in raising awareness of literacy difficulties in the local area. Advice and training was provided for local groups, training workshops and seminars for tutors and students. Progression routes for students were identified. As in previous years, Ballymun Adult Read and Write Scheme responded to community needs by networking closely with other local education providers. This enabled a tailored, student centred approach, with flexible delivery in place and time.

0

50

100

150

200

250

Unemployed (>1Yr)

Unemployed (<1Yr)

Employed Not in Labour Market

Male 102 18 22 45

Female 111 13 34 148

Total 213 31 56 193

Economic Status within Scheme Excludes International Students

Male

Female

Total


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Tuition Venues

Evenings:

Mondays and Tuesdays: 7.00pm - 9.00pm.

CDETB Adult Education Services Centre. Daytime:

Geraldstown House, Health Services Executive, Family Resource Centre. Room dedicated to scheme usage plus others on request.

CDETB Adult Education Centre. Two rooms dedicated to scheme use – one with eleven computers. Other rooms on request.

Public Library community room.

St Margaret’s Travellers' Community Centre.

STAR Project Horizons Centre.

YAP Horizons Centre.

LINX Project Centre.

Holy Spirit Girls School.

St Josephs School.

St Michaels House Training Centre, Omni Centre.

St Michaels House Training Centre, Northbrook.

Ballark Community Training Workshop.

Poppintree Community Training Workshop.

Unit 2 Partnership Enterprise Centre (provided by CDVEC for tuition and administration).

Crèche facilities were provided free of charge to participants in Geraldstown House. This enabled the scheme to provide a Family Literacy programme with progression routes. In addition, sessional crèche workers were contracted to work with the HSE crèche workers in Geraldstown House and this enabled the expansion of the Family Literacy Programme.

The following learning opportunities were offered

1:1 Tuition 1:1 tuition was tailored to the needs of adults who lack confidence in their reading and writing skills. It was an initial step towards group work. Intensive Tuition in Adult Basic Education (ITABE) A six-hour a week, two mornings programme for fourteen weeks. This was a specially funded project for six to eight participants. Tuition was given in basic maths, reading and writing with workshops on Learning to Learn and educational guidance.


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Introduction to Learning The aim of this course was to introduce the students to the concept of learning to learn; to give them the skills necessary to define their short-term and long-term goals in order to draw up a personal

learning plan. It also helped to develop group skills that enhance a supportive learning environment. The use of IT in teaching and learning was explored with the use of an interactive white board.

Learning Groups These were small groups that worked on reading, writing, spelling, punctuation and comprehension, for everyday life. For many it was their first introduction to working with other students who have similar needs. Numeracy This course was put on for students who wanted to learn basic maths including multiplication, division, fractions, metric measurement. By using projects, participation and engagement were ensured. For those who wished to progress a FETAC 3 Maths was offered where they worked on additional maths materials and methodologies and put together a folder of work to obtain certification. Spellwell This course covered memory aids, word families, simple spelling rules, difficult words, and a host of other strategies that helped the students improve their spelling. They looked at how memory works and learned tricks to help them remember problem words. The course catered for all learning styles and prepared the students for ‘learning how to learn’. Storysacks (with free crèche) Storysacks was a part of the Ballymun Adult Read and Write Scheme 2013 Family Literacy Programme. It involved parents or caregivers of children under the age of six choosing two books for their child, a story book and a non-fiction book. The parent/carer then decorated a bag with the name and picture of the story book applied to the front. They then created background and relevant props to bring the book to life for the child. It also included making a game (flash cards, board game etc.) related to the story to give the book another dimension. The non-fiction or fact book was used to bring learning into the real world for the child. All of these things were then placed in the bag and presented to the child by the parent/carer. Storysacks is a great introduction to our Family Literacy programmes. All were encouraged to progress to FETAC 3 Child Development and Play. Computers/Silver Surfers Our introduction to computers, internet and email for home use was run again this year. It covered basic word processing and students practiced their new skills. They were set up for and used emailing during the course. Internet tuition took students to a level of comfort for booking holidays, researching and shopping online. FETAC accredited option at level 3 Computer Literacy and Internet Skills was provided for those who needed certification. Know Your Mobile This course equipped students with an understanding and knowledge of how to read and write normal text, text language and predictive text. They learned how to operate common mobile features: alarm, silence and basic settings etc. On completion students were able to use the Organiser and Contacts folder. An interactive White Board was effectively used with this group.


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Women Activists in Early 20th Century Irish History This history course covered the role of women in Irish society around 1900s and significant Irish women in the second half of the 19th century. The foundations of the Irish Women’s movement and the Irish Suffragettes were explored. Background to the women activists in the 1916 rising and those related to the leaders of the rising was given. Changes for women in Irish society from 1900 – 1923 was covered. Students read a related book “Unlikely Rebels” by Anne Clare and took relevant educational trips e.g. Kilmainham Gaol. All students were encouraged to progress to CSPE. CSPE- Civic Social and Political Education As students progressed from History this course was themed on the role of women in the establishment of the Irish State and modern Ireland. It covered key Government Acts affecting women and the Irish Constitution. Concepts of democracy, women in politics, rights and responsibilities of citizens were explored, as were the Irish political system including local politics, political parties, elections to the Oireachtas and Presidential election, referendums and joining the EEC (EU). It included reflections on modern Ireland, equality and the equal status acts. A trip to Leinster House, Dail Eireann and Seanad while in session, was included. Introduction to Poetry The aim of the course was to deepen an understanding of poetry and to enhance an appreciation of it. It looked at the structure and form of poetry and investigated the meaning of a range of poems from different countries and eras, together with the lives of the poets. Poetry is best read out loud and so this class gave adult literacy students, coming with a negative impact of memories of struggling to read out loud, while in school, an opportunity to "find their voice". History of Irish Playwrights In this group students read about the history and work of famous Irish playwrights. A play was chosen and the first act was worked through, with group members in the character parts. This gave students the opportunity to read aloud, thereby increasing their confidence to engage as active citizens within their community. Classical Studies: This course gave students who progressed through History; CSPE and Poetry an understanding of how we are linked to our past through language, art, culture, tradition, and architecture. Five Major Belief Systems Students progressed from classical studies into reading and researching the five major belief systems. This was with the view of developing critical thinking and analytical skills while broadening the students knowledge base. The three religions, which are known as the Religions of the Book: Judaism, Christianity and Islam were briefly studied as well as Buddhism and Hinduism, with a glance at Sikhism. A time-line of the important events in each religion, the history of how they started: the originators, symbols, places of worship. Tenets of belief and important events in each religion were studied, discussed and debated.


