Statement on

Education and Training

Don Thornhill, Chair
Why the NCC and Education policy?

►Positive educational outcomes are vital

to enhancing our competitiveness and to
ensuring economic recovery. We need to
be prepared in order to benefit from
international economic recovery.

2
What is competitiveness? A race to the
top, not to the bottom

►Competitiveness encompasses all those

factors which impact on the ability of
firms in Ireland to compete on
international markets in a way which
provides our people with the opportunity
to improve their quality of life.

3
Role of the National Competitiveness Council

► Benchmarking
Ireland’s
Performance
► Ireland’s
Competitiveness
Challenge

► Statement on
Education & Training

4
A Challenging Landscape

► We have been losing competitiveness since 2005

► We need to improve our educational outcomes…

► But, the public finances are severely strained.

► Increased expenditure on education is not the

answer to current challenges

5
 Challenge - to ensure that we are sufficiently
competitive to enable a transition back to Export
Led Growth

Contribution of Net Exports to Irish Economic Growth, 2001-2008

8%

6%

4%

2%

0%

-2%

Consumption Government Investment Net Exports

6
-4%
Source: CSO 2001 2002 2003 2004 2005 2006 2007 2008H1
 There is no return to domestic led growth
Our debt burden grew quickly and we are now highly indebted
Household Borrowing per Capita, 2008

Household Borrowing per Capita, 2008-Q2

€40,000
2008 -Q2 2004

€35,000

€30,000

€25,000

€20,000

€15,000

€10,000

€5,000

€0
Belgium
Italy

Eurozone
France

Finland

Spain

Ireland
Greece

Austria

Germany

Netherlands
Portugal

Source: ECB
Education

A transcending area of policy and concern

► Social
► Moral, ethical and religious
► Societal and personal
► Cultural ….and
► Economic

Not either or, but all

8
The Contextual Challenges

► The commitment and skills of our educators and the

support of parents and students have made strong
outcomes possible with limited resources
► Our policymakers and educators must be ambitious
and continue to strive for the best outcomes for
students
► Stark fiscal realities - flexibility required to ensure
that our education system continues to improve the
quality of learning
► Reform is never easy… but now is essential
9
 How do we compare?

International comparisons

10
 Educational Attainment, Aged 25-64
by Highest Level of Education (percent), 2006

Pre-Primary/Primary/Lower secondary Upper Secondary/Non-tertiary Tertiary

100%
17 13
18
26 24
33 32 31 31 30 30 30 28
38 35 35
80% 40 39

38
35
60% 21

35 41 60
42 38
31 44 46 59
44 47 54 55
40%
48
60
50 47 49
20%
31 34 31 33
23 28
20 18 21 22
12 16 15 17
0% 0
OECD
US

UK
Sweden

Germany

Italy
Switzerland

Hungary
New Zealand

South Korea

Ireland

France
Japan

Finland

Spain

Poland
Denmark

Netherlands

11
 Population with a Third Level Education
By Age Cohort, 2006

55-64 45-54 35-44 25-34

US

OECD

UK

Ireland

EU-15

12

0% 5% 10% 15% 20% 25% 30% 35% 40% 45%

 Participants at Pre-primary, Aged 3 years
As a percent of population aged 3, 2006

[
100%
2006 2000
90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

Switzerland
UK

US
Hungary
Italy

Sweden
France

Spain

Japan

Finland

Poland

Ireland

Netherlands
Denmark

EU-14

Germany

13
 0%
5%
10%
15%
20%
25%
30%
35%
Poland

14
Czech Republic

Finland 2007

Sweden
Aged 18-24, 2007

2000

Hungary

Ireland

Netherlands
Early School Leavers

Denmark

Germany

France

EU-27

EU-15

UK

Italy

Spain
 Investment: Expenditure per Student

30000
US EU-15 Ireland OECD

25000 24,370

20000

15000

11,510 11,512
10,390 10,468
10000 9,156
8,301
7,849 7,500 7,804

5,945 5,732 6,252

5,560 5,345
4,888
5000

0
15 Pre-Primary Primary Secondary Tertiary
 Integrating ICT to Enliven Learning

30

Total Number of Computers per 100 Pupils Internet Connected Computers per 100 Pupils

