Funding community education in Ireland
Making the case for a needs-based approach
Purpose: This report captures the experiences of 56 participating community education organisations across Ireland and aims to uncover trends and issues in funding models.
Design/methodology/approach: A mixed-methods research was undertaken in three phases. Phase one involved an online- survey, which asked about primary and secondary sources of funding, ease of administration, access and sustainability. Phase two consisted of one-to-one interviews with self-selected providers and in phase three, we returned to the participants of phase two with targeted questions specifically relating to the pressures to merge with non-independent, state providers of community education.
Findings: A disconnect between funders and providers, has been highlighted. Particularly the outcomes based funding model, which prioritises jobs activation over social inclusion. Funding is seen as restrictive, anti-innovative, bureaucratic and non-transparent.
Practical implications: A need for sustainable, multi-annual funding has been identified, with providers looking for greater acknowledgement and recognition of the vital role and true value of community education in Irish society.
How to Cite
Copyright (c) 2019 JSSE - Journal of Social Science Education
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.