Ireland

A national system of education was established in 1831 that was intended to be nondenominational, but struggles between the Catholics and Church of Ireland members made that a near impossible goal to accomplish. That principle was reaffirmed in 1878 when the government established the Intermediate Education Board.

In the first half of the twentieth century, Catholic parochial schools included both minor seminaries and elementary and secondary schools. Facilities were generally aged and decaying. More emphasis was put on religion and the preservation of morals than on academic preparation. Textbooks were outdated. In part, some of the blame goes to shortsighted religious leaders, but some also goes to the exclusion of Catholics from Irish schools for so many years.

One of the major reforms in Irish education occurred in 1947 when the Education Act provided free secondary education in national schools. Then, in 1963, the minister of education carefully restructured postprimary schools into secondary and vocational programs. This coincided with increased secondary attendance owing to an increase in the birthrate following World War II. The government announced its commitment to education as crucial to the growth of industry and professions, as well as the nation's economic health and stability.

Because the Leaving Certificate, administered in the thirteenth year, is the primary entrance requirement for higher education, secondary teachers put considerable emphasis into getting their classes fully prepared. With only so many students accepted, there is pressure since even students that graduate in Ireland do not automatically qualify to get in. Far more applicants send in their application papers than can be admitted. Acceptances are given based on merit and scores on the final secondary school-leaving examination. Places for medicine and veterinary studies are especially competitive.

Curriculum Requirements: Republic of Ireland schools have set Irish (Gaelic) as the primary language of instruction since 1922 (part of the mandatory curriculum in 1928), although English is so widely used that nearly all Republic of Ireland schools qualify as bilingual.

In the Republic of Ireland, the main academic subjects in the curriculum are mathematics, history, geography, and a choice of other recognized subjects, usually science. A revised curriculum in all of Ireland is being implemented, marked by increased science emphasis. Students are asked to observe, perform experiments, and develop reasoning and inductive skills.

Much of the push for increased science emphasis can be credited to an organization called Forfás, overseeing the National Policy and Advisory Board for Enterprise, Trade, Science, Technology, & Innovation. Forfás encourages and promotes the development of enterprise, science, and technology in Ireland, including support for education at all levels.

Educational System: Pupils that expect to apply to university take up to nine subjects and a minimum of six subjects. After three years of secondary education, students complete the junior cycle and the junior certificate is then taken. The certificate measures achievement, but it is not used by universities for admission purposes. At the end of the final year of secondary school, students take the leaving certificate. There are two levels of achievement: the ordinary level and the higher level. Although both cover the same school material, the higher level requires more sophisticated responses.

Expenditure: Secondary schools have 90 percent of total expenses for approved building and equipment costs paid by the government. Teacher salaries and allowances, with minor exceptions, are paid by the Department of Education. Schools are expected to operate within the limits of a budget provided to administrators at the start of the school year. A capitation grant pays for ordinary over-head, library books, and partial computer expenses.

Until late in the twentieth century, when educators placed increasing value on instructional technology, computers were considered a luxury. If additional funding is required for computers, schools must participate in fundraising activities to meet the costs. Musical instruments and school trips also are paid with money raised through volunteer efforts. In 1994, critics of fundraising for free schools argue that the practice likely hurts the parents of school children in disadvantaged areas. Parents who are poor may feel obligated to make contributions and may suffer financially for their payments. Other critics say such parents have enough trouble putting money aside to send their children off to college eventually, as the poor of Ireland have long been underrepresented at the higher-education level.

Then too, in 2000 and 2001, employers have claimed that a shortage exists in workers trained to use computers, which has resulted in recent governmental attention to the perceived oversight. A national project called Schools IT 2000 was set in place to correct the computer shortages in education. To administer the program, The National Center for Technology in Education (NCTE) was established and asked to coordinate the program. An administrator and four staff members were hired to see that the directive would be carried out. The program is both exciting and extensive. Telecom Eireann gave each school a multimedia computer with an Internet connection. Also provided was a telephone line, free rental of the line for two years, and five hours of free Internet access.

Previously, the NCTE, together with the Department of Education and Science, provided schools with 15 million pounds in funding to buy 15,000 new computers and equipment in 1998 under the Technology Integration Initiative scheme. All schools in the free education system at primary and postprimary levels were given generous per-pupil grants. Because the equipment without teacher training is not useful, another 1.4 million pounds were granted to buy hardware for Teacher Training Institutions, Education Centers, and the School Integration Project. There also were nationwide seminars for teachers, and the NCTE provided hardware specifications and discounts from suppliers to help schools make wise computer choices.

Because teachers are expected to require computer support, the Schools Support Initiative developed a support network called ScoilNet, to give advice and assistance. The Department of Education and other offices are forming partnerships with corporations such as IBM as well. In 2001, arrangements were set in place for a National Policy Advisory and Development Committee (NPADC) to act as a support group for the Minister and the Department of Education and Science on the future implementation of computers and technology in the schools.

Foreign Influences on Educational System: Ireland continues to be an attractive destination for students pursuing an undergraduate, postgraduate, and professional education. Medical students find Ireland's prestigious programs, up-to-date facilities, and attractive setting especially appealing. The National University of Ireland or NUI, which offers a full-time undergraduate degree in Medicine plus specialist training at postgraduate level, reports that two-thirds of its full-time student population is made up of international students. The Royal College of Surgeons in Ireland (RCSI) attracts both undergraduate and postgraduate students from more than 40 different countries and from all five continents. More than 65 percent of places offered to undergraduates each year are allocated to students from outside Ireland.

Dropouts: Since 1988, an educational program for those leaving school early was operated with the cooperation of local education and labor training authorities. The Youthreach Program provides two years of education, training, and placement for those between 15 and 18 who fail to earn a formal diploma. In 1991, some 3,336 persons enrolled in Youthreach but, by 1995, that number had dropped to 1,630 boys and girls.

The first or "Foundation" year provides skills classes, on-site job training, general education, and counseling services. The second, or "Progression Year," provides similar training, plus options such as training in specific skills, temporary employment, or additional education. In addition to secondary school dropouts, vocational colleges in Ireland have also become concerned about dropout rates for students that many educators perceive are rising at a troubling rate. Several colleges formed committees to get a handle on the problem in 1998. Colleges were also asked to compile accurate records showing what percentage of the entering class leaves prior to the start of the second year.