INCA Education around the world
Ireland : Context and principles of education
1.2.1 Aims, objectives, values, principles
Department of Education and Skills: Mission statementEducation Act 1998
General aims of education
Proposals for the development of the junior cycle
Proposals for the development of the senior cycle
Measures to improve literacy and numeracy
Early childhood education
Tackling disadvantage in primary schools
Initiatives to promote science
Youthreach
New body to support the Irish language
Guidelines on Traveller education
1.2 Purposes of education
1.2.1 Aims, objectives, values, principles
Department of Education and Skills: Mission statementThe mission of the Department of Education and Skills (DES) is to ensure the provision of a comprehensive, cost-effective and accessible education system of the highest quality, as measured by international standards, which will:
- enable students to develop to their full potential as persons and to participate fully as citizens in society; and
- contribute to social and economic development.27
Education Act 1998
Until 1998 there was no legislative act governing the education system in primary and post-primary schools in Ireland (students aged 4+ to 17/18). However, in December 1998, an Education Act was signed into law. The Act2 provides a statutory basis for the education system at these levels. Universities and other higher education institutions are autonomous statutory bodies.9
The Education Act 19982 is the key piece of legislation governing the operation and development of the Irish education system. Signed into law in December 1998, its provisions are gradually being brought into effect by ministerial order. The rights and roles of all the partners in education are laid down in the Act, which places considerable emphasis upon the principle of partnership in the management and operation of the education system. The Act also provides the legislative basis for boards of management of schools, although the vast majority of schools had such boards before the introduction of the Education Act 1998. Patrons, teachers and parents are represented on boards of management.19,35
The Education Act 1998:
- defined clearly the functions of the Minister and placed an obligation on him or her to ensure that there is made available to each person, including every person with a disability or other special educational needs (SEN), support services and a level and quality of education appropriate to meeting the needs and abilities of that person.
- made provision for the recognition of schools and the establishment of boards of management in all schools in receipt of public funding. This was to ensure that parents, teachers and patrons have rights under the law to be involved in the management of their schools.
- included provisions to place the Inspectorate of the, then, Department of Education and Science (DES) on a statutory basis and define its role and functions.
- set out the functions of school principals (headteachers) and teachers.
made provision for procedures for appeals and grievances. - made provision for the establishment of a statutory body to promote the teaching of Gaeilge (Irish).
- made provision for the establishment of a committee to advise the Minister on strategies to combat educational disadvantage.
- provided a statutory basis for the National Council for Curriculum and Assessment (NCCA).
- provided a statutory basis for the State examinations system and set out provisions designed to prevent the publication of school league tables.
- contained provisions enabling the Minister, with the concurrence of the Government, to establish statutory bodies to carry out functions in, or in relation to, the provision of support services.20
The general aim of education is to: contribute towards the development of all aspects of the individual, including aesthetic, creative, critical, cultural, emotional, expressive, intellectual, for personal and home life, for working life, for living in the community and for leisure.6
Pre-school education
The 1999 White Paper on Early Childhood Education "Ready to Learn" set out government proposals on issues relating to education for children aged 0-6 years.22
The policy initiatives set out in this White Paper, which remains a consultative document, aim to develop and raise standards in the pre-school sector. Proposals focus, in particular, on meeting the developmental needs of children aged 3 to 4 and improving continuity and links between pre-school and primary school systems, particularly in view of the fact that many primary schools provide education for children aged 4+ (although education does not officially become compulsory until age 6).22
"Ready to Learn" defines the principal objective of government policy in regard to early childhood education as: to support the development and educational achievement of children through high quality early education, with particular focus on the target groups of the disadvantaged and those with special needs.22
It states further that: The objective will be achieved through a strategy of facilitating and supporting the provision of quality early childhood education for all children. Early childhood education should be child-centred, providing children with the opportunity to enhance all aspects of their development.
