1.2.1 Aims, objectives, values, principles
Department of Education and Science: Mission statementProposals for the development of the senior cycle
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:
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 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:
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:
(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
Proposals for the development of the senior cycle
In recent years, the National Council for Curriculum and Assessment (NCCA) has been consulting on the future development of senior cycle education. New proposals for the phase are designed to maintain the strengths of the existing senior cycle experience, but also to improve on them, by increasing the rate of participation in education and by sustaining excellence in learning at this stage. Specific proposals include restructuring the senior cycle curriculum to include more diverse programmes of study, involving a wider range of curriculum components, such as transition units, short courses and new subjects. The proposals also provide for improved access to a greater variety of assessment methods and for the introduction of a new certificate of senior cycle education. 69
Between 2005 and 2007 NCCA will fine-tune the proposals, with a view to introducing new senior cycle programmes of study in 2010. Further information is available online.
Compulsory standardised testing
The Minister for Education and Science has recently announced plans to introduce standardised testing for all children during compulsory education. The initial proposals suggest that tests would be taken in Year 1 of compulsory education (6- to 7-year-olds), Year 6 (ages 11-12), and at one other time. It is intended that the data from such tests would assist in decision-making, allocating resources, and identifying progress, for example in tracking improvements in standards of literacy and numeracy. 68
Further information will be posted to this website as it becomes available.
Early childhood educationThese measures also link to the National Children's Strategy: Our Children - Their Lives, which is available online: http://www.doh.ie/pdfdocs/childstrat_exsum.pdf
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.
Measures to tackle literacy problems
In 2001, the Minister for Education announced a package of measures to address literacy problems for children from birth to secondary education. As a result, all babies born since 2001 have each received five books, in an attempt to raise awareness of the importance of reading from an early age. The books also provide parents and carers with tips on how best to share them with young children. In addition, teachers have been provided with new training programmes to reinforce guidance on supporting children experiencing difficulties with literacy, and a school-wide approach to literacy development in lower secondary education is being promoted through the "Junior Certificate Programme Literacy Strategy". The "Reading Recovery" project, an intensive reading and writing programme for individual children, is also being extended and evaluated. 58
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 Minister for Education and Science to announce various initiatives aimed at increasing the uptake of science subjects. The initiatives include:
Retention rates improvement programme
There is a government initiative to ensure that 90 per cent of students in Ireland remain in school beyond the school leaving age of 15, to take the Leaving Certificate on completion of post-compulsory upper secondary education. This initiative has been assisted by the introduction of various types of Leaving Certificate (see section 6.4.1). However, as national retention rates remained at around 83 per cent nationally in 1999, with significant variations by region, see section 6.3.9, the Government announced an initiative whereby funding of around £40,000 per school is available for individual schools experiencing retention problems. Schools apply for this additional funding, detailing how it will be used to carry though a programme of action to improve retention rates. Examples of measures which schools may be funded to put in place include:
The initiative is targeted particularly at those schools which experience students dropping out of school during the period of compulsory education (that is, in junior cycle).35
The establishment, in early 2002, of the National Educational Welfare Board and its Educational Welfare Service to tackle absenteeism and early school leaving, was also intended to assist the above initiative. The Educational Welfare Service monitors school attendance, assists children at risk of leaving school early or playing persistent truant, and provides a range of support to schools in tackling these issues.32
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 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/