| European Agency for Special Needs and Inclusive Education

Since 2020, the EASIE data collection has taken place annually. Before 2020, it took place every two years. The default view below is the most recent school year available.

The data is presented in tables, focusing on different aspects of inclusive education. Unless stated otherwise in the notes, the data displayed is from the selected school year.

Click on the icon in the data tables to open a pop-up window containing the data sources and notes.

Please select the school year you wish to view data for:

View Country Report

2021/2022 Data:

Table 1 All children/learners
Table 2 All children/learners with an official decision of SEN
Background Information

Question	ISCED 02			ISCED 1			ISCED 2			ISCED 3
Question	Boys:	Girls:	Total:	Boys:	Girls:	Total:	Boys:	Girls:	Total:	Boys:	Girls:	Total:
1.1 Actual population of children/learners in the typical ISCED age ranges	64,751	61,758	126,509 1.1	285,936	272,642	558,578 1.2	104,725	99,688	204,413 1.3	100,395	95,961	196,356 1.4
1.2 All children/learners enrolled in any form of recognised education	53,064	49,783	102,847 2.1	283,256	271,537	554,793 2.2	116,044	113,848	229,892 2.3	107,770	118,532	226,302 2.4
1.3 All children/learners enrolled in mainstream (pre-)schools	52,891	49,692	102,583 3.1	278,312	266,988	545,300 3.2	109,371	105,747	215,118 3.3	88,815	87,758	176,573 3.4
1.3a All children/learners educated with their peers in mainstream groups/classes for 80% or more of the time	52,257	49,520	101,777 4.1	272,181	265,185	537,366 4.2	107,895	105,260	213,155 4.3	87,905	87,458	175,363 4.4
1.3b All children/learners educated in separate groups/classes, spending less than 80% of the time with their peers in mainstream groups/classes	634	172	806 5.1	6,131	1,803	7,934 5.2	1,476	487	1,963 5.3	910	300	1,210 5.4
1.4 All children/learners educated outside of mainstream (pre-)schools	173	91	264 6.1	4,944	4,549	9,493 6.2	6,673	8,101	14,774 6.3	18,955	30,774	49,729 6.4
1.4a All children/learners educated in separate special (pre-)schools or units organised by the ministry of education	173	91	264 7.1	2,806	1,212	4,018 7.2	1,685	888	2,573 7.3	1,152	675	1,827 7.4
1.4b All children/learners educated in separate special (pre-)schools or units organised by other sectors/ministries	NA	NA	NA 8.1	NA	NA	NA 8.2	NA	NA	NA 8.3	NA	NA	NA 8.4
1.4c All children/learners educated in other recognised forms of alternative education	M	M	M 9.1	2,138	3,337	5,475 9.2	4,988	7,213	12,201 9.3	17,803	30,099	47,902 9.4
1.4d All children/learners educated in recognised forms of home schooling	M	M	699 10.1	M	M	266 10.2	M	M	303 10.3	M	M	190 10.4
1.5 All children/learners who should, by law, be in some form of recognised education, but who are out of any form of recognised education.	NA	NA	NA 11.1	M	M	M 11.2	M	M	M 11.3	NA	NA	NA 11.4

Sources and notes:

^1.1 Sources: Eurostat demographic estimates 2021, ages 3 and 4, https://ec.europa.eu/eurostat/data/database
Notes:
Ages 3 and 4 are chosen as they are closely aligned with ISCED 02 for Irish population.
^1.2 Sources:
Eurostat demographic estimates 2021, ages 5 to 12, https://ec.europa.eu/eurostat/data/database

Notes:
It is compulsory for a child to attend school from the age of 6, most 5-year-olds have already started school.
^1.3 Sources:
Eurostat demographic estimates 2021, ages 13 to 15, https://ec.europa.eu/eurostat/data/database

Notes:
Junior Cycle at Post Primary is a three-year cycle
^1.4 Sources:
Eurostat demographic estimates 2021, ages 16 to 18, https://ec.europa.eu/eurostat/data/database

Notes:
Post Primary Senior cycle is a two-year cycle, but most students also follow a one-year 'transition year' programme following Junior cycle
^2.1 Sources:
Data submitted for publication with OECD but here Autism Early Intervention and Special School ISCED 02 are also included

Notes:
Data drawn from data set due to be published in September 2024 by OECD. However, data was re-organised for the purpose of the report
^2.2 Sources:
Department of Education, Primary online database

