Elective 3: Social Studies
To learn and revise:
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the family
education
work
leisure
unemployment
poverty.
This elective is examined in Section C,
Question 3 of the exam. You must
attempt Question 3(a) and either
Question 3(b) or Question 3(c). This
question is worth 80 marks.
Examples of integration of topics in Elective 3 questions:
Year
Compulsory Q3(a)
HL 2010
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Poverty in Ireland
3(b) Work: attitudes, patterns, availability
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State response to poverty
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National voluntary organisations
3(c) Education and work, equality of
opportunity
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Unemployment
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Causes of unemployment
3(b) Education supports, socialisation of
children
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Statutory employment initiative
3(c) Leisure, gender
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Education and development
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Equality of opportunity
3(b) Poverty, cycle of deprivation,
government schemes, low incomes
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National initiative to improve
access
3(c) Childcare, options
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Effects of unemployment
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Voluntary work
3(b) Crèches/playschools, pre-schools,
development
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Voluntary organisation supports
3(c) Home care and women
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Rural and urban populations
3(b) Work
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Impacts on family life
3(c) Poverty, voluntary initiatives
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Dual-earner households
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Job satisfaction
3(b) Educational change, second chance
education
HL 2009
HL 2008
OL 2010
OL 2009
OL 2008
And Q3(b) or Q3(c)
3(c) Leisure
OL 2007
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Changes in family life
3(b) Poverty, agency
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State payments
3(c) Voluntary, paid and unpaid work
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Remember that you need to elaborate on the points you make when answering
questions in the exam. Use bullet points when answering this section, expand your
points and keep to the facts.
Social change and the family
The impact of social and economic change on the family
Significant social, economic and technological changes have impacted on family life in
Ireland in the following ways:
1. Changes in settlement patterns: from rural to urban
Reasons for rural–urban migration
1. Fewer agricultural jobs due to mechanisation.
2. More employment opportunities in urban-based companies.
3. Industrial estates located near towns and cities.
4. Urban areas viewed as having better infrastructure, services, amenities and
educational opportunities.
Impact on rural areas
1. Rural depopulation: elderly people remaining behind.
2. Closure of services, e.g. banks, post offices, schools.
3. Cutbacks in transport services.
4. Reduced amenities leading to loss of social activities.
5. Decline in marriage rates and birth rates.
6. Young people leaving to attend college or to get jobs.
Impact on urban areas
1. Concentration of services, entertainment and amenities.
2. Increased competition for jobs leading to fewer job opportunities, unemployment
blackspots.
3. Social problems, e.g. crime, anti-social behaviour.
4. Greater demands on health and education services.
5. Traffic congestion, noise and air pollution.
LINKS
Government intervention initiatives
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Rural Resettlement Programme.
Government Decentralisation Plan.
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Family structures (p. 234 textbook)
Marriage (p. 241 textbook)
Family roles (p. 246 textbook)
SOCIAL STUDIES
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2. Reduced working hours and more leisure time
Reasons for shorter working hours
1. Irish and EU legislation govern maximum working hours.
2. Extra working hours attract overtime payment rates.
3. Variations in work patterns: flexitime, term-time.
4. Job-sharing arrangements allow parents to:
● share childminding
● care for elderly family members.
5. Trade unions work to improve and protect working conditions on behalf of members.
6. Reduced hours due to current employment situation.
Reasons for increase in leisure time
1. Range of work options or recent unemployment.
2. A desire to spend more time with family members.
3. Awareness of the benefits of leisure in reducing stress.
Impact of reduced working hours
1. Lower income; less money to spend on needs.
2. Changes in family lifestyle.
3. Parents and children spending more time together.
4. Involvement in family group activities, e.g. cycling.
5. Improved family health and work–life balance.
3. Improvements in education provision
1. Pre-school to third-level education is available to all.
2. Free primary/secondary education (except books, etc.).
3. Provision of school transport systems.
4. Investments in buildings, resources, staffing, etc.
5. Wide ranges of programmes to cater for different abilities.
6. Appointment of special needs assistants (SNAs).
7. Availability of second-chance education for adults.
8. Development of parents’ associations and student councils.
4. Improvements in social welfare provision
1. Social welfare benefits for the unemployed and disabled.
2. Low-income families are supported by state schemes. LINKS
3. Child benefit payments help reduce child poverty.
● Pensions (p. 187 textbook)
4. Pensions, living alone allowances, free electricity
● State benefits question
relieve financial stress for the elderly.
(HL 2009 Q11) (p. 194
textbook)
5. State benefits are available for one-parent families.
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5. Changing attitudes
Attitudes to marriage, parenting and roles in the family have changed.
Changing attitudes to marriage
1. Religious and social influences are declining.
2. Marriage is not viewed as way of securing a future.
3. Women are more educated and not dependent on partners.
4. Couples focus on advancing careers before marriage.
5. Increase in cohabiting couples, marriage is postponed.
6. Marital breakdown is common and socially acceptable.
7. Separation and divorce are legally recognised.
Impact on family life
LINKS
1. Breakdown of traditional family unit.
● The family (p. 234
textbook)
2. Marital breakdown and divorce are more common.
● Marriage (p. 241
3. Fewer marriages taking place at a young age.
textbook)
4. Changing family structures (lone-parent, blended).
Changing attitudes to parenting
1. Women establish careers before having children.
2. More egalitarian approach to parenting.
3. Men actively involved in childcare.
4. Maternity and paternity leave is available.
5. Corporal punishment is illegal as a method of discipline.
6. Parenting shared by parents, crèche providers, childminders and grandparents.
Impact on family life
1. Families are more egalitarian and democratic.
2. Role of women is supported by job-sharing, etc.
3. Role of men is supported by paternity and parental leave.
4. Children are likely to be included in decision making.
Changing attitudes to traditional roles
1. Traditional role of breadwinner changing (dual earners).
2. Women are better educated, work outside the home and develop careers (dual
careers).
