STRUCTURE OF THE EDUCATION SYSTEM  

4.1       The structure of the education system is important because it shows how the different levels relate to each other, how individuals may progress from one level to the other, the various exit points and the variety of learning opportunities offered to individuals of different abilities and aptitudes.

4.2      The National Policy on Education of 1977, on the recommendation of the First National Commission on Education, adopted a change in the structure of education from 7 years (primary), 3 years (junior secondary) and 2 years (senior secondary), i.e. 7 + 3 + 2, to a 6 + 3 + 3 system. The duration of university was left unchanged. With this new structure, 9 years of basic education, i.e. primary and junior secondary education, was to be made available to all children. As a transition to the 6 + 3 + 3 structure Government adopted the 7 + 2 + 3 structure, which was introduced in 1988. It was planned that by 1995 about 90% of primary school leavers would enter junior secondary school, by which time it would be possible to introduce the 6 + 3 + 3 structure without depriving many children one year of education by the reduction of primary schooling from seven to six years. The reasons for this transitional stage were firstly that, it would enable the attainment of universal access to nine years of basic education quicker; secondly, it would ease the eventual change to 6 + 3 + 3 because the new structure would require a re-arrangement within the 9 years and thirdly, an extra year of senior secondary schooling would significantly improve academic achievement of the form 5 leavers.  

4.3       The change to 6 + 3 + 3 system has not taken place yet. There are organisational problems to be overcome in order to make this change. At the point of change a double group of entrants to Form 1 will be created (i.e. the former Standards 6 and 7). This double group would strain the existing facilities of junior secondary schools for the 3-year period that they remain in the system, leading to arrangements such as double shifts or other special programmes. There would also be a problem of teacher supply, that is, a shortage of junior secondary school teachers but a surplus of standard 7 teachers. However, not all of primary school teachers can be converted to secondary school teachers. Alternatively, if students were to be admitted on the basis of the number of places available, access to junior secondary would be reduced by about one-third from the present level.       

4.4      The main problems with the current structure are firstly, universal primary education has not been achieved and its quality is still inadequate and therefore shortening the period of primary school is not advisable. With regard to the 2-year junior secondary education the period is considered too short for effective teaching and learning to take place particularly with the wide range of abilities of students. The standard of achievement at Junior Certificate level is considered questionable as employers and training institutions do not accept it as equivalent to the former 3-year Junior Certificate. Lastly, junior secondary Leavers are often very young and most of them complete at an age below the minimum employment age. With respect to 3-year senior secondary, the first year is widely regarded as a wasted year in terms of education progress as students do not start the “O” Level Certificate programme in that year.   

4.5      Government accepts that there are considerable difficulties to be encountered in changing to a 6 + 3 + 3 structure of education. On the other hand re-introducing the 7 + 3 +2 system will organisationally be easier and will solve many of the educational problems that confront our education system, namely improving the quality of basic education whilst maintaining the present level of access.