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Creative Writing This group gave students a forum for their creativity to emerge and their imagination to expand. They explored their hidden talents through the process of reading their work to others, discussing each other’s work and offering comments which helped them to understand what constructive criticism is. This process fed into other areas of their lives. The students got an opportunity to engage in a discipline which allowed them to grow in confidence and knowledge as well as getting personal satisfaction and affirmation. English for Speakers of Other Languages (ESOL) The aim of ESOL was to help migrant workers, refugees and asylum seekers learn conversational, functional English that would help them in practical everyday situations, such as shopping. This was delivered only at the most basic level of English. Health Literacy This course incorporated a social model of health. Areas covered were: how to find and understand health information, how to use the health services, an explanation of common medical terms, terminology in health settings and encouragement to take responsibility for one’s own health. Ballymun Adult Read and Write Scheme is one of the delivery partners in the Ballymun Health for All initiative, from where students are referred. Managing Homework This short course gave the parents of primary school children an opportunity to get together and share their experiences of doing homework with their children. It gave them time to explore concepts such as ‘Learning Styles’ and develop strategies for managing homework within the home. They developed individual homework plans that fitted into their family routines while exploring the influence that TV and computer games have on the completion of homework. It looked at online software, NALA’s ‘Help My Kid Learn’, which shows how parents can engage with children for learning purposes in fun ways at home. It also raised awareness on where parents can access other adult courses if they wish to up-skill in other areas. FIT Benefit4 Initiative “First Steps Online”. This short eight hour course in digital skills training was delivered to eighteen participants.

FETAC Level 3 Modules Communications Communications covered reading for comprehension using different subjects of interest. It provided an opportunity to plan writing projects, brush up on note/ letter-writing skills and to write creatively. The course provided a lot of opportunities for group discussion, using effective listening and speaking. The content also included social networking and electronic technology. There was no exam, rather a folder of work that was built up over time at a pace that suited the student. Personal Effectiveness This equipped the person with the skills to use their resources in order to meet the personal and social demands of their lives. The module using teamwork skills and safe work practices is generally integrated into communications or other level 3 modules.


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Maths/Application of Number This course equipped the student with the knowledge, skills and competencies to apply mathematical skills to solve mathematical problems. It developed a limited range of maths skills which enabled effective functioning in personal life, education and the workplace. Child Development and Play The strong link between child development and play was explored. Students examined how play helps to enhance the five areas of development – physical, emotional, intellectual, speech and social. They made a play item and observed children playing with it. A play activity was planned, carried out with children and evaluated. The course also looked at the use of effective communication skills with children. Nutrition and Healthy Options This course was designed to develop knowledge of the basic principles of food safety and associated legislation. The role of nutrients in the body, the concept of a balanced diet, human digestive process and common dietary disorders were explored. Contemporary nutritional issues related to food production were covered. Ingredients relevant to special dietary needs were identified and explained, including low calorie, low cholesterol, vegetarian, diabetic and coeliac diets. Nut and other allergies were discussed. The impact of purchasing, storage, preparation and cooking on nutritional value were described. The versatility of vegetables as an accompaniment to meat and fish dishes or as a well-balanced stand-alone meal was demonstrated. A limited range of varied and palatable meals for vegetarians were prepared. Made possible only due to the cooperation of the LINX project for access to a HACCP approved kitchen. Challenging Discrimination This module helped the student to identify different ways that individuals, groups, and society can promote mutual respect, tolerance and acceptance of the differences that exist between people who live in our society. It also gave an opportunity to look at similarities that exist between them. It gave them an understanding of concepts and common terms relating to discrimination, with particular emphasis on the nine grounds that prohibit discrimination by law in Ireland. These include gender, marital status, family status, sexual orientation, religion, age, disability, race, traveller community, refugee, asylum seeker and displaced person. It looked at the impact of discrimination on a personal and group level. It developed an awareness of options for challenging discrimination, both personal and legal. It identified ways to combat discrimination and fostered a personal opinion regarding the grounds for prohibiting discrimination in Ireland. Computer Literacy The aim of this module was to give the student the knowledge, skills and competencies to access and operate a computer for their personal needs. It outlined how information technology affects everyday life and included social networking. It explained commonplace information technology concepts and terminology. It described the health, safety and personal hygiene considerations of working with computers and the security necessities and implications of password, viruses and provision of personal details. It outlined the functions of the main hardware elements of a computer and storage devices. It covered the use of a range of keyboard capabilities and the use of computer application such as creating a file, entering data using the keyboard and mouse, and storing a file appropriately.


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Internet Skills The design of this course equipped the student with the knowledge, skills and competencies to use internet applications for the quick location and access to information of interest. It introduced the student to the key terms and considerations associated with using the internet. It covered the use and efficient management of an email account to communicate with others. The student learned to take responsibility for one’s own personal security and privacy when using the internet.

FETAC Level 4 Modules Communications: This course facilitated an appreciation of the role of communications in everyday life and enabled the students to take responsibility for their own learning. It created an awareness of the importance of non verbal communication in all communication settings. It gave an understanding of the scope and depth of communications in the 21st century, encompassing awareness of changing technologies and their impact on everyday life. It developed effective writing skills and enabled the student to interpret written and aural materials across a range of vocational, social and everyday tasks. The course was taken as progression from FETAC Level 3.

Other services: Educational Guidance Service An adult education guidance service is provided by City of Dublin ETB to meet with students on a one to one basis, to provide information and advice on progressions from the scheme. Learning groups also engaged with the service as a group for an introduction to the service and for the facilitation of student workshops.

