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1、 Education Indicators for Ireland February 2023 Prepared by the Department of Education and the Department of Further and Higher Education,Research,Innovation and Science 2 This report may be accessed at:https:/www.gov.ie/en/publication/055810-education-statistics/For further information please cont

2、act by e-mail at:Statisticseducation.gov.ie 3 Table of Contents Page Introduction and background 5 Link to the Departmental Statements of Strategy 2021-2023 7 Part 1 Education Indicators A.Enrolments and Capacity Enrolments 9 Education providers and additional capacity 11 B.Early Years,Primary and P

3、ost-primary Education Teachers 13 Quality assurance 14 Continuous Professional Development of teachers 16 National Educational Psychological Service 18 School type 19 Leaving Certificate pathways 20 STEM 21 Foreign languages 23 Social inclusion 25 Special Educational Needs 26 Transport 28 C.Further

4、Education&Training and Higher Education Transitions and progressions 29 Access 31 International students 33 Research 35 Further Education&Training(FET),and skills initiatives 36 D.Outputs and Outcomes Awards by NFQ level 38 Attainment 40 NFQ awards by age 41 Lifelong learning 42 4 Part 2 Education I

5、ndicators on the Equality A.Enrolments by gender Enrolments by gender 43 B.Primary and Post-primary Education by gender Teachers by gender 45 School type by gender 45 Leaving Certificate pathways by gender 46 STEM by gender 47 Foreign languages by gender 48 Social inclusion by gender 49 Special Educ

6、ational Needs by gender 49 C.Further Education&Training and Higher Education by gender Transitions and progressions by gender 50 Access by gender 51 International students by gender 52 Research by gender 54 Further Education&Training(FET),and skills initiatives by gender 55 D.Outputs and Outcomes by

7、 gender Awards by NFQ level by gender 56 Attainment by gender 58 NFQ awards by age,by gender 60 Lifelong learning by gender 60 Appendix 61 Acronyms 62 5 Introduction and Background Education Indicators for Ireland aims to present a comprehensive set of educational indicators for the education system

8、 in Ireland.The indicators in this report cover all levels of education from early-years to school education,further and higher education and through to lifelong learning.In doing so,the report provides an overview of the work of both the Department of Education(DoE)and the Department of Further and

9、 Higher Education,Research,Innovation and Science(DFHERIS),in addition to the various agencies under the remit of both departments.This indicator set is designed as part of the wider planning framework across the education sector.By covering a wide range of topics the report provides indicators of p

10、rogress on different educational strategies across all areas of education while also acting as a key component of the Performance Budgeting and Revised Estimate Volume(REV)processes.The indicators are based on a variety of sources.These include the DoE pupil databases,learner records from SOLAS,the

11、HEA and QQI as well as various statistical reports published on departments web site.The Education Indicators for Ireland report is arranged into two parts,i.e.,A and B.The main indicators are presented in the first part(A),where the second part(B)reports the same indictors but disaggregated by sex,

12、subject to applicability and data availability.The second part is a new addition to this series of publications and is still under development,with a view to expand and complete it in future releases.In terms of schools data,this indicator set provides a good picture of the progress made in 2017-202

13、1 towards achieving the three high level goals for the education sector,as published in the Department of Education Statement of Strategy 2021-2023,namely:1.Support the provision of high-quality education and improve the learning experience to meet the needs of all students,in schools and early-year

14、s settings.2.Ensure equity of opportunity in education and that all students are supported to fulfil their potential.3.Together with our partners,provide strategic leadership and support for the delivery of the right systems and infrastructure for the sector.For tertiary education and training,the i

15、ndicators represent monitoring of progress towards the four strategic goals set out in the Department of Further and Higher Education,Research,Innovation and Science Statement of Strategy 20212023.1.Collaborate with educational institutions,employers and others to identify the talents and skills req

16、uired,and provide education and training,growing potential and helping people engage in and contribute to our economy and society.2.Lead a wholeofGovernment approach to agree the strategy,institutional framework,and investment needed to advance basic and applied research and innovation,grounded in c

17、ollaboration between enterprise,educational institutions,and wider society,in Ireland and beyond.6 3.Provide supports and opportunities for learning to all,recognising the needs of vulnerable learners and the most marginalised,and assist people in access to and progression through higher and further

18、 education and training,so as to grow prosperity across communities and build social cohesion.4.Position Ireland globally as a leading knowledge economy with a skills and innovation focus and as a leader in higher education and research,deepening collaboration on an allisland and EastWest basis,with

19、in the EU and beyond,attracting talent from around the world to Irelands international education system and equipping Ireland to compete on the world stage.The report is broken down into four sections:Enrolment and Capacity covering enrolments and education providers at all levels of education.Early

20、 Years,Primary and Post-primary Education covering teachers,inspections,teacher development,the National Educational Psychology Service(NEPS),school types,Leaving Certificate pathways,retention,STEM education,foreign languages,social inclusion,Special Education Needs and school transport.Further Edu

21、cation&Training and Higher Education covering transition rates from post-primary to further education and training and higher education,access to higher education,international students,research and skills.Outputs and Outcomes covering awards,general level of education of the population,awards by ag

22、e and lifelong learning across the continuum of education.All tables with data presented in the report are available for download here.7 The links between the various indicators and the departments respective Statements of Strategy are presented below.It is planned to develop this indicator set over

23、 time as data becomes available or policy initiatives evolve.Link to the Statements of Strategy 2021-2023 of the Departments of Education and Further and Higher Education,Research,Innovation and Science Overview of the education system Statement of Strategy Department of Education 2021-2023 GOAL 1 G

24、OAL 2 GOAL 3 Support the provision of high-quality education and improve the learning experience to meet the needs of all students,in schools and early-years settings.Ensure equity of opportunity in education and that all students are supported to fulfil their potential.Together with our partners,pr

25、ovide strategic leadership and support for the delivery of the right systems and infrastructure for the sector.Teachers page 13/45 Wellbeing page 18 School buildings page 11 Inspections page 14 Patronage page 19/45 New capacity page 11 Teacher development page 16 DEIS retention page 25/49 School tra

26、nsport page 28 Leaving Certificate pathways page 20/46 SEN in mainstream page 26/49 STEM education page 21/47 SEN supports page 26/49 Foreign languages page 23/48 Transitions and progression page 29/50 Schools,colleges and universities Page 11 Enrolments page 9/43 Graduates page 38/56 Educational at

27、tainment page 40/58 Awards by age page 41/60 8 Statement of Strategy Department of Further and Higher Education,Research,Innovation and Science 2021-2023 GOAL 1 GOAL 2 GOAL 3 GOAL 4#talent#innovation#Inclusion#international Enrolments page 9/43 Research page 35/54 Access page 31/51 International stu

28、dents page 33/52 Transitions and progression page 29/50 FET&Skills page 36/55 Awards by NFQ page 38/56 Attainment page 40/58 NFQ awards by age page 41/60 Lifelong learning page 42/60 Education providers and additional capacity page 11 9 Part 1 Education Indicators A.Enrolments and Capacity Enrolment

29、s Enrolments in primary level are on a downward trajectory,having peaked in 2018,while those in post-primary continue to rise sharply,up 34,300 between 2017 and 2021.Enrolments in full-time higher education are also rising quickly,showing an increase of almost 16,400 between 2017 and 2021.Ind.No Ind

30、icator 2017 2018 2019 2020 2021 A.1 Number of pre-school children in ECCE(part-time)118,906 108,188 105,978 103,931 107,305 A.2 Number of pupils in primary school 563,459 567,772 567,716 561,411 554,788 A.3 of which in DEIS schools 110,273 110,969 110,625 108,449 107,139 A.4 of which in Non-DEIS sch

31、ools 453,186 456,803 457,091 452,962 447,649 A.5 Number of pupils in post-primary school 357,408 362,899 371,450 379,184 391,698 A.6 of which in DEIS schools 73,415 74,142 75,967 77,756 81,033 A.7 of which in Non-DEIS schools 283,993 288,757 295,483 301,428 310,665 A.8 Number of persons enrolled ful

32、l-time in FET all NFQ 44,719 44,408 41,069 46,124 Q1 2023 A.9 Number of full-time higher education students1 183,640 185,475 189,905 196,005 200,035 A.10 of which universities(incl.Technological universities)107,120 108,985 131,2052 137,6602 163,6902 A.11 of which institutes of technology and colleg

33、es 76,530 76,490 58,7002 58,3552 36,3452 A.12 of which undergraduates 159,825 160,620 162,540 165,945 168,495 A.13 which post-graduates 23,820 24,855 27,365 30,060 31,540 A.14 Total number in full-time education,excl.pre-school 1,149,226 1,160,554 1,170,140 1,182,724 Q1 2023 All tables with data pre

34、sented in the report are available for download here.10 Reason for inclusion:Enrolments are a headline measure of the size of the education system.Source:Early Childhood Care and Education(ECCE)enrolments are provided by POBAL.Primary and post-primary pupil numbers are extracted from the Departments

35、 Primary Online Database(POD)and Post-primary Online Database(P-POD).Enrolments in Further Education and Training are extracted from the SOLAS Programme Learner Support Service(PLSS).Enrolments in third level are provided by the Higher Education Authority(HEA).NOTE:Data is reported on an academic ye

36、ar basis,i.e.,2021 means enrolments in September 2021.Data covers full-time students only,apart from ECCE.Enrolments are in state-funded institutions only and exclude enrolments in private colleges(Dorset College,NCI,etc.).1All values are rounded to the nearest 5 students.Note that individual figure

37、s have been rounded independently and the sum of the component items may therefore not necessarily add to the totals shown(A.9).2On 1st January 2019 the first technological university was established(TUD),with the amalgamation of three existing institutes of technology in the Dublin area(Dublin Inst

38、itute of Technology,Institute of Technology,Blanchardstown,and Institute of Technology,Tallaght),and the enrolments are reported,as such,from 2019 onwards.In December 2019 the RCSI received a status of the university and the enrolments are reported,as such,from 2020 onwards.On 1st January 2021 the s

39、econd technological university(MTU)was founded as a result of a merger between two institutes of technology:Cork Institute of Technology and IT Tralee.The third Technological University(TUS)was formed on 1st October 2021,as a result of a merger between the Athlone Institute of Technology and the Lim