Notes:
Data drawn from data set due to be published in September 2024 by OECD. However, data was re-organised for the purpose of the report
^2.3 Sources:
Data submitted for publication OECD, Department of Education

Notes:
Data drawn from data set due to be published in September 2024 by OECD. However, data was re-organised for the purpose of the report
^2.4 Sources:
Data submitted for publication OECD, Department of Education

Notes:
Data drawn from data set due to be published in September 2024 by OECD. However, data was re-organised for the purpose of the report. Figure includes students engaged in schemes funded by SOLAS (state agency for further education and training).
^3.1 Sources:
Data submitted for publication with OECD but here Autism Early Intervention from Primary online database is also included.

Notes:
Data includes ECCE, CCS, Early Start schemes and also children enrolled in Autism early intervention classes.
^3.2 Sources:
www.gov.ie/en/collection/primary-schools/#20212022 Listing of enrolments in all primary schools aided by the state. Early Intervention students moved to ISCED 02

Notes:
Total figures for public primary schools with students in early intervention remove as these are pre-school
^3.3 Sources:
Post Primary Online Database (PPOD), All junior cycle students with gender breakdown.

Notes:
Query relates to all schools aided by the state. Includes fee paying schools, but not private independent institutions. Students in Special Schools are not included.
^3.4 Sources:
Post Primary Online Database (PPOD), All senior cycle and transition year students with gender breakdown.

Notes:
Query relates to all schools aided by the state. Includes fee paying schools, but not private independent institutions. Students in Special Schools are not included.
^4.1 Sources:
Data submitted for publication OECD

Notes:
Data includes ECCE, CCS and Early Start schemes
^4.2 Sources:
Primary Online database. www.cso.ie/en/databases/departmentofeducationandskills/. Excluding Special Class students

Notes:
Total enrolled less the students availing of Special Classes - check these
^4.3 Sources:
Data from Post Primary Online Database (PPOD) minus Special Class figures from NCSE Special Education Administrative System (SEAS)

Notes:
Total enrolled less the students known to be availing of Special Classes
^4.4 Notes:
Total enrolled less the students known to be availing of Special Classes
^5.1 Sources:
Primary Online Database (POD)

Notes:
These students are attending an Autism Early Intervention class situated in a mainstream school and may be recorded as primary students in other reports.
^5.2 Sources:
Primary online database (POD) pupils in special classes, not including early intervention.

Notes:
These are the Special Class enrolment figures.
^5.3 Sources:
NCSE Special Education Administrative System (SEAS)

Notes:
These are the Special Class enrolment figures.
^5.4 Sources:
NCSE Special Education Administrative System (SEAS)

Notes:
These are the Special Class enrolment figures.
^6.1 Sources:
Primary online Database (POD)

Notes:
This figure does not include the home tuition figure.
^6.2 Sources:
Data submitted for publication OECD, Department of Education

Notes:
Includes Special Schools and Independent (non state funded) institutions.
^6.3 Sources:
Data submitted for publication OECD, Department of Education

Notes:
Includes Special Schools, SOLAS-funded schemes and Independent (non state funded) institutions.
^6.4 Sources:
Data submitted for publication OECD, Department of Education

Notes:
Includes Special Schools, SOLAS-funded schemes and Independent (non state funded) institutions.
^7.1 Sources:
Primary online Database (POD), ages 3 and 4.

Notes:
Based on returns on POD, some Special Schools cater for a number of Pre-school students.
^7.2 Sources:
Primary online Database (POD), ages 5 to 12

Notes:
All Special Schools are classified under primary. The return is based on students of primary age.
^7.3 Sources:
Primary online Database (POD) ages 13 to 15.

Notes:
Return is based on students at lower-secondary age
^7.4 Sources:
Primary online Database (POD), ages 16 plus.

Notes:
Students generally leave Special School when aged 18 years. However, a small number remain for a further year.
^8.1 Notes:
The Department of Education is responsible for educational services.
^8.2 Notes:
The Department of Education is responsible for educational services.
^8.3 Notes:
The Department of Education is responsible for educational services.
^8.4 Notes:
The Department of Education is responsible for educational services.
^9.1 Notes:
Legal requirement for compulsory schooling covers ages 6 to 16 years
^9.2 Sources:
Department of Education

Notes:
Independent Private Institutions
^9.3 Sources:
Data submitted for publication OECD, Department of Education

Notes:
SOLAS Further Education and Skills service, via Department of Education
^9.4 Sources:
Data submitted for publication OECD, Department of Education

Notes:
SOLAS Further Education and Skills service, via Department of Education
^10.1 Sources:
Special Education section of the Department of Education. Home tuition scheme returns for the 2021–2022 school year. Students aged 3 and 4.

