Dáil Debates, 16 November, 2011

• I have made no decision on the issue of history and geography being compulsory.
  Deputy Ruairí Quinn
  
  
• I welcome the Minister indicating to Deputy Maureen O'Sullivan that he would meet the teaching associations for history and geography. All Members are receiving concerns from teachers, not alone of history and geography, but other subjects. ……The NCCA report contains a framework for the new junior certificate which does not contain geography or history as core curriculum subjects. This is a concern for teachers of these subjects. A better explanation for the reasons behind this would be useful.
  Deputy Brendan Smith. READ MORE

Minister's announcement, 3rd November, 2011

The report from the N.C.C.A., has been accepted by the Minister. In the press release of (as published on the DES website), he alludes to the disquiet of History teachers....

• I am also aware the History and Geography teachers have shown some disquiet about their subjects under the new dispensation, and I note the geographical and historical awareness skills have been included in the 24 statements of essential learning.  That is to say that these skills will be required in order to achieve the required outcomes.
• Good and enthusiastic teachers in History and Geography have the opportunity to inspire a real interest in their subject and so ensure that pupils will want to sit the exam. READ MORE.

NCCA response, 3rd November, 2011

The NCCA also published their response to the Minister's decision. This press releaes outlines the key features of the new proposals. In brief, Irish, English and Mathematics form a compulsory core. A cap of eight subjects which can be taken for assessment for qualification purposes.
All students will be required to cover 24 statements of essential learning which are focused on such areas as communications, language, mathematical concepts, critical thinking, citizenship and sustainable values, environmental, economic and social knowledge, consumer skills, ICT, creating and appreciating art, valuing local and national heritage and recognising the relevance of the past to the current national and international issues, well being, and ethical and responsible decision-making. READ MORE.

Framework Document

Link to NCCA policy document

Newspaper articles

Irish Examiner, 4th November, 2011

Irish Times, 3rd November, 2011

Podcasts

Conference 2011 Podcast
Keynote Address, Why History Matters - Gearóid Ó Tuathaigh, Emeritus Professor of History, NUI Galway.

Conference 2011: The History Show
Diarmaid Ferriter interviews the Minister for Education and Skills, Ruairí Quinn, T.D, Sunday, 2nd October, 2011 (RTÉ podcast).

'Why History Matters'

'The Historical Record'

Recently, both An Taoiseach and the Minister for Education and Skills commented on the importance and role of history in the life of the citizen.
Both Fintan O'Toole and the Irish Examiner articles reflect the concerns of teachers, regarding the uncertain status history in our schools in the forthcoming proposals for the Junior Certificate.

Click on the links below to read the full articles.

In 1996, the then Mnister for Education, Niamh Breathnach, published a White Paper on education, Charting Our Educational Future.

These proposals would have resulted in history being removed as a core subject at Junior Certificate.

HTAI immediately initiated a campaign to reverse that decision and alert the public to the implications for our society.

A vigorous national discourse ensued which involved numerous letters to the newspapers, television and radio programmes, newspaper articles.

A landmark debate (spread over two sessions) took place in the Dáli.

The Minister reversed her decision and history remains a core subject in the Junior Certificate.

From our archives

Currently, we are publishing a short selection of articles from that period..

Click on link to read full articles:

• Is history saved? The Dail debates Junior Certificate history
  Elma Collins, Stair, 1996
  
  
• Past plays a crucial role in moulding future lives
  Garret Fitzgerald, Irish Times, 20th April, 1996
  
  
• Making history of our history
  Damien Kiberd, The Sunday Business Post, 14th April, 1996

The Dáil Debates, May 1996

Below is a representative selection of the views expressed in the sessions of Private Members' Business on the 28th and 29th, May.

They said....
'History is a broadly based subject. It is extremely important for any society to know about its past and to preserve its cultural and linguistic heritage. It is more important for countries such as Ireland where the preservation of cultural identity is very important given that to a certain degree we have lost our linguistic identity'
Micheál Martin, FF
Read full contribution

Creidim go bhfuil siad an-thábhachtach ó thaobh na saorántachta de agus ó thaobh na ndaoine óga atá ag fás suas inniu má tá freagracht le bheith sa saol poiblí agus i saol pearsanta an duine.
Trevor Sargent, Green Party
Read full contribution

Knowledge of the past is the key to unlocking the puzzles of the future. It enables us to understand — and at times of conflict understanding is important — and, perhaps, resolve conflicts. It gives an edge to our analysis of social, economics and political issues.
Kathleen Lynch, Labour Party
Read full contribution

Education is a discipline and I know of none that is better than the discipline of history well taught. What is the methodology of teaching history and what does history do for people? It teaches them to evaluate facts, to separate them from opinions and fiction and to make a judgment on what is true and what is false. Is that not one of the most [601] important gifts
Maureen Quill, PD
Read full contribution

The study of history and geography provides opportunities for pupils to develop the skills of researching, locating, storing and retrieving information ...... the position of history and geography in the broader [605] second level curriculum will be copper-fastened and expanded.
Bernard Allen, FG, Minister Of State
Read full contribution

Dáil Éireann Debate 1996
Private Members' Business. - Junior Certificate Curriculum: Motion.
Read full Debate, Wednesday, 29 May 1996

'As we move into the decade of commemorations that stretch before us, from the 100th anniversary of the Third Home Rule Bill ..... 1916, the Somme, and beyond it is imperative that the social, cultural, economic, administrative and political environments that shaped these events be understood.'