25

20

15

10

Hungary
UK

Sweden

Italy
Finland

Austria

France

EU15

Ireland

Spain

Poland
Netherlands

Germany
Denmark

Portugal
16
 Tuition hours for Mathematics and Science
9-11 year olds, 2006

UK

Netherlands

France

Germany

Spain

Denmark

OECD

Finland

Japan

Ireland

Portugal

Hungary

Sweden

Korea

0 200 400 600 800 1000 1200

17
Maths Science Other Instruction Time
 0.0%
0.5%
1.0%
1.5%
2.0%
2.5%
3.0%
3.5%
Sweden

18
Japan

South Korea

Finland (2007)

Switzerland
(2004)

US

Germany

OECD
Fourth Level R&D

Denmark

France

UK

Ireland GNP

Netherlands
(2005)

Ireland GDP
Business Expenditure on R&D as a % of GDP, 2006

Spain

Italy (2007)
2006

Target 2%

New Zealand
Irish GNP
Target 1.7%

(2005)
EU Lisbon GDP

Hungary
2000

Poland
 Recommendations

19
Key Skills for the Future

► Critical thinking, self-directed learning, communication and

influencing skills, team work
► Implementation of the Strategy for ICT in Schools is vital
► Maths, Science, Engineering, Computing key to enterprise
► Stock of mathematical capability has shown no improvement in
recent years
► Project Maths should address some of the problems with
curriculum & low interest but can more be done?
► Increase dedicated time for science and mathematics
► Teaching time, Quality of teachers, Perceived difficulty of
20
Leaving Cert Honours Maths
Targeting Disadvantage

► Complex issue: intertwining social, cultural and economic

factors many of which are outside the control of
teachers, schools/colleges and Government

► National Skills Strategy:

• 94 % completion rate at second level
• 72 % progression to third level by 2020

► Ireland will have to make further progress in breaking the

cycle of educational disadvantage.

21
Long-Term Development of Pre-Primary
System is Critical
► Stronger early interventions can address disadvantage and
improve performance at later stages
► Link expenditures to the rollout of national quality standards
for providers
► Replace Early Years Supplement with a targeted subsidy to
drive quality standards
► Quality service implies lower child-to-staff ratios than other
age-groups and well-trained providers
► Move towards an integrated system combining education with
centre-based day-care at the same location

22
Disadvantage in Schools

► While schools alone cannot solve deep-rooted societal

problems, there is a need to ensure that the programmes
in place are as effective as possible
► Too many pupils leave primary schools with very low
levels of reading ability and a poor grasp of basic
mathematical concepts
► Appraise effectiveness of the Delivering Equality of
Opportunity in Schools (DEIS) programme
► Protect provision of language support for the children of
recent immigrants

23
Improving the Delivery of Education

► Schools responded well to the changes in the Irish

economy and society in recent decades, particularly
in terms of accommodating rapid increases in
student participation
► Need for continuing adaptation to changing nature
of skills and global competition
► Need to remain open to reforms focussed on
improving the quality of the learning experience
that our students receive

24
Focus on Outcomes

► Funding levels are important, but there are

improvements we can make that do not cost. They
may even save money.
► Lack of concrete evidence that lower teacher-
pupil ratios enhance student outcomes, except for
very young children
► Excessive focus on class size deflects scarce
resources
• e.g. professional development of teachers, school
buildings, science labs etc.
25
Teacher Quality is Fundamental

► Excellent teachers have the ability to stimulate and endow

their students with a love of learning
► We attract very good candidates into teaching but limited
mechanisms exist to share best practice
► Professional and in-service development should be frequent,
continuing and progressive during a teacher’s career and not
limited to introduction of new syllabi; a coherent approach is
required; important role for the Teaching Council
► Teachers need opportunities to develop their skills and to
benefit from collaboration with colleagues
26
Identifying and Rewarding Excellence

► Performance standards are not well defined or

monitored at teacher level

► Outstanding teachers are often not recognised

for their excellence and should be rewarded
through the promotion system

► It is important for Ireland to participate in a

wider range of international assessments
27
Enhancing Leadership within Schools

► Burden of legislative compliance falls

disproportionately on principals
► While principals should be accountable for their
performance, too much time is consumed with
administrative returns
► Value in reviewing the role and responsibilities of
principals and the system of administration in schools
• Need for effective middle management structures
► Need to allow principals and teachers to focus on
28
learning outcomes
Autonomy in School Funding

► Enable principals to distribute responsibility and tasks to

those best qualified to assist in running the school
effectively

► Greater autonomy for schools and principals in deciding

how to allocate funding in line with the needs of their
school could enhance the efficacy of school funding.