In this regard, the White Paper seeks to take account of Article 29 1(a) of the United Nations Convention on the Rights of the Child. The Article notes that "the education of the child shall be directed to: (a) the development of the child's personality, talents and mental and physical abilities to their fullest potential". 22
Primary educationThe general aims of primary education, expressed in the Primary School Curriculum (1999), describe the vision of education in the form of three general aims:
- to enable the child to live a full life as a child and to realise his or her potential as a unique individual
- to enable the child to develop as a social being through living and cooperating with others and so contribute to the good of society
- to prepare the child for further education and lifelong learning.7
The achievement of these aims entails the acquisition of a wide range of knowledge and the development of a variety of concepts, skills and attitudes appropriate to children of different ages and stages of development in the primary school. These may be elaborated in a number of specific curriculum aims:
- to enable children to come to an understanding of the world through the acquisition of knowledge, concepts, skills and attitudes and the ability to think critically
- to enable children to apply what they learn to new contexts in order to respond creatively to the variety of challenges they encounter in life
- to enable children to become lifelong learners through developing positive attitudes to learning and the ability to learn independently
- to enable children to develop spiritual, moral and religious values
- to enable children to develop literacy skills, comprehension skills and expressive skills in language and
- to appreciate the power and beauty of language
- to enable children to develop numeracy and problem-solving skills and an understanding of mathematical concepts
- to enable children to develop a respect for cultural difference, an appreciation of civic responsibility and an understanding of the social dimension of life, past and present
- to enable children to develop skills and understanding in order to study their world and its inhabitants and appreciate the interrelationships between them
- to enable children to develop their creative and imaginative capacities through artistic expression and response
- to enable children to develop and express themselves physically through the acquisition of a range of movement skills and to appreciate the potential and importance of health and well-being
- to enable children to develop personally and socially and to relate to others with understanding and respect.7
The Primary School Curriculum is designed to nurture the child in all dimensions of his or her life - spiritual, moral, cognitive, imaginative, aesthetic, social and physical.7
The Primary School Curriculum recognises the importance of developing the full potential of the child. It seeks to develop children spiritually and morally and to foster in each child an ethical sense that will enable him or her to acquire values on which to base choices and form attitudes; it endeavours to equip children with the knowledge and skills that will serve them not only in their lives as children but later as adults; it is concerned to develop their capacity for creative expression and response; and it promotes their emotional and physical development.7
In a rapidly changing society, effective interpersonal skills and skills in communication are essential for personal, social and educational fulfilment. The ability to think critically, to apply learning and to develop flexibility and creativity are also important factors in the success of the child's life. The curriculum places a particular emphasis on promoting these skills and abilities, so that children may cope successfully with change.7
An important goal of the curriculum is to enable children to learn how to learn, and to develop an appreciation of the value and practice of lifelong learning. The curriculum aims to instil a love of learning that will remain with the child through all stages of formal education and that will express itself in an enquiring mind and a heightened curiosity.7
A further function of primary education is to prepare children effectively for the transition from primary to post-primary education. The importance of this function is acknowledged in the Primary School Curriculum (1999), which aims to offer a consistency of approach between the primary curriculum and curricula in post-primary education.7
Junior cycle (compulsory secondary) education, students aged 12-15
The junior cycle covers a vital period in young people's lives when they encounter significant changes in their educational experience. It aims to extend and deepen the quality of students' educational experience in terms of knowledge, understanding, skills and competencies, and to prepare them for further study at senior cycle (age 15+). The junior cycle also aims to contribute to the moral and spiritual development of students, and to encourage them to develop qualities of responsible citizenship in a national, European and global context.27
The Junior Certificate programme, which is the name of the programme followed in the junior cycle of post-primary education in Ireland (and which leads to students taking the Junior Certificate examination on completion of junior cycle (compulsory secondary) education, aged around 15 years) aims to:
- reinforce and further develop in the young person the knowledge, understanding, attitudes, skills and competencies acquired at primary level
- extend and deepen the range and quality of the young person's educational experience in terms of knowledge, understanding, skills and competencies
- develop the young person's personal and social confidence, initiative and competence through a broad, well balanced, general education
- prepare the young person for the requirements of further programmes of study, of employment or of life outside full time education
- contribute to the moral and spiritual development of the young person and develop a tolerance and respect for the values and beliefs of others, and
- prepare the young person for the responsibilities of citizenship in the national context and in the context of the wider European and global communities.38
(Further information on the Junior Certificate programme and qualification is provided in sections 5.3.1 and 6.3.1 respectively.)
