There are also a range of initiatives operated through the Education and Library Boards, the Central Bureau for Educational Visits and Exchanges and other organisations. The Central Bureau promotes student and teacher exchanges between Northern Ireland and the Republic of Ireland and at a European level.

The most recent Socrates programme brings together several earlier programmes namely - Erasmus, Lingua, Arion, (study visits for policy makers), Eurydice, (exchange of information) and Comenius. The latter programme covers Nursery, Primary and Secondary schools and also promotes teacher, principal and senior management exchanges.

The new Leonardo Initiative has been implemented to encompass Petra, Force, Comett, Eurotecnet. It will work to introduce an EU vocational training policy.^[21]

In the Republic of Ireland the bodies administering these programmes are:

Department of Education - Eurydice, Arion
Leargas - Comenius
Higher Education Authority - Lingua, Erasmus
Linguistics Institute of Ireland - Lingua
National Distance Education Centre

ASSESSMENT AND EXAMINATIONS

Northern Ireland
Debate continues with regard to the volume of assessment required following the major curriculum reforms of 1990. The initial pilot assessments in 1992/93 proved time-consuming and have since been revised.

The curriculum details programmes of study for each subject, which indicate the subject matter, skills, and processes to be taught to the different levels of ability in each Key Stage. Attainment Targets were introduced which identified the knowledge, skills and understanding expected to be reached for these different levels of ability by the end of each Key Stage. These were to be expressed as Statements of Attainment.^[22]

Currently teacher assessment, instead of involving the original box-ticking of Statements of Attainment, now involves an overall assessment of a pupils progress with the option of using externally produced Assessment Units to back up the teachers own assessment. Class assessment records form the basis of a portfolio of work which is submitted by the school to the CCEA for external moderation. Agreement Trialing was introduced to help establish acceptable uniform standards for each level.

Because of on-going curricular reviews, it is likely that statutory assessment will not be introduced before the 1996/97 school year and then only for Key Stages 1 and 2 for English and Maths (and Irish in Irish-Medium Schools) and Key Stage 3 for English, Maths and Science. The form of assessment is as yet not finalised.

Controversy still exists with regard to the system of selection at the age of 11. These arguments tend to be based around concerns such as the stigma of failure at an early age, that the pressure of the examination restricts investigative work and the relationship between success and social class background. On the other hand others argue that it is good for standards and that it gives an opportunity to academically bright children from less well-off backgrounds to attend the more prestigious Grammar schools.

Briefly, there are three major examination events in the system.

1. 11 plus (transfer procedure) at Key Stage 2 and age 11
2. GCSE at Key Stage 4. Approximate age 16
3. A Levels/GNVQs. Approximately 18 years

Republic of Ireland
Currently there are no formal assessment procedures at Primary level, nor are there external examinations on the occasion of transfer to post-Primary education. Informal end-of-year assessments are usually done by teachers, some making use of standardised tests. There has been debate about assessment methods and the possible use of the results of assessments as performance indicators by the Department of Education or by Boards of Management or outside bodies. There is general agreement however that assessment of some kind is necessary.

The Education Bill (1997) states:

1. All Primary schools will be required to develop a policy on assessment within the framework of the school plan. Assessments are to take place at the end of first and fifth class. Teachers may also continue their own end-of-year assessments for other classes.

2. Parents are to be guaranteed a right of access to their child's assessment records.

3. Schools are to provide aggregated assessment outcomes, in accordance with nationally agreed guidelines, on a confidential basis to Boards of Management, to Education Boards and to the Department of Education. These can be used for the purposes of quality assurance, the identification of special learning needs and the targeting of resources.

4. Assessments from a cross-section of representative schools will be regularly monitored to provide the Department of Education with an indication of national standards. These results will be publicly available, but the schools will not be identified.
   

At Second level, assessment by State examination takes place through the Junior Certificate, which is usually undertaken at age 15. It is externally set by the Inspectorate. Although assessment at Junior Certificate is seen as essential, change in the method of doing so is considered desirable. The current external State examination is seen as not catering adequately for assessment of project work. The Junior Certificate programme is intended to encourage active learning, problem solving and critical thinking, but Coolahan (1994) argues that the exam system tends to inhibit this. This has resulted in an unduly text-based, teacher centred approach. He also claims that the system encourages learning by rote, with results in non-exam subjects being downgraded e.g. Civics, Religious Education.

