Relevant bibliographies by topics / Irish education system

Academic literature on the topic 'Irish education system'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Irish education system"

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Karabulut, Nuriye. "The Irish Education System and Implications for the Turkish Education System." Khazar Journal of Humanities and Social Sciences 21, no. 4 (December 2018): 71–94. http://dx.doi.org/10.5782/2223-2621.2018.21.4.71.

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The purpose of the current study is to make a detailed introduction to the Irish education system and to come up with some implications latter through comparing it with the Turkish education system. Accordingly, the literature was reviewed. A general introduction was made to Ireland and its education system was examined considering its goals, structure and process dimensions. Similar and different aspects of the Irish and Turkish education system were discussed, and various suggestions were developed. The Irish and Turkish education systems have many similarities in terms of having a centralized structure, students’ obligation to take a general exam at the end of secondary education, financing of schools mostly by public resources, dominance of external inspection at schools and control of higher education by higher education councils such as YÖK and HEA. On the other hand, these two systems differ from each other in terms of administrative structure of schools, time of compulsory education, secular structure of education, rights to send children to whichever school they wish and to educate children at home, financial resources allocated for education, appointment of school principals and participation of stakeholders in administration. As a result of the comparison of these two education systems, it can be said that more opportunities should be provided for stakeholders to take part in administrative processes, psychologists should be included in inspection units, more emphasis should be put on self-assessment and more guidance and counseling should be offered to students so that the education system in Turkey can develop more.
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Hazelkorn, Ellen. "Restructuring Irish Higher Education." International Higher Education, no. 69 (March 25, 2015): 28–30. http://dx.doi.org/10.6017/ihe.2012.69.8641.

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Irish higher education is undergoing significant change. Some of these changes are driven by the economic crisis sweeping across Ireland and Europe. But other changes are arguably part of a wider paradigm shift affecting higher education around the world: the challenge of meeting rising demands for high-quality mass public higher education at a time of globalisation and accelerating competition. As higher education is seen as key to sustainable economic recovery, there is a move towards greater government steerage of both the HE and research system. Ireland presents an interesting case study.
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Conway, Beineán, Keelin Leahy, and Muireann McMahon. "Design Education for Sustainability: Identifying Opportunities in Ireland’s Second Level Education System." Sustainability 13, no. 16 (August 4, 2021): 8711. http://dx.doi.org/10.3390/su13168711.

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Design Education for Sustainability has the potential to accelerate and encourage education that contributes to the 2030 Sustainable Development Agenda. (1) Arguably the potential of Design Education for Sustainability remains underutilized in Ireland’s second level education system. (2) This article reports on findings conducted as part of a research project which examines Education for Sustainable Development in Irish secondary school Design Education subjects. The research draws on data gathered through critical ethnographic interviews with teachers in practice. (3) The findings explored in this article are the barriers faced by educators in relation to the further integration of Education for Sustainable Development in Ireland’s Design Education subjects. These findings offer a unique insight into the realities of educators in progressing towards Design Education for Sustainability. (4) In identifying the challenges, this article offers a starting point to tackle the barriers associated with integrating sustainability in Design Education within the Irish second level education system. (5) The article concludes by identifying how these barriers can be tackled head on in order to progressively integrate Education for Sustainable Development in Design Education subjects.
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Barry, Frank. "Outward-oriented economic development and the Irish education system." Irish Educational Studies 33, no. 2 (April 3, 2014): 213–23. http://dx.doi.org/10.1080/03323315.2014.918296.

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Curran, Conor. "The Irish government and physical education in primary schools, 1922–37." Irish Historical Studies 45, no. 167 (May 2021): 43–60. http://dx.doi.org/10.1017/ihs.2021.29.

