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Current Search:
'education' in all fields;
2047 items found
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Displaying Results 76 - 100 of 2047 on page 4 of 82
Marked
Mark
Progression in Higher Education: The Value of Multi-Variate Analysis
(2011)
MC COY, SELINA
Progression in Higher Education: The Value of Multi-Variate Analysis
(2011)
MC COY, SELINA
Abstract:
While patterns of access to, and participation, in higher education are now well established in the Irish context, less is known about progression once students have entered the third level sector. For the first time, data gathered from all institutions funded by the Higher Education Authority allow us to examine the factors influencing student progression in Irish higher education institutions. Uniquely, these data track the full cohort of new entrants to higher education in 2007/08, to see if they progressed to second year in 2008/09. Drawing on these data, a recent study† examined student progression from first to second year across higher education institutions, sectors and courses. The study found that an average of 15 per cent of new entrants were not present one year later. Further, the results showed large differences across institutions – for example, the percentage of honours degree students not progressing ranged from 3 to 25 per cent across institutions.
http://hdl.handle.net/2262/57201
Marked
Mark
Students’ Views of E-Learning: The Impact of Technologies on Learning in Higher Education in Ireland
(2012)
O'Donnell, Eileen; Sharp, Mary
Students’ Views of E-Learning: The Impact of Technologies on Learning in Higher Education in Ireland
(2012)
O'Donnell, Eileen; Sharp, Mary
Abstract:
<p>In, editor(s) Kathryn Moyle and Guus Wijngaards, University of Canberra, Australia, and InHolland University, The Netherlands. <em>Student Reactions to Learning with Technologies: Perceptions and Outcome. </em></p>
<p>Students are the end users of the Information Systems that educators use to enhance students’ learning experiences. The use of technologies in education has altered the ways in which lecturers and students can interact and has expanded the volume of information that students can access. This study was undertaken to obtain students perspectives on the uses of technologies in higher education to assist educators in improving the pedagogical design of e-learning platforms, known as learning management systems. This chapter provides students’ perspectives on the academic use of technologies in two higher education institutions in Ireland. Analysis of the responses received from three hundred and twenty students indicates that students a...
http://arrow.dit.ie/buschmanbk/5
Marked
Mark
Estimating the rate of return to education using microsimulation
(1999)
O'Donoghue, Cathal
Estimating the rate of return to education using microsimulation
(1999)
O'Donoghue, Cathal
Abstract:
This paper attempts to use microsimulation methods to compare returns to education in four European countries, Germany, Ireland, Italy and the United Kingdom. This paper broadens the type of measure used to measure the return to education to include interactions with public taxtransfer systems and to consider the effect of differential employment rates on education. Mincer style wage equations are estimated for each country in order to model the return to education of gross earnings. These estimates are then incorporated into a microsimulation model to estimate social, private and fiscal returns to education in the countries. Both point estimates and a distribution of the rates of return are described.
http://hdl.handle.net/2262/62601
Marked
Mark
Effective partnerships in Open Distance Learning: implications of the Irish National Distance Education Centre model
(1998)
MacKeogh, Kay
Effective partnerships in Open Distance Learning: implications of the Irish National Distance Education Centre model
(1998)
MacKeogh, Kay
Abstract:
The National Distance Education Centre in Ireland has adopted a cooperative and collaborative approach in meeting its primary aim of extending access to qualifications and training throughout Ireland to those who are unable to attend full-time education because of work, location, disability, or domestic reasons. This paper analyses the conditions which determine the effectiveness of partnerships and networks in the context of this experience. The paper will consider the challenges and opportunities facing cooperative national distance education systems in the context of new technologies, globalisation, and converging markets.
http://doras.dcu.ie/491/
Marked
Mark
Early years education in Germany and Ireland - a study of provision and curricular implementation in two unique environments
(1995)
Horgan, Mary; Douglas, Francis G.
Early years education in Germany and Ireland - a study of provision and curricular implementation in two unique environments
(1995)
Horgan, Mary; Douglas, Francis G.
