National bodies
Institutional level
2.1.2 Funding
2.1.3 Private sector education
This information is intended to provide the background context of structure and control, within which the curriculum and assessment frameworks are implemented.
The education and training system In Ireland is highly centralised. The roles of different organisations in the education system have been clarified recently in the Education Act 1998 2, which provides, for the first time, a clear statutory framework within which the rights and roles of the Department of Education and Science (DES), the schools Inspectorate, principals, teachers, parents and other interested parties are clearly defined.11
Department of Education and Science (DES)
The central, national Department of Education and Science (DES) is responsible for the administration of publicly-funded primary, post-primary and special education. State subsidies for universities and tertiary (known as third-level) colleges are also channelled through the Department.27
The functions of the DES include:
The Department is divided into six main divisions:
The Inspectorate monitors the quality of management and education in schools. It is led by a Chief Inspector, assisted by two Deputy Chief Inspectors, one for primary-level, the other for secondary-level education.11
Inspectors are the main link between the schools and the DES. Their duties include the inspection and evaluation of teachers, advice on the planning of curricula and the administration of tests and examinations. The Inspectorate does not monitor standards of attainment in a systematic way or report on whether standards are improving or deteriorating. However, since the publication of annual reviews of the Leaving Certificate examinations (see 6.4.1), much greater analysis takes place. The Inspectorate now reviews the levels of success and failure in each subject annually.11 It also reviews the quality of implementation of new and revised educational programmes and subjects in schools. The Inspectorate has also recently been engaged in pilot initiatives in whole school evaluation.34
Other Ministries /Ministers
The Minister for Education and Science is assisted by two Ministers of State, one with particular responsibility for Youth Affairs and Further Education, the other for Science and Technology. In addition, the Minister for Enterprise, Trade and Employment has responsibility for vocational training and re-training through the Training and Employment Authority ("Foras Aiseanna Saothair", FAS) which helps to regulate designated apprenticeships.10,34
While the Department of Education and Science (DES) has responsibility for the provision of vocational education and training in the second-level and further education sectors, vocational training, including apprenticeships, is also undertaken by a number of government departments responsible for agriculture, tourism, sport and recreation, and nursing. The FAS operates a range of training and employment programmes. It works with education, employers and trade unions to design apprenticeships and identify appropriate standards. Currently FAS provides 17,000 apprenticeships across 25 trades. Apprenticeships usually last four years and combine training on- and off-the-job and education, often in institutes of technology (which are higher education [third-level] institutions).11
The Minister for Health and Children and the Minister for Justice share some responsibility for child welfare and provision for delinquent youth. The Minister for Agriculture and Food has responsibility for education and training in agriculture.10
National Council for Curriculum and Assessment (NCCA)
The NCCA was established in November 1987 and became a statutory body in 2001. Its brief is to advise the Minister for Education and Science on matters related to curriculum and assessment for early childhood, primary and post-primary education. The tasks given to the NCCA under the terms of the Education Act 19982 can be summarised as follows:
The Minister for Education and Science appoints the Members of the Council for a three-year term of office. Currently, there are 22 members in all, coming from the various bodies that represent teachers, school managers, parents, employers and trade unions. Other members include DES representatives and nominees of the Minister. In addition, the NCCA has a small, full-time executive, professional and administrative staff, and is assisted by a number of part-time Education Officers. The latter are mainly subject specialists, usually appointed on a secondment basis to the NCCA. The NCCA works in close cooperation with officials of the DES.5
Boards of management of schools
In 1975, a system of boards of management of schools was established for the primary sector. Following the enactment of the Education Act 19982, these boards, which were originally established by school patrons (as owners of schools) in a spirit of partnership, were given a legal framework. This lays down the rules and regulations boards of management are to run by, including their composition, appointment procedures, duties and responsibilities.60
Boards of management have a duty to manage the school to the benefit of the students and their parents, and are expected to provide an appropriate education for every student at the school, in accordance with any policies determined by the Minister for Education and Science.2 At the secondary level, all types of post-primary institutions have set up boards of management following the 1998 Act.60
In 2001/-2, approximately 98 per cent of full-time students attended public sector schools, with the remaining two per cent in private, non-grant aided schools (provided and controlled by non-government bodies, and receiving none of their finance from the public sector). 9
