• 733 children’s names were submitted by parents in the Drumcondra/Marino/Dublin 1 area asking for a Gaelscoil. The submission was made to the Department of Education along with other submissions from other patrons. 733 is a record number for a Gaelscoil campaign nationwide. The school was denied in favour of an English speaking primary school and awarded to Educate Together. The new school will open in All Hallows, Drumcondra in 2016. FACT 24 = Number of Primary Schools in the Drumcondra, Marino, Dublin 1 Area 21 = English Schools 3 = All Irish Schools This decision makes it 22 English Schools and 3 All Irish Schools in the area In the context of Ireland’s centenary year it is deeply regrettable the Department of Education failed to support a campaign that had the highest numbers ever received and recorded in support of a Gaelscoil in the history of the state. ACTION REQUIRED 1. A second new primary school should be immediately sanctioned by the Department in the area of Drumcondra/Marino/Dublin 1 2. An alternative to a second school is to co-locate both a Gaelscoil & Educate Together School in All-Hallows Drumcondra 3. A new ruling stating an Irish Language School (minority language) should not have to compete directly in numbers with a majority language school. 4. Pitting parents against one another for a school for their children is wrong. The system needs to be changed 5. In our centenary year we should reflect on decisions by the Department of Education to deny an Irish language School and begin the conversation as to what role the Irish language will play in the next 100 years Support our campaign to have our choice of primary education recognised and to address the unfairness in the decision-making process for new primary schools. Sign our petition and encourage others to do the same.

Is é an Gaeilge ár teanga náisiúnta, agus le Aire sinsear Gaeltachta, is féidir leis an Stát an Stráitéas 20 Bliain don teanga a neartú. Ba chóir go mbeadh gach Roinn den Rialtás áiseanna as Gaeilge a chur ar fáil, agus le béim níos fearr ón córas polaitiúil, beadh seans níos fearr do athbheocháin na teanga.

Ireland has one of the lowest levels of public funding and support for arts and culture in all of Europe. Successive Irish governments claim to honour and take pride in our rich cultural heritage, celebrated artists and world-class artistic achievements but consistently fail to nurture and support the creative community. The Arts, Culture and Heritage communities have suffered disproportionately under the last government. The impact in the sector, on jobs, community and education as well as on our international reputation has not been assessed in any credible way by the incoming government. We demand a) an independent adequately resourced Department is created b) a commitment to raising funding the arts, cultural and heritage sector to European average of 0.6% c) publication of a national cultural policy that has the endorsement of the community. CÉN FÁTH A BHFUIL SÉ SEO TÁBHACHTACH? As na tíortha uile san Aontas Eorpach, cuireann Éire an méid is lú maoinithe agus tacaíochta poiblí ar fáil do na healaíona agus don chultúr.. Bíonn Rialtas i ndiaidh Rialtas sa tír ag maíomh as an mbród agus as an mórtas a bhíonn orthu as saibhreas ár n-oidhreacht cultúir, as ár n-ealaíontóirí iomráiteacha agus as ár sár-ghaiscí ealaíne ach, ag an am céanna, déanann siad faillí orthu siúd atá ag gabháil do na healaíona, gan cóir ná tacaíocht ceart a chur ar fáil dóibh. Tá na pobail atá ag gabháil do na healaíona, don chultúr agus don oidhreacht tar éis fulaingt as cuimse faoin rialtas deireanach. Níl aon mheasúnú sásúil déanta ag an rialtas atá tagtha i gcumhacht ar an tionchar a bhí aige seo ar an earnáil, ó thaobh fostaíochta de, ó thaobh an phobail agus an oideachais de ná ó thaobh ár gcáil go hidirnáisiúnta. Táimid ag éileamh a) go gcruthófar Roinn neamhspleách a mbeidh dóthain acmhainní tugtha di; b) gealltanas go n-ardófar maoiniú earnáil na n-ealaíon, an chultúir agus na hoidhreachta go dtí meán-chaiteachas na hEorpa, 0.6% den OTI; agus c) go bhfoilseofar polasaí cultúir náisiúnta a mbeidh tacaíocht an phobail aige.

