Rose Conway-Walsh: Calls for Action on Gaeltacht and Curriculum
Rose Conway-Walsh spoke on 23 November 2021 about Irish language education, pressing witnesses on why proposed reforms have not been implemented and on engagement with the NCCA and the Department of Education. She raised concerns about allocation of CAO points, falling school numbers in Gaeltacht areas, the need for modern Irish-language literature for young people, and provision of third-level courses through Irish.
Implementation concerns
Rose Conway-Walsh told the meeting that the central problem she sees is implementation — many suggestions and ideas have been made but not put into practice. She asked whether there had been further engagement with the Department of Education specifically about the allocation of points and invited Parikh and Sirke to address these concerns.
Gaeltacht depopulation and school numbers
She expressed particular concern about reducing pupil numbers in some Gaeltacht areas and warned that depopulation could lead to losing Gaeltachta within the Gaeltacht. She asked Sirke what specific proposals could be made to stem the decline in numbers.
Curriculum, literature and student engagement
Conway-Walsh questioned who is responsible for ensuring more interesting, engaging and modern literature for young adults and how that could be progressed. She probed Parikh and Sirke on ways to instil a love of the subject in young people and create a pull factor that would retain students into post-primary Irish-medium education.
Third-level provision and Official Languages Bill 2019
She asked about the impact of the Official Languages Bill 2019, noting its implication that 20 per cent of new public-service recruits would be affected, and queried whether there is adequate provision across further education, apprenticeships and third-level through the medium of Irish. She suggested that more courses through Irish could act as an incentive and said the European framework on language learning should be communicated beyond Irish-language circles.
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Thank you all for your contributions and your submissions. I think all of the answers are covered there. The problem, it seems to me, is the implementation of why haven't all of those suggestions and ideas been implemented. I apologise, Sirke, but I just have to go back to the points again, Parikh and yourself, Sirke. You said there have been recent engagements with the NCCA in relation to the curriculum changes. As far as I am aware, these engagements did include looking at associated points. Have you had any more engagement since with the Department of Education, specifically in relation to the allocation of points? That is my first question. Maybe I will ask a couple of questions and then you can address them. Each of you can address them. Just in relation to, Sirke, maybe for yourself as well, within the Gaeltacht areas, I am concerned about reducing numbers in some of the Gaeltachta. What specifically could you propose in relation to that? Some of that is due to the depopulation of rural areas, but I am particularly concerned about that, that we may actually end up losing the Gaeltachta within the Gaeltachta areas. Parikh, when you talk about the literature and we need more interesting and engaging literature and modern literature for young adults, where does the responsibility for that lie and how can we progress that? Parikh, in relation to what you are saying, Sirke, in terms of the love of the subject and how we instil that in young people that can see a purpose for it as well, how do we do that in terms of creating the pull factor for students in post-primary? Parikh and how much of an impact could the official language of the Bill of 2019, given it would mean 20 per cent of new recruits, as we discussed, to the public service? Parikh, and do you feel that we have adequate provision in third level? That is in further education, apprentices and right across the third level sector through the medium of Irish. Parikh, there could be more courses provided there as another important incentive and how might we do that? I am very interested in the comments that were made around the European framework. I think that needs to be communicated to the wider public beyond the Irish language conversations, if you like. So maybe those, Parikh and Sirke first, in relation to the specific engagement with the Department of Education around the point. Thank you very much. Would you mind if I give my answers? No. If we use the interpreter. Thank you very much. But I think it's important that you have to be able to do it in the 30th process. It's important to be able to do it in the NCM, but you don't want to do it in the curriculum. You don't want to do it in the same way. You don't want to do it in the same way. But I think it's important that you have to do it in the old school. I know the English students have learned from the English students. I think it's important to be able to learn how to do it in the English. I can't be able to learn when I was in the curriculum. It was a very good thing, because it's not the only way to go to the Greek language, but also to go to the Greek language. And it's a good idea and a good idea about the language of the Greek language, it's a good idea, it's a good idea, it's a good idea. So, I'd like to ask you a question, and I think that it's the word of the Greek language, and it was very good to be told when it was such a good idea. But the language was also very good, and it's a good idea, and it's a good idea to be able to change it in the context, and it's a good idea to be able to change it in a couple of years. It's