Journal articles on the topic 'Irish education system'
To see the other types of publications on this topic, follow the link: Irish education system.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Irish education system.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full text
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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. .
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Rougier, Nathalie. "The hijab in the (denominational) Irish education system – tolerated or accepted?" Education Inquiry 4, no. 1 (March 2013): 149–66. http://dx.doi.org/10.3402/edui.v4i1.22066.
Full text
12
O’Leary, Sarah, and Mary Moloney. "Understanding the Experiences of Young Children on the Autism Spectrum as They Navigate the Irish Early Years’ Education System: Valuing Voices in Child-Centered Narratives." International Journal of Qualitative Methods 19 (January 1, 2020): 160940692091469. http://dx.doi.org/10.1177/1609406920914696.
Full textAbstract:
This article, which focuses upon narrative inquiry as a means of including the voice and experience of children on the autism spectrum, draws upon a doctoral study that explores the experiences of young children as they and their families navigate the Irish Early Years’ Education System (both preschool and primary school). It focuses, in particular, on the need to acknowledge and appreciate the experiences of these children within their homes and educational settings, their immediate microsystem. It also urges an increased awareness of how the development of these children’s voices is heavily impacted by the roles and actions of others. Six parents shared stories of navigating the Irish Early Years’ Education System with their young child on the autism spectrum. Their children’s voices were incorporated into these narratives using visual storytelling methods. This research adopted an ecological or intercontextual interpretive stance, thus providing valuable insight into the coconstructed experiences of those who identify as “different” or “other,” in this instance, young children on the autism spectrum and their families. In terms of the present article, this ecological stance encompasses the central aim of the overarching study; the critical restorying of parents’ lived experiences of navigating the Irish Early Years’ Education System with their child on the autism spectrum which is thus, underpinned by narrative inquiry and voice.
13
Clerkin, Aidan. "Personal development in secondary education: the Irish Transition Year." education policy analysis archives 20 (November 26, 2012): 38. http://dx.doi.org/10.14507/epaa.v20n38.2012.
Full textAbstract:
Secondary education in Ireland includes an optional Transition Year (TY) between the junior and senior examination cycles, when students are typically about 15 years old. Transition Year is an innovative programme, unique to Irish education, which is intended as a non-academic year devoted to personal and social development in the absence of examination pressure. Slightly more than half of the eligible student cohort take part in the programme, with the remainder skipping TY and progressing directly to senior education. Qualitative evidence suggests that TY is generally viewed as a positive experience for students, although competing perspectives regard the programme as a luxury that is no longer worth sustaining. This article discusses the development of the programme and its relevance to the Irish education system, reviews previous and related research, and identifies future directions and areas where further attention is warranted.
14
Morrissey, Seamus. "The Irish Post-Primary Education System – Critical Reflections of Teachers, Education Personnel and Early School Leavers." Literacy Information and Computer Education Journal 3, no. 2 (June 1, 2012): 671–80. http://dx.doi.org/10.20533/licej.2040.2589.2012.0089.
Full text
15
Gotsuliak, Kateryna. "Primary Teachers’ Professional Training in the System of Postgraduate Education in the Light of Differentiating Teaching: Irish Experience." Comparative Professional Pedagogy 5, no. 1 (March 1, 2015): 92–97. http://dx.doi.org/10.1515/rpp-2015-0027.
Full textAbstract:
Abstract Different information sources, namely National Strategy for Higher Education to 2030 (Ireland), Introduction to Primary School Curriculum (1999), (Ireland), Primary Professional Development Service - Differentiation in Action, Ireland’s official postgraduate study website, the Strategic Plan 2012-2016 of Mary Immaculate College, Limerick University), have been studied. The mission of primary education in the light of differentiating teaching has been indicated. Main aspects of differentiating teaching have been highlighted. The correspondence between differentiating teaching foundations and primary school curriculum has been proved. Irish experience in professional training of future primary teachers in the system of postgraduate education in the light of differentiating teaching has been analyzed. Due to theoretical analysis of Professional Master of Education (Primary Teaching) (PME) postgraduate course’s aims the priority tasks of future primary teachers have been defined. Peculiarities of the postgraduate course of the Professional Master of Education (Primary Teaching) at Mary Immaculate College, University of Limerick have been justified. Positive aspects of Irish experience in postgraduate education system, in particular professional training of primary teachers, have been defined. Perspectives for the Ukrainian postgraduate system as for professional training of primary teachers have been outlined.
16
Trobitsch, Julie. "Culture in the French Foreign Language Classroom." TEANGA, the Journal of the Irish Association for Applied Linguistics 29 (September 20, 2022): 39–79. http://dx.doi.org/10.35903/teanga.v29i.2212.
Full textAbstract:
In recent years, our globalised world has put the emphasis on improving foreign language learning to make Irish graduates more employable and to make Irish workplaces more welcoming to workers from abroad. However, the achievement of these objectives poses a number of challenges for the Irish education system. In 2022, five years after the publication of Languages Connect: Ireland’s Strategy for Foreign Languages in Education 2017-2026 by the Department of Education and Skills (DES), these challenges have not yet been met. The Institute for Management Development Word Talent Ranking (2021) placed Ireland 37th (out of 64 countries) in relation to foreign language abilities. The uptake of foreign languages at third-level education in Ireland is also low, dropping from a 70% uptake in second-level education to 4% in third-level education (DES, 2017, p.16). In order to gain insights into the place of foreign languages in education in Ireland, this study investigates the place of culture in the French language secondary school Senior Cycle curriculum based on an analysis of selected textbooks, interviews with teachers of French and a survey of pupils studying French at secondary school in Ireland.
