Evolution of Education in Post Primary Schools in Ireland - Essay Example

RUNNING HEAD: EVOLUTION OF IRELAND'S EDUCATION SYSTEM Evolution of Education in Post Primary Schools: Ireland's Journey to Inclusion Name School Evolution of Education in Post Primary Schools: Ireland's Journey to Inclusion Ireland has been wrought with conflict and exclusion for years. The division within the country had been an immense affecting every aspect of life: from employment to religious beliefs to politics to economics to culture to education. As Ireland moved to a more peaceful resolution of the division in the later part of the twentieth century, hope was restored for a peaceful united Ireland. During the political process to change, a simultaneous evolution was occurring within the educational system of Ireland. The need for a more inclusive, tolerant system was envisioned aiming to promote understanding and acceptance of all of Ireland's children. The first steps towards inclusion and excellence in education had been taken. Ireland was looking towards its future - the children. Background Traditionally much of the Public school system in Ireland was reflective of the culture of the nation. The separation by religious affiliation was widely accepted, not just within the school system but within every day life. "State-funded and administered national school system was established in Ireland in 1831. This provided universal access to primary education. By the Ministers and Secretaries Act, 1924, the administration and business of primary education were entrusted to a Department of Education, the head of which was the Minister for Education" (UNESCO, 2000, 1). Although public ally funded these schools, they were run by individual church denominations and exclusion of other faiths was the norm. Prior to the 1980's schools were traditionally Catholic or Protestant schools. Although historically some schools had been considered integrated prior to the 1980's, in fact, the term was loosely used to denote a once catholic affiliated school had become a protestant affiliated school. The cultural differences precluded multi faith attendance by students within the state run school system. The 1980's through the 1990's saw the most sweeping changes in the Irish educational system. The main focus centered on inclusion of all citizens' educational opportunities: from primary education, to post primary, to advanced degree programs, to adult education and training, and to attract back youth who were no longer attending school. The emphasis on expanding the role both of government and other agencies to provided the best possible education to each person became the target of the Department of Education. The former restrictions of limited opportunities because of religion, gender, and economically and socially disadvantages became an imperative. The Department of Education began restructuring itself to meet the demands of its new philosophy. "The Irish educational system operates in a complex and changing environment, which features many different partners - parents, students, teachers, patrons, managerial authorities, the Department of Education and Science, and other special interest groups, such as employers and community organisations. All of these partners have played a part in the major developments in Irish education within the last decade" (UNESCO, 2000, 1) During these formulative years the Department of Education has established specific divisions within the department to focus on specific areas including: curriculum development, Vocational and Technical training, Information Technology, the National Educational Welfare Board (NEWB). YOUTHREACH, and Gender Equality Unit to cite a few. The transition from exclusion to inclusion, although not complete, has been a remarkable accomplishment brought about by a unified effort of government, the public and community groups to improve the overall life of Irish citizens. The most important piece of legislature to affect the educational system was the signing into law July 5, 2000 of the Education (Welfare) Bill. The significance of this piece of legislation was: "to provide for the entitlement of every child in the State to a certain minimum education, and, for that purpose, to provide for the registration of children receiving education in places other than recognised schools, the compulsory attendance of certain children at recognised schools, the establishment of a body, to be known as the National Educational Welfare Board or, in the Irish language, an Board Nisinta Leasa Oideachais, the coordination of its activities and those of certain other persons in so far as they relate to matters connected with school attendance, the identification of the causes of non-attendance on the part of certain students and the adoption of measures for its prevention, to repeal the School Attendance Acts, 1926 to 1967, to permit the supply of data relating to a person's educational history to certain persons, to provide for the amendment of the Protection of Young Persons (Employment) Act, 1996, and to provide for matters connected therewith" (Ireland, 2000, n.p.) This piece of legislation opened the possibilities for Ireland's youth. The emergence of an integrated school system began as educators and government agencies in conjunction with a grassroots movement by concerned parents saw the need to move from an antiquated system that promoted exclusion and social intolerance towards an inclusive system promoting understanding and excellence in education and fostered inclusion. "The expansion of this system has been phenomenal. The number of integrated schools has quadrupled between 1989 and 1997. Most significantly the number of integrated secondary level schools has increased from 2 in 1990 to 14 in 1997. At the same time overall enrolments have increased from under 2,000 in 1991 to about 7,000 in 1996" (Fraser & Morgan, 1999) Thus began the formalized move