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GUIDE child study 2023 Ireland
No full textGUIDE (Growing Up In Digital Europe: EuroCohort) will be Europe’s first comparative birth cohort survey. This Research Infrastructure that will be an important source of high quality longitudinal statistical evidence to support the development of social policies which will enhance the wellbeing of children, young people and their families across Europe for many years to come. GUIDE will be an accelerated cohort survey including a sample of new born infants as well as a sample of school age children. Both cohorts will be surveyed at regular intervals using a common questionnaire and data collection methodology until the age of 24 years. The survey consists of two questionnaires. One for the child itself and one for the parent of the child. This dataset contains the answers of the children in the country Ireland
Sámi Barometer 2020
No full textSaamebarometri 2020 on Oikeusministeriön ja Giellagas-instituutin toteuttama kysely, jonka tavoitteena oli kartoittaa saamen kielilain toteutumista. Aineistossa selvitetään erityisesti saamenkielisten palveluiden saatavuutta, toimivuutta ja kehittämistarpeita sekä kielellisten oikeuksien toteutumista saamelaisten kotiseutualueella ja sen ulkopuolella Suomessa. Vuoden 2020 kyselyssä painotus on koulutus-, kulttuuri- ja vapaa-ajan palveluissa. Vastaajan kielitaitoa kartoitettiin kysymällä, kuinka hyvin vastaaja osaa kutakin kieltä (inarinsaame, koltansaame, pohjoissaame ja suomi) suullisesti, kirjallisesti ja ymmärtää sitä. Edelleen tiedusteltiin, missä yhteyksissä vastaaja on oppinut saamea (esim. lapsuudenkodissa, päivähoidossa, koulussa, aikuisiällä) sekä missä määrin hän käyttää saamea arjessa, työelämässä, perheen ja sukulaisten kanssa sekä viranomaisten kanssa asioidessa. Jos vastaajalla oli tai on ollut alaikäisiä lapsia, kysyttiin, mitä kieliä hän puhuu lapsilleen, millaisessa päivähoidossa lapset ovat olleet ja millä kielellä he käyvät koulua. Vastaajilta tiedusteltiin, kuinka hyvin he tuntevat kielelliset oikeutensa ja saamen kielilain sekä miten tärkeinä he pitävät kielellisiä oikeuksia. Kyselyssä kartoitettiin julkisten palveluiden (kunnalliset ja valtiolliset palvelut) saatavuutta ja toimivuutta saamen kielellä. Saamen kotiseutualueella asuvilta vastaajilta kysyttiin mm. kirjaston, kulttuuri- tai liikuntapalveluiden, päivähoidon ja perusopetuksen saatavuudesta ja toimivuudesta heidän puhumallaan saamen kielellä. Lisäksi tiedusteltiin, miten kunta tiedottaa toiminnastaan saamen kielellä. Vastaajilta kysyttiin myös, missä kunnan tai valtion toiminnoissa he ovat saaneet saamenkielistä palvelua ja missä palvelun lisääminen olisi heidän mielestään tärkeintä. Lisäksi tiedusteltiin, millaisiin toimiin kunnan tai valtion tulisi ryhtyä saamenkielisten palveluiden kehittämiseksi. Kyselyssä kartoitettiin myös kieli-ilmapiiriä kunnassa sekä mahdollisia syrjintä-, ennakkoluulo- tai häirintäkokemuksia saamen kielen käytön vuoksi. Taustatietoina aineistossa ovat vastaajan sukupuoli, syntymävuosi, koulutusaste, työmarkkina-asema, äidinkieli ja suuralue.Sámi Barometer 2020 is a survey conducted by the Ministry of Justice and the Giellagas Institute, aiming to examine the implementation of the Sámi Language Act. The data specifically investigates the availability, functionality, and development needs of Sámi-language services, as well as the realization of linguistic rights both within and outside the Sámi homeland in Finland. The 2020 survey focuses on education, cultural, and leisure services. Respondents' language proficiency was assessed by asking how well they can speak, write, and understand each language (Inari Sámi, Skolt Sámi, North Sámi, and Finnish). Further questions explored in which contexts the respondent has learned Sámi (e.g., at home in childhood, in daycare, at school, as an adult) and to what extent they use Sámi in everyday life, at work, with family and relatives, and when dealing with authorities. If the respondent had or has underage children, they were asked which languages they speak to their children, what kind of daycare the children have attended, and in which language they go to school. Respondents were asked how well they know their linguistic rights and the Sámi Language Act, and how important they consider linguistic rights. The survey examined the availability and functionality of public services (municipal and state services) in Sámi. Respondents living in the Sámi homeland were asked, among other things, about the availability and functionality of library, cultural or sports services, daycare, and basic education in their spoken Sámi language. In addition, the survey inquired how the municipality communicates about its activities in Sámi. Respondents were also asked in which municipal or state functions they have received services in Sámi and in which areas increasing such services would be most important in their opinion. Furthermore, the survey asked what actions the municipality or state should take to develop Sámi-language services. The survey also explored the language climate in the municipality and possible experiences of discrimination, prejudice, or harassment due to the use of the Sámi language. Background information in the data includes the respondent's gender, year of birth, level of education, employment status, mother tongue, and major region
TraCiSS: School Teachers Survey-2025, Khmelnytskyi, Zhytomyr, and Sumy Regions, Ukraine
