Dáil Éireann Debate, Tuesday - 1 July 2025
330. Deputy Jen Cummins asked the Minister for Education and Youth the percentage of children in the past five years that have left school before completing the Leaving Certificate or LCA; whether they were in mainstream school, special education, DEIS or private schools, in tabular form. [35209/25]
View answer331. Deputy Jen Cummins asked the Minister for Education and Youth the percentage of children by age leaving school in the past five years that have left school before completing the Leaving Certificate or LCA, in tabular form. [35210/25]
View answer332. Deputy Jen Cummins asked the Minister for Education and Youth the percentage of children who left school in the past five years before completing the Leaving cert or LCA; and who continued on to a form of further education pathways. [35211/25]
View answerI propose to take Questions Nos. 330, 331 and 332 together.
The most recent school completion figures available concerns the students who began their post primary education in 2017. This cohort were due to complete their Leaving Certificate in the academic years 2021-22 or 2022-23. Percentage figures for the 2018 cohort finishing in 2023-24 are yet to be published.
Leaving Certificate Rates
|
Year Post Primary Education Commenced |
% who left school prior to completing Leaving Cert |
|
2013 |
91.3 |
|
2014 |
91.5 |
|
2015 |
92.1 |
|
2016 |
91.7 |
|
2017 |
90 |
Leaving Certificate Applied Rates
|
Year Post Primary Education Commenced |
% who left school prior to completing Leaving Cert Applied |
|
2013 |
76.9 |
|
2014 |
77.9 |
|
2015 |
79.5 |
|
2016 |
80 |
|
2017 |
79 |
DEIS % Figures Leaving Certificate Rates
|
Year Post Primary Education Commenced |
Early Leavers % Leaving Cert DEIS |
Early Leavers % Leaving Cert non-DEIS |
|
2013 |
83.8 |
93.1 |
|
2014 |
84.8 |
93.4 |
|
2015 |
86.1 |
93.7 |
|
2016 |
85 |
93.4 |
|
2017 |
83.4 |
92.1 |
Breakdowns by DEIS status for the LCA pathway are not available.
Retention rates for private schools are not available to the Department, nor are breakdowns by special education or mainstream pupils.
Transition rates from post-primary to higher education pathways are available but not for those who leave before their Leaving Certificate specifically.
Tusla is responsible for maintaining a register of all children who are home educated or who attend a school that does not fall under the definition of a ‘recognised school’ as set out in the Education Act 1998.
Tusla has established the Alternative Education Assessment and Registration Service (AEARS), which has oversight of the regulation of provision for education in places other than recognised schools. The legal basis for carrying out assessments in places other than recognised schools is under Section 14 of the Education (Welfare) Act, 2000.
Children under the age of 16 who leave a recognised school for an alternative education setting must register with AEARS for inclusion on the Section 14 register. These children are entitled to and can choose to sit the Junior Certificate and Leaving Certificate examinations.
It is my department’s policy, in accordance with the principles of inclusive education, that students with additional learning needs are supported in mainstream classes along with their peers, with additional supports provided as necessary. The department provides for a range of placement options and supports for schools and students with special educational needs in order to ensure that wherever a child is enrolled, they will have access to an appropriate education.
The functions of the National Council for Special Education (NCSE) include planning and coordinating the provision of education and support services to children with special educational needs in conjunction with schools and the Health Service Executive. The NCSE, through its network of local special educational needs organisers, is responsible for processing applications from schools for special educational needs supports as required. The NCSE is aware of emerging need from year to year and where special provision is required it is planned and established to meet that need.
The allocation of special education teachers allows schools to provide additional teaching support for all students who require such support in their schools and for schools to deploy resources based on each student’s individual learning needs. In addition, special needs assistants (SNAs) play a central role in the successful inclusion of students with additional and significant care needs into mainstream education, special classes and special schools ensuring that these students can access an education to enable them to achieve their best outcomes and reach their full potential.
Reports detailing retention rates in our post primary schools can be found here:
www.gov.ie/en/department-of-education/collections/retention/