17
Corcoran, Santhi. "Exodus, Exile and Resettlement: Displaced children and families in Ireland and the challenges for state and Educational facil." Bibliotekarz Podlaski Ogólnopolskie Naukowe Pismo Bibliotekoznawcze i Bibliologiczne 47, no. 2 (July 10, 2020): 55–80. http://dx.doi.org/10.36770/bp.470.
Full textAbstract:
Where oppression, denial of culture, faith, identity, and language have been a significant part of a group’s collective history, strong nationalistic and ethnocentric tendencies develop to protect and reinforce a threatened and diminishing sense of self. Within such a context, policies and practices in schools and state towards newcomers may be problematic. The preferred position in government policies would be for assimilation into the host culture and adoption of its values, but this approach diminishes the values and culture of newcomers and undermines the processes of integration. This approach does not promote an environment where debate on inclusion, equality and identity can create a positive understanding of migration and diversity. Ireland, as part of the global world, will continue to receive new communities, and migration from both Europe and further afield. Therefore, education personnel at all levels need to be trained, inspired and competent when working with diversity. The approach of schools towards diversity and the experience of immigrants can provide a key understanding of inclusion and exclusion in Irish society. These can range from communication difficulties, to cultural practices and beliefs, racism experienced, isolation, and the hopes as well as aspirations of families and young people. This paper explores, in the context of social justice and equality, issues of identity, needs, education, multiculturalism, acceptance and belonging for newcomers to Irish society, and the Irish education system’s preparedness in supporting their children. It offers an overview of the Irish education system in terms of new arrivals, with a focus on challenges and implications for school systems.
18
Lysenko, O. A., T. M. Serhiienko, and Yu I. Denysiuk. "Training of teachers in the Irish language in teacher education system of Ireland." Science and Education a New Dimension VIII(229), no. 93 (May 25, 2020): 29–32. http://dx.doi.org/10.31174/send-pp2020-228viii92-07.
Full text
19
Lysenko, O. A., T. M. Serhiienko, and Yu I. Denysiuk. "Training of teachers in the Irish language in teacher education system of Ireland." Science and Education a New Dimension VIII(219), no. 93 (May 25, 2020): 29–32. http://dx.doi.org/10.31174/send-pp2020-229viii93-07.
Full text
20
Hogan, Claire. "Accommodating Islam in the Denominational Irish Education System: Religious Freedom and Education in the Republic of Ireland." Journal of Muslim Minority Affairs 31, no. 4 (December 2011): 554–73. http://dx.doi.org/10.1080/13602004.2011.630862.
Full text
21
Murphy, Timothy. "Maxine Greene and the democratic project in education: signposts for the Irish educational system." Irish Educational Studies 24, no. 1 (March 2005): 55–64. http://dx.doi.org/10.1080/03323310500184467.
Full text
22
Hyland, Aine. "The process of curriculum change in the Irish national school system, 1868 to 1986." Irish Educational Studies 6, no. 2 (January 1986): 17–38. http://dx.doi.org/10.1080/0332331860060205.
Full text
23
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.
Full textAbstract:
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.
24
Kim, Ee-gyeong, and Ji-hye Kim. "The Restructuring of Elementary and Secondary Teacher Education System: An Analysis of Irish Case." Korean Comparative Education Society 26, no. 4 (September 26, 2016): 81–103. http://dx.doi.org/10.20306/kces.2016.26.4.81.
Full text
25
Skerritt, Craig. "Irish migrant teachers’ experiences and perceptions of autonomy and accountability in the English education system." Research Papers in Education 34, no. 5 (July 9, 2018): 569–96. http://dx.doi.org/10.1080/02671522.2018.1493741.
Full text
26
Skerritt, Craig. "The code for success? Using a Bernsteinian perspective on sociolinguistics to accentuate working-class students’ underachievement in the Republic of Ireland." Irish Journal of Sociology 25, no. 3 (August 11, 2017): 274–96. http://dx.doi.org/10.1177/0791603517724969.
Full textAbstract:
Educational disadvantage has been a long-standing issue in Ireland, and since the 2006/07 academic year, schools recognised as serving disadvantaged areas receive DEIS (Delivering Equality of Opportunity in Schools) status and subsequent additional funding, resources, and staffing allocations. Studies on DEIS schools usually report the traditional challenges associated with the lower classes when identifying problems schools face: unemployment in the community, a lack of parental interest, involvement and support, absenteeism, behavioural and emotional difficulties, dysfunction among students’ families, etc. while the theme of sociolinguistics and the linguistic repertoire of working class students receives little to no attention. Drawing on Basil Bernstein’s theory of code, this paper outlines the discontinuities that exist between the language of working-class children and the language of the school as a formal institution, which is a salient issue in the context of the Irish education system as it is particularly focused around strong linguistic skills at the expense of other forms of intelligence. This paper therefore highlights the role sociolinguistics play in hindering the academic attainment of working-class students in Irish schools, and explains why this theme has not traditionally surfaced as a detrimental factor in Irish education.
