Education - Reports

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    Entry to higher education in Ireland in the 21st century
    (Higher Education Authority and National Council for Curriculum and Assessment, 2011) Hyland, Áine
    This 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.
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    Ten considerations for generative artificial intelligence adoption in Irish higher education
    (Higher Education Authority, 2025) O'Sullivan, James; Higher Education Authority
    The following ‘ten considerations for generative AI adoption’ outline key issues identified through dialogue with stakeholders across Ireland’s higher education sector, industry, and associated agencies between September and December 2024. They serve as a starting point for academics, researchers, support staff, students, and senior leaders in shaping institutional policies and practices around generative AI. These considerations will be further refined through stakeholder focus groups, case studies, and research throughout 2025, culminating in a national report with policy guidance and recommendations. A feedback form is available at the end of this page, and we encourage stakeholders to share insights, experiences, and relevant research to inform the next phase of this initiative.
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    Towards a better future: A review of the Irish school system
    (IPPN (the Irish Primary Principals Network) and NAPD (the National Association of Principals and Deputy Principals), 2017) Coolahan, John; Drudy, Sheelagh; Hogan, Pádraig; Hyland, Áine; McGuinness, Séamus
    The idea for Towards a Better Future was inspired by a review of the Finnish education system presented by Professor Pasi Sahlberg at a conference for school leaders. It prompted the question of whether it would be worthwhile to undertake similar research on the Irish education system. To our knowledge, there is no publication that gives a comprehensive overview and analysis covering contemporary early childhood, primary and second-level education in Ireland.
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    Multiple Intelligences, Curriculum and Assessment Project final report
    (Education Department, University College Cork, 2000-04) Hyland, Áine; Hyland, Áine
    The Multiple Intelligences, Curriculum and Assessment Project at University College Cork was a collaborative project carried out between 1995 and 1999. The key research question focused on whether Howard Gardner’s theory of Multiple Intelligences could be applied to, and enhance, aspects of curriculum and assessment at primary and second level in Ireland. The project involved educators from all levels and sectors and included an action research component, which involved over thirty teachers from primary and second level schools in the Cork region. It focused in particular on the subject Civic, Social and Political Education; on the interface between primary and second level and on Transition Year. The project also involved students enrolled in courses in the Education Department of UCC during the period, particularly student teachers on the Higher Diploma course in Education; teachers on the inservice Higher Diploma course in Curriculum Studies (CSPE); and teachers taking certain modules of the Masters in Education course.
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    A literature review on methodologies for consulting with children aged birth to 5 years
    (Hub na nÓg, 2024) Horgan, Deirdre
    This report considers the participation of our youngest citizens from birth to 5 years and how this can be embedded in early childhood education and care in Ireland. Limitations of existing research have been highlighted by Correia et al. (2019) who state that there was no systematic review mapping international empirical research on young children's right to participate in ECEC settings. Even that systematic review focuses on 3–6-year-olds and does not include very young children, nor did it include children with special needs. This literature review explores issues relating to what Cassidy et al (2022) describe as a complex, challenging and under researched area. It is understood that there is no such thing as children’s ‘voice’, rather children have a multiplicity of voices and these can be accessed in a variety of ways (O’Toole and Hayes, 2020). Given this understanding, practices need to be developed to support children’s participation from the earliest age. The aim of this literature review, then, is to provide policymakers and early years educators with a synthesis of the existing research in the field, allowing for a deeper understanding of current thinking with a comprehensive evidence-base on participation-related ideas, practices and outcomes in early years, highlighting state of the art and informing possible pathways to move the field forward.