Notes:
The above figure relates to students availing of a home tuition grant in lieu of a specialist placement. Gender breakdown not available.
^10.2 Sources:
Special Education section of the Department of Education. Home tuition scheme returns for the 2021–2022 school year. Students of primary school age, 5 to 12.

Notes:
Figure reflects number of students in receipt of home tuition funding. It does not include a number of students registered as home schooled without state resources. Gender breakdown not available.
^10.3 Sources:
Special Education section of the Department of Education. Home tuition scheme returns for the 2021–2022 school year. Students of Lower Post Primary school age, 13 to 15.

Notes:
Figure reflects number of students in receipt of home tuition funding. It does not include a number of students registered as home schooled without state resources. Gender breakdown not available.
^10.4 Sources:
Special Education section of the Department of Education. Home tuition scheme returns for the 2021–2022 school year. Students of Post Primary school age, 16 to 18.

Notes:
Figure reflects number of students in receipt of home tuition funding. It does not include a number of students registered as home schooled without state resources. Gender breakdown not available.
^11.1 Notes:
Legal requirement for compulsory schooling covers ages 6 to 16 years
^11.2 Notes:
No register of students/learners outside legal framework
^11.3 Notes:
No register of students/learners outside legal framework
^11.4 Notes:
Legal requirement for compulsory schooling covers ages 6 to 16 years

Question	ISCED 02			ISCED 1			ISCED 2			ISCED 3
Question	Boys:	Girls:	Total:	Boys:	Girls:	Total:	Boys:	Girls:	Total:	Boys:	Girls:	Total:
2.1 Actual population of children/learners with an official decision of SEN in the typical ISCED age ranges	M	M	M 1.1	M	M	M 1.2	M	M	M 1.3	M	M	M 1.4
2.2 All children/learners with an official decision of SEN in any recognised form of education	M	M	M 2.1	M	M	M 2.2	M	M	M 2.3	M	M	M 2.4
2.3 All children/learners with an official decision of SEN educated in mainstream (pre-)schools	M	M	M 3.1	M	M	M 3.2	M	M	M 3.3	M	M	M 3.4
2.3a All children/learners with an official decision of SEN educated with their peers in mainstream groups/classes for 80% or more of the time	M	M	M 4.1	M	M	M 4.2	M	M	M 4.3	M	M	M 4.4
2.3b All children/learners with an official decision of SEN educated in separate groups/classes, spending less than 80% of the time with their peers in mainstream groups/classes	634	172	806 5.1	6,131	1,803	7,934 5.2	1,476	487	1,963 5.3	910	300	1,210 5.4
2.4 All children/learners with an official decision of SEN educated outside of mainstream (pre-)schools	173	91	264 6.1	2,806	1,212	4,018 6.2	1,685	888	2,573 6.3	1,152	675	1,827 6.4
2.4a All children/learners with an official decision of SEN educated in separate special (pre-)schools or units organised by the ministry of education	173	91	264 7.1	2,806	1,212	4,018 7.2	1,685	888	2,573 7.3	1,152	675	1,827 7.4
2.4b All children/learners with an official decision of SEN educated in separate special (pre-)schools or units organised by other sectors/ministries	NA	NA	NA	NA	NA	NA	NA	NA	NA	NA	NA	NA
2.4c All children/learners with an official decision of SEN educated in other recognised forms of alternative education	M	M	M 9.1	M	M	M 9.2	M	M	M 9.3	M	M	M 9.4
2.4d All children/learners with an official decision of SEN educated in recognised forms of home schooling	M	M	699 10.1	M	M	266 10.2	M	M	303 10.3	M	M	190 10.4
2.5 All children/learners with an official decision of SEN who should, by law, be in some form of recognised education, but who are out of any form of recognised education	NA	NA	NA 11.1	M	M	M 11.2	M	M	M 11.3	NA	NA	NA 11.4

Sources and notes:

^1.1 Notes:
Mainstream figures are unavailable. Therefore overall figure is unavailable
^1.2 Notes:
Mainstream figures are unavailable. Therefore overall figure is unavailable
^1.3 Notes:
Mainstream figures are unavailable. Therefore overall figure is unavailable
^1.4 Notes:
Mainstream figures are unavailable. Therefore overall figure is unavailable
^2.1 Notes: Mainstream figures are unavailable. Therefore overall figure is unavailable
^2.2 Notes: Mainstream figures are unavailable. Therefore overall figure is unavailable
^2.3 Notes: Mainstream figures are unavailable. Therefore overall figure is unavailable
^2.4 Notes: Mainstream figures are unavailable. Therefore overall figure is unavailable
^3.1 Notes: Mainstream figures are unavailable. Therefore overall figure is unavailable
^3.2 Notes: Mainstream figures are unavailable. Therefore overall figure is unavailable
^3.3 Notes: Mainstream figures are unavailable. Therefore overall figure is unavailable
^3.4 Notes: Mainstream figures are unavailable. Therefore overall figure is unavailable
^4.1 Notes: Mainstream figures are unavailable.
^4.2 Notes: Mainstream figures are unavailable.
^4.3 Notes: Mainstream figures are unavailable.
^4.4 Notes: Mainstream figures are unavailable.
^5.1 Sources:
Primary Online Database (POD)

Notes:
These students are attending an Autism Early Intervention class situated in a mainstream school and may be recorded as primary students in other reports.
^5.2 Sources:
Primary online database (POD) pupils in special classes, not including early intervention.

Notes:
These are the Special Class enrolment figures.
^5.3 Sources:
NCSE Special Education Administrative System (SEAS).

Notes:
These are the Special Class enrolment figures.
^5.4 Sources:
NCSE Special Education Administrative System (SEAS)

Notes:
These are the Special Class enrolment figures.
^6.1 Sources:
Primary online Database (POD), ages 3 and 4.

Notes:
This figure does not include the home tuition figure.
^6.2 Sources:
Department of Education, Primary online database, Special Schools ages 5 years to 12 years

Notes:
Pupils in Special Schools ages from 5 to 12
^6.3 Sources:
Department of Education, Primary online database, Special Schools ages 13 years to 15 years

Notes:
Pupils in Special Schools ages from 5 to 12
^6.4 Sources:
Department of Education, Primary online database, Special Schools ages 16 years and older

Notes:
The number of students in Special School aged 16 upwards
^7.1 Sources:
Primary online Database (POD), ages 3 and 4.

Notes:
Specialist early intervention settings in special schools are grouped under special schools
^7.2 Sources:
Department of Education, Primary online database, Special Schools ages 5 years to 12 years

Notes:
Pupils in Special Schools ages from 5 to 12
^7.3 Sources:
Department of Education, Primary online database, Special Schools ages 13 years to 15 years

Notes:
Pupils in Special Schools ages from 5 to 12
^7.4 Sources:
Department of Education, Primary online database, Special Schools ages 16 years and older

Notes:
The number of students in Special School aged 16 upwards
^9.1 Notes: No data available
^9.2 Notes: No data available
^9.3 Notes: No data available
^9.4 Notes: No data available
^10.1 Sources:
Special Education section of the Department of Education. Home tuition scheme returns for the 2021–2022 school year. Students under 5 by end of 2021 year.

Notes:
The above figure relates to students availing of a home tuition grant in lieu of a specialist placement. This period can last for weeks, or months.
^10.2 Sources:
Special Education section of the Department of Education. Home tuition scheme returns for the 2021–2022 school year. Students of primary school age, 6 to 12 at end of 2021 year.

Notes:
Figure reflects number of students in receipt of home tuition funding. It does not include a number of students registered as home schooled without state resources. Figure includes students with home tuition funding on grounds of awaiting a specialist place, out of school due to medical or mental health issues.
^10.3 Sources:
Special Education section of the Department of Education. Home tuition scheme returns for the 2021–2022 school year. Students of Post Primary school age, 13 to 15 at end of 2021 year.

Notes:
Figure reflects number of students in receipt of home tuition funding. It does not include a number of students registered as home schooled without state resources. Some students from ISCED 3 may be included in these figures. Figure includes students with home tuition funding on grounds of awaiting a specialist place, out of school due to medical or mental health issues.
^10.4 Sources:
Special Education section of the Department of Education. Home tuition scheme returns for the 2021–2022 school year. Students of Post Primary school age, 16 plus at end of 2021 year.