To address this the White Paper (1995) gives a commitment to the introduction of a synthesis of external examination and internal assessment (with external monitoring). At Senior level the emphasis is still to be on external examination but with improved assessment techniques. There has also been a decision that there will be no publication of the results of individual schools.

The final State assessment is mainly through the established Leaving Certificate, or one of the alternative programmes already discussed. It is taken either two or three years (if Transition Year is done) after the Junior Certificate and the usual age is 17-18 years.

IMPLEMENTATION OF THE CURRICULUM

Northern Ireland
Implementation at school level involves the Boards of Governors in consultation with the school principal. They are required to ensure that the statutory curriculum is delivered at school level. The Boards' responsibilities also include reviewing the curriculum policy of the school on a regular basis and drawing up a written statement of school policy. They must ensure that the policy and the syllabi and courses offered are in keeping with the statutory requirements. It is also their responsibility to provide the local Education and Library Board and the CCMS in the case of Catholic maintained schools, with a copy of their written statement.

Other responsibilities include that Religious Education is taught in accordance with the statutory requirements and that the subjects within each area of study are taught in accordance with the written policy statement of the school. There is also a requirement that any courses leading to external qualifications are only undertaken if the qualifications are approved by DENI.^[23]

Republic of Ireland
Traditionally schools in the Republic of Ireland have had quite a large degree of autonomy. This is perhaps due in part to the absence, in the past, of intermediate structures such as Education and Library Boards. This has, in terms of delivering the curriculum, given schools a degree of latitude in defining the syllabus and choosing the texts and methodology.^[24]

The Education Bill (1997), in outlining the responsibilities of Boards of Management, states that school plans, agreed by the patrons/trustees/owners/governors, are developed, implemented, published and regularly evaluated. There is a requirement that the curriculum, assessment and general education provisions within the schools are of a high quality and meet the requirements prescribed by the Department of Education. Boards of Management will be responsible for protecting and promoting the ethos of schools.

The development of school plans commenced at Primary level in the early 1980's and is now widely practised at that level and to some extent at Secondary level. The Department of Education is soon to circulate guidelines for school plans for the Primary sector and it will then become the responsibility of Boards of Management to ensure that a school plan is implemented. Guidelines for Second level will follow after a period of consultation.

The Government White Paper (1995) envisages school plans having two elements;

It is envisaged that the latter would be the responsibility of the principal and staff and a report may be published in the annual school report. The policy section is to be published by the Boards of Management for parents and other interested parties. The Board must also produce an annual report informing parents how the aims and objectives expressed in the school plan have been met. The school plan must be approved by the Board, and, in relation to values and ethos, by the patron/ trustees/owners/governors.

In both jurisdictions the definition of curriculum has widened from a narrow one of 'subjects' offered, to a broad, holistic view of education, with an increasing emphasis not just on personal development but also on the development of pupils as future participative citizens at a local and global level.

Table 4.9: Points of similarity and difference between Northern Ireland and the Republic of Ireland Curricula

SUPPORT FOR CURRICULUM AND PROFESSIONAL DEVELOPMENT

In-Service Support: Republic of Ireland
Until recently, in-service support for teachers in the Republic of Ireland was comparatively inadequate. However, the need for a comprehensive, cohesive in-service support system for the teaching profession has been acknowledged in the report on the National Education Convention (1994) and in the recent White Paper (1995). At present, in-service providers include the universities, colleges of education, teachers' centres, teachers' unions, subject associations, the Department of Education, the Department of Health.

A National In-Career Development Unit was established in the Department of Education in 1994 with responsibility for curriculum development and in-service training. At the moment, training is seen as being provided in a number of ways; through the teachers' centres, which have been developing over the last few years and are now termed Education Centres and through external courses and courses within the schools themselves. When established, the new Education Boards will have a major responsibility in this domain.^[25]

In many ways the developments in the Republic of Ireland mirror provision already available within Northern Ireland. This is reflected in the new role being envisaged for Education Boards and Teachers Centres. Further examples can be seen in curricular and managerial contexts in terms of programmes for principals, school planning, Boards of Management. The gap in provision is narrowing and the Minister for Education in the Republic of Ireland has announced the allocation of £40 million to be directed towards in-career development over the period 1994-1999. The main source of these funds is the Community Support Framework (EU).^[26]