No full textThe research project “Transversal Competences Assessment in Secondary Schools: An International Comparison of Teachers’ Attitudes and Teaching Practices” (TraCiSS) results from a collaboration between researchers at the University of Bern (ICER) and the St.Gallen University of Teacher Education (Institute of Educational Psychology) to explore shared research questions on assessing transversal competences in secondary schools. By combining resources and sharing knowledge and experience, we aim to improve the efficiency of our research and broaden its geographical reach through an international survey. The primary objective of the TraCiSS study is to compare teachers' teaching practices regarding the assessment of transversal skills across different countries. We focus on the following questions: 1. Future-oriented importance: How do teachers in the countries studied assess the importance of specific transversal competences for the future lives of their students in society? 2. Current teaching practice: Which transversal competences are currently promoted and assessed in the classroom by teachers in the countries studied? What methods are used? 3. Needs analysis: What needs do teachers in the countries studied have regarding the promotion and assessment of transversal competences? 4. International comparison: What country-specific differences and similarities can be recognized concerning future requirements, current teaching practices, and the needs of teachers? To answer these questions, the research team conducted a comprehensive online survey of school teachers in Switzerland and Ukraine, as well as the network of international partner schools of the Goethe-Institut’s exchange program 'SCHULWÄRTS!'. The study focuses on school-based assessment of transversal competences identified in all fields of activity and subject areas. In the countries where teachers are surveyed as part of the TraCiSS study, different terms are used for these competences in official educational documents, including "überfachliche Kompetenzen", “cross-cutting skills” and "transversal competences". As partners in the TraCiSS project, we have therefore agreed to use the internationally recognized term "transversal competences" in our study following the ESCO-Definition (European Skills, Competences, Qualifications, and Occupations): learned and proven abilities that are commonly seen as necessary or valuable for effective action in virtually any kind of work, learning, or life activity (are not exclusively related to any particular context). The term “transversal competences” is used in all the joint project documents and publications. The term used in the teacher survey questionnaire was appropriate for the sample (country), providing a short common explanation to ensure respondents understand it similarly
The Irish Longitudinal Study on Ageing (TILDA) Wave 2, 2012-2013
No full textTILDA collects information on all aspects of health, economic and social circumstances from adults aged 50 years and over resident in Ireland. Waves of data collection take place every two years. TILDA provides a comprehensive and accurate picture of the characteristics, needs and contributions of older persons in Ireland to inform and support improvements in policy and practice; advancements in technology and innovation; tailored education and training through an enhanced ageing research infrastructure; harmonisation with leading international research to ensure adoption of best policy and practice and comparability of results. TILDA is necessary to act as the foundation on which we can plan appropriate health, medical, social and economic policies for our older adults. Wave 2 dataset: version 2.8The version 2.8 PMF dataset includes data from 7,206 TILDA respondents who completed a second self-interview during the Wave 2 fieldwork. Data from any respondents who were new at Wave 2, respondents who had passed away between the waves and data from returning respondents who required a proxy interview have been removed (n=408) to protect anonymity. The dataset includes data from the home interview, the self-completion questionnaire and certain other variables derived from this data. More information on these derived variables can be found in the ‘Wave 2 Derived Variable Codebook’
Quarterly National Household Survey (QNHS) Module on Health, Q3 2007
No full textThe Quarterly National Household Survey (QNHS) began in September 1997 and ran until Q2 2017 when it was replaced by the Labour Force Survey (LFS). While the main purpose of the QNHS was the production of quarterly labour force estimates, the QHNS also conducted special modules on different social topics each quarter. This special module on Health was run in the three months from June to August 2007. This was an update of a previous health module asked during the same period in 2001. Please note that due to CSO restrictions, these files cannot be matched to their associated microdata files
Labour Force Survey (LFS), 2000
No full textThe Labour Force Survey (LFS) is a large-scale, nationwide survey of households in Ireland conducted by the Central Statistics Office. It is designed to produce quarterly labour force estimates that include the official measure of employment and unemployment in the state (ILO basis). This survey replaced the Quarterly National Household Survey (QNHS) from Q3 2017. The QNHS began in September 1997, replacing the annual April Labour Force Survey (LFS). Each quarter the LFS produces data among others on: Numbers unemployed Persons in employment Labour force participation rates Inactive population (not in the labour force) Sectoral breakdown (Nace Rev. 2) of those in employment Breakdown of headline data by age, sex and region Persons in employment classified by occupation Seasonally adjusted headline series Data on family compositio
Labour Force Survey (LFS), 2013
No full textThe Labour Force Survey (LFS) is a large-scale, nationwide survey of households in Ireland conducted by the Central Statistics Office. It is designed to produce quarterly labour force estimates that include the official measure of employment and unemployment in the state (ILO basis). This survey replaced the Quarterly National Household Survey (QNHS) from Q3 2017. The QNHS began in September 1997, replacing the annual April Labour Force Survey (LFS). Each quarter the LFS produces data among others on: Numbers unemployed Persons in employment Labour force participation rates Inactive population (not in the labour force) Sectoral breakdown (Nace Rev. 2) of those in employment Breakdown of headline data by age, sex and region Persons in employment classified by occupation Seasonally adjusted headline series Data on family compositio
The Intellectual Disability Supplement to the Irish Longitudinal Study on Ageing (IDS-TILDA) Wave 4, 2019-2020.