Teachers have boycotted the in-service for the new JC for several reasons: the presentation of the new JC higher and ordinary papers has confirmed fears concerning the 'dumbing down' of, not only English, but other important subjects which will now be assessed as Common exams. The new HL English paper is a single two-hour exam which appears to target only certain aspects of the work that has been studied by the students over a two- year period. Second year students are in the invidious situation of studying a new course while its assessment has yet to be decided upon in formal and concrete terms.A system which takes its advice from only a fifth of the teaching population (of English Teachers) cannot say that it represents that body of teachers, irrespective of the reasons behind their inability to communicate their wishes/ideas. From the beginning, it behoved the NCCA and SEC to organise local meetings on the ground with the Teachers and parents to discuss the changes, to reach a compromise that would have suited all. We would not have needed any Union intervention and would not, today, be in this invidious situation. The arrogance of the Powers that Be has brought about this untenable situation; I would be concerned that many excellent teachers will leave the profession as a result. The irony is that our concern arises from our understanding of our students and a desire to ensure standards in English are at the very least maintained, if not improved. When the original request came for some consultation, it was not seen as a means of using our input to demolish a system that is, by many standards quite excellent, but to enhance that excellence by filling in the gaps and moving forward into the 21st century. While all teachers are happy and willing to engage with the new curriculum, concerns over assessment need to be discussed and determined by the body of English teachers as a whole in order to ensure a successful transition. In recent days further consternation, anger and genuine fear has been expressed by teachers of Science and Business Studies; how can the Department of Education justify a single Common paper in these subjects, at a time when the world at large is crying out for a student body with the skills and the ability, with a solid comprehension and depth of knowledge of the subjects and the work involved to succeed in these areas. Sitting an OL paper at Junior Cycle does not mean a student cannot aspire to taking a subject at LC; some students require more time to mature and develop skills or may be more practical in their learning and, consequently, should be encouraged to study subjects which will allow them to go on and learn a trade. The fact is that a demanding and challenging but, for the most part, a successful system of education is being cast aside; there has been no real consultation with the teachers who are working day in and day out with the students concerned, and whose input should have been acknowledged as being invaluable. I would like to finish with a comment on the ‘dumbing down’ of the grading system for assignments and exams. How many young people were consulted with regard to the grading system? An Education system that ignores the word ‘fail’ does not prepare its students for life in the real world; it insults the intelligence of these students; it does not recognise the concept of learning from one’s failures or from one’s mistakes. George Orwell feared for the limitations he saw being imposed on the English language by a Party that recognised the power of language; instead of a ‘Ministry for Education’ it seems we have a ‘MiniEd’.

Twelve percent of the population of Ireland are migrants, of whom so many have the right to vote. Migrants bring enterprise and initiative, and in order to actively participate in Irish society, migrants must be visible in all spheres of Irish life and be represented proportionally to our number in the Irish population in all decision making processes. Irish political actors have done little or nothing to reach out to immigrants during elections. Integration has dropped off the radar and from the programmes of all political parties. A diverse republic needs inclusive politics and institutions that reflect the composition of a diverse society. Government bodies and local authorities need to do much more to engage with immigrant communities. We, the Migrant-Led Coalition, are calling on all politicians and candidates to sign up to our election manifesto and pledge to represent the needs of their migrant constituents.

Since pre-industrial times, our world has warmed by a global average of almost 1 degree celsius, due primarily to greenhouse gas pollution from human activities. This has already triggered serious planetary-scale climate disruption, and is having devastating humanitarian impacts on vulnerable communities in diverse geographical regions. But we are not powerless. We can still act: both to limit the speed and ultimate severity of global climate impacts, and to brace our own society for the potentially drastic shocks ahead due to the climate disruptions we have already initiated. This will require urgent and radical societal transformation. That can only happen with the willing engagement and support of the people. We need a genuine, sustained process that allows every single citizen and community in Ireland to fully consider the range and nature of the changes we face, and to advance policies and actions that are commensurate with them. Only in this way can we hope to create the unity and solidarity that is essential to create a strong, resilent, and genuinely sustainable society. We need a Citizens' Convention for a Post-Carbon Ireland.

-Education is a right not a privilege-The United Nations Conventions on the Rights of the Child states the following:States Parties recognize the right of the child to education....States Parties agree that the education of the child shall be directed to the development of the child’s personality, talents and mental and physical abilities to their fullest potential(Articles 28,29) -Without the education setting of the Cork Life Centre the young people accessing it would have no suitable alternative educational placement. -Alternative models of education such as our centre need to be recognised and funded. At present in Ireland up to 10% of young people on average do not complete secondary level education. It is more than obvious that one size does not fit all. -Funding is an ongoing struggle for the Cork Life Centre-at present we are in receipt of just €47,500 in direct funding from the Department of Education and Skills. When one considers that it costs €9,000 per child per annum in the mainstream system and our setting offers a range of additional supports and is asking for just €5,000 per student the lack of response of the government does not make financial sense. -Education by its very definition should be holistic and meet not just the learning needs of young people but also their social and personal needs. At the Cork Life Centre our first priority is to create a warm and welcoming community where young people can build relationships with trusted and supportive adults as well as their peers.