The White Paper acknowledges that these new developments will necessitate a revision of current practices in the Republic of Ireland in relation to substitution arrangements, travel and subsistence allowances and study leave. Currently, these facilities are more freely available in Northern Ireland. In the Republic of Ireland there is also a degree of dissatisfaction among teachers with regard to the non-recognition of award-bearing courses. The Department only pays a substitute in the case of a teacher being given leave of absence without pay or for an approved course of study e.g. Diploma in Career Guidance. Courses run by the Department of Education are free, but there is a charge for those run by other agencies.

It is estimated that payment for essential substitution will account for half of the total future government in-service budget.

There are six Education Centres which have a full-time director and secretary and a further twenty which are administered by part-time staff. The White Paper proposes these now be called Education Centres and has made provision for a major building programme and for the full-time staffing of the majority of centres. It is intended that as well as providing in-service courses, the Centres will also provide resources and facilities for parents and Boards of Management. The Centres will be under the auspices of the new Education Boards. Their importance in delivering in-service training is recognised and £11 million has been allocated to them from structural funds.

In-Service Support: Northern Ireland
There is a large budget allocated centrally and all in-service costs are charged against this. Education and Library Boards control the budget and the planning for in-service work. Schools are allocated a budget for attendance depending on the number of staff and pupils. Take-up of this allocation is monitored by the Boards and schools are advised if they are under-using the resource. Generally, in-service training is done during the school year and substitute cover is paid by the Boards. Allowances are available to teachers for travel to courses and for a meal if away from home for more than five hours. In the case of secondments, the organisation involved pays the teacher and the school pays the substitute. Attendance at in-service courses is voluntary and the view has been expressed that there should be compulsory additional training every five years. Many schools prefer to do their own school-based in-service activities, tailored to their own needs.

The Education and Library Boards provide in-service support and advice to all grant-aided schools in their area. The training programmes provided are worked out in consultation with the schools. The Boards also consult with other bodies such as the Council for Catholic Maintained Schools, Northern Ireland Council for Integrated Education, Governing Bodies Association, Council for Curriculum, Examinations and Assessment, Regional Training Unit.

The in-service programmes may be delivered in several ways:

• within the classroom
• working with small groups of teachers in individual schools
• working with the whole staff in individual schools
• in Teachers' or Resource Centres.
  

Boards also provide induction training for new teachers and for those returning to work. Other support providers are the Boards Education and Welfare Service and the schools Psychological Service.

Teachers Centres Northern Ireland
The Teachers Centres are funded by the ELBs out of the budget for curriculum advisory and support services. This pays the salaries of the permanent staff, the seconded teachers, and the general running costs.

A major difference in the administration of the Centres north and south, apart from staffing and funding, is that in the south the Director of the Centre has complete control. In Northern Ireland the Director of the Centre is part of an overall team, and is responsible for administration but not necessarily for all the programmes run there. Programmes offered are usually on-going over a term or a school year and they cover all areas of the curriculum. The Centres also present programmes for Boards of Governors. They also provide library, film, and technological resources in addition to running programmes and providing advice. Some Centres catering for a specific subject area or special needs are located in schools.

In Northern Ireland the Regional Training Unit provides training at a regional level. Its remit includes management training for principals and senior staff in schools and Further Education Colleges and also for Education and Library Board staff. In addition to the management training programmes, a school-based support programme is also provided. New principals are given direct support for one year. The RTU also provides inter-Board courses in minority subject areas e.g. Irish-medium schools or the hearing impaired. Summer schools for teachers are also organised. The RTU also funds courses, operated by over 60 agencies, other than the ELBs. It is also involved in projects linking education and industry for example the Headteacher into Industry project and the Management in Education project.

Education Advisors
In Northern Ireland, advisors are attached to all Education and Library Boards and are responsible for curricular and general advice, for planning programmes and ensuring their delivery. They liaise with schools in their own areas with the help of assistant advisors. There are advisors for all curricular areas within the Boards.

In the Republic of Ireland, there is no direct counterpart at the moment although the Report of the National Education Convention has advanced the idea that teachers with special expertise be seconded as advisors to schools.

