In an announcement last week, Education Minister Norma Foley and the Edmund Rice Schools Trust stated that Synge Street SPC in Dublin 8 would transition to a co-educational Gaelcholáiste, a decision that received broad approval. Pupils in the adjacent Gaelscoileanna will advance to the newly transformed post-primary school in the first year, come September 2026.
The transformation of Synge Street SPC signifies a shift from a single-gender, English-medium, post-primary school to a co-ed, Irish-medium Gaelcholáiste. Norma Foley, Minister for Education, described the evolution as ‘promising news’ for both the school and the local populace.
“I am aware of the enduring demand for a Gaelcholáiste in Dublin 2,4,6 and 8 and I am thrilled that we can now offer one in the centre of Dublin 2,” Foley stated, “This will expand the availability of Irish-medium education at the post-primary stage in the wider South Dublin metropolitan region.”
The news was celebrated by the Gaelcholáiste 2468 campaign. “We extend our heartfelt congratulations and appreciation to all who have contributed to and backed the campaign over the preceding three years,” expressed Gráinne Dollard, the Principal of Scoil Bhríde. “This is a substantial step forward with significant prospects for all our students and our school communities.”
It’s encouraging to see the expansion of Irish-medium schooling in Dublin, and the role of the Department and Edmund Rice Schools Trust in facilitating this must be acknowledged. Nevertheless, as the Irish-speaking community will attest, without a sustained grassroots protest movement, such developments in Irish-medium education provision would likely remain elusive.
Approximately 200,000 individuals reside in Dublin’s areas 2, 4, 6, and 8, home to around 40 English-speaking secondary schools. Despite this, a substantial amount of campaigning was imperative to establish a single Irish-language school, Gaelcholáiste. With only seven per cent of the country’s students attending these Irish educational institutions, the necessity and significance of this pursuit was questioned.
As highlighted in “Indicators of Education for Ireland 2023” issued by the Department of Education in March, there was a decline in the proportion of students attending Irish-language schools. In 2022, the figure had dropped to eight per cent for primary schools (a decrease from 8.1 in 2021) and 3.5 per cent for secondary schools (down minimally from 3.6 per cent).
Demographics are crucial for planning the provision of Irish-language education. Nonetheless, critics, including educators and language supporters, argue that national language objectives are overlooked and the government’s strategy lacks assertiveness and ingenuity.
A public opinion survey carried out by the research firm Ireland Thinks for Conradh na Gaeilge, as reported, conflicted with this approach. Participants were questioned whether they supported implementing an education policy similar to that in Wales, which aims to increase the proportion of students in Welsh-language schools to 40 per cent by 2050 from the current 23 per cent.
39 per cent of respondents desired that the percentage of students in Irish-language institutions should be augmented to 20 per cent. One fifth thought it should be pushed up to 50 per cent, seven per cent believed all students should attend an Irish-language school, and eight per cent suggested it should be set at 10 per cent.
Conradh na Gaeilge advocacy manager Róisín Ní Chinnéide found optimism in the fact that 74 per cent of the population supported substantial growth in Irish-medium education and at least 66 per cent were in favour of escalation in numbers.
The Government’s target of doubling the number of students studying in Irish within the south’s educational system, set by the Fianna Fáil, Fine Gael and Green Party coalition, has not seen progress. The blame was laid on the apathy of the Minister of Education and the Education Department, as declared by the spokesperson. The new proposed target is for 20% of students to receive Irish-medium education in the next two decades.
Currently, the State Examinations Commission does not evaluate Irish oral skills at the junior level. Many pedagogical specialists argue that this leaves a critical gap in the curriculum, which inhibits pupils’ ability to speak Irish. When these students begin their leaving certificate program, they find themselves at a disadvantage, particularly because the oral examination contributes to 40% of the final mark.
A poll about attitudes towards the Irish language showed that out of 1,759 participants, 67% advocated for the inclusion of an Irish Oral test in the junior cycle to promote speaking. In contrast, 15% disagreed, while 18% expressed no opinion or lacked knowledge on the matter.
According to Ní Chinnéide, the mission of the Junior Cycle Irish course should predominantly be to equip students with fluent Irish. She stressed that public opinion supports this goal, encouraging the Department of Education to provide a better understanding of this priority and implement it in the Junior Cycle Curriculum.
Shane Ó Coinn, chair of An Gréasán do Múinteoirí Gaeilge, a support group for Irish teachers, echoed similar sentiments, emphasising the necessity for an oral exam at the Junior Cycle. He advocates for the State Examinations Commission to acknowledge and reward oral proficiency in the final assessment, a demand long expressed by Irish educators.
In the realm of education, there are mounting questions about tailoring the system to accommodate pupils’ abilities and specific requirements. Experts recommend that the current ground for exemption from studying Irish, often seen as too lenient, should be revised. Emphasising adaptable language teaching methods for students of all abilities is considered a better strategy.
Data from a recent survey revealed that roughly seven out of 10 (or 69%) respondents agreed that the educational system must acknowledge pupils’ needs and foster inclusivity. Róisín Ní Chinnéide, spokesperson for Conradh na Gaeilge, voiced her concern over the growing trend of Irish study exemptions every year, despite the Department of Education’s assertion that these exceptions would be rare and extraordinary.
Ní Chinnéide believes the current system is defective and hampers students’ Irish language learning instead of encouraging it. She maintains the educational model should give those pupils who are slower learners, or with extra needs, the ability to learn at their own pace.
Conveying a similar sentiment, Shane Ó Coinn argued that the exemption practices have spiralled out of hand and urges a systemic overhaul. Rather than creating barriers for students, he believes the system should accommodate each student’s learning level and foster a welcoming atmosphere for learning Irish.
The 20-Year Strategy for the Irish Language set an ambitious target to boost daily Irish speakers to 250,000 by 2030. However, statistics from the 2022 census reveal the current figure was a mere 71,968, marking a decrease from 2016.
Parallelly, the Welsh language strategy, Cymraeg 2050, has set a target of hitting a million Welsh speakers by 2050. It recognises the significant role education plays in achieving this goal. Drawing from the Welsh experience could offer valuable lessons in this regard.