Now showing 1 - 2 of 2
  • Publication
    The Buddies Study - BUilding BriDges, DimInishing Educational DiSadvantage: Examining the Role of the Home-School Community Liaison (HSCL) across the island of Ireland
    (Centre for Research in Educational Underachievement (CREU), Stranmillis University College & SCoTENS, 2022-10-19) ; ; ; ; ; ;
    Although family engagement in children’s learning is a well-established predictor of educational success (see e.g. Higgins & Katsipataki, 2015 and Axford et al., 2019), many children do not enjoy such involvement and several schemes have been put in place across different countries to encourage parents/guardians to take a more active role in their children’s education (Axford et al., 2019). One such initiative which has been gaining ground in the Republic of Ireland is the Home-School Community Liaison scheme, funded by the Department of Education through the DEIS (Delivering Equality of Opportunity in School) programme and regulated by Tusla/TESS. It aims to support families in areas of high deprivation whose children are at risk of educational disadvantage, by means of a Home School Community Liaison Coordinator (HSCL). Although existing research shows that such a scheme can be advantageous in bridging what can sometimes be a large home-school gap (Mulkerrins, 2007); improving parents’ confidence and competence in supporting their child’s education (Weir et al., 2018); and in nurturing the well-being of children and their families (Ross et al., 2021) little is known about the ‘lived reality’ of the HSCL in practice, particularly with regard to tackling educational disadvantage. Likewise, although anecdotal evidence would suggest that a similar type role, known as a Parent Officer for the purposes of this study, can be found in some schools in Northern Ireland on an ad hoc basis, little, if anything, is known about how it works in practice. In light of the above, the study in question set out, principally by means of a qualitative research design, to learn more about the ‘lived reality’ of the HSCL/Parent Officer in both Northern Ireland and the Republic of Ireland and across the differ school phases i.e., pre-school, primary and post-primary.
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  • Publication
    Children's Education Rights, Global Perspectives
    (Routledge, 2016-12-12) ; ;
    Education is recognised both as a right itself and an important means for the realisation of other human rights, ‘enhancing all rights and freedoms when it is guaranteed while jeopardizing them all when it is violated’ (Tomaševski, 2003, p. 7). Although it is not a right that is exclusive to children, it is enjoyed mainly by them and is crucial to their development and in many instances their survival and safety. Although similar provisions were laid down in the 1966 International Covenant on Social Economic and Cultural Rights (‘CESCR’), the Convention on the Rights of the Child (CRC, UN General Assembly, 1989), in articulating bespoke rights for those under the age of 18, provided a fresh platform that built on agreed global aspirations for education with a specific focus on children. What emerged was a unique and extended articulation of the rights that children have in relation to their education in not one but two lengthy Articles – Articles 28 and 29. These, along with a range of other provisions in the CRC, combine to form a series of interrelated entitlements that cannot be captured adequately by the singular term ‘the right to education’. In this chapter, ‘education rights’ has been chosen in place of the ‘right to education’ in an attempt to be true to the complex and multifaceted ways in which these provisions have evolved and been articulated in international human rights law and in particular in the CRC.
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