40、erick Institute of Technology.The enrolments in MTU and TUS are reported as part of university enrolments from 2021 onwards.The ATU was formally established on 1 April 2022 as a merger of three existing institutes of technology:Galway-Mayo IT,IT Sligo,and Letterkenny IT.And finally,the SETU was form

41、ed from the amalgamation of two existing institutes of technology:Waterford IT and IT Carlow,and was formally established on 1st May 2022.The enrolments in ATU and SETU will be published as part of university enrolments from 2022 onwards.FET enrolments cover students participating in full-time cours

42、es only.PLC students are included in the FET totals.Part-time enrolments can be found in the section on Access on page 26,while participation in work-based education and training and registrations on apprenticeships are covered in the section on Skills on page 30.Data on enrolments in further educat

43、ion for the academic year 2021/2022 will be included once it becomes available.This affects indicators across several areas.11 Education providers and additional capacity There has been an additional 13 post-primary schools since 2017,reflecting the sharp rise in enrolments.Ind.No Indicator 2017 201

44、8 2019 2020 2021 A.15 Number of ECCE providers(contracts)4,468 4,231 4,260 4,023 3,995 A.16 Number of primary schools 3,246 3,240 3,240 3,241 3,240 A.17 of which DEIS schools 703 698 692 688 687 A.18 of which Non-DEIS schools 2,543 2,542 2,548 2,553 2,553 A.19 Additional permanent places provided in

45、 primary schools 13,638 7,432 6,718 4,381 NA A.20 Number of post-primary schools 715 722 723 730 728 A.21 of which DEIS schools 198 198 198 198 197 A.22 of which Non-DEIS schools 517 524 525 532 531 A.23 Additional permanent places provided in post-primary schools 4,215 4,698 4,287 4,985 NA A.24 Num

46、ber of QQI registered active providers(FET providers)396 364 319 269 251 A.25 Number of QQI registered active providers(HE providers)41 38 34 31 27 A.26 Third level Institutions and colleges funded by HEA 18 18 151 141 101 A.27 Third level universities(incl.technological universities)funded by HEA 7

47、 7 81 91 111 Reason for inclusion:The number of schools,institutes of technology(IoTs),universities and FET providers are headline measures of the size of the education system.Strengthening the scale and capacity in the higher education sector through collaboration and consolidation,including the cr

48、eation of technological universities,are central policies of the National Strategy for Higher Education 2030.Source:The number of ECCE contracts is supplied by POBAL,primary and post-primary schools are extracted from the Departments Unified Data Model(UDM)database,FET 12 providers are extracted fro

49、m QQI(Quality and Qualifications Ireland)data and third level providers are reported on by the HEA.NOTE:Data is reported on an academic year basis,i.e.,2021 means September 2021.QQI registered active providers include all active providers,both state-aided and private colleges,while the figures for t

50、hird level cover HEA funded institutions only.1See note on page 10 regarding the changing classification of universities and IoTs.Additional capacity in the school system is measured as the number of new schools plus the number of additional permanent places provided each year.13 B.Early Years,Prima

51、ry and Post-primary Education Teachers The total number of teachers has risen by over 7,804 since 2017,from 64,692 to 72,496.The pupil-teacher ratio in primary schools has fallen from 15.3 to 13.7 since 2017,while in post-primary schools it has fallen from 12.8 to 12.2.Ind.No Indicator 2017 2018 201

52、9 2020 2021 B.1 Number of primary teachers 36,773 37,341 37,839 38,604 40,351 B.2 of which mainstream teaching teachers 22,430 22,747 22,970 23,460 23,572 B.3 of which other teachers 14,343 14,594 14,869 15,144 16,779 B.4 Number of post-primary teachers 27,919 28,474 29,093 30,617 32,145 B.5 Total n

53、umber of teachers 64,692 65,815 66,932 69,221 72,496 B.6 PTR:Average students per teacher in primary schools 15.3 15.2 15.0 14.5 13.7 B.7 Average class sizes in primary schools 24.5 24.3 24.1 23.3 22.8 B.8 PTR:Average students per teacher in post-primary schools 12.8 12.7 12.8 12.4 12.2 Reason for i

54、nclusion:The numbers of teachers,pupil to teacher ratio and class size are headline measures in the education system.Source:Teacher Allocation section in the Department.NOTE:Data is reported on an academic year basis,i.e.,2021 means September 2021.Teacher numbers are based on allocations of teachers

55、(whole time equivalents)each year and not actual persons(to avoid complications arising from job-sharing,leave cover and other factors).PLC teachers are not included in the number for teachers.Mainstream teaching teachers include teaching principals who teach a class in addition to their administrat

56、ive duties.Other teachers include special education teachers,English language support teachers,administrative principals,and Home School Community Liaison(HCSL)teachers,as well as any other full-time teaching staff.14 Quality Assurance Data on inspections is reported on a calendar year basis.The Ins

57、pectorate ceased its involvement with probationary teachers at the end of the 2019/20 school year.Ind.No Indicator 2017 2018 2019 2020 2021 B.9 Number of inspections of ECCE centres 708 691 670 132 211 B.10 Number of inspections in primary and special schools,incl.probation 4,171 3,566 1,968 816 1,8

58、45 B.11 Inspections in post-primary schools 659 608 702 473 662 B.12 Other inspections,advisory visits and evaluation activities 596 1,473 1,369 6,530 651 B.13 Total inspections 6,134 6,338 4,709 7,951 3,369 Reason for inclusion:Inspections provide an assurance of the quality of teaching and learnin

59、g across different education settings.The resulting reports,which are published on the Departments website,are a way of sharing best practice and improving performance,which in turn impacts on learners outcomes.Source:Inspectorate.NOTE:The Inspectorate conduct inspections in schools,early-years sett

60、ings and centres for education,through development of new and improved models of inspection,and through the contribution to Department policy across a range of areas.Data on inspections is reported on a calendar year basis.The Inspectorate ceased its involvement with probationary teachers at the end

61、 of the 2019/20 school year.Newly qualified primary school teachers now undergo the Teaching Councils Droichead process.The data for 2020 reflects adjustments to the inspection programme from March 2020 due to the pandemic.The main focus of the programme was on advisory sessions and research work to

62、 support schools during the period of school closure and as the return to school took place.Inspection activity in the September-December 2020 period was mainly confined to priority inspections,such as,Supporting the Safe Provision of Schooling Inspections and Child Protection and Safeguarding Inspe

63、ctions.In 2021,the Inspectorate conducted research work to support schools during the period of school closures.It also developed a new model to evaluate remote teaching and learning and carried out these evaluations in a small number of schools.When schools re-opened,a main focus of its work was on

64、 supporting and advising teachers through incidental inspection visits.It also continued to prioritise the conduct of 15 Supporting the Safe Provision of Schooling Inspections and Child Protection and Safeguarding Inspections.16 Continuous Professional Development of Teachers The statistics below re

65、present the bespoke CPD support provided by PDST advisors during the periods outlined below.The decline in primary School Supports in 2019 and 2020 is a result of a shift to seminars relating to the Primary Language Curriculum rollout which are not captured in the primary school support measure.Note

66、:school closures related to Covid-19 during 2020/21 meant a switch from in-school support delivery to online delivery and consequently lower levels of engagement.The number of primary schools receiving ICT support has increased since 2018.The return of face-to-face in school support during 2021/2022

67、 has once again garnered increased demand from schools for this model of provision.Ind.No Indicator 2017 2018 2019 2020 2021 B.14 Number of primary schools receiving school support 1,574 1,931 1,469 1,009 1,445 B.15 Number of hours provided to primary schools receiving school support 14,849 23,686 1

68、3,812 8,436 26,328 B.16 Number of primary schools receiving ICT school support 110 182 373 334 264 B.17 Number of ICT hours provided to primary schools receiving school support 1,505 1,537 2,555 2,385 3,098 B.18 Number of post-primary schools receiving school support 307 416 463 346 399 Reason for i

69、nclusion:CPD of teachers is essential to ensure all teachers are equipped with the knowledge and skills for an evolving teaching and learning environment.In particular,CPD among teachers is required to support major areas of curricular development and reform,such as,the Framework for Junior Cycle,th

70、e new Primary Language Curriculum(Irish and English),new subjects,revised specifications at Senior Cycle(e.g.,Politics&Society,Computer Science and examinable P.E.),the STEM Education Policy,and to improve school leadership.Source:The services responsible for the professional development of teachers

71、,namely Professional Development Service for Teachers(PDST).NOTE:CPD is provided to teachers and schools through three core services:PDST,JCT,and NIPT.PDST is the largest and most established of the services providing individual school supports,workshops,leadership programmes and individual online c

72、ourses across primary and post-primary schools since 2010.The indicators above focus on the School Support aspect of CPD provided by PDST only and do not include individual teacher engagements with seminars or online 17 courses provided by PDST.Nor do they,as yet,cover teacher training provided thro

73、ugh the other services.As such,these indicators should be considered as being under development with the intention to expand the indicator set to ultimately reflect the full extent of participation in teacher training across all services.18 National Educational Psychological Service(NEPS)The increas

74、e in casework numbers reflects the move from an in-school only casework service in the previous year to a hybrid casework service,combining in-school with remote service delivery in the current year.The decrease in Support and Development service reflects the lower level of engagement by schools wit

75、h this service due to Covid-19 related factors.Ind.No Indicator 2017 2018 2019 2020 2021 B.19 No.of pupils with direct involvement from NEPS psychologist(casework)8,497 8,561 7,392 8,507 NA B.20 No.of pupils receiving assessment services under SCPA 1,627 1,946 966 904 NA B.21 No.of days NEPS psychol

76、ogists dedicated to support and development activities in schools 5,537 5,285 6,260 4,665 NA Reason for inclusion:NEPS provides an educational psychological service to support the wellbeing,academic,social and emotional development of all learners.NEPS prioritises support for the wellbeing and inclu

77、sion of learners at risk of educational disadvantage and those with special educational needs.NEPS engages in the development and implementation of policy across a range of areas within the Department and leads on the implementation of the Departments Wellbeing Policy and Framework for Practice 2018

78、-2023.Source:National Educational Psychological Service.NOTE:Data is reported on an academic year basis,i.e.,2020 means September 2020.NEPS casework includes assessment,formulation,intervention,planning and review.The Scheme for the Commissioning of Psychological Assessments(SCPA)is a panel of priva

79、te practitioners,maintained by NEPS,providing assessment services to schools when a NEPS psychologist is unavailable.Support and Development work includes:The provision of advice,support and consultation to teachers and parents.The delivery of training for teachers in the provision of universal and

80、targeted evidence-informed approaches and early intervention.Working with school communities to develop support structures and processes to maximise their capacity to respond particular needs of all learners.19 School type While the percentage of pupils enrolled in Catholic schools is falling this e

81、thos continues to dominate the school system in Ireland,although noticeably less so at post-primary level.Attendance at primary and post-primary level Irish-medium schools has remained steady.Ind.No Indicator 2017 2018 2019 2020 2021 B.22%Primary pupils in Catholic ethos schools 90.6%90.3%90.0%89.6%

82、89.2%B.23%Primary pupils in Irish-medium schools 8.0%8.1%8.1%8.1%8.1%B.24%Post-primary pupils in Catholic ethos schools 51.8%51.2%50.5%50.1%49.4%B.25%Post-primary pupils in Irish-medium schools 3.6%3.6%3.6%3.7%3.6%B.26 Small primary schools(4 or fewer teachers)as%of total 44.5%44.1%43.7%41.6%41.8%B.

