Ireland’s education debate is entering an important phase as the Convention on Education prepares to meet again and a new special edition of Studies brings together perspectives from academics, teachers, students and parents. The publication asks a wider question than how schools should operate: what is education ultimately for?
Why this education story matters
The Convention on Education has been presented as a once-in-a-generation opportunity to help shape the country’s education system for decades ahead. It has already held meetings in March and May, with further sessions scheduled for this weekend and November.
Despite its potential significance, the convention has attracted limited public discussion so far. The new edition of Studies, titled Shaping the Future of Irish Education: A Contribution to the Conversation, is intended to widen that conversation rather than assess or criticise the convention’s work.
The issue was assembled by Ciarán Ó hÓgartaigh, former president of the University of Galway and former dean of business at University College Dublin. Its contributors were selected to provide a broad range of views, while members of the convention itself were not included during its deliberations.
Convention on Education focuses attention on the future
The convention’s agenda includes the values and aspirations that should underpin education in Ireland, as well as the needs of children and young people with different abilities. The discussions come at a time when schools and colleges are facing pressure from changing demographics, new technology, climate concerns and rising expectations about student wellbeing.
The publication provides historical context by examining the National Education Convention of 1993. That process helped inform a White Paper and contributed to legislation including the Universities Act 1997 and the Education Act 1998. Later measures addressed areas such as teacher regulation, education welfare, qualifications and special educational needs.
The comparison with 1993 is significant because Irish society has changed substantially. The education system now serves a more culturally diverse population, while questions about inclusion, belonging and participation have become more prominent.
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From access to inclusion in Irish education
One of the central themes in the special issue is the difference between being able to enter education and feeling that one belongs within it. Access concerns admission and opportunity; inclusion is about participation, recognition and a meaningful place in the learning community.
That distinction has implications for students with disabilities, children from migrant backgrounds, disadvantaged families and young people whose needs do not fit easily within traditional systems. It also places greater emphasis on student agency: the ability of learners to participate in decisions about their education and to engage actively with their learning.
Student contributors include former student leader Sai Gujulla, secondary school student Jacob Roantree and Pádraig Mac Brádaigh of Aontas na Mac Léinn in Éirinn. Their inclusion reflects the argument that education policy should not be designed solely around children and young people without hearing directly from them.
What contributors say education should achieve
The collection challenges the idea that education should be measured mainly through examination performance or preparation for employment. Several essays instead examine human flourishing, wellbeing, judgement, community and the development of independent thought.
- Education is considered in terms of a good and flourishing life, not only a good income.
- Student wellbeing is placed alongside academic achievement.
- Teachers, parents and school leaders are recognised as facing growing demands.
- Belonging and participation are presented as essential parts of inclusion.
- Students are treated as contributors to learning, not simply recipients of policy.
This perspective is particularly relevant to current Education News Ireland discussions about curriculum reform, special education, teacher workload and the role of schools in supporting children’s wider development.
Climate change and artificial intelligence reshape the debate
The publication also explores challenges that were far less prominent during the 1993 convention. Climate change is presented not only as a scientific or political issue but as an educational challenge involving values, perception and collective responsibility.
Contributors argue that environmental education may require changes across the curriculum and the wider school system. This could affect how students understand sustainability, citizenship and the relationship between local communities and global problems.
Artificial intelligence is another major influence on the future of learning. Andreas Schleicher, director for education and skills at the OECD, argues that the rise of AI requires a shift in focus and deeper changes in how and where learning takes place. The debate is therefore not limited to introducing new digital tools. It also involves deciding which human abilities schools should develop when information and automated assistance are increasingly available.
How lasting education reform could happen
The experience of the 1993 convention offers a possible model for turning discussion into reform. Its legacy, as described in the special issue, involved three connected stages:
- Listening: genuine consultation with people affected by the education system.
- Thinking: careful policy development supported by evidence.
- Implementing: legislation backed by sustained political commitment.
That process also highlights the difficulty of achieving systemic change. A convention can identify priorities, but implementation depends on government decisions, resources, legislation and the willingness of institutions to maintain reform over time.
For families, teachers and students, the practical question is whether the current process will lead to changes in classrooms and communities rather than remain a high-level discussion. Issues such as special educational needs, teacher capacity, student mental health, curriculum demands and inclusion will be key tests.
What happens next?
The Convention on Education is scheduled to meet again this weekend, followed by another meeting in November. Those sessions are expected to continue the process of considering the long-term direction of Ireland’s education system.
The special edition of Studies adds voices from outside the convention and gives the public a broader framework for assessing its work. It does not claim to offer a single solution. Instead, it argues that meaningful reform begins with a clear understanding of the purpose of education.
Frequently asked questions
What is the Convention on Education?
It is a national process intended to help shape the future direction of Ireland’s education system. It has met twice and has further meetings scheduled.
What is the new special edition of Studies about?
It is a collection of essays on the future of Irish education, with contributions from academics, teachers, students and parents. It is designed as a contribution to public discussion.
What issues does the publication examine?
Its themes include the purpose of education, wellbeing, inclusion, student participation, multiculturalism, climate change and artificial intelligence.
Why is the 1993 convention mentioned?
The 1993 convention provides historical context because it helped inform later education policy and legislation. Its experience is relevant to the question of how current proposals could become lasting reform.
Conclusion: Ireland’s education conversation needs public attention
The Convention on Education arrives at a decisive moment for schools, students, families and educators. The new Studies collection makes clear that Ireland’s education debate is about more than employment, examinations or technology. It is also about belonging, character, wellbeing, democratic participation and the kind of society future generations will inherit.
For anyone following Breaking News and the latest developments in Irish education, the next stage will be measured not only by the convention’s recommendations but by whether political leaders can turn broad consultation into practical, sustained change.