3. Increase in number of dual-earner families.
4. Roles more egalitarian than in the past (both involved in childcare, household tasks
and finance).
5. Some women are financially independent.
SOCIAL STUDIES
6. Improved pay and conditions of work
1. Legislation passed to protect workers:
● Employment Equality Act 1998
● Safety, Health and Welfare at Work Act 1989, 2005
● Equality Act 2004
● Protection of Young Persons (Employment) Act 1996.
2. A set minimum wage.
3. Flexible working hours, shorter working hours, reduction of working hours from
60 hours to 39 hours.
4. Rights of workers protected by trade unions.
Impact on family life
1. Most families can provide for their basic needs.
2. Improvement in standards of living.
3. More time available to spend with family members.
Current situation:
● Family incomes affected by economic recession.
● Stability of the family affected by economic difficulties.
● Inability of families to keep up with mortgage repayments.
7. Greater participation of women in the workforce
1. Social acceptance of women working outside the home.
2. Improved education opportunities.
3. Better employment opportunities for women.
4. Women do not have to retire on marriage.
5. Equal pay and improved salaries.
Impact on family life
1. Families are smaller.
2. Improved standard of living and financial security.
3. Children may be more responsible and
independent.
4. Difficulties may arise when arranging
Women working outside the
childcare.
home contribute to the
economy by bringing a range of
5. Stress due to work overload and role conflict.
valuable skills, knowledge and
6. Women are positive role models for their
experiences to the workplace.
children.
8. Legislation on equal pay and employment opportunities
1. Legislation governs every aspect of work.
2. Legislation ensures equal opportunities.
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The Employment Equality Act 1998 prohibits discrimination for reasons of gender,
civil status, family status, sexual orientation, religious belief, age, race, disability
and membership of the Travelling community.
9. Unemployment
1. Varies according to economic conditions, e.g. downturn in economy.
2. Economic conditions vary from year to year.
3. Employment opportunities vary from sector to sector.
4. Companies fail, go into liquidation or move to new locations.
5. Investment in Ireland by international companies varies depending on government
grants and tax incentives.
Unemployment rates 2006–2010
Economic decline has led to rapid rise in unemployment.
Year
Unemployment rate (%)
2006
4.4%
2007
4.6%
2008
6.4%
2009
11.8%
2010
13.7% (July)
Source: Central Statistics Office (CSO).
LINK
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Unemployment (p. 25)
Check the Quarterly
National Household Survey
for recent figures.
Education
Main functions of education
1. Method of socialisation.
2. An agent of social control.
3. Assists a child’s development.
4. Provides preparation for work.
Primary socialisation begins
in the family; secondary
socialisation takes place in
school.
Education as a method of socialisation
1. Socialisation may be formal or informal.
2. Education reinforces what students learn at home.
3. Education cultivates communication, responsibility, respect, punctuality, leadership
and team skills, etc.
4. Schools are agents of social control: children learn expected patterns of behaviour by
keeping school rules, e.g. doing homework.
5. Formal programmes (SPHE, CSPE) teach respect for self and for others.
SOCIAL STUDIES
7
Education and a child’s development
Education contributes to a child’s development in the following ways.
Physical development
Development of skills, e.g. dexterity, hand-eye co-ordination, through activities; physical
skills developed through subjects, e.g. PE, games, home economics, art.
Emotional development
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Children learn to be sensitive to others and less selfish.
Education helps children develop empathy for others.
Children mature in their feelings.
Some subjects develop emotional skills, e.g. SPHE, RSE.
Intellectual development
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Promoted through subjects and extra-curricular activities.
Challenges are provided through homework, assignments and exams.
Pupils are motivated to achieve academically.
Moral development
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Encouraged through the school’s ethos,
values and mission statement.
Students are expected to uphold the
school’s code of behaviour.
Morality is explored through subjects e.g.
RE, SPHE, CSPE, Home Economics, etc.
LINKS
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Functions of the family (p. 238
textbook)
Family as a caring unit (p. 246
textbook)
Education as preparation for work
1. Students learn basic skills, e.g. numeracy, literacy, etc.
2. Students develop qualities valued in the workplace, e.g. respect for authority,
punctuality, trustworthiness, responsibility, self-discipline, etc.
3. Work experience provided in Transition Year and Leaving Certificate Applied gives
students knowledge of specific careers.
4. Variety in programmes encourages students to achieve their full potential.
5. State exams focus students on different career paths.
Factors that influence educational achievement
1. Child’s ability: both inherited and attained abilities.
2. Parents’ attitude to school and level of education.
3. Family size: parents may not have time to spend helping with homework, larger
families may be unable to afford third-level education.
4. Home environment: attitudes, norms and values transmitted in the home; poor
housing affects performance; poor nutrition increases risk of ill health and
absenteeism.
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5. Local environment: value placed on
education in the local community, local
employment/unemployment rates.
6. School environment: quality of
leadership, relationships, amenities, class
size, discipline.
7. Peer group attitude: determines
participation and work ethic.
LINKS
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Leisure (p. 22)
Unemployment (p. 25)
Poverty (p. 26)
Statutory and community responses
to creating employment and
eliminating poverty (p. 29)
Educational provision – the Irish education system
Categories of education:
1. Pre-school.
2. Primary.
3. Secondary.
4. Third-level.
5. Fourth-level.
6. Adult/second-chance.
7. Special needs.
Pre-school education
Crèches,
nurseries
Playschools,
playgroups
Montessori
schools
Early start
pre-school
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Community-based or privately run
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For children up to five years
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Qualified staff employed
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Low ratio of children to staff
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Grants available from the state
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Community-based or privately run
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For 3–4 hours per day (often mornings)
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For children aged two to five
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Learning is through fun activities
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Privately run
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Teachers trained in Montessori methods
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For children up to seven years
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A stimulating environment supports learning, e.g. use of special teaching aids
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Run by the Department of Education and Skills
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For 3–4-year-olds in disadvantaged areas
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Provides a positive start to education
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Supports language, social, intellectual and personal development
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Provides a foundation for children who might not succeed in education
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Primary school teachers, child care assistants and parents work with pupils
SOCIAL STUDIES
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Primary schools (4–12 years)
Categories/types:
● state-funded primary schools (mainly denominational)
● non-funded private primary schools (parents
pay fees)
● gaelscoileanna
Check the DES website
● Educate Together schools
(www.education.ie) for
updates on primary schools.