Our Practice Thematic learning is an interesting and meaningful teaching practice for adults. It provides people with opportunities to broaden their reading field. It is inclusive, as project work incorporates a multisensory approach. This ensures individual learning styles are accommodated. Students are better motivated and given an opportunity to use and acknowledge their individual skills. They are encouraged to value their own abilities and opinions, reframe their learning experience, set short term and long term goals, and to take a more active role in aspects of their life and their community. Some examples of the 2013 themes were:

Health Literacy The USA Institute of Medicine (IOM) and the department of Health and Human Services offer the most relevant definition of Health Literacy. It emphasises a dual responsibility for health literacy. “Health literacy emerges when the expectations, preferences and skills of individuals seeking health information and services meet the expectations, preferences and skills of those providing information and service.” (IOM 2004) We delivered three courses in Health Literacy in 2013 in which twenty three students took part.


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The findings from the 2011 European Health Literacy Survey (HLS-EU) revealed four out of ten people (almost 39%) in Ireland have inadequate or problematic health literacy. Health literacy involves a person having the skills to understand basic health information, whether they receive it in writing, in person or over the phone. Ballymun Adult Read and Write Scheme acknowledge that the social conditions in which people live powerfully influence their health. With this in mind the courses in health literacy incorporated a social model of health. At the launch of Healthy Ireland - a Framework for Improved Health and Wellbeing 2013 - 2025 the Minister for Education and Skills, Ruairí Quinn TD said "Our experience in Education is that the different parts of the system must interact when it comes to highlighting important policy issues that affect our children and young people. Healthy Ireland will bring further impetus to the existing programmes and strategies in place right across the education sector to improve the health and wellbeing of our young people, their teachers and families. We look forward to progressing education actions with other Government Departments and wider partners as part of implementing Healthy Ireland". Healthy Ireland lists 64 broad inter-sectoral actions, with initial partners including Government Departments, statutory agencies, civil society agencies, the community and voluntary sector, the private sector,, employee representatives organisations, HSE Directorates, the Health Research Board the institute of Public Health and relevant academic expertise. Healthy Ireland will work to refocus and redirect existing resources to enable effective co-operation between these partners so that more can be achieved within existing budgets. Nutrition and Healthy Options: This course is a natural progression from the Health Literacy course. An accredited FETAC level 3 course was delivered in LINX centre, as an HACCP approved kitchen is required for FETAC quality assurance. It was also delivered as a non accredited course called Nutrition and Healthy Eating. Women Activists in Irish History: This course was delivered again in 2013 as the interest and learning shown by the group that took the course in 2012 was all very positive. It also served as a lead into CSPE with a view to greater participation in active citizenship. Students studied Irish women of the late 19th and early 20th centuries. Thematic literacy through history helped students understand the society in which they function while promoting analytical, critical thinking and intellectual growth. The study of history can give a context from which students can begin to understand themselves and others. Family Literacy: A Family Literacy Programme is still a priority and continues to be developed with progression routes. Family Literacy courses could not take place without the wide range of stakeholders which make up the Board of Ballymun Adult Read and Write Scheme, sharing responsibility for the needs of the area. This is through funding, referrals, tutor training, provision of premises, crèche facilities and equipment.

Family Literacy programmes have a significant knock-on effect on school performances of children, along with opportunities to break the intergenerational cycle of low literacy attainment. In 2013 eighteen parents availed of the crèche facilities in Geraldstown House HSE Family Resource Centre while attending tuition. Without this facility these parents could not have accessed tuition. The 2011 census shows 58.9% of families with children in Ballymun are lone parents compared to the national average of 25.8% and the average for Dublin City of 38.2%. Of families with all their children under the age of fifteen 57.6% are headed by a lone parent compared to the national average of 11.51%.


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In 2013 Ballymun Family Literacy Programme included:

Storysacks

FETAC 3 Child Development and Play

FETAC 3 Nutrition and Healthy Options

Non accredited Nutrition and Health Eating

As a progression and further supporting Family Literacy FETAC 3 Communications; Personal Effectiveness; Maths were offered.

New initiatives for 2013 were

Managing Homework

Maths for Parents

Our storysacks project delivered in Geraldstown House for the past seven years has enjoyed huge success, with referrals coming from the HSE, youngballymun, and satisfied students referring family or friends. Again in 2013 we were requested by a HSE project worker in Geraldstown House to include some migrant mothers using Geraldstown House HSE Family Resource Centre. This was with the view of helping parents to understand the importance of reading to their children in English prior to starting school. Students who took the storysacks project then progressed to FETAC 3 Child Development and Play and on to FETAC 3 Nutrition and Healthy Options. Cultural In developing our progression routes we are aware of the importance of interpersonal, communication, analytical and critical thinking skills. This was best demonstrated in the progression routes that students took through Literacy groups: an Introduction to Poetry; an Introduction to Irish Playwrights; Classical Studies; The five Major Belief Systems and eventually Creative Writing. These courses helped to develop an awareness of world views as we have become a more multicultural society.

Students also progressed through computer literacy; using the skills developed to research and read from their course in Woman Activists in Irish History; CSPE (Civic Social and Political Education). This built on their knowledge base of history, literature, citizenship, and the broader arts and enabled them to be more comfortable and confident in both their personal and working lives.

Classical Studies

CSPE - Civic Social Political Education

Women Activists in Irish History

Literacy Group

Creative Writing

Five major belief systems

Classical studies

Playwrights

Poetry

Literacy Group


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Accreditation awarded

Ballymun Adult Read and Write Scheme is registered with FETAC (Further Education Training Awards Council) to offer programmes leading to FETAC awards in the National Framework of Qualifications. The Awarding Body is now called QQI (Quality and Qualifications Ireland) since the amalgamation of FETAC, HETAC and the NQAI from November 2012.

The system of modular accredited portfolio based certification can provide an appropriate recognition of the knowledge gained by the adult students. It also provides us with interesting courses as a means of building literacy skills. Listed are the accredited modules in which component certificates were achieved in 2013. Sixty four minor awards were credited. Thirty nine students at FETAC level 3 and two at FETAC level 4. FETAC modules at Level 3 of the National Framework of Qualifications (NFQ)

Communications

Personal Effectiveness

Nutrition & Healthy Options

Child Development & Play

Computer Literacy

Internet Skills

Application of Number

Challenging Discrimination FETAC Level 4 NFQ

Communications

National Framework of Qualifications


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Tutors Continuous Professional Development: The scheme promotes continuous professional development and workshops are held to share learning and experiences in relation to best practice.

