The paper presents a historic account of the systematic policies that shaped both the nature and provision of education in Ireland. The impact of the traditionally academic and vocational approaches to education as they converged to form a more comprehensive national second level curriculum is also discussed. This discussion emphasises how this convergence has affected the definition, perception and contribution of graphicacy within technological education.

A review of relevant literature and primary data collection methods were utilised to evidence the origin of graphical education as defined by technical and mechanical draughting that historically aligned with vocational educational objectives. The paper consequently presents Design and Communication Graphics as a contemporary progressive syllabus that establishes graphical competency as the cornerstone of technological literacy and capability.

In conclusion the paper illustrates the intellectual heritage that has defined the traditional understanding of graphicacy. This heritage highlights the context, contribution and purpose of previous graphical education and lays the foundation for developing a more holistic and comprehensive understanding of the value and role of graphical education.