● special needs schools.
Overview of primary education
1. Lays a foundation for the child’s development.
2. Curriculum is broad and child-centred.
3. Curriculum areas include languages, maths, social subjects, environment, science,
arts, PE, SPHE.
4. Promotes activity-based teaching and learning.
5. Caters for individual differences, interests and needs.
6. Skills developed include reading, writing, speaking, listening, mathematical, spatial,
artistic, musical, environmental and scientific, sports, etc.
7. Learning support and resource teachers provide special help to students with specific
learning needs.
8. There are no formal exams at the end of primary school.
Secondary education (12–18 years)
Categories/types:
Secondary schools
Community schools/colleges
Comprehensive schools
Vocational schools
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Non-fee or fee-paying
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Generally single sex
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Run by religious trustees/board of management
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Co-educational
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Run by board of management
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Co-educational
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Run by board of management
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Co-educational
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Run by Vocational Education Committees (VECs)
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Programmes offered:
Junior Certificate
(3 years)
Transition Year
(1 year)
Leaving Certificate
(2 years)
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Wide range of subjects
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Levels: ordinary, higher and foundation in some subjects
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Practical, project work and terminal written exams
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Non-exam subjects: PE, SPHE, computer studies
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Student-centred
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May or may not be compulsory
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Not examined; assessment is continuous
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Subjects designed within the school
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Focus is on remediation, skills development, self-development,
teamwork, projects, self-responsibility, work experience
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DES provides a TY Certificate in addition to school certificates
Three programmes are offered:
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Leaving Certificate
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Leaving Certificate Applied
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Leaving Certificate Vocational
Post-Leaving Certificate courses (PLCs)
● Full-time courses over one or two years.
● Provided in schools, colleges and community
education centres.
Go to the DES website
● Courses include Childcare, Community Care,
(www.education.ie) for
Hotel and Catering, Business and Secretarial
information on the different
Skills, Computer Studies, Sports and Leisure,
types of Leaving Certificate
programme offered in
Theatre and Stage.
schools.
● Programmes integrate ICT, core skills and work
experience.
● Certificates awarded by the Further Education and Training Awards Council
(FETAC).
● Advanced-level courses are available.
Third-level education
Currently:
● more people are attending third-level education
● entry is via the Central Application Office (CAO)
● points are calculated on Leaving Certificate results
● special access conditions apply in specific cases.
SOCIAL STUDIES
11
The main third-level institutions are:
1. Universities: National University of Ireland (UCD, UCG, UCC, NUI Maynooth),
University of Dublin (Trinity), Dublin City University (DCU), University of
Limerick (UL). Diploma and degree programmes offered.
2. Institutes of Technology: examples – Athlone, Carlow, Tralee, Cork, Waterford,
Letterkenny, Tipperary, Dundalk, Galway–Mayo.
● Dublin Institute of Technology is the largest IT
● provide education/training in a wide variety of areas
● DES responsible for all ITs.
3. Colleges of Education:
● specialise in teacher training
● affiliated to universities (award BEd).
(a) Primary teaching (five colleges): St Patrick’s College (Dublin), Mary
Immaculate College (Limerick), Church of Ireland College (Dublin),
St Mary’s College (Marino), Froebel College of Education. Degree awarded
to students who complete their studies.
(b) Second-level teaching: most students follow a three-year degree programme
and complete a one-year of study for teaching qualification.
● Art teachers attend the National College of Art and Design (NCAD).
● Home Economics teachers attend St Angela’s, Sligo.
● PE teachers attend Thomond College, Limerick.
Adult and second-chance education and training
Government policy
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Promotes lifelong learning.
Opportunities to gain new skills, to keep up to date.
Provides a flexible system (learning, qualifications).
Courses are part-time or full-time, day or evening.
Participants may:
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have left school early
have literacy problems
be rejoining the workforce
need to prepare for job promotion
want to keep up with changes in technology
want to meet other people with similar interests.
Adult education providers – some examples
1. Universities and ITs.
2. Distance learning, e.g. DCU, Open University
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3. Post-Leaving Certificate courses (PLCs).
4. Adult Literacy Community Education Schemes (ALCES).
5. Vocational Education Committees (evening courses).
6. FÁS, Teagasc and Coillte.
The National Association for Adult Education (AONTAS) is active in promoting,
developing and supporting educational initiatives in adult education.
Advantages of adult education
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Develops new skills and provides qualifications.
Improves employment opportunities.
Develops self-esteem and confidence.
Provides opportunities to meet people with the same goals or interests.
Develops new hobbies or interests.
Special needs education
● Covers a range of needs: physical, intellectual, emotional.
● Caters for students with autism, dyslexia, learning difficulties, hearing or visual
impairments, ADHD, Down’s Syndrome, etc.
● Is provided in mainstream schools and special schools.
The National Educational Psychological Service (NEPS) provides psychological services
to primary and secondary schools.
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Reasonable accommodations may be available to students with specific learning
disabilities for state examinations.
The National Council for Curriculum and Assessment (NCCA) advises the
Minister of Education and Skills on requirements of students with special needs.
Mainstream schools (primary and secondary)
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Students may be supported by learning support teachers and special needs
assistants.
Visiting teachers advise teachers and may also advise parents on specific
educational needs of students.
Students are placed in smaller classes.
Learning aids, special equipment and other assistance may be available in some
cases.
Special schools
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Cater for pupils from 5 to 18 years.
Special schools include schools for visually or hearing-impaired pupils.
Needs can range from mild to moderate, severe or profound.
Provide education for Travellers.