27
O'Donoghue, Tom, Jim Gleeson, and Orla McCormack. "National newspaper-reporting on state examinations: An historical exposition of the exceptional case of the Irish Leaving Certificate." Encounters in Theory and History of Education 18 (December 2, 2017): 134–49. http://dx.doi.org/10.24908/eoe-ese-rse.v18i0.6426.
Full textAbstract:
During a post-independence phase (1922-mid-sixties), Irish secondary schooling was characterised by low participation rates, elitism, and careerist perceptions of students. Phase two (1967-mid 1980s) saw participation rates expand dramatically as Ireland became more open and industrialised, and policymakers focused on relationships between education, human capital and economic development. During this phase, the Irish Times began to include careers and examinations information. With school completion rates continuing to increase from the mid-1980s (phase three), the two main daily newspapers realised that the growing need for information about access to an increasingly complex and highly-prized higher education system, which was dependent on academic achievement, afforded an opportunity to boost sales and advertising. In response, examinations’ coverage reached a level recently described as ‘exceptional by a team of researchers from the Oxford University Centre for Educational Assessment and Queen’s University Belfast.
28
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.
Full textAbstract:
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.
29
Đuričić, Svetlana. "Release on parole: Aspects of criminal law and procedure." Glasnik Advokatske komore Vojvodine 93, no. 1 (2021): 234–43. http://dx.doi.org/10.5937/gakv93-25550.
Full textAbstract:
Release on parole dates back to the middle of the 19th century and has roots in the progressive and Irish systems for executing punishment regarding persons deprived of liberty. Namely, the third phase in the execution of the sanction of imprisonment in the progressive system is called - release on parole, while it was the fourth phase in the Irish system. The Irish system for executing imprisonment was accepted in a large number of countries, including pre-war Yugoslavia. Modelled on this system, several prisons were created in Yugoslavia - in Zenica, Sremska Mitrovica, and Lepoglava. The purpose of release on parole is for the convicted person to behave properly while serving the imprisonment sentence, fulfil their work obligations, and not commit another criminal act for the duration of the sentence, all with the goal of re-socialization. Consequently, expanding the prohibition on the release on parole for certain criminal offences is contrary to the primary purpose of punishment as prescribed by art. 42, para. 1, point 1 of the Criminal Code; which is preventing the perpetrator from committing criminal acts and influencing them to not commit criminal acts in the future. Sentencing and executing sanctions must not be in retaliation for the acts committed, as it would be aligned with the theory of intimidation by punishment which has long since been abandoned; at present, the modern theory on the purpose of sanctions is widely represented, the theory of re-socialization, which has the individualization of the punishment of deprivation of liberty at the forefront, and that individualization is important to the re-education of the convicted person.
30
O’Donoghue, Grainne, Caitriona Cunningham, Melvina King, Chantel O’Keefe, Andrew Rofaeil, and Sinead McMahon. "A qualitative exploration of obesity bias and stigma in Irish healthcare; the patients’ voice." PLOS ONE 16, no. 11 (November 29, 2021): e0260075. http://dx.doi.org/10.1371/journal.pone.0260075.
Full textAbstract:
Background Current data indicates 70% of adults with obesity report experiencing bias and stigmatisation when engaging with healthcare. Most studies to date, have focused on weight bias from a healthcare professional’s perspective. Few have explored weight bias from the perspective of the individual living with obesity and no study has conducted this research in the Irish context. Aims This study explored, the lived-in experience of individuals afflicted with obesity, when interacting with the Irish healthcare system. It examined whether participants encountered weight bias and stigma, if so, how it may have impacted them and gathered their suggestions on how it could be best addressed. Methods Employing a phenomenological approach, purposive sampling and semi-structured interviews were conducted with 15 individuals living with class II (BMI 35.0–39.9) or III obesity (BMI ≥40kg/m2) who reported regular and consistent engagement with the Irish healthcare system. Predominant emergent themes were categorised using the interview domains; (1) experiences of obesity bias and stigma, (2) impact of this bias and stigma and (3) suggested avenues to reduce bias and stigma. Findings Participants reported experiencing high levels of weight bias and stigmatisation. Relating to experiences, three themes were identified; interpersonal communication, focus of care and physical environment. In terms of its impact, there were two emergent themes; negativity towards future healthcare and escalation of unhealthy behaviours. Suggested avenues to eliminate bias and stigma included the introduction of a timely and clear clinical pathway for obesity management and a focus on HCPs education in relation to obesity causes and complexity. Conclusions Outside of specialist obesity tertiary care, weight bias and stigmatisation is commonly reported in the Irish healthcare system. It is a significant issue for those living with obesity, detrimental to their physiological and psychological health. A concerted effort by HCPs across clinical, research and educational levels is required to alleviate its harmful effects.