Abstract:
Accepted Version
This paper highlights the differences and similarities between a Kindergarten outside Bremen in Lower Saxony, Germany and a Primary School Junior Infant Class in County Cork, Republic of Ireland. Both are concerned with the education of the young child but whereas the Kindergarten is attended by three to six year olds, the Junior Infant Class caters almost exclusively for four to five year old children. A case study account of both groups is given and an analysis of the activities which took place in each using the 'Target Child Observational Schedule' is presented in bar-graph form. The paper concludes that Erzieherinnen, Kinderpflegerinnen and Junior Infant Class teachers need to engage in more interaction with the children in order, in particular, to raise the frequency and quality of linguistic interaction. An increase in the structure of the children's play would help to enhance cognitive development.
http://hdl.handle.net/10468/12
Marked
Mark
The light beneath the bushel - a discussion paper on early years education and care in the Republic of Ireland
(2000)
Douglas, Francis G.; Horgan, Mary
The light beneath the bushel - a discussion paper on early years education and care in the Republic of Ireland
(2000)
Douglas, Francis G.; Horgan, Mary
Abstract:
Accepted Version
This discussion paper builds on `Where Angels Fear to Tread' in vol. 1, no. 1 of this journal (Horgan and Douglas 1998). It seeks to provide recommendations concerning the way forward which were submitted by the authors to the National Forum for Early Childhood Education in February 1988. These were based on research carried out for more than a decade on Early Years Education and Care in the Education Department of University College Cork. The paper commences with an overview of the `Early Years' in the Republic of Ireland and then considers quality child-centred provision under three headings; structures, training and curriculum. It concludes that the period from zero to six heralds the development of an individual's spiritual, emotional, moral, social, cognitive, linguistic, creative and physical growth. Hence, if we really care about educational standards, educational continuity and the spiritual and psychological well-being of future gener...
http://hdl.handle.net/10468/11
Marked
Mark
Appointing Senior Managers in Education: homosociability, local logics and authenticity in the selection process
(2009)
Grummell, Bernie; Devine, Dympna; Lynch, Kathleen
Appointing Senior Managers in Education: homosociability, local logics and authenticity in the selection process
(2009)
Grummell, Bernie; Devine, Dympna; Lynch, Kathleen
Abstract:
While there is extensive research on educational leadership and management, the selection of leaders has received comparatively little attention. This article examines how educational leadership is constructed through the selection process in the context of a qualitative study of Irish education. It highlights the tensions that can exist for selection board assessors as they try to balance increasing performativity and new managerialist demands with the traditional ethical and moral dimensions of educational leadership. Key concepts of `local logics' and `homosociability' frame the analysis as it is shown how assessors often select `safe' candidates according to familiar qualities. This normalization is problematic when educational leadership is faced with intense organizational and socio-cultural change. It is also problematic in gender terms, especially in higher education, where the prevailing leadership model is a masculine one. Differences between education secto...
http://eprints.nuim.ie/1480/
Marked
Mark
The State of Adult Education
(2004)
Fleming, Ted
The State of Adult Education
(2004)
Fleming, Ted
Abstract:
In the novel The Plague (Camus, 1960) the city of Oran is ravaged by a plague. Tarrou had just reflected on how each one of us âhas the plague withinâ (p. 207). It is wearying to be plague-stricken, he says, and this is why âeverybody in the world to-day looks so tired; everyone is more or less sick of plagueâ (p. 207). All I maintain is that on this earth there are pestilences and there are victims, and itâs up to us, so far as possible, not to join forces with the pestilences. (Camus, 1960, p. 207) I see pestilences, as I think Camus does, as a metaphor for what is happening in the world. It is difficult to make any comment about our world without referring to Iraq, the mistreatment of prisoners, the motivation of the United States in being there especially having found no weapons of mass destruction. There are pestilences nearer home too â persistent poverty, scandals and corruption. What has this to do with adult education? It has to do with the role of adult educati...
http://eprints.nuim.ie/335/
Marked
Mark
Development Education in Ireland. Challenges and Opportunities for the Future.