Teachers
There are no salary increases for additional qualifications of teachers in Northern Ireland although these do increase promotional prospects. In the Republic of Ireland such increases are paid for additional qualifications for example:

Table 4.12: Allowances granted for academic qualifications

* Only one of the allowances at a) or b) may be held with one of the allowances c) to g).

Salaries are also higher in the Republic of Ireland but this is offset by several factors.

The Report of the National Education Convention has also stressed the need for increasing chances of promotion in schools in the Republic of Ireland by creating posts such as head of departments, head of staff development and mentor for inducting newly qualified teachers. Currently some teachers are seconded to the Department of Education and Teachers Centres for curricular planning, pre-service and in-service programmes. The proposed secondment of teachers to the newly re-structured Inspectorate will create another outlet for promotion.

Development of Material: Northern Ireland
In the main, materials are developed by the Council for the Curriculum, Examinations and Assessment (CCEA), Northern Ireland Centre for Learning Resources (NICLR), Education and Library Boards and the Regional Training Unit. Local publishers with a focus on Northern Ireland and CCEA have links with commercial publishers in the UK. The media (BBC, Channel 4) have also been instrumental in developing materials. Development has also taken place among teachers at school level and there has been a fair degree of cross-border co-operation in this regard.

The NICLR produces materials for the CCEA, ELB's and also for other bodies such as the Department of the Environment, the National Trust etc. CCEA generate materials through their own officers, working groups and by commissioning writers. They also produce guidance material for curriculum and assessment and give advice to the media in relation to drama being produced relevant to the curriculum. ELB's produce materials for pupils and in-service materials for teachers. These bodies all liaise from time to time in the production of material. An example of cross-border and EU co-operation was the production of the 'Kings in Conflict' video.

Schools can also apply to a small grants scheme if they wish to develop materials.

Research and Development
A lot of research goes into the materials production. In addition the CCEA carries out a considerable degree of R and D focused on their own work to check that advice offered and products are appropriate. There is an officer responsible for R and D in the CCEA. Material will sometimes evolve from a project e.g. a Western Education and Library Board environmental project led to the production of much more general materials. DENI and NICLR also carry out research and development.

Development of Materials - Republic of Ireland
The Department of Education does not play a major role in the actual development of materials other than providing an outline of the curriculum and giving broad general guidelines to publishers. Educational materials are produced mostly by four main publishers who employ teachers and consult schools to determine which texts they want to use. There are differing views as to the desirability of this situation. A view from within the Department sees it as market driven, with plenty of good material and the Department playing a supervisory role in producing the recommended list. On the other hand, several teachers expressed the view that the publishing companies had taken over this whole area and as a result had too great an influence on the curriculum.

The National Council for Curriculum and Assessment has little role in the production of educational materials. They are an advisory body to the Minister on the content of the curriculum. In this respect there is a significant difference between the NCCA and the CCEA in Northern Ireland. There has also been little involvement of the national TV station in this area. The Department views this as an expensive way to develop materials, but it is an area that is being considered. Local schools, and teachers also produce materials e.g. their own workbooks etc. and materials are also being developed by Teachers Centres.

Also involved in materials development and production were the City of Dublin and Shannon Curriculum Development Centres. These were initially established to produce materials especially for the junior cycle of Secondary schools.

The ASTI has proposed greater consultation and co-operation between the Irish Educational Publishers Association (IEPA) and the Department of Education and NCCA. The ASTI also suggest that the IEPA should liaise with the Curriculum Development Units and Teachers Centres and use materials developed by teachers.^[27]

Research and Development
There is a small budget for R and D available from the Department of Education. Research is carried out principally by the Educational Research Centre, situated in St. Patrick's' College of Education, Dublin and other education departments. The Department of Education will give grants to a lecturer, a group of teachers, a group of parents or others to carry out such work.

The OECD Review (1991), acknowledged that for a small country the Republic of Ireland had a good record with regard to research but pinpointed a lack of policy-related research. A review of the field by the NCCA similarly highlighted the need for closer liaison between policy makers and a greater co-ordination of educational research.^[28]

According to the Green Paper there has been a considerable growth in the last few decades involving a wide variety of bodies and substantial State funding both direct and indirect. At the level of Higher Education there is concern about the underfunding of research. In addition, it has been argued that there is an apparent concentration on funding research linked to industrial needs resulting in a comparative neglect of research in the field of humanities and social sciences.

