Higher Education in the Republic of Ireland: Participation and Performance

This paper describes the expansion and diversification of higher education in the Republic of Ireland and examines some of the principal characteristics of higher education entrants. It is estimated that in 1995, some 43 per cent of the age cohort entered the full-time higher education system in the Republic of Ireland with a further 5 per cent enrolling in UK colleges. While these increasing admission rates have been fuelled by rising completion rates at second level they reflect, primarily, rising transition rates into higher education from those who complete the Leaving Certificate. The greater part of the expansion has taken place in the non-university sector which is characterised by a preponderance of sub-degree programmes, heavily concentrated in the areas of Business Studies, Engineering and Applied Science. A noticeable feature of higher education admissions is the low percentage of older students. The great majority come directly from school with increasingly high levels of attainment in the Leaving Certificate reflecting stiff competition for places, especially in the university sector. While there continues to be large disparities by socioeconomic group in access to higher education, the most recent data point to some reduction in equality. Western counties have consistently had higher third level admission rates with lower rates in eastern counties, including Dublin, and border counties.     

爱尔兰小学跨文化教育研究

爱尔兰作为一个多民族的国家,一直备受国内多元文化的冲击、种族冲突与宗教矛盾问题的困扰。而爱尔兰国内的跨文化教育历史悠久,经历早期发展、演变、深化发展等阶段,直至今日仍颇受社会各界重视。爱尔兰小学开展的跨文化教育实践主要有:以课程为导向的跨文化教育内容、注重打造包容性与跨文化性的学校规划、在课堂准备中落实跨文化教育理念等形式。     

Teacher Education in Ireland at Primary Level

Since 1974 the professional preparation of primary school teachers in Ireland has been catered for in the context of a three‐year university degree. The present paper tries to show how one college attempted to cater for the difficult and dangerous transition involved in making this provision against a background of having spent the previous 75 years preparing teachers in a non‐university context.

While the general subject herein examined is undoubtedly multi‐faceted, the main emphasis in the paper will be upon the particular steps taken to ensure the retention of as reasonable an emphasis as possible on the acquisition of practical teaching skills, while at the same time making adequate provision for the higher level of academic work which involvement with the university necessarily presupposes.

Very particularly the college was conscious of the danger which had attended the attempts of many institutions in other countries in seeking to effect the transition in question: namely, that the traditional preoccupation of universities with theoretical studies could easily lead to a serious diminution of emphasis on skill acquisition which, in the past, constituted one of the main strengths of the training college tradition.

The purpose of this paper is not by any means to give the impression that the college in question has found the ideal answer to this major problem. It would, however, on the basis of its experience, confidently submit, that the approach it has taken clearly possesses distinct advantages which are well worthy of serious consideration by any institution contemplating a similar transition.     

韩国中小学教师评价政策的调整

本文在揭示韩国旧有教师评价政策问题的基础上,分析了政策调整过程中教师评价相关利益集团的不同态度和争论,最后描述了政策调整后的方案内容,并对政策试行的预期效果作出了预测.     

吉尔吉斯斯坦的语言政策及其双语教育

前苏联时期的语言政策对吉尔吉斯斯坦的文化教育产生了巨大影响。在吉尔吉斯斯坦独立前后颁布了"国语法"和"官方语言法"以后,大力开展双语教育,促进了经济文化的发展。吉尔吉斯斯坦语言政策及其双语教育的历史证明,用一种大民族语言强行替代别的民族母语的语言政策完全背离了语言平等的原则。在一个双语或多语的环境里,如果正确对待不同语言,恰当地处理主体民族与少数民族语言之间的关系,能够推动社会发展、经济腾飞。语言和谐发展是构建和谐社会的基础。     

Faith and the Nation: Education and Religious Identity in the Republic of Ireland

Through an examination of selected documents, this article explores the role which the Irish state attributed to education in promoting the Christian, specifically Catholic, identity of its young citizens. The essay also examines the evidence of a desire to distance the state from a direct role in reinforcing the religious dimensions of cultural identity and of an endeavour to reconcile respect for the nation's Christian heritage with respect for other versions of human self-understanding.     

Individual Education Plans in the Republic of Ireland: an emerging system

The Education for Persons with Special Educational Needs Act in Ireland advocated the development of individual education plans (IEPs). However, this section of the Act has never been fully implemented and there is no obligation upon schools to develop IEPs. Research conducted across the country by Richard Rose and Yu Zhao of the University of Northampton, Michael Shevlin of Trinity College Dublin, and Eileen Winter and Paul O'Raw of the Institute of Child Psychology and Education Europe, examined the extent to which IEPs have been developed and implemented in schools, and attitudes towards their use. Interviews were conducted with teachers, parents, pupils and other professionals to gain data related to IEP development and implementation. The findings of the research suggest that schools are taking the initiative in developing IEPs, though there is inconsistency in their use and in perceptions of their usefulness.     

ICT Policy and Implementation in Education: cases in Canada,Northern Ireland and Ireland

Countries with similar levels of economic development often implement different education ICT policies. Much of the existing research attributes such differences to economic and political factors. In this paper, we examine the development of ICT policy and implementation in the two parts of Ireland and in two Canadian provinces and find that historical, social and cultural differences also play an important role in the way ICT policies develop. In particular, we see differing historical perceptions of the role of the state and church in education playing a more important role than has hitherto been recognized.     