SOCIAL STUDIES
Detention centres
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Cater for young offenders (under 16 years, convicted
or placed on remand by the courts).
Provide education and training.
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LINK
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Equality of opportunity in education
Revise Education for
Persons with Special
Educational Needs
Act 2004
Factors affecting equality of opportunity in education include:
gender inequality
● socio-economic status
● social disadvantage
● leaving school early.
Areas of disadvantage include unemployment,
poverty, type of housing and lack of basic literacy and
numeracy skills.
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Improving educational accessibility –
contemporary initiatives
Pre-primary initiatives:
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Early Start project
pre-school for Travellers
community-based crèches and playschools.
A higher level of education
generally improves chances
of employment and higher
pay, and reduces periods
of unemployment.
Primary school initiatives:
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Home School Community Liaison Scheme
Early Start initiative (primary)
Early School Leaver initiative
Travellers’ Education Needs.
Second-level initiatives:
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Stay in School Retention Initiative
Leaving Certificate Applied
Changes in examinations (marks for practical exams, journals, orals and report
booklets)
reasonable accommodation (readers/scribes/tapes/computers)
DEIS programme (Delivering Equality of Opportunity in Schools).
Third-level initiatives:
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Higher Education Access Route (HEAR)
grants (means-tested).
Post-school/second-chance initiatives:
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Youthreach
VTOS (Vocational Training and Opportunities Scheme).
Check the DES website
(www.education.ie) for
updates on initiatives.
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National Education Welfare Board
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Set up to ensure that children attend school regularly.
Monitors school attendance.
Advises the government on school attendance.
Educational welfare officers in contact with schools.
Schools submit regular attendance reports to NEWB.
Range of measures for non-attending pupils.
Maintains register of early school leavers.
Work
Work may be defined as:
● Paid work: financial reward (salary or a wage) for work done, carried out in a
designated place. Full-time, temporary or part-time, employer/employee.
● Unpaid work: no financial reward, voluntary activity, e.g. household duties.
● Voluntary work: develops self-esteem/self-worth, higher status than unpaid work,
e.g. working in the local community.
Attitudes to work and work attainment
Factors influencing attitudes to work include:
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family background
social class
educational achievements
self-esteem and identity
interaction with others
work ethic
working conditions
job satisfaction.
Work ethic
An individual’s work ethic is reflected in their level of interest in the job, absenteeism,
punctuality, honesty, commitment, goals/meeting deadlines, respect for authority, etc.
Job satisfaction
Categories
1. Intrinsic job satisfaction:
● occurs when a job is satisfying
● develops self-esteem and confidence through achievement
● stimulates good feelings about the job
● promotes creativity through challenges
● encourages interest and a sense of achievement
● high pay is not the key intrinsic motivator.
SOCIAL STUDIES
15
2. Extrinsic job satisfaction:
● makes unsatisfying, boring jobs bearable
● is not derived from the job itself but from its benefits, e.g. financial rewards, a car;
extra income can be spent on luxuries
● confers respect and status
● places value on contributing to society through work.
Alienation
This term is applied when workers are not fulfilled by the work they do.
Outcomes of alienation
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High levels of absenteeism.
Employees taking extended breaks.
Poor-quality work and products.
Management–employee conflict.
Employees leaving their job.
Combating alienation
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Flexible working hours.
Job rotation to eliminate boredom.
Development of teamwork.
Involvement in decision-making.
Working conditions
Working conditions vary according to the occupation and employment sector. They include:
● working hours
● entitlements
● type of work, e.g. manual, sedentary
● stress levels
● worker participation.
Changes in patterns of work and work availability
1. Increased automation due to technology.
2. Demand for higher levels of education and training.
3. Flexible working hours.
4. Improved working conditions (legislation, technology).
5. Increased participation of women.
6. ‘Casualisation’ of the workforce.
Automation
Automation is the use of machinery and computers to carry out tasks originally done by
workers.
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Advantages of automation
1. Greater productivity, lower labour costs.
2. Creation of new jobs in cleaner environments.
3. Elimination of repetitive, monotonous and sometimes dangerous tasks.
4. Safer and healthier working environments.
5. Increase in leisure time.
Disadvantages of automation
1. Demand for better educational qualifications.
2. Increased unemployment for unskilled and skilled workers.
3. Loss of some traditional skills, de-skilling.
4. Fewer opportunities to interact with others.
5. Increase in supervisory roles, reduced job satisfaction.
Increased educational requirements
1. Leaving Certificate is the minimum qualification.
2. Some jobs require third-level qualification.
3. Existing qualifications can be updated through work.
4. A well-educated flexible workforce is essential to the improvement of the
economy.
Increased participation by women in employment
Reasons for the increased participation of women in the workforce include:
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removal of the ‘marriage ban’ in 1973
greater acceptance of women working outside the home
employment legislation and flexible work patterns
more women completing third-level education
introduction of the Employment Equality Act 1998
women postpone having children until later; smaller families
economic pressure to contribute to household income.
Problems
1. Few women advance to the top of many professions.
2. Women concentrated in lower-paid employment.
3. More women in clerical, education and health jobs.
4. Fewer women in jobs with decision-making roles, e.g. government, finance,
politics.
5. Childcare continues to be a problem due to high cost.
SOCIAL STUDIES
17
Decline in primary and secondary industries
Industry
Examples
Primary
Natural resources: agriculture, fishing, forestry, mining
Secondary
Construction and building, food/product production, agri-business
Tertiary
Services: education, transport, tourism, leisure, media, finance
Reasons for the decline in primary and secondary industries
1. Change from agriculture to manufacturing/technology.
2. Less manual labour required in primary sector.
3. Fewer jobs in secondary sector due to automation.
4. Decline in building and manufacturing industries.
5. Relocation of secondary industries to other countries.
Reasons for growth of service industries
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changes in the global economy
grants to multinational companies to set up in Ireland
disposable income spent on entertainment and leisure
better standard of living and increased expectations.