Workshops were attended in 2013 in the following:

Assessment tool for Teaching and Learning: Ballymun Adult Read and Write Scheme

Woman and Substance Use: URRUS

Community Addiction Studies: URRUS

Responding to Addiction in Times of Recession: URRUS

Gmail use: CDETB

Health and wellbeing: DCU

Preparing Students for FETAC 3 ESOL: NALA & CDETB CPD

Tutors Forum: NALA

Literacy Organisers Forum: NALA

Numeracy Conference: NALA

Lunchtime lectures Growing up in Ireland: youngballymun

Literacy for the 21st century. Preparing for PIACC: NALA

Responding to Change from VEC TO ETB: Ballymun Adult Read and Write Scheme In addition a Support Tutor was available to support the tutors. She was available two evenings per month in the Adult Education Centre apart from one to one support for all tutors during daytime tuition.

Support was also arranged between FETAC tutors:

Coolock to Ballymun: Challenging Discrimination

Ballymun to Coolock: Nutrition and Healthy Options

Finglas to Ballymun: ESOL

Waterford Institute of Technology/NALA run a third level qualification specifically designed to enhance the skills and understanding of experienced tutors working in adult literacy practice. In 2013 tutors took the following professional development programme in WIT:

Two tutors graduated with a BA (Ordinary) in Adult Education Level 7 NQF.

One graduated with the Higher Certificate Course Level 6 NQF.

Mentoring The mentoring initiative continues whereby experienced tutors share and support each other and also new trainees. Additional tutors continually offer their support as mentors having had the experience of support and further skills development. In addition a system of substitution was introduced for tutors on sick leave or bereavement.


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Cultural and Social Events

A trips working party, comprising students, support staff, and tutors, planned and organised successful and enjoyable evening and daytime educational trips in order to develop a sense of identity and participation in the broader scheme. It also gives students from the various centres an opportunity to meet. All these events were open to 1–1 students, group students, tutors and others involved with the scheme and there was very good attendance at all events. Decisions on what to do or where to go were made in consultation with students and their preferences were listened to.

The 2013 calendar included:

64 took a guided tour of Collins Barracks which included some of our international ESOL students

36 attended the play Molly Sweeney in AXIS

20 attended The Brendan Grace Show in AXIS

13 attended the Bookers Writers evening in AXIS

22 students in the History and CSPE took a tour of Glasnevin cemetery museum

20 CSPE group toured the Criminal Courts of Justice, which explained the legal system and were able to sit in a live court session

23 History and CSPE took the tour of Kilmainham Gaol

All History and CSPE were taken to Leinster House and observed sessions in Dail Eireann and the Seanad.

A History group attended a lecture in the Library on Infernos of Degradation: Life in the Dublin Slums by Dr Enda Leaney. This was to coincide with the One City One Book programme as this year’s book was Strumpet City by James Plunkett.

9 students from the Women in Irish History and CSPE attended, on the eve of International Women’s Day, a talk/discussion Reform and Rebellion, Irish Nationalist Women 1012 - 1918 in the National Library.

40 attended the reading of James Joyce's two stories about Mothers and Daughters on International Women’s Day

The Creative Writing group attended the play in the Gaiety Theatre The Woman in Black

The combined History and Playwrights group attended James Plunket’s play Risen People in the Abbey They also took a tour of Battle of the Boyne site and Oldbridge House

The FETAC 3 Challenging Discrimination group attended the Hijabi Monologues in AXIS, a show by and about Muslim women. They also attended the Intercultural morning in Our Lady of Victories primary school

Students attended the NALA Student forum and reported how proud they were to see the scheme’s 2012 publication on display

Students and tutors attended the opening the Adult Education Centre in Ballymun

Students and tutors attended the quiz run by the education centre at Christmas


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Students’ comments: “There is no comparison between watching a play and seeing a film”. “I now have a much greater interest in the Theatre”. “We learned about the abusive remarks they hear when in public places and how frustrating it is for them to be avoided or ignored when people see the veil. They showed us how we are all the same”. Having attended the Hijabi Monologues play in the AXIS. “Kilmainham Gaol was really interesting. I was glad to be taken downstairs to the two holding cells and especially Anne Devlin’s. I was really taken with her story (in History class) and have such admiration for the fortitude and courage she showed”. “The Criminal Courts trip was great and I definitely put it on our list of places of interest”. “Glasnevin Cemetery was so interesting; it was fascinating to actually stand beside the grave of the people we learned about in History and CSPE classes”. DCU Writing Competition, for Adult Literacy Students. Twenty one students entered stories; four from Ballymun Adult Read and Write Scheme were shortlisted for a prize from a total of 140 entries from literacy schemes in North Dublin. Ballymun Adult Read and Write Scheme were proud to have the overall winner again in 2013. As in other years there was a large group of tutors and students from the scheme at the prizewinning celebration hosted by DCU Library with fiction writer and poet Nuala Ní Chonchúir .

Literacy Awareness and Outreach

To ensure that information on how to address literacy difficulties are known and reflected in organisations' practices, Ballymun Adult Read and Write Scheme were actively involved in local networking and committees. Book Exchange The scheme participated in the Book Exchange run monthly by the Ballymun Whitehall Area Partnership. The idea behind the Book Exchange is for people to bring a book and to take a book free of charge. The aim is to make books more accessible in the community where there is no local book shop. It promotes reading thereby encouraging greater use of the public library which fully supports the project. From feedback it has been noted that people are reading books that they would not normally choose. All the scheme students are encouraged to attend on the first Thursday morning of each month. The Book Exchange Development Worker in Ballymun Whitehall Area Partnership reports an average of 238 attendees at the monthly book exchange. In September an information stand on our courses was staffed by tutors from the scheme at the book exchange. Leaflets for the Book Exchange were literacy proofed. For photos and more information see www.ballymun.org

