1. The State acknowledges that the primary and natural educator of the child is the Family and guarantees to respect the inalienable right and duty of parents to provide, according to their means, for the religious and moral, intellectual, physical and social education of their children.
2. 2. Parents shall be free to provide this education in their homes or in private schools or in schools recognised or established by the State.
3. 3.1 The state shall not oblige parents in violation of their conscience and lawful preference to send their children to schools established by the State, or in any particular type of school designated by the State.
4. 3.2 The State shall, however, as guardian of the common good, require in view of actual conditions that the children receive a certain minimum education, moral, intellectual and social.
5. 4. The State shall provide for free primary education and shall endeavour to supplement and give reasonable aid to private and corporate educational initiative, and, when the public good requires it, provide educational facilities or institutions with due regard, however, for the rights of parents, especially in the matter of religious and moral formation.
6. 5. In exceptional cases, where the parents for physical or moral reasons fail in their duty towards their children, the State as guardian of the common good, by appropriate means shall endeavour to supply the place of the parents, but always with due regard for the natural and imprescriptible rights of the child.
The amount that children learn without being taught is surprising to some but gratifying to all involved. It may help to take a long term view by realising that, although the "average child" may learn to read at, say, six, some children will not learn to read until much later. There is no evidence that these late readers are any less keen on reading when they see that it is useful to them.
Approaches may change over time and can be different with different children, even within the same family. New home educators, particularly those that have withdrawn their children from school, may follow a more structured approach. Some parents like to see their children producing some concrete work as it gives them confidence that they are actually learning something. Others may be comfortable following a less structured, less school like approach.
Probably the best route is to find an approach that both parent and child are happy with, with the onus on the parent giving a large part of the decision making to the child. A good rule of thumb is ‘are your children happy’?. If they’re not, then you need to look at your approach and see how it could be changed. You have the freedom for both you and your child to try various approaches and see which one suits you all best.
Junior and Leaving Cert can also be sat at any school by registering with the school in early January of the year that the exams will be taken. More information can be seen at www.examinations.ie A levels can also be taken through the National Extension College in the UK, email email@example.com website www.nec.ac.uk. Nuala Jackson runs an alternative school that provides junior and leaving cert. She can be contacted on 051 383426 (evenings) or on her website at www.xlcproject.org . Her and her son Eoin Jackson now have a distance learning programme specifically for home educated children wishing to take Leaving Cert. Eoin can be contacted at firstname.lastname@example.org , or on 086 8594577.
Please note that it is not a legal requirement to sit either Junior or Leaving Cert.
Their general telephone number is 01 406 8227.
It may also be possible to enter third level at 17/18 without Leaving Cert, by interview and portfolio only. This will depend on the open mindedness of the institution concerned. You would need to approach your chosen institution to discuss this possibility.
FETAC, the Further Education and Training Awards Council, can be seen at www.fetac.ie , Tel; 01 865 9500.They offer a variety of courses for the 16+ age group which are accepted as valid for entry to third level courses.
There is no evidence that home educated children lack positive social experiences and there is some evidence that they avoid some negative social experiences. They are not subject to the kind of peer pressure, or the pressure to conform and be obedient that children in school are subject to. Considering the amount of time that home educated children spend out in the wide world mixing with a variety of different people of differing ages it is clear that their social experience and hence social skills are at least as well developed as those of their school educated peers.
If you decide to educate your child at home, you must register with the NEWB. The Board will then carry out an assessment of the education being provided. Contact the NEWB on 01 8738736 for further information.
|As of Saturday, August 28, 2010, there is a new and focused Irish home-ed representative group, called Irish Core Home Education Support Services, or I-CHESS.|
I-CHESS was launched after the AGM of the Home Education Network (HEN) Annual Conference, held in the Scout Centre, Mount Melleray, Co. Waterford.
Almost all of I-CHESS's founding members were, and continue to be, HEN members. They see a clear need for a new and powerful focus of attention and activity in the political, legislative and lobbying arenas, and I-CHESS is the vehicle that has emerged as fashioned specifically for that purpose.
The I-CHESS Group can be accessed via the HEN Social Network Site, just by logging on to the HEN site, and then logging into the "Network" area.
Background and other information about I-CHESS can be accessed by clicking on "Groups" or on "Mag" in the HEN website.