(2002)
Kenny, Michael; O'Malley, Siobhan
Development Education in Ireland. Challenges and Opportunities for the Future.
(2002)
Kenny, Michael; O'Malley, Siobhan
Abstract:
The greatest difficulty we have in describing Development Education in Ireland in the present day is that the picture is so mixed. Measured in terms of activity there is a broad and significant network of groups active in promoting development education in both the formal and non-formal sectors, yet many of these groups are not confident of their impact, their sustainability or their place in the 'bigger' development education picture.
http://eprints.nuim.ie/691/
Marked
Mark
Subjectivity and consumption: concerns for radical adult education
(2004)
Ryan, Anne B.
Subjectivity and consumption: concerns for radical adult education
(2004)
Ryan, Anne B.
Abstract:
This chapter posits that the linked issues of subjectivity and consumption are essential concerns for contemporary radical adult education. Radical adult education has 'a dialectical and organic relationship with social movements' (Crowther, Martin and Shaw, 2000: 172). It is socially and politically committed, in the sense that it seeks to promote equality and social justice. The term subjectivity is developed throughout the chapter, but, briefly, it refers to the subjective sense of the self, including ideas, beliefs and emotions. The term consumption is used here to refer to personal purchasing patterns in the North and the ways that status can be accorded to those who have a high number of material possessions. It is increasingly recognised that Northern patterns of consumption and the consumerist discourses that justify them are inimical to both global and local equality and social justice (Korten, 1998; Schor, 1998). The chapter hinges on the need for citizens in th...
http://eprints.nuim.ie/911/
Marked
Mark
The "Second Chance" Myth: Equality of Opportunity in Irish Adult Education Policies
(2007)
Grummell, Dr Bernie
The "Second Chance" Myth: Equality of Opportunity in Irish Adult Education Policies
(2007)
Grummell, Dr Bernie
Abstract:
This article explores the 'second chance' myth that surrounds the role of adult education in society. This myth apparently offers all citizens an equal chance to access educational opportunities to improve their life chances. I argue that recent developments in educational policy-making are increasingly shaped by neoliberal discourses that adapt adult education principles, such as lifelong learning and emancipation, for its own economic and political logic. This has important implications for adult education, especially equality of opportunity and social inclusion
http://eprints.nuim.ie/1033/
Marked
Mark
The Pound Road. The Challenges of Knowledge Creation and Equity in Third Level Education
(2001)
O'Brien, Anne; O'Byrne, Maeve; Ryan, Dr. Anne
The Pound Road. The Challenges of Knowledge Creation and Equity in Third Level Education
(2001)
O'Brien, Anne; O'Byrne, Maeve; Ryan, Dr. Anne
Abstract:
The purpose of this paper is to look at how universities in Ireland respond to those sectors of the population who are currently under-represented or excluded from third level education. The paper provides an overview of our experience of the education system in the Republic of Ireland, and, in particular, the upsurge of activity in the area of access or equity over the past six to seven years. This paper proposes to examine the developments in access initiatives for the socio-economically disadvantaged from 1994 to 2001 in particular, and will address some of the major developments with regard to mature students. In the course of this exploration we hope to raise larger questions about the nature of the system itself, not only in relation to how it interacts with those on the periphery, but also on the ongoing relevance of the knowledge base that underpins the entire formal education sector.
http://eprints.nuim.ie/1042/
Marked
Mark
We are condemned to learn: Higher education as a learning society.
(2008)
Fleming, Ted
We are condemned to learn: Higher education as a learning society.