Improved working conditions
Improvements in working conditions have resulted from:
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Legislation:
– Safety, Health and Welfare at Work Act 2005
– National Minimum Wage Act 2000
– Maternity Protection Amendment Act 2004
– Equality Act 2004
– Employment Equality Act 1998.
The work of the Health and Safety Authority.
Shorter working days, set hours for the working week. LINK
Entitlement to overtime for some jobs.
● Unemployment (p. 25)
Working from home.
EXAMPLES OF FLEXIBILITY IN WORKING HOURS
Banked overtime, career breaks, job-sharing, flexible hours and parental leave.
Casualisation of the workforce
● More temporary or part-time contracts.
● No job security.
● Multiple changes in the places where people work.
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Protection of Young Persons (Employment) Act 1996
The Protection of Young Persons Act 1996 aims to protect the rights of employees
under the age of 18 years and to ensure that work does not affect schoolwork.
The Act provides the following strict guidelines:
people under 16 cannot be employed full-time
● 14–15-year-olds may do ‘light work’ during the school term, during school holidays
or as part of an educational work experience programme (Transition Year)
● 14–15-year-olds may work a maximum of 35 hours (holiday time)
● 16–18-year-olds may work up to a maximum of 40 hours
● under 18s cannot work after 10.00 p.m.
● under 18s must supply employers with a birth certificate; under 16s must supply
parents’ written permission.
The Act also provides guidelines for rest breaks and starting and finishing times. A
breach of the Act may result in a fine. The Act is not applicable to specific groups, e.g.
the defence forces, farming, fishing, etc.
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Voluntary organisations and voluntary work
Role of voluntary organisations
1. Act as pressure groups, e.g. highlight issues/reforms.
2. Provide a variety of absent services or supplement existing state services.
3. Draw on the personal experiences of people involved.
4. Focus national or local attention on specific issues.
5. Work with agencies responding to community needs.
Benefits of voluntary work to the volunteer
1. Develops expertise and skills.
2. Creates a sense of personal reward in helping others.
3. Develops self-esteem, self-worth and confidence.
4. Encourages sharing knowledge and experiences.
Benefits of voluntary work to the community
1. Creates a caring atmosphere in the community.
2. Empowers a community to care for its vulnerable members.
3. Builds a sense of belonging within a community.
4. Provides non-state services at low cost.
5. Develops relationships across the community.
Reconciling employment and family responsibilities
Gender roles in the Irish family
● Changing from fixed gender roles to egalitarian roles.
● More sharing of tasks among younger couples.
SOCIAL STUDIES
●
●
19
Parents conscious of gender issues and stereotyping.
Family finances and responsibility tend to be shared.
Dual-earner families and family life
Factors influencing the increase in the number of dual-earner families include:
increased financial commitments e.g. mortgages
● better educational standards, more qualifications
● improved employment opportunities, particularly for women
● fulfilment of personal needs, e.g. independence
● ambition, e.g. career advancement a priority.
Advantages of dual-earner families
1. Improved living standards; basic needs of family are met.
2. Increased financial security due to two incomes.
3. Shared responsibility for childcare, household and finance.
4. More equality for women.
5. Children are more independent, confident and ambitious, have positive attitudes to
work and education.
Problems associated with dual-earner families
1. Role overload.
2. Role conflict.
3. Increased need for childcare.
4. Relationship difficulties.
5. Little time for leisure activities.
6. Fewer people to care for vulnerable family members.
7. Children unsupervised until parents get home.
●
Role overload
Occurs when a person finds the demands of fulfilling multiple roles in a limited amount
of time stressful, e.g. being parent, spouse and employee. Women and lone parents tend
to suffer from role overload.
Role conflict
Occurs when one role is prioritised above another role, e.g. work over home.
● The individual feels guilty about letting people down.
● Role conflict frequently affects women.
Avoid role overload and role conflict at home by:
1. Sharing household and childcare duties in the home.
2. Making a list of who does what to ensure that everyone does their fair share, parents
and children.
3. Developing a sense of responsibility among family members to help eliminate
conflict related to unfinished household duties.
●
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LESS STRESS MORE SUCCESS
Childcare facilities
The options (daycare, pre-school, after-school)
1. Childminders (grandparents, friends, au pairs).
2. Nurseries/crèches (babies, toddlers, young children).
3. Playgroups and playschools (toddlers, young children).
4. Montessori/Froebel schools (children aged 3–5 years).
5. Naoínraí (pre-school playgroups, learning through Irish).
6. After-school care groups (private or community-based).
Choosing childcare – points to consider
Cost/affordability
Budget available, affordable options
Availability
Range of options available in area
Age of child
Suitability of options to age and needs of each child
Environment
High standards of safety and hygiene
Registered childcare centre or in home
Reliability
Know the minder or facility
Qualifications
Specialised training and first aid certificate, experienced staff
Convenience
In own home, near home or work
Note:
1. National Children’s Strategy (November 2000) published by the government.
2. Childminding Ireland (1983): national body for childminding; funded by the
Department of Health and Children.
3. National Children’s Nurseries Association (NCNA) (1988) supports providers of
daycare facilities.
Evaluating two childcare options: childminders
versus daycare facilities
Quality childcare provides children with a comfortable, home-like atmosphere that
meets developmental, educational, emotional, physical and socialisation needs.
Option 1 – childminders
A childminder:
●
●
●
●
●
●
should be of good character, trustworthy, caring and healthy
be free of illness and addictions
provides care in the child’s home or their own home
has a duty of care to a child in the parents’ absence
tends to be a relative, friend, au pair or nanny
may not have formal qualifications
SOCIAL STUDIES
●
●
21
must like, understand and have experience of childcare
if caring for four or more children, must register with local Health Services
Executive (HSE standards).