83、27 Primary pupils in small schools as%of total 14.8%14.5%14.3%13.1%13.3%B.28 Number of Catholic primary schools 2,785 2,776 2,760 2,756 2,749 B.29 Number of multi/inter-denominational primary schools1 132 136 153 159 165 B.30 Number of Irish-medium primary schools 248 247 250 249 252 B.31 Number of

84、Catholic post-primary schools 345 346 344 344 344 B.32 Number of multi/inter-denominational post-primary schools1 343 349 352 359 358 B.33 Number of Irish-medium post-primary schools 48 49 49 50 50 Reason for inclusion:The Programme for Government(2016)contains a commitment to increase the number of

85、 non-denominational and multi-denominational schools with a view to reaching 400 by 2030.The report on the Forum on Patronage and Pluralism in the Primary Sector(2012)contains a number of recommendations for increasing diversity of school types.The 20-Year Strategy for the Irish Language 2010-2030(2

86、010)aims to continue to support Gaelscoileanna and develop an all-Irish provision at post-primary level to meet follow-on demand.Source:Enrolments by ethos and language medium are extracted from POD and P-POD database systems.NOTE:1The non-denominational school is reported with multi/inter-denominat

87、ional schools ethos.20 Leaving Certificate pathways The total number of pupils taking the Leaving Certificate programme(across both 5th and 6th year)has increased from just under 81,000 in 2017 to over 91,000 in 2021.The percentage of pupils doing Transition Year has risen from 71.9 per cent of pupi

88、ls in 2017 to 74.0 per cent in 2019,and remains high in 2021(73.8%).Ind.No Indicator 2017 2018 2019 2020 2021 B.34 Number of students taking Leaving Certificate established programme 80,701 83,909 86,347 88,872 91,408 B.35%of students taking Leaving Certificate established programme 68.3%69.2%70.0%7

89、0.8%71.1%B.36 Number of students taking Leaving Certificate Vocational 31,661 31,426 30,820 30,048 29,598 B.37%students taking Leaving Certificate Vocational 26.8%25.9%25.0%23.9%23.0%B.38 Number of students taking Leaving Certificate Applied 5,820 5,939 6,244 6,609 7,456 B.39%students taking Leaving

90、 Certificate Applied 4.9%4.9%5.1%5.3%5.8%B.40 Number of students doing Transition Year 44,950 45,916 48,268 47,544 48,025 B.41 Students doing Transition Year as%of previous 3rd Year 71.9%72.3%74.0%72.9%73.8%B.42 Number of students taking Repeat Leaving Certificate 1,077 811 655 235 87 Reason for inc

91、lusion:Providing alternatives to the established Leaving Certificate allows our education system to cater for the diverse needs and aspirations of our learners.Access to learning in applied and vocational skills are key factors in improving retention and strengthening pathways for learners through t

92、he education system and into the world of work.Source:The Departments P-POD.NOTE:Data is reported on an academic year basis,i.e.,2021 means September 2021.Enrolments for Leaving Certificate programmes are the sum of both 5th and 6th year pupils,while percentages are calculated as the per cent of bot

93、h 5th and 6th year enrolments(excluding Repeat Leaving Certificate students).Transition year,as a per cent of previous 3rd year,may include new arrivals into the system,and so,be slightly higher than the direct transfer rate in other reports,such as projections.21 STEM Strong differences can be seen

94、 in the percentages of girls and boys when it comes to STEM(Science,Technology,Engineering and Mathematics),particularly when biology is excluded.Ind.No Indicator 2017 2018 2019 2020 2021 B.43.i%6th year girls taking 1 or more STEM subj.(excl.maths)85.4%85.8%85.7%86.4%86.2%B.43.ii%6th year boys taki

95、ng 1 or more STEM subj.(excl.maths)89.5%90.7%90.3%89.7%88.9%B.44.i%6th year girls taking 1 or more STEM subj.(excl.maths and biology)38.7%39.5%41.6%41.7%41.5%B.44.ii%6th year boys taking 1 or more STEM subj.(excl.maths and biology)70.7%72.1%72.5%72.5%70.9%B.45.i%6th year girls taking 2 or more STEM

96、subj.(excl.maths)31.0%31.7%33.4%33.6%33.2%B.45.ii%6th year boys taking 2 or more STEM subj.(excl.maths)58.7%59.5%59.0%58.2%55.6%B.46.i%6th yr.girls taking 2 or more STEM subj.(excl.maths and biology)8.0%8.0%8.9%8.8%8.7%B.46.ii%6th yr.boys taking 2 or more STEM subj.(excl.maths and biology)39.0%40.1%

97、40.2%40.0%38.9%B.47%LC students attaining grade H4 or above in HL maths sits 59.1%56.8%68.8%73.3%80.6%B.48%LC students attaining grade O4 or above in OL maths sits 57.2%56.1%61.4%65.9%71.2%B.49.i%girls schools offering physics,chemistry and biology(LC)78.8%77.3%77.1%78.9%81.7%B.49.ii%boys schools of

98、fering physics,chemistry and biology(LC)91.0%92.0%89.1%90.1%93.9%B.49.iii%mixed schools offering physics,chemistry and biology(LC)60.9%61.6%61.9%59.7%65.7%B.50.i%girls schools offering a STEM subject other than maths or a science(LC)58.3%56.1%55.7%63.3%68.3%B.50.ii%boys schools offering a STEM subje

99、ct other than maths or science(LC)97.0%96.0%95.0%95.0%94.8%22 B.50.iii%mixed schools offering a STEM subject other than maths or a science(LC)92.8%93.1%91.6%89.4%87.4%B.51.i%3rd year girls taking at least one STEM subject(other than science or maths)21.3%22.7%23.9%25.7%26.9%B.51.ii%3rd year boys tak

100、ing at least one STEM subject(other than science or maths)73.8%72.7%73.3%74.6%73.4%Reason for inclusion:The STEM Education Policy Statement(2017-2026)sets out a vision of providing a high-quality STEM education experience.A key pillar of the STEM policy is to nurture learner engagement and participa

101、tion;it also includes a commitment to monitor uptake by all students,and to increase female participation in STEM.Source:P-POD captures school returns for pupil enrolments by grade,programme and subject.The above data for LC does not include pupils taking the LCA(Leaving Certificate Applied).NOTE:Da

102、ta is reported on an academic year basis,i.e.,2021 means September 2021,other than attainment data,which is for the end of the academic year,i.e.,2021 means June 2022.STEM subjects at Leaving Certificate for the purposes of the STEM Education Policy Statement are agricultural science,mathematics,app

103、lied mathematics,biology,physics,chemistry,physics and chemistry,engineering,construction studies,design and communication graphics and technology;for Junior Certificate this covers wood technology,graphics,engineering,applied technology,mathematics and science.Note that Home Economics is not consid

104、ered a STEM subject.Schools offering all three science subjects(physics,chemistry,biology)is based on pupils taking these subjects on P-POD,i.e.,a school may offer physics but have no pupils taking the subject.23 Foreign languages The percentage of schools offering at least two foreign languages is

105、increasing,as is the percentage taking a foreign language other than French in the Leaving Certificate.Ind.No Indicator 2017 2018 2019 2020 2021 B.52.i%6th year girls doing at least one foreign language 87.2%86.5%84.8%82.9%82.0%B.52.ii%6th year boys doing at least one foreign language 72.3%69.0%67.3

106、%66.3%64.3%B.53%JC students doing a foreign language other than French(of all foreign language exam sits)43.0%44.2%N/A1 N/A1 48.0%B.54 LC%doing a foreign language other than French(of all foreign language exam sits)41.4%42.8%45.9%47.7%49.6%B.55%LC students attaining grade H4 or above in any foreign

107、language 31.5%31.5%41.3%44.9%42.0%B.56%post-primary schools offering at least two foreign languages 72.3%74.1%74.4%75.1%76.0%B.57%schools offering two or more foreign languages as part of Transition year 55.2%53.3%58.0%58.5%59.4%Reason for inclusion:Languages Connect-Irelands Strategy for Foreign La

108、nguages in Education 2017-2026 aims to enable learners communicate effectively and improve their standards of competence in languages.The strategy aims to increase the uptake of key foreign languages generally and,in particular,the number of schools offering two or more foreign languages along with

109、the number of students sitting two languages for state examinations.Source:P-POD and the State Exam results.NOTE:Data is reported on an academic year basis,i.e.,2021 means September 2021,other than attainments data,which is for the end of the academic year,i.e.,2021 means June 2022.At Junior Cycle l

110、evel a foreign language other than French refers to German,Spanish and Italian.At Leaving Certificate level a language other than French refers to German,Spanish,Italian,Russian,Japanese and Arabic.In the indicator on LC exam sits pupils may be double counted if they sit more than one foreign langua

111、ge other than French(the 24 numbers are thought to be small).The indicator on students attaining a H4 or above may also contain duplicates in cases where a pupil achieves this in more than one foreign language(both French and German for example),but the numbers are thought to be small.1Junior Cycle

112、examinations were cancelled in 2020(2019 in the table above)and 2021(2020 in the table),with only a small number of candidates participating in later(October/November)sittings of Junior Cycle examinations which were put in place to facilitate adult learners and early school leavers who had been due

113、to sit examinations in those years.25 Social Inclusion The gap in retention to Leaving Certificate between DEIS and non-DEIS school has further improved in 2021 relative to previous years.While enrolments overall have risen,the absolute number of early school has slightly decreased.Ind.No Indicator

