1. THE GENERAL EDUCATIONAL SYSTEM IN IRELAND - AN OVERVIEW
Education and training in Ireland function at a number of levels and strands including primary, secondary and higher education and vocational education and training (in- school post-school, in higher education and part-time) including apprenticeship. Adult Education and a wide range of training programmes aimed at school leavers, the unemployed and those in employment complete the picture.
1. (i) Primary Education
Pupils generally begin their primary education, between 4 and 5 years of age. Primary education lasts for eight years.
1. (ii) Secondary Education
Secondary education is divided into junior and senior cycles. It is provided in four kinds of school; Secondary, Vocational, Comprehensive and Community. The same state examinations are taken in all types of school. Education is free of charge in all but 5% of secondary schools. The modern curriculum in second level schools is a blend of the traditional academic curriculum of the secondary school and the practical/ technical curriculum of the vocational school. Over the last two decades there has been some convergence between these two strands.
1. (ii) (a) Junior Cycle
Compulsory education begins in primary school at 6 years of age, and ends at 16. The junior cycle provides for the final three years of compulsory education. The primary aim of the junior cycle is that children should complete a broad and balanced course of study in a variety of subjects relevant to their own personal development, the world of work and the enjoyment of their leisure and recreation. They will have achieved a level of competence in the various subjects, which will enable them to proceed to senior cycle education, to training or to sustainable employment. At the end of the junior cycle, students are entered for the junior Certificate Examination. This is a new, unified system of assessment and certification, first undertaken in 1992.
Compulsory education begins in primary school at 6 years of age, and ends at 16. The junior cycle provides for the final three years of compulsory education. The primary aim of the junior cycle is that children should complete a broad and balanced course of study in a variety of subjects relevant to their own personal development, the world of work and the enjoyment of their leisure and recreation. They will have achieved a level of competence in the various subjects, which will enable them to proceed to senior cycle education, to training or to sustainable employment. At the end of the junior cycle, students are entered for the junior Certificate Examination. This is a new, unified system of assessment and certification, first undertaken in 1992.
1. (ii) (b) Senior Cycle
At the end of compulsory schooling, the majority of students enter senior cycle. The aims of the senior cycle are to encourage and facilitate students to continue in full time education during the post-compulsory period by providing a stimulating range of programmes suited to their abilities, aptitudes and interests. The objectives are to develop each student's potential to the full, and equip them for work or further education. Students may spend up to three years in senior cycle. The following are the main elements:
At the end of compulsory schooling, the majority of students enter senior cycle. The aims of the senior cycle are to encourage and facilitate students to continue in full time education during the post-compulsory period by providing a stimulating range of programmes suited to their abilities, aptitudes and interests. The objectives are to develop each student's potential to the full, and equip them for work or further education. Students may spend up to three years in senior cycle. The following are the main elements:
- Transition Year Programme Option
- Leaving Certificate
- Leaving Certificate Applied Programme
- Leaving Certificate Vocational Programme
Transition Year Programme
This programme is interdisciplinary and student-centred and is offered as part of a 3 year senior cycle. This option is intended to be a year of non-academic learning which emphasises the interpersonal and the experiential, and those practical qualities which are difficult to accommodate in the highly pressurised final phase of secondary education. Students at this stage are offered the opportunity to explore vocational areas in which they are interested.
This programme is interdisciplinary and student-centred and is offered as part of a 3 year senior cycle. This option is intended to be a year of non-academic learning which emphasises the interpersonal and the experiential, and those practical qualities which are difficult to accommodate in the highly pressurised final phase of secondary education. Students at this stage are offered the opportunity to explore vocational areas in which they are interested.
Leaving Certificate Programme
The Leaving Certificate examination is held at the end of the senior cycle and is the terminal examination of the senior cycle. Students following the Leaving Certificate programme must take at least five subjects, including Irish.
The Leaving Certificate examination is held at the end of the senior cycle and is the terminal examination of the senior cycle. Students following the Leaving Certificate programme must take at least five subjects, including Irish.
Leaving Certificate Applied Programme
This programme is a self-contained two year programme and is person-centred involving a cross-curricular approach rather than a subject based structure. The objective of the programme is the preparation of participants for adult and working life through relevant learning experiences. The Leaving Certificate Applied has three general headings:
This programme is a self-contained two year programme and is person-centred involving a cross-curricular approach rather than a subject based structure. The objective of the programme is the preparation of participants for adult and working life through relevant learning experiences. The Leaving Certificate Applied has three general headings:
- General Education
- Vocational Education
- Vocational Preparation.