a good idea to change the language of the language, and I was able to do it again. I was able to do it again, not only for a while and for a while. I didn't have a great deal to play with the first play, but I didn't have a chance to do it again with the first play. I was able to do it again, but I was able to do it again and it's not very, very early and very early. There is a lot of facts among thehumans but we are not going to tell him what it is, it's a very large part, and how, the technical and technical and technical level has nothing to do, but if the country has been there, it is a great show. But there is no matter what it is, the fact that anyone has lost forever is about a national anthem and a national anthem in the country. And there is a lot of confidence in the world of a national anthem in the country. And it is true for the next year is what it is and but there's a lot of things that we can do in the bus station. And I think it's important for us to be able to do this. I think it's important for us to be able to do this, because we don't have to be able to do this. We don't have to be able to do this. But we don't have to be able to do this, we don't have to do this. Thank you. Thank you so much for the school. I'm going to talk to you about the Bóndaith. I don't know about the Bóndaith, but I don't know about the Bóndaith. Chantia, sinne bi' geistigam agus gymh i'ch aart agus gami bhiw lawrt fe n'dialtsunach da baan i'n lachos chom a. Lachos da painti boan i'n lachos fea caint fea painti boan i'n lachos. Bhoid ti'w, Rose, na painti... Lawrt le se le se reyni dachos baes na painti agus fea'n golas C.A.O. Nid leerd le cwyrra gom le se meididdo r'pódra gyn siin, siin rachianna taug eist. But that's what it's a good thing to do. It's not a good thing to do. But it's a good thing to do with the first and second and third. It's not a good thing to do. It's not a good thing to do with the NCCA. It's a good thing to do. It's not a good thing to do with the NCCA play line. But it's not a good thing. It's not a good thing to do. It's not a good thing to do with the process. It's not a good thing to do with the process. So it's the first time I took the whole book. I'll be in my house. And that's not what I'd like to say. I don't know if I'd like to talk to my friends. I'd like to talk to my friends about that. I'd like to talk to my friends about that. I'd like to talk to my friends about that. Mara bíis e, in aaba inni, in Wales Schoolina Chama, go raunóf tlúis me hori gaán na báis diachordiús na scoelina e sin, beid aga bíis e an a bíis eitigat, aga sbíis e e an bóit e mar aaba inni, cinta, ní híma nt sa ghaerlech gach na Wales Schoolina Chama. Okay, go raunóf. Bíidhann tíach, tíach, tíach, maderle, cursi trí ar lefel. Lúi tí cursi trí ar lefel. Níil moran cursi trí ar lefel, trí guáiga, ar fól friláthar, in sain cwrs ráitha. Sillam gafraigú, coob le cais daim na cuíf, le déni, ag leirú an laid cursi at ar fól trí guáiga. Agus mar cwíidhann bílhann a djanga ifigú le, agus an fíithaibhann gaid, agus ag bugar ráig. Sillam gafraig, an fáim la cúir ar un trí guáiga, agus an rôla vesle himertag un trí guáiga, agus lhikintiú, goa'il doktorí, goa'il sicaolaithae, goa'il coontasóri, goa'il… traesn o'n spectrum, goa'il díni leáiga, oordchomus gaeiga, agus gar fheiladolona sérbíishwyr, in football than football. So salam jo raid, go achamat tought fi is go achamat cair san orith. Gwail, ma rani dhu fiù rae an rannaed obih coibhine a rae, ni slú a maderleash an līn scolona, Gaeol scolona, ta an an līn scolona a mine truy baan na Gaiga. Ni dhini, na paaothli rastlein ere na bohnte scolona, ni lach, ma eedna ca unhobhaua mis eartineish, ni lach lach o gusite mir Syu refereed in the school, no níis lú. But no, no, no, no, no no. And in this jarred level is not a draft level, so no, it is not a chorus moan. But it's really something that you said, when you think of the way from Caeaeaea, you've got to think of it as a chorus, and it's very important. In this case, I think we're going for the last time, since we're in the village, and we're going to talk to them again. as Venae Siúleis Echol Sprucchane Õl Vínach doan triúlelfa gohóir, ta sáinth mág a mair hu láis le gaeige, ná cuntasíach le gaeige, ná cursi a veit ar fáil, go fheidle, an gaeig ailem, agus an schil eile a veit fáilme agot freshen, go leibol órd comis. Agus freshen, I suppose, am not is fiárfa sín ar fáil, ta a Siúleláin, go fheidle, an gaeig díní gwyll, ta rebe leishon chánge a veit agot freshen, agus órd comis agot sa chánge freshen. Cúir Mágal. Cúir Mágal, máin an púinte, just one. Ehm, Hánja, unrúdlem a dúris te sárgán sin maithleis al Válsúnacht, agus cén alsúnacht a tá múid eit gláca, agus múid eit pléi caisht na greilge. Agus, ní náin náirta arta múid a fléi máir ávar, a da. Áta ARLág ÁnG Ía, ta á ÁT好像g, tá múid eit cúir múid eit gláca. education. I think that is the following question in the first year that is the policy of education in the region. And it is not the case. And it is not the case in the home. I think that you can't remember the 2020 election. And I think I think that It's a great thing, I mean, it's a great way, it's a great place, it's a great place, it's a great place, it's a great place. And it's not like that. There's a great place, it's not like that, but it's a great place, it's not like we don't have anything. And as I said before, I'd like to say to myself that I'm going to have a great job of doing that. And I'm going to have a great job of doing that. I'm going to have a great job of doing that. OK, thank you very much. Thank you very much, Deputy, for that.
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