(2008)
Fleming, Ted
Abstract:
As higher education faces challenges to adapt to changing social, political, and labour-force contexts this is an opportune time to examine these influences. Demands come from the economy, mediated by the neo-liberal state, to reform, attend to the interests of the job market, become less dependent on the state and have more inclusive access policies. The language and values of the economy insert themselves into the discourse, management and pedagogic practices of the university. The ideas of Jürgen Habermas are useful for understanding this dynamic and for plotting a way forward. His ideas on the relationship between the state, economy and civil society are utilised, as are his ideas on colonisation of the lifeworld, the demise of the public sphere and his ‘Theory of Communicative Action’. This paper moves towards rethinking the aims of higher education as a community of rational and democratic discourses within which democracy is learned and practised. It redefines democracy (and ...
http://eprints.nuim.ie/1053/
Marked
Mark
Towards a Coherent Tertiary Education Approach: European Union Policy Developments and Reflections on the Reform Agenda in Ireland: Issue paper
(2009)
Kenny, Aidan
Towards a Coherent Tertiary Education Approach: European Union Policy Developments and Reflections on the Reform Agenda in Ireland: Issue paper
(2009)
Kenny, Aidan
Abstract:
<p>This brief issue paper proposes that a coherent approach to tertiary education and training is necessary to enhance lifelong learning opportunities for citizens, in order to develop capacity and capabilities to deal with the challenges posed by the new world-of-work. To achieve this type of approach compatible systems and processes need to be introduced which facilitate communication between existing structures particularly in the areas of recognition, access, transfer and progression. The paper reviews key European Union education and training policy initiatives, citing them as examples of the construction of a meta-framework of systems and processes that support the move towards the emergence of a European tertiary education area. Finally reflections from a practitioner perspective are presented detailing some of the major policy reform initiatives in Ireland.</p>
http://arrow.dit.ie/beschconcon/1
Marked
Mark
Symposium on the economic returns to education
(1998)
Walsh, Brendan M.
Symposium on the economic returns to education
(1998)
Walsh, Brendan M.
Abstract:
In my contribution to this Symposium I wish to explore two main themes. The first deals with the contribution of education to economic growth at the macro level. In this part I shall discuss the evidence of the importance of education – or human capital formation – as a determinant of the cross-country differences in living standards and rates of economic growth. The second topic I wish to develop is the measurement of the return to education at the level of the individual. In my review of both themes I shall refer to the policy implications and show how Ireland relates to the international experience.
http://hdl.handle.net/2262/8690
Marked
Mark
Symposium on the economic returns to education
(1998)
Hyland, Áine
Symposium on the economic returns to education
(1998)
Hyland, Áine
Abstract:
The Second Programme for Economic Expansion, published in 1963, was the first public acknowledgement by the Irish government that expenditure on education was an investment in the nation’s future. It was to be many years before those so-called increasing returns were to be quantified. The two previous speakers here this evening have given striking examples of the economic return on education both in this country and in countries of the OECD. It is not my intention in this short input to repeat the points that they have already made. Nor do I intend to provide a smug, self-satisfied résumé of the success of our education system in achieving these outcomes. Without in any way taking from the successes of the system, my focus this evening will be on the underachievers and the so-called ‘failures’ of the system and on the moral and economic imperative facing us in the years ahead to eradicate the factors which have contributed and continue to contribute to this problem.
http://hdl.handle.net/2262/8689
Marked
Mark
Practical education in our schools
(1906)
Finlay, T.A.
Practical education in our schools
(1906)
Finlay, T.A.
Abstract:
It will be admitted as a fundamental principle that the aim of all education is to fit children to do their duty worthily and successfully in later life. This conception of education covers a wide field. It includes the cultivation of the moral and religious sense, as well as the intellectual and physical faculties. We are not concerned here with this wider significance of the term. We confine our attention to that narrower view which regards education as a preparation for the material tasks of life, as the training which fits a man or woman to earn a livelihood, and by so doing to contribute to the general welfare of the community. In this sense only can education be regarded as falling within the competence of the State, or included in its legitimate functions.