Curriculum and Technology Resources
In this context, the Republic of Ireland would seem to compare unfavourably with Northern Ireland. In the former jurisdiction, computers, books etc. are generally expected to be purchased out of the capitation grant. These grants are also intended to cover general running expenses such as heating, lighting, cleaning. There is some funding available for computers for office administration purposes. However, with regard to students, the only funding for computers is in the case of disability where a grant up to a maximum of £3,000 is available for special equipment. The Department may pay more in special circumstances for example in the case of island schools special provision is also made for computers. However, O'Toole (1997) claims that although the Republic of Ireland has the fastest growing computer industry in Europe, the school system has the lowest level of computerisation in the EU.^[29]

At Primary and Secondary levels school books must be bought by parents. Exceptions are made for the disadvantaged and this is up to the school principal to assess and apply for. Books in this case may be lent or rented out. Except for a very small grant of £2 per pupil at Primary level, little provision is made for school libraries, these must be financed out of the capitation grants.

By comparison Northern Ireland is very well funded. DENI allocates money each year to the Boards for specific targeted areas such as libraries or computers. These may remain designated areas for a year or so, after which money may be directed elsewhere. It is the responsibility of the Education and Library Boards to distribute this in whatever way they feel fit to the controlled schools in their area.

According to the Western Education and Library Board their aim is to have a minimum of ten computers in each Information Technology or Business Studies Department plus some extra per school at Second level and to have one computer per class at Primary level. At present there is a shortfall and it now needs another Department initiative on computers. Under the new LMS arrangements, schools now control their own budgets so they can prioritise and buy computers for themselves if there is no current targeted funding for this purpose.

There is an on-going library initiative which aims to bring all Primary schools up to an acceptable standard. However, with recent cut backs there is no money being allocated the year 1995-96. The Secondary level is resourced by the Library service itself. The Central Library will assist and advise on purchases made possible by money which has been allocated through the LMS. In the case of a new library being set up, this is provided for by the Board out of the Central budget. Where an existing library is being refurbished the Education and Library assists plus there is an allowance under LMS. School books are purchased by schools from the ELB's and are free to pupils.

EDUCATIONAL QUALIFICATIONS

The influence of Europe on the education systems in Northern Ireland and the Republic of Ireland has been considerable and has operated at both legislative and financial levels. European legislation has led to the mutual recognition of qualifications, although there is an anomaly in relation to the requirement of Irish in order to teach in the Republic of Ireland. Although this appears to run contrary to EU directives, it is in fact legal because of the position of Irish as the first language of the State according to the Constitution, and EU regulations with regard to the protection of minority languages.

Substantial EU funding for education and training especially in the Republic of Ireland, (£100 million in each of the five years 1989-1993), has had a major impact and ensured a European dimension in both curriculum and increased the mobility of students and teachers. This increase in mobility is due to the encouragement and funding of many exchange programmes and to the EU directives on student fees which led to many students from the Republic of Ireland going to Northern Ireland and other United Kingdom third level institutions where they were eligible to have their fees paid. As of 1997 undergraduate third level education in the Republic of Ireland will be free and this may change the situation, especially if the promised extra 6,000 places come on stream.

There is widespread recognition of the necessity to ensure the compatibility of standards and qualifications within the European Community and also the necessity to exchange information as evidenced by a proposal to set up a network of teacher education institutions to share information and research.^[30]

School leaving qualifications
In both jurisdictions pupils are staying on in the educational system in increasing numbers, both at second and third level. The participation rates at upper second level (18 years) in 1993 were 79% in the Republic of Ireland and 72% in Northern Ireland. Educational targets for both Northern Ireland and the Republic of Ireland are to increase second level retention rates and to improve the level of qualifications of school leavers.

Table 4.10 Profile of School Leavers: Northern Ireland

Table 4.11: Profile of School Leavers Republic of Ireland

In the Republic of Ireland in 1993 there was a total of 67,500 pupils of which 3,300 left with no qualifications. Approximately 1,000 pupils per year leave after primary school. It appears many of these are likely to be the children of travelling families. The aspiration is to increase the current percentage of pupils completing Senior cycle (79%) to 90% within the next five years. There is a ten year target to get all traveller children of Secondary school age to complete the Junior cycle and 50% to complete Senior cycle. It is also intended to have all traveller children of the appropriate age to be enrolled in Primary schools.