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AbstractThis article examines the treatment of physical drill as a curricular subject in primary schools in the Irish Free State in the period from 1922 to 1937. In particular, it assesses the reasons why its status as an obligatory subject was reduced in the mid 1920s. It will show that the availability of facilities, resources and teaching staff with suitable qualifications were all considerations, while some teachers were not physically capable of teaching the subject in the early years of the Irish Free State. In addition, a strong emphasis on the Irish language and the view that a reduced curriculum was more beneficial to learning meant that some subjects, including physical drill, were deemed optional. However, the decision to reduce the subject's status had not been supported by everyone and it was mainly the Irish National Teachers’ Organisation which was behind the move. Following its reduction from an obligatory subject to an optional one as a result of a decision taken at the Second National Programme Conference in 1926, a lack of a clear policy on the subject became evident. By the early 1930s, the subject was receiving more attention from the Irish government, which made some efforts made to integrate the Czechoslovakian Sokol system into Irish schools. In examining conflicting views on how to implement the Sokol system, and the work of Lieutenant Joseph Tichy, the man recruited to develop it within the Irish army, this article also identifies the reasons why this method of physical training was not a success in Irish schools.
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Clarke, Michael. "LINGUISTIC EDUCATION AND LITERARY CREATIVITY IN MEDIEVAL IRELAND." Cahiers du Centre de Linguistique et des Sciences du Langage, no. 38 (November 17, 2013): 39–71. http://dx.doi.org/10.26034/la.cdclsl.2013.743.

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Texts in medieval Irish were traditionally used as a source from which to excavate the remnants of a radically ancient language and world-view – Celtic, oral, pre- Christian, ultimately Indo-European. In the past twenty years a new perspective has become dominant, emphasising the sophisticated contemporary concerns of the monastic literati who composed the texts that have come down to us. However, the disjuncture between those two approaches remains problematic. This article attempts a new approach to the question, emphasising the educational and scholarly context of medieval Irish creativity. Many of the monuments of the early Irish language are part of an enquiry into the history of language and languages, in which Irish interacts closely with the « three sacred languages » and especially Latin; the texts’ depiction of the pagan past of Ireland is oriented through a scholarly engagement with Graeco-Roman paganism; and some of the key discourses of Irish saga literature are influenced by the programmes and methodologies of the Latin-based educational system of the time, especially questionand-answer dialogues. The article applies this approach in a case study from the heroic tale Tochmarc Emire, « The Wooing of Emer », in which a riddling dialogue between lovers is shown to be directly related to the lore of the canonical glossaries of Old Irish. .
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Nic Fhlannchadha, Siobhán, and Tina M. Hickey. "Acquiring an opaque gender system in Irish, an endangered indigenous language." First Language 37, no. 5 (April 20, 2017): 475–99. http://dx.doi.org/10.1177/0142723717702942.

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An in-depth examination of the acquisition of grammatical gender has not previously been conducted for Irish, an endangered indigenous language now typically acquired simultaneously with English, or as L2. Children acquiring Irish must contend with the opacity of the Irish gender system and the plurifunctionality of the inflections used to mark it, while also experiencing early exposure to the majority language and variability in amount and consistency of adult input in Irish. Data were collected from 306 participants aged 6–13 years, including information on home language background which allowed children to be categorised as being from homes which were Irish-dominant, bilingual, or English-dominant. Novel measures of receptive and productive use of grammatical gender were developed to test children’s understanding and production of gender marking. A standard multiple regression conducted which accounted for 39.5% of the variance showed that language background was the strongest predictor of accuracy in marking grammatical gender assignment and agreement. The later stages of acquisition of semantic and grammatical gender have not previously been investigated in Irish, and the implications for researchers, policy makers, educators and parents are discussed.
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Mawhinney, Alison. "A discriminating education system: religious admission policies in Irish schools and international human rights law." International Journal of Children’s Rights 20, no. 4 (2012): 603–23. http://dx.doi.org/10.1163/157181811x611054.

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Irish equality legislation permits discrimination in favour of co-religionists in admission policies to state-funded schools. This article examines whether Irish policies and practice in the area of pupil admissions meet and satisfy international human rights standards. In doing so it draws on material from interviews with parents and a survey to schools to provide an insight into how religious admission polices impact on the lives and rights of individuals. It concludes that by providing exemptions from equality legislation to religious schools, in a situation where these schools are in a near-monopolistic position, the Irish State is disregarding its responsibility to protect the right to non-discrimination, the right to education and the right to freedom of religion of those children and parents who do not adhere to the ethos of these religious bodies.
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Gleeson, Jim, Raymond Lynch, and Orla McCormack. "The European Credit Transfer System (ECTS) from the perspective of Irish teacher educators." European Educational Research Journal 20, no. 3 (January 20, 2021): 365–89. http://dx.doi.org/10.1177/1474904120987101.