http://www.ballymun.org/


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Education Fair Ballymun Adult Read and Write Scheme is a member of the Ballymun Whitehall Area Partnership education working group who organised the annual Education Fair. It took place in Ballymun Civic Centre on September 12th from 9.00am to 1.00pm with 492 registered attendees. Over forty education and training organisations ranging from basic education to third level staffed exhibition stands, gave out information and registered people for courses. Members of the scheme voluntarily staffed Ballymun Adult Read and Write Scheme exhibition during the morning. The CDETB guidance service provided information throughout the morning. It was a well worthwhile event and gave an opportunity for community organisations to network and to showcase their activities. Ballymun Adult Read and Write Scheme took twenty five new enrolments from forty six enquiries/referrals. Scheme Newsletter A team of tutors and students published a newsletter “What’s the Story”. It featured contributions from students, the range of learning opportunities, event notices and progression paths. This colourful newsletter was distributed to local organisations as well as internally in the scheme. It was also distributed at the Education Fair. Targeted Outreach The scheme is actively involved in local committees such as; EQUAL Youth: The aim of the EQUAL Youth Project is to bring together all of the agencies that work with young people who have left school early, with the aim of an integrated approach to providing them with services. It is about maximising existing resources. It specifically targets young people between the ages of 16 and 24. There has been agreement on policies, procedures and protocols for an inter-agency model of cooperation.

Key practitioners meet on a monthly basis to review action plans. Agencies involved: Ballymun Job Centre, Ballymun Regional Youth Resource (BRYR), Ballark Community Training Centre, Poppintree Community Training Centre, Ballymun Adult Read and Write Scheme, Youthreach, HSE, Youth Action Project (YAP), Probation Service, Dept Social Protection jobs facilitator, Trinity Comprehensive School vice principal, PACE. Ballymun Health for All Steering Group: Ballymun Adult Read and Write Scheme are members of the Health For All steering group coordinated

by the Ballymun Whitehall Partnership Community Development team. Other members include HSE Health Promotion Officer, Local drugs Task Force, Women’s Resource Centre, DCC Sports and Recreation Officer, HSE Ballymun and Larkhill Primary Care Teams and Development Officer, Poppintree Youth Project, RAPID coordinator, St Margaret’s Travellers Primary Care Team, STAR Project, SOLAS, YAP, Drop In Well, CAFTA, Job Centre, Men’s Centre, Men’s Network, Larkhill Active

Retirement Group.

All these agencies have a plan that supports the development of initiatives to improve the health and quality of life of the people they serve.

NALA report, from 2011 European health literacy survey findings, that 39% of Irish adults in Ireland have inadequate or problematic health literacy. 17.5% of Irish people have difficulty understanding leaflets that accompany medicines, with those with lesser education indicating greater difficulty. Low levels of


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health literacy results in poorer health, poor quality of self-care and self management of disease, ineffective use of the health service and a decreased ability to advocate for oneself in the healthcare arena.

Ballymun Adult Read and Write Scheme, with referrals coming through the Health for All, have delivered the following courses covering Men’s Health: Women’s Health: The use of Plain English.

2011: 1 course with 23 students 2012: 7 courses 61 students 2013: 3 courses 23 students Signage was literacy proofed for the local HSE as well as “Storage of Medicine Safely” information leaflet. Events Ballymun Adult Read and Write Scheme also took part in the following 2013 events:

Adult Education Festival Week.

Community Groups Open Days.

International Women’s Day; forty attended a reading of James Joyce's two stories about Mothers and Daughters.

A presentation was given to twenty childcare providers to encourage enrolments for our Family Literacy programme.

An exhibition was held in the Public Library and at the Book Exchange on Help my Kids Learn Family Literacy.

Intercultural Day celebrations in Ballymun Shopping Centre. ESOL posters were displayed in Polish and Lithuanian to target the most basic of our immigrant community. The FETAC 3 group studying Challenging Discrimination attended the multicultural event hosted by the Home School Liaison in Our Lady of Victories School.

Networking The scheme continues to have a well established local referral network, especially with Ballymun Job Centre/Local Employment Centre. The FETAC coordinator represents the scheme at the Lifelong Learning Programme - Leonardo da Vinci, Transfer of Innovation Raising Quality in Vocational Education and Training (VET) through Interagency cooperation: Networking for Quality Assurance: ( 2012-2014). This project is led by the Ballymun Job Centre. One of its aims is to demonstrate the value of interagency working and to promote a commitment to and enthusiasm for Quality Assurance within/between all stakeholders involved.

A course “Helping with Homework” for parents, was planned and delivered in the Holy Spirit Girls School. The planning was organised by the tutor support worker and a tutor, in consultation with the Home School Liaison and the school principal. Our outreach worker was invited to attend a Home School Community Liaison local cluster group meeting to speak about outreaching and what the scheme has to offer in terms of what might be of interest to parents.

A meeting was also held with the Home School Community Liaison of St Josephs School with a view of running a Maths for Parents.

A presentation was given by our outreach worker and a Family Literacy tutor to the Poppintree Youth Project staff and young parents to encourage participation in our Family Literacy Programme.


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Scheme Web site Having a website gives us the added value of uploading photos from events and displaying project work. This adds to our multimedia approach to advertising. Our Facebook page is accessible from this website. www.ballymunreadandwrite.ie Poster Campaign and Outreach At the beginning of each term, posters were placed in various public venues advertising the courses and service. Our outreach worker also contacted organisations directly to make them aware of what courses and services were on offer. Facebook Different forms of communication are needed depending on the target group. We launched our page in November 2012. This is monitored and updated with photos and news and is also accessible through our web site and email signature. It was used to promote new courses with the uploading of posters in 2013.

Get on Line Week This was a campaign promoted by Fastrack to Information Technology (FIT) to develop the use of computer technology in Ireland and to engage and empower people to use the internet. Our students with little or no knowledge of the internet participated in this project. With the students agreement photos of Ballymun Adult Read and Write Silver Surfers were used by FIT to advertise computer learning on their website. Acknowledging the Changes To ensure that basic education was included in the New Education Bill, tutors and students wrote to their local TDs. Our outreach worker along with the Education Programme Manager in the Ballymun Whitehall Area Partnership and coordinator of the Traveller Women Project met with three TDs in Leinster House with a submission on the importance of Basic Education in the Community.

