This chapter describes the most important measures to ensure that adults (whether in or outside the labour market, employed or unemployed) can continue to learn. It focuses on the provision that is promoted/funded or coordinated by public authorities.
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This section outlines the general higher education policy objectives, and the main features of how higher education is organised including the roles of different types of existing institutions and programmes. The main provisions of relevant higher education laws (decrees, decisions, at ministerial/regional level) are also explained, with links to relevant legislation.The structure of the academic year is included.
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A variety of situations exists across Europe regarding the organisation of secondary education. In some countries where schools are organised in a single structure, all information on lower secondary education is already included in topic 5 which is devoted to primary education or integrated primary and lower secondary education structures. For some other countries, no distinction is made between lower and upper secondary education.
Depending on the country, this topic presents either Primary Education or Single Structure Education (which corresponds to an integrated primary and lower secondary system). The main features of the public and private grant-aided sector are described. General education policy objectives are outlined as well as the main provisions of relevant education laws (decrees, decisions, at ministerial/municipal level), with links to relevant legislation.
This topic covers all main aspects of education system funding for each major education level (Early Childhood and School Education, Higher Education and Adult Education). Some countries break down the information into sub-sections on ECEC, Primary (or Single Structure Education) and Secondary (and Upper Secondary) Education as well as Higher Education and Adult Education. If you would like country specific information on this topic, please go to the "This chapter by country" tab and click on the appropriate country.
The most important characteristics of the education and training system at all levels are described. The main trends towards centralisation, decentralisation, deconcentration or deregulation are explained as well as the roles of the main decision-making bodies (central, regional or local authorities, education institutions, etc.) If you would like country specific information on this topic, please go to the "This chapter by country" tab and click on the appropriate country.
This topic allows the reader to situate the country's education and training system within a broad territorial, political, demographic and linguistic framework. If you would like country specific information on this topic, please go to the "This chapter by country" tab and click on the appropriate country.
Ireland’s higher education system is principally a binary system with universities and institutes of technology. In 1997, the Universities Act was passed, the most significant piece of university legislation since the State was founded. For all seven universities in the State, the Act set out the objects and functions of a university, the structure and role of governing bodies, staffing arrangements, composition and role of academic councils and sections relating to property, finance and reporting.