31
RYABOKON, A. "THE RESEARCH METHODOLOGICAL APPROACHES OF THE PROBLEM OF THE HIBERNOROMAN TRADITIONS DEVELOPMENT IN THE MEDIEVAL EUROPEAN EDUCATION SYSTEM." Pedagogical Sciences, no. 77 (August 28, 2021): 77–82. http://dx.doi.org/10.33989/2524-2474.2021.77.239301.
Full textAbstract:
In the process of scientific research the methodological tools of research of development of Roman-Irish traditions in the European system of education of the Middle Ages in unity of historical-pedagogical, biographical, anthropological, axiological, adaptive, ethnofunctional, microstructural, integral, quantitative, qualitative (qualitative), multiple structural-functional, hermeneutic, culturological approaches.Thanks to the application of a historical-pedagogical approach it was determined how Alcuin of York transmitted the experience of Irish monastic schools in the Charlemagne’s Empire, and later how Pierre Abelard used the Alcuin’s experience in shaping the Parisian educational system.The biographical approach allowed revealing the mental model of a particular figure behavior of the Carolingian Renaissance or a university professor, his contribution to European medieval culture. An anthropological approach was used to elucidate the innovations that Alcuin of York introduced into the school monastic system at times of the Carolingian Renaissance and to comprehend school reform the Charlemagne’s Empire.The axiological approach was used in the study of the Alcuin of York students’ epistolary heritage, the descendants of his scholarly school tradition.The application of the adaptive approach allowed identifying the specifics of evolutionary values in the learning process, the gradual reassessment of values, adaptation to the dynamically changing conditions of knowledge transfer in schools and universities of the early and classical Middle Ages.Applying an ethno-functional approach reveals how students perceived learning in unified Latin and whether they had a desire to communicate with each other in the language of their country and their own ancestors.Through the application of the microstructural approach, the patterns of perception and memorization of information, the performance of complex mathematical and logical operations in solving a mathematical problem, methods of mechanical reproduction and the ability to think logically were established.A holistic approach has confirmed the opinion of previous researchers that the “Carolingian tradition”, based on the Roman-Irish scientific heritage, became the “foundation” for a European university, because what remained in mainland Europe after the destruction of the Ostrogothic kingdom and the Arab conquest was not enough. The quantitative approach use enabled clarifying the accessibility and consistency of tasks in Alcuin York’s teaching system and his followers, as well as the relationship between faith and the value of knowledge.The qualitative approach use allowed identifying those components that have been traced for several centuries after the Carolingian Renaissance, including the system of encouragement and punishment, the method of syllogism, and recognition of the quadrivium complexity before the trivium, etc.Given that the educational system of Alcuin of York and his university successors provided for the consideration of each phenomenon outside of any one discipline, it was advisable to use a multidisciplinary (trans-disciplinary) approach. Due to the use of structural-functional approach in it was analyzed the university-school education system in all its components (purpose, content, means, as well as process, structure, connections, functions) and identified what was common, different, or special in it.The hermeneutic approach use allowed identifying the foundations of the Hiberno-Roman scientific tradition in the university-school system of the Middle Ages, helped to highly appreciate it.The culturological approach presupposed the identification of the conditions for human self-determination, self-creation and self-realization in the culture, education, upbringing and “scientific tradition” of the outlined epoch.
32
Magette, William L., and Mark G. Richardson. "Application of Bologna cycle programme structures and the European credit transfer system to Irish civil engineering programmes." European Journal of Engineering Education 45, no. 5 (March 30, 2020): 794–808. http://dx.doi.org/10.1080/03043797.2020.1747399.
Full text
33
Mc Ginley, Hannagh, and Elaine Keane. "“The School for the Travellers and the Blacks”: Student and Teacher Perspectives on “Choosing” a Post-Primary School with a High Concentration of Disadvantage." Education Sciences 11, no. 12 (November 30, 2021): 777. http://dx.doi.org/10.3390/educsci11120777.
Full textAbstract:
Since the formation of the Irish State, the participation and attainment in education of members of the Irish Traveller community have been low. In terms of school-related factors, research points to Travellers perceiving the curriculum as irrelevant, experiencing problematic relationships with peers and teachers, a strong sense of not belonging, and low teacher expectations. This paper draws on the findings of a wider study which explored how an intercultural approach to education was conceptualised and enacted, with particular reference to Travellers, in one urban DEIS (disadvantaged) post-primary school in the West of Ireland (St. Greg’s) with a highly diverse student population. Located in the interpretivist/constructivist paradigm, and informed by critical race theory, an in-depth qualitative case study research design was employed. Data collection involved twenty-eight semi-structured interviews with teacher and student participants, including Traveller and “other” minority ethnic students, as well as White settled Irish students. Data analysis involved several coding stages, and the development of categories. In this paper, we examine one of the categories, the participants’ perceptions of the school as being a school “for the Travellers and the Blacks” and its “reputation” in this regard, as well as the factors impacting the “choice” of the school by different groups of students. Both teacher and student participants were aware of the school’s negative reputation and how this was associated with the socio-demographic composition of its student population. Regarded as the school “for the Travellers and the Blacks”, it was seen as a “tough” school and one in which academic expectations were low. Choosing St. Greg’s was perceived as being related to having a family history of attending the school, not being able to access other schools, and the school providing supports and “freebies”. The findings are discussed in the context of previous research, focusing in particular on critical issues of school socio-demographics, reputation, and choice. The paper concludes with observations about the problematic nature of Ireland’s increasingly segregated schooling system and recommendations about how the education system might better work to include and support Traveller and other minority ethnic students in post-primary education.
