Education System in Ireland: Structure, Importance & Influence

2. Education Is considered a fundamental rightunder the Irish Constitution. The Department of Education and Skills (DES) has overall responsibility for education in Ireland: www.education.ie. It is compulsory for children to participate in education from age 6–16, or until they have completed three years in a post-primary school.

3. The purpose of education Contributes to the emotional, intellectual, physical and moral development of a person. Transmission of culture and knowledge by providing a broad education. As a method of socialisation – children learn to interact with others. Reinforces what parents have already taught children at home. Agent of social control – children learn expected patterns of behaviour. Provides preparation for work by developing responsibility and skills.

4. Factors that influence educational achievement Parental attitude to education – attitudes, norms and values transmitted within the home, including parents’ level of education and parental relationships with school. Child’s intellectual abilities – inherited and attained abilities. Family size – larger families have time and financial constraints that may impact on education. Home environment – physical conditions within the home impact on education. School environment – classroom size, pupil–teacher ratio, streaming, discipline. Peers – attitude determines participation and quality of learning.

5. The education process • According to our Constitution, education should begin at home, where parents provide a stimulating environment for their child, before they begin formal education between 4–6 years. • The Irish education system is made up of the following: • Pre-school education • Primary education • Second-level education • Special needs education • Third-level education • Adult/second chance education.

6. Pre-school education Many young children in Ireland attend some form of pre-school care, but it is optional. County Childcare Committees have been set up under the Department of Children and Youth Affairs to address the childcare needs of each specific county. Pre-schools generally offer a stimulating and creative environment which encourages learning and development (under Aistear or Síolta).

7. Options for pre-school level Crèches Day-care centres Nurseries Playgroups and playschools Montessori schools Early Start pre-school project Childminders Childcare in the workplace Childminding by relatives

8. Primary education Many children start primary school between 4–5 years, however, it is not compulsory until the age of 6 years. Primary education runs for 8 years. Primary education is child-centred and activity based, it follows a broad curriculum. Learning support and resource teachers are available. Special schools are available for students with specific needs, e.g. deaf, blind, etc. Primary schools are run by a board of management.

9. Options for primary level State-assisted national schools are mainly denominational. Private (non-funded) primary schools – where parents pay fees. Gaelscoileanna. Educate Together schools – non-denominational. Special schools for students with special needs.

10. Primary School Curriculum

11. Educational supports available in primary schools Technology in the classroom – interactive whiteboards, laptops, tablets, etc. Educational psychologists – help to identify the educational needs of the child and work with parents and teachers to support the child. The Home School Community Liaison scheme – provides a link between home and school for at risk students. The School Book Grant Scheme and the Back to School Clothing and Footwear Allowance provide financial assistance.

12. Second-level education • Second-level schools offer a three-year junior cycle culminating in the junior cycle examination. It includes compulsory and optional subjects at differentiated levels. It also offers a range of long and short courses. • Senior cycle may vary slightly from school to school. In some it includes Transition Year, before starting a Leaving Certificate programme for two years in one of the following: • The (established) Leaving Certificate • Leaving Certificate Vocational Programme (LCVP) • Leaving Certificate Applied (LCA) • Post-Leaving Certificate courses (PLCs).

13. Options for second-level education • The options available are: • Community schools • Comprehensive schools • Secondary schools • Education and Training Board (ETB) schools (formerly VEC). • Ownership and management structures differ across the schools. • A five- or six-year programme is on offer. • A wide range of academic, technical and vocational subjects are offered.

14. Programmes on offer Junior Cycle Programme • Introduced in 2014, three-year programme, range of subjects, long and short courses, with compulsory teacher assessment (CBAs) and state examination at Higher or Ordinary Level. Transition Year Programme • May or may not be compulsory, a wide selection of non-state examination subjects, including mini-company, work experience, range of sport activities. Established Leaving Certificate • Two-year programme, five to seven subjects, structured set programmes; points gained may be used to access third-level education.

15. Programmes on offer Leaving Certificate Applied • Preparation for work examination, modular approach over two years, general education subjects, practice skills and vocational preparation and work experience, can lead to PLC courses. Leaving Certificate Vocational Programme • Two-year programme, at least five subjects (two vocational subjects, one European language), three compulsory link modules (enterprise education, preparation for work, work experience); results can be converted into points and used in conjunction with traditional subjects for access to third-level education.

16. Post-Leaving Certificate Courses (PLCs) Courses are one or two years full-time and students must have completed the Leaving Certificate. Courses are offered by ETB and by other local schools (unless a mature student). Integrated general-, technological- and vocational-based programmes are available. Certification provided by the National Council for Vocational Awards (NCVA) or the Further Education and Training Awards Council (FETAC). PLC courses can lead to employmentor further education on selected courses.

17. Special needs education Special needs include a range of physical, intellectual and emotional needs, including autism spectrum disorders, attention deficit hyperactivity disorder (ADHD), dyspraxia, dyslexia, hearing and visual impairments, wheelchair use and being exceptionally able (gifted). The Education for Persons with Special Educational Needs Act 2004 (EPSEN) states ‘that a child with special educational needs should be educated in an inclusive environment’ in mainstream primary or second-level schools, or if this would not be in ‘the best interests of the child’ or would affect the other children’s educational provision in the class, they may attend a special school or a special class attached to mainstream schools.