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The European Credit Transfer System (ECTS), one of the main pillars of the Bologna Process, was heavily influenced by external forces such as internationalisation, globalisation and market values. It was also immune to national/regional policy influences and differences between academic disciplines. The authors investigated a) Irish teacher educators’ perceptions of the reasons for the introduction of the ECTS and b) the influence of the ECTS on teacher educators’ practice. A Qualtrics survey including both closed and open-ended questions was sent to all Irish teacher educators. Asked about the rationale for the introduction of the ECTS and about its influence on their professional work, these respondents rated and ranked the importance of student mobility and the transferability of their academic achievements ahead of teaching and learning aspects. These findings, which were confirmed by participants’ open-ended responses, are discussed from the following macro-contextual perspectives: inattention to general HE curriculum issues in an environment dominated by discipline-based silos; the limitations of top-down reform, particularly at the implementation stage; low ERASMUS participation rates of Irish student teachers; and the ECTS focus on skills, competences and pre-determined learning outcomes. The influence of these contextual factors is summarised in the conclusion, along with some implications for teacher education.
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Turner, Thomas, and Amanda Haynes. "Welfare Provision in Boom Times: Strengthening Social Equity in Ireland?" Irish Journal of Sociology 15, no. 2 (December 2006): 86–100. http://dx.doi.org/10.1177/079160350601500206.

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The rapid development of the Irish economy in the 1990s has provided substantial scope and possibilities for radical change. During this period the Irish economy has experienced high growth rates, expanding employment and low levels of unemployment. This paper evaluates the trend in welfare provision and social outcomes for this period. Although the Irish social welfare system has become more generous in the areas of health, education and direct social welfare benefits, it remains closer to a residual than a universal system. We conclude that there is little evidence in the Irish case yet to support any substantive trend toward a more socially equitable system.
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Dissertations / Theses on the topic "Irish education system"

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Hannon, Michael. "Examining shifts in institutional positioning in the evolving Irish higher education system." Thesis, University of Bath, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.725404.

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The thesis investigates a highly interesting, perennial issue in the contemporary development of higher education in times of massification and public sector reform: forces for organisational homogeneity and differentiation in the field, related shifts in organisational positioning of universities and of restructuration in the field. In particular, the thesis investigates higher education in Ireland between 2011 and 2016 and the impact of a national strategy for higher education launched in 2011. A specific focus of the research is on the intention to introduce a new institutional type, Technological Universities, to the field, and the early effects of this innovation upon organisational isomorphism. The emphasis upon the Institutes of Technology (IoTs) and their response to the reform imparts an element of originality to the thesis, and helps it to become a contribution to knowledge. From an organisational theory perspective, DiMaggio and Powell (1983) define organisational isomorphic change as a process of homogenisation, in which organisations operating within the same environment and under similar conditions, come to resemble one another. The study is informed by international examples of restructuring and institutional positioning. The thesis reviews a considerable amount of literature to discuss recent trends in higher education, and to analyse the literature on organisational isomorphism in general and the related literature on diversity and differentiation in higher education in particular. Further, substantial and creative efforts are made to design the empirical investigation including primary data analyses of interviews, the use of quantitative secondary data, and documentary analyses. This study is expected to be of particular interest to government, policy makers, scholars, and institutional leaders in the higher education area.
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O'Shaughnessy, Susan. "Changing professional identities of foreign language lecturers in the Irish higher education system." Thesis, University of Sheffield, 2010. http://etheses.whiterose.ac.uk/14651/.

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In this study I argue that professional identity is changed to a large extent by the effects of time and space on both individuals and groups. By using Bourdieu's key concepts of habitus, capital and field in relation to each other, this smallscale research project into the changing professional identities of German language lecturers in a number of Irish higher education institutions demonstrates how the choices made are influenced by individual and collective history (conceptualised by habitus and capital over time) and the social spaces or institutions within which these agents interact (fields). With the reduction in demand for German over the last decade lecturers have been obliged to refocus on new disciplines and specialisms or, in the case of part-time staff, have had to adapt to moving completely out of the profession. The thesis begins by outlining the background of structural changes that have affected the professional identities of language teachers and academics. It goes on to position the project within a framework provided by Bourdieu' s concepts. As an affected member of this professional group, I use the concept of reflexivity to show how an insider's perspective gives insights into power relations within a higher education institution undergoing constant structural change. The fields of European, national and institutional language policies are analysed and this leads on to a critical engagement with the narratives of a group of 13 German lecturers and former lecturers from one institution who have been obliged to cope with challenges within a specific institutional field and with a professional habitus similar to my own. The conclusion highlights the factors that have affected successful and unsuccessful transitions in professional identity, suggesting that the passage of time and the creation of a unified professional space can support the formation of stable individual and collective identities.
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Meagher, Kieran. "Concepts of art and design education : a study of the changing curriculum with special reference to the Irish education system." Thesis, University of Liverpool, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418587.

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Tobin, Michael. "Future scenarios for institutes of technology in the Irish higher education system : a strategic foresight study." Thesis, University of Sheffield, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557645.

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This thesis is a foresight study of alternative futures for Institutes of Technology within the Irish higher education system. The research focuses on the potential role and functions for the Institute of Technology sector in 2020. A strategic foresight methodology employing scenario design as the theoretical framework is applied. The general goals and contribution of the research are: to present foresight as a strategic methodology; to record developments and present a . snapshot' of the operating environment of the Institutes of Technology, including higher education trends, and agendas to 2010, and subsequently 2020; to present scenario narratives and alternative future paths for the Institutes of Technology to 2020; and, finally, to invite discussion on the future alternatives for the role and functions of the Institutes of Technology. The key purpose is to offer insights that may assist policy makers in choosing appropriate strategies for higher education in Ireland in 2020. The research identifies two significant challenges (critical uncertainties) relevant to the future determination of the role and functions of the Institutes of Technology for 2020, namely the structure of the higher education system and the relevance of teaching and/or research. As a consequence, four alternative scenarios are outlined: Stratocumulus, a dual higher education system consisting of Community Colleges that are aligned with and act as feeder colleges to the traditional research-orientated Universities; Altostratus, a stratified higher education system consisting of National Technological Universities and traditional research Universities; Altocumulus, a binary higher education system consisting of regionally aligned Institutes of Technology and traditional research-orientated Universities; and, Cirrostratus, a unitary higher education system consisting solely of Universities, where a hierarchy based on reputation has emerged in relation to research. Finally, there is a postscript discussion on factors relevant to choosing a particular scenario as a strategic option for higher education in Ireland to 2020.
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Thoma, B. "The Irish and the Japanese apprenticeship systems : a comparative study." Thesis, Liverpool John Moores University, 2016. http://researchonline.ljmu.ac.uk/5247/.

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The benefits of vocational education and, more specifically, the apprentice paradigm for the individual, the employer and for society as a whole have been accepted widely across many nations. These benefits have been delivered through a structured apprenticeship which has persisted for centuries, evolving from the early Guild system of indentured apprenticeship to the modern apprenticeship models operating in Japan and Ireland, on which this study has focused. This research examines the mechanics of the apprenticeship model in Japan and in Ireland, charting and analysing how both systems have evolved and adapted to economic, political and cultural challenges, exploring how both systems have responded in very different ways with some parallel outcomes. The five themes explored in this research emerged from an initial literature review of the topic, these themes are echoed throughout the various chapters to offer a multi-dimensional examination of the apprenticeship model. These themes frame the key areas of investigation explored through interviews which were conducted in both Japan and Ireland. The volume of extant research conducted on apprenticeship in each country was found to be surprisingly low, considering the long tradition of these august systems in both Ireland and Japan. A mix of documentary research and qualitative semi-structured interviews were employed to fully examine the paradigm of apprenticeship from an objective macro policy viewpoint down to the micro level narrative of those who had direct experience with the apprenticeship model. The sample consisted of educators, apprentices, Master crafts people and industry representatives to reflect the variance of views and experience of the actors involved in the delivery of apprenticeship. The main findings of the research demonstrated that the structure of the apprenticeship paradigm was not a formidable, durable, monolith which could weather the unrelenting march of progress through future generations, but, rather, the research revealed a delicate and fragile lacework of stakeholders, each of whom contributed to the overall form and shape of a training system embedded in societies who’s confidence in vocational education has changed quickly and without warning as the winds of fortune and taste have changed. The recommendations outlined offer a potential new model of apprenticeship which reinforces the view that this important form of education requires careful and constant curation through strong stewardship built on uncompromising quality assurance. Apprenticeship can only exist with an active public appreciation of the tangible historical value of past practices which can incubate the development of the highest levels of craft skills that the apprenticeship model can deliver to a nation. In this way the potential economic value of an idealized apprenticeship model can be realized to the benefit of the apprentice, employer and to society for centuries to come.
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Mairs, Matthew. "Parental Participation - The influence of parents within the Swedish and Northern Irish education systems." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45275.

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Books on the topic "Irish education system"

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Walshe, Mary J. Parents in the Irish education system. Dublin: UniversityCollege Dublin, 1996.

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Ireland. Department of Education and Science. Communications Unit. Brief description of the Irish education system. Dublin: Department of Education and Science, 1998.

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Bord na Gaeilge. Coiste Comhairleach Pleanála. Irish and the education system: An analysis of examination results. Dublin: Bord na Gaeilge, 1986.

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Aongusa, Maire Mac. The alienation of travellers from the educational system. [Ireland]: Sociological Association of Ireland, 1990.

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O'Carroll, Margaret. A profile of the psychological and social experiences of students with a disability in the Irish third level education system. Dublin: University College Dublin, 1996.

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Gael-Linn. Irish in the Northern education system: A plan for development = An Ghaeilge i gco ras oideachais an Tuaiscirt : moltai forbartha. [Dublin]: Gael-Linn, 1988.

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Jones, Valerie. A Gaelic experiment: The preparatory system 1926-1961 and Colaiste Moibhi. Dublin: The Woodfield Press, 2006.

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Church of Ireland College of Education., ed. A Gaelic experiment: The preparatory system 1926-1961 and Coláiste Moibhí. Dublin: Woodfield Press, 2006.

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International Symposium on Nursing Use of Computers and Information Science (3rd 1988 Dublin, Ireland). Proceedings of nursing and computers: Third International Symposium on Nursing Use of Computers and Information Science ; hosted by the Irish Nursing Board, Trinity College, Dublin, Ireland, Noel Daly, chief executive ... , Kathryn J. Hannah, director of nursing, research and education ... Edited by Daly Noel, Hannah Kathryn J, and Lochhaas Tom. St. Louis: C. V. Mosby, 1988.

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Akenson, Donald Harman. Irish Education Experiment: The National System of Education in the Nineteenth Century. Taylor & Francis Group, 2012.

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Book chapters on the topic "Irish education system"

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Akenson, Donald H. "The Irish National System as an Educational Surprise." In Routledge Library Editions: Education Mini-Set H History of Education 24 vol set, Vol1:Cover—Vol1:430. London: Routledge, 2021. http://dx.doi.org/10.4324/9780203181119-1.

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Walsh, Tom. "The National System of Education, 1831–2000." In Essays in the History of Irish Education, 7–43. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-51482-0_2.

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Mihovilović, Mary. "Sustaining the System: Non-Catholic Teachers in Catholic Secondary Schools." In Irish and British Reflections on Catholic Education, 93–106. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-9188-4_8.

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Walsh, Brendan. "‘Injurious to the Best Interests of Education’? Teaching and Learning Under the Intermediate Education System, 1878–1922." In Essays in the History of Irish Education, 129–79. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-51482-0_6.

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Walsh, John. "Creating a Modern Educational System? International Influence, Domestic Elites and the Transformation of the Irish Educational Sector, 1950–1975." In Essays in the History of Irish Education, 235–66. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-51482-0_9.

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Darmody, Merike, Emer Smyth, Delma Byrne, and Frances McGinnity. "New School, New System: The Experiences of Immigrant Students in Irish Schools." In International Handbook of Migration, Minorities and Education, 283–99. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1466-3_19.

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Dunne, Julie, Ayesha O’Reilly, Ashley O’Donoghue, and Mary Kinahan. "A Review of Irish National Strategy for Gender Equality in Higher Education 2010–2021." In Women in STEM in Higher Education, 21–49. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1552-9_2.

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AbstractThis chapter provides a narrative of the key policies, initiatives and actions that have transformed both the landscape of gender equality in Higher Education in Ireland, and the role of gender equality in research policy and public engagement in STEM over the last decade. It aims to provide leaders committed to gender equality with examples of good practice within the EU-Irish context. The first part of the chapter focuses on the EU gender equality strategies for Higher Education. It explains the review of gender equality undertaken by the Irish Higher Education Authority (HEA), the significant findings, and the National Gender Action Plan designed to address the issues identified. It contains examples of high-level initiatives implemented to deliver on key actions. These include centres of excellence for Gender Equality, and affirmative actions taken to address imbalance at senior levels in the Irish Higher Education system. It also provides an account of Irish participation in the UK Advance Higher Education (Advance HE) gender supports including the women’s leadership programme ‘Aurora’, and the ‘Athena SWAN’ charter that provides an accreditation framework for auditing, supporting and transforming gender equality in Higher Education Institutions. For context, some examples of implementing these in an Irish Institution are provided. The chapter then reviews the gender equality strategies and policies of the main research funding organisations in Ireland, namely Science Foundation Ireland (SFI), and the Irish Research Council (IRC). It indicates how gender equality manifests in achieving gender balance in the Irish research community; and in funding applications and consequently in research design to embed the gender element. It also provides an overview of recent national studies carried out to analyse the Irish public’s perceptions and awareness of STEM in society, and factors leading to career and study choices by young Irish people. It signposts to the recent actions to address gender equality provided under SFI’s remit for public engagement in STEM.
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Bruen, Jennifer. "The Place of Foreign Languages in the Irish Education System: Towards a More Strategic Approach." In Language Learning in Anglophone Countries, 37–52. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-56654-8_3.

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Ryan-Fogarty, Yvonne, Deirdre O’Carroll, Michael John O’Mahony, and Bernadette O’Regan. "Development of the Green-Campus Programme in Ireland: Ensuring Continuity of Environmental Education and Action for Sustainable Development Throughout the Irish Education System." In World Sustainability Series, 269–84. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32928-4_19.

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"THE IRISH NATIONAL SYSTEM AS AN EDUCATIONAL SURPRISE." In The Irish Education Experiment, 13–28. Routledge, 2012. http://dx.doi.org/10.4324/9780203181379-7.

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Conference papers on the topic "Irish education system"

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Johnson, Kevin, Claire O Donnell, Kathleen Markey, and Brian Lake. "Irish Nursing Students Perceptions of a Technology Enhanced Blended Approach to Teaching and Learning." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3366.

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Health informatics is becoming increasingly important for healthcare professionals and strategies to promote health informatics development are becoming increasingly popular in undergraduate professional programmes. With this in mind, a blended or hybrid learning approach was piloted with an undergraduate BSc nursing module in the university. The aim of this pilot was to design, develop, implement and evaluate the students’ perceived reactions to learning, teaching and assessment incorporating several online components. Blended learning is the combination of multiple approaches to learning such as a combination of technology-based materials and face-to-face sessions used together to deliver instruction. A branded version of Sakai (the university’s Learning Management System [LMS]) was used. The students interacted with the system on a weekly basis and their perceptions were codified with the aid of an online questionnaire based on the preferred COLLES format. Additionally, a touch screen based recording suite was availed of permitting the students to record themselves performing a task and later review the footage. The initial findings appear to provide a positive outlook towards the use of technology within the course and the potential for further expansion in the near future.
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O’Driscoll, Josh. "Re-shaping Irish universities: The application of Self-Determination Theory to an entrepreneurial education policy." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.29.

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“Entrepreneurs are heroes in our society. They fail for the rest of us….. Courage (risk taking) is the highest virtue. We need entrepreneurs.”Nassim Taleb (2018: p36 & p189) – Skin in the Game: Hidden Asymmetries in Daily Life. Drucker (1985) states that entrepreneurship is neither a science nor an art, but a practice. Therefore, this paper works with the assumption that entrepreneurship can be nurtured. The skills and competencies that a deeper learning around entrepreneurship can bring has the potential to make all students more creative individuals. Unfortunately, according to Eurostat (2019), Ireland is one of the worst countries in Europe for start-ups, lagging behind the E.U. average. Additionally, Entrepreneurship Education at School in Europe (2015) found that Ireland was the country with the lowest percentage of young people that have started their own business. Is our education system failing to equip our youth with skills and competences needed for entrepreneurship? If this is the case, Ireland needs to implement a policy that can change this, before Ireland becomes even more dependent on multinational/foreign companies for economic growth and employment. Other countries have shown that learning “for” and “about” entrepreneurship can bring many more benefits than just business formation ideas (Bager, 2011; EU Expert Group, 2008). Even if one does not value entrepreneurship, or has no interest in being an entrepreneur, the skills and competences learned will help every individual, regardless of their career choice. This paper argues that introducing an entrepreneurial education policy in Ireland could reap massive benefits moving forward. This paper aims to carry out three tasks: 1. To outline an entrepreneurial and enterprise education policy that increases students’ autonomy of their own learning experiences. 2. To present a convincing argument of why Ireland should implement this policy moving forward. 3. Recommend plausible and practical actions in order to implement such a policy in Ireland. This paper is structured as follows: the theory section outlines the Self-Determination Theory that serves as the theoretical backbone for this argument. Evidence of Good Practise presents evidence to back up the need for such a policy and possible solutions towards the improvement of entrepreneurship education. This will build on the theory presented in the Method Section. Conclusions summarises the argument presented and highlights future lines of research.
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Hallissey, Helen. "'WHO AM I, MR. STANISLAVSKI?' AN EXPLORATION OF STANISLAVSKI'S 'SYSTEM' OF TRAINING ACTORS IN REALIZING CHARACTERIZATION IN THE 1999 IRISH DRAMA CURRICULUM (PRIMARY LEVEL)." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0394.

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Ambikairajah, E., J. Epps, M. Sheng, E. Jones, and B. Celler. "Signal processing education using a new self-directed learning methodology." In IET Irish Signals and Systems Conference (ISSC 2006). IEE, 2006. http://dx.doi.org/10.1049/cp:20060417.

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Le, Van Tung, and Trung Dung Ngo. "moreBots: System development and integration of an educational and entertainment modular robot." In 2017 IEEE International Symposium on Robotics and Intelligent Sensors (IRIS). IEEE, 2017. http://dx.doi.org/10.1109/iris.2017.8250101.

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Reynolds, G., and A. Th Schwarzbacher. "Reducing IT costs through the design and implementation of a thin client infrastructure in educational environments." In IET Irish Signals and Systems Conference (ISSC 2006). IEE, 2006. http://dx.doi.org/10.1049/cp:20060416.

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McCarthy, K. G. "An Educational Tool for RF LNA Analysis Based on an Implementation of the Smith Chart in Excel." In IET Irish Signals and Systems Conference (ISSC 2012). Institution of Engineering and Technology, 2012. http://dx.doi.org/10.1049/ic.2012.0203.

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Azcona, David, Owen Corrigan, Philip Scanlon, and Alan F. Smeaton. "Innovative Learning Analytics Research at a data-driven HEI." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5245.

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A university campus is comprised of Schools and Faculties attended by students whose primary intention is to learn and ultimately graduate with their desired qualification. From the moment students apply to a university and thereafter gain acceptance and attend the campus they create a unique digital footprint of themselves within the university IT systems. Students’ digital footprints are a source of data that is of interest to groups including teachers, analysts, administrators and policy makers in the education, sociology, and pedagogy domains. Learning analytics can offer tools to mine such data producing actionable knowledge for purposes of improving student retention, curriculum enhancement, student progress and feedback, and administrative evolution. In this paper, we summarise three ongoing Learning Analytics projects from an Irish university, demonstrating the potential that exists to enhance Higher Education pedagogical approaches. First year students often struggle with making the transition into University as they adapt to life and study at a Higher Education Institution. The research projects in the area of Learning Analytics at our institution focus on: improving test performance using analytics from a general-purpose VLE like Moodle, identifying studying groups and the performance peer effect using on-campus geolocation data, and detecting lower-performing or at-risk students on programming modules.
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Timoney, J., S. Brown, V. Lazzarini, and R. Voigt. "An architecture for the Java VST wrapper that supports the implementation of digital sound synthesis algorithms in an educational environment." In IET Irish Signals and Systems Conference (ISSC 2012). Institution of Engineering and Technology, 2012. http://dx.doi.org/10.1049/ic.2012.0182.

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Lucey, Siobhán, Brendan McElroy, and Lauren McInally. "Teaching in the 21st century – Engaging students in active learning using student response systems." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.05.

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The prevalence of student response systems (hereafter SRS) in higher education has grown significantly in the last few years. Student classroom participation and student’s assessment of performance particularly in larger classes, has often been regarded as problematic in pedagogical research (Black and Wiliam, 1998; Fies and Marshall, 2006). Growth in technology, coupled with popularity of handheld devices has led to the development in SRS with the intention of increasing classroom participation and engaging students in the lecture setting (Denker, 2013). Studies identify benefits to students participating in the classroom using SRS including increased student involvement, attendance, learning and engagement (Heaslip et al., 2014; Van Daele et al., 2017). This research seeks to examine the effects of a SRS on student participation and engagement in large undergraduate economics modules at both an Irish and UK university during the academic year of 2018/19. We compare a control period (no SRS in place) with a trial period (SRS in place). The results show that the use of the SRS significantly increased student’s interaction with the lecturer and their ability to perform self-assessment in absolute terms and relative to their peers.
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