Responsibilities of a childminder
1. Acquire training and qualifications.
2. Be familiar with the needs of the child.
3. Keep regular contact with parents.
LINK
4. Have back-up arrangements in place in case of illness.
● DES website
(www.education.ie) –
5. Keep accurate records of child’s personal details.
Early Childhood
6. Fulfill all statutory obligations and regulations.
Education
7. Arrange appropriate insurance.
8. Maintain a clean, safe, well-ventilated, safely heated and hygienic environment with
adequate play and sleep areas.
9. Be informed about current childcare practices regarding care, discipline, toys and
recreation.
Advantages of childminders
1. May be recommended by family or friends.
2. Familiarity with own home if child is cared for in it.
3. Childminder’s home is an extension of the child’s home.
4. Special bonds develop between childminder and child.
5. Individual attention on a one-to-one basis, suits children with special needs.
6. Childminder might be more flexible about collection times.
7. Childminder may do some light housework and shopping.
8. Tend to be less expensive than other childcare options.
Disadvantages of childminders
1. Inadequate training, insurance cover, lack of first aid certificate.
2. Children may need to be dropped off early each morning.
3. If childminder gets ill it can upset the family routine.
4. Child might form a closer bond with the childminder than with parents.
5. Conflict between childminder and parent/s may arise with regard to discipline.
Option 2 – daycare facility
1. Provides daycare in a safe, well-ventilated, adequately heated and hygienic environment.
2. Provides indoor and outdoor play areas, sleeping, play and separate kitchen areas
(self-contained premises).
3. Aims to provide a ‘home-from-home’ environment catering for children’s emotional,
intellectual, physical and social development.
4. Must comply with standards and regulations.
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5. Must be run by qualified personnel.
6. Must comply with the correct staff/child ratio.
Advantages of daycare facilities
1. May be attached to workplace, convenient for parent.
2. Definite opening and closing hours, organised routines.
3. Trained staff who are also qualified in first aid.
4. Development of social skills, responsibility and communication skills though a
variety of educational play activities.
5. Children socialise with other children of different ages.
6. Premises subject to inspections by the HSE.
Disadvantages of daycare facilities
1. Rigid drop-off and collection times.
2. More than one child attends, some have large numbers.
3. Less one-to-one interaction between carer and child.
4. Children may find it difficult to settle in.
5. Children exposed to a variety of infections.
6. Do not provide care when a child is sick.
7. Not all daycare facilities cater for babies and toddlers.
8. Unless community-run, tend to be more expensive.
Leisure
Defining leisure time
Time free from essential work or household tasks.
● Unpaid time free to spend on enjoyable activities.
● Activities are chosen based on interest and budget.
‘Education for leisure’ is provided through schools, clubs, scouts and other groups.
●
Functions and values of leisure
1. Promotes emotional, intellectual, physical and social development.
2. Encourages relaxation and creativity.
3. Creates a sense of satisfaction and wellbeing.
4. Reduces or prevents boredom, provides challenges.
5. Promotes the development of new skills.
6. Sets a good example for children.
7. Maintains a healthy body and mind.
Influences on leisure patterns
1. Social: socio-economic group, trends, income, education, local amenities.
2. Cultural: how one is raised, where one lives.
SOCIAL STUDIES
23
3. Occupation: working hours influences time available for leisure, disposable income,
relationship between leisure and type of work (extension, neutral, opposition).
4. Disposable income: activities may be expensive or free.
5. Age: personal interests, physical wellbeing, family life-cycle, disposable income, time
available.
6. Gender: stereotyping is unacceptable but some activities are still gender dominated, men
and women have different interests, dual-career women tend to have less leisure time.
Role of leisure activities in personal development
Leisure helps:
1. Emotional development: a sense of belonging, confidence, self-esteem, satisfaction,
relaxation, e.g. team activities.
2. Intellectual development: skills of analysis, decision-making, observation and
analysis, concentration, e.g. card games.
3. Physical development: levels of energy, fitness and muscle strength, new skills,
weight control, e.g. sports, walking.
4. Social development: communication, listening and negotiation skills, social
interaction, new friendships, e.g. book clubs, sports.
Types of leisure activity
●
●
●
Physical: aerobics, athletics, cycling, football, fishing, health clubs, golf, squash,
sailing, walking.
Indoor: art classes, bridge, chess, cinema, theatre, debates, quizzes, photography,
visiting museums and galleries.
Others: holidays and travelling, Irish Countrywomen’s Association (ICA),
politics, voluntary (St Vincent de Paul).
Evaluation of two leisure facilities
A leisure centre and a football club: a summary
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Option 1 –
Leisure centre in local hotel
Option 2 –
Football club
Membership
fees
Range of fees: for individuals, two
adults and/or family, e.g. €495 for
individual
None for members
Cost of
participation
●
Fee for each visit depends on the
activities chosen – from €7 per
session
●
Special discounts are available
Cost of travel to the venue for
practice and to venues for
matches
Time
required
A few times a week: e.g. one hour
working out, half an hour in swimming
pool; depends on activities chosen
Value for
money
●
Wide range of facilities available
including swimming, gym, aquaaerobics, individual tuition
●
Good value for money, but
requires time commitment
●
Travel cost is ongoing
●
Initial membership fee high but
good value for money as cost of
activities are inexpensive
●
●
Ongoing costs include sports
outfits, etc.
Good facilities provided,
e.g. club house, bar/café,
equipment, pitches well
maintained, modern changing
facilities
●
Develops skills, e.g. spatial
awareness, hand–eye
co-ordination, etc.
●
Develops concentration and
powers of analysis
Intellectual
benefits
Emotional
benefits
Physical
benefits
Social
benefits
Value to
community
Learning new skills
Training each week; more time
needed when involved in matches
during the week and at weekends
●
Reduces stress
●
Releases stress, new challenges
●
Provides relaxation
●
Sense of achievement and success
●
Improves self-esteem, confidence
●
Confidence in one’s own ability
●
Improves health and wellbeing
●
Improves health and wellbeing
●
Reduces obesity and risk of heart
disease
●
Improves and strengthens muscles
●
Develops stamina, fitness levels
●
Meeting friends and
acquaintances
●
Making new friends
●
Value of being part of a team
●
Generates new social networks
●
Generates new social networks
●
Reduces social isolation
●
Reduces social isolation
●
Provides employment
●
Opportunities for volunteering
●
Must be affordable for locals
●
Reasonably affordable
●
Sets up community links
●
Maintains community/county links
●
Sense of belonging and identity
●
Not always gender-specific
SOCIAL STUDIES
25
Unemployment
Unemployment means being without a paid job. Unemployment may be:
involuntary: individuals cannot find a job
● voluntary: individuals choose not to work.