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

18-24 25-34 35-44 45-54 55-64 65+

Female 5.00% 11.00% 31.00% 23.00% 8.00% 6.00%

Male 3.00% 8.00% 3.00% 0.00% 2.00%

People who like our Facebook Page

Female

Male

http://www.ballymunreadandwrite.ie/


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Progression In May/June each year students are given the opportunity to formally review their learning paths and plan their progression route through personal evaluation with their tutor. All students are offered and encouraged to take the Introduction to Computers course. Learning options are also circulated through the regular scheme newsletter. All students who studied Women in Irish History progressed to studying CSPE. All who studied an introduction to Poetry progressed into the History of Irish Playwrights, Classical Studies and the Five Major Faith Systems. These routes held the students interest while developing the reading skills. Education Guidance The City of Dublin ETB Adult Education Guidance Service is part of the service provided by the Read and Write Scheme. During 2013 the guidance counsellor;

Provided guidance for thirty one students

Eighteen students, 10 male 8 female, were met individually.

Thirteen attended three group sessions.

Information on progression routes and a workshop on Learning to Learn was given to the ITABE course participants (Intensive Tuition in Adult Basic Education).

Progression other than in the scheme One aspect of the work that the Adult Education Guidance Counsellor does with the scheme's students is to help them to develop confidence to progress from the scheme as appropriate. This is achieved through the provision of workshops and one-to-one educational guidance sessions. In this way, the work of the Guidance Counsellor with students can take place on an on-going basis, with the ultimate aim of assisting them to progress with their educational journey.


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Intensive Tuition Adult Basic Education (ITABE)

AIM

1. To provide adults with literacy/numeracy difficulties access to intensive tuition with a minimum of 6 hours tuition per week over a 14 week period.

2. To provide the opportunity for demonstrable improvement in literacy/ numeracy skills. 3. To provide tuition within the context of the individual student’s needs and the level of basic

skills required to function within the home, community and workplace. 4. To deliver the tuition programme within appropriate models of good practice. 5. To provide an opportunity to achieve accreditation.

Outcome

1. Measurable increase in participant literacy/numeracy levels. 2. Appropriate levels of engagement with the Adult Education Guidance Service. 3. There is a requirement of pre-course and post-course assessment. The pre-course assessment is

a negotiated statement of the learner's perceived ability. A post-course assessment is intended to measure any progress in skills and knowledge made over the period of the course.

In Ballymun each project of 84 hours tuition was given six hours per week for fourteen weeks and this was allocated to literacy and numeracy provision. Four projects ran in 2013: eighteen completed the courses nine men and nine women. Our projects supported the idea of lifelong learning and encouraged and supported the students to embrace their learning goals with appropriate progression. We included a thematic approach to learning, following an interest analysis. A kitchen was available to use in Geraldstown House Family Resource Centre. In 2013 baking was utilised as an introduction to weights and measures in the Numeracy class. The recipes were then used as worksheets in the literacy class. This project was very well attended and communication skills enhanced, apart from core maths, reading and writing.

There are computers in venues to provide a diverse research and learning approach. For example in 2013 one of the ITABE groups happened to be an all men group. Following the full scheme trip to Collins Barracks they used a project on the army to illustrate numeracy (regiments, battalions etc). This followed on in the literacy class with reading and writing relevant material. The Numeracy group also worked on a project of the Time Line of Guinness development since 1759. Innovative project work for numeracy and literacy learning demonstrated how a multisensory approach ensured individual learning styles were accommodated. Students were better motivated and given an opportunity to use and acknowledge their individual skills. The Guidance service is part of the team approach Ballymun Adult Read and Write Scheme uses to support learning and progression. An information session was delivered by the guidance service. Learning to Learn workshops e.g. Learning Styles, How Memory Works were delivered in all projects.


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Ensuring Equality and Diversity

Age and Opportunity Whitehall has a high proportion of residents over 55. The 2011 census shows 29% of Whitehall A, B and C is 55 and over compared to 21.78% for Dublin City. Through our networking with the active retired groups in the area there were eighteen referrals of mature students. In an era of increasing demand on individuals who want to participate fully in this growing information based society, knowing how to read and navigate through digital texts is essential for everyone. The feedback, from the Introduction to the Internet courses for the over fifty fives, highlights the significant benefits of learning to older members of our community. The PIACC results record that the lowest problem solving in technology-rich environments is achieved by those aged 60-65. Ballymun Adult Read and Write Scheme ICT courses ensured all older people are given the opportunity and support to engage with technology in a meaningful and beneficial way. We met the needs of the community with appropriate jargon free explanations of new technology appropriate to this age group. Photos were attached, and emailed as attachments for the first time. The census records and holidays with destinations researched. Cinema and theatre shows have been booked on line and films previewed. A group met in an Internet Café to support the learning outside of the classroom. Student comment: “I am able to email my children and grandchildren. I’ve also learned to look up newspapers, search for information and book flight tickets and holidays. I’ve learned to look up knitting patterns and download them”. Eighteen students engaged in FIT Ltd’s BenefitIT4 “First Steps Online” project. Its purpose and aim being eInclusion specifically for senior citizens, the disadvantaged, unemployed and people with little or no formal qualifications. A course “Know Your Mobile” was also popular as people were not using their mobile to full benefit. Reports came in of the benefits for people using the alarm and organiser features especially. Eighteen were referred by the Whitehall/Larkhill retirement group.

Learning disability The scheme continued to collaborate with St Michaels House in providing literacy tuition in the St Michaels House training centres, Northbrook and OMNI Park.

Travelling community According to the 2011 census 246 people in the Ballymun area identified themselves as Travellers. They account for 1.53% of the local population compared to the national average of 0.64%. Since its inception Ballymun Adult Read and Write Scheme has supported the travelling community by providing tuition at their local St. Margaret’s Community Centre. Others take tuition in various venues provided by the scheme on a one to one and group basis.