114、2017 2018 2019 2020 2021 B.58 Retention rate in DEIS post-primary schools(%)LC completion 85.0%84.7%83.8%84.8%86.1%B.59 Gap in retention rates-DEIS vs non-DEIS post-primary schools 8.5 8.7 9.3 8.6 7.6 B.60 Number of Early school leavers-started 5th year but did not sit LC in 6th year 2,486 2,639 2,8

115、23 2,438 2,126 B.61%Early school leavers-started 5th year but did not sit LC in 6th year 4.4%4.8%4.9%4.2%3.6%Reason for inclusion:One of the Departments strategic goals is to advance the progress of learners at risk of educational disadvantage.The revised DEIS Plan(2017)sets out the Departments visi

116、on for education to become a proven pathway to better opportunities for those in disadvantaged communities and was designed to give tailored support to schools with high concentrations of disadvantage.The aim is to close the gap between DEIS and non-DEIS schools in key areas,such as,retention and ed

117、ucational standards.Source:Retention rates and the number of early school leavers are taken from the annual Retention Report.NOTE:Data is reported on an academic year basis,i.e.,2021 means September 2021.Retention rate in 2021 is measured as the percentage of pupils who sit LC from the 2015 entry co

118、hort.Early school leavers are those who entered 5th year but did not sit the LC at the end of 6th year,or the year after(allows for 1 year of repeat).26 Special Educational Needs The number of pupils with special educational needs in mainstream primary and post-primary schools have risen substantial

119、ly in recent years,as has the number of Special Needs Assistants(SNAs).Ind.No Indicator 2017 2018 2019 2020 2021 B.62 Number of special schools(NCSE supported only)114 114 114 114 116 B.63 Pupils in special schools 7,662 7,728 8,035 8,018 8,682 B.64 Teachers in special schools 1,387 1,400 1,435 1,46

120、2 1,503 B.65 Pupils in special classes in mainstream primary schools 5,572 6,229 6,822 7,510 8,740 B.66 Pupils in special classes in post-primary schools 1,814 2,136 2,406 2,856 3,178 B.67 Special education teachers in primary and post-primary schools(mainstream classes)(WTE)13,395 13,412 13,530 13,

121、620 13,765 B.68 Total SNAs 13,862 14,877 15,799 17,713 18,050 B.69 of which in special schools 2,460 2,521 2,560 2,732 2,775 B.70 in primary schools 8,581 9,309 9,948 11,285 11,506 B.71 in post primary schools 2,821 3,047 3,291 3,696 3,769 Reason for inclusion:It is a key strategic goal of the Depar

122、tment to advance the progress of learners with special educational needs and to support them to achieve their full potential.Source:SNA data and enrolments of post-primary pupils is provided by the National Council of Special Education(NCSE).Teacher data is provided by Special Education section.Enro

123、lments in special classes at primary level is taken from POD.27 NOTE:Data is reported on an academic year basis,i.e.,2021 means September 2021.The figures for special schools are for NCSE supported schools only.The data on SNAs is for whole time equivalents(WTE).Pupils in mainstream classes with spe

124、cial needs are not reported in these indicators.The indicator on teachers in special schools has been updated and now only covers teachers in NCSE special schools;this is to ensure enrolments and teaching posts are fully comparable.Specifically,the teachers count now excludes teaching posts in hospi

125、tal and high support special schools.For 2017 this has resulted in a downward revision from 1,498 to 1,387 with comparable revisions in other years.28 Transport While the number of transport routes has fallen,the number of pupils being carried has increased since 2020.Ind.No Indicator 2017 2018 2019

126、 2020 2021 B.72 School transport routes 6,032 6,856 7,374 8,503 8,345 B.73 Pupils on school transport 116,774 117,455 120,848 114,167 122,217 B.74%of pupils(of total enrolment)provided with school transport 12.7%12.6%12.9%12.1%13.0%B.75 Mainstream primary pupils using school transport 38,729 39,205

127、38,271 35,546 35,854 B.76 Mainstream post-primary pupils using school transport 65,545 65,499 68,248 63,904 70,322 B.77 SEN pupils using school transport 12,500 12,751 14,329 14,717 16,041 Reason for inclusion:The Department is committed to providing safe,efficient and cost-effective transport to el

128、igible children.Source:School Transport Section.29 C.Further Education&Training and Higher Education Transitions and progressions Transition rates from post-primary to higher education jumped sharply in 2020 and decreased to previous years levels in 2021.The year 2020 jump was most likely the result

129、 of additional places in higher education being created in response to the changes to the Leaving Certificate as a result of the COVID-19 pandemic,and the lack of opportunities for school leavers to either seek employment or travel abroad because of public health restriction.Ind.No Indicator 2017 20

130、18 2019 2020 2021 C.1%students who sit LC-Retention 91.6%91.5%91.2%91.5%92.1%C.2 Number of higher education entry routes 1,261 1,262 1,241 1,244 1,296 C.3 of which in universities(incl.technological universities)448 417 5521 5741 8641 C.4 of which in IoTs 790 818 6601 6401 4031 C.5 of which in colle

131、ges 23 27 291 30 29 C.6 of which at NFQ level 6 97 96 89 78 76 C.7 of which at NFQ level 7 289 300 309 283 301 C.8 of which at NFQ level 8 875 866 843 883 919 C.9 Transition rates from post-primary to higher education 63.6%63.4%62.1%66.1%63.9%C.10 of which DEIS schools 41.8%40.5%41.4%46.7%43.4%C.11

132、of which non-DEIS schools 69.1%69.4%67.5%71.3%69.3%C.12 Transition rates from post-primary to FET 26.3%25.9%24.2%22.2%NA C.13 of which DEIS schools 36.9%35.4%33.4%28.9%NA C.14 of which non-DEIS schools 23.7%23.4%21.8%20.5%NA 30 Reason for inclusion:Commitments to improve the transitions for students

133、 between the different stages of education are contained in the Department of Education Statement of Strategy 2021-2023.There is also a commitment to broaden undergraduate entry in order to reduce the complexity of choice for second-level students and lower the level of competitiveness driving the s

134、ystem.Source:Retention rates to LC are published annually on the Departments web site.Transitions from post-primary to higher education are compiled as input to higher education projections which are published on the web site.The number of course choices for students entering higher education are ta

135、ken from the HEA student records system.NOTE:Retention 2021 is a measure of the percentage of pupils who sit LC from the 2015 entry cohort.The higher education entry routes are derived from the Central Applications Office(CAO)codes on the Student Record System(SRS),by institute type and NFQ level.En

136、try routes that are not assigned to any CAO code are excluded from the figures shown above.1See note on page 10 regarding the changing classification of universities and IoTs.The transition rate from post-primary to higher education in a given year is a measure of the percentage of pupils from the p

137、revious five academic years who ultimately entered HE in that year.The transition rate from post-primary to FET in a given year is a measure of the percentage of pupils from the previous five academic years who ultimately entered FET in that year.31 Access The number of students studying on a flexib

138、le basis(part-time and remote)continued to rise steadily till 2020,but has fallen in 2021.The percentage of mature students is falling as can be expected with a rising jobs market.Ind.No Indicator 2017 2018 2019 2020 2021 C.15 Number of part-time HE students1 40,100 43,030 45,795 49,660 46,260 C.16

139、Part-time students in university(incl.technological universities)16,645 17,140 25,4002 29,2802 32,4802 C.17 Part-time students in IoT and other 23,450 25,890 20,3902 20,3852 13,7902 C.18 Remote HE enrolments-not included above 7,967 9,207 10,933 14,239 14,709 C.19 Total HE students studying on a fle

140、xible basis(part-time and remote)48,068 52,236 56,726 63,897 60,971 C.20%Mature entrants of total entrants in HE(full time undergraduates)8.6%7.7%7.2%7.0%6.6%C.21%of new HE entrants with a disability(eligible FSD students)10.6%10.0%12.2%12.4%13.2%C.22 Number of(self-declared)Irish Travellers in HE 5

141、0 N/A3 48 33 52 C.23 Number of students receiving supports in the form of grants 74,343 71,601 69,036 71,942 67,130 C.24 of which undergraduates 64,959 62,764 60,556 63,642 59,534 C.25 of which post-graduates 2,136 2,141 2,014 2,413 3,292 C.26 of which PLC students 7,248 6,696 6,466 5,887 4,304 Cens

142、us Census 2006 Census 2011 Census 2016 Census 2022 C.27%20 year olds in Disadvantaged Areas who are students,census 2006/2011/2016 27.4%44.1%47.4%Q2 2023 32 Reason for inclusion:The National Access Plan contains targets for specific categories of students that are under-represented,including new ent

143、rants and new mature entrants from socio economically disadvantaged areas,new entrants with a disability and new entrants from the Traveller community.Source:The Higher Education Authority(HEA)provides data on students who have a disability,are socio-economically disadvantaged,are mature,and who are

144、 members of the Traveller community.The Census provides data on the percentage of all 20 year olds who are students by area type at each census(2002,2006,2011 and 2016).The Census 2022 results are not available at the time of writing.NOTE:Mature students are those who were 23 years of age on the 1st

145、 of January in the year they entered a higher education institution.Irish Traveller data includes re-enrolments and transfers.The percentage of new first year entrants with a disability,as having been supported under the Fund for Students with Disabilities,reported by higher education institutions o

146、n an academic year basis,e.g.,2020/21.1See note on page 10 regarding HE data rounding.2See note on page 10 regarding the changing classification of universities and IoTs.3The 2018 figure for the number of Irish Travellers in higher education is not available.33 International Students The percentage

147、of full-time HE students in Ireland,who are classified as international,has increased from 11.7 per cent of all students in 2020 to 13.8 per cent in 2021.The fall in 2020(11.7%)was a result of travel restrictions due to Covid-19 impact.Ind.No Indicator 2017 2018 2019 2020 2021 C.28 International stu

148、dents in Ireland and abroad(public and private Third Level)38,261 41,420 44,229 NA1 NA1 C.29 International HE full-time students in Ireland2 23,585 25,865 26,620 22,970 27,630 C.30 of which Non-EU undergraduates3 12,595 12,925 12,570 9,670 11,730 C.31 of which EU undergraduates 3,250 3,890 1,815 2,1

