Title: Education in Ireland: An Overview
1Education in Ireland An Overview
- Presentation to
- Ministry of Education
- Ministry of Industry and Commerce
- and Delegation
- Colombia
Dr. Catherine Kavanagh Department of
Economics University College Cork, Ireland and
Former Manager Expert Group on Future Skills
Needs Forfas, Ireland
2Overview
- Structure of Education in Ireland
- The Policy Context
- Growth and Research
- What Have We Learned
- Concerns and Challenges for Ireland
3 Structure of Irish Education
- First Level - Primary
- Second Level
- Third Level - Higher Education
- Fourth Level Doctorate and Post-Doctorate Level
4Primary Level
- Years 1-8
- Statutory age entry is 6 years although most
start at 4 - Curriculum is child centred and allows for
flexibility in timetabling and teaching methods - No formal examinations at the end of primary cycle
5Second Level
- Includes
- Junior Cycle (3 years)
- Transition Year (optional 1 year)
- Senior Cycle (2 years)
- Different types of 2nd level schools, mainly
differentiated by sources of funding, e.g.
Secondary schools, community schools, vocational
schools - Two examinations Junior Certificate and Leaving
Certificate - All schools follow curricula laid down by
Ministry of Education and Science - Compulsory education is from age 6 to 16 or until
students have completed 3 years of second level
education
6 Third Level Higher and Further Education
- Third Level
- Universities (7)
- Institutes of Technology (14) formerly Regional
Technical Colleges - Colleges of Education (5)
- Specialist Institutions
- Medicine
- Law
- The Arts
- Private Colleges
- Adult/Further/Community Education
7Governments Role
- Responsibility for governments role in education
rests with the Department of Education and
Science primary and second level - Third Level NO separate Ministry. The HEA
an independent statutory body manages third level
but remains answerable to the Minister for
Education and Science
8 Department of Education and Science
- Highly centralised system
- Rules and regulations
- Recognition of schools
- Curricula
- Resourcing
- Staffing
- Teachers salary scales
9 Higher Education Authority
- Statutory Planning and Development Body for
Higher Education and Research in Ireland - Wide Advisory Powers
- Funding Authority
- Quality Assurance Procedures
- Strategic Development Plans
10Teaching Profession
- High status
- High salaries relative to EU counterparts
- Quality of in-take to colleges
- Colleges
- Teacher training
- Curriculum development
- In-career education
- New teaching methodologies
11 Policy Context in Ireland
- General consensus that
- Education has long been central to Irelands
cultural, social and economic development - A key strength of Irish education in the past has
been its relevance to wider social and economic
needs - In a changing society and in a rapidly evolving
economy, education must continually re-invent
itself to remain relevant and responsive - General view of all stakeholders that Ireland
should progress to a knowledge-based economy - View that government investment in education is
justified on a number of levels
12 Wider Policy Context
- Importance of productivity growth - improving
living standards key driver is productivity
growth in the future - What drives productivity? human capital
(skilled labour force) is one key element - Global, technological and demographic change
emphasise importance of human capital
13Wider Policy Context
- Impact of human capital investment evidence of
growth and productivity? - Increase average education in population by one
year has positive impact on productivity of
between 3-6 - OECD - Third level education more important for OECD
countries - Stage, level and type of education matter for
growth - Human capital plays key role in fostering
technological change and diffusion - Human capital has positive impact on physical
capital
14Wider Policy Context
- Range of wider social effects of greater human
capital include - Lower risks of unemployment higher chance of
labour market participation - Increases in social cohesion
- Superior health status, increased level of
exercise, more frequent use of seat-belts - Lower smoking consumption, lower incidence of
excessive alcohol consumption - Lower levels of crime
- So societal benefits gt private benefits
15 Irelands Remarkable Growth
- Various reasons put forward including
- Full, active participation in EU
- Low Corporation Tax Rate
- Success in attracting large multi-national
companies - The skills and experience of the IDA
- Young English-speaking population
- Increased participation in labour market
- Immigration not emigration
- Returning graduates
- Partnership agreements
- More stable public finance position
- however
16 Irelands Remarkable Growth
Sustained investment in education the critical
driver of our economic success and social progress
17 Investment in Education in Ireland
- Slower to evolve in Ireland than in other OECD
countries - Attempted economic expansion in the early 1960s
not very successful because - Shortage of people with suitable qualifications
and skills mix - OECD Report 1966
- Free education introduced (1967)
- Beginning of serious investment
- Expenditure as percentage of national income has
doubled since early 1990s - Free third level education introduced in 1996
- Real recognition by Irish government of
importance of education for economic, social and
cultural development
18 Investment in Education
- 5.4 of GNI, less in terms of GDP
- Small level of expenditure on private
institutions - Overall expenditure on education in Ireland
approx 15 of total government spending but
expenditure by student is less than EU and OECD
average at all levels - 84 of all current expenditure at first and
second level is for salaries - 74 of current expenditure in higher education
for salaries
19Education Policy
- Two strands to Irish education policy
- Education policy aims to facilitate the
accumulation of human capital in the economy with
aim of fuelling economic growth - Education policy aims to aid the governments
policy objective of equity by ensuring equal
access to, and opportunities within, the system - Ireland cooperates at EU level in the development
of education and training policies e.g. Bologna
Process
20 Policies Aimed at Growth
- The work of the Expert Group on Future Skills
Needs (EGFSN) - Range of initiatives to promote science at all
levels of education - Life-long learning initiatives
- Role of HEA
- Role of Science Foundation Ireland (SFI)