34
Dháibhéid, Caoimhe Nic, Shahmima Akhtar, Dónal Hassett, Kevin Kenny, Laura McAtackney, Ian McBride, Timothy G. McMahon, and Jane Ohlmeyer. "Round table: Decolonising Irish history? Possibilities, challenges, practices." Irish Historical Studies 45, no. 168 (November 2021): 303–32. http://dx.doi.org/10.1017/ihs.2021.57.
Full textAbstract:
AbstractThe nature of Ireland's place within the British Empire continues to attract significant public and scholarly attention. While historians of Ireland have long accepted the complexity of Ireland's imperial past as both colonised and coloniser, the broader public debate has grown more heated in recent months, buffeted by Brexit, the Decade of Centenaries and global events. At the same time, the imperatives of social movements such as Black Lives Matter and Decolonising the Curriculum have asked us to reflect on the assumptions, hierarchies and norms underpinning the structures of society, including the production of knowledge and the higher education system. This round table brings together scholars from diverse disciplinary and methodological backgrounds to examine the prospects, possibilities and challenges of what decolonising Irish history might mean for our field. It sets these discussions within broader frameworks, considering both the relationship of Irish historical writing to postcolonial theory and the developments in the latter field in the last twenty years. It also reflects on the sociology of our discipline and makes suggestions for future research agendas.
35
Griffin, Sean. "Archbishop Murray of Dublin and the Episcopal Clash on the Inter-Denominational School Scripture Lessons Controversy, 1835–1841." Recusant History 22, no. 3 (May 1995): 370–408. http://dx.doi.org/10.1017/s0034193200001977.
Full textAbstract:
In September 1831, the newly elected liberal Whig government under Earl Grey introduced an experiment of national education in Ireland aimed at uniting Catholics and Protestants in one general system. Schools were officially non-denominational but provision was made for separate religious instruction at designated times under the superintendence of the respective churches. It was a response to ten years of intensive lobbying by the Irish Catholic Church, and over twenty years of public and parliamentary debate, seeking a school system supported by State funds which would explicitly prohibit interference with the religious convictions of children.
36
Kieran, Patricia M., and Aiveen Mullally. "Blending Catholicism with Chi, Chakras and Crystals." Ecclesial Practices 9, no. 1 (July 4, 2022): 47–68. http://dx.doi.org/10.1163/22144471-bja10037.
Full textAbstract:
Abstract This article presents the findings of a two-year research project investigating four hundred third-level Initial Teacher Education (ite) students’ perceptions of the religiously unaffiliated in Ireland. The research was undertaken in two Third Level Catholic colleges of education in the Republic of Ireland (roi). A brief overview of some contemporary cultural, educational and ecclesial factors impacting on participants’ lived experiences and perceptions of Catholicism is provided. Irish society is changing rapidly and the religiously unaffiliated are the fastest growing belief group in the 2016 Census (cso 2016). A major part of the research focuses on the religious or belief affiliation of the sample group. It explores how participants’ personal religious and convictional perspectives impact on their own lives as well as their understandings of their future professional roles as educators in Ireland’s primary school system. Drawing on the research survey and interview data the article explores participants’ belief fluidity which blends belief in Roman Catholicism with belief in crystals, chakras, reincarnation, gods, and magic among others. The researchers analyses what these findings might reveal about lived Catholicism in the contemporary Irish context.
37
O'Donoghue, Thomas A. "The attempt by tee department of defence to introduce the Sokol system of physical education into Irish schools in the 1930s." Irish Educational Studies 5, no. 2 (January 1985): 329–42. http://dx.doi.org/10.1080/0332331850050220.
Full text
38
Kim, Jinsook, and Hyeyeong Ji. "Exploring the Characteristics and Implications of the New Curriculum Framework for junior cycle in Ireland." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 19 (October 15, 2022): 487–502. http://dx.doi.org/10.22251/jlcci.2022.22.19.487.
Full textAbstract:
Objectives The purposes of this study were to analyze the Irish new Junior Cycle Curriculum and draw the issues and implications. Methods For the study, collected documents related to Irish Junior Cycle curriculum development and operation published by the Irish Ministry of Education and the National Curriculum Evaluation Institute. This study derived implications by analyzing the characteristics of the educational system, curriculum goals, schedule, composition method, principles of curriculum guidelines and curriculum contents. Results The new junior cycle curriculum had set out 8 principles, 8 key skills and twenty-four statements of learning for the junior cycle. It comprises subjects, short courses and priority learning units(PLUs). Schools have the flexibility to decide what combination of subjects and short courses could be. The Junior Certificate examination is being replaced by a new school-based model of assessment. Conclusions Recommendations are as follows: First, continuity, sequence and interrelationship in developing and implementing the curriculum especially among subjects is very crucial. Second, the relevance of key skills in every subject should be examined. Third, new subject area ‘short courses’ has special meaning for future. As in Ireland junior cycle framework, greater choice for schools and their students could be with the third area, ‘short courses’.