Notes:
Figure reflects number of students in receipt of home tuition funding. It does not include a number of students registered as home schooled without state resources. Figure includes students with home tuition funding on grounds of that they are awaiting a specialist place.
^11.1 Notes:
Legal requirement for compulsory schooling covers ages 6 to 16 years
^11.2 Notes:
No register of students/learners outside legal framework
^11.3 Notes:
No register of students/learners outside legal framework
^11.4 Notes:
Legal requirement for compulsory schooling covers ages 6 to 16 years

Ireland - Country Background Information

Describing the forms of education in the country
Identifying an ‘inclusive setting’ in the country
What an ‘official decision of SEN’ means in the country
What ‘out-of-education’ means in the country

Describing the forms of education in the country

The EASIE data collection covers all recognised forms of education at ISCED levels 02, 1, 2 and 3.

This means any type of education organised by or approved by any recognised educational provider in the public or private sector: municipality, local or regional educational provider from the public or private sector, working with/for ministries responsible for education and areas such as health, social, welfare, labour, justice, etc.

What is the compulsory education age range in the country?

The legislation governing school attendance in Ireland is the Education (Welfare) Act 2000. Under the Act the minimum school leaving age is 16 years, or until students have completed 3 years of second-level education, whichever is the later.

Parents must ensure that their children from the age of 6 to the age of 16 attend a recognised school or receive a certain minimum education. There is no absolute legal obligation on children to attend school nor on their parents to send them to school.

The Irish Constitution acknowledges the role of a parent / guardian as the primary educator of the child and has enshrined in law that a parent / guardian may home educate a child.

Under Section 14 (1) of the Education (Welfare) Act, 2000 parents of children who attend a non-recognised school – that is, a school that is not funded by the Department of Education (for example, a private primary school) – or of children who are educated at home must register their child with Tusla, the Child and Family Agency.

This legal requirement exists in order to support parents in their right to home educate and importantly, to safeguard a child’s right to a minimum education.

What are the typical age ranges for the ISCED levels?

ISCED LEVEL 02	ISCED LEVEL 1	ISCED LEVEL 2	ISCED LEVEL 3
3-4	5-12	13-15	16-18

Is private sector education covered by the data provided for the country?

Yes

The data includes students in fee-paying schools once these schools are recognised by the Department of Education and are subject to Department inspection.

Such fee-paying schools are supported by resources from the state.

Is recognised public or private education organised by sectors other than education (i.e. health, social, welfare, labour, justice, etc.) in the data provided for the country?

Are there recognised forms of alternative education covered by the data provided for the country?

Yes

There is limited data on Independent schools which are not subject to the Department of Education.

This data is included and accounts for a small number of students.

Are there recognised forms of home schooling covered by the data provided for the country?

Yes

The Department of Education operates 3 categories of home tuition:

special educational needs and medical grounds;
reasons other than special educational needs and medical grounds;
maternity-related absences.

Home tuition for children with special educational needs and medical grounds is for:

children who are unable to attend school for reasons such as chronic illness;
children with special educational needs who are seeking an educational placement;
children with autism seeking an early intervention placement.

The home tuition scheme is administered by the Department of Education’s Special Education section.

Some parents may opt to educate their children at home without state resources. In such cases, parents must register with the Child and Family Agency’s (Tusla’s) Education Support Service. The data on the number of learners educated at home without state resources doesn’t form part of the current return.

Identifying an ‘inclusive setting’ in the country

In the EASIE data collection, an inclusive setting is operationally defined as:

A recognised form of education where the child/learner follows education in mainstream classes alongside their peers for the largest part – 80% or more – of the school week.

The 80% time placement benchmark clearly indicates that a child/learner is educated in a mainstream class for the majority of their school week. At the same time, it acknowledges possibilities for small group or one-to-one withdrawal for limited periods of time (i.e. 20% or one day a week).

Very few participating countries can provide exact data on children/learners spending 80% of their time in a mainstream group/class. However, all countries can apply one of three agreed proxies that provide an approximation to this benchmark:

Placement in a mainstream class implies over 80% or more
Data is available on the number of hours of support allocated to a child/learner
Placement in a mainstream class implies over 50% or more.

Are you able to provide actual data to verify the 80% placement benchmark?

Yes

What an ‘official decision of SEN’ means in the country

In the EASIE data collection, the agreed operational definition is:

An official decision leads to a child/learner being recognised as eligible for additional educational support to meet their learning needs.