Leaving Certificate Vocational Programme
This programme is based on the Leaving Certificate programme with a concentration on technical subjects. The vocational content of the programme has been strengthened by including three link modules on European Education, Preparation for Work and Work Experience. Students undertaking this programme do five Leaving Certificate subjects, including two subjects to be chosen from a set of vocational subjects, a recognised course in a modern European language and the three Link Modules.
This programme is based on the Leaving Certificate programme with a concentration on technical subjects. The vocational content of the programme has been strengthened by including three link modules on European Education, Preparation for Work and Work Experience. Students undertaking this programme do five Leaving Certificate subjects, including two subjects to be chosen from a set of vocational subjects, a recognised course in a modern European language and the three Link Modules.
1. (iii) Vocational Education and Training
Ireland does not have a single system for training young people. The following are the principal paths:
- Post Leaving Certificate (PLC) Courses. They are provided in second level schools and are certified by the NCVA.
- Apprenticeship, the traditional path to skilled worker jobs
- Sectoral Training in areas such as tourism and catering, farming, fishing and nursing q Training Courses for first time jobseekers and young unemployed
- Youthreach for early school leavers, and Training Workshops for travellers (itinerant people)
- Vocational and Technical Education and Training in higher education. (See Section 2 for more detailed information on Vocational Education and Training).
1. (iv) Higher Education
Higher education in Ireland is provided primarily through four kinds of institutions. Some of these, the universities in particular, provide courses across a very wide spectrum. Institutes of Technology and other colleges of technology, and various specialist institutions such as business and management colleges, are largely involved in vocational education and training.
1. (iv)(a) Universities
There are four universities in Ireland. The University of Dublin is the oldest, and has one college, Trinity College. The National University of Ireland (NUI) is a federal university with constituent colleges in Cork (UCC), Dublin (UCD) and Galway (UCG). St Patrick's College, Maynooth, is a recognised college of the University. The NUI also has five recognised colleges associated with it. Dublin City University and the University of Limerick are independent universities. Both were formerly National Institutes for Higher Education, with a particular orientation towards business and technology.
1. (iv) (b) Institutes of Technology
Institutes of Technology (IT), introduced in the 1970s, were originally called Regional Technical Colleges. Their origins may be traced to the joint OECD/Department of Education report The Training of Technicians in Ireland (1964). Institute of Technology courses train for trade and industry over a broad spectrum of occupations and levels including business studies, engineering and technology, science, hotel, catering and tourism, and paramedical. Courses lead to Certificates, Diplomas and Degrees. Qualifications are mainly awarded by:
1. The National Council for Educational Awards (NCEA) - the state agency and award-giving authority responsible for participants who successfully complete Certificate, Diploma and Degree-level courses outside the universities in the following areas; technical, industrial, scientific, technological and commercial education and education in art and design. or
2. National Tourism Certification Board (NTCB), an industry specific awarding body, certifying Tourism Craft and Diploma level programmes within the IT sector. ITs also offer apprenticeship and other training courses.
3. The Dublin Institute of Technology (DIT), established under the DIT Act 1992, comprises the Colleges of Technology in Bolton Street and Kevin Street, the Dublin College of Catering and the Colleges of Marketing and Design, Commerce and Music. DIT awards have traditionally been recognised nationally and internationally by academic, professional and trade and craft bodies. In addition, by virtue of a Partnership Agreement with the University of Dublin, graduates of professional-level courses are eligible for degrees of that university.
1. (iv) (c) Colleges of Education and other Higher Education Institutions
There are five teacher training colleges for primary teachers. There are two colleges for teachers of Home Economics. A specialist college for teachers of Physical Education and Crafts, Thomond, has recently been incorporated into the University of Limerick. Teachers of Art are trained in the National College of Art and Design in Dublin, and their qualifications are validated by the NCEA. All Colleges of Education and the two Colleges of Home Economics are associated with universities for their degree awards.
1. (iv) (d) The Private Sector There is a number of colleges that operate under private management in Ireland. These may be associated with business and accountancy and management, computers and secretarial, education, medicine, theology and philosophy. A number of courses in these colleges are validated by the NCEA.
1 (v) Adult and Continuing Education
In Ireland, adult education is taken to mean all education and training taken by people after a break in their initial education. It is a route by which adults acquire new skills and rediscover old ones. There are also elements of provision, which facilitate initial vocational education and training for people who have been socially or economically disadvantaged and unable to avail of early educational opportunities.
In Ireland, adult education is taken to mean all education and training taken by people after a break in their initial education. It is a route by which adults acquire new skills and rediscover old ones. There are also elements of provision, which facilitate initial vocational education and training for people who have been socially or economically disadvantaged and unable to avail of early educational opportunities.
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