Senior cycle (post-compulsory secondary) education, students aged 15-17/18
Senior cycle education aims to prepare students for life in a rapidly changing society and integrate developments in the area of vocational training with general education policy. One of the main objectives of educational policy at this level is to encourage and facilitate students to continue in full-time education after the end of the (compulsory) junior cycle (students aged 12-15). A major objective has been set; that of increasing the percentage of students in the 15-17/18 age group completing post-compulsory senior cycle education to at least 90 per cent. The original target date set for this was 2000.27 However, given the labour shortage generated by economic growth, there is a general recognition that this target may be difficult to achieve.35
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.27
The Leaving Certificate programmes offered during senior cycle education (see 6.4.1) have a particular emphasis on the 'preparation of students for the requirements of further education or training, for employment and for their role as participative, enterprising citizens'.6
1.2.2 Special programmes
Proposals for the development of the junior cycle
In April 2010, the National Council for Curriculum and Assessment (NCCA) published a consultation proposing a set of ideas of ideas for the development of a new junior cycle curriculum (for ages 12 to 15 years). Proposals include:
- a move from traditional subject boundaries to a less prescriptive, skills-based curriculum which can be customised by schools to meet local needs
- scaling down the junior certificate (taken by 15-year-olds) as a national centralised examination to allow for a broader range of assessment methods
- more flexible organisation of the junior cycle to improve continuity between phases of education
- a broader range of teaching and learning methods including activity-based learning, group and project work, and peer and self-assessment.
Further information will be added to the INCA Archive as it becomes available and the following page of the NCCA webiste provides more details:
http://www.ncca.ie/en/Curriculum_and_Assessment/Post-Primary_Education/Junior_Cycle/
Proposals for the development of the senior cycle
Senior cycle education is currently under review by the National Council for Curriculum and Assessment (NCCA) with plans for reform first being published in 2009. It is anticipated that the senior cycle will offer a wider range of curriculum components, including transition units, short courses and subjects, which can be combined by schools and learners to provide a two or three year programme of study. Programmes of study provided by schools will reflect a broader curriculum that can also allow for and incorporate a degree of specialisation. They will be characterised by choice and flexibility and will be available to all senior cycle learners. The requirements associated with the composition of a programme of study will be limited, in order to retain flexibility for schools in how they design and construct their senior cycle curriculum.
Further information will be added to the INCA Archive as it becomes available and the following page of the NCCA webiste provides more details:
http://www.ncca.ie/en/Curriculum_and_Assessment/Post-Primary_Education/Senior_Cycle/Senior_Cycle_Developments/
Measures to improve literacy and numeracy teaching
In November 2010, the Minister for Education and Skills published a draft plan to improve literacy and numeracy standards from early childhood through to post-primary education. Proposed measures include:
- Doubling the period of initial teacher training to ensure literacy and numeracy teaching is covered adequately
- Requiring a minimum of twenty hours of continuing professional development in literacy and numeracy for all teachers every five year
- Increasing literacy and numeracy teaching time in primary schools by three hours per week
- Introducing standardised tests in literacy and numeracy at fixed points in primary and post-primary school and collecting the results nationally.
Detailed information on the draft plan is available online:
http://www.merrionstreet.ie/index.php/2010/11/tanaiste-announces-plan-to-improve-literacy-and-numeracy-in-schools/
Early childhood education
Following the publication of the White Paper on Early Childhood Education (see 1.2.1 and 3.2.1.) various initiatives for improving early childhood education have been introduced. To implement recommendations outlined in the White Paper, the, then, Department of Education and Science established the Centre for Early Childhood Development and Education (CECDE) in 2002. CECDE was responsible for developing a quality framework for early childhood education; and developing targeted interventions on a pilot basis for children who are educationally disadvantaged and children with special needs. Funding for CECDE ceased in November 2008. 76
CECDE was instrumental in developing Siolta: The National Quality Framework for Early Childhood Education in Ireland which was launched in 2006. The Framework has three interdependent elements: national standards for quality relating to all settings where children from birth to six are present as learners; a range of support for practitioners and services towards the enhancement and implementation of quality; and assessment of quality including a national award system to provide information and allow for dynamic development. Siolta is based on 12 principles and 16 standards covering play, the curriculum, planning and evaluation, and health and welfare.77
In October 2009, the National Council for Curriculum and Assessment (NCCA) launched Aistear: the Early Childhood Curriculum Framework. The Framework is for all children receiving pre-school education and care from birth to six years. It can be used in the range of early childhood settings including children's own homes, childminding settings, full and part-time daycare settings, sessional services and infant classes in primary schools 75. The Framework makes both implicit and explicit links with the Primary School Curriculum (see 5.2) and aims to support continuity and progression in children's learning.