from exclusion to inclusion in Ireland's schools. "In recent years the education environment in Ireland has changed rapidly and it is continuing to change: increasing numbers of students are availing of education, particularly second-level and third-level education students, parents and teachers increasingly demand better education services the range of services provided by the Department is growing in response to technological and economic changes and an increasing demand for second-chance education the public is increasingly demanding a more efficient and effective use of State resources and transparency and accountability in the uses to which these public resources are put there is a growing interest by the media and the general public in education policies" (UNESCO, 2000, 1). The Movement to Inclusion The Department of Education and Science is the main governing body of Ireland's school system. The department's goals are to assure each individual is to afford all citizens of Ireland quality education. According to the departments website Minister for Education Mary Hanafin states "Chief among my Department's priorities are the promotion of equity and inclusion, quality outcomes and lifelong learning; planning for education that is relevant to personal, social, cultural and economic needs; and enhancement of the capacity of the Department for service delivery, policy formulation, research and evaluation" (2005). To accomplish inclusion of all students the Department set up various divisions and agencies and utilized community groups to work towards these goals. Much progress has been made to improved educational opportunities and ensures the diverse population has access to quality education. Diversity Focus on various areas to eliminate exclusion has been successful. Enrollment in post primary schools has increased over the last 60 years. Following, are two charts produced by the Central Statistics Office Ireland (CSOI) displays how retention has been positively impacted by the new educational initiatives and the second contains most recent data of school enrollment. Principal Statistics > Print Page > Change size of text A. A. A. Persons in full-time education by level (Number) School Year First Level Second Level Third Level 1965/66 504,865 142,983 20,698 1970/71 520,129 197,142 24,496 1975/76 550,078 270,956 33,148 1980/81 568,364 300,601 41,928 1985/86 576,576 338,207 55,088 1990/91 552,528 345,941 69,988 1995/96 485,923 373,665 102,662 2000/01 444,782 349,274 126,300 2001/02 447,446 344,720 131,812 2002/03 448,754 343,596 137,323 Source: Department of Education and Science (1) Number of full-time students in institutions aided by the Department of Education, 2003/2004 (1) Level No. of Students First Level 446,029 Second Level 337,851 Secondary 187,563 Community and Comprehensive 52,154 Vocational 98,134 Third Level 133,887 Institutes of Technology/Technological Colleges 53,586 HEA Colleges (excl. RCSI) 77,491 Other Aided (incl. teacher training) 2,810 Total 917,767 Individualised focus on specialized areas has been paramount in working towards achievement of Ireland's educational directives and goals. Gender Historically educational opportunities for females in Ireland were limited past the primary level. In June of 2001 the Gender Equality Unit of the Department of Education and Science was established. The purpose was to bring to the forefront the department's commitment to gender equality. Although not exclusionary in the past, the gender policy was non-existent or neural. Not focusing on ensuring equal opportunity was a tacit acceptance of gender bias. This unit focuses on equal educational opportunities for females, but rather encompasses work opportunity and general equality at all age levels within the education system to students and school employees. Gender mainstreaming is the focus of the unit. Mainstreaming is a whole person approach to ensure opportunity at all stages of one's life. Schools are but the first step in this. Following is data provided by CSOI on male/female ratios of education status.(CSOI, 1) Persons, Males and Females Aged 15 Years and Over Classified by Highest Level of Education Completed, 2002. (1) Persons Males Females Total aged 15 years and over 3,089,775 1,522,120 1,567,655 Total whose full-time education has ceased 2,622,458 1,299,346 1,323,112 Highest level of education completed Primary (incl. no formal education) 552,220 287,337 264,883 Lower secondary 565,433 292,951 272,482 Upper secondary 724,099 350,724 373,375 Third Level Non-degree 250,429 113,447 136,982 Degree or higher 396,408 192,314 204,094 Not stated 133,869 62,573 71,296 Total whose full-time education not ceased 467,317 222,774 244,543 Economic status Total at school, university, etc. 350,774 166,155 184,619 Other 116,543 56,619 59,924 Religion The early 1980's through 1990's brought forth the interfaith schools throughout Ireland. Once strictly segregate through a long history of cultural exclusion, the community schools were implemented to enhance educational opportunity, but more than that the enable interaction between the various faiths. Where once children seldom, if ever, had contact or interaction with children of other faiths, the community school has gone far is breaking down these cultural barriers and creating an environment of acceptance and understanding. Economically Disadvantaged Economic factors often contributed to the level and quality of a child's education. Prior to free public schooling in the post primary age groups, many students were unable to continue with the education. This created a legacy of poverty within groups of citizens. They could not afford education to obtain higher paying jobs which led to a cyclic cycle of poverty. In 1995, the Education Research Center and the Combat Poverty Agency conducted studies to evaluate current practices of resolving economic disadvantage. More importantly they offered solutions to