Module Code: |
H6CHC |
Long Title
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Cultural, Historical & Current Topics in Learning & Development
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Title
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Cultural, Historical & Current Topics in Learning & Development
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Module Level: |
LEVEL 6 |
EQF Level: |
5 |
EHEA Level: |
Short Cycle |
Departments: |
NCI Learning & Teaching
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Specifications of the qualifications and experience required of staff |
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Learning Outcomes |
On successful completion of this module the learner will be able to: |
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Learning Outcome Description |
LO1 |
Identify the socio-economic and cultural influences that have impacted on the Irish Education and Training sector in recent decades and the historical context within which these influences are located. |
LO2 |
Discuss the impact of these influences on the development of education and training provision in particular in the areas of AWE and ECE. |
LO3 |
Evaluate the levels of provision that have resulted from socio-economic and cultural changes in areas such as language provision, intercultural awareness and changes in legal requirements in particular in the AWE and ECE settings. |
LO4 |
Conduct a local study of provision within the learner’s own workplace that have resulted from such influences. |
Dependencies |
Module Recommendations
This is prior learning (or a practical skill) that is required before enrolment on this module. While the prior learning is expressed as named NCI module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
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No recommendations listed |
Co-requisite Modules
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No Co-requisite modules listed |
Module Content & Assessment
Indicative Content |
Historical and cultural influences on Irish education and training
The module will examine the reconstruction of education and training
resulting from an identified range of socio economic and cultural impacts. Changes in the provision of education for diverse learners across a wide spectrum that will include identified education needs,
• The module will examine the reconstruction of education and training resulting from an identified range of socio-economic and cultural impacts. Changes in the provision of education for diverse learners across a wide spectrum that will include identified education needs, the growth of the intercultural education and training settings, adult learning and an overall diverse learner population across all sectors (with particular focus on ECE and AWE) will be identified.
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Current issues impacting on the Irish education and training landscape
The module will examine in greater detail how a range of contemporary issues have impacted on the provision of education and training (focusing
particularly on the ECE and AWE sectors) in terms of programme design and delivery and the provision of training for those involved in the delivery of such programmes. , This may include - but is not limited to - inclusion, diversity, special educational
needs, educational disadvantage, multi-culturalism, language, changes in Irish education policy with respect to literacy and
• The module will examine in greater detail how a range of contemporary issues have impacted on the provision of education and training (focusing particularly on the ECE and AWE sectors) in terms of programme design and delivery and the provision of training for those involved in the delivery of such programmes. This may include - but is not limited to - inclusion, diversity, special educational rights, educational disadvantage, multi-culturalism, language, changes in Irish education policy with respect to literacy and numeracy, play, ethnic and religious diversity etc. Students are encouraged to recognise contemporary issues in their particular field of interest (i.e. ECE or AWE).
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Examination of provision of education/training in a particular context
Learners will examine the provision of education/training in a particular setting, paying particular attention to cultural, historical or socio-economic issues impacting on this provision.
