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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 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.
This review addresses the full range of higher education issues in Ireland and offers recommendations for action within the framework of the government’s ambitions for the sector.
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.
A unique book providing a critical overview of the foundation disciplines of education. This book presents a comprehensive introduction to the five key disciplines that form the foundation of the study of education: Philosophy of Education, History of Education, Sociology of Education, Curriculum Studies, Psychology of Education.
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.
This book examines educational policy at primary, secondary and university level in Ireland from the foundation of the State to the present day. Primarily an attempt to set policy within a historical context, the book draws together compelling research on the evolution of key changes in topics as diverse as the use of corporal punishment, the evolution of skills policy in post-primary settings and the development of the universities in the post-1922 period. The book includes detailed analysis of more recent policy initiatives and changes in, initial teacher education, curriculum change, and special and inclusive education and will be of interest to those working in the various fields, students and the general public. It presents detailed discussions of change in the Irish education system, demonstrating how policy initiatives, particularly since the early 1990s, have brought about significant transformation at all levels. In doing so, the book also demonstrates that the origin of change often lay in earlier developments, particularly those of the mid-1960s. Policy development is closely linked to external factors and influences and chapters on academic selection and teachers’ recollections of policy, for example, set developments within the wider historical context employing the views and recollections of teachers so that the influence of change on day-to-day practice is revealed.
This collection provides the first in-depth, interdisciplinary and over-arching review of higher education in Ireland, situating higher education within the socio-cultural, political and historical context of the country over the past 40 years and the development of European and national policies.
This book outlines the lives of six female members of the Irish Ascendancy, and describes their involvement with educational provision for poor children in Ireland at the end of the long eighteenth century. It argues that these women were moved by empathy and by a sense of duty, and that they were motivated by political considerations, pragmatism and, especially, religious belief. The book highlights the women’s agency and locates their contribution in international and literary contexts; and by exploring sources and evidence not previously considered, it generates an enhanced understanding of Ascendancy women’s involvement with the provision of elementary education for poor Irish children. This book will appeal to scholars and researchers in the fields of Education and History of Education. It will also have broad appeal for those interested in Gender and Women’s Studies, in Georgian Ireland and in the history of Ascendancy families and estates.
By international standards, immigrant students in Ireland, on average, perform as well as their native peers at age 15. However, non-English speaking immigrants face particular challenges and do less well. Ireland is undertaking measures with a ...