Presentation by Mary Doyle, Deputy Secretary General Department of Education & Skills to the National Association of Principals and Deputy Principals National Symposium CLONTARF CASTLE, 4 MARCH 2014
Opportunities for Growth CURRENT PERSPECTIVES AND FUTURE DEVELOPMENTS – PARTICIPATION IN POST-SECONDARY EDUCATION AND TRAINING
PART ONE OUR EDUCATION SYSTEM – CONTEXT AND OVERVIEW
An overview of the Education and Training sector in Ireland 39 State funded 160,000+ full- higher time 3 rd level education students institutions 850,000+ children and 4,000 schools young people in schools 1,000,000 + learners across the system 50,000+ 67,000+ pre- teachers school children 16 Education 10,000 Special and Training Needs Assistants in schools Boards 40,000+ part- time 3 rd level students 23,000+ staff in higher education 180,000 institutions FÁS training Further for 72,000+ Education unemployed places persons available
Department of Education and skills Our Mission to enable learners to achieve their full potential and contribute to Ireland’s economic, social and cultural development. Our overarching goal is to improve the quality of learning and teaching at all levels of the education and training sector and improve learning outcomes over time.
Key challenges for the sector BUDGET DEMOGRAPHICS STAFFING • • 2013 Budget for Education Enrolment in schools is • One third of all public sector and Training (including NTF) expected to grow by almost employees are working in the € 8.5 billion . 70,000 between now and education and training sector. 2018. • The need for budgetary • Pay/Pensions € 6.4 billion adjustments in recent years have • (75%) Enrolments are likely to resulted in a net reduction of continue to increase towards over 3,900 staff across education • Non Pay € 1.69 billion (20%) a peak of 990,000 pupils by between end 2008 and end 2012. 2024. • • Capital € 0.414 billion (5%) An additional 3,500 teachers were provided for • Full-time enrolment in third • 16% of Government demographics during this level has grown by 30% over spending. period. the past 9 years and student • We expect further reductions numbers are expected to in staffing numbers will be increase by a further 28,000 required in 2014 & 2015. between now and 2015/16 and peak beyond 2024.
OECD Education at a Glance 2013* showed: How well are we 85% of 25-34 year olds in Ireland had completed at least doing? upper secondary education, compared to an OECD average of 82%. Placing us 17th out of 33 countries International surveyed. benchmarks show Almost half of 25-34 year olds in Ireland have attained tertiary education, significantly above the OECD average that Ireland is of 39%. Placing us 4th out of 33 countries surveyed. performing well in some areas Eurostat data** from the EU Labour Force Survey shows that: The proportion of early school leavers in Ireland in 2012 was 9.7%, down from 13.1% in 2004, and well below *The latest edition of Education at a Glance (EAG) was the EU average of 12.8%. published by the OECD on Tuesday 25 th June 2013 . The reference year for data in this publication is the school year 2010/2011 (or the financial year 2010 or the calendar year 2011 in the case of labour market status). The entire pdf copy of Education at a Glance Indicators 2013, as well as the detailed data tables in Excel format, can be downloaded here: http://www.oecd.org/edu/eag2013.htm
How well are we PISA* 2009 results for literacy and numeracy showed that: doing? Irish students’ performance in reading places Ireland among the “ average performing ” countries. Some international Just over 17% of students in Ireland are low-achieving in reading (compared to 18.8% on average across OECD benchmarks show countries). The performance of Irish students in Mathematics that Ireland could places Ireland among the “ below average ” performing countries. do better In Mathematics, Ireland had significantly fewer students scoring at the higher levels of ability than the OECD average (6.7% compared to 12.7%). *The OECD’s Programme for International Student Assessment (PISA) is an international survey of the achievement of 15- year-old students in reading literacy, mathematical literacy and scientific literacy.
Priority areas for action Learning for Life We want an education and training system that provides all learners with the knowledge and skills they need to participate fully in society and the economy, one that enables learners to learn how to learn. Improving Quality and Accountability We want an education and training system that provides high quality education and training experiences for everyone. Supporting Inclusion and Diversity We want an education and training system that welcomes and meaningfully includes learners with disabilities and special educational needs and those with language, cultural and social differences and supports disadvantaged learners. Building the Right Systems and Infrastructure We want a modern, flexible education and training system which makes the best use of available resources.
Part Two EXPANDING PARTICIPATION FROM SCHOOL INTO FURTHER AND HIGHER EDUCATION
Expanding Participation in FE and HE School Completers – Destination Survey 2010 Leaving Cert (DES 2013) 5% 7% 10% 50% 28% Higher Ed Further Ed Employed Social Welfare Emigration
Huge Growth in Higher Education Demand Projected (DES 2013)
Dealing with Growth in Demand – Challenges and Opportunities Growing and widening participation in FE and HE – equity of opportunity for all students Easing the transition for students entering higher education Putting in place a wide range of education and training options for school leavers and other learners Transparent and flexible progression routes throughout post-secondary education and training sectors Sustainable funding mechanisms Putting in place appropriate financial and other supports for those who need them Planning, monitoring and evaluating outcomes for students Increasing the accountability and transparency of educational institutions
Expanding Participation in FE and HE - a multi-layered approach Expanding participation in further and higher education Improving Transition 2 nd Level into HE New Life-cycle approach – all stages of education Raising levels of retention and performance in 2 nd Supporting Students when they get Level – DEIS Transition Reform, DES, HEA, NCCA, SEC and HEIs there Access Programmes into HEIs – HEAR/DARE working together to reduce upward pressure on CAO points and backwash of competitive selection Implementation of the National Plan for Equity of and entry into teaching and learning at 2 nd Level Provision of scheme of means-tested student Access to Higher Education (2008-2013). Work has grants for further and higher education courses started on the next national access plan for 2014 which includes a special rate of maintenance grant onwards This work is focused around three key for students from welfare-dependent families. Implementation of HE System Performance commitments to: Provision of the Student Assistance Fund at Framework • reduce the number of grade bands in the college level to assist students in particular Solas/ETBs – Development and implementation of Leaving Certificate, financial difficulties. FET Strategy • address problematic predictability in Leaving A new Third Level Bursary Scheme based on merit Review of Apprenticeship Training – reform Certificate exams, and but targeted specifically towards students from options to be identified • reduce the number of degree programmes in disadvantaged areas commenced in 2012 higher education. The Fund for Students with Disabilities at college level to assist students with disabilities in further and higher education to enable them to access, participate and complete their course of study.
Part Three TRANSITION REFORM – IMPLICATIONS FOR 2 ND LEVEL STUDENTS OF THE EXPANSION OF HIGHER EDUCATION
What is Transition Reform? Dominance of Higher Education as a destination for school leavers and its entry selection system has implications for learners in 2 nd and 3 rd level Transition Reform Group is looking at what happens as students move from school into higher education e.g. The way that colleges use the Leaving Certificate results of students to select students for different courses (CAO points system); How that has an effect on the experience of students in 5 th and 6 th year; and How to improve some of the negative effects that have been identified by research and others for students in 2 nd and in 3 rd level
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