39
Byrne, Delma, and Selina McCoy. "Effectively Maintained Inequality in Educational Transitions in the Republic of Ireland." American Behavioral Scientist 61, no. 1 (January 2017): 49–73. http://dx.doi.org/10.1177/0002764216682991.
Full textAbstract:
While it is well established that the structure and organization of the education system affects youth transitions, less attention has been paid to the study of qualitative distinctions at the same level of education over time in the Irish context. Using data from the School Leavers’ Survey over the period 1980-2006, this paper considers the hypothesis of effectively maintained inequality in the case of the Republic of Ireland. The data capture young people’s transitions during three distinct and remarkable macro-economic fluctuations, and makes a particularly interesting test case for EMI. Over the cohorts under investigation, Ireland had changed from a recessionary economic climate and prolonged economic stagnation for much of the 1980s to a booming economy by the middle of the mid-2000s and one of the most dynamic economies in the world during the “Celtic Tiger” period. The patterns of social-class inequality over a 30-year paper reported in this article suggest that qualitative differences at the same level of inequality represent a persistent barrier to greater equality in the Irish context. Specifically, we find three notable patterns to support the hypothesis of EMI with regard to tracking decisions taken in the transition from lower secondary to upper secondary, subject-level differentiation in the upper secondary mathematics curriculum, and access to university higher education.
40
Dowling, Teresa. "Inequalities in Preparation for University Entrance: An Examination of the Educational Histories of Entrants to University College, Cork." Irish Journal of Sociology 1, no. 1 (May 1991): 18–30. http://dx.doi.org/10.1177/079160359100100102.
Full textAbstract:
Because of differences between and within second-level schools in the length of the curriculum offered to pupils, and because of the differing usage of extra tutoring outside of schools by pupils themselves, entrants to universities show considerable diversity in the quantity of second-level schooling they have received. This paper analyses first-year students in University College, Cork, in 1989 to examine this diversity and its links with social class and with patterns of faculty enrolment within the university. It concludes that inequalities in the quantity of second-level schooling received parallel other inequalities in the Irish education system and so intensify the inegalitarian nature of that system.
41
Liddy, Mags. "Practising postcolonial pedagogies in higher education teaching and research." Journal of University Teaching and Learning Practice 18, no. 3 (July 1, 2021): 150–63. http://dx.doi.org/10.53761/1.18.3.11.
Full textAbstract:
Teaching about global development challenges is a complex and demanding process both for students and teachers. In this article, I examine the potential of postcolonial pedagogies in facilitating the process of learning to unlearn and in developing learners’ agency in reading the world. I focus on two teaching encounters to examine the potential of postcolonial pedagogies; one is a Sustainable Development module, part of a degree programme in formal higher education and the second teaching encounter are preparatory sessions for overseas volunteers.This paper examines the process and implications of utilising postcolonial pedagogies in these settings and is written from my perspective as a self-reflexive teacher and researcher. This form of teaching and learning raises three particular tensions for me: structural concerns in the Irish education system, pedagogical questions as well as personal implications for me as a teacher and my knowledge base. This article concludes with a summary of these identified tensions, outlining continuing questions rather than presenting solutions. Teaching about global development challenges is difficult, challenging and emotional work, demanding vigilance and reflexivity by the teacher.
42
O’Flaherty, Eamon. "Ecclesiastical politics and the dismantling of the penal laws in Ireland, 1774–82." Irish Historical Studies 26, no. 101 (May 1988): 33–50. http://dx.doi.org/10.1017/s0021121400009433.
Full textAbstract:
The repeal of much of the penal code in the final decades of the eighteenth century has often been seen as falling neatly into two phases — an initial series of moderate relief acts between 1774 and 1782 and a more radical and controversial phase in the 1790s, halted by the failure of Fitzwilliam’s attempt at a fundamental restructuring of the Irish system of government in 1795. The cautious and limited relief measures of the earlier phase of legislation possess a beguiling symmetry and simplicity when seen as finished pieces of legislation forming part of a series. The provision of an oath of loyalty designed for catholics in 1774 and the removal of the most restrictive parts of the laws preventing catholics from acquiring landed property in 1778 were complemented by the removal, in 1782, of most of the laws restricting catholic worship, education and the clergy. It is easy to establish a division between the removal of obsolete and almost unenforceable economic and religious restrictions in the first phase of relief and the much wider issues involved in challenging the exclusion of catholics from the legal profession, the army, the university, corporations, the franchise and parliament. Yet it would be a mistake to see the first phase of catholic relief as in any way inevitable in the period 1774–82. It is often argued — with considerable justice — that the Irish government’s conversion to catholic relief in the late 1770s was a direct result of decisions taken in Great Britain to reward and encourage the loyalty of English catholics at a time of crisis. An examination of the domestic politics surrounding the relief acts passed between 1774 and 1782 modifies this view considerably. Although the Irish government was decisively influenced by policies formed in London during the first phase of relief legislation, this was not true of the Irish parliament. Irish perspectives on the place of catholics in the state and on the extent of relief were very different from the British government’s viewpoint. This disparity had a considerable effect on the shape of the legislation which finally emerged, and even more on the proposals drawn up by Irish members of parliament actively involved in drafting the legislation affecting catholics.
