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This book provides a complete overview of the development of education in Ireland including the complex issue of how religion can coexist with education and how a national identity can be aided through Irish language teaching. It also offers a comprehensive exploration of the development, issues, challenges and future of education in Ireland within the context of historical studies.
Focusing on the history of education in Ireland and Europe from the seventeenth century to the present, and written by scholars from a number of disciplines, this collection pursues new areas of inquiry and offers new perspectives on familiar topics. These include an investigation of the emergence of educational print prior to the establishment of the national-school system; the national-school system and the Irish language; the educational formation of the revolutionary generation; the impact of the introduction in Ireland of 'free' second-level education in the 1960s; elite transnational education in the nineteenth century; school architecture; and the experiences of second-level education in the twentieth century as revealed through the life histories of pupils. This volume also includes an extended introduction that locates the historiography of the history of education in Ireland in its international context. These are the proceedings of the eighth Seamus Heaney lectures series, delivered at St Patrick's College, DCU, in 2015. Contents include: James Kelly and Susan Hegarty (DCU), Introduction: writing the history of Irish education; James Kelly (DCU), Educational print and the emergence of mass education in Ireland, c.1650- c.1830; Nicholas Wolf (NYU), The national-school system and the Irish language in the nineteenth century; Ciaran O'Neill (TCD), Education, cosmopolitan cultural capital and European elites in the nineteenth century; David Fitzpatrick (TCD), Knowledge, belief and the Irish revolution: the impact of schooling; Catherine Burke (Cambridge U), Poetry, materialities and montage: towards new histories of twentieth-century school architecture; Judith Harford (UCD) and Tom O'Donoghue (U of Western Australia), Exploring the experience of secondary-school education in Ireland prior to the introduction of 'free' second-level education in 1967; and Audrey Bryan (DCU), (In)equality of opportunity and educational reform in Ireland in the 1960s. [Subject: History of Education, Irish Studies, Pedagogy, Archives & Records]
This book brings together research relating to the economics of higher education in Ireland and presents evidence that will help support policy decision making. It provides an analysis of prominent issues within the higher education sector from an economic viewpoint, discussing the relevant theory and offering an empirical analysis. The book examines three broad themes with a specific focus on issues related to undergraduate education: participation and preferences, progression and outcomes, and benefits and financing. Each chapter presents an accessible, non-specialist analysis of the topic of interest, making it relevant to a wider audience. In doing so, the book provides an important addition to our current knowledge and understanding of higher education in Ireland from an economic perspective. Key chapters discuss the factors influencing institution choices, student retention in higher education, and policy debates surrounding student finance. The book will serve as a useful and up-to-date resource for policymakers, researchers, academics and students across a range of disciplines, both in Ireland and internationally.
A contemporary snapshot of Irish education, this book positions 21st-century Irish education at the centre of the creation of the knowledge economy and outlines the challenges and changes presented as a result of a changing education system and society. Part 1: The Changing System charts selected changes that have taken place in Irish education in the 19th, 20th and 21st centuries and considers educations's role in building a knowledge economy and social cohesion Part 2: Diversity and Inclusion in Schools analyses the changes in Irish schools based on the results of original research on change, diversity, inclusion, and on ethnicity, disability and social class disadvantage. It draws together key findings relating to the impact of increasing diversity in Irish schools in comparision with international trends. Part 3: Teacher Education for changing Times presents research on teacher education at all stages of the teaching career and discusses how teachers can adapt to the challenges of change. It also highlights new evidence relating to the recruitment, formation and continuing professional development of teachers.
This book explores how curriculum reform is interconnected with policy, practice and society. Curriculum reform is increasingly associated with efforts to better the lives of citizens and provide a competitive edge to national prosperity. Educational policy and practice have been the subject of unprecedented convergence worldwide in the quest for so-called 21st century skills. This book offers a case study of curriculum reform within the Republic of Ireland, focusing on antecedents, processes and outcomes of government efforts to evoke fundamental curriculum realignment at lower secondary level. Set against a backdrop of fluctuating economic fortunes and concerns about academic standards and educational equity, this volume has wider relevance beyond Ireland for any system undertaking education reform at scale.
Records of the Office of Public Works more than 30 years old have been transferred to the National Archives, Dublin. The types of public works records are described, then listed with call numbers.
This volume focuses on the creation, structure and evolution of the Irish national system of education. It illustrates how the system was shaped by the religious, social and political realities of nineteenth century Ireland and discusses the effects that the system had upon the Irish nation: namely that it was the chief means by which the country was transformed from one in which illiteracy predominated to one in which most people, even the poorest, could read and write.
The chapters in this book offer a range of impressive new studies on the history of education in Ireland, based on detailed research and drawing on important sources. This book also serves to show the healthy state of the history of education in Ireland. In particular, the book also seeks to understand how both teachers and pupils in Ireland experienced education, and how they ‘received’ education policies and education change. The lived reality of education is woven through the chapters in this book, while the impact of policy on education practice is illuminated many times, and with great clarity. This book is a very important contribution not only to the history of education, but also more widely to social history, women’s history, church history and political history. It was originally published as a special issue of the journal History of Education.