In Northern Ireland the educational targets for the year 2,000 are that 85% of 19 year olds will have achieved 5 GCSEs at Grade C or higher or an Intermediate GNVQ or an NVQ Level 2. It is also expected that 60% of 21 year olds should have achieved two A levels or an Advanced GNVQ or an NVQ Level 3.^[31]

Technical and Vocational Qualifications
In both jurisdictions the necessity to provide alternatives to the traditional academic courses at Second level has been recognised. This has led to the development of new courses e.g. GNVQs and NVQs in Northern Ireland and Leaving Certificate Vocational Training Programmes, Senior Certificate and Leaving Certificate Applied in the Republic of Ireland. These programmes all contain academic as well as vocational and technological elements. Although the new courses are proving popular, there remains a problem with regard to their acceptance and recognition by parents and pupils and also by third level institutions and in the case of Northern Ireland, by the Grammar schools. Although many Grammar schools have introduced GNVQs, there still exists a problem in terms of their status when compared to A levels.

A recent OECD report refers to the lack of credibility among employers of the NVQs in the United Kingdom generally. However, NVQs, depending on their nature and their relevance to the course applied for, are acceptable for entrance to universities in the case of mature students.^[32]

A similar issue in terms of recognition of standards and qualifications has been experienced with regard to the Post Leaving Certificate courses in the Republic of Ireland. Many of these appear to be accepted more readily by United Kingdom universities than by those in the Republic of Ireland.^[33] This may be partially due to the relative availability of places. The PLC's developed originally in response to a perceived need and were aided by ESF Grants. They were not initially recognised by the Department of Education and therefore they sought and obtained recognition through City and Guilds and BTEC in the United Kingdom. As a result of the popularity and growth of the PLCs, the Department of Education established the NCVA to examine and certify these courses. To date, their emphasis has been on a consideration of the year long PLC's although many PLC courses are of two and three years duration. It is expected that the newly established Board, Teastas, will speed up the co-ordination and standardisation of all such courses and qualifications.

In Northern Ireland a similar drive to monitor standards is evident. The DENI Strategic Analysis (1994) stresses the need for the NICCEA to work with awarding bodies for vocational qualifications to ensure high quality courses. There is some liaison between the two jurisdictions in determining the equivalent values of courses. In some cases joint certification occurs e.g. FÁS and City and Guilds.

Liaison takes place between the United Kingdom/Europe and the United Kingdom/Republic of Ireland. The National Academic Recognition Information Council U.K. is part of the European network of organisations involved in assessment and recognition of qualifications. NARIC operates in Dublin under the aegis of the Higher Education Authority. Bilateral agreements also exist between the two jurisdictions at the level of Higher Education Authorities.

In spite of the development of new courses and the increased participation of young people in Further and Higher education, there is still an unacceptable level of young people leaving school with no qualifications or with low levels of skills, in both jurisdictions. It is argued that the skills level in the U.K. economy as a whole lags behind that of most of its competitor countries, and Northern Ireland lags behind the U.K. average. The success rate of the top 33-35% of students is recognised but the numbers leaving with little or no qualifications is an area that needs to be targeted. There is a need for greater vocational provision, raising of standards and esteem for qualifications, better co-ordination in the Further Education sector and greater co-operation between schools and colleges of Further Education and other providers of vocational education and training.^[34]

In the Republic of Ireland, the White Paper (1995) also stresses the importance of upgrading skills, monitoring and standardising qualifications and increasing co-operation between the various providers. The necessity for broad occupational training which provides people with transferable skills comparable to developments in Europe is also emphasised. The White Paper also recognises the need to develop more flexible course structures to allow for easier transfers between courses and institutions. The need to be aware of education and training developments within Europe and to keep pace with these and for qualifications to be recognised internationally is evident in both jurisdictions and has resulted in many links being established between educational institutions.