43
Bailey, Susan. "From invisibility to visibility: a policy archaeology of the introduction of anti-transphobic and anti-homophobic bullying guidelines into the Irish primary education system." Irish Educational Studies 36, no. 1 (October 31, 2016): 25–42. http://dx.doi.org/10.1080/03323315.2016.1243066.
Full text
44
Cognard, Gaëtan. "The rainbow shamrock." Hungarian Educational Research Journal 12, no. 1 (March 24, 2022): 52–64. http://dx.doi.org/10.1556/063.2021.00087.
Full textAbstract:
Abstract This article focuses on article 28 (right to education), article 29 (goals of education) and article 30 (children from minority or indigenous groups) of the United Nations Convention on the Rights of the Child (UNCRC) and their implementation in the several national policies of Western Europe, especially the UK and Ireland, and to a lesser extent, France. The present research looked more particularly into the situation of children from two communities: Gypsy, Roma and Travellers (referred to as GRT) and Irish Travellers. Although they are from different backgrounds, the analysis proved relevant because of the bridges that exist between their cultures and lifestyles, and because of their minority status within larger dominant communities, placing their children in the frontline of the UNCRC battle. The text of the UNCRC itself was a starting point. The research was mainly based on a series of reports from governments, from organizations such as the Traveller Movement, on articles from newspapers, and testimonies from GRT children and Irish Travellers. The results showed that the implementation of articles 28 to 30 of the UNCRC was being by and large slowly carried out by the countries under study. Yet, national disparities were evident. Also, their national policies revealed different contexts. Ireland seemed to be paving the way for the inclusion of minorities within the educational system.
45
Hogan, Pádraig, and Mykhailo Boichenko. "Education as a calling and way of life: Interview with Doctor Pádraig Hogan. October 19 – December 17, 2021." Filosofiya osvity. Philosophy of Education 27, no. 2 (March 2, 2022): 257–65. http://dx.doi.org/10.31874/2309-1606-2021-27-2-15.
Full textAbstract:
This paper presents an interview with Pádraig Hogan – a prominent Irish educator and researcher in the field of pedagogy, well-known in the European Union and beyond it. This interview is an echo of discussions at an International Conference – The 9th Congress of the Philosophy of Education Society of Poland “Education and the State” on September 24-26 2001 in Krakow, organized by the Institute of Pedagogy at the Jagiellonian University, the B. F. Trentowsky Society of Philosophical Pedagogy, the Polish Philosophical Society and other authorities. Pádraig Hogan opened this Congress with a report “Uncovering Education as a Practice in its Own Right”. Pádraig Hogan is a Professor-Emeritus of the National University of Ireland Maynooth. He has a keen research interest in the quality of educational experience and in what makes learning environments conducive to fruitful learning. Now he is an active participant in several international scientific-educational researches. For a long period (from 2003) he was leader of the research and development programme ‘Teaching and Learning for the 21st Century’ (TL21), a schools-university initiative. His books include The Custody and Courtship of Experience: Western Education in Philosophical Perspective (1995); The New Significance of Learning: Imagination’s Heartwork (2010); Towards a better Future: A Review of the Irish School System (co-authored with J. Coolahan, S. Drudy, Á. Hyland and S. McGuinness, 2017). To date he has published over 130 research items, including books, journal articles, book chapters and commissioned pieces. This interview give answers on the questions about topicality of personal education, issues of educational experience, cognitive and emotional aspects of the communication of teacher and students, perspectives and limits of educational hermeneutics and the best maintenance of educational traditions.
46
Share, Michelle, and Ciara O'Farrell. "Can you teach an old dog new tricks? Institution-wide pedagogical reform at an elite university in Ireland." Student Success 8, no. 2 (July 25, 2017): 87–93. http://dx.doi.org/10.5204/ssj.v8i2.384.
Full textAbstract:
Institution-wide pedagogical reforms are common across higher education institutions. Such reforms may be driven by rationalisation as well as recognition of the need to provide students with interdisciplinary learning experiences that equip them with the “social and analytic competencies needed in contemporary careers outside the academy” (British Academy, 2016, p.5). This paper reports on an institution-wide pedagogical reform initiative, the Trinity Education Project (TEP), at Trinity College Dublin, an elite and ancient Irish university. We describe the development of the TEP and the implementation of its Assessment Framework, which aims to bring diversity into teaching, learning and assessment through the assessment of graduate attributes in a system strongly focused on assessment of learning, examinations and lectures. Reflections on challenges are presented. Discussion centres on the extent to which it is possible, and the best approach, to achieve consensus in an educational system where autonomous disciplinary structures and traditions prevail.
47
Ó Duibhir, Pádraig, and Laoise Ní Thuairisg. "Cur siar mhúineadh an Bhéarla i mbunscoileanna Gaeltachta: más mall is mithid." TEANGA, the Journal of the Irish Association for Applied Linguistics 10 (March 6, 2019): 228–42. http://dx.doi.org/10.35903/teanga.v10i0.80.