Types of involuntary unemployment
●
●
●
short-term: unemployed for less than six months
long-term: unemployed for more than six
months.
Unemployment in Ireland
There has been a dramatic increase in unemployment
since 2008, caused by:
●
●
●
Check out the latest CSO
unemployment statistics.
LINK
●
Unemployment rates
2006–2010 (p. 6)
downturn in the national and global economy
downturn in the construction industry
businesses closing down.
Causes of unemployment
1. Increased automation and new technologies.
2. Economic recession, downsizing, redundancies.
3. Foreign competition, companies moving abroad.
4. Fewer demands for products/services.
5. Lack of skills, demand for higher qualifications.
6. Geographical – less employment in rural areas.
7. Seasonal factors, e.g. jobs in agriculture, tourism.
8. Age profile – employers focus on younger graduates.
9. Residual – some people may not be able to work.
Effects of unemployment
On individuals
1. Sense of rejection following each unsuccessful interview.
2. Loss of earnings, worry about bills, poverty.
3. Relationship problems, rows, guilt.
4. Lowering of social status and identity, social isolation.
5. Decline in self-esteem and confidence, isolation, sense of failure.
6. Health problems such as depression, anxiety and stress.
7. Anti-social behaviour e.g. crime.
On the family unit
1. Children may suffer emotionally and psychologically.
2. Can shape children’s views of employment/unemployment.
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3. Financial problems leading to poverty and insecurity.
4. Loss of the family home and lowered standards of living.
5. Tension, possibly violence in the home, marital breakdown.
6. Confusion of roles, more women becoming the breadwinner.
On society
1. Increase in poverty, poverty cycle and inequality.
2. Growth of the ‘black economy’.
3. Increase in social problems, e.g. crime, drug abuse.
4. Lowering of living standards in the community.
5. Unstable communities with high unemployment levels.
6. Increased demands made on the state and taxpayers.
7. Children’s education suffers in some cases.
Poverty
Types of poverty
1. Absolute poverty:
● people lack basic food, clothing and shelter resources in order to survive, e.g.
people who are starving
● is the equivalent in every society and is based on a universally agreed minimum.
2. Relative poverty – at risk of poverty:
● people are surviving below the accepted standard of living in a particular society
● prevents people participating in normal activities.
3. Income poverty:
● income less than 50% of the average income or wage
● the minimum income to provide basic needs.
4. Consistent poverty: a combination of income poverty and deprivation.
Consensual poverty refers to a level of deprivation or poverty perceived by the majority
of a large group to be unacceptable. It is an indication as to how a group defines poverty
within the context of their society.
Poverty line describes the minimum income required to afford the basic necessities of
life in a society. It is calculated from national survey information on disposable income.
People can experience poverty at different stages in life depending on the life cycle stage
of the family, illness, unemployment, etc.
Extent and distribution of poverty in Ireland
1. Rates of poverty have varied over the last 50 years.
2. Poverty decreased in the late 1960s and early 1970s.
3. It increased in the 1980s due to economic recession.
4. It decreased during the 1990s due to the Celtic Tiger.
SOCIAL STUDIES
27
5. Mid-2000s: increase in those living below the poverty line due to high cost of living
and increasing levels of unemployment.
6. Numbers in the ‘poverty trap’ are increasing.
Groups at greatest risk of poverty
1. Long-term unemployed and low-paid workers.
2. Lone-parent families.
3. Women, children, large families, the uneducated.
4. Marginal groups, e.g. homeless people, Traveller families.
5. Older people, pensioners.
6. People with disabilities or illnesses.
7. Small farm households on non-viable lands (invisible poverty).
Indicators of deprivation
● Relate to a person’s lack of resources.
● Types of indicator include non-monetary and monetary.
● Indicators identify basic lifestyle deprivation, secondary lifestyle deprivation and
housing deprivation.
The causes of poverty
1. Lack of life chances, e.g. education, employment.
2. Low-paid jobs.
3. Geographical location:
● inner cities, urban areas
● isolated rural areas
● large local authority housing estates.
4. Inability to manage household finances.
5. ‘Poverty cycle’ or ‘cycle of deprivation’.
6. Social problems, drugs, alcoholism.
7. Economic recession, increase in unemployment.
8. Culture of poverty, unbroken from generation to generation.
The cycle of poverty or the cycle of deprivation
Causes
1. Being born to parents living in poverty.
2. Living in poor housing or/and a poor area.
3. Poor nutrition, dietary problems.
4. Little encouragement from parents.
5. Inadequate educational opportunities, few books at home.
6. Leaving school early (without Leaving Certificate).
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7. Unemployed or in a low-paid job.
8. Marrying early and having dependent children.
9. Being dependent on state benefits.
• Born to poor
parents
(unemployed)
• Poverty
LACK OF
OPPORTUNITIES
• Unemployment
• Low-paid job
• Early marriage
• Living in poor housing
• Inadequate diet, poor health
• Little encouragement
from parents
• Few books in the home
• Poor educational achievement
• Inadequate education
• Leaving school early
The poverty trap
Refers to unemployed people or people in low-paid jobs who suffer from financial
deprivation. They may receive a number of state benefits but on return to work may lose
those benefits.