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Assessment Breakdown | % |
Coursework | 50.00% |
End of Module Assessment | 50.00% |
AssessmentsFull Time
Coursework |
Assessment Type: |
Presentation |
% of total: |
50 |
Assessment Date: |
n/a |
Outcome addressed: |
1,2,4 |
Non-Marked: |
No |
Assessment Description: Learners will be assessed using problem-based learning in order to assess their levels of understanding of the key issues of relevance to this course and their ability to evaluate and critically think about the implications on teaching and learning that can emerge. Learners will carry out a local study in their chosen practice setting, examining the cultural, historical and political influences on the provision of education/training. The presentation may be accompanied by relevant supporting materials, as appropriate. |
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End of Module Assessment |
Assessment Type: |
Terminal Exam |
% of total: |
50 |
Assessment Date: |
End-of-Semester |
Outcome addressed: |
1,2 |
Non-Marked: |
No |
Assessment Description: n/a |
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Reassessment Requirement |
Repeat failed items
The student must repeat any item failed
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NCIRL reserves the right to alter the nature and timings of assessment
Module Workload
Module Target Workload Hours 0 Hours |
Workload: Full Time |
Workload Type |
Workload Description |
Hours |
Frequency |
Average Weekly Learner Workload |
Lecture |
per week |
2 |
Once per semester |
0.17 |
Independent Learning |
No Description |
8.5 |
Once per semester |
0.71 |
Total Weekly Contact Hours |
0.17 |
Workload: Part Time |
Workload Type |
Workload Description |
Hours |
Frequency |
Average Weekly Learner Workload |
Lecture |
per week |
2 |
Once per semester |
0.17 |
Independent Learning |
No Description |
8.5 |
Once per semester |
0.71 |
Total Weekly Contact Hours |
0.17 |
Module Resources
Recommended Book Resources |
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Downes, P. and Gilligan, A.L.. (2007), Beyond Educational Disadvantage, Institute of Public Administration, Dublin.
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McManus, A.. (2014), Irish Education:The Ministerial Legacy,1919-1999, The History Press, Dublin.
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Mhic Mhathuna, M. and Taylor, M.. (2012), Early Childhood Care and Education: an introduction for students in Ireland, Gill & Macmillan, Dublin.
| Supplementary Book Resources |
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Bloch, M., Swadener, B. and Canella, G.S.. (2014), Reconceptualising Early Childhood Care and Education: critical questions, news imaginaries and social activism, a reader, Peter Lang, Oxford.
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Coolahan, J.. (1981), Irish Education: its history and structure, Institute of Public Administration, Dublin.
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Centre for Early Childhood Development and Education. (2006), Siolta: the national quality framework for early childhood education, CECDE, Dublin.
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Drudy, S.. (2009), Education in Ireland: challenge and change, Gill and Macmillan, Dublin.
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Hayes, N.. (2007), The Framework for Early Learning, a background paper: perspectives on the relationship between education and care in early childhood, NCCA, Dublin.
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NCCA. (2009), Aistear: the early childhood curriculum framework, NCCA, Dublin.
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O'Buachalla, S.. (1988), Education Policy in Twentieth Century Ireland, Wolfhound Press, Dublin.
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O'Sullivan, D.. (2005), Cultural Politics and Irish Education since the 1950s: policy, paradigms and power, IPA, Dublin.
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Raftery, D. and Fischer, K.. (2014), Educating Ireland: schooling and social change, 1700-2000, Irish Academic Press, Sallins.
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Travers et al.. (2014), Addressing the Challenges and Barriers to Inclusion in Irish Schools, Special Education Department, St. Patrick's College, Dublin.
| Supplementary Article/Paper Resources |
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Corrigan, C.. (2004), OECD thematic review of early childhood
education and care background report:
Ireland,
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Department of Education and Science. (2000), Learning for Life: white paper on adult
education,
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Department of Education and Science. (1995), Charting our Education Future: white
paper on education,
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Department of Education and Skills. (2010), A workforce development plan for the
early childhood education sector in
Ireland,
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Department of Health. (2000), Our Children - Their Lives: the national
children's strategy,
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McGuinness, S, Bergin, A. Kelly, E.,
McCoy, S., Smyth, E., Whelan, A. and
Banks, J.. (2014), Further Education and Training in
Ireland: past, present and future,
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Trant, M.. (2002), The quest for an inclusive curriculum
and assessment culture: The National
Council for Vocational Awards 1991-2001, Irish Educational Studies, 21.
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SOLAS. Further Education and Training Strategy
2014-2019,
| Other Resources |
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[Website], Citizen's Information. www.citizensinformation.ie.
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[Website], Department of Education and Skills,
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[Website], National Council for Curriculum and
Assessment,
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[Website], Síolta: The National Quality Framework
for Early Childhood Education,
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[Website], Solas: Further Education and Training
Authority,
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