Irish primary and post-primary schools (catering for students aged 4+ to 17/18) are, by and large, privately owned but state-funded. While the schools remain in private ownership (largely owned by religious communities) and are locally managed (largely by representative boards of management, see above), teacher's salaries and capital/operational costs are almost entirely met by the State.10
Primary level education
In publicly-funded education in Ireland, the current and capital costs of primary schools, including the full costs of teachers' salaries, are predominantly funded by the State and supplemented by local contributions. In addition, special funding arrangements are in place for some schools, for example, in disadvantaged areas and for children with special needs.27
The majority of primary schools in Ireland have some involvement in fund-raising to supplement State grants. 10
Second-level education
In Ireland, secondary schools catering for 60 per cent of students aged 12+ to 17/18 in compulsory and post-compulsory secondary education (or second-level education) are privately owned and managed. The majority are run by religious communities and the remainder by boards of governors or by individuals. Over 95 per cent of the cost of teachers' salaries are met by the State.27
Vocational schools, educating around 26 per cent of all second-level students, are administered by vocational education committees. Vocational schools are funded up to 93 per cent of the total cost of provision. The balance is provided by receipts generated by the committees.27
Community schools and comprehensive schools, educating around 14 per cent of second-level students, are allocated individual budgets by the State.27
NB. The dominance of voluntary schools is an unusual and historical feature of Irish education. The majority of these schools are Catholic and were established with the purpose of ensuring that Catholic children would have a Catholic education. The trustees of the schools (the legal representatives of the owners) act as guarantors that the school will be run in accordance with the Catholic ideals and philosophy of the founders. The trustees of a school appoint a board of management to look after their interests. Parents and teachers are also appointed to boards of management and the principal is also a member. 9
Private, non-aided education is not significantly developed in Ireland. In 2001/-2, approximately 98 per cent of full-time students attended public sector schools, with the remaining two per cent in private, non-grant aided schools (provided and controlled by non-government bodies, and receiving none of their finance from the public sector). 9
Pre-school provision
Many children over the age of 4 are in state-funded education in classes attached to primary schools (see section 3.2.1). For other 4-year-olds and those under the age of 4, pre-school provision is usually in non state-aided, privately owned and administered institutions. The owners of these private schools are autonomous and there is no standardisation regarding the qualifications of personnel, fees charged or resources provided. However, under the terms of the Child Care Act 19913 , private pre-schools are expected to satisfy certain required standards of care.10
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
Primary-level provision
Those private primary schools which do exist private are autonomous in ownership and administration (and receive no public funding). In addition to parents' fees, they are usually funded by donations, fund-raising or other private means. Where religious orders are involved, there may be some subsidy in the form of part salaries for religious teachers.9
No legislation exists for the establishment of private primary schools, and there is no provision for the Department of Education and Science (DES) to monitor the curriculum offered in such schools.9
Secondary-level provision
In Ireland, secondary schools catering for 60 per cent of students aged 12+ to 17/18 in compulsory and post-compulsory secondary education (or second-level education) are privately owned and managed. The majority are run by religious communities and the remainder by boards of governors or by individuals. Legally, all voluntary secondary schools are private in ownership. However, there is a distinction between fee-paying voluntary secondary schools (in which parents pay fees, but the State pays almost all the teachers' salaries) and non-fee-paying voluntary secondary schools (parents do not pay fees and the State pays almost all of the teachers' salaries). See section 2.1.1. for further information.
Private secondary schools appoint their own teachers, but the DES determines the student:teacher ratio or, in other words, the quota of teachers. Private schools often choose to employ additional teachers at their own expense in order to provide smaller class groups and a wider choice of curriculum. School principals are appointed ex-quota; that is, there is no State sanction of these appointments.10
Private schools prepare students for the State examinations, the Junior Certificate (see section 6.3.1) and the Leaving Certificate (section 6.4.1). In addition, a small number of private schools prepare students for the English General Certificate of Secondary Education (GCSE) examination (compulsory secondary education leaving certificate) and the European or International Baccalaureate examinations.10
The principal is not required to fulfil teaching duties, although some principals choose to teach a number of hours weekly. The majority of principals of voluntary schools are members of religious orders, appointed directly by the orders concerned. As a result of falling numbers in religious orders in the past fifteen years, lay principals are increasingly being appointed, usually by open competition. These lay principals are appointed for life. Previously the tradition has been to appoint principals from religious orders for a fixed term or terms.10