Countries may have different types of official decision, but for all official decisions:

There has been some form of educational assessment procedure involving different people. This procedure may involve the child/learner, parents, school-based team members, as well as professionals from multi-disciplinary teams from outside the child’s/learner’s (pre-)school.
There is some form of legal document (plan/programme, etc.) that describes the support the child/learner is eligible to receive, which is used as the basis for decision-making.
There is some form of regular review process of the child/learner’s needs, progress and support.

Please describe what an ‘official decision’ is in the country.

Most children with special educational or additional needs attend their local primary school in a mainstream class with other children of different ability levels and with additional support, as necessary. Some children with more complex special educational needs attend a special class in their local mainstream school. These classes have lower pupil:teacher ratios. Learners enrolled in these classes may be included in the regular mainstream class for a part of the day or the week, in line with their strengths and abilities.

Special schools are generally for children with very complex special needs who wouldn’t manage in a mainstream school even for part of the week. Special schools have very small class groups.

In general, a learner’s needs are identified at school level within the continuum of support framework. The process moves from simple classroom-based interventions to more specialised and individualised interventions. The continuum of support encompasses a graduated problem solving model of assessment and intervention in schools, comprised of three distinct school based processes:

Classroom Support is an intervention process co-ordinated by the class teacher and carried out within the mainstream classroom.
School Support is an assessment and intervention process which is usually co-ordinated by the Special Education Teacher (SET) working alongside the class teacher. Interventions at this stage will be additional to those provided through classroom support.
School Support Plus is generally characterised by the school requesting the involvement of relevant external services in more detailed assessment and development of intervention programmes. This level of intervention is for children with complex and/or enduring needs and whose progress is considered inadequate despite carefully planned interventions at the previous levels.

Information is gathered at school level and there is no national data available with respect to this process.

Learners availing of a placement in a special class attached to a mainstream school or in a special school require a professional assessment which provides a diagnosis of a relevant disability or special educational needs. The assessment report is also required to identify the required placement type and provide a basis for why this placement type is required.

Data on learners availing of a special class or a special school placement is collected by the National Council for Special Education (NCSE).

What educational assessment procedures are carried out and who is involved?

Educational assessment is generally carried out at school level. All schools conduct standardised testing in literacy and numeracy and these results are collected nationally.

Specific assessment in relation to special educational or additional needs may also be conducted at school level by the class teacher and SET. Formal assessment may also be conducted in school by the psychological service or through the children’s disability network team, whichever is relevant.

The National Educational Psychological Service (NEPS) provides a school-based, educational psychology service to primary and post-primary schools. NEPS psychologists work in partnership with teachers, parents and children to support the well-being and the academic, social and emotional development of all learners, having particular regard for the inclusion of children with special educational needs and those at risk of marginalisation due to disadvantage.

What legal documents (plans, programmes, etc.) that describe the support a child/learner is eligible to receive are linked to an official decision?

Decisions in relation to how a learner in a mainstream classroom placement is supported are made at school level. There is no need for a professional report or a legal document. Differentiated education is supported with Special Education Teaching and Special Needs Assistance. All schools are provided with a Special Education Teaching allocation. Schools are also provided with Special Needs Assistants in line with the profile of additional care needs of learners in the school.

Learners availing of a placement in a special school, or a special class in a mainstream school, require a supporting professional report that provides a relevant diagnosis along with a basis for the special school or special class placement.

What formal, regular review processes of a child/learner’s needs, progress and support are linked to an official decision?

Review of a learner’s needs and programmes are conducted at school level. Schools have access to NEPS and the assigned NEPS psychologist may support the review process. Many learners are also supported by the local children’s disability network teams (CDNTs) which operate under the auspices of the Health Service Executive. The CDNT provides specialised support and services for children who have a disability and complex health needs associated with their disability. The CDNT may be available to support and inform the review process in a school where there are relevant learners.

What ‘out-of-education’ means in the country

Within the EASIE data collection, specific questions examine children/learners who are out of education. This means children/learners who should, by law, be in some form of recognised education, but who are out of any form of recognised education. A recognised form of education is any type of education organised by or approved by any recognised educational provider in the public or private sector.

Is there a formal definition of ‘out-of-education’ in the country?

2021/2022 Data:

Ireland - Country Background Information

What are the typical age ranges for the ISCED levels?

Share this page: