Module Code: |
H7PPI |
Long Title
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Policies and Practice in Irish Education
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Title
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Policies and Practice in Irish Education
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Module Level: |
LEVEL 7 |
EQF Level: |
6 |
EHEA Level: |
First Cycle |
Module Coordinator: |
ARLENE EGAN |
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 |
Discuss the development of policy and practice in Ireland in relation to AWE and ECE. |
LO2 |
Appreciate the factors that have impacted on the shape of educational policy and practice in Ireland. |
LO3 |
Identify how policy is translated into practice |
LO4 |
Discuss current debates in relation to policy and practice in Irish education. |
LO5 |
Critically analyse policy developments and their impact on the Irish education landscape, with particular reference to one's own chosen field of study (i.e. ECE or AWE). |
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 |
Education Policy and Practice
• Introduction to the role of policy in determining practice in Irish education, the key players who lead the development of policy such as the Irish Government, the EU, The NCCA, The Teaching Council and examples of the most recent policy documents such as The White Paper on Irish Education, The White Paper on Further Education, the Aistear and Siolta Curricula documents, the HEA Strategy for Higher Education 2030, the Action Plan for Solas, the FET body and the range of policy documents in relation to ICT in education, Literacy and Numeracy, 2nd Language Acquistion and Interculturalism in schools.
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Factors that impact on Policy development
Students will be introduced to a range of factors that have impacted on policy developments in Irish education in recent years. These will include the changing cultural demographic in Ireland, the move to a more inclusive approach to education for a diversity of learners, the emphasis on a more learner centred approach to teaching and assessment, the continuum between ECE and Tertiary education, workplace learning and the influence of employers on skills and competencies required from education in order to service the Irish market. This aspect of the module will link these policy factors to developments in the EU and the OECD and how these impact within Ireland such as the publication of the PISA reports and the OECD Education at a Glance Report.
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Policy into Practice
The module will identify the process of translating policy into practice, the factors that inhibit and the factors that support this process and through the use of examples such as the Policy on Interculturalism and the Aistear Programme demonstrate how these processes are undertaken.
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Current Policy Debates
A number of current policy issues will be introduced to te students including the Code of Professional Practice developed by the Teaching Council, the recommendations for pre-service training and in-service CPD and the challenges around the implementation of these recommendations. The practice implications for legal policy in the area of Children’s Rights will be addressed in this section.
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Policy in ECE/AFE
Seminars to introduce students to the most recent policies in their own particular field and the processes of implementing these policies in practice.
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Assessment Breakdown | % |
Coursework | 100.00% |
AssessmentsFull Time
Coursework |
Assessment Type: |
Essay |
% of total: |
60 |
Assessment Date: |
n/a |
Outcome addressed: |
1,2,3,4,5 |
Non-Marked: |
No |
Assessment Description: n/a |
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Assessment Type: |
Presentation |
% of total: |
40 |
Assessment Date: |
n/a |
Outcome addressed: |
1,2,3,4,5 |
Non-Marked: |
No |
Assessment Description: Group Presentation |
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No End of Module Assessment |
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: 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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Kilkelly, U.. (2008), Children's Rights in Ireland: law, policy and practice, Totell Publishing, London.
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McNamara, G., Mulcahy, C. and O'Hara, J.. (2004), An analysis of the training needs of trainers in the further Education sector in Ireland, Oideais, Dublin.
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O'Buachalla, S.. (1988), Education Policy in Twentieth Century Ireland, Wolfhound Press, Dublin.
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Tovey, H. and Share, P.. (2000), A Sociology of Ireland, Gill & Macmillan, Dublin.
| Recommended Article/Paper Resources |
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Conway et al.. (2009), Learning to Teach and its Implications
for the Continuum of Teacher Education:
a nine-country cross-national study,
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Department of Education and Skills. (2011), National Strategy for Higher Education
to 2030,
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Department of Education and Skills. (2004), A Brief Description of the Irish
Education System,
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Devine, D.. (2000), Constructions of childhood in school:
power, policy and practice in Irish
education, International Studies in Sociology of
Education, Vol 10,
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Duignan, M.. (2004), Reflections on a national review of
policy, research and practice in Ireland, Proceedings of a conference on Defining,
Assessing and Supporting Quality in
Early Childhood Care and Education,
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Expert Group on Future Skills Needs. (2011), Developing Recognition of Prior Learning
(RPL): the role of RPL in the context of
the National Skills Strategy Upskilling
objectives,
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French, G.. (2007), Children's Early Learning and
Development: a research paper,
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Hayes, N.. (2002), Children's Rights - Whose Right? A
review of child policy development in
Ireland,
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Hayes, N.. (2010), Childcare? Early childhood education and
care? Towards an integrated early years
policy for young children in Ireland, Early Years: an international research
journal, 30(1).
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Irish Statute Book. (2013), Child Care (Amendment) Act 2013,
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McNamara, G., Mulcahy, C. and O'Hara, J.. (2004), An analysis of the training needs of
trainers in the further education sector
in Ireland, Oideas.
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O'Sullivan, D.. (1992), Cultural strangers and educational
change: The OECD Report In- vestment in
Education and Irish Educational Policy, Journal of Educational Policy, 7(5).
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SOLAS. Further Education and Training Strategy
2014-2019,
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Teaching Council. (2013), Code of Professional Practice for
Teachers,
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Teaching Council. (2011), Policy on the Continuum of Teacher
Education,
| Other Resources |
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[Website], Department of Education and Skills. Policy Reports,
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[Website], PSI Working Group on Equality and
Inclusive Practice,
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[Website], Siolta,
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[Website], DES,
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