18. Options for special needs education Depending where children live they may be educated in: • A state special school – over 140 nationwide, cover a range of needs: • Mild to moderate learning difficulties • Visual impairment • Hearing impairment • Physical disabilities • Severe social or emotional problems • Special classes in primary schools • An integrated class • Detention centres.

19. Special education and integration Research favours integration into mainstream schools with support structures. Special provisions may include learning-supportteachers, resourceteachersand Special-needsassistants(SNAs). Interpreters, learningaids, specialequipmentsuch as desks, chairs, dycem mats and grip pens can be provided. Assistivetechnologylike laptops and tablets are provided. Visitingteachersfor pupils with hearing or visual difficulties or children with Down syndrome provide additional support. Physiotherapists,speech and language therapists and occupationaltherapistsmay be provided as support. TheStateExaminationsCommissionprovides reasonable accommodations in certificate examinations. Detentioncentresfor young offenders (U16) aim to provide care education and training.

20. Deficiencies in special education A dilemma exists for parents when choosing between mainstream or special needs education. Communication between mainstream and special schools is poor. Support services are inadequate for many children and their parents. Educational provision is lacking for some children with special needs.

21. Third-level education The number of young people availing of third-level education is continuously increasing. There is a wide range of choice. Students can opt for a certificate, diploma or degree course. Most tuition fees are free apart from a registration fee. Grants are available for maintenance (means tested). Most applications through Central Applications Office (CAO) are based on points calculated on Leaving Certificate results.

22. Options for third-level education Universities Institutes of Technology Colleges of Education Private colleges Fáilte Ireland and SOLAS (exist within certain third level institutions, e.g. DIT)

23. Universities • There are seven universities in Ireland: • National University of Ireland is made up of four universities: Dublin (NUID), Galway (NUIG), Cork (NUIC) and Maynooth (NUIM) • University of Dublin, Trinity College (TCD) • Dublin City University (DCU) • University of Limerick (UL). • Universities offer diploma and degree courses, with certification by each university

24. Institutes of Technology (ITs) There are fourteen ITs in total, situated in large towns and cities around Ireland, e.g. Athlone, Carlow, Sligo, etc. Dublin Institute of Technology: There are many colleges within the DIT system ITs provide education and training in a wide variety of areas including business, journalism, engineering, catering and music. HETAC awards non-university higher education qualifications, i.e. certificates, diplomas and degrees.

25. Colleges of Education Colleges of Education are specifically involved in teacher training. They are affiliated to universities and offer Bachelor of Education (B.Ed) or Masters in Education (M.Ed) degrees: • Primary School Education – St Patrick’s College, Dublin and Mary Immaculate College, Limerick • Home Economics – St Angela’s College, Sligo • PE – Department of Education and Professional Studies at University of Limerick (formerly Thomond College of education) • Art and Design – National College of Art and Design (NCAD) for Art and Design, Dublin.

26. Private colleges • Charge fees and provide a variety of certificate, diploma and degree courses • College of Computing Technology • Griffith College • A list of colleges is available at: • www.educationireland.ie • www.gotocollege.ie

27. Adult and second-chance education Government policy aims to develop a culture of lifelong learning. Adult education is a vital part of lifelong learning. In 1997 a Minister of State for Adult Education was appointed – this now falls under the remit of the Department of Education and Skills. This means creating opportunities for all people of all ages and educational levels to gain new skills within a flexible learning system and qualifications system. The National Association for Adult Education (AONTAS) is active in promoting, developing and supporting educational initiatives in adult education.

28. Why adults participate in lifelong learning They may have been early school leavers. They may have literacy problems. They may be re-joining the workforce having reared children/ after a long period of unemployment. For professional reasons, to increase job prospects (promotion). Keeping up to date – new skills required in the workplace. To follow a particular area of interest. To meet other people.

29. Options for adult education Third-level colleges and universities countrywide. Courses in community and comprehensive schools – PLCs. Adult Literacy Community Education Schemes (ALCES). Back to Education Programmes (plus Back to Education Allowance). SOLAS is the new Further Education and Training Authority in Ireland. It is responsible for funding, planning and co-ordinating training and further education programmes.  Oscail – distance education programmes, diploma/degree courses (DCU and Open University courses). Statutory agencies provide apprenticeships, e.g. Teagasc, BordIascaighMhara and Coillte. Vocational Training Opportunities Scheme (VTOS) skills-based courses. Youthreach (early school leavers).

30. Key words for revision • Compulsory • Curriculum • Crèche • Denominational • Emotional • Fine motor skills • Formal • Fundamental • Gross motor skills • Socialisation • Hidden curriculum • Informal • Inherited • Institute • Liaison • Literacy • Montessori • Moral • Numeracy • Nursery • Optional • Physical • Specialised • Training • Transition • University • Vocational