A policy analysis of key employability interventions for the educationally disadvantaged in further education: Comparative insights for Irish education

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dc.contributor.advisor O'Brien, Stephen en
dc.contributor.advisor O'Sullivan, Denis en
dc.contributor.author Boyle, James Patrick
dc.date.accessioned 2015-03-25T15:56:09Z
dc.date.available 2015-03-25T15:56:09Z
dc.date.issued 2014
dc.date.submitted 2014
dc.identifier.citation Boyle, J. P. 2014. A policy analysis of key employability interventions for the educationally disadvantaged in further education: Comparative insights for Irish education. PhD Thesis, University College Cork. en
dc.identifier.endpage 393
dc.identifier.uri http://hdl.handle.net/10468/1785
dc.description.abstract The aim of this study is to garner comparative insights so as to aid the development of the discourse on further education (FE) conceptualisation and the relationship of FE with educational disadvantage and employability. This aim is particularly relevant in Irish education parlance amidst the historical ambiguity surrounding the functioning of FE. The study sets out to critically engage with the education/employability/economy link (eee link). This involves a critique of issues relevant to participation (which extends beyond student activity alone to social relations generally and the dialogic participation of the disadvantaged), accountability (which extends beyond performance measures alone to encompass equality of condition towards a socially just end) and human capital (which extends to both collective and individual aspects within an educational culture). As a comparative study, there is a strong focus on providing a way of conceptualising and comparatively analysing FE policy internationally. The study strikes a balance between conceptual and practical concerns. A critical comparative policy analysis is the methodology that structures the study which is informed and progressed by a genealogical method to establish the context of each of the jurisdictions of England, the United States and the European Union. Genealogy allows the use of history to diagnose the present rather than explaining how the past has caused the present. The discussion accentuates the power struggles within education policy practice using what Fairclough calls a strategic critique as well as an ideological critique. The comparative nature of the study means that there is a need to be cognizant of the diverse cultural influences on policy deliberation. The study uses the theoretical concept of paradigmatic change to critically analyse the jurisdictions. To aid with the critical analysis, a conceptual framework for legislative functions is developed so as to provide a metalanguage for educational legislation. The specific contribution of the study, while providing a manner for understanding and progressing FE policy development in a globalized Ireland, is to clear the ground for a more well-defined and critically reflexive FE sector to operate and suggests a number of issues for further deliberation. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher University College Cork en
dc.rights © 2014, James P. Boyle en
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/3.0/ en
dc.subject Employability en
dc.subject Legislation en
dc.subject Culture en
dc.subject Comparative en
dc.subject Further education en
dc.subject Educational disadvantage en
dc.subject Critical policy analysis en
dc.title A policy analysis of key employability interventions for the educationally disadvantaged in further education: Comparative insights for Irish education en
dc.type Doctoral thesis en
dc.type.qualificationlevel Doctoral en
dc.type.qualificationname PhD (Education) en
dc.internal.availability Full text available en
dc.check.info No embargo required en
dc.description.version Accepted Version
dc.description.status Not peer reviewed en
dc.internal.school Education en
dc.check.type No Embargo Required
dc.check.reason No embargo required en
dc.check.opt-out Not applicable en
dc.thesis.opt-out false
dc.check.embargoformat Not applicable en
ucc.workflow.supervisor s.obrien@ucc.ie
dc.internal.conferring Spring Conferring 2015


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© 2014, James P. Boyle Except where otherwise noted, this item's license is described as © 2014, James P. Boyle
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