Education in Ireland: An Overview

Presentation to

Ministry of Education Ministry of Industry and Commerce

and DelegationColombia

Dr. Catherine KavanaghDepartment of EconomicsUniversity College Cork, Irelandand Former ManagerExpert Group on Future Skills NeedsForfas, Ireland

Overview

• Structure of Education in Ireland

• The Policy Context

• Growth and Research

• What Have We Learned

• Concerns and Challenges for Ireland

Structure of Irish Education

First Level - PrimarySecond LevelThird Level - Higher EducationFourth Level – Doctorate and

Post-Doctorate Level

Primary 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

Second 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

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 CollegesAdult/Further/Community Education

Government’s Role

• Responsibility for government’s 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

Department of Education and Science

Highly centralised system Rules and regulations Recognition of schools Curricula Resourcing Staffing Teachers’ salary scales

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

Teaching 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

Policy Context in Ireland

• General consensus that:

• Education has long been central to Ireland’s 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

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

Wider 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

Wider 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 > private benefits

Ireland’s 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……

Ireland’s Remarkable Growth

Sustained investment in education – the critical driver of our economic success and

social progress

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

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

Education Policy

• Two strands to Irish education policyEducation policy aims to facilitate the

accumulation of human capital in the economy with aim of fuelling economic growth

Education policy aims to aid the government’s 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

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…………

Research

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

Programme of Research in

Third-Level Institutions

PRTLIProvides separate funding for researchDevelops major research centresFunds major research projectsIndependent selection of projects

Research

• Science Foundation Ireland (SFI) – established in 2000. Role is to support research in strategic areas that advance the country’s technological and economic success and reputation

• IRCSET and IRCHSS provide new sources of funding for researchers and research projects in these fields

• HEA’s Strategic Innovation Fund (SIF) established in 2006 (fund of €300m)

• SSTI – key targets established, e.g. doubling number of PhDs

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

Higher Education Institutions in Ireland

Traditional UniversitiesOther higher education institutionsInstitutes of Technology

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

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

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

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)

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

Skills – Tomorrow’s 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

Skills 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

Future 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 R&D

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

The 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

Concerns for Ireland

• Demographic change – falling proportion of 17-18 year olds

• Loss of internationally traded businesses• Ireland’s 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

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