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English for speakers of other languages: ESOL In the 2011 census 12.4% of the population of Ballymun wards A, B, C, D are non Irish nationals. This is an increase from 2006 of 2.3%. This compares to the national average of 14.49%. The largest nationality was Polish 3.7% followed by UK 1.3% and Lithuanian 0.9%. The scheme provided free classes in ESOL to migrant workers living in the local community. ESOL has much in common with adult literacy. It is about “survival” English that impacts on daily life. Students who come from a range of countries have come to live and work in the Ballymun area. These classes were at basic level for those who have had no previous knowledge of English. The levels are AO (pre-beginner) as defined by ALTE (Association of Language Testers in Europe) and A1 beginner ALTE, or level 3 FETAC Language as a Second Language. In 2013 there were eighty nine International adults from the community who studied ESOL at AO level in the scheme. The majority were Polish Nationals (34), with Lithuania (12) being the next highest number for country of origin. Referrals came from the Ballymun Job Centre and the Department of Social Protection. All students were assessed in May/June ’13 and for the first time students progressed to accredited ESOL courses, FETAC 3 English as a Second Language. In addition from September 2013 all ESOL students received a minimum of four hours per week tuition as recommended for language learning and progression. Student comment: “I like to talk with new friends in English now. I am improving my English so I can find new friends and a job”.

Ensuring Standards Good practice for literacy provision includes assessment for teaching and learning in the form of initial, formative and summative. In 2012 a standardised Assessment Tool for Teaching & Learning was developed by the CDVEC. Since then the tool has been revised and rolled out for use with non accredited literacy groups and with 1-1 literacy students. Training and support has been provided by the Tutor Support worker.

0

5

10

15

20

18-20 21-24 25-34 35-44 45-54 55-64 Over 65

Male 2 9 14 8 9

Female 1 4 18 11 8 5

Profile of ESOL Participants

Male

Female


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A tutor with expertise in IT advised on the sharing of materials within the scheme through ICT. A framework has been set up with the view of implementation in 2014.

The Interactive Whiteboard was used by groups especially the Know your Mobile, the Introduction to Learning and Women Activists Irish History in the CDETB Adult Education Services Centre.

A small qualitative research into the use of the Interactive White Board in the scheme commenced.

Resources for students/tutors were updated.

PCs are available in unit 2 Partnership enterprise centre, in the scheme room in CDETB and

Geraldstown House with internet access by dongle if no wifi available.

Tutor mentoring was encouraged and supported.

A substitution scheme was implemented to ensure as far as possible that no class had to be

postponed.

A systems audit was carried out by the Head of Internal Audit of CDVEC in May 2013. All was satisfactory with no recommendations.

FETAC Quality Assurance: The External FETAC Authenticators Report stated that “there was a good overall presentation of portfolios and work is completed to a good standard with no significant areas of concern for this centre”.

Scheme Participation Charts

January – December 2013

Profile of Participants

(Excludes International Students)

0

20

40

60

80

100

120

140

16-17 18-20 21-24 25-34 35-44 45-54 55-64 Over 65

Male 2 11 12 33 45 25 29 30

Female 1 12 8 40 48 32 43 122

Scheme Participation

Male

Female


25

14%

37% 32%

15% 2%

Male age at leaving school Excludes International Students

12 or Under

Age 13-14

Age 15-16

Age 17-18

Above

8%

38%

24%

24%

6%

Female age at leaving school Excludes International Students

12 or Under

Age 13-14

Age 15-16

Age 17-18

Above

38%

62%

Ratio Female to Male Student Excludes International Students

Male

Female


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A Selection of Feedback from our Students:

Literacy groups: “Before I came to class I didn’t bother reading anything. I pick up everything now, even the junk mail that comes in the mail box”.

“I am the type of person who wants to be independent and do things on my own initiative”.

“Coming to the classes gives me the confidence with my reading and writing. It’s something that I was hiding away for many years”.

“I now read the newspaper at home every Saturday morning”. One to One student: “Since I’ve come to class I have started to read things at home, I also look at road and other signs now”. Spellwell group: “I didn’t listen at school, but now I’m hanging on every word the tutor says because it is so interesting”. “This course gives me confidence about words when I am texting or emailing and a red line comes up, I now look up the dictionary”. “It helps me in my computer class”. Creative Writing group: “My experience and knowledge in writing has come on in leaps and bounds since I joined the class”.

“I found it difficult to put words to paper, but with the help and hard work of our tutor I managed to put some stories together. To my surprise some of them were shortlisted for the annual DCU competition”. Introduction to Learning: “I liked the course because we took our time; it was one subject each day. I am slow and need time to take things in. I found school very hard because we were changing from one thing to another all the time”.

“I used to flick through the newspaper before. Now I read all of it. I feel more interested in what is going on”.

“I am here now because I want to be not because the DSP forced me”. “This is the best thing that has ever happened to me in my life. The tutors are amazing”. Computer groups: “I am now able to go on line and look for jobs and attach a C.V.”.

“My confidence was at rock bottom and today I can happily say that I am in a good place in the amount of knowledge I have learned and understood. My life has changed as I have no fear of sitting at my computer and working away”.


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“I now can access information on medical matters, financial, politics or long range weather forecasts to plan holidays or gardening”.

“I do some shopping online and am getting good at it, even opened my ebay account. I use the computer for so much now; I don’t know how I managed without it. ….My son is off to Australia after Christmas and I am looking forward to Skype with him”.

“I have learned an enormous amount; I look up the times of the buses, send emails to my brother. Look up death notices without having to go out to buy the paper”. Silver surfer from an Internet café: “We are in the Internet café today at the end of the course. I don’t feel computer illiterate anymore, I can do the things I thought I would never be able to do”. English for Speakers of Other Languages (ESOL): “I find the English classes helpful when I have to talk with my daughter’s teacher in school”. “.. English classes are helpful when I have to go to the doctor, hospital and social welfare. I understand more words and am better at speaking English; thanks to my teacher”. “I find the English classes helpful when I go to the Library and when I have to write in English; yesterday I asked for my first cup of coffee in a Café. This made me very happy”. FETAC level 3 Groups “Doing the Nutrition and Healthy Options course has given me a clear understanding about the foods that we need to be careful with in our everyday diet. Learning about the special dietary needs like coelic diet, diet for diabetes, high cholesterol diets was really interesting”. “I found this course to be very good (FETAC 3 Nutrition and Healthy Options). I learned about food and diet and it helped me with my choices both at home and while shopping. I also have a better understanding of the food pyramid”. “It has improved my confidence (Communications and Personal Effectiveness) I am not embarrassed or afraid to speak out or give my opinion any more”. “I am looking forward to receiving my certificate. I am in my fifties and this will be the very first certificate I have ever got”. “This course (Challenging Discrimination) makes you think about how we treat other people and you realise it is wrong”. “I am learning things that I didn’t really understand before”.