149、30 2,595 C.32 of which undergraduates from Great Britain and Northern Ireland incl.above incl.above 1,605 1,710 1,450 C.33 of which Non-EU post-graduates3 5,865 7,000 8,500 7,160 8,985 C.34 of which EU post-graduates 1,875 2,045 1,635 1,705 2,270 C.35 of which post-graduates from Great Britain and N

150、orthern Ireland incl.above incl.above 495 600 595 C.36 International students as%of full-time HE students 12.8%13.9%14.0%11.7%13.8%C.37 Students participating in Erasmus/Lifelong Learning Programme4 3,667 3,955 3,863 5,1734 NA C.38 Number of English language students 127,640 121,462 145,0005 32,031

151、26,408 Reason for inclusion:The International Education Strategy aims to build relationships between Irish educational institutions and their global partners in order to enhance the quality and relevance of our education system,and to support the development of Irelands students to become global cit

152、izens.SOURCE:The data on student numbers was obtained through an independent review of the international education strategy which involved consultation with all stakeholders.The SRS in the HEA provides data on the nationality of students attending HEA funded institutions in Ireland.NOTE:1Due to chan

153、ges in methodology and data collection this indicator is currently under review.34 2See note on page 10 regarding HE data rounding.3Non-EU category includes Unknown.4The number of Students participating in Erasmus/Lifelong Learning Programme in higher education(2020)is provisional,i.e.,due to contra

154、cts extension,2020 data is over a period of 36 months.This will be updated with the final figures in next publication.The data for years 2017-2019 is from contracts that had a duration of 16 months.The previous years(2017-2019)data has been revised since the last(2021)publication by HEA.The year 202

155、1 data is not available yet.5The number of English language students(2019)is provisional.35 Research The number of post-graduate research enrolments rose to 11,751 in 2021,of which the majority were full-time PhD students.Ind.No Indicator 2017 2018 2019 2020 2021 C.39 Total number of Post-graduate r

156、esearch enrolments1 10,015 10,065 10,530 11,195 11,755 C.40 Full-time PhD1 6,890 7,065 7,355 7,940 8,355 C.40.i of which females 3,590 3,695 3,920 4,340 4,575 C.40.ii of which males 3,300 3,370 3,440 3,595 3,765 C.41 Full-time Research Masters 1,150 1,105 1,330 1,350 1,405 C.41.i of which females 50

157、5 550 690 670 745 C.41.ii of which males 645 555 640 680 660 C.42 Part-time PhD 1,625 1,575 1,535 1,595 1,660 C.43 Part-time Research Masters 355 315 310 315 330 Reason for inclusion:Innovation 2020,Irelands strategy for research and development,science and technology,contains commitments to support

158、 the career development of the next generation of researchers,to expand Irelands research capacity and to work with employers to increase the number of researchers to address economic and societal demand.Source:The HEA SRS.Note:Due to the small enrolment numbers in“other”gender category,this data is

159、 not reported in the above table,hence,in some cases the male and female numbers do not add up to the total of the relevant category.1See note on page 10 regarding HE data rounding.36 Further Education and Training(FET),and skills initiatives The number of persons registered on apprenticeships has s

160、hown a strong increase in recent years,with an increase of almost 100%between 2017 and 2021.The number of FET enrolments had also increased in 2020.Ind.No Indicator 2017 2018 2019 2020 2021 C.44 Number of Springboard enrolments 6,244 8,974 9,855 14,385 11,033 C.45 Total persons enrolled in apprentic

161、eships 12,851 15,373 17,829 19,630 24,212 C.46 of which Craft Apprenticeships 12,458 14,469 16,142 17,183 20,956 C.47 Number of Skillnet Ireland learners 49,194 56,182 70,2701 81,8951 86,570 C.48 of which Up-skilling the Unemployed 3,705 1,980 2,2361 4,6911 4,947 C.49 Enrolments in FET at NFQ levels

162、 4 and under 80,503 85,828 97,647 98,066 NA C.50 Enrolments in FET at NFQ levels 5 39,609 41,432 42,810 43,184 NA C.51 Enrolments in FET at NFQ level 6 8,355 9,486 11,442 13,428 NA Reason for inclusion:The DFHERIS Statement of Strategy 2021-2023 includes the development of talent and skills as a key

163、 goal,including through the national skills infrastructure consisting of the National Skills Council,the Regional Skills Fora and the National Training Fund Advisory Group.The aim of Springboard is to provide upskilling and reskilling courses to develop the talent base in key growth sectors of the e

164、conomy at higher education level.Skillnet Ireland works to increase participation in enterprise training by businesses.ETBs work closely with the regional skills infrastructure to deliver upskilling and reskilling at further education level.Source:Enrolments in Springboard are provided by the HEA.Th

165、e Skillnet Ireland annual reports publish data on participation for both the employed and unemployed.The SOLAS Programme Learners Support System(PLSS)database provides data on enrolments in Educational Training Board(ETB)courses.Apprenticeship data is provided by SOLAS.Note:Apprenticeship data is po

166、int in time information and covers all persons who were registered on an apprenticeship on 31st December in that year.Apprenticeships are delivered across the further and higher education and training system,including in private higher education institutions.Off-the-job training may be full time in

167、blocks of time or part-time.37 All PLSS database entrants with a blank NFQ have been included in the group NFQ 4 and under for the purposes of the table above.Future iterations of this report will disaggregate this data further.The data on FET enrolments covers publicly-funded provision only,mainly

168、delivered or contracted by Education and Training Boards.FET covers a mix of full time academic year courses,courses that start at various points of the year,shorter duration,part time and online courses.For the purposes of this report,the data above has been estimated on an academic year basis,i.e.

169、,persons who were enrolled at any time between the 1st of September 2017 and the 31st of August 2018 were included in the 2017 figure.Persons who enrolled on two or more courses in the year were only counted once,at the higher NFQ level.FET courses vary greatly in length from several years to just a

170、 few weeks.They are certified at levels 1-6 on the National Framework of Qualifications,ranging from basic skills,such as,literacy and numeracy programmes,to higher level skills in a wide range of vocational areas.1Please note that the historical values for“Number of Skillnet Ireland learners”and“of

171、 which Up-skilling the Unemployed”for 2019 and 2020 have been updated since the previous publication of this report to reflect the most up-to-date information.38 D.Outputs and Outcomes Awards by NFQ level There were 194,308 people who achieved an award in 2021,in addition to Junior or Leaving Certif

172、icate sits.Of these 77,213 persons achieved an Honours Degree or higher(level 8 or above).Ind.No Indicator 2017 2018 2019 2020 2021 D.1 Junior Certificate sits 62,562 64,331 N/A1 N/A1 67,130 D.2 Leaving Certificate sits 54,440 56,071 57,6672 57,9522 58,056 D.3 Graduates with Major NFQ award level 1

173、345 297 364 237 173 D.4 Graduates with Major NFQ award level 2 1,008 950 998 416 591 D.5 Graduates with Major NFQ award level 3 1,625 1,337 1,250 631 702 D.6 Graduates with Major NFQ award level 4 2,017 1,680 1,690 1,001 1,257 D.7 Graduates with Major NFQ award level 5 22,667 21,162 19,263 17,379 16

174、,967 D.8 Graduates with Major NFQ award level 6 16,011 17,856 18,123 18,812 14,160 D.9 Graduates with Major NFQ award level 7 8,098 7,921 7,842 7,831 11,777 D.10 Graduates with Major NFQ award level 8 37,170 37,327 38,468 40,666 44,926 D.11 Graduates with Major NFQ award level 9 21,248 21,510 25,022

175、 27,768 30,753 D.12 Graduates with Major NFQ award level 10 1,446 1,418 1,555 1,418 1,534 D.13 Graduates with Minor or Supplemental awards(all NFQ levels)98,558 81,157 76,753 58,983 58,145 D.14 Graduates with Special Purpose awards(all NFQ levels)17,302 16,109 16,775 13,336 13,323 D.15 Total graduat

176、es Major,Minor and Special Purpose 227,495 208,724 208,103 188,478 194,308 39 Reason for inclusion:Graduates are a headline measure of the outputs of the education system.SOURCE:Graduates from HEA funded institutions were extracted from the HEA Student Record System;QQI provides data on all other Ma

177、jor,Minor and Special Purpose awards.NOTE:Data is reported on an academic year basis,i.e.,2021 means September 2021.1Junior Cycle examinations were cancelled in 2020(2019 in the table above)and 2021(2020 in the table),with only a small number of candidates participating in later(October/November)sit

178、tings of Junior Cycle examinations which were put in place to facilitate adult learners and early school leavers who had been due to sit examinations in those years.2Leaving Certificate sits in 2020(2019 in the table)reflect a combination of a small number of actual sits and Calculated Grades,and Le

179、aving Certificate sits in 2021(2020 in the table)reflect actual sits and Accredited Grades.Awards or qualifications are made at different classes and levels depending on the learning outcomes.Major awards are the principal class of award and are deemed to represent a significant volume of learning o

180、utcomes;they usually comprise of eight minor awards or modules.Minor awards are made in their own right in recognition of a range of learning outcomes,but not the specific combination of learning outcomes required for a major award.Special-purpose award-types are made for specific,relatively narrow,

181、purposes(and may also form part of major awards).Supplemental awards are for learning,which is additional to previous award.They could,for example,relate to updating and refreshing knowledge or skills,or to continuing professional development.The data is a count of persons,not awards made.A person w

182、ho has achieved one or more Minor awards but has not yet achieved a Major award will appear in the Minor awards count;those who progress to a Major award will appear in the respective Major award count(and be removed from the Minor award count),i.e.,persons who graduated from two or more courses in

183、the year were only counted once,at the higher NFQ level and award type.Special purpose awards can be made at various NFQ levels.Major awards are typically achieved at the end of the academic year,whereas Minor,Supplemental and Special Purpose awards can be made throughout the year.Awards data was ex

184、tracted from the QQI database and includes awards made to learners in private providers,but excludes awards by awarding bodies other than QQI(such as,City and Guilds or Microsoft).Enrolments data,on the other hand,was extracted from the HEA(SRS)and SOLAS(PLSS)databases,and covers publicly-funded edu

185、cation and training only(excludes enrolments in private colleges).This results in a misalignment between these two independent but linked(enrolments/awards)measures of the higher and further education systems.This will be corrected over time as the indicators are developed further.40 Attainment The

