Result: B- Significant achievements eclipsed somewhat by failures in high-profile areas The Programme for Government 2011-2016 set out a range of quite challenging targets in Education. In essence it sought to re-shape provision in a number of key areas while at the same time ensuring continuity with the core strengths of the system. This was always going to be a difficult balance and, as was to be expected, the record is a mixed one. At the most basic level – that of investment in education – the record is quite good. Promises made to maintain funding for the core system, to prioritise building and to keep key metrics such as staffing, pupil teacher ratios and other key areas such as ICT infrastructure were for the most part kept. Another exception to this has been the Higher Education sector which has seen budgets reduced across all areas and a failure to meaningfully address the thorny issue of student contributions. This latter point has been particularly contentious. While the Programme for Government and its annual reviews are silent on fees the failure to address the issue of who pays for Higher Education has been marked. Current students face a controversial ‘Registration’ fee which stands at €3,000 (around half the cost to the state of providing a college place), after being increased by €250 in successive Budgets despite pre- election commitments to freeze it at 2011 levels. The recent ‘Cassells Report’ proposes loan repayments for college tuition, which would be paid back over 15 years at €25/week, once a student is earning a certain level of income. Irrespective of the final balance between student contributions and State funding arrived at there is an urgent need to find a resourcing model that works for a sector that is under increasing pressure. At a broader systems level, the Programme recognised the need for significant change. The ‘PISA shock’ resulting from our precipitous decline in the 2009 tracking surveys in key areas such as literacy and numeracy was an ideal opportunity to radically to reform how we teach these core competencies. As a result the significantly improved performance in the PISA 2012 would seem to suggest that the national strategy for literacy and numeracy has had a significant impact. School accountability structures were also quietly revolutionised, and a robust data-gathering process at school and national levels developed, something that will have a long-term impact far beyond the life of this government. Teacher education also underwent a radical reform in this period. Course content was changed, programme lengths were increased and the number of providers reduced through processes such as the DCU ‘Incorporation’ programme. There were a number of areas of policy overreach that have resulted in significant setbacks. Two of these – reform of the junior cycle and reform of school patronage structures – have followed a remarkably similar trajectory. Both witnessed confident assertions by Ministers about the need for policy reform followed by processes that saw the ‘great and the good’ support change. Significant resistance was met in both cases and despite pressure applied a combination of strong local knowledge and skillful national campaigns have resulted in the original proposals being significantly watered down. At the time of writing, junior cycle reform is stuck in a limbo, supported by one Teacher Union and rejected by a second. Reform of school patronage has been glacially slow but there are signs of alternative approaches emerging that will perhaps address issues of ethos and culture from an equality and procedural perspective. Issues also remain concerning the casualisation of education careers across all levels of the system and the significant hollowing out of middle-management structures in schools. This latter point has resulted in increased pressure on school principals and a perception of initiative overload. At the other end of the scale differential pay scales for new teachers is a cause of real resentment and pressure on Unions to demonstrate relevance has increased. In a general sense the Programme for Education Government was quite successful in Education, meeting most of its targets and putting in place structures that have the potential to have a significant medium-term impact. This is no mean feat given the popular attitude to education in Ireland – while many might complain in the abstract, most are happy enough with their particular encounters with the system. This combination makes it difficult for any set of policy proposals to address both the abstract desire for change and the innate conservatism of end-users. This policy programme probably did as well as could be expected given the straitened economic circumstances. Report Card – Education