Flexibility in Higher

Education

A Comparison of the UK, Ireland and

the US
By Rob Kevlihan
Presentation made to the Kazakhstan Ministry of Education and Science and the
Kazakhstan Academy of Education, Almaty, Kazakhstan, 18th May 2006
Educational Background
 Ireland
– Bachelor of Commerce (1989 – 1992) and Masters of
Accounting (1992-93) from University College, Dublin
– Final Admission Examination, Institute of Chartered
Accountants of Ireland (1995)
– Masters in International Relations (1998-99), Dublin
City University
 USA
– Ph.D in International Relations (2003 – to date),
American University, Washington D.C.
Comparison of Educational
Systems

 All (primarily) English language systems

placed in broadly similar political and legal
environments
 But quite a large divergence in educational
systems
 Varying degrees of flexibility / point at
which specialization can occur
United Kingdom
 Subject specialization often begins at
second level education
 O levels at 15, A levels at 18. Typically
students take only three subjects for their A
levels and these subjects influence what
they study at third level
 National application and clearing system for
universities, based on results of A levels
Republic of Ireland
 Subject specialization not as pronounced at second
level.
 Junior Certificate at 15, Leaving Certificate at 17-
18. Typically students take 6-7 subjects at Leaving
Certificate, including mandatory classes in
English, Irish and Maths
 National application and clearing system to
university based on points system
 Supplemental university proctored examinations
abolished in early 1990s
USA
 Decentralized educational system, at both second
and third level,
 Second level curriculum mandated by individual
states (e.g. Texas vs California)
 Both public and private universities, with
applications on university by university basis
 Standard Aptitude Test (SAT) the major national
examination for entry into third level, but grade
point average in High School also important
 Additional factors important, including application
essay, community service, advanced placement
classes etc.
University Experience
 UK and Ireland
– Students enroll on defined degree program; e.g.
Arts, Commerce, Engineering etc.
– Some flexibility to specialize within your field
during primary degree e.g. Commerce –
Accounting, Marketing, Banking etc
– But often relatively limited options in terms of
class choice, despite „credit system‟, because of
large number of pre-requisites.
University Experience
 USA
– First and second year often spent fulfilling “General
Education Requirements” – can include requirements to
take classes in science, humanities, social sciences etc.
– Ability to specialize, by taking a „major‟ and often also
a „minor‟
– Large universities often specialize admissions by
school (e.g. School of Engineering)
– Small liberal arts colleges admit students and they
decide on their majors later
– Criteria for what constitutes a „major‟ differs from
university to university
University Experience
 USA – Example of credit system
– Most colleges on semester credits, some on quarter
credits
– Using semester credits, average students load would be
15 credits a semester, or 30 per academic year
– Most classes are 3-4 credits, but can range from 1 to 6.
– Number of credits typically determined by weekly class
hours, with more credits earned for additional class
requirements (e.g. science, computer and language labs,
usually supervised by other staff)
– e.g. Three unit class could be equivalent to three hours
of lecture time per week with professor
University Experience
 Degree requirements vary, but typically could
amount to 120 credits in total i.e. 4 years x 30
credits per annum
 Students may not always get classes they need
immediately, so that a four year degree may take
longer, though availability of summer classes may
allow for acceleration
 Priority system for registration usually required,
usually based on seniority and grade point average
 Academic advisors often available to assist
students in subject choices; Career Guidance
centers also advise of career opportunities
Graduate Education
 Further possibility of specialization within a
particular field or concentration in a new
area
 In UK / Ireland, post graduate diploma may
be a pre-requisite before specialization in a
technical Masters program
 Relatively higher degree of specialization in
the US; e.g. Law School
 Equivalent credit system applies
Links to Professional Organizations
 UK / Ireland – possibly greater interaction
with professional organizations
 e.g Masters in Accounting provided
exemption from all but final examination
for Chartered, Management and Certified
Accounting qualifications
Life Long Learning
 Credit versus non-credit
 National accreditation systems versus cross
institutional recognition
 Ability to accumulate and / or transfer
credits
 Different qualifications at different levels
(e.g. Certificate, Diploma, Degree)
 International aspect