As parents of children attending Lusk Community College we were dismayed when the second phase of the school building which had been promised for September 2015 did not materialise. It has since come to our attention that despite the urgent need for additional space and facilities in the school, there are further delays to the second phase of the building being completed. Correspondence sent to a parent by the Department for Education and Skills on 22nd of September 2015 (Ref: 31873/15) and 1st of October 2015 (ref: 33688/15) via local representatives indicates that all statutory approvals have been obtained and the design team were working on stage 2b. However, in the Department listing of Major Projects it is stated that the project will not proceed to construction until the year 2018. This is completely unacceptable. The first phase was intended to cater for 350 students, yet there are already 380 students accommodated in the school, and as of September 2016 there will be 530 children attending the school. This inaction by the Department is already leading to significant overcrowding and under-provision of facilities which will be further exacerbated with every new intake of students. The consequences of the delays include: • Compromising of the health and safety of the students and staff. • Increased requirement for prefabs which contribute to disruption to daily routines, increased costs in the short-term, reduced space in school grounds for sport and leisure and possible issues with disabled access. • High density of students congregating in the single communal area, with no scope for different spaces for junior and senior students and a lack of seating at lunchtime. • Insufficient classrooms to cater for specialised subjects. For example, in the Department of Education subject inspection of Science and Biology published on 14th January 2016 it states: “…given the high practical content of the Junior Certificate Science syllabus, one laboratory is insufficient to provide all seventeen science classes timetabled at the time of the evaluation.“ There will more than seventeen science classes in 2016-2017. • Inappropriate use of space due to timetabling difficulties posed by insufficient number of standard classrooms. For example 30 pupil classes are taught in rooms intended for specialised subjects with smaller groupings such as Woodwork and classes being taught in the open communal area next to the school reception area. • Lack of other school facilities including: library, ASD Unit, Sports facilities and changing facilities. • Lack of provision of subjects such as technology and metalwork. • Creating a bad impression within the community to the point where local families are again sending their children to schools elsewhere. After a wait of over 30 years for a post primary school for Lusk the opening of the first phase of the school was heralded as a new stage for the town and surrounding areas. Lusk is a growing town with a large population of young children who will be reaching secondary school age within the next few years. These children as well as current students moving through the junior cycle and embarking on transition year and Leaving Certificate courses must be catered for within Lusk in a school of the calibre that was promised. Our Constitution Article 42 1.1 states “We should cherish all the children of our nation equally”. The overcrowding and unfinished nature of Lusk Community College does not reflect this provision. We urge you to consider all of the above as a matter of urgency and to revise the proposed timelines to bring forward the completion of our school accordingly.

As Limerick City is on an estuary, it is expected that any problems caused by excess amounts of Orthophosphate entering the Shannon from households in the city will be mitigated by the tidal movements of the estuary. This is not good environmental practice and is simply fixing one problem by creating another problem. There are two solutions that can solve the problem of lead in water. One solution is to completely remove and replace all old lead piping, lead fixtures and lead fittings in the plumbing system of the house. The other solution which may also be less costly, is to add a water filter or filtration system that will remove metals like lead and other contaminants and ensure the drinking water supply is pure and safe to drink. There are also health issues with the use of this chemical not just the fact there adding it to water already effected by fluoride. The phosphate in sodium phosphate can cause calcification of your organs, the University of Maryland Medical Centre notes. Phosphate sometimes causes your soft tissue to calcify as well. When your organs and soft tissue become calcified, your ability to utilize minerals such as iron, calcium, magnesium and zinc becomes impaired. These minerals are vital to the proper function of your body. Being unable to properly utilize them will lead to further problems and complications. Sodium phosphate has been associated with severe kidney damage, sometimes requiring dialysis, according to a 2009 article in PubMed Health. Kidney damage is associated with dehydration and constipation. Dizziness and decreased urination also can indicate kidney damage, but a biopsy offers more conclusive proof of kidney damage. Consuming it more frequently than once every seven days might elevate your risk of developing kidney damage, according to MedlinePlus. Sometimes sodium phosphate causes severe allergic reactions characterized by hives or skin rashes that appear all over your body, as well as itching and breathing difficulties. Allergic reactions also can cause your chest and throat to feel tight. Blood sometimes appears in your stool. Your facial area will also swell when you experience an allergic reaction. During a severe allergic reaction, your arms and legs sometimes also swell. Confusion, arrhythmia and headaches are also symptoms associated with severe allergic reactions. Seizures and potential loss of consciousness are also typical symptoms of a severe allergic reaction. And already common in our current supply I have been sending letters, Emails etc. to this company for months regarding the Orthophosphate trials in Limerick and Clare.What we want is for them to send a spokes person to Limerick for a public consultation with the residents and citizens who will be effected by this.If they are a genuine company that have any regard for its customers and if this Phosphate is 100% safe then I don't see why they are refusing. We will welcome them and organise a venue This orthophosphate is been used as an escuse not to repair our infrastructure which is on its last legs.Once that falls apart they will sell to the higest bidder and our water will be lost.Ask Berlin about that one or veolia So please help us keep the pressure on we only have weeks left as its going in without our consent in the first quarter of 2016

Trying to teach 32 children in one classroom with one teacher is not doing justice to the children of Ireland, not to mention the teaching profession. We are not a poor country, yet we allow the educational experience of our children to be adversely affected by overcrowded classrooms. The result is that children who need extra attention for one reason or another are suffering more than necessary, and children who could do better are being hampered in their progress. Ask any teacher how the classroom dynamic changes for the better in a low ratio environment.

• Be a part of creating real change for adult education in Ireland  • Adult learning benefits not just individuals, but is an investment in Irish society as a whole  • Show that you are invested in adult learners and their success  • Your social media channels spotlighted – we will be resharing all content on this campaign  

It is incredibly important for our children to feel equal to their peers and that there is adequate education and support surrounding neurodiversity for the children and their families.