No full textThe Intellectual Disability Supplement to the Irish Longitudinal Study on Ageing (IDS-TILDA) is a longitudinal study researching ageing in Ireland among people with an intellectual disability aged 40 and over. This study is the first of its kind in Europe, and the only study able to directly compare the ageing of people with an intellectual disability with the general ageing population. The underpinning values of IDS-TILDA are inclusion, choice, empowerment, person centred, the promotion of people with intellectual disability, the promotion of best practice and to contribute to the lives of people with intellectual disability. The objectives of IDS-TILDA are: to understand the health characteristics of people ageing with an intellectual disability; to examine the service needs and health service utilization of people ageing with an intellectual disability; to identify disparities in the health status of adults with an intellectual disability as compared to The Irish Longitudinal Study on Ageing’s (TILDA) findings for the general population; and to support evidence-informed policies, practices and evaluation. IDS-TILDA Wave 4 provides much needed data on the health, social, economic and environmental circumstances of 739 people as they grow older and how their circumstances change over a period of time
Choice experiment examining healthcare prioritization under financial constraints for people with one or more chronic health condition, December 2021 to March 2022
No full textIt can cost a lot of money for people living with chronic health conditions to access healthcare. This can lead to a range of issues for them, for example not taking medications due to cost or not paying household bills to afford healthcare. Firstly participants wereasked some basic demographic questions This survey asked people living with one or more health conditions how much they spend on healthcare (broken down by healthcare area and chronic condition). They were then asked what healthcare services they would prioritise if they were faced with financial constraints. Then they were asked to explain their decisions and some questions about their real life experiences of financial issues related to healthcare. We think this can inform us about the potential effects of high healthcare costs and how people make decisions when placed in these circumstances
Measuring secondary school staff confidence and concerns around youth mental health, 2021
No full textThis study collected data on secondary school staff confidence and worries around delivering mental health content to students. The aim of the study was to assess the psychometric properties of two new measures developed in Canada and previously tested on a sample of elementary school teachers (Linden &Stuart, 2019). A comprehensive mixed-methods survey was developed including the two measures in question: The Teacher Confidence Scale to Deliver Mental Health Content (TCS-MH) and the What Worries Me Scale (WWMS), as well as a measure of mental health knowledge (MHKS; Dooley et al 2014), mental health stigma (RIBS; Evans-Lacko et al, 2011), teacher efficacy (TSES; Tschannen-Moran & Woolfolk Hoy, 2001), and anxiety (DASS; Lovibond & Lovibond, 1995). The survey also included detailed demographic questions, capturing information both about the participants and their schools. Finally, the survey included an open question where participants were asked to describe their experience of addressing mental health in school. Participants were recruited via social media, via Jigsaw, the National Centre for Youth Mental Health in Ireland, and via snowball sampling. In total, n=644 secondary school staff members completed the survey. The majority of the final sample were female (n=514) and were subject teachers (n=444), although n=79 of these teachers also reported having an additional role. The final sample also included school leadership, staff in wellbeing support roles, learning support staff, and non-teaching staff. Less than half of the sample indicated that they had received previous mental health training (n=289) and details of this training was included in n=246 responses. N=359 participants also responded to the open question detailing their experience of addressing mental health in the course of their work. Data on the schools represented in the sample fit well with national figures from the Department of Education from the same year