In addition, the National Childcare Investment Programme 2006-2010 aims to: create 5,000 after-school and 10,000 pre-school education places; support childcare facilities for disadvantaged families; support quality measures for childminders and parent and toddler groups; and provide education measures for children and adults in areas of disadvantage 78. This was accompanied by an Early Childcare Supplement (ECS) worth 1000 euros per year, for all children of less than 6 years. The ECS was replaced by a free pre-school year of Early Childhood Care and Education for all children between the ages of 3 years 3 months and 4 years 6 months from the beginning of 2010. 79
Tackling disadvantage in primary schools
Launched in 2001, the programme "Giving Children an Even Break" offers targeted schools, in both urban and rural areas, a range of additional support including funding for new teacher and non-teaching support posts. Schools are selected for assistance through the programme dependent on the proportion of students from educationally disadvantaged backgrounds attending. More information on the programme is available here.
Initiatives to promote science
Concern over the declining popularity of physics and chemistry in second-level schools in Ireland (students aged 12+ to 17/18), prompted the, then, Minister for Education and Science to announce various initiatives aimed at increasing the uptake of science subjects. The initiatives include:
- A funding programme to upgrade science laboratories, provide grants for science subjects and provide more in-service training for teachers.
- Grants for schools to buy computer equipment specifically for use in teaching science.
- The introduction of reference handbooks for secondary teachers of physics and chemistry. In addition to teaching strategies, the handbooks contain theoretical background and practical details of experimental work, including teacher demonstration experiments. The content of the handbooks is also provided on an accompanying CD-ROM.15,47
Youthreach
In response to the needs of those 15-year-old school leavers who do not achieve a school-leaving certificate (Junior Certificate), a national programme directed at young, unemployed school-leavers has been devised. "Youthreach" is a joint initiative between the, then, Department of Education and Science (DES) and the Department of Enterprise, Trade and Employment, with substantial European Social Fund support. The programme is full-time and runs throughout the year. There are 130 Youthreach centres based in out-of-school settings. Around 3,000 students are enrolled on courses. Youthreach is targeted at school-leavers aged 15 to 18 who have been out of school for at least six months and who have few, if any, qualifications. The potential group comprises around seven per cent of the cohort. A foundation phase, usually lasting one year, aims to help overcome learning difficulties, build self-confidence and develop the skills needed for further learning. A progression phase provides for more specific education, training and work experience. The centres have been successful; over 67 per cent of those completing courses have progressed to further study, training or work. The curriculum is flexible, tailored to individual needs, and designed to encourage students to continue with their learning. Courses are accredited where appropriate, often through the foundation award from the National Council for Vocational Awards (NCVA) (see 6.4.1). Curriculum designers and other professionals have built the programme around the personal development needs of students rather than the drive for the attainment of qualifications.11
New body to support the Irish language
In March 2002, a new statutory body was established to promote Irish-medium education and the teaching and learning of the Irish language in general. The Council for Gaeltacht and Gaelscoil Education has an advisory and supporting role in Irish language education; in the planning and coordination of textbooks and learning aids; and in the development of policies to facilitate education through Irish in primary and secondary schools. The body also aims to contribute towards the renewal of the Irish language as a living language and a medium of learning. 31
Guidelines on traveller education
Guidelines have been produced on the education of traveller children in Ireland's primary and secondary schools. The guidelines aim to tackle educational disadvantage within the traveller community and ensure that travellers participate in, and benefit fully from, education. Full integration of traveller children into mainstream schools is encouraged alongside the development of effective education programmes. The initiative takes forward a programme of government support for travellers which has already included measures such as additional funding and teaching staff for schools enrolling children from the traveller community. Further information is available at http://www.irlgov.ie/educ/