186、overall educational attainment of the population has been rising steadily over time,while unemployment rates are consistently lower for those with a higher level of education.Ind.No Indicator 2017 2018 2019 2020 2021 D.16%30-34 year olds with third level education or above 55%57%55%60%61%D.17%25-34

187、year olds with post-secondary education or above 70%70%70%74%74%D.17.i%25-34 year old females with post-secondary education or above 73%75%74%78%78%D.17.ii%25-34 year old males with post-secondary education or above 64%65%66%70%68%D.18 Unemployment rate for persons whose highest level of education i

188、s upper secondary 9.4%7.8%7.7%8.4%11.2%D.19 Unemployment rate for persons whose highest level of education is post-secondary 8.1%6.9%5.8%6.5%7.5%D.20 Unemployment rate for persons whose highest level of education is third level non-honours degree 4.7%4.7%3.9%4.5%5.4%D.21 Unemployment rate for person

189、s whose highest level of education is third level honours degree or higher 3.4%3.9%2.8%3.1%4.3%Reason for inclusion:The Irish education system aims to provide all persons with a level and quality of education and training that equips them with the knowledge and skills that they need to achieve their

190、 potential and to participate fully in society and the economy.Source:Central Statistics Office(CSO)Labour Force Survey and Quarterly National Household Survey(QNHS).NOTE:The unemployment rate is the number of unemployed expressed as a percentage of the total labour force.The data presented is for Q

191、uarter 2 of each year only(i.e.,April-June of each year).Third level is an amalgamation of the categories Higher Certificate or equivalent,Ordinary Degree or equivalent,Honours Bachelor Degree or equivalent and Postgraduate Qualification.41 NFQ Awards by Age The number of older adults achieving awar

192、ds has fallen in recent years,which can be expected as employment increases.Ind.No Indicator 2017 2018 2019 2020 2021 D.22 Persons age 25 to 34 who achieved an award on the NFQ any level 57,018 51,537 50,859 47,807 50,942 D.23 Persons age 35 to 44 who achieved an award on the NFQ any level 45,683 40

193、,794 39,887 34,607 36,132 D.24 Persons age 45 to 54 who achieved an award on the NFQ any level 32,798 28,691 28,572 23,625 24,063 D.25 Persons age 55 to 64 who achieved an award on the NFQ any level 16,749 14,761 14,963 11,083 10,112 D.26 Persons age 65+who achieved an award on the NFQ any level 2,9

194、81 2,952 3,136 2,124 1,797 Reason of inclusion:Increasing the participation of adults in lifelong education and training is a core objective of the National Skills Strategy 2025.Source:The number of awards made to adults by various age groups is extracted from the QQI and HEA databases.NOTE:QQI awar

195、ds cover awards at all levels,from NFQ 1 up to NFQ 9,while the HEA provides data on awards at NFQ 6,7,8 and above.It the table above all QQI awards classes are reported,i.e.,major,minor,special purpose,etc.42 Lifelong learning The percentage of persons participating in Lifelong learning rose strongl

196、y in 2018,with a short fall in 2020,and a full recovery in 2021.Ind.No Indicator 2017 2018 2019 2020 2021 D.27 EU-%Irish adults age 25-64 who participated in formal and/or non-formal learning activities 9.0%12.5%12.6%11.0%13.6%Reasons for inclusion:Increasing the participation of adults in lifelong

197、education and training is a core objective of the National Skills Strategy 2025.Source:The EU measure of Lifelong Learning Participation among adults is derived from the Quarterly National Household Survey and is an annual average.NOTE:This index refers to the share of adults who participated in for

198、mal and/or non-formal learning activities;in this context,formal means education and training in schools,universities and other formal education institutions,while non-formal means education and training that does not correspond to the definition of formal education,e.g.,adult literacy,life skills,w

199、ork skills and general culture.43 Part 2 Education Indicators on the Equality The indicators presented in part B are the copies of some indicators reported in part A,with an adoption of the same indicators numbering system,but disaggregated by sex,subject to applicability and data availability.This

200、part is a new addition to this series of publications and is still under development,with a view to expand and complete it(e.g.,the missing years entries)in future releases.Note:due to the small enrolment/graduate numbers in“other”gender category,this data is not reported in the following tables,hen

201、ce,in some cases the male and female percentages do not add up to 100 per cent.Enrolments are in state-funded institutions only and exclude enrolments in private colleges(Dorset College,NCI,etc.).All values are rounded to the nearest 5 students.Note that individual figures have been rounded independ

202、ently and the sum of the component items may therefore not necessarily add to the totals shown.All tables with data presented in the report are available for download here.A.Enrolments by gender Enrolments by gender Ind.No Indicator 2017 2018 2019 2020 2021 A.2 Number of pupils in primary school 563

203、,459 567,772 567,716 561,411 554,788 A.3 of which in DEIS schools 110,273 110,969 110,625 108,449 107,139 A.3.i of which females as%48.6%48.5%48.6%48.6%48.6%A.3.ii of which males as%51.4%51.5%51.4%51.4%51.4%A.4 of which in Non-DEIS schools 453,186 456,803 457,091 452,962 447,649 A.4.i of which femal

204、es as%48.7%48.8%48.7%48.7%48.7%A.4.ii of which males as%51.3%51.2%51.3%51.3%51.3%A.5 Number of pupils in post-primary school 357,408 362,899 371,450 379,184 391,698 A.6 of which in DEIS schools 73,415 74,142 75,967 77,756 81,033 A.6.i of which females as%45.6%45.7%46.0%46.0%46.4%A.6.ii of which male

205、s as%54.4%54.3%54.0%54.0%53.6%A.7 of which in Non-DEIS schools 283,993 288,757 295,483 301,428 310,665 A.7.i of which females as%50.7%50.4%50.4%50.3%50.2%A.7.ii of which males as%49.3%49.6%49.6%49.7%49.8%A.8 Number of persons enrolled full-time in FET all NFQ 44,719 44,408 41,069 46,124 Q1 2023 A.8.

206、i of which females as%54.7%55.0%56.8%55.6%Q1 2023 44 A.8.ii of which males as%45.3%45.0%43.2%44.4%Q1 2023 A.9 Number of full-time higher education students1 183,640 185,475 189,905 196,005 200,035 A.9.i of which females as%52.5%52.8%53.3%53.6%54.1%A.9.ii of which males as%47.5%47.2%46.6%46.2%45.5%A.

207、10 of which universities(incl.technological universities)107,120 108,985 131,2052 137,6602 163,6902 A.10.i of which females as%55.6%55.7%54.5%54.7%54.2%A.10.ii of which males as%44.4%44.3%45.4%45.1%45.4%A.11 of which institutes of technology and colleges 76,530 76,490 58,7002 58,3552 36,3452 A.11.i

208、of which females as%48.2%48.6%50.5%51.0%54.0%A.11.ii of which males as%51.8%51.3%49.5%48.9%45.8%A.12 of which undergraduates 159,825 160,620 162,540 165,945 168,495 A.12.i of which females as%51.9%52.3%52.8%53.0%53.6%A.12.ii of which males as%48.1%47.7%47.2%46.8%46.0%A.13 which post-graduates 23,820

209、 24,855 27,365 30,060 31,540 A.13.i of which females as%56.5%56.0%56.4%56.9%57.1%A.13.ii of which males as%43.5%44.0%43.5%42.9%42.7%A.14 Total number in full-time education,excl.pre-school 1,149,226 1,160,554 1,170,140 1,182,724 Q1 2023 A.14.i of which females as%49.8%49.8%50.0%50.0%Q1 2023 A.14.ii

210、of which males as%50.2%50.2%50.0%50.0%Q1 2023 1See note on page 10 regarding HE data rounding.2See note on page 10 regarding the changing classification of universities and IoTs.45 B.Primary and Post-primary Education by gender Teachers by gender School type by gender Ind.No Indicator 2021 B.22%Prim

211、ary pupils in Catholic ethos schools 89.2%B.22.i of which females as%of total 43.7%B.22.ii of which males as%of total 45.5%B.23%Primary pupils in Irish-medium schools 8.1%B.23.i of which females as%of total 4.1%B.23.ii of which males as%of total 4.0%B.24%Post-primary pupils in Catholic ethos schools

212、 49.4%B.24.i of which females as%of total 25.6%B.24.ii of which males as%of total 23.8%B.25%Post-primary pupils in Irish-medium schools 3.6%B.25.i of which females as%of total 1.9%B.25.ii of which males as%of total 1.7%Ind.No Indicator 2017 2018 2019 2020 2021 B.1.i Teachers on primary payroll-%fema

213、le 84.7%84.7%84.5%84.4%84.2%B.1.ii Teachers on primary payroll-%male 15.3%15.3%15.5%15.6%15.8%B.4.i Teachers on post-primary payroll-%female 69.0%68.9%68.8%68.5%68.4%B.4.ii Teachers on post-primary payroll-%male 31.0%31.1%31.2%31.5%31.6%46 Leaving Certificate pathways by gender Ind.No Indicator 2021

214、 B.34 Number of students taking Leaving Certificate established programme 91,408 B.35%of students taking Leaving Certificate established programme 71.1%B.35.i of which females as%of total LC 35.1%B.35.ii of which males as%of total LC 36.1%B.36 Number of students taking Leaving Certificate Vocational

215、 29,598 B.37%students taking Leaving Certificate Vocational 23.0%B.37.i of which females as%of total LC 11.9%B.37.ii of which males as%of total LC 11.1%B.38 Number of students taking Leaving Certificate Applied 7,456 B.39%students taking Leaving Certificate Applied 5.8%B.39.i of which females as%of

216、total LC 2.5%B.39.ii of which males as%of total LC 3.3%B.40 Number of students doing Transition Year 48,025 B.41 Students doing Transition Year as%of previous 3rd Year 73.8%B.41.i of which females as%50.2%B.41.ii of which males as%49.8%47 STEM by gender Ind.No Indicator 2017 2018 2019 2020 2021 B.43

217、.i%6th year girls taking 1 or more STEM subj.(excl.maths)85.4%85.8%85.7%86.4%86.2%B.43.ii%6th year boys taking 1 or more STEM subj.(excl.maths)89.5%90.7%90.3%89.7%88.9%B.44.i%6th year girls taking 1 or more STEM subj.(excl.maths and biology)38.7%39.5%41.6%41.7%41.5%B.44.ii%6th year boys taking 1 or