► Incentive funding could be made available to schools

where they meet or exceed agreed outcome targets

29
Enhancing Higher Level Education

► Challenge is to continue improving the quality and

relevance of education that students receive while
expanding access further
► Vital to set an agreed vision for Performance,
Revenue Generation and Autonomy
► Enable leading institutions and academics to
compete with the best in the world.
► All institutions should build on their strengths
differentiate their activities on the basis of
national, regional and sectoral needs

30
Value of Diverse Missions

► Greater specialisation, amalgamation of courses

among Irish institutions and greater cooperation both
locally and internationally required to reach critical
mass
► Distinct role of the Institutes of Technology in the
provision of higher education should be maintained
and strengthened
► Rationalisation agenda should be carefully examined
as part of the Higher Education Strategy Review
process
31
Sustainable Sources of Funding

► Current arrangements are no longer sufficient to

meet the funding needs of higher education
institutions on a sustainable basis
► Appropriate and equitable that graduates, who will
benefit in terms of increased earnings over their life,
should contribute a portion of the cost of their
education
• This does not require the introduction of upfront tuition fees
► Measures to increase contributions from graduates or
students must not create new barriers to
32 participation
Sustainable Sources of Funding

► Important that additional private funding would

supplement a sustainable level of income for
HEIs from the State

► Review Student Maintenance Grant

33
Value for Money

► NCC supports the new funding model being

introduced by the HEA which includes significant
strategically oriented and performance related
incentives

► Current system of recruitment into academic careers

does not offer a well-structured entry-route with
clearly defined expectations and incentive structures
for young PhD graduates

► Introduction of “tenure track” system?

34
Higher Education as a Direct Source of
Foreign Earnings

► Proactive and consistent system of policy

support needed across Government

► Departments and agencies to promote Irish HEIs

abroad and to attract overseas students

35
Further Education and Training

► Critical that courses reoriented to meet the

needs of sectors with potential for future
employment growth

► FÁS, the Institutes of Technology and further

education and training providers need to
develop viable alternatives courses for those
school leavers previously attracted into the
construction industry

36
Implementation of the Strategy for
Science, Technology and Innovation

► SSTI central to future economic success

“marathon not a sprint”

► While the institutional and professional

incentives driving research excellence are
important, quality undergraduate teaching
must continue to be given equal recognition
and incentives

37
SSTI: Securing Value Added

► Need effective mechanism for knowledge

transfer and application through
commercialisation and people

38
Through…

► Placements: adding entrepreneurial skills to

scientific expertise
► Professional masters programmes for science
disciplines
► Business-related modules for PhD degrees
► Clustering of graduate education around
centres of excellence

39
Building a Culture of Up-Skilling

► While younger cohorts of the Irish population

have benefited from the rapid increase in
participation in tertiary education, older
cohorts of the Irish workforce remain less
qualified than the OECD average

► Career jobs are scarcer and individuals

experience more frequent changes in jobs over
the working life

40
Building a Culture of Up-Skilling

► Irish education and training system must

increasingly cater for the needs of those
already in the workforce

► Obstacles are considerable

► NSS targets challenging: how to attract those

with lower skill levels?

41
Building a Culture of Up-Skilling

► The provision of workplace based training, which is

fitted around working hours, needs to be actively
promoted.

► Third level fees anomaly

• While full time students receive free fees, part time
students are required to pay

► Information: Adult Career Guidance

► Address challenges of improving adult literacy
42
In Summary

► Education central to national social and

economic progress – to ensure that Ireland
continuously becomes a better place in which
to live and work
► Effectiveness and accountability essential
► Reform is difficult and requires flexibility and
focus from all stakeholders
► Vital role of teachers

43
Finally… A Personal View

► Education is the most important gateway and

route to personal and societal opportunity and
wellbeing

► Should we settle for anything less than aiming

to have the best education system in the world?

44
Thank You
Don Thornhill
ncc@forfas.ie