Education - Áine Hyland Works
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Item Address by Áine Hyland, Professor of Education, University College Cork, at the HEEU Conference on Rural Issues in Higher Education(Higher Education Equality Unit, 2001-11-22) Hyland, Áine; O'Connell, AngelaThank you for inviting me to contribute to this conference on rural issues in Higher Education. This is an important and neglected topic and I would like to compliment the HEEU for putting it on the agenda. Data on access to, participation in and benefit from higher education by students from rural backgrounds in Ireland is scarce and there is little published information from an Irish perspective on the matter. As with so many other neglected issues, the HEEU is breaking new ground in addressing this issue and I look forward to hearing from other conference speakers on this topic.Item Entry to higher education in Ireland in the 21st century(Higher Education Authority and National Council for Curriculum and Assessment, 2011) Hyland, ÁineThis paper will discuss the selection of school leavers for third level education, and the role of the Leaving Certificate in that process. It will describe the points system and its evolution over the past 35 years and will explore the senior cycle curriculum and its assessment. It will consider the concerns which have been expressed in recent times by academics, employers, the media and the public generally. It will indicate a range of possible alternative systems of selection and will identify the strengths and weaknesses of these alternatives. It will pose some questions for the debate currently underway, and make suggestions as to how concerns might be addressed.Item Does our current educational system provide opportunities for success for everybody?(Teachers' Union of Ireland, 2002) Hyland, ÁineIreland was a relative latecomer to free second level education for all. Whereas most Western European countries introduced mass second level schooling soon after the Second World War, it was 1967 before Donncha O'Malley, the then Minister for Education, introduced free second level education in Ireland. In terms of enrolment statistics, the scheme was a great success. Within a decade, enrolment in second level schools had doubled and by the late 1990s the numbers had trebled. By the end of the 20th century, 97% of the relevant cohort were completing junior cycle (up from 44% in the mid 1960s) and over 80% sat a Leaving Certificate (up from about 20%). However, concern has been expressed in recent years that the numbers taking Leaving Certificate have remained at around 83% during the past decade despite a plethora of government interventions and supports for those at risk of early school leaving.Item Challenges for the Irish education system for the next generation and beyond: the issue of school patronage(Search R.E. Resource Centre, 2006-08) Hyland, ÁineThere are currently about three thousand primary (national) schools in Ireland. Over 95% are under the patronage of the Roman Catholic Church; about 3% are under the patronage of the Church of Ireland; a very small number of schools are under the patronage of the Presbyterian or Methodist Churches; two schools are under Muslim patronage; there is one school under Jewish patronage; there are 39 schools in the Educate Together network; and about the same number under the patronage of An Foras Gaelscolaíochta. Special schools for intellectually and physically challenged children are under the patronage of a variety of organisations and bodies, including St. Michael’s House and other corporate bodies.Item Iolrachas éirime na nOileánach (Multiple intelligences among the islanders)(Coiscéim, 2001-10-07) Hyland, Áine; Ní Chéilleachair, MáireAt yesterday's panel discussion on education on the islands, the point was made very compellingly by our colleagues from Oileán Chléire and other islands that the educational needs of island children can often be more diverse than the needs of mainland children and certainly than what is often provided for them by a conventional school setting. Reference was made to the wealth of learning resources which island children encounter naturally in the course of their day to day living. The beauty and richness of the environment in which island children live and which surrounds them so totally was referred to as was the extent to which they have to learn to cope with the ever-changing weather-patterns and tides which surround them.