218、more STEM subj.(excl.maths and biology)70.7%72.1%72.5%72.5%70.9%B.45.i%6th year girls taking 2 or more STEM subj.(excl.maths)31.0%31.7%33.4%33.6%33.2%B.45.ii%6th year boys taking 2 or more STEM subj.(excl.maths)58.7%59.5%59.0%58.2%55.6%B.46.i%6th yr.girls taking 2 or more STEM subj.(excl.maths and b

219、iology)8.0%8.0%8.9%8.8%8.7%B.46.ii%6th yr.boys taking 2 or more STEM subj.(excl.maths and biology)39.0%40.1%40.2%40.0%38.9%B.47%LC students attaining grade H4 or above in HL maths sits 59.1%56.8%68.8%73.3%80.6%B.47.i of which females as%57.3%54.5%70.8%75.8%80.4%B.47.ii of which males as%61.1%59.0%66

220、.8%70.8%80.9%B.48%LC students attaining grade O4 or above in OL maths sits 57.2%56.1%61.4%65.9%71.2%B.48.i of which females as%60.2%58.7%66.4%70.9%72.6%B.48.ii of which males as%54.0%53.3%56.1%60.7%69.8%B.49.i%girls schools offering physics,chemistry and biology(LC)78.8%77.3%77.1%78.9%81.7%B.49.ii%b

221、oys schools offering physics,chemistry and biology(LC)91.0%92.0%89.1%90.1%93.9%B.49.iii%mixed schools offering physics,chemistry and biology(LC)60.9%61.6%61.9%59.7%65.7%48 B.50.i%girls schools offering a STEM subject other than maths or a science(LC)58.3%56.1%55.7%63.3%68.3%B.50.ii%boys schools offe

222、ring a STEM subject other than maths or science(LC)97.0%96.0%95.0%95.0%94.8%B.50.iii%mixed schools offering a STEM subject other than maths or a science(LC)92.8%93.1%91.6%89.4%87.4%B.51.i%3rd year girls taking at least one STEM subject(other than science or maths)21.3%22.7%23.9%25.7%26.9%B.51.ii%3rd

223、 year boys taking at least one STEM subject(other than science or maths)73.8%72.7%73.3%74.6%73.4%Foreign languages by gender Ind.No Indicator 2017 2018 2019 2020 2021 B.52.i%6th year girls doing at least one foreign language 87.2%86.5%84.8%82.9%82.0%B.52.ii%6th year boys doing at least one foreign l

224、anguage 72.3%69.0%67.3%66.3%64.3%B.53%JC students doing a foreign language other than French(of all foreign language exam sits)43.0%44.2%N/A1 N/A1 48.0%B.54 LC%doing a foreign language other than French(of all foreign language exam sits)41.4%42.8%45.9%47.7%49.6%B.55%LC students attaining grade H4 or

225、 above in any foreign language 31.5%31.5%41.3%44.9%42.0%B.56%post-primary schools offering at least two foreign languages 72.3%74.1%74.4%75.1%76.0%B.57%schools offering two or more foreign languages as part of Transition year 55.2%53.3%58.0%58.5%59.4%1See note on page 24 regarding JC students doing

226、a freight language other than French in 2020(2019 in the table above)and 2021(2020 in the table).49 Social Inclusion by gender Ind.No Indicator 2017 2018 2019 2020 2021 B.58 Retention rate in DEIS post-primary schools(%)LC completion 85.0%84.7%83.8%84.8%86.1%B.58.i of which females as%88.1%87.5%86.9

227、%88.2%88.7%B.58.ii of which males as%82.6%82.5%81.4%82.2%84.1%B.59 Gap in retention rates-DEIS vs.non-DEIS post-primary schools 8.5 8.7 9.3 8.6 7.6 B.59.i of which females as%6.2 6.9 7.2 6.7 6.3 B.59.ii of which males as%10.0 9.8 10.6 9.6 8.3 B.60 Number of Early school leavers-started 5th year but

228、did not sit LC in 6th year 2,486 2,639 2,823 2,438 2,126 B.60.i of which females as%3.1%3.5%3.4%2.3%2.2%B.60.ii of which males as%5.6%5.8%6.5%6.0%4.9%B.61%Early school leavers-started 5th year but did not sit LC in 6th year 4.4%4.8%4.9%4.2%3.6%B.61.i of which females as%3.1%3.5%3.4%2.3%2.2%B.61.ii o

229、f which males as%5.6%5.8%6.5%6.0%4.9%Special Educational Needs by gender Ind.No Indicator 2020 2021 B.68.i SNAs on payroll-%female 94.3 93.7 B.68.ii SNAs on payroll-%male 5.7 6.3 50 C.Further Education&Training and Higher Education by gender Transitions and progressions by gender Ind.No Indicator 20

230、17 2018 2019 2020 2021 C.9 Transition rates from post-primary to higher education 63.6%63.4%62.1%66.1%63.9%C.9.i of which females as%32.7%32.9%32.7%35.3%33.9%C.9.ii of which males as%30.9%30.4%29.4%30.7%30.0%C.10 Transition rates from post-primary to higher education(DEIS schools only)41.8%40.5%41.4

231、%46.7%43.4%C.10.i of which females as%20.6%19.5%20.6%23.8%22.2%C.10.ii of which males as%21.2%21.0%20.8%22.9%21.2%C.11 Transition rates from post-primary to higher education(non-DEIS schools only)69.1%69.4%67.5%71.3%69.3%C.11.i of which females as%35.8%36.5%35.9%38.4%37.0%C.11.ii of which males as%3

232、3.3%32.9%31.6%32.8%32.3%C.12 Transition rates from post-primary to FET 26.3%25.9%24.2%22.2%NA C.12.i of which females as%30.3%29.9%28.5%26.4%NA C.12.ii of which males as%22.4%21.9%20.0%18.1%NA C.13 Transition rates from post-primary to FET(DEIS schools only)36.9%35.4%33.4%28.9%NA C.13.i of which fem

233、ales as%43.4%42.8%41.5%36.4%NA C.13.ii of which males as%31.7%29.4%26.8%22.4%NA C.14 Transition rates from post-primary to FET(non-DEIS schools only)23.7%23.4%21.8%20.5%NA C.14.i of which females as%27.5%27.0%25.4%24.0%NA C.14.ii of which males as%19.9%19.7%18.1%16.9%NA 51 Access by gender Ind.No In

234、dicator 2017 2018 2019 2020 2021 C.15 Number of part-time HE students1 40,100 43,030 45,795 49,660 46,260 C.15.i of which females as%54.0%55.2%55.4%55.5%56.1%C.15.ii of which males as%46.0%44.7%44.5%44.3%43.6%C.16 Part-time students in university(incl.technological universities)16,645 17,140 25,4002

235、 29,2802 32,4802 C.16.i of which females as%59.5%60.0%54.2%56.2%55.4%C.16.ii of which males as%40.5%39.9%45.7%43.5%44.2%C.17 Part-time students in IoT and other 23,450 25,890 20,3902 20,3852 13,7902 C.17.i of which females as%50.1%52.1%57.1%54.5%57.7%C.17.ii of which males as%49.8%47.9%42.9%45.5%42.

236、2%C.18 Remote HE enrolments-not included above 7,967 9,207 10,933 14,239 14,709 C.18.i of which females as%44.0%42.3%41.9%46.0%49.6%C.18.ii of which males as%56.0%57.6%57.9%54.0%50.2%C.20%Mature entrants of total entrants in HE(full time undergraduates)8.6%7.7%7.2%7.0%6.6%C.20.i%Mature female entran

237、ts of total entrants in HE(full time undergraduates)4.3%4.0%3.8%3.8%3.7%C.20.ii%Mature male entrants of total entrants in HE(full time Undergraduates)4.3%3.7%3.4%3.1%2.9%1See note on page 10 regarding HE data rounding.2See note on page 10 regarding the changing classification of universities and IoT

238、s.52 International Students by gender Ind.No Indicator 2017 2018 2019 2020 2021 C.29 International HE full-time students in Ireland1 23,585 25,865 26,620 22,970 27,630 C.30 of which Non-EU undergraduates 12,595 12,925 12,570 9,670 11,730 C.30.i of which females as%59.0%58.3%57.0%53.9%55.9%C.30.ii of

239、 which males as%41.0%41.7%42.8%46.0%43.8%C.31 of which EU undergraduates 3,250 3,890 1,815 2,130 2,595 C.31.i of which females as%56.9%56.4%57.6%57.0%59.0%C.31.ii of which males as%43.1%43.6%42.4%42.5%40.1%C.32 of which undergraduates from Great Britain and Northern Ireland incl.in EU above incl.in

240、EU above 1,605 1,710 1,450 C.32.i of which females as%NA NA 57.6%59.9%60.7%C.32.ii of which males as%NA NA 42.4%40.4%39.0%C.33 of which Non-EU post-graduates 5,865 7,000 8,500 7,160 8,985 C.33.i of which females as%54.2%51.1%50.4%53.1%52.8%C.33.ii of which males as%45.7%48.9%49.4%46.6%47.0%C.34 of w

241、hich EU post-graduates 1,875 2,045 1,635 1,705 2,270 C.34.i of which females as%54.4%53.5%56.3%56.0%59.0%C.34.ii of which males as%45.9%46.2%43.4%43.4%40.5%C.35 of which post-graduates from Great Britain and Northern Ireland incl.in EU above incl.in EU above 495 600 595 C.35.i of which females as%NA

242、 NA 46.5%49.2%53.8%53 C.35.ii of which males as%NA NA 52.5%50.0%46.2%C.37 Students participating in Erasmus/Lifelong Learning Programme 3,667 3,955 3,863 5,173 NA C.37.i of which females as%59.5%62.8%63.7%63.7%NA C.37.ii of which males as%40.4%37.2%36.1%36.2%NA 1See note on page 10 regarding HE data

243、 rounding.54 Research by gender Ind.No Indicator 2017 2018 2019 2020 2021 C.39 Total number of Post-graduate research enrolments1 10,015 10,065 10,530 11,195 11,755 C.40 Full-time PhD 6,890 7,065 7,355 7,940 8,355 C.40.i of which females as%52.1%52.3%53.3%54.7%54.8%C.40.ii of which males as%47.9%47.