The effects of poverty
1. Poor housing, overcrowded conditions.
2. Inadequate nutrition, poor diet, health problems.
3. Educational disadvantage and low achievement.
4. Physical and psychological illnesses, stress.
5. Family relationship problems, family breakdown.
6. Poor self-esteem and confidence.
7. Social isolation, social exclusion.
8. Few employment opportunities.
SOCIAL STUDIES
Statutory and community responses to creating
employment and eliminating poverty
Creating employment
Statutory
Community
●
State employment supports
●
Foreign investment initiatives
●
City and County Enterprise Boards
●
FÁS
●
●
Forfás
IDA (Industrial Development Authority)
●
Enterprise Ireland
●
Reserved places in third-level education
●
Education and training initiatives
●
Educational training and employment initiatives
●
Area-based partnership schemes (Leader)
●
Adult and second-chance education
●
Co-operatives and cottage industries
Other supports include:
●
●
●
●
●
a well-educated workforce
flexible, adaptable and skilled workers
low corporate tax rates
EU easily accessed via Ireland
excellent infrastructure, grants, facilities.
Eliminating poverty
Statutory
Community
●
Social welfare assistance and benefits – child benefit, disability
allowances, family income support, etc.
●
State agencies and projects – MABS, NAPS, CLÁR, Community
Development Programmes, Local Development Programme, etc.
●
Low-income supports – social housing and affordable housing
schemes, medical cards, back-to-school allowances, etc.
●
Community-based educational initiatives
●
Voluntary organisations (Focus Ireland, Society of St Vincent de
Paul, Simon Community, etc.
Key social policy areas
●
●
●
●
Tackling educational disadvantage.
Investing in education.
Job creation and employment.
Eliminating poverty in urban and rural areas.
29
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Exam question and summary sample answer
Higher Level 2009, Section C, Elective 3, Q3
3. (a) ‘Ireland is now facing the most severe economic downturn and
unemployment crisis since the 1980s.’ (Irish Independent, 8 March 2008)
(i) Define unemployment and comment on the extent of unemployment in
Ireland today.
(14 marks)
Definition: an individual who is available for paid work but cannot find
employment. There are two forms of unemployment: short-term and
long-term.
(2 marks)
Extent of Unemployment – Summary (3 points ⴛ 4 marks ⴝ 12 marks)
1. Recent recession and downturn in the economy has seen a dramatic
increase in the numbers unemployed: construction sector, builders,
carpenters, architects, etc.
2. Recently qualified graduates not finding
work across the sectors, many are now
emigrating.
3. Unemployment is increasing across all
Elaborate on each of these
service providers, e.g. hotels,
points.
restaurants, cafés, bookshops, clothing
outlets, furniture shops, etc.
(ii) Analyse the causes of unemployment.
(24 marks)
1. Recession and downturn in the Irish economy
due to national and international/global events.
2. Lack of competitiveness is due to high
production costs, high wages and the
changing requirements of industry (lower
costs).
4 points ⴛ 6 marks ⴝ
3. Reduced level of demand for goods/services 24 marks.
due to reduced family income for luxuries
and wants.
4. Over-reliance by government on the property sector.
(iii) Name and give details of one statutory initiative aimed at creating
employment.
(3 points ⴛ 4 marks ⴝ 12 marks)
Name: County Enterprise Board – A Summary
Function:
1. Provides support, training, advice and financial assistance.
2. Examples of grants include Feasibility Grants, Capital Grants and Equity
Grants.
3. Supports new enterprises, encourages job creation and safeguarding
of new jobs.
SOCIAL STUDIES
31
And 3(b) or 3(c):
3. (b) ‘A rapidly changing society makes new
demands on the State to deliver a school
that reflects the diversity of the community
Choose any six of the
it serves.’
following points and give a
(i) In relation to the above statement,
brief account of each.
analyse how the supports provided in
schools accommodate the educational requirements of:
pupils with special needs and
● pupils from different ethnic backgrounds.
(6 points ⴛ 3 marks ⴝ 18 marks)
Special needs supports in schools:
● resource teachers, learning support teachers
● visiting teachers for visually and hearing-impaired students
● special needs assistants (SNAs)
● special classes with reduced pupil/teacher ratio
● assistive technology, laptops and ICT
● special transport, e.g. bus, car/taxi
● special accommodation in state exams.
Elaborate on TEFL and
●
indicate what it means for
Support for pupils from different ethnic
students.
backgrounds: language support – TEFL
(Teaching English as a Foreign Language).
(ii) Outline the contribution of education to the socialisation of young
children.
(3 points ⴛ 4 marks ⴝ 12 marks)
Education reinforces the social skills young children learn at home
from their parents. Children develop awareness of norms and values at
home and at school.
● Young children develop a sense of responsibility at school by being
punctual for school, doing the required homework and participating
in class.
● Pupils learn how to share with others and be members of teams,
e.g. playing sports, participating in class activities.
● Pupils develop respect for themselves, others and authority, e.g.
keeping school rules, listening when others are speaking or giving
instructions.
Or:
3. (c) (i) Describe how (a) age and (b) gender impact on a person’s choice of
leisure activities.
(12 marks)
●
Age:
● Older people may be less physically active and choose less active
leisure activities, e.g. bridge, reading.
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Reduced income (of younger or older
LINK
people) affects the types of leisure
● Refer to the evaluation
activity they choose.
of two leisure facilities
● Interests vary with age: younger people
(p. 24).
are interested in computers, older
people enjoy travel as they have
more time.
Gender:
● Sports have a higher
male participation rate.
Marks allocated for each leisure facility:
● Some sports are
dominated by one
Name ⴝ 1 mark
gender.
Cost ⴝ 2 marks
● Single men have more
Value for money ⴝ 2 marks
leisure time than women
Facilities ⴝ 2 points ⴛ 2 marks ⴝ 4 marks
in dual-career
relationships.
● Activities which tend to be female dominated include aerobics, keep
fit, crafts and book clubs.
(ii) Name and evaluate two leisure facilities available in your community.
Refer to:
●
●
●
cost and value for money
range of facilities offered.
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The authors and publisher have made every effort to trace all copyright holders, but if
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