Full textAbstract:
Bhí iliomad coiste, comhairle, agus coimisiúin a rinne iniúchadh ar an gcóras oideachais Gaeltachta i gcaitheamh na mblianta ó 1926 i leith. Tugadh neamhaird den chuid is mó ar mholtaí na dtuarascálacha éagsúla go dtí gur foilsíodh Curaclam Teanga na Bunscoile (An Chomhairle Náisiúnta Curaclaim agus Measúnachta, 2015) agus an Polasaí don Oideachas Gaeltachta (An Roinn Oideachais agus Scileanna, 2016). Ceadaítear tréimhse tumadh iomlán sa Ghaeilge den chéad uair de réir na moltaí sna cáipéisí sin. Ardaíonn sé seo ceisteanna do scoileanna Gaeltachta maidir le riachtanais oideachais teanga cainteoirí óga Gaeilge na Gaeltachta. Ar chóir múineadh an Bhéarla a thosú go luath do na cainteoirí seo ag aithint go maireann siad i ndomhan ina bhfuil an Béarla ceannasach? Déantar cur síos san alt seo ar an iniúchadh a rinneadh ar na moltaí éagsúla a rinneadh maidir leis an oideachas Gaeltachta agus ar an litríocht ábhartha le fáil amach an bhfuil bonn láidir oideachasúil faoin bpolasaí seo. Mhaígh Ó Duibhir agus Cummins (2012) go n-aistríonn scileanna áirithe teanga, ar nós scileanna litearthachta, ó theanga amháin go teanga eile. Más fíor sin, d’fhéadfaí a mhaíomh gur cuma cé acu teanga go dtéitear i ngleic léi ar dtús mar go n-aistreofar na scileanna ó theanga amháin go dtí an ceann eile. Léiríonn taighde eile le páistí Gaeltachta (7-12 bliain d’aois) ar chainteoirí dúchais iad, go bhfuil stór focal níos fairsinge acu sa Bhéarla ná mar atá sa Ghaeilge (Péterváry, Ó Curnáin, Ó Giollagáin, & Sheahan, 2014). B’fhéidir gur fianaise í seo go bhfuil sealbhú neamhiomlán i gceist do na páistí seo agus go rachadh sé chun sochair dóibh múineadh an Bhéarla a chur siar chun breis ama a thabhairt dóibh bonn níos seasmhaí a chur faoina gcumas Gaeilge.
Numerous committees, advisory bodies and commissions have investigated the Gaeltacht education system over the years since 1926. The recommendations of the resulting reports were on the whole ignored until the publication of the Primary Language Curriculum (National Council for Curriculum and Assessment, 2015) and the Policy for Gaeltacht Education (Department of Education and Skills, 2016). According to the recommendations in these documents, a total immersion period in Irish is permitted for the first time. This raises questions for Gaeltacht schools about the language education needs of young Irish speakers in their schools. Should the teaching of English commence early for these speakers recognising that they live in an English dominated world? In this paper, we describe an investigation of the various recommendations that were made about Gaeltacht education and the relevant literature to examine whether there is a strong educational rationale underlying this policy. Ó Duibhir and Cummins (2012) claimed that some linguistic skills, such as literacy skills, transferred from one language to another. If this is the case, it could be claimed that it does not matter which language is encountered first as the skills will transfer from one language to the other. Research by Péterváry, Ó Curnáin, Ó Giollagáin, & Sheahan (2014) involving native Irish-speaking Gaeltacht children (7-12 years) found that the children had a larger vocabulary in English than in Irish. This may be evidence that those children are experiencing incomplete acquisition and that they might benefit from a delay in the introduction of English in order to give them extra time to lay a firmer foundation for their ability in Irish.
48
McBrierty, Vincent. "The University at Work." Industry and Higher Education 8, no. 4 (December 1994): 208–14. http://dx.doi.org/10.1177/095042229400800403.
Full textAbstract:
The Green Paper ‘Education for a Changing World’ makes far-reaching proposals on the future of Irish education. Sweeping changes are envisaged at the third level, where demand for places continues to rise sharply. A new unit cost funding mechanism has been introduced, ostensibly to achieve improved cost-efficiency and transparency in the disbursement of public funds. The efficacy of the system relies on the identification and proper assessment of the full range of university pursuits which extend beyond the central provision of formal education. This impacts on the university's ability effectively to use its comprehensive knowledge base to the benefit of industry and to participate in direct and indirect job creation, which is Ireland's most pressing problem. This, in turn, points to the need for suitable performance indicators to evaluate the overall contribution of universities. Consideration of these issues forms the central theme of this article.
49
Wickham, James, and Gerard W. Boucher. "Training cubs for the Celtic Tiger: the volume production of technical graduates in the Irish educational system." Journal of Education and Work 17, no. 4 (December 2004): 377–95. http://dx.doi.org/10.1080/1363908042000292007.
Full text
50
Leahy, Keelin, and William Gaughran. "Acknowledging and Developing a Design and Creative Ability of Students within the Various Social Settings of Irish Second Level Education System." Design Principles and Practices: An International Journal—Annual Review 3, no. 3 (2009): 43–68. http://dx.doi.org/10.18848/1833-1874/cgp/v03i03/37677.
Full text