Schools Excellence Fund - Creative Clusters

Schools Excellence Fund - Creative Clusters

Creative Clusters is a pilot initiative of the Department of Education and Skills, led by and in partnership with the 21 full-time Education Centres (ATECI) and funded through the Schools Excellence Fund - Creative Clusters Initiative.

A Creative Cluster will typically consist of between three and five schools collaborating on the design, implementation, evaluation and dissemination of an innovative arts and creative learning project which supports them to address a common issue or challenge. Each Creative Cluster will receive funding of €2,500 for one year to implement their project in the 2018-2019 school year. It is anticipated that all schools in the cluster will have a say in how the budget is allocated and spent to support the implement of the project


Teaching Council - Fitness to teach

The Teaching Council is responsible for promoting high professional standards in teaching, for the benefit of pupils and students, and the profession.

The Teaching Council publishes a Code of Professional Conduct for Teachers

This Code acts as a guide for teachers.

The Teaching Council will soon commence investigating complaints about registered teachers. Click on complaints about registered teachers for more information.


For further information please click on the link below.


ATECI Meetings 2018/2019

List of ATECI meetings for the year 2018/2019

 19th September 2018 in Blackrock Education Centre

21st November 2018 in Monaghan Education Centre 

13th February 2019 in Cork Education Support Centre

22nd March 2019 in Thurles/Kilkenny Education Centre

ATECI AGM will be held on Saturday 23rd March 2019 in Thurles/Kilkenny Education Centre

8th May 2019 in Donegal Education Centre


NEW - Access to all CPD courses nationwide

Please note that one can access details of all CPD courses offered by all Education Centres and all Support Services which include: 

Association of Teahcers'/Education Centres in Ireland (ATECI), Junior Cycle for Teachers (JCT), Professional Development Service for Teachers (PDST), The National Behaviour Support Service (NBSS), Special Education Support Service (SESS), National Induction Programme for Teachers (NIPT) and Project Maths by clicking on the tab 'CPD CALENDAR' on the menu bar.


OECD PISA Assessment of Digital Skills


New approach needed to deliver on technology’s potential in schools

Report  - 15/09/2015

Schools have yet to take advantage of the potential of technology in the classroom to tackle the digital divide and give every student the skills they need in today’s connected world, according to the first OECD PISA assessment of digital skills.

“Students, Computers and Learning: Making The Connection” says that even countries which have invested heavily in information and communication technologies (ICT) for education have seen no noticeable improvement in their performances in PISA results for reading, mathematics or science.

Ensuring that every child reaches a baseline level of proficiency in reading and mathematics will do more to create equal opportunities in a digital world than solely expanding or subsidising access to high-tech devices and services, says the OECD.

In 2012, 96% of 15-year-old students in OECD countries reported having a computer at home, but only 72% reported using one at school. Overall, students who use computers moderately at school tend to have somewhat better learning outcomes than students who use computers rarely. But students who use computers very frequently at school do much worse, even after accounting for social background and student demographics.

“School systems need to find more effective ways to integrate | technology into teaching and learning  to provide educators with learning environments that support 21st century pedagogies and provide children with the 21st century skills they need to succeed in tomorrow’s world,” said Andreas Schleicher, OECD Director for Education and Skills. “Technology is the only way to dramatically expand access to knowledge. To deliver on the promises technology holds, countries need to invest more effectively and ensure that teachers are at the forefront of designing and implementing this change.”

The report found that the gap between advantaged and disadvantaged students in digital reading was very similar to the differences in performance in the traditional PISA reading test, despite the vast majority of students using computers whatever their background. This suggests that to reduce inequalities in digital skills, countries need to improve equity in education first.

To assess their digital skills, the test required students in 31 countries and economies* to use a keyboard and mouse to navigate texts by using tools like hyperlinks, browser button or scrolling, in order to access information, as well as make a chart from data or use on-screen calculators.

Top performers were Singapore, Korea, Hong Kong-China, Japan, Canada and Shanghai-China. This reflects closely their performances in the 2012 print-reading test, suggesting that many of the skills essential for online navigation can also be taught and learned using standard, analogue reading techniques.

But the report reveals striking differences. Students in Korea and Singapore perform significantly better online than students in other countries with similar performance in print reading, as do students in Australia, Canada, Hong Kong-China, Japan and the United States. In contrast, students in Poland and Shanghai-China – both strong performers in print reading – do less well transferring their print-reading skills to an online environment.

* Participating countries and economies: Australia, Austria, Belgium, Brazil, Canada, Chile, Chinese-Taipei, Colombia, Denmark, Estonia, France, Hong Kong-China, Hungary, Ireland, Israel, Italy, Japan, Korea, Macao-China, Norway, Poland, Portugal, the Russian Federation, Shanghai-China, Singapore, the Slovak Republic, Slovenia, Spain, Sweden, United Arab Emirates and the United States.

More information on the assessment and findings of this report is also available at:

For further information, journalists should contact the OECD Media division (tel. + 33 1 45 24 97 00).


  • 1
  • 2

Education Centres

Regions Region 6 Region 5 Region 4 Region 3 Region 2 Region 1

Developed by On Target Web Design Ireland

Who's online?

We have 25 guests and no members online