For a diagram of the organisation of the education system, see the ‘Overview’.

The subheadings which follow provide a broad picture of the learning opportunities available across the different phases of the education system.

Early childhood education and care 

Early childhood education and care is not compulsory. It is provided under the pre-school education programme and funded places are available in nursery schools; in nursery classes and units in primary schools; and in voluntary playgroups and private day care providers participating in the programme.

Provision is free of charge to parents of children in the year immediately before they start compulsory education at age four. The hours of provision vary depending on the education provider, although a typical pre-school day lasts between 2.5 and 4.5 hours.

Through the Sure Start Programme, provision is also offered to two- to three-year-olds living in disadvantaged areas who would benefit most from additional support when preparing for pre-school. Sure Start offers early learning to help young children’s social and emotional development, build on their communication and language skills and encourage their imagination through play.

All publicly-funded pre-school education settings must adhere to the Curricular Guidance for Pre-School Education (Department of Education/CCEA, 2018).

Primary and lower secondary education 

Full-time education is compulsory for children in September if they have reached the age of 4 by the previous 1 July. It is compulsory to age 16 and parents are responsible for ensuring that their child receives education. This duty is set out in Section 45 of The Education and Libraries (Northern Ireland) Order 1986:

‘The parent of every child of compulsory school age shall cause him to receive efficient full-time education suitable to his age, ability and aptitude and to any special educational needs he may have, either by regular attendance at school or otherwise.’ 

For most children, ‘regular attendance at school or otherwise’ means attendance at a grant-aided school. Regular attendance can also mean attendance at a fee-paying independent school (see the article on the ‘Organisation of Private Education’), or home education (see the subheading ‘Home education’ below).

The statutory curriculum is divided into the following key stages:

• Foundation Stage for pupils aged 4 to 6 – Years 1 and 2 in primary education (ISCED 1)
• Key Stage 1 for pupils aged 6 to 8 – Years 3 and 4 in primary education (ISCED 1)
• Key Stage 2 for pupils aged 8 to 11 – Years 5, 6 and 7 in primary education (ISCED 1)
• Key Stage 3 for pupils aged 11 to 14 – Years 8, 9 and 10 in post-primary education (ISCED 2)
• Key Stage 4 for pupils aged 14 to 16 – Years 11 and 12 in post-primary education (ISCED 3).

Generally, pupils transfer from primary school to secondary schools or grammar schools, known collectively as ‘post-primary schools’, at the age of 11. Primary and post-primary schools are legally distinct but operate within the same legal framework.

On reaching the end of compulsory full-time education (at the end of Key Stage 4, age 16), pupils usually take nationally recognised external qualifications which fall into three main categories: GCSEs; non-GCSE technical and vocational qualifications; and Entry Level qualifications. See the article ‘Assessment in General Lower Secondary Education’ for further information.

Schooling reflects traditional religious divides in society, with different historic ownership arrangements for publicly funded schools. Most Roman Catholic children are enrolled in Catholic maintained schools and most Protestant pupils are enrolled in controlled schools. There are also officially recognised integrated schools which bring together children and staff from Catholic and Protestant traditions, as well as those of other faiths and none. In 2017, following a review of integrated education, the Department of Education (DE) published guidance for schools wishing to become an integrated school.

Most primary schools are mixed-sex and a small number are Irish-medium schools (or Irish-medium units attached to English-medium schools) (Source: Annual enrolments at schools and in funded pre-school education in Northern Ireland, 2020/21 (Table 1).

Post-primary schools may be mixed- or single-sex schools. They too include a small number of Irish-medium schools or units, but these are fewer in number than in the primary phase.

The majority of grammar schools select their pupils using academic criteria. The right of individual schools to use academic selection as the basis for admission for some or all pupils is supported by the Department of Education and clarified in statutory guidance. As noted in this 2017 discussion paper, the DE is considering the possibility of re-establishing a single system for academic selection to selective grammar schools.

Upper secondary education 

The phase of education for 16- to 18/19-year-olds is not compulsory and is ISCED 3. 

At age 16, depending on the local offer and their own preferences, young people may continue at the same school in the sixth form, transfer to another school sixth form, or transfer to one of six regional further education colleges in Northern Ireland. In this post-compulsory secondary phase, the landscape of providers varies according to local arrangements, but all areas provide young people with a wide choice of programmes leading to general/academic, pre-vocational or vocational qualifications.

Although they provide an overlapping range of programmes which can lead to the same external certification, schools and further education colleges operate within different legal frameworks. The further education sector is described in the ‘Adult Education and Training’ Chapter which should be read in conjunction with the ‘Secondary Education’ Chapter in relation to this age group.

Higher education 

Higher education institutions (HEIs) generally cater for students aged 18 and above. The length of programmes at this level varies between two years of full-time study for short-cycle programmes (ISCED 5); three or four years of full-time study for bachelor’s degrees with honours (ISCED 6); and at least one year of full-time study for a master’s degree (ISCED 7).

HEIs are independent, self-governing bodies empowered to develop their own courses and award their own degrees.

Adult education and skills 

Outside of higher education, there is a large and diverse range of vocational programmes designed to prepare adult learners over the age of 19 for careers and jobs. Such programmes provide specific skills and ongoing development for work and supporting career progression. They typically lead to qualifications on the Regulated Qualifications Framework (RQF).

Adults who wish to improve their basic skills can take single subject recognised qualifications, including Essential Skills qualifications. Others may work towards GCSEs, A Levels or the Access to Higher Education Diploma.

A large proportion of government-supported vocational learning is within apprenticeship frameworks described in the article on ‘Teaching and Learning in Vocational Secondary Education’, which should be read in conjunction with the article on ‘Main Types of Provision’.

Workplace training is also funded by employers, through in-company training and learning from independent providers.

Adult community learning may include both non-formal learning and formal learning.

The major providers of further education and training for adults are further education (FE) colleges, which are self-governing corporations.

Home education 

Under The Education and Libraries (Northern Ireland) Order 1986, children of compulsory school age (4 to 16 years) may be educated either by regular attendance at school or otherwise. For children not educated at school, the most common alternative provision is education at home. Reasons for educating a child at home may include:

• distance or access to a local school
• religious or cultural beliefs 
• philosophical or ideological views
• dissatisfaction with the system
• bullying
• as a short-term intervention for a particular reason, such as a child's unwillingness or inability to go to school
• special educational needs
• parents' desire for a closer relationship with their children.

Parents choosing this option have a duty to ensure that their children receive a full-time education which is efficient, effective and suitable to their age, ability and aptitude, and to any special educational needs they may have. They do not have to follow any other statutory curriculum requirements that apply to schools such as the Northern Ireland Curriculum.

Parents/carers do not need permission from the school or Education Authority to educate their child(ren) at home, nor do they need to be qualified teachers. The regional offices of the Education Authority (EA) can make informal enquiries to check that a suitable education is being provided. If it appears that a child is not receiving a suitable education, the EA might issue a school attendance order requiring that the child attend school.

There are no funds directly available for parents who decide to educate their children at home.

From 29 May to 21 August 2019, the Education Authority (EA) ran a consultation on draft guidelines for elective home education.

The aims of the guidelines include to:

• support parents in ensuring that children receive a suitable education when educated at home
• promote good practice, by clearly defining the legislation, and the respective roles and responsibilities of parents, the EA, schools and any other relevant partner
• encourage working relationships that respect the parent’s duty to educate and their role as decision maker in ensuring their child’s right to an education.

Further information on home education is available from the government website, NI Direct.

Article last reviewed December 2020.