Presentation by

Mary Doyle, Deputy Secretary GeneralDepartment of Education & Skills

to the

National Association of Principals and Deputy Principals National Symposium

CLONTARF CASTLE, 4 MARCH 2014

Opportunities for GrowthCURRENT PERSPECTIVES AND FUTURE DEVELOPMENTS –PARTICIPATION IN POST-SECONDARY EDUCATION AND TRAINING

PART ONEOUR EDUCATION SYSTEM – CONTEXT AND OVERVIEW

50,000+ teachers

1,000,000 + learners across

the system

4,000 schools

850,000+ children and

young people in schools

39 State funded higher

education institutions

67,000+ pre-school children

16 Education and Training

Boards

10,000 Special Needs Assistants

in schools

160,000+ full-time 3rd level

students

40,000+ part-time 3rd level

students

FÁS training for 72,000+

unemployed persons

23,000+ staff in higher

education institutions

An overview of the Education and Training sector in Ireland

180,000 Further

Education places

available

Department of Education and skillsOur 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 sectorBUDGET

• 2013 Budget for Educationand Training (including NTF)€8.5 billion.

• Pay/Pensions €6.4 billion(75%)

• Non Pay €1.69 billion (20%)

• Capital €0.414 billion (5%)

• 16% of Governmentspending.

STAFFING

• One third of all public sectoremployees are working in theeducation and training sector.

• The need for budgetaryadjustments in recent years haveresulted in a net reduction ofover 3,900 staff across educationbetween end 2008 and end 2012.

• An additional 3,500 teacherswere provided fordemographics during thisperiod.

• We expect further reductionsin staffing numbers will berequired in 2014 & 2015.

DEMOGRAPHICS

• Enrolment in schools isexpected to grow by almost70,000 between now and2018.

• Enrolments are likely tocontinue to increase towardsa peak of 990,000 pupils by2024.

• Full-time enrolment in thirdlevel has grown by 30% overthe past 9 years and studentnumbers are expected toincrease by a further 28,000between now and 2015/16and peak beyond 2024.

How well are we doing?

OECD Education at a Glance 2013* showed:

85% of 25-34 year olds in Ireland had completed at least upper secondary education, compared to an OECD average of 82%. Placing us 17th out of 33 countries surveyed.

Almost half of 25-34 year olds in Ireland have attained tertiary education, significantly above the OECD average of 39%. Placing us 4th out of 33 countries surveyed.

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 EU average of 12.8%.

International benchmarks show that Ireland is performing well in some areas

*The latest edition of Education at a Glance (EAG) waspublished by the OECD on Tuesday 25th June 2013. Thereference year for data in this publication is the school year2010/2011 (or the financial year 2010 or the calendar year2011 in the case of labour market status). The entire pdf copyof Education at a Glance Indicators 2013, as well as thedetailed data tables in Excel format, can be downloaded here:http://www.oecd.org/edu/eag2013.htm

How well are we doing?

PISA* 2009 results for literacy and numeracy showed that:

Irish students’ performance in reading places Irelandamong the “average performing” countries.

Just over 17% of students in Ireland are low-achievingin reading (compared to 18.8% on average across OECDcountries).

The performance of Irish students in Mathematicsplaces Ireland among the “below average” performingcountries.

In Mathematics, Ireland had significantly fewer studentsscoring at the higher levels of ability than the OECDaverage (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 literacyand scientific literacy.

Some international

benchmarks show

that Ireland could

do better

Priority areas for actionLearning 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 TwoEXPANDING PARTICIPATION FROM SCHOOL INTO FURTHER AND HIGHER EDUCATION

Expanding Participation in FE and HE

50%

28%

10%

7%5%

School Completers – Destination Survey 2010 Leaving Cert (DES 2013)

Higher Ed Further Ed Employed Social Welfare Emigration

Huge Growth in Higher Education Demand Projected (DES 2013)

Dealing with Growth in Demand –Challenges and OpportunitiesGrowing 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

New Life-cycle approach – all stages of education

Raising levels of retention and performance in 2nd

Level – DEIS

Access Programmes into HEIs – HEAR/DARE

Implementation of the National Plan for Equity of Access to Higher Education (2008-2013). Work has started on the next national access plan for 2014 onwards

Implementation of HE System Performance Framework

Solas/ETBs – Development and implementation of FET Strategy

Review of Apprenticeship Training – reform options to be identified

Improving Transition 2nd Level into HE

Transition Reform, DES, HEA, NCCA, SEC and HEIs working together to reduce upward pressure on CAO points and backwash of competitive selection and entry into teaching and learning at 2nd Level

This work is focused around three key commitments to:

• reduce the number of grade bands in the Leaving Certificate,

• address problematic predictability in Leaving Certificate exams, and

• reduce the number of degree programmes in higher education.

Supporting Students when they get there

Provision of scheme of means-tested student grants for further and higher education courses which includes a special rate of maintenance grant for students from welfare-dependent families.

Provision of the Student Assistance Fund at college level to assist students in particular financial difficulties.

A new Third Level Bursary Scheme based on merit but targeted specifically towards students from disadvantaged areas commenced in 2012

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 ThreeTRANSITION 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 2nd and 3rd 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 5th and 6th year; and

How to improve some of the negative effects that have been identified by research and others for students in 2nd and in 3rd level

Why do we need to look at how students go from 2nd level into 3rd level?

Research has shown that using the Leaving Certificate to decide who goes where in 3rd

level may have a negative effect on teaching and learning in 5th and 6th year;

◦ Pressure is being put on teachers to “teach to the test” and on students to “rote learn”;

◦ Too much focus on the exam means there is not enough time for broader learning around a subject and other skills to be learned by second level students.

There is also evidence that the huge growth in the numbers of honours degree courses in the last ten years has led to:

◦ Points for entry into some courses being unnecessarily high;◦ Students picking specific courses and specialising very early before they know enough about

the area of study;◦ Students who regret their choices being more likely to drop out of college or have to transfer.

Consultation with 2nd level students – CAO System Impact on senior cycle students

Key Findings – Students expressed these perceptions

Feeling under significant and constant pressure and stress with no time for exercise or social life to alleviate stress;

Discouraged from independent thinking;

Making subject choices based on what is easier to rote learn;

Making career choices based on points rather than what they are passionate about;

Making life-defining decisions at too young an age and pressurised by CAO deadlines;

Given no chance to be creative or expressive;

Unprepared for life after school

Underpinning Principles of Transition Reform

I. A recognition that good learning outcomes and key competences developed through a high quality student experience at second level provide a firm foundation for successful learning in higher education;

II. A simplified, coherent and streamlined approach to system architecture and processes helps to build a bridge for students at the interface between different levels of education;

III. Our national examination and our higher education admissions systems must have reliability, validity, integrity, equity, fairness and transparency as their hallmarks. It is essential that full public confidence in both systems is maintained.

Transition Reform – Directions for Change

Conclusion

Building Infrastructure in the Department of Education & Skills - Supporting and Evaluating Change

Transition Reform Group

Cross-Divisional Group on Social Inclusion

Knowledge Management & Analysis Unit

Regular meetings DES/HEA/Solas