244、7%46.8%45.3%45.1%C.41 Full-time Research Masters 1,150 1,105 1,330 1,350 1,405 C.41.i of which females as%43.9%49.8%51.9%49.6%53.0%C.41.ii of which males as%56.1%50.2%48.1%50.4%47.0%C.42 Part-time PhD 1,625 1,575 1,535 1,595 1,660 C.42.i of which females as%54.2%53.3%54.4%53.6%55.7%C.42.ii of which

245、males as%45.8%46.7%45.6%46.4%44.3%C.43 Part-time Research Masters 350 315 310 315 330 C.43.i of which females as%44.3%47.6%43.5%36.5%40.9%C.43.ii of which males as%57.1%52.4%56.5%63.5%59.1%1See note on page 10 regarding HE data rounding.55 B.3.5 Further Education&Training(FET),and skills initiatives

246、 by gender Ind.No Indicator 2017 2018 2019 2020 2021 C.44 Number of Springboard enrolments 6,244 8,974 9,855 14,385 11,033 C.44.i of which females as%41.6%42.5%43.2%45.5%44.1%C.44.ii of which males as%58.4%57.5%56.7%54.4%55.6%C.45 Total persons enrolled in apprenticeships 12,851 15,373 17,829 19,630

247、 24,212 C.46 of which Craft Apprenticeships 12,458 14,469 16,142 17,183 20,956 C.46.i of which females as%NA NA NA NA 1.2%C.46.ii of which males as%NA NA NA NA 98.8%C.49 Enrolments in FET at NFQ levels 4 and under 80,503 85,828 97,647 98,066 NA C.49.i of which females as%58.6%58.5%59.0%55.8%NA C.49.

248、ii of which males as%41.4%41.5%41.0%44.2%NA C.50 Enrolments in FET at NFQ levels 5 39,609 41,432 42,810 43,184 NA C.50.i of which females as%64.5%64.4%65.7%65.2%NA C.50.ii of which males as%35.5%35.6%34.3%34.8%NA C.51 Enrolments in FET at NFQ level 6 8,355 9,486 11,442 13,428 NA C.51.i of which fema

249、les as%63.6%64.5%66.2%65.8%NA C.51.ii of which males as%36.4%35.5%33.8%34.2%NA 56 D.Outputs and Outcomes by gender Awards by NFQ level by gender Ind.No Indicator 2021 D.3 Graduates with Major NFQ award level 1 173 D.3.i of which females as%42.8%D.3.ii of which males as%57.2%D.4 Graduates with Major

250、NFQ award level 2 591 D.4.i of which females as%49.6%D.4.ii of which males as%50.4%D.5 Graduates with Major NFQ award level 3 702 D.5.i of which females as%44.2%D.5.ii of which males as%55.8%D.6 Graduates with Major NFQ award level 4 1,257 D.6.i of which females as%48.8%D.6.ii of which males as%51.2

251、%D.7 Graduates with Major NFQ award level 5 16,967 D.7.i of which females as%64.6%D.7ii of which males as%35.4%D.8 Graduates with Major NFQ award level 6 14,160 D.8.i of which females as%51.8%D.8.ii of which males as%48.1%D.9 Graduates with Major NFQ award level 7 11,777 D.9.i of which females as%48

252、.3%D.9.ii of which males as%51.6%D.10 Graduates with Major NFQ award level 8 44,926 D.10.i of which females as%56.3%D.10.ii of which males as%43.6%D.11 Graduates with Major NFQ award level 9 30,753 D.11.i of which females as%56.6%D.11.ii of which males as%43.2%57 D.12 Graduates with Major NFQ award

253、level 10 1,534 D.12.i of which females as%54.8%D.12.ii of which males as%45.2%D.13 Graduates with Minor or Supplemental awards(all NFQ levels)58,145 D.13.i of which females as%61.4%D.13.ii of which males as%38.6%D.14 Graduates with Special Purpose awards(all NFQ levels)13,323 D.14.i of which females

254、 as%25.6%D.14.ii of which males as%74.4%D.15 Total graduates Major,Minor and Special Purpose 194,308 D.15.i of which females as%55.6%D.15.ii of which males as%44.4%58 Attainment by gender Ind.No Indicator 2017 2018 2019 2020 2021 D.16%30-34 year olds with third level education or above 55%57%55%60%6

255、1%D.16.i%30-34 year olds females with third level education or above 63%60%60%63%66%D.16.ii%30-34 year olds males with third level education or above 48%53%50%58%57%D.17%25-34 year olds with post-secondary education or above 70%70%70%74%74%D.17.i%25-34 year old females with post-secondary education

256、or above 73%75%74%78%78%D.17.ii%25-34 year old males with post-secondary education or above 64%65%66%70%68%D.18 Unemployment rate for persons whose highest level of education is upper secondary 9.4%7.8%7.7%8.4%11.2%D.18.i Unemployment rate for females whose highest level of education is upper second

257、ary 8.6%7.8%7.3%10.5%11.7%D.18.ii Unemployment rate for males whose highest level of education is upper secondary 10.0%7.8%8.0%7.0%10.7%D.19 Unemployment rate for persons whose highest level of education is post-secondary 8.1%6.9%5.8%6.5%7.5%D.19.i Unemployment rate for females whose highest level o

258、f education is post-secondary 9.1%7.1%7.3%7.8%8.0%D.19.ii Unemployment rate for males whose highest level of education is post-secondary 7.2%6.8%4.6%5.5%7.2%D.20 Unemployment rate for persons whose highest level of education is third level non-honours degree 4.7%4.7%3.9%4.5%5.4%D.20.i Unemployment r

259、ate for females whose highest level of education is third level non-honours degree 3.7%5.7%3.7%3.3%5.3%D.20.ii Unemployment rate for males whose highest level of education is third level non-honours degree 5.7%3.7%4.2%5.6%5.5%59 D.21 Unemployment rate for persons whose highest level of education is

260、third level honours degree or higher 3.4%3.9%2.8%3.1%4.3%D.21.i Unemployment rate for females whose highest level of education is third level honours degree or higher 3.5%3.6%3.1%3.0%4.2%D.21.ii Unemployment rate for males whose highest level of education is third level honours degree or higher 3.4%

261、4.2%2.4%3.2%4.4%60 NFQ Awards by age,by gender Ind.No Indicator 2021 D.22 Persons age 25 to 34 who achieved an award on the NFQ any level 50,942 D.22.i of which females as%53.3%D.22.ii of which males as%46.6%D.23 Persons age 35 to 44 who achieved an award on the NFQ any level 36,132 D.23.i of which

262、females as%58.2%D.23.ii of which males as%41.7%D.24 Persons age 45 to 54 who achieved an award on the NFQ any level 24,063 D.24.i of which females as%60.9%D.24.ii of which males as%39.1%D.25 Persons age 55 to 64 who achieved an award on the NFQ any level 10,112 D.25.i of which females as%55.4%D.25.i

263、i of which males as%44.6%D.26 Persons age 65+who achieved an award on the NFQ any level 1,797 D.26.i of which females as%58.3%D.26.ii of which males as%41.7%Lifelong learning by gender Ind.No Indicator 2017 2018 2019 2020 2021 D.27 EU-%Irish adults age 25-64 who participated in formal and/or non-for

264、mal learning activities 9.0%12.5%12.6%11.0%13.6%D.27.i of which females as%10.0%14.6%14.5%12.6%15.2%D.27.ii of which males as%7.9%10.3%10.7%9.2%12.0%61 Appendix Topic Source 20-Year Strategy for the Irish Language 2010-2030 https:/www.gov.ie/en/policy-information/2ea63-20-year-strategy-for-the-irish

265、-language/A Programme for a Partnership Government 2016 https:/assets.gov.ie/3221/231118100655-5c803e6351b84155a21ca9fe4e64ce5a.pdf Department of Education Inspectorate https:/www.gov.ie/en/publication/b9e7d3-inspection-reports/Department of Education Statement of Strategy 2021-2023 https:/www.gov.i

266、e/en/publication/56137-department-of-education-statement-of-strategy-2021-2023/?section=our-goals Department of Further and Higher Education,Research Innovation and Science Statement of Strategy 2021-2023 https:/www.gov.ie/en/organisation-information/3f066-statement-of-strategy-2021-2023/Enrolments

267、in Third-level http:/hea.ie/statistics-archive/Further Education and Training Strategy 2020-2024 https:/www.solas.ie/f/70398/x/64d0718c9e/solas_fet_strat egy_web.pdf Languages Connect:Strategy for Foreign Languages in Education 2017-2026 https:/www.gov.ie/en/publication/dd328-languages-connect-irela

268、nds-strategy-for-foreign-languages-in-education-2017-2026/Lifelong Learning Participation(Eurostat database)https:/ec.europa.eu/eurostat/data/database National Access Plan https:/hea.ie/policy/access-policy/national-access-plan-2015-2019/National Strategy for Higher Education to 2030 https:/www.gov.

269、ie/en/publication/072a65-national-strategy-for-higher-education-to-2030/National Strategy on Literacy and Numeracy for Learning and Life 2011-2020 https:/assets.gov.ie/24960/93c455d4440246cf8a701b9e0 b0a2d65.pdf Progression to Third-level https:/www.gov.ie/en/collection/projections/Retention rates h

270、ttps:/www.gov.ie/en/collection/retention/62 Acronyms CAO Central Applications Office CPD Continuous Professional Development CSO Central Statistics Office DEIS Delivering Equality of Opportunity in Schools DFHERIS Department of Further and Higher Education,Research,Innovation and Science DPER Depart

271、ment of Public Expenditure and Reform ECCE Early Childhood Care and Education ETB Education and Training Board FET Further Education and Training HEA Higher Education Authority IoT Institutes of Technology JCT Junior Cycle for Teachers LC Leaving Certificate LCA Leaving Certificate Applied NCI Natio

272、nal College of Ireland NCSE National Council for Special Education NEPS National Educational Psychological Service NFQ National Framework of Qualifications NIPT National Induction Programme for Teachers PDST Professional Development Service for Teachers PLC Post Leaving Certificate PLSS Programme Le

273、arner Support System POD Primary Online Database P-POD Post-primary Online Database PTR Pupil Teacher Ratio QNHS Quarterly National Household Survey QQI Quality and Qualifications Ireland REV Revised Estimate Volume SCPA Scheme for the Commissioning of Psychological Assessments SEN Special Educational Needs SNA Special Needs Assistant SRS Student Record System STEM Science,Technology,Engineering and Mathematics UDM Unified Data Model WTE Whole Time Equivalent