An Taoiseach, Mr. Enda Kenny, National Library, 8th June 2011

'CULTURE SHOCK: HISTORY MATTERS IN IRELAND, not least because the past is so unsettled.'

Fintan O'Toole, Irish Times, 10th September, 2011

‘the more we understand the past, the more we understand ourselves and our neighbours.’ 

Minister for Education and Skills, Ruairí Quinn, T.D, Celtic Congress, 1st August, 2011

'Understanding history is how we try to reach the future without repeating the calamities of the past'

Irish Examiner editorial, 3rd September, 2011

The Council of Europe and History

The Council of Europe has issued several reports on the significance of history and the learning of history.
They particularly emphasise the point 'that historical awareness is an important civic skill' and 'that history teaching can be a tool to support peace and reconciliation'. Without these necessary skills, the individual is more vulnerable to political and other manipulation.'

Click on links below to read the full articles:

• 'People have a right to their past, just as they have a right to disown it. History is one of several  ways of retrieving this past and creating a cultural identity.'
  Council of Europe, Report 1996, (History and the learning of history in Europe" - Recommendation 1283 (1996) of the Parliamentary Assembly)

• History teaching can be a tool to support peace and reconciliation in conflict and post-conflict areas as well as tolerance and understanding when dealing with such phenomena as migration, immigration and changing demographics.
  History teaching in conflict and post-conflict areas
  European Parliamentary report, 2009
  
  
• Recalling that the Heads of State and Government of the Council of Europe, at the Warsaw Summit (2005), expressed their wish to encourage a European identity and unity based on shared fundamental values, respect for our common heri tage and cultural diversity, and their conviction that 'dialogue between cultures is also fostered by accurate understanding of history.'
  Recommendation CM/Rec(2011) 6 of the Committee of Ministers to member states on intercultural dialogue and the image of the other in history teaching (Adopted by the Committee of Ministers on 6 July 2011 at the 1118th meeting of the Ministers’ Deputies).
  
  
• ‘There needs to be a full acceptance at political level that History is a subject that can assist in a very vital part of a child’s development in this era of changing dynamics and continue to support changes that are still deemed necessary.’
  Teaching History in Areas of Recent Conflict: The Irish Context Joint Committee on Education & Science July 2008
  
  
• Recommendation 1880 makes a series of recommendations on how to teach history from a multi-perspective viewpoint, increasing access within schools to primary sources, developing an appreciation of the "other", promoting mutual understanding and investing in teacher training. The recommendations will be referred to the National Council for Curriculum and Assessment and will inform its ongoing review of curricula and programmes in schools.
  Seanad debate: Teaching of History. Wednesday, 24 March 2010
  
  
• This briefing document provides an overview of the position of history in the curriculum in European countries which are both members of the Eurydice Network (the European Commission’s information network on education) and the OECD.
  History in the curriculum in European countries

Ofsted Report, 'History for All', 2010

Since the publication of the report ( based on evidence from inspections of history between 2007 and March 2010) a debate has raged on the position of history in English schools. Certain trends have been noted, which may yet prove relevant to the Irish system, if history were to be removed as a core subject. The report noted:

'In England, history is currently not compulsory for students beyond the age of 14 and those in schools offering a two-year Key Stage 3 course can stop studying history at the age of 13. In almost all the countries of the European Union, it is compulsory to study history in some form in school until at least the ages of 15 or 16. History is compulsory until the age of 14 in Northern Ireland, the Netherlands and Wales, and all pupils study history as part of their broad general education in Scotland until they are 15."

History for all. pdf
Summary - History for all. pdf

These newpaper articles outline many of the concerns highlighted in the report:

• If we have no history, we have no future

• History 'being cut from timetables'

• Ofsted: new secondary school curriculum 'less challenging'

• History 'disappearing from schools'

Recent parliamentary debates in Britain on the role

and importance of history in the curriculum

• 'To call attention to the teaching of history in schools'
  A summary of 'theoretical arguments about the reasons for studying history, whether history as a discipline and a subject in schools is in decline, before describing the way history is currently taught in the school curriculum and how this might develop in future'.
  House of Lords Library Note, 20 Oct 2011
  
  
• 'History is important. It helps to develop in young people many of the same skills and critical attitudes and understanding of methodology as science does. If you want to know why history is important, you need look only at what happens to someone who completely loses their personal history by losing their memory. They are adrift. They lose the ability to understand themselves through the prism of their own past. Nations are the same. They understand themselves and are better equipped to face their future if they know about and understand their past.' (Column 404)
  House of Lords Debate, 20 Oct 2011
  
  
• 'The decline in the study of history has also been reflected in further and higher education, with the proportion of students opting for A-level history remaining static for a number of years. Enrolments in history at university are well below the average compared with other subjects' (Column 46WH)
  House of Commons Debate, 21 Oct 2011 and 10 Jan 2012

UK Curriculum Review, 2011

• History to become statutory at Key Stage 4 (ages 14-16). The panel agrees that there should be a broad range of subjects studied at Key Stage 4 and that the English Baccalaureate alone will not do this. Therefore panel recommends that History, Geography, PE, The Arts and Modern Foreign Language are statutory.
  
  'We are keenly aware, as ....., that the majority of high-performing jurisdictions require all students to study a broad range of subjects to the age of 16, including art & design, geography, history, modern foreign languages and music. Indeed, as mentioned earlier, the table at Annex 3 shows that all but one of the high-performing comparator jurisdictions maintains a broad and balanced curriculum to age 16.
  Review Panel Report, 19th December 2011