Education - Áine Hyland Works
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Item Designing Junior Cycle and Leaving Certificate syllabi – the need for a new template(Education Matters, 2023) Hyland, Áine; Kennedy, Declan; Mooney, BrianIn recent years, concerns have been expressed by practising teachers, university academics, professional bodies, Oireachtas committees, and experts in curriculum design about the design and quality of Junior Cycle and Leaving Certificate subject syllabi published by the National Council for Curriculum and Assessment (NCCA). * The current design template is minimal, comprising little more than a list of topics and learning outcomes. The Junior Cycle and Leaving Certificate are nationally assessed by an external body, the State Examinations Commission (SEC), but unlike in similar jurisdictions, which provide comprehensive guidelines linking syllabi with assessment, no such details are provided in Ireland.Item Transitions in the school system(Education Matters, 2019) Hyland, Áine; Mooney, BrianThe Irish school system is not seamless. From the time children enter pre-school at the age of three until they complete their formal education, they experience a number of transitions – some more visible and challenging than others. The official designation of the various “levels and sectors” of education – pre-primary, primary, junior cycle second-level, senior cycle second-level, further education and higher education - is not unique to Ireland. A formal classification of different levels and sectors (ISCED 0, 1, 2 etc) has been used by the OECD and the European Commission in recent decades in their publications of international data and statistics.Item Forum on Patronage and Pluralism – a 10-year review(Education Matters, 2022) Hyland, Áine; Mooney, BrianThis article reviews the progress to date on the recommendations of the Forum on Patronage and Pluralism, chaired by Professor John Coolahan, which submitted its report in April 2012 to the then Minister for Education, Ruairí Quinn. The Forum made a number of recommendations on how the Irish education system could provide a sufficiently diverse number and range of primary schools catering for all religions and none, and on how this could be achieved.Item A National Children’s Science Centre(Education Matters, 2024) Hyland, Áine; Mooney, BrianIreland is the only country in the OECD and one of the few countries in the developed world without a National Children’s Science Centre. Even countries with less developed economies such as Brazil (https://museudoamanha.org.br/en;), Kazakhstan (https://smithgill.com/work/kazakhstan_pavilion_science_museum/) and Mongolia (https://www.fddb.org/domes/inner-mongolia-science-museum/) have recognised the role such centres play in encouraging and supporting interest in and enthusiasm for science among young people. Happily, this gap in Ireland’s infrastructure is about to be addressed with the development of a national interactive science centre for children in the North Wing of the National Concert Hall building on Earlsfort Terrace, Dublin.Item The lived reality of educational disadvantage by Brian Fleming(Routledge, 2022-03-09) Hyland, ÁineThis 160-page publication entitled The Lived Reality of Educational Disadvantage is an important addition to the literature on educational disadvantage in Ireland. Its author, Brian Fleming, was principal of a second-level school in one of the most disadvantaged areas of Dublin for 25 years and in 2016 he published Irish Education 1922–2007: Cherishing All the Children? (Mynchen’s Field Press). Formerly a TD, Dr. Fleming has wide political experience and understands better than most how educational policy is formed and implemented.