the problem.. "A new initiative aimed at breaking the cycle of educational disadvantage was launched in 1996. The Breaking the Cycle Pilot Project seeks to discriminate positively in favour of schools in selected urban and rural areas which have high concentrations of children who are at risk of not reaching their potential in the education system because of their socio-economic backgrounds" (Breaking, 2002, 1) The program identified urban and rural schools with high levels of economic disadvantage and offered support in the form of lower teacher:student ratio and economic assistance to both schools and students. The impact of this program, although it may seem easily measured by school attendance figures, offers a more lasting benefit. A better more inclusive education system which includes all economic levels has a long last effect on further employment opportunity and reduced levels of poverty. The following graph supplied by the Office of Social Inclusion (OSI) (1) offers evidence of the success of the Breaking the Cycle program. Ireland 50% of median 60% of median Relative Poverty Line Anchored Poverty Line Relative Poverty Line Anchored Poverty Line 1994 11.9 11.9 20.4 20.4 1995 12.9 11.1 20.8 19.2 1996 12.3 8.5 21.8 16.6 2000 16.5 3.5 22.7 9.0 Percentage Change 1994-2000 +38.7 -70.6 +11.3 -55.9 Socially Disadvantaged The Office of Social Inclusion was established to ensure success of Ireland's National Action Plan against economic and social disadvantage. The office's main functions include: "Co-ordinating social inclusion activity. Monitoring, evaluating and reporting on progress against agreed Social Inclusion targets and objectives. Raising Awareness Developing technical supports". (OS!, 1) One of the main means of achieving social mainstreaming has been establishment of the Social Inclusion Forum. This forum addresses special needs of the socially disadvantaged youth and offers viable solutions. Academically Gifted The Department Of Education and Science offers various programs for both the Academically gifted students as well as programs for special needs students. The Education for Persons with Special Educational Needs Act of 2004 was established to ensure inclusion of all students regardless of academic abilities to ensure they excel to their highest level of potential. "The Act sets out a range of services, which must be provided, including assessments, education plans and support services. Every child with special educational needs is entitled to an Individual Education Plan (IEP), prepared by appropriate professionals.The preparation of the IEP and assessments are to take a whole-child, holistic approach.The IEP will set out the childs educational needs, the special education and related support services to be provided to him or her and the goals which the child is to achieve over a period of not more than 12 months. The IEP is subject to regular review and amendment. Parents have a central role in all important decisions concerning the education of their child and the Act guarantees parents the right to be involved in the assessment of their children." (TAOISEACH, 1) Target Programs In addition to traditional education for youth, the Department of Education in Ireland has produced creative programs to reach more people - including adults and the youth who no longer attend school. Additionally, through partnership with business and other agencies, an extensive Vocational Program has been established to assist those not going on to higher levels of education to become skilled in trades. These programs have also been expanded to the adult student. Through such programs - economically and socially, Ireland will benefit in toto. Conclusion Ireland is looking at the educational process as not a school issue but as a societal issue. Everyone is responsible for ensuring each child's education - Parents, Teacher, and Administration working towards a common goal. Active teacher's unions, parents groups, community organizations and the public as a whole has come together to make Ireland a benchmark for the education of today's youth. References Breaking the Cycle Pilot Project Update. (2002). Department of Education and Science. Retrievied November 14, 2005 from http://www.education.ie/home/home.jspmaincat=&pcategory=17216&ecategory=19079 §ionpage=12251&language=EN&link=link001&page=1&doc=17097 Central Statistics Office Ireland. (2004) Education. Retrieved November 16, 2005 from http://www.cso.ie/statistics/per_full_time_edu.htm Darby, J. Northern Ireland: The Background to the Peace Process. (2003). Retrieved November 13, 2005 from Initiative on Conflict Resolution and Equality, University of Ulster website: http://cain.ulst.ac.uk/events/peace/darby03.htm#what Department of Education and Science. Welcome from the Minister. (2005). Retrieved November14, 2005 from: http://www.education.ie/home/home.jspmaincat= 17216&pcategory=17216&ecategory=20650&language=EN Frasier, G. and Morgan, V. In the Frame Integrated Education in Northern Ireland: The Implications of Expansion. (1999). Colraine, Ireland: University of Ulster. Retrieved November 14, 2005 from Initiative on Conflict Resolution and Equality, University of Ulster website: http://cain.ulst.ac.uk/csc/reports/fraser99.htm#1 Ireland, Government of. Houses of the Oireachtas. (2000). Retrieved November 14, 2005 From http://www.gov.ie/bills28/bills/1999/2199/default.htm Social Inclusion Office, (2002). Department of Education and Science. Retrieved November 14, 2005 from http://www.socialinclusion.ie/poverty.html#current Taoiseach, Department of. (2005). What does this Law do Ireland. Retrieved November 16, 2005 from http://www.taoiseach.gov.ie/index.asplocID=243&docID=1857 UNESCO, United Nations Educational, Scientific and Cultural Organization. (2000). The EFA 2000 Assessment: Country Reports Ireland. Retrieved November 15, 2005 from http://www2.unesco.org/wef/countryreports/ireland/rapport_1.html Read More