Journal articles on the topic 'Irish education sector'
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Stephens, Simon, David O'Donnell, and Paul McCusker. "Computing Careers and Irish Higher Education." Industry and Higher Education 21, no. 2 (April 2007): 159–68. http://dx.doi.org/10.5367/000000007780681012.
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This paper explores the impact of developments in the Irish economy and labour market on computing course development in the higher education (HE) sector. Extant computing courses change, or new courses are introduced, in attempts to match labour market demands. The conclusion reached here, however, is that Irish HE is producing insufficient numbers of computing graduates, notwithstanding the anomalous fact that the capacity to produce them is available in the HE sector. Manpower planning is inefficient and IT skill shortages remain, not as a result of poor industry–HE relations but because of a lack of understanding of Irish students' perceptions, preferences and expectations. Pressures for radical institutional change are probably unlikely to emerge as skill gaps are being filled by immigrants with the requisite skills.
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Harron, Anita, Anne McMahon, and Éadaoin Ní Mhianáin. "Irish Medium Schools – Partnership in Practice." Journal of Clinical Speech and Language Studies 15, no. 1 (September 1, 2005): 42–54. http://dx.doi.org/10.3233/acs-2005-15106.
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Since 1999 local Education and Library Boards in Northern Ireland have received funding to employ speech and language therapists to work with mainstream year-one classes. These projects provide training for teachers and classroom assistants which combines in-service training and in-class support, using shadowing and co-teaching methods. Significant gains for teachers and children have been evidenced. In 2003, the projects were extended into the Irish-medium education sector. Advisory speech and language therapists have worked in close collaboration with school staff and the advisory teacher for literacy in Irish-medium schools. Resources to promote phonological awareness skills in Irish were designed, piloted and published. The current study evaluates the effectiveness of this model of collaboration and the success of its extension into the Irish-medium sector. The children’s outcomes on vocabulary, narrative and phonological awareness assessments are compared to those of their peers in English medium schools. The value of such partnerships is discussed and recommendations for advances in the Irish-medium sector are made.
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Mercille, Julien, and Enda Murphy. "The Neoliberalization of Irish Higher Education under Austerity." Critical Sociology 43, no. 3 (October 8, 2015): 371–87. http://dx.doi.org/10.1177/0896920515607074.
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This paper discusses the transformations that have taken place in Irish higher education under neoliberalism and, in particular, during the period of austerity since 2008. We adopt a critical political economic framework conceptualizing Ireland as a prototypical neoliberal state and maintain that the period of economic crisis since 2008 has witnessed a deepening of neoliberalism. We argue that restructuring in the education sector has been shaped by forces originating from the European Union, global institutions, as well as from the interests of Irish political and economic elites. We examine several aspects of the neoliberalization of the education sector, including privatization, commercialization, labor casualization and the erosion of work conditions. Empirically, the paper synthesizes and conceptualizes available data on neoliberalism and higher education in Ireland. Theoretically, it presents a useful framework to investigate similar cases in other countries.
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Brophy, Richard. "Financial services education." Journal of Financial Regulation and Compliance 22, no. 2 (May 6, 2014): 78–95. http://dx.doi.org/10.1108/jfrc-10-2013-0037.
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Purpose – The purpose of this paper is to chart the development of financial services education from its origins in the insurance industry to the current offering for people who wish to work in the life and non-life insurance industry. Financial services education within Ireland has evolved over time. Originally perceived to be an outpost of the British Insurance Institute, it is the responsibility of a variety of institutes that operate in the financial sectors, covering a range which includes insurance, banking and credit unions. Where tertiary education was optional, it is now a requirement of the regulator that people working in this sector have achieved at least this standard. Additionally, specialist qualifications for those working in the industry are being developed with academic involvement, as the institutes work to provide professional qualifications. Design/methodology/approach – To compare and contrast the Irish regulatory requirements, an analysis of other European Union (EU) national requirements was conducted, illustrating differences in education and current certification requirements. Findings – Educational requirements in Ireland go a long way in terms of ensuring that workers in financial services are adequately skilled in terms of academic, professional, ethical and continuous professional development (CPD). The Irish system covers a lot of aspects of financial services minimum competency code that is implemented in other EU jurisdictions, and in some cases, it has a unique approach in CPD. Practical implications – Serves as a comparable study of minimum competency requirements of EU for financial services employees and highlights differences in requirements across borders. Originality/value – This is a unique study of minimum competency code that has been implemented by financial regulators across EU member states and its impact in the industry in terms of raising the requirements of people involved in the sector.
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Kearney, Arthur, Denis Harrington, and Felicity Kelliher. "Executive capability for innovation: the Irish seaports sector." European Journal of Training and Development 42, no. 5/6 (July 2, 2018): 342–61. http://dx.doi.org/10.1108/ejtd-10-2017-0081.
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Purpose This paper aims to develop a framework of executive capability for innovation in the Irish seaport context. Design/methodology/approach The paper uses an approach based on a critical review of literature. The paper takes the form of a critical review of academic literature, focussed by dynamic managerial capabilities theory. Specifically, the work of Lawson and Samson (2001) is drawn on to frame executive capability for innovation. Findings The framework proposes that the executive capability for innovation in the Irish seaport sector emerges as a dynamic managerial capability. The framework is dynamic in nature with environmental feedback loops inhibiting and enabling executive capability development. Supply chain innovation emerges from the framework based on an interpretation of executive capability emerging from Lawson and Samson (2001). Research limitations/implications The paper is entirely conceptual in nature. Future empirical research taking a qualitative approach is necessary. Further, an alternative theoretical perspective to that of dynamic managerial capabilities would offer new conceptual insight. Practical implications The paper contributes to executive practice through providing a framework of executive capability for innovation facilitating dialogue between executive practitioners and academic theory. Policymakers are challenged to contemplate the framework as a means of transforming competitiveness in an industry identified as foundational to Irish economic development. Originality/value The paper contributes to an emerging area of interest in the academic literature in the area of executive capability for innovation. Specifically, the paper argues the unique contextual nature of executive capability for innovation in the context of the seaport industry.
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Hodgins, Margaret, and Patricia Mannix McNamara. "An Enlightened Environment? Workplace Bullying and Incivility in Irish Higher Education." SAGE Open 9, no. 4 (July 2019): 215824401989427. http://dx.doi.org/10.1177/2158244019894278.
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This study explores the experiences of workplace ill-treatment of academic staff in the Irish Higher Education sector, with a focus on organizational response to experienced or witnessed workplace bullying and/or incivility. Workplace bullying is a significant problem, affecting approximately 15% of the workforce, with considerable variation by sector. Educational workplaces typically display prevalence rates that exceed average workplace bullying rates. The negative impacts on health and well-being are well documented and evidence is also emerging to show that organizational responses are less than optimal. The data collected comprise 11 qualitative in-depth interviews with academic staff in three of Ireland’s seven Universities. Applying a phenomenological analysis approach, data revealed that participants’ experiences were overwhelmingly negative in respect of organizational response, despite the fact that each University had an anti-bullying policy. This is explored and discussed in the context of failure to address the complex power relations, which are particularly relevant in professional organizations, intensified by current changes in the higher educational sector. Study limitations include the small number of Universities and small sample size, thus limiting generalizability.
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Nic Eoin, Máirín. "Re-Imagining Academic and Professional Irish Language Programmes in Initial Teacher Education: Implications of a New Third Level Irish Language Syllabus." TEANGA, the Journal of the Irish Association for Applied Linguistics 24 (November 15, 2018): 20–33. http://dx.doi.org/10.35903/teanga.v24i0.40.
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In 2008, a national working group was established in Ireland with the objective of producing a new third level Irish-language syllabus based on the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (Council of Europe, 2001). The need for such a syllabus was widely acknowledged by third level teachers of Irish, in particular by those working in Irish Departments in the Colleges of Education. This article documents the progress of the Syllabus Project initiated by the national working group, and addresses in particular the question of linguisticdiversity among student teachers preparing for a career in the primary school sector. The author considers language teaching in the debate about initial teacher education models, the policy background to the Syllabus Project, pedagogy and practice in piloting the new syllabus, and future perspectives on third level Irish-language course provision.
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Flannery, Sinead, Karen Keaveney, and Frank Murphy. "An Exploration of the Professional Development Needs of Agricultural Educators within the VET Sector: A Mixed Methods Study." International Journal of Agricultural Extension 7, no. 3 (January 11, 2020): 247–56. http://dx.doi.org/10.33687/ijae.007.03.2988.
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Recent studies have highlighted the contribution of education to the productivity and viability of the Irish agricultural sector. This paper explores the training needs of agricultural educators within the vocational education and training sector by examining educators’ experience in their role based on educator qualification, availability of continuous professional development and opportunities for development. The study was conducted in Ireland using a mixed methods explanatory sequential design. The study sample consisted of the national population of agricultural educators within the vocational education and training sector, i.e. agricultural colleges. Data collection methods included a national survey and three focus groups. The findings highlight a challenge across Irish agricultural colleges in how educators are trained to teach, in their motivations for the role, and their long-term desire to remain teaching. It also demonstrates the importance of continuous professional development and the need to enhance training, particularly, pedagogical training, to agricultural educators. It can be concluded that stronger supports are required at both recruitment and throughout an educator’s career for development and progression. This study is one of the first studies in Ireland to investigate the continuous professional development needs of agricultural educators within the vocational education and training sector. The paper explores the pedagogical underpinnings of agricultural education, with the aim of developing teaching and learning needs in parallel to technical expertise.
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Turner, Tom, Christine Cross, and Caroline Murphy. "Occupations, age and gender: Men and women’s earnings in the Irish labour market." Economic and Industrial Democracy 41, no. 2 (May 17, 2017): 276–95. http://dx.doi.org/10.1177/0143831x17704910.
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While many studies investigate gender wage disparities, few have examined the impact of gender, education, part-time working and sector on earnings for men and women across different occupational groups and for different age groups. The purpose of this article is to undertake a more nuanced approach to further our understanding of the gender pay difference between men and women in different occupations in order to tackle and close this gap. The study’s findings suggest that the labour market is segmented into primary and secondary jobs. Additionally, the earnings returns for education are generally lower for women compared to men and women appear to fare better in the public sector in terms of a lower earnings gap for full-time and part-time employees and higher returns for education compared to women working in the private sector. The article concludes with a discussion of the policy implications.
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Bencivenga, Rita, and Eileen Drew. "Promoting gender equality and structural change in academia through gender equality plans: Harmonising EU and national initiatives." GENDER – Zeitschrift für Geschlecht, Kultur und Gesellschaft 13, no. 1-2021 (March 15, 2021): 27–42. http://dx.doi.org/10.3224/gender.v13i1.03.
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Gender equality has been actively promoted in EU academic institutions by the European Commission’s Science with and for Society (SwafS) programme through the implementation of gender equality plans (GEP). GEP formulation and implementation was strongly influenced by involvement in EU projects in Irish as well as Italian higher education institutions. The paper draws upon experience of the EU project SAGE (H2020), in which Irish and Italian universities actively cooperated, the Athena SWAN Charter in Ireland, Positive Action Plans (PAP) in Italy, and semi structured interviews with gender experts in Irish and Italian higher education institutions to explore the degree to which participation in EU and national initiatives can promote similar outcomes by the adoption of positive actions. The paper concludes that a harmonised strategy, focusing on common priorities and respecting cultural, political and social diversity, could promote the internationalization of the higher education sector and accelerate the process towards gender equality in academia.
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McNamara, Gerry, Joe O’Hara, Martin Brown, and Irene Quinn. "Quality assurance in Irish schools: Inspection and school self-evaluation." Administration 68, no. 4 (December 1, 2020): 161–80. http://dx.doi.org/10.2478/admin-2020-0029.
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Abstract In this paper, we provide an overview of the development of school inspection in Ireland over the past twenty years using the analytic and critical lens developed by Richard Boyle in partnership with the current authors. The paper is fundamentally a reflection on the nature, purpose and operation of evaluation in the Irish public sector through the lens of education. The paper provides a historical overview of developments in the linked areas of school evaluation and inspection, and goes on to explore how the implementation of this mode of quality assurance has influenced, and been influenced by, a wide range of policy actors. The argument made is that education has embedded a culture of evaluation in a unique yet systemically resonant manner and that a reflection on this reality will help illuminate our understanding of the role of evaluation across the public sector as a whole.
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Nolan, Geraldine K. "Early childhood education and CARE: Won’t somebody think of the children?" Policy Futures in Education 18, no. 6 (May 21, 2020): 772–86. http://dx.doi.org/10.1177/1478210320922071.
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‘Won’t somebody think of the children’ is a battle cry calling into question the current positioning of the child and care within international/national childcare policy. This plea is constructed within a framework that recognizes that childcare policies may be guided, developed and implemented in good faith. Nevertheless, there are often (un)intended consequences. The documentary analysis traces the international and Irish quality, affordability and equality arguments underpinning childcare policies and reveals that we may have not only lost sight of the child, but the child is nowhere in sight ([un]intended consequence). While this documentary analysis makes specific reference to the Irish context, the discussion may nonetheless be relevant to the wider international Early Childhood Education and Care (ECEC) community. The analysis draws on my Irish study ( Nolan, 2019 ), a social feminism exploration of ECEC leadership that revealed the difficulty the stakeholders had in marrying their understanding of children and care within the constantly changing international/national conceptualizations of both. While the depiction of the child and the current state of care in the sector may appear bleak, there is the hope that by drawing attention to this situation, somebody (you and I) will answer the call to battle, and begin a dialogue/debate on the child and care in ECEC.
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Knipe, Damian, and Joe Labhraí. "The In-Service Training Experiences of Teachers in the Irish–Medium Sector in Northern Ireland." Journal of In-service Education 31, no. 1 (March 1, 2005): 191–210. http://dx.doi.org/10.1080/13674580500200476.
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Beaglaoich, Pádraig Ó., and Yvonne Crotty. "‘Meitheal Múinteoirí’: Planning for an Online Community of Practice (OCoP) with post-primary teachers in the Irish-medium (L1) sector." International Journal for Transformative Research 7, no. 1 (December 1, 2020): 10–18. http://dx.doi.org/10.2478/ijtr-2020-0002.
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Abstract This paper will set out the key planning considerations regarding the establishment of a dedicated online portal for Gaeltacht and Irish-medium schools at post-primary level as detailed in the Policy on Gaeltacht Education 2017-2022 (PGE). The research topic is intrinsically linked with action points highlighted within strategy and policy papers concerning the improvement of online supports for teachers in recent years by the Department of Education (DE) in Ireland. The Digital Strategy for Schools 2015-2020 refers to the objective of establishing digital communities of practice and the PGE highlights the need for a ‘dedicated online portal’ for Irish-medium schools. Embracing a problem-solving spirit, forging coalitions, building inter-agency collaboration, and ensuring teacher buy-in from the outset are all critical factors in the necessary planning process. Through the adoption of a mixed-methods approach, questionnaire and focus group respondents verified the most important thematic issues for L1 (Irish-medium) post-primary teachers respecting the establishment of what has the capacity to become a flourishing online community of practice (OCoP). The research process cast a spotlight upon how best to serve the teachers’ professional needs, confirmed the need for a collaborative approach that prioritised the significance of the collective, ascertained the existence of greater teacher openness to systemic change, and the centrality of transformative digital solutions in the L1 educational sphere.
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Beaglaoich, Pádraig Ó., and Yvonne Crotty. "‘Meitheal Múinteoirí’: Planning for an Online Community of Practice (OCoP) with post-primary teachers in the Irish-medium (L1) sector." International Journal for Transformative Research 7, no. 1 (December 1, 2020): 10–18. http://dx.doi.org/10.2478/ijtr-2020-0002.
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AbstractThis paper will set out the key planning considerations regarding the establishment of a dedicated online portal for Gaeltacht and Irish-medium schools at post-primary level as detailed in the Policy on Gaeltacht Education 2017-2022 (PGE). The research topic is intrinsically linked with action points highlighted within strategy and policy papers concerning the improvement of online supports for teachers in recent years by the Department of Education (DE) in Ireland. The Digital Strategy for Schools 2015-2020 refers to the objective of establishing digital communities of practice and the PGE highlights the need for a ‘dedicated online portal’ for Irish-medium schools. Embracing a problem-solving spirit, forging coalitions, building inter-agency collaboration, and ensuring teacher buy-in from the outset are all critical factors in the necessary planning process. Through the adoption of a mixed-methods approach, questionnaire and focus group respondents verified the most important thematic issues for L1 (Irish-medium) post-primary teachers respecting the establishment of what has the capacity to become a flourishing online community of practice (OCoP). The research process cast a spotlight upon how best to serve the teachers’ professional needs, confirmed the need for a collaborative approach that prioritised the significance of the collective, ascertained the existence of greater teacher openness to systemic change, and the centrality of transformative digital solutions in the L1 educational sphere.
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Mhic Aoidh, Eibhlín. "Factors which impact on transitions from Irish-medium Naíscoil to Bunscoil." TEANGA, the Journal of the Irish Association for Applied Linguistics 10 (March 6, 2019): 207–27. http://dx.doi.org/10.35903/teanga.v10i0.79.
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The Irish-medium naíscoil (pre-primary) sector is considered the foundation stone on which further sectoral developments at primary and post-primary level are initiated. This paper reports on research commissioned by the Department of Education in Northern Ireland on the educational outcomes of Irish-medium [IM] pre-school settings. The research was undertaken by RSM Mc ClureWatters (Consulting) and the author of this paper was project manager and lead author. The research explored which core components lead to optimum readiness for transition to IM primary school and the extent to which these components are present in IM naíscoileanna in the statutory and voluntary sector in the north of Ireland. The research methods were qualitative including a desk based legislative and policy analysis, a literature review and semi-structured interviews with school staff. Findings indicate that IM naíscoil practice is different from monolingual English-medium practice in a number of ways including transition practices. There are also differences between statutory and voluntary naíscoileanna. A number of recommendations are made in order to ameliorate differences in provision and associated inconsistencies in order to ensure equality in provision and the best outcomes and transition experiences possible for young Irish-medium learners.
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Risquez, Angelica, Claire McAvinia, Yvonne Desmond, Catherine Bruen, Deirdre Ryan, and Ann Coughlan. "Towards a Devolved Model of Management of OER? The Case of the Irish Higher Education Sector." International Review of Research in Open and Distributed Learning 21, no. 1 (January 1, 2020): 99–111. http://dx.doi.org/10.19173/irrodl.v20i5.4545.
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This paper reports on the research findings from a national project examining the issues in creating, sharing, using, and reusing open educational resources (OER) in the context of the development of open education in Ireland. One important aspect of the research was to investigate the potential for using existing institutional research repository infrastructure for the purpose of ingesting, managing, and discovering OER produced by academics. This approach would imply a move from previous strategy around a centralised repository at the national level to a devolved model that relies on institutional research repositories. The opportunities and potential barriers to the adoption of this approach were explored through an online survey and focus groups with academics from a range of higher education institutions (HEIs). Also, a focus group of institutional repository managers was convened to discuss the potential of the institutional repositories with those leading their development. Analysis of the data indicates that the devolved approach to institutions would be possible if the right supports and protocols were put in place. It was acknowledged that research repositories could potentially also serve as repositories of teaching materials, fostering parity of esteem between teaching and research. However, a range of important challenges were present, and alternative solutions emerged, which are discussed in the context of the present and future of online OER repositories.
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Murphy, Clíodhna, Leanne Caulfield, and Mary Gilmartin. "Developing immigrant integration policy in the Irish public sector: An international human rights and public sector duty approach." Administration 67, no. 4 (December 1, 2019): 27–45. http://dx.doi.org/10.2478/admin-2019-0025.
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AbstractThis paper outlines a new approach to the development of immigrant integration policy in Ireland that is informed by an international human rights and public sector duty perspective. Based on a comprehensive review, the paper outlines the current state of immigrant integration policies in the Irish public sector, highlighting the limited awareness of this issue among public bodies. It also provides practical guidance for public bodies wishing to develop more effective immigrant integration policies, drawing from international human rights treaties and from examples of policy development in Ireland. Given the reality that Ireland is now a well-established immigrant-receiving country, the paper concludes that Ireland urgently needs a coherent and comprehensive approach to the development of immigrant integration policy. A human-rights-based approach offers such a method and would allow Ireland, through its public sector, to become a leader in immigrant integration policy development. This approach requires the elaboration of specific integration policies in order to ensure that migrant populations can practically access fundamental human rights such as housing, education, healthcare and employment.
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Deane, Barry, and Brian Mac Domhnaill. "The Alliance of Community-Owned Water Services in Europe: Opportunities and Challenges Based on the Irish Perspective." Water 13, no. 22 (November 10, 2021): 3181. http://dx.doi.org/10.3390/w13223181.
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The foundation of the Alliance of Community-Owned Water Services in Europe (ACOWAS-EU), established during the consultation period for the 2020 recast of the European Drinking Water Directive, has shone a new light on community-owned drinking water supplies (CoDWS). CoDWS are drinking water supplies that are administered, managed, and owned by the local community membership that each supply serves. This paper reviews the presence of CoDWS within the five founding regions of ACOWAS-EU—Austria, Denmark, Finland, Galicia in Spain, and Ireland—and the co-operative model structure that underpins the sector. Although the co-operative structure for CoDWS has been prominent since the mid-20th century (and sometimes even earlier), there is a dearth of research into the sector’s importance and existence in an international context. Through a detailed case study, the Irish CoDWS sector (known in Ireland as the group water scheme sector) is analysed in depth, in terms of both its evolution and the opportunities and challenges it faces today. Areas, such as water quality, biodiversity, education, and community-involvement are discussed in particular, providing key learnings that may also be of benefit to the other CoDWS sectors within ACOWAS-EU and further afield.
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Gaynor, Niamh. "Shopping to save the world? Reclaiming global citizenship within Irish universities." Irish Journal of Sociology 24, no. 1 (January 1, 2015): 78–101. http://dx.doi.org/10.7227/ijs.0003.
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Patterns and causes of poverty and underdevelopment have shifted considerably over the last two decades. Growing global inequality within and between nations is now inextricably linked to both the exigencies and impacts of the global economy. In this article I argue that our universities, while developing students’ core skills and competencies to work within this global economy, fall short in providing them with the contextual competencies to critically engage with the multi-faceted challenges posed by it. In other words, our universities are failing to produce critically engaged global citizens. As universities opt to leave this contextual educational component to NGOs within the development sector – a sector with its own challenges and limitations – I go on to argue that global citizenship education as popularly promoted within this sector is also limited. In equating global citizenship and activism with consumerism, it depoliticises and individualises acts of engagement, thereby eroding the potential for collective, transformative action. I conclude by urging that, as teachers, mentors and public sociologists, we reclaim global citizenship as a collective project engaged in the political struggle for meaning and ‘truth’ within our classrooms and institutions.
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Dufour, Sinéad. "Pregnancy-related Pelvic Girdle Pain: Irish Physiotherapists’ Perspectives." Obstetrics Gynecology and Reproductive Sciences 3, no. 2 (November 15, 2019): 01–05. http://dx.doi.org/10.31579/2578-8965/029.
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Background: Pregnancy-related pelvic girdle pain (PPGP) represents a common condition with implications for persistence. Currently, a practice gap appears to exist related to the assessment and management of pregnancy-related PGP. This study explored Irish physiotherapists’ perspectives of PPGP. Methods: A survey from previous Canadian research was adapted and used to determine Irish physiotherapist’s perspectives regarding PPGP. Women’s health physiotherapists, private and public sector, were invited to complete an electronic survey. Results: Sixty of the 122 invited physiotherapists completed the survey for a response rate of 49%. Of these, 98% agreed that relevant health care providers need to be able to recognize a PPGP presentation, and 80% believed PPGP to be a complex clinical presentation requiring early detection and associated care. The vast majority of perspectives related to etiology and treatment focused on musculoskeletal influences, however addressing fear (84%) and employing pain neuroscience education (82%) were also indicated to be very important. Conclusion: Pregnancy-related PGP is a distinct presentation of PGP impacting women in the perinatal period and beyond differs in etiology due to perinatal and associated bio psychosocial influences. Irish physiotherapists perceive a number of important evolving psychosocial characteristics of PPGP, however unsubstantiated strong perspectives related to biomechanics and pelvic stability were also found. Knowledge translation efforts to support the provision of evidence- informed care are needed.
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Flood, Margaret, and Joanne Banks. "Universal Design for Learning: Is It Gaining Momentum in Irish Education?" Education Sciences 11, no. 7 (July 12, 2021): 341. http://dx.doi.org/10.3390/educsci11070341.
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Responding to student diversity has become a key policy priority in education systems around the world. In addition to international and national institutional policies, major changes are underway in instructional practices and pedagogy in many national contexts. Universal Design for Learning (UDL) has become a key pedagogical approach used in education systems which seek to promote inclusive and equitable education in response to student diversity. Despite Ireland’s policy commitment to inclusive education, UDL has been traditionally focused on the higher education sector with little discussion about the role UDL can play at primary and second-level education to achieve inclusion. Furthermore, there has been no research to date on the extent to which education policy reforms are introducing part, or all, of the aspects of the UDL framework. The purpose of this paper is to examine the extent to which UDL is gaining momentum in Irish primary and second-level education through an analysis of curriculum policy. This paper examines the development and evolution of UDL in Irish education policy over the past decade by exploring the use of UDL in national educational curriculum frameworks. The paper highlights how UDL is slowly and implicitly emerging in education policy at a national level but suggests further momentum could be gained from its inclusion in Initial Teacher Education (ITE) and professional development programmes. By exploring the development of UDL within existing policy contexts, the paper argues for a more explicit commitment to UDL as part of ongoing curriculum reform at the primary level, the review of Senior Cycle, and Ireland’s broader inclusive education agenda.
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Bertz, Sunnhild, and Laura Purdy. "Coach Education in Ireland: Observations and Considerations for High Performance." Journal of Coaching Education 4, no. 3 (December 2011): 29–43. http://dx.doi.org/10.1123/jce.4.3.29.
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The high-performance sports system is a rapidly evolving and increasingly important element of the Irish sporting landscape reflected in public policy, the direction and level of spending, and organisational/institutional evolution – all signalling a formal recognition of the high-performance sector as central to sport in Ireland. While certain aspects of high-performance sport in Ireland are beginning to be reflected in research (e.g., Guerin et al. 2008), this is yet to be extended to high performance coaching. The education, development, and support of coaches are key areas of the Coaching Strategy for Ireland (2008-2012). An understanding of high-performance coach activities and needs will become increasingly vital in underpinning the effectiveness of resources directed at high-performance coaching as Ireland seeks to reposition itself within the world’s elite in sport. The purpose of this article is to better understand the development of high-performance coaches in Ireland and the key influences on this (e.g., exposure to different coaching environments, sources of knowledge, and preferred ways of learning). It aims to explore what high-performance coaches believe has been most important in developing and fostering their coaching ‘know-how,’1 and what this may imply for future educational interventions for high-performance coaches. This article brings to light insights generated through semi-structured interviews with 10 high-performance coaches currently and/or recently working in Irish sport.
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Crawley, Gerard M., and Eoin O'Sullivan. "The ‘Celtic Tiger’ and a Knowledge Economy." Industry and Higher Education 20, no. 4 (August 2006): 225–29. http://dx.doi.org/10.5367/000000006778175810.
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Over the last two decades, Ireland has proactively marketed its educated workforce, its favourable corporate tax rates, membership of the European common market, and other advantages, to multinational technology corporations. The resulting foreign direct investment in high-tech manufacturing operations has driven a booming Irish economy that has come to be characterized as the ‘Celtic Tiger’. Today, however, Ireland is looking to the research and development sector to drive future growth. Competition from low-wage economies, such as those of Eastern Europe, India and China, threatens Ireland's position as a low-cost, high-tech manufacturing base. Across government, industry and the higher education sectors, Ireland is now focused on fashioning an ecosystem of research and innovation that can guarantee its continued prosperity.
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Horan, William, and Bernadette O’Regan. "Developing a Practical Framework of Sustainability Indicators Relevant to All Higher Education Institutions to Enable Meaningful International Rankings." Sustainability 13, no. 2 (January 11, 2021): 629. http://dx.doi.org/10.3390/su13020629.
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Higher Education Institutions (HEIs) sustainability assessments are receiving significant attention in the academic literature, with ever more complex grading and ranking systems being developed. This paper aims to provide national policy makers with a simple set of indicators to facilitate measuring progress towards sustainability for the HEI sector, within the context of national sustainability data collection efforts. Candidate indicators were identified and assessed from the two most subscribed to HEI sustainability assessments, namely, the UIGreenMetric and STARS, to develop a sector specific indicator set. This resulted in a final set of 12 indicators, covering on-site energy, greenhouse gas emissions, solid waste, water, travel, education, research, and governance. The proposed indicator set was then compared to publicly available data for Irish HEIs, to identify gaps in data collection, which found that direct campus energy use and associated Scope 1 and 2 emission data alone were collected with sufficient rigour. The described indicator set has the potential to be applied to guiding national sustainability transitions globally and offers a template for accelerating sustainability data collection efforts for the HEI sector.
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Horan, William, and Bernadette O’Regan. "Developing a Practical Framework of Sustainability Indicators Relevant to All Higher Education Institutions to Enable Meaningful International Rankings." Sustainability 13, no. 2 (January 11, 2021): 629. http://dx.doi.org/10.3390/su13020629.
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Higher Education Institutions (HEIs) sustainability assessments are receiving significant attention in the academic literature, with ever more complex grading and ranking systems being developed. This paper aims to provide national policy makers with a simple set of indicators to facilitate measuring progress towards sustainability for the HEI sector, within the context of national sustainability data collection efforts. Candidate indicators were identified and assessed from the two most subscribed to HEI sustainability assessments, namely, the UIGreenMetric and STARS, to develop a sector specific indicator set. This resulted in a final set of 12 indicators, covering on-site energy, greenhouse gas emissions, solid waste, water, travel, education, research, and governance. The proposed indicator set was then compared to publicly available data for Irish HEIs, to identify gaps in data collection, which found that direct campus energy use and associated Scope 1 and 2 emission data alone were collected with sufficient rigour. The described indicator set has the potential to be applied to guiding national sustainability transitions globally and offers a template for accelerating sustainability data collection efforts for the HEI sector.
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Hanratty, Teresa. "The impact of numerical flexibility on training for quality in the Irish manufacturing sector." Journal of European Industrial Training 24, no. 9 (December 2000): 505–12. http://dx.doi.org/10.1108/03090590010379293.
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Schönfelder, Mona L., and Franz X. Bogner. "Between Science Education and Environmental Education: How Science Motivation Relates to Environmental Values." Sustainability 12, no. 5 (March 4, 2020): 1968. http://dx.doi.org/10.3390/su12051968.
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Science education and environmental education are important gates to prepare the next generation for our society’s current and upcoming challenges. While in the informal sector, environmental education acts independently, on the formal side, science education hosts environmental issues within its interdisciplinary context. As both educational efforts traditionally bear different emphases, the question may arise of whether formal science classes can act as an appropriate host. Against the background of the declining motivation to learn science in secondary school, possible synergies between both educational efforts may have vanished. For an investigation of such linkages between science motivation and environmental perception, we monitored adolescents’ motivation to learn sciences and their environmental values. By analyzing data from 429 Irish secondary school students, we reconfirmed existing scales by using confirmatory factor analysis (CFA) and investigated potential relations via SEM. Besides gender differences, we identified a significant relationship between positive ‘green’ attitude sets and the individual motivation to learn science—positive environmental preferences predict a high science motivation, primarily intrinsic motivation. Taking advantage of this relationship, individual motivation may find support from environmental educational initiatives with the focus on green values. Especially girls, who evidentially tend to have a lower motivation in science learning, may be addressed in that way.
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Byrne, Orla, and Joe MacDonagh. "What’s love got to do with it? Employee engagement amongst higher education workers." Irish Journal of Management 36, no. 3 (December 29, 2017): 189–205. http://dx.doi.org/10.1515/ijm-2017-0019.
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AbstractEmployee engagement is an important construct in management research as engaged employees not only perform better in their jobs but also feel happier and more fulfilled in the workplace. Employee engagement is a function of the job resources employees have in coping with their job demands. This paper makes a threefold contribution to the existing engagement literature by: (1) exploring this construct with a sample of third-level academics in the Irish public sector – a relatively unmapped sample in engagement research, (2) identifying organisational support as a key job resource that enables academics to cope with their job demands and (3) proposing that employee engagement reflects how strongly an employee puts his or her heart into work – suggesting a reconceptualization of engagement as love. The theoretical and practical implications of these findings are discussed.
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Carton, Janet, and Steve Jerrams. "Devising and Implementing a Suitable Graduate Education Platform for Dublin's Institute of Technology (DIT)." Industry and Higher Education 22, no. 3 (June 2008): 195–98. http://dx.doi.org/10.5367/000000008784867228.
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Graduate education platforms have received general acclaim as key components in the future structural development of third-level and fourth-level education in Europe. In Ireland the Higher Education Authority (HEA) has endorsed the restructuring of postgraduate education to incorporate the training of research students in key generic and transferable skills. This provides enhanced suitability for employment of research students in industry and the professions, rather than the educational sector. In addition, graduate programmes must provide improved structured support for research supervisors including training, particularly in respect of mentoring skills. This paper examines the challenges associated with the identification and implementation of an appropriate graduate platform model for a large, internationally recognized Institute of Technology, which offers a spectrum of academic programmes. The pros and cons of two models – a structured, institute-wide, non-discipline-specific platform and multiple, discipline-specific platforms – are highlighted. The difficulties attached to establishing comprehensive training programmes for students and staff with an underlying cross-disciplinary, inter-institutional framework are examined. Models currently being adapted by other Irish institutions are also critiqued. Finally, the ability of these educational models to meet the requirements of the industrial and professional sectors is explored. The question of whether graduate-level platforms have been created as higher education's proposed solution to a non-academic employment problem is also discussed.
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Sytnyk, Olga. "ADULT EDUCATION TEACHERS’ TRAINING IN IRELAND." Continuing Professional Education: Theory and Practice, no. 1-2 (2018): 93–98. http://dx.doi.org/10.28925/1609-8595.2018(1-2)9398.
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The central purpose of this article is to highlight nature, place and role of the adult education teacher professional training in Ireland as well as the school teacher professional training. In order to do so, a general overview of Irish teachers’ education is presented. The specific in the adult education tutors’ activities is also discussed. The nature of the teachers’ training is fully examined. The various contemporary ways and innovative forms of modern teachers’ training in Ireland are mentioned. The main professional requirements that the adult education tutor has are also highlighted and analyzed. The process and different periods of teachers’ training are classified and described. The article shows the main stages in teachers’ training in Ireland with detailed characteristics of every level with key elements emphasizing. The practice training organization for future teachers in Ireland is examined. The survey results showed that adult education teachers’ training sector in Ireland is a very flexible way of learning in modern society. It can be suitable for everyone who needs to get not only professional knowledge and skills, development, life experience, but also socialization, communication, collective consciousness and community support. Adult education teachers’ training is an effective, contemporary educational service that has many beneficial outcomes. The article presents the adult education teachers’ peculiarities in the modern knowledge society. Finally, the author makes the conclusion about the adult education teachers’ training specifics in Ireland.
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Schubotz, Dirk, and Malachai O'Hara. "A Shared Future? Exclusion, Stigmatization, and Mental Health of Same-Sex-Attracted Young People in Northern Ireland." Youth & Society 43, no. 2 (October 4, 2010): 488–508. http://dx.doi.org/10.1177/0044118x10383549.
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For more than a decade the Peace Process has fundamentally changed Northern Irish society. However, although socioreligious integration and ethnic mixing are high on the political agenda in Northern Ireland, the Peace Process has so far failed to address the needs of some of the most vulnerable young people, for example, those who identify as gay, lesbian, or bisexual. Public debates in Northern Ireland remain hostile to same-sex-attracted people. Empirical evidence from the annual Young Life and Times (YLT) survey of 16-year-olds undertaken by ARK shows that same-sex-attracted young people report worse experiences in the education sector (e.g., sex education, school bullying), suffer from poorer mental health, experience higher social pressures to engage in health-adverse behavior, and are more likely to say that they will leave Northern Ireland and not return. Equality legislation and peace process have done little to address the heteronormativity in Northern Ireland.
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Donnelly, Roisin, and Terry Maguire. "Establishing and sustaining national partnerships in professional development and the recognition of open courses in teaching and learning through digital badges." Australasian Journal of Educational Technology 36, no. 5 (October 26, 2020): 1–17. http://dx.doi.org/10.14742/ajet.5892.
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This article discusses a national partnership in Irish higher education between the National Forum for the Enhancement of Teaching and Learning and the sector. The partnership initiative focussed on the scalable design and development of a suite of open-access professional development (PD) courses in teaching and learning. The empirical work explored the role and value of digital badges as professional recognition for open courses, and in particular the transformative experience of the collaborative course design teams from teachers into teachers-as-designers. Each course has been mapped to Ireland’s national PD framework for all staff who teach. This initiative aimed to provide multiple nationally developed access points to PD opportunities and recognise engagement through digital badges. The partnership with course designers from institutions across Ireland was multifaceted, and their transformation from novice creators of digital content is explored here. Lessons learnt relate to developing consensus on national criteria and associated evidence for scalable open courses, ensuring quality assurance and supporting teams working in partnership. A framework of triple-loop learning was used for conceptualising the different phases of development of the collaborating teams and the sectoral learning around partnerships and nationally recognised collaborative course design.
Implications for practice or policy:
Instructional designers and learning technologists should be included in the development team for early consideration of the concept of badging.
Explicit planning is required, including a course development workshop, provision of templates for designing the course and guides for developing resources.
To ensure rigor, the development team should integrate a peer review process for validating the course content.
Involving human resource and senior managers in exploring PD recognition is vital for sector-wide implementation.
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Lagerqvist, Maja. "My Goodness, My Heritage! Constructing Good Heritage in the Irish Economic Crisis." Culture Unbound 7, no. 2 (June 11, 2015): 285–306. http://dx.doi.org/10.3384/cu.2000.1525.1572285.
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In 2008, the Republic of Ireland entered a severe financial crisis partly as a part of the global economic crisis. Since then, it has seen large raises in income taxes and cuts in state spending on health, welfare, education and on heritage, which has suffered relatively large cuts. This implies a need for rethinking choices and prioritisations to cope with the changing circumstances. Across Europe, the effects of the crisis on heritage, or the whole cultural sector, have yet mostly been highlighted in general or supposed terms rather than empirically analysed. But what actually happens to how heritage is conceptualised in times of crisis? Inspired by Critical Discourse Analysis, this paper explores representation of and argumentation for heritage in Irish state heritage policies pre and post the recession 2008. Much concerns regarding heritage management are discursively shaped. Policies, stating the authorised viewpoint, are thus key in the construction of heritage and its values in society. Recently, research has highlighted a shift towards more instrumentality in cultural policy due to wider societal changes. A crisis could influence such development. The analysis departs from an often-stated notion of heritage as a part of the Irish national recovery, but what does that imply? Focus is therefore put on how different representations of heritage and its values are present, argued for and compete in a situation with increasing competition regarding relevance and support. The paper shows how heritage matters are refocused, streamlined and packaged as productive, good-for-all, unproblematic and decomplexified in order to be perceived and valued as part of the national recovery. This includes privileging certain instrumental values, foremost economic, by means of specificity, space and quantification, while heritage’s contribution to social life, education or health, although often mentioned, are downplayed by being expressed in much more vague terms.
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Sharp, Emily. "Research Perspectives on Students in Britain and Ireland, 1800-1945." CIAN-Revista de Historia de las Universidades 25, no. 1 (June 7, 2022): 122–55. http://dx.doi.org/10.20318/cian.2022.6995.
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Historians of Britain and Ireland have long been interested in universities and students. They have acknowledged the importance of these institutions and individuals within the history of elites, the history of the state, intellectual history, the history of science, of social movements and of politics and political thought. Yet, for many years much of this research has centred around higher education institutions themselves rather than the student body that they cater for. Following the expansion of the higher education sector and the growth of the student movement in the 1960s the quantity and quality of literature on British and Irish students, rather than the institutions that they studied at, has grown substantially and has become a burgeoning historical field. This article surveys the development of this historiography and the key research perspectives on students in Britain and Ireland from 1800-1945, focusing on five thematic areas: student culture, student representation and politics, student life during war, students race and empire, and student women - to track the progress, development and connections between the different strands of this historiography over the past fifty years and to offer insights into potential avenues for further research.
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Horan, William, Rachel Shawe, and Bernadette O’Regan. "Ireland’s Transition towards a Low Carbon Society: The Leadership Role of Higher Education Institutions in Solar Photovoltaic Niche Development." Sustainability 11, no. 3 (January 22, 2019): 558. http://dx.doi.org/10.3390/su11030558.
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Ireland is currently considered a laggard within Europe in relation to decarbonisation of its society, with future projections estimating increases in greenhouse gas emissions up to and beyond 2030. To accelerate Ireland’s transition towards a low-carbon society, there is a need for leadership in deployment and experimentation of low carbon technologies. As Higher Education Institutions (HEI) currently play a major role in generation of human capital and the associated impact on societal development, HEIs are ideal locations to focus resources in terms of deployment and experimentation of decarbonisation technologies to demonstrate best practice for further replication within wider society. To guide Irish HEIs in this regard, a novel integrated approach titled ‘Higher Education Accelerating Development for Sustainability’ (HEADS) has been developed and applied to the sector. The HEADS approach utilises the perspectives of quantitative systems analysis, sociotechnical analysis, and living lab learning to inform HEIs of their potential roles within national sustainability transitions. Applied to solar photovoltaic transitions in Ireland, the HEADS approach has identified HEIs as vital locations to deploy low-carbon technologies due to their amplification effect in signalling to wider society the attractiveness of these technologies.
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Walsh, Julie Ann, and Angela Wright. "Consumer Understanding of Nutritional Supplements: An Irish Context." Business and Economic Research 6, no. 1 (January 22, 2016): 55. http://dx.doi.org/10.5296/ber.v6i1.8912.
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<p class="ber"><span lang="EN-GB">Nutritional Supplements have been available in Ireland for over thirty years. Originally available in health food stores only, supplements now have several distribution channels including pharmacy, practitioner, and online. Recommendations for consumption can come from many sources including general physicians, alternative practitioners, dieticians and nutritionists. The demand for Nutritional Supplements has increased over the years, and the industry has expanded exponentially. Nutritional Supplements provide an important opportunity to optimize illness prevention. As scientists and health professionals start to understand the value of Nutritional Supplements in terms of the prevention and treatment of disease, consumers follow suit. Market growth of Nutritional Supplements is reliant both on market positioning and the distribution strategies and channels chosen by the industry. The success or failure is dependent on how effectively and efficiently their products are sold through marketing channel members (e.g., agents, wholesalers, distributors, and retailers). </span></p><p class="ber"><span lang="EN-GB">An examination of the distribution channel most appropriate to the purchase of Nutritional Supplements, and advice on their consumption has never been investigated in Ireland to date; hence, this research will be applicable to those involved in this specific industry. </span></p><p class="ber"><span lang="EN-GB">A mixed method research approach was undertaken in this study to enable a thorough overview of the industry as it currently stands in Ireland. This research examines the quality of education of those who are distributing, retailing and/or recommending Nutritional Supplements. Qualitative data was collected through semi-structured interviews with twelve participants working within the Nutritional Supplement sector. This research also examines the thoughts of the consumer, relative to preferred distribution channels and who they deem most appropriate as advisors of Nutritional Supplements in Ireland. This was executed through a quantitative process and the consumer data was collated via an online survey. </span></p><p class="ber"><span lang="EN-GB">A key finding of this study is that those who are considered best qualified for consultation (general practitioner, dietician and pharmacist), are actually not qualified enough to distribute Nutritional Supplement advice. Health food stores are the preferred distribution channel by consumers; however, Health store workers are not recognised as the most trustworthy for advice. This research will benefit those involved in the manufacture and distribution of Nutritional Supplements in Ireland. </span></p>
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Donnelly, Roisin, and Terry Maguire. "Building Digital Capacity for Higher Education Teachers: Recognising Professional Development Through a National Peer Triad Digital Badge Ecosystem." European Journal of Open, Distance and E-Learning 23, no. 2 (January 1, 2021): 1–19. http://dx.doi.org/10.2478/eurodl-2020-0007.
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AbstractDigital Badge design and practice at a national level is a relatively new field of scrutiny and this study reports on a sector-wide initiative for building digital capacity with the design, and implementation of an ecosystem of 15 open courses in teaching and learning with digital badges to recognise the professional development of teachers in Irish higher education. Each course is provided in three delivery modes and mapped to Ireland’s National Professional Development Framework for teachers. This enables multiple access points for teachers to engage in professional development via the Framework and recognize their engagement through peer triads and a digital badge ecosystem. The paper critically discusses and reflects on the study of the complex phenomena of the application of the open courses within professional contexts. A novel dimension is the implementation of a peer triad system for recognition of PD. Implementing the open courses digital badges ecosystem was challenging as this different form of assessment required a clear understanding of all stakeholder expectations, the language of recognition and how the learning outcomes could be met and validated using a peer triad assessment. This paper concludes with sectoral learning on nationally recognized open course development, including success factors for building digital capacity, challenges encountered and transferability to other contexts.
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Williams, Perrí, and Mary Fenton. "Towards a Good Practice Model for an Entrepreneurial HEI." Industry and Higher Education 27, no. 6 (December 2013): 499–506. http://dx.doi.org/10.5367/ihe.2013.0183.
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This paper reports on an examination of the perspectives of academics, enterprise enablers and graduate entrepreneurs of an entrepreneurial higher education institution (HEI). The research was conducted in Ireland among 30 graduate entrepreneurs and 15 academics and enterprise enablers (enterprise development agency personnel) to provide a triangulated perspective of the HEI. While acknowledging the presence of initiatives to promote entrepreneurship, the graduate entrepreneurs believed that the HEI does not prepare students for self-employment because HEIs are focused on preparing students for employment, because of the academic nature of entrepreneurship education (EE), and because a ‘one size fits all’ approach to EE fails to recognize the heterogeneity of learners' needs. However, they conceded that graduate enterprise programmes provided them with the necessary ‘breathing space’ to develop their businesses. In contrast, some enterprise enablers believed that HEIs could be a ‘hiding place’, protecting student and graduate entrepreneurs from the harsh realities of commercial life. While this paper provides a nuanced understanding of what constitutes good practice, the authors concede that there is no formulaic blueprint for an entrepreneurial HEI. More significantly, they conclude that the notion of an entrepreneurial HEI may yet be a step too far for many institutions, because entrepreneurship has yet to gain legitimacy, particularly in the Irish HE sector.
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O’Connor, Sean, Ehiaze Ehimen, Suresh C. Pillai, Niamh Power, Gary A. Lyons, and John Bartlett. "An Investigation of the Potential Adoption of Anaerobic Digestion for Energy Production in Irish Farms." Environments 8, no. 2 (January 27, 2021): 8. http://dx.doi.org/10.3390/environments8020008.
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Anaerobic digestion (AD) has been recognised as an effective means of simultaneously producing energy while reducing greenhouse gas (GHG) emissions. Despite having a large agriculture sector, Ireland has experienced little uptake of the technology, ranking 20th within the EU-28. It is, therefore, necessary to understand the general opinions, willingness to adopt, and perceived obstacles of potential adopters of the technology. As likely primary users of this technology, a survey of Irish cattle farmers was conducted to assess the potential of on-farm AD for energy production in Ireland. The study seeks to understand farmers’ motivations, perceived barriers, and preferred business model. The study found that approximately 41% of the 91 respondents were interested in installing AD on their farming enterprise within the next five years. These Likely Adopters tended to have a higher level of education attainment, and together, currently hold 4379 cattle, potentially providing 37,122 t year−1 of wastes as feedstock, resulting in a potential CO2 reduction of 800.65 t CO2-eq. year−1. Moreover, the results indicated that the primary consideration preventing the implementation of AD is a lack of information regarding the technology and high investment costs. Of the Likely Adopters and Possible Adopters, a self-owned and operated plant was the preferred ownership structure, while 58% expressed an interest in joining a co-operative scheme. The findings generated provide valuable insights into the willingness of farmers to implement AD and guidance for its potential widespread adoption.
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Sheppard, Gail, and Matthias Beck. "The evolution of public–private partnership in Ireland: a sustainable pathway?" International Review of Administrative Sciences 84, no. 3 (July 7, 2016): 579–95. http://dx.doi.org/10.1177/0020852316641494.
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Ireland is a latecomer to public–private partnerships, having only adopted them in 1998. Prior to the credit crisis, Ireland followed the UK model, with public–private partnerships being implemented in transport, education, housing/urban regeneration and water/wastewater. Having stalled during the credit crisis, public–private partnerships have recently been reactivated with the domestic infrastructure stimulus programme. The focus of this article is on Ireland as a younger participant in public–private partnerships and the nexus between adoption patterns and the sustainability characteristics of Irish public–private partnerships. Using document analysis and exploratory interviews, the article examines the reasons for Ireland's interest in public–private partnerships, which cannot be attributed to economic rationales alone. We consider three explanations: voluntary adoption – where the UK model was closely followed as part of a domestic modernisation agenda; coercive adoption – where public–private partnership policy was forced upon public sector organisations; and institutional isomorphism – where institutional creation and change around public–private partnerships were promoted to help public sector organisations gain institutional legitimacy. We find evidence of all three patterns, with coercive adoption becoming more relevant in recent years, which is likely to adversely affect sustainability unless incentives for voluntary adoption are strengthened and institutional capacity building is boosted. Points for practitioners There are many reasons why public sector organisations procure via public–private partnerships, and motivations can change over time. In Ireland, public–private partnership adoption changed from being largely voluntary to increasingly coercive. Irrespective of motives, public–private partnership procurement must be underpinned by incentives and institutional enabling mechanisms, which should be strengthened to make Ireland's public–private partnership strategy sustainable.
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Das, Chaitali, Martin O’Neill, and John Pinkerton. "Re-engaging with community work as a method of practice in social work: A view from Northern Ireland." Journal of Social Work 18, no. 4 (June 1, 2016): 375–93. http://dx.doi.org/10.1177/1468017316652117.
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Summary This article investigates community work as a method in social work in Northern Ireland. It traces the processes that have led to the marginalisation of community work within social work practices and the complex relationship between community development and social work. Nonetheless, the welfare state is undergoing change, wherein new agendas of personalisation, service user involvement, community engagement and partnership are emerging, which are changing the occupational space of social work. We argue that this change can be an opportunity through which social work can and must re-engage with community development, particularly within the existing political arrangements and sectarian context of Northern Ireland. However, social work’s engagement in the community presents risks given its current relationship with the state and loss of trust within the Northern Irish community. We discuss these risks and further possibilities. Findings The article draws from contemporary literature on the current context of community development and service provision in Northern Ireland social work’s involvement. The possibilities for community social work are explored through recent policy initiatives and the current situation of the community sector. Risks that stem from social work’s relationship with the state, and with community organisations as well as the contradiction between discourses of partnership in service delivery and the ground reality are considered. Applications Our analysis suggests the need for (a) collective action by social workers through collective representation, (b) a new conceptualisation of professionalism that incorporates partnerships with other workers in the care sector and (c) education that has contemporary resonance.
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Dowling-Hetherington, Linda. "The changing demands of academic life in Ireland." International Journal of Educational Management 28, no. 2 (March 4, 2014): 141–51. http://dx.doi.org/10.1108/ijem-02-2013-0021.
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Purpose – The consequences of institutional change for faculty is an under-researched aspect of the higher education (HE) sector in Ireland. The purpose of this paper is to report on the changing demands of academic life in Ireland. Design/methodology/approach – A case study of the School of Business at the largest university in Ireland, University College Dublin, set out to determine the extent to which HE change is impacting on faculty. The research, involving 28 interviews with faculty and manager-academics, covered the five-year period since the appointment of a new President in 2004. Findings – The research provides evidence of an increasing focus on more explicit research output requirements; the growth of routine administration and teaching and learning compliance requirements; and the greater intensification of work and working hours. Research limitations/implications – While the university was at the forefront in implementing large-scale institutional change in Ireland, further research is needed to explore the issues raised in this paper in the context of other schools and the remaining six Irish universities. Originality/value – Few empirical research studies have been conducted in Ireland on how institutional change is impacting on the working lives of faculty. This paper serves to shine a light, for the first time, on the perspectives of faculty regarding the changing demands of academic life in Ireland.
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Cleary, Peter. "An empirical investigation of the impact of management accounting on structural capital and business performance." Journal of Intellectual Capital 16, no. 3 (July 13, 2015): 566–86. http://dx.doi.org/10.1108/jic-10-2014-0114.
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Purpose – The purpose of this paper is to develop and test a series of conceptual models that investigates the impact of management accounting (MA) (systems and information) on firms’ structural capital and business performance. It also replicates previous research in this area which focused on the interplay between the three primary elements of intellectual capital (IC) (i.e. human capital, structural capital and relational capital) and business performance. Design/methodology/approach – A survey instrument was used to collect the data required to conduct the study. All respondents who participated occupied the role of chief financial officer or equivalent and were employed by firms competing within the indigenous Irish information and communications technology sector. Consistent with prior quantitative IC-based research, a form of structural equation modelling called partial least squares was used to test the data collected. Findings – The findings reject the suggestion that MA is most appropriately situated as an element of firms’ structural capital. The findings support a plausible and statistically significant relationship between advanced MA systems and business performance. The findings also generally support previous research on the relationship between the three elements of IC and business performance. Originality/value – Although much has been written about the potential role for MA in the IC area, little empirical evidence has yet emerged. This exploratory research begins to address this deficiency by developing and testing a series of MA-related constructs within the IC research domain.
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Kiely, M., A. Flynn, KE Harrington, PJ Robson, and G. Cran. "Sampling description and procedures used to conduct the North/South Ireland Food Consumption Survey." Public Health Nutrition 4, no. 5a (October 2001): 1029–35. http://dx.doi.org/10.1079/phn2001183.
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AbstractObjectiveThe purpose of this survey was to establish a database of habitual food and drink consumption in a representative sample of Irish adults, aged 18–64 years. The present paper describes the sampling protocol, response rate and characteristics of the survey population in terms of sex and age groups, seasonality, geographical location, marital status, social class, socio-economic status and education level.DesignA cross-sectional food consumption survey was carried out. In the Republic of Ireland, a nationally representative sample of adults was randomly selected with a validated two-stage clustered design, using the electoral register as the sampling frame. This method produced a self-weighting or ‘epsem’ sample of individuals, where each adult who was registered to vote had an equal opportunity of being selected. Similarly, in Northern Ireland, a two-stage random sampling procedure was used. The sampling frame was the electoral register, and the sample was stratified by urban/rural and by an index of material deprivation, to ensure representation of each sector of the community. The recruitment procedure was the same in the North and South. An introductory letter with an information leaflet was posted to each selected individual and these were followed up by a visit from a fieldworker, who invited participation in the survey.SettingNorthern Ireland and Republic of Ireland between 1997 and 1999.ResultsThe response rate, which is the percentage of the total number of people who completed a 7-day food diary (n = 1379) out of the total eligible sample (n = 2177), was 63%. Non-respondents and dropouts constituted 34% and 3%, respectively, of the total eligible sample. Compared with the most recent census figures available, the sample was generally found to be representative in terms of sex and age group profiles, geographical location, marital status, seasonality, social class, socio-economic group and education level. Data on sex and age group and geographical location were collected from non-respondents for comparison with the survey sample. There were no apparent differences between them.ConclusionThe North/South Ireland Food Consumption Survey has established a Samplino relational database of habitual food and drink consumption, in addition to data on Response rate habitual physical activity, anthropometric measurements, socio-demographic factors, Demographics lifestyle, health status indicators and attitudes, in a nationally representative sample Socio-economic factors of the population of the island of Ireland.
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Farren, Patrick, and Eugene McKendry. "A Consideration of Language Teacher Education in Ireland, North and South." TEANGA, the Journal of the Irish Association for Applied Linguistics 24 (November 15, 2018): 83–90. http://dx.doi.org/10.35903/teanga.v24i0.38.
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This paper surveys the context of language teacher education in Ireland, north and south, across the sectors (primary and post-primary, Irish, Modern Languages and English as an Additional Language). The discussion and analysis that follows arose through the contributions by language teacher educators to a conference organised by the Queen’s University of Belfast under the auspices of the Standing Conference on Teacher Education, North and South (SCoTENS)1. The authors suggest that a traditional view of diversification in language education, focusing on Irish and the main European languages, must be reconsidered in light of the new demographic and linguistic landscape of Ireland, North and South.
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Volkov, A., A. Gutnick, Y. Kvashnin, V. Olenchenko, and A. Shchedrin. "Experience of Overcoming of Crisis Phenomena in Some EU Countries." World Economy and International Relations, no. 3 (2015): 35–47. http://dx.doi.org/10.20542/0131-2227-2015-3-35-47.
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The article analyses the most recent experience of anti-recessionary policies in several EU member nations, such as UK, Nordic countries (especially Sweden), Ireland, Baltic countries and Greece. As for Great Britain, its government implemented traditional package of anti-crisis measures aimed at support of national financial system and stimulation of economic growth. By 2010 the nation reached relative economic stability and then proceeded into a slow recovery. Still, the crisis highlighted serious risks of ongoing financialization and de-industrialization in the UK. So, the government began to develop a long-term program of modernization and structural reshaping of national economy. Nordic countries also actively used Keynesian-type anti-crisis measures. The most interesting is Swedish case. The nation passed the global financial and economic crisis of 2008-2009 smoother than other EU members due to deep institutional reforms undertaken after the acute crisis of 1991-1993. Then Sweden experienced a deep fall of GDP combined with a crisis of local banks, surge of interest rates and unemployment level, weakening of national currency. This pushed Riksbank to introduce strict measures for limiting the inflation rate, Riksdag – caps for state budget expenditure. State sector of national economy was substantially decreased. These measures proved to have long-term positive implications. In contrast, Ireland that enjoyed an impressive economic growth before 2008 was badly prepared to external shocks. The Irish government’s reactions to financial and economic turmoil were rather spontaneous. The main task was to stabilize the local financial system that suffered from excessive dependency on foreign markets. Only by 2014 Ireland showed signs of economic recovery. Similarly, Baltic countries found themselves to be ill prepared for functioning under economic crisis conditions. Neither national governments nor EU Commission succeeded to propose efficient anti-crisis actions. As a result, population of Baltic nations most heavily suffered from the crisis. In Greece crisis made inevitable substantial revision of national social and economic model, as well as the political parties’ system. Under strong pressures from the EU Greece at last started to implement long-needed reforms in such spheres as budget planning, labor legislation, social insurance, healthcare and education. Acknowledgments. The article has been supported by a grant of the Russian Humanitarian Scientific Foundation. Project № 14-07-00047a “European Union as a Testing Site of New Anti-Crisis Technologies under Conditions of Globalization”.
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Hoo, Seng Chun, and Haidi Ibrahim. "Biometric-Based Attendance Tracking System for Education Sectors: A Literature Survey on Hardware Requirements." Journal of Sensors 2019 (September 15, 2019): 1–25. http://dx.doi.org/10.1155/2019/7410478.
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The application of biometric recognition in personal authentication enables the growth of this technology to be employed in various domains. The implementation of biometric recognition systems can be based on physical or behavioral characteristics, such as the iris, voice, fingerprint, and face. Currently, the attendance tracking system based on biometric recognition for education sectors is still underutilized, thus providing a good opportunity to carry out interesting research in this area. As evidenced in a typical classroom, educators tend to take the attendance of their students by using conventional methods such as by calling out names or signing off an attendance sheet. Yet, these types of methods are proved to be time consuming and tedious, and sometimes, fraud occurs. As a result, significant progress had been made to mark attendance automatically by making use of biometric recognition. This progress enables a new and more advanced biometric-based attendance system being developed over the past ten years. The setting-up of biometric-based attendance systems requires both software and hardware components. Since the software and hardware sections are too broad to be discussed in one paper, this literature survey only provides an overview of the types of hardware used. Emphasis is then placed on the microcontroller platform, biometric sensor, communication channel, database storage, and other components in order to assist future researchers in designing the hardware part of biometric-based attendance systems.
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Mongan, Deirdre, Anne Marie Carew, Derek O’Neill, Seán R. Millar, Suzi Lyons, Brian Galvin, and Bobby P. Smyth. "Comparing Cannabis Use Disorder in the General Population with Cannabis Treatment Seekers Using Multi-Source National Datasets: Who Receives Treatment?" European Addiction Research 28, no. 2 (October 13, 2021): 103–12. http://dx.doi.org/10.1159/000518648.
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<b><i>Introduction:</i></b> Given the increased prevalence of cannabis use in Ireland and increase in cannabis potency, this study aimed to estimate the size of the potential population in Ireland that may be in need of cannabis treatment and the percentage of people with cannabis use disorder (CUD) who actually access treatment. We also compared the profile of those with CUD in the general population to those who receive treatment for their cannabis use to explore whether certain subgroups are more or less likely to enter treatment. <b><i>Method:</i></b> This was a retrospective, multi-source database study. Data were obtained from (1) Ireland’s 2014/2015 national general population survey (GPS) on drug use and (2) treatment data from the Irish National Drug Treatment Reporting System (NDTRS) for 2015. The profiles of GPS cases with CUD and NDTRS cases were compared using 2-sided <i>t</i> tests designed for independent samples. <b><i>Results:</i></b> The prevalence of last year cannabis use among adults aged 15 and older was 6.5% and the prevalence of CUD was 2.6%, representing 94,515 of the Irish population. A total of 4,761 cases entered treatment for problem cannabis use. NDTRS treatment cases were significantly more likely than GPS cases to be unemployed (63.7% vs. 26.6%) and have no or primary level only educational attainment (56.3% vs. 21.2%). Over half (53.3%) of NDTRS cases first used cannabis before the age of 15 years, compared to 14.7% of CUD cases in the population. <b><i>Discussion/Conclusion:</i></b> Our findings suggest that earlier users and those with more complex or disadvantaged lives are more likely to seek treatment. A broad population health approach that engages multiple sectors such as health, social welfare, and education is recommended to ensure that there is increased opportunity for people with CUD to be identified and signposted towards treatment.
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Bifftu, Berhanu Boru, and Yonas Deressa Guracho. "Determinants of Intimate Partner Violence against Pregnant Women in Ethiopia: A Systematic Review and Meta-Analysis." BioMed Research International 2022 (March 26, 2022): 1–15. http://dx.doi.org/10.1155/2022/4641343.
Full textAbstract:
Background. Intimate partner violence (IPV) against pregnant women is a recognized global public health problem affecting all spheres of women and unborn infants. In Ethiopia, although inconsistent, individual studies avail; there is a dearth of systematic reviews and meta-analysis about the prevalence and associated factors of intimate partner violence. Thus, the present study was aimed at determining the pooled prevalence of IPV and its determinant factors during pregnancy. Methods. The report of meta-analysis follows the Preferred Reporting Items for Systematic Review and Meta-Analysis 20 guideline (PRISMA 20). Databases including PubMed/Medline, CINAHL, SCOPUS, HINARI (research4life), AJOL, IRIS, and AIM were searched. Heterogeneity test was assessed by the Cochrane chi-square ( χ 2 ) and quantified by I 2 statistics test. Publication bias was tested by funnel plots and Egger’s test. Sensitivity test and subgroup analysis were also performed. Effect size was calculated by random effects model. Results. A total of 26 studies, including data from 13, 912 participants, were included in the analysis. The prevalence of IPV ranged from 7% to 81% with overall estimated pooled prevalence of 37% (30% -44%, I 2 = 96.5 %, p ≤ 0.001 ). Of this, the prevalence of physical, sexual, and psychological violence was 24% (95% CI; 19%-30%), 21% (95% CI; 16%-26%), and 27% (95% CI; 22%-32%), respectively. Factors such as lack of formal education, childhood violence, rural residency, low decision-making power, family history of violence, attitude, unplanned and unwanted pregnancy by women and partners, late initiation of antenatal care, partner alcohol, and khat use were associated with IPV. Conclusion. More than one-third of pregnant women experienced IPV. The most prevalent form of IPV was psychological violence followed by physical and sexual violence. The identified risk for IPV including victim, pregnancy, and perpetrator-related factors indicated the need of a holistic approach in the promotion, prevention, and treatment of IPV. The finding of this study suggests the need of strengthening women empowerments (capacity building) against traditional beliefs, attitudes, and practices. This study also suggests the need of evaluation and strengthening the collaborative work among different sectors such as policy-makers, service providers, administrative personnel, and community leaders, including the engagement of men partners.