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The team who contributed to the success of Ballymun Adult Read and Write Scheme in 2013

19 Group Tutors

Eileen Griffin Christine Carroll Victoria Sargent Claire Hand Breda Rogers Denise Kinsella Deirdre Whyte Catherine Freeman Mary Archer Colette Smith Regina Tunney Geraldine Hanan Aine Lavelle Maeve Dooley Vera Hughes Anne Murphy Denise Griffin Jean Brophy Deirdre Keating

24 One to One Voluntary Tutors

Colleen Fitzgerald Ann Hardiman Joey Hughes Martha Savage Helen Mulhern Derbhile Byrne Valerie Duhy Rob Mathews Jean Byrne Tracy Deery Ella McCarthy Linda Morley Clare Neylan Helen Curtis Kathleen Friel Deirdre Keating Grainne NicGibb Patricia Flannery Breda Matthews Mary McCarthy Shay McConville Anne O’Neill Michelle Rolston Mary Twohig

Sessional Creche Workers Scheme Support Team (part time) Rebecca Sherlock, Trina Douglas & Gladys Hand Jean Brophy Support Tutor & FETAC coordinator

Liz O’Rourke Workshop Supervisor Linda Morley Administration

ITABE Projects Liz O’Rourke coordinator

Adult Education Guidance Service Tina Dowling/ Michelle Morrissey

Full time Organiser Mary Love


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Acknowledgements

Special thanks are extended to:

The provider of the annual grant -The City Dublin Education Training Board, (City Dublin Vocational Education Committee (CDVEC) prior to July 2013), funded by the Irish Government and part funded by the European Social Fund under the Human Capital Investment Operation Programme 2007 – 2013. This provided office and tuition facilities, the core grant and continuous professional development.

Health Services Executive for tuition rooms and crèche facilities in Geraldstown House.

BenefIT 4 Initiative “First Steps Online”: This project is assisted by funding from the Benefit Initiative of the Department of Communications, Energy and National Resources.

Public Library for their continued support.

Staff including crèche workers and caretaking in the tuition venues.

Staff in the Ballymun Whitehall Area Partnership.

Scheme staff, volunteers and students for their unfailing dedication to the scheme ethos: cooperation, engagement and support at all events, and above all enthusiasm for learning.

Conclusion

The provision of Literacy tuition for 576 individuals, some of whom took multiple courses, demonstrates the vital resource that Ballymun Adult Read and Write Scheme contribute to the community.

The 2013 broad innovative programme which ensured continuing literacy and numeracy development also developed critical thinking skills amongst our students along with a response to the needs of the community. The PIACC results gave the scheme a focus where resources should be channelled. Health literacy continued into its third year. Having developed the Basic English skills for some of the international members of our community it was encouraging to see so many progress in 2013 to an accredited course FETAC 3 English Language.

An existing and innovative and varied programme of teaching and learning was undertaken again in 2013. A project work approach acknowledges that in adult literacy the process of education can be as important as the content. A wide selection of events were attended which in many cases complimented


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the teaching and learning experiences within the courses. Trips also enhanced project work through research and evaluation. Having the ability to reflect is a valuable skill. Critical thinking skills in the History/CSPE and Poetry/Literature classes were developed, so empowering people to use their own judgement. It is always encouraging to see our students speak out publically or read their stories as witnessed at events in 2013. Challenging Discrimination gave the opportunity for discussion and debate on the issues arising from Ireland functioning as a multicultural society while developing skills for active citizenship.

Family literacy remained a priority. Having an established community network ensured referrals came for those who could benefit most from the progression routes provided. Family Literacy was also promoted by working with the Home School Liaison Team, Public Health officials, the Public Library and by using our Facebook to promote courses and events.

The scheme’s community involvement e.g. the Education Fair yielded good results in terms of enrolments and relationship building; Through the Health for All initiative the local HSE looked to the scheme to have posters and signage literacy proofed. The Job Centre/ LEC continue to have the highest number of referrals which equated to 77 in 2013.

The ITABE programme which helps in accelerated learning by providing six hours per week tuition continued to be a valuable part of the tuition options offered with progression routes. We continued to support St Michaels House and the travelling community with tuition on site in their training centres.

Tutors availed of the Continuous Professional Development delivered by NALA and the City Dublin VEC (CDETB from July 2013).

With the new “Introduction to Learning” course developed for referrals from the Department of Social Protection returning to learning, we saw students travel the route from some being reluctant attendees to being able to value their own abilities, reframe their educational experiences and gain a sense of purpose by engaging with a learning plan. The first group of students who have taken the course progressed happily, individually into ITABE, pre-FETAC or FETAC accredited courses.

Apart from improved reading and writing skills, adult literacy leads to improved employability skills, improved health, long-term positive impacts on children’s school performance, with increased civic and social engagement.

In 2013 changes in Adult Basic Education commenced with the establishment of the Education Training Boards. The City of Dublin VEC reformed as City of Dublin ETB on 1st July 2013. The Literacy scheme from then is expected to focus more on employability skills in line with Government policy. With the skills, knowledge and experience that Ballymun Adult Read and Write Scheme have built, over the past twenty seven years, it began the process by embracing the changes. The opportunity to engage with the community through the varied tuition venues used enhanced our work for the community.

From our student’s feedback it can be seen that we provided a quality service that met the needs of the students and community.


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Directors: T.O’Donnell L.O’Brien.

Registered office: Geraldstown House, Ballymun Cross, Dublin Registration No. 329826

Contact Details:

Tel: 862 2402

Email: [email protected]

www.ballymunreadandwrite.ie

Unit 1

Partnership Offices

Ballymun Town Centre

Dublin 11

http://www.colaisteeoin.ie/content/adult-education

mailto:[email protected]

http://www.ballymunreadandwrite.ie/

Documents

Ballymun Adult Read and Write Scheme Ltd Ballymun Adult ...ballymunreadandwrite.ie/documents/2013 Annual Report.pdf · It places Ireland 17 out of 24 countries. 1 in 4 have problems