Collaborative Interaction among Young Children in Primary School Classes in the Republic of Ireland

This paper reports analyses of collaborative interaction among pairs of young children (ages 4.0‐8.0) in a city school in the Republic of Ireland. The sample comprised 36 children; 12 at each of the three age groups: 4, 6 and 8 years. In each of these age groups six pairs of children were observed during paired work of a type routinely found in primary school classrooms. Children used familiar materials which were age appropriate. Analyses of interaction focused on three tasks: a jigsaw (previously unseen), construction of a robot model using LEGO and free choice of LEGO modelling. Analyses of interaction focused on the use of specific collaborative strategies. The results show that collaborative pairs, contrasted with non‐collaborative pairs, were characterised by more direct partner involvement, longer term views of the task, mutual support, provision of feedback and devices to move the action forward. The nature of collaborative interaction differed in same‐sex and cross‐sex pairs, by task and across the age range studied. The results indicate that qualitatively different types of collaborative processes occur in same‐sex and in cross‐sex pairings of young children. It is concluded that a variety of forms of collaborative grouping have a valuable place in early years classes.     

Home-schooling in the Republic of Ireland

Internationally, there continues to be a rise in the popularity of home-schooling. Although the growth in the numbers of families choosing this alternative approach was evident prior to the Covid-19 Pandemic school closures, it appears to have impacted on the decision for some to home-school permanently. Using a scoping review of the literature, this paper considers the research evidence around home-schooling in the United Kingdom and Europe. It then focuses on home-schooling in the Republic of Ireland to assess the change and development of home-schooling over time. In line with trends internationally, Irish administrative data show an increase in the numbers of families engaging in home-schooling in recent years, particularly for students with disabilities. The paper situates these findings within the context of ongoing debates on inclusive and special education in Ireland and the capacity of mainstream schools to educate and include every student.     

A Conceptual Framework for Assessment Literacy: Opportunities for Physical Education Teacher Education

ABSTRACT

Although more nuanced understandings of assessment have been proposed in the physical education literature, assessment practices remain relatively underdeveloped, and when used, tend to focus on traditional, summative evaluations of learning. However, physical education teacher education programs can be used as an intervention to help pre-service teachers develop assessment knowledge and skill. Toward this end, the purpose of this article is to propose an evidence-based framework for helping pre-service teachers develop assessment literacy that is rooted in occupational socialization theory. The framework provides a four-phase approach to integrating assessment into teacher education, and includes suggestions for how physical education teacher educators can progressively help build pre-service teachers’ assessment knowledge in line with the focus given to instruction and planning. These suggestions acknowledge the technical and sociocultural aspects of learning to use assessment. Implications are discussed along with the need to help graduating pre-service teachers transfer lessons learned into the workplace.     

“教育评价”概念变化溯源

教育评价概念的变化是一个历史的过程,其内涵在不断地扩大、丰富和发展。教育评价的概念从等同于教育测量、测验,扩大到对课程、教学的关注,再到“考评是学习过程的一个完整的组成部分”。造成教育评价概念变化的原因既有宏观层面上社会经济、文化、政治的因素,也有微观层面学习理论变化的因素。分析教育评价概念的变化及原因,对深入理解当前我国教育评价改革具有重要意义。     

城市化进程中的教育政策公平性探析

在城市化进程中,教育政策公平性的影响因素主要有教育政策的精英化、城市化及效率优先的价值取向,教育政策的有限理性决策模式,教育政策活动中的利益相关者缺席,教育政策执行过程的偏差,城乡二元结构等。建议通过确立公平的教育政策价值取向,建立完善利益相关者参与机制,加强政策执行的指导和评估机制等措施以提高教育政策的公平性。     

爱尔兰高等教育评估中的学生参与机制

爱尔兰高等教育部门在博洛尼亚进程的推动下,积极建立学生参与高等教育评估机制。学生不仅可以加入质量评估部门、外部评估组和参与院校内部自评过程,甚至还能以评估组成员的身份参加评估考察,撰写评估报告,参与评估后续行动程序。尽管爱尔兰高等教育部门已经确立了全面全过程的学生参与模式,构建了多元利益相关者的网络组织,建立了积极有效的国际合作机制,但是学生参与机制中还存在一些问题亟待解决,譬如法律制度的完善、活动经费的保障以及重新定位问题等。     

教育政策评估研究热点的共词可视化分析

研究以中国知网作为文献数据来源,利用Bicomb软件及SPSS软件绘制了我国1985-2015年教育政策学中关于教育政策评估226篇文献的热点知识图谱.研究结果表明,教育政策评估主要围绕农村义务教育均衡发展的政策评估、教育政策评估指标体系、农村义务教育与两免一补的教育政策监测与评估及其执行、教育政策评估标准、国外教育政策评估机制、教育质量评估政策的制度分析和教育政策绩效评估及其政策建议等七个领域展开.当然,我国教育政策评估研究还需要在评估方法、预评估、评估模式和评估类型等方面不断拓展研究领域,从而促进教育政策评估研究愈加完善和成熟.     

爱尔兰职业教育与培训制度改革及政策发展研究

爱尔兰建有较为完备的现代职业教育体系,主要包括全日制职业教育、成人与继续教育、职业培训与学徒制等。纵观爱尔兰职业教育发展,每次政策实现突破都是国家基于国内现实问题而提出,因此,为国家职业教育与培训系统发展提供了较大推动力。这对我国职业教育发展有着重要的借鉴意义:扩充职业院校的社会服务职能是我国职业教育发展的动力源;加强政府对职业教育质量的监管是我国职业教育发展的保障。     

教育公平的主要需求与教育政策的选择重点

本文首先解释教育公平与教育政策的概念；其次，对教育不公平现象进行分类并对这些不同类型的教育不公平现象的表现进行分析；最后，提出减少和消除教育不公平现象的有效途径，即根据教育公平的主要需求来选择教育政策调整与创新的重点，以便实现既定条件下最大质与量的教育公平。