- Research initiatives
21Research
- Programme of Research in
- Third-Level Institutions (PRTLI)
- Scientific and Technology Investment Fund
- Strategy for Science/Technology
- and Innovation (2006 2013)
- Science Foundation Ireland (SFI)
- IRCSET and IRCHSS
22 Programme of Research in Third-Level
Institutions
- PRTLI
- Provides separate funding for research
- Develops major research centres
- Funds major research projects
- Independent selection of projects
23Research
- Science Foundation Ireland (SFI) established in
2000. Role is to support research in strategic
areas that advance the countrys technological
and economic success and reputation - IRCSET and IRCHSS provide new sources of funding
for researchers and research projects in these
fields - HEAs Strategic Innovation Fund (SIF) established
in 2006 (fund of 300m) - SSTI key targets established, e.g. doubling
number of PhDs
24 Research Investment
- Has created new capacity to highest world-class
standards - New researchers employed
- New career paths for existing researchers
- New dynamic in institutions
- Inter-institutional co-operation
- Ireland now a significant international
- research player
25 Higher Education Institutions in Ireland
- Traditional Universities
- Other higher education institutions
- Institutes of Technology
26 Institutes of Technology
- 14 Institutes
- Strategically located around the country
- Comprehensive range of courses from
craft/apprenticeship programmes to - post-doctoral level qualifications
- High quality applied research
- Programmes career-focused
27 Institutes of Technology
- Innovative partnerships with industry
- Ongoing research and consultancy services
- to industry
- Strong reputation as centres of excellence
- Have demonstrated an ability and agility
- to respond to changing economic growth
- Strong international collaborations
28 How Does Ireland Perform?
- 41 of all 25-34 year olds in population have 3rd
level qualification up from 27 in 1999, EU
average 28 - 86 of 20-24 year olds in population have upper
second level attainment, above the Lisbon Target
of 85 - PISA (test of OECD 15 year olds) Ireland
performs very well in relation to reading, less
well on Mathematics and Science and just above
OECD average - of 17-18 year olds in population that have
upper second level education 91 - Programmes at primary and secondary level have
focused on retention and achievement of students,
especially those from disadvantaged backgrounds
29 So Investing in People is Important
- By 2015, 80 of the existing workforce will still
be there meanwhile, 80 of all technology will
be replaced (ILO) - Lifelong learning and skills enhancement of
existing workforce is crucial - Positioning Ireland to continue to be
internationally competitive, innovative and
successful
Lifelong education should not be seen as a cost
but rather as an investment which will generate
massive returns in the future. (OECD)
30 Goal Building World-Class Third-Level
Education
- Should produce graduates to the highest possible
standards - Cornerstone of economic success
- Bedrock of the knowledge society
- Essential in making transition to higher value
activities - Challenge to develop the mix of creativity and
skills to respond to the needs of a constantly
changing global labour market
31Skills Tomorrows Competitive Advantage
- Must develop competitive advantage in world-class
skills, education and training in order to make
this transition in which skills drive
innovation, productivity and entrepreneurial
activity. - Knowledge and innovation are the key ingredients
for success
32Skills Requirements
- Not static
- World changing fast
- Difficult to predict
- Constant need for re-appraisal/change
- particular skills and balance of skills
- Shift to services/new knowledge economy
- demands greater degree of innovative
- ability and creativity
- the application of knowledge
33Future Skills Needs
- Ongoing needs analysis in Ireland
- Framework of skills
- Fundamental skills
- Literacy/numeracy/use of technology
- People related skills
- Communication/interpersonal/team-working/
customer service - Conceptual skills
- Collecting/organising information/problem
solving/planning and organising/learning to
learn/innovative and creative - Global Management and Leadership skills
- Higher level skills
- Science/Engineering/ICT and RD
34 What Have We Learned?
- Respond quickly to skills needs extent to which
Ireland can evolve to a knowledge economy will
depend to a large degree on the ability of the
educational system to respond quickly and
efficiently to the evolving skill needs of
enterprise - Flexible and adaptable Education and training
environment must be flexible and adaptable. A
process that is continuously proactive - 3rd Function of Higher Education in addition to
education and research, the third level has a
third role to play in promoting the development
of enterprise through the provision of a range of
services and interactions with industry - Integrated government policy required a coherent
policy framework spanning relevant government
departments and agencies - Co-ordination of the activities of all relevant
stakeholders
35The Rewards
- Improved education and training yields a social
dividend - Better social cohesion
- Better public health
- Mitigates against poverty, crime and social
welfare dependency - Maximises the full potential of each individual
- Rewards for meeting challenges great
- Cost of not meeting challenges equally great
36 Concerns for Ireland
- Demographic change falling proportion of 17-18
year olds - Loss of internationally traded businesses
- Irelands debt burden continues to grow while
interest rates are rising - Dependence on the construction sector
- Costs concern for business consumer prices,
labour costs, and non-labour costs - External risks success in long-term depends on
success in export markets, energy prices
37 Challenges in Future
- Need for enhanced productivity has slowed in
recent years, requires investment at all levels
of education system - Promotion of competition costs
- Tax system must be competitive broaden base
and efficiency of public services - Innovation need to improve capabilities of our
companies in moving up the value chain - Skills globalisation and ICT, fears about
outsourcing and automation, growing demand for
skills that require expert thinking and complex
communications, need to retrain existing workers,
need for strong basic skills and competencies,
need for advanced skills