There is a growing acknowledgement in Northern Ireland and the Republic of Ireland of the importance of life-long education and the need to improve access for adults, the long-term unemployed and the marginalised. The DENI Strategic Analysis (1994), suggests the introduction of certification for non-vocational courses on the basis that many courses are initially pursued for leisure but if certificated, could lead to further education and training. The document also acknowledges the contribution made to adult and continuing education in the voluntary sector by the Workers Educational Association. Enrolments in WEA courses have increased by 63% in the five years up to 1993/4. In 1992/3 almost 9,000 students were enrolled and of these almost 60% were on State benefit and included many who might be considered disadvantaged. In recognition of the role of WEA, DENI has given a commitment to an expansion in this area. This commitment is reflected in the expressed targets for the area which anticipate a 5% increase per annum in enrolment to WEA courses and a 5% increase per year in the proportion of students gaining accreditation through recognised qualifications.

Similarly in the Republic of Ireland there is a perceived need for improved adult education. Concepts relating to access, especially for disadvantaged groups, adult career guidance, accreditation and funding are considered in the Report on the National Education Convention (1994). There is also general agreement that this is an area which is experiencing rapid growth and within which there is a significant potential to tackle educational disadvantage.

There are now moves in Northern Ireland and the Republic of Ireland to have mutual validation of non-vocational and adult education courses.

University Entrance
Two separate application procedures are required for students wishing to apply to universities in Northern Ireland and the Republic of Ireland. Application is through the Central Applications Office (CAO) in the Republic of Ireland and through Universities and Colleges Admissions System (UCAS) in Northern Ireland. A joint application procedure was suggested some years ago but to date there have been no developments in this regard.

A significant difference between the two systems is that UCAS makes offers in advance of the examinations with other factors e.g. a confidential report and other information on the application form being taken into consideration. The CAO system is based exclusively on points achieved in the examinations and offers are made after the results are published.

Leaving Certificate and A levels are mutually recognised for entrance to universities. Northern universities also recognise NCEA certificates and diplomas and exemptions may be granted on the basis of good results in these.^[35] Regional Technical College Diplomas are acceptable in some cases in Northern Ireland.

Entrance to universities from Post Leaving Courses (PLC's) remains problematic. Some PLCs are accepted in the University of Ulster, in Regional Technical Colleges, the Dublin Institute of Technology and in many UK universities. Universities in the Republic of Ireland are rather more reticent to accept such qualifications. The establishment of Teastas as the new regulating and certification body may change this situation.

RECOGNITION OF PROFESSIONAL QUALIFICATIONS

Teachers
Until 1990 in Northern Ireland there were problems with regard to the recognition of the Higher Diploma in Education taken in the Republic of Ireland although this was almost a direct equivalent of the Northern Ireland Post Graduate Diploma in Education. Following an EU Directive in 1991 this recognition was granted. The current situation is that the Department of Education Northern Ireland recognises all Republic of Ireland teaching qualifications. However, the Council for Catholic Maintained Schools still requires a certificate of Religious Instruction for Primary level teaching. The certificates granted by all of the Catholic Teacher Training Colleges in the Republic of Ireland are recognised by CCMS in this regard. Anyone without such a certificate is required to acquire one and this takes approximately two years. This requirement does not extend to Second level unless the particular post demands it.

In the Republic of Ireland, all teachers, including those from Northern Ireland, must have their qualifications assessed by the Registration Council and must pass an examination in Irish. Since 1992 the regulations with regard to Irish prevent fully qualified teachers from taking up posts even in special or remedial schools. A further anomaly is that neither Montessori teachers or university lecturers are required to sit the Irish exam.^[36]

Following the Anglo Irish Agreement and the Framework Document, it was envisaged that the active co-operation between the Northern Ireland and the Republic of Ireland education systems would be promoted. The White paper (1995), gave a commitment to re-examine the situation with regard to mutual recognition of teacher qualifications and to prioritise the facilitation of North/South teacher mobility. Also in this context, the Irish National Teachers Organisation, as part of their submission to the Forum for Peace and Reconciliation, recommended that accreditation should not depend on the ability to speak Irish.

A ministerial statement in November 1995, guaranteed full recognition of Northern Ireland qualifications and allowed a two year period to acquire the necessary qualification in Irish for teachers at Primary level. It is expected that this directive will come into force in September 1996.

The current situation is that those without the qualification in Irish continue to be paid at the untrained rate of £43.60 per day compared with the fully trained rate of £66.17 per day.

REFERENCES