http://hdl.handle.net/2262/3696
Marked
Mark
Accountability, rationalisation and the White Paper on Educational Development
(1981)
Tussing, A. Dale
Accountability, rationalisation and the White Paper on Educational Development
(1981)
Tussing, A. Dale
Abstract:
In his Foreword to the White Paper on Educational Development, the Minister stated that despite the fact that no Green Paper was issued, the issues dealt with are very much open for discussion and the Government's position is not inflexible. It is in this spirit that the Statistical and Social Inquiry Society has organised this symposium. I hope that my paper, and those of my colleagues, will contribute to a public debate, not alone on the issues raised in the White Paper as the omissions are so important, but on all the questions pertaining to the organisation, financing, and curricula of the Irish system of education.
http://hdl.handle.net/2262/7906
Marked
Mark
White Paper on Educational Development
(1981)
Power, Con
White Paper on Educational Development
(1981)
Power, Con
Abstract:
The Confederation of Irish Industry has made a detailed response to the "White Paper on Educational Development" which was presented by the Government before each House of the Oireachtas in December 1980. In general terms, the Confederation has welcomed the publication of the White Paper, and the Confederation has welcomed, in particular, the statement in the Foreward to the White Paper that the education system "will undergo a continuous process of adaptation and development". The Confederation has over the past number of years engaged in an active campaign aimed at strengthening the links between industry and the schools with a view to ensuring that the education system is at all times fully informed of the most recent developments in modern high technology industries. It is encouraging for the Confederation to see that the White Paper recognises the ever-acceleration pace of change in Irish Society, and that it recognises the role of the education system in pr...
http://hdl.handle.net/2262/7907
Marked
Mark
Symposium on Investment in Education
(1966)
Cannon, Patrick F. G.; McCarthy, Charles; Ó Eocha, Colm
Symposium on Investment in Education
(1966)
Cannon, Patrick F. G.; McCarthy, Charles; Ó Eocha, Colm
Abstract:
The recent publication of Investment in Education, prepared under joint Irish and O.E.C.D. auspices, has been an event of major importance in Irish education. The members of the survey team would, I feel sure, be amongst the first to acknowledge how necessary it is that there should be a full and open discussion of their report in all its aspects by all the interests concerned, if it is to be fruitful for the future of Irish education.
http://hdl.handle.net/2262/7037
Marked
Mark
From Foreigner Pedagogy to Intercultural Education: an analysis of the German responses to diversity and its impacts on schools and students
(2008)
FAAS, DANIEL
From Foreigner Pedagogy to Intercultural Education: an analysis of the German responses to diversity and its impacts on schools and students
(2008)
FAAS, DANIEL
Abstract:
Germany has been reluctant to adapt its education systems to the growing number of minority ethnic students, and politicians and policy makers have only recently officially acknowledged that Germany is an immigration country despite decades of mass immigration. This article first provides a socio-historical analysis of the German responses to migration-related cultural and religious diversity by tracing the development of educational policies from assimilationist notions of ‘foreigner pedagogy’ in the 1960s and 1970s to intercultural education, which slowly emerged in schools in the 1980s and 1990s. However, unlike European education, intercultural education still lacks official support in some German federal states. Drawing upon qualitative data collected in two Stuttgart secondary schools, the article then discusses the ways in which schools and students have mediated such macro-level policies. Goethe Gymnasium (a university-track school) promoted European values alongside multicu...
http://hdl.handle.net/2262/22339
Marked
Mark
Celtic Tiger Found in Education Jungle
(2008)
Cooney, Thomas
Celtic Tiger Found in Education Jungle
(2008)
Cooney, Thomas
Abstract:
<p>It would not cause too much debate to suggest that Ireland in the late 1950s was a depressing country. It had suffered greatly from decades of poor economic performance and the constant haemorrhaging of its population through emigration. Overcrowded classrooms and poor physical school structures meant that only 10,000 students took their Leaving Certificate in 1957 (Ferriter, 2004). Meanwhile, third-level education remained the preserve of the elite and a total of just 8,653 students were present in all of Ireland’s third-level institutions by the end of the 1950s (Ferriter, 2004).</p>
http://arrow.dit.ie/buschmarart/43
Marked
Mark
Programme of Strategic Cooperation between Irish Aid and Higher Education, Research and Non-Governmental Institutions
(2010)
Loughman, James
Programme of Strategic Cooperation between Irish Aid and Higher Education, Research and Non-Governmental Institutions
(2010)
Loughman, James
Abstract:
<p>BACKGROUND It is increasingly recognised that a well-functioning higher education system is a necessary condition for economic and social development. The sector however needs to considerably strengthen its capacity to make an effective contribution to poverty reduction. The Irish Aid funded Programme of Strategic cooperation is designed to facilitate the systematic integration and expansion of education and research institute engagement in development cooperation. OBJECTIVES This ambitious North-South programme aims to achieve capacity strengthening, through a medium term effort to invest in people, systems and knowledge building. The longer term consolidation of this collaboration aims to foster academic and non-academic leadership in development cooperation for eye care. METHODS The Mozambique Eyecare Project (MEP), a strategic collaboration between Dublin Institute of Technology, University of Ulster, Universidade Lúrio and the International Centre for Eyecare Educa...
http://arrow.dit.ie/scschphycon/9
Marked
Mark
The Contribution of Irish Higher Education Institutions in meeting the Recessional Needs of Tourism and Hospitality Students through Entrepreneurship
(2010)
Conway, Ann
The Contribution of Irish Higher Education Institutions in meeting the Recessional Needs of Tourism and Hospitality Students through Entrepreneurship
(2010)
Conway, Ann
Abstract:
This paper will be in two parts; the first section will examine the current tertiary education situation in Ireland amid the global economic crisis and will review what should education’s contribution be to help alleviate the crisis. Through doing this both the state and the market, who have interests in the academy and their graduates produced, will become part of the review, as building stronger links with the academy and the economy to help raise skills, efficiency and productivity is becoming more important in ensuring global competitiveness and retaining equality and accessibility in the academy (see Gaffikin and Morrissey, 2003: 98 [20]). The second and final section will look at the merge of entrepreneurship and education. As the lifelong learning society is conceptualised largely in terms of maintaining a flexible and competitive economy in the knowledge society, the concept of an entrepreneurial society will be proposed to fill the gap which has emerged since the exit of...
http://arrow.dit.ie/tfschhmtcon/12
Marked
Mark
What should be the contribution of further and higher education in Ireland to the current global economic crisis?
(2009)
Conway, Ann
What should be the contribution of further and higher education in Ireland to the current global economic crisis?
(2009)
Conway, Ann
Abstract:
This paper will be in two parts; the first section will examine the current tertiary education situation in Ireland amid the global economic crisis and will review what should education’s contribution be to help alleviate the crisis. Through doing this both the state and the market, who have interests in the academy and their graduates produced, will become part of the review, as building stronger links with the academy and the economy to help raise skills, efficiency and productivity is becoming more important in ensuring global competitiveness and retaining equality and accessibility in the academy (see Gaffikin and Morrissey, 2003: 98). The second and final section will look at the merge of entrepreneurship and education. As the lifelong learning society is conceptualised largely in terms of maintaining a flexible and competitive economy in the knowledge society, the concept of an entrepreneurial society will be proposed to fill the gap which has emerged since the exit of many...
http://arrow.dit.ie/tfschhmtcon/4
Displaying Results 76 - 100 of 2047 on page 4 of 82
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NUI Maynooth (226)
Trinity College Dublin (432)
University College Cork (43)
University College Dublin (202)
University of Limerick (83)
Dublin Institute of Technology (791)
Peer Review Status
Peer reviewed (1111)
Non peer reviewed (884)
Unknown (52)
Year
2012 (57)
2011 (204)
2010 (296)
2009 (230)
2008 (157)
2007 (160)
2006 (127)
2005 (98)
2004 (98)
2003 (68)
2002 (40)
2001 (22)
2000 (40)
1999 (24)
1998 (12)
1997 (10)
1996 (9)
1995 (8)
1994 (5)
1993 (4)
1992 (4)
1991 (6)
1990 (6)
1989 (2)
1988 (2)
Language
English (1016)
Irish (1)
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