1,721,014 research outputs found
Study to establish the cost of participating in higher education for students from diverse backgrounds
No full textThis study, commissioned by the Higher Education Authority, examines the costs associated with attending college for an increasingly diverse student population. Drawing predominantly on a range of existing ESRI data sources, the analysis will examine costs over a range of fields of study, at both undergraduate and postgraduate level, for a broad cross-section of students, including those with no financial support from the family, mature students, students with dependants and students with a disability
Participation in shadow education and academic performance: A comparison of upper secondary school students in Ireland and Germany
No full textThis article uses two longitudinal cohort studies (Growing Up in Ireland and the National Educational Panel Study) to examine how shadow education relates to academic performance in Ireland and Germany. Patterns of take-up of, and outcomes from, shadow education are found to reflect the particular country context—aimed at maintaining performance to avoid grade retention in Germany and preparing for a high-stakes upper secondary exam in Ireland. Participation enhances academic performance but only for students with lower levels of prior achievement. However, the relationship is not much stronger than with engagement in structured out-of-school activities. Thus, shadow education appears to be one of a number of strategies used by more privileged families to secure educational advantage
Educational and school-to-work pathways of majority and ethnic minority youth in Germany: direct links and detours
No full textAttitudes of the non-Catholic population in Northern Ireland towards the Irish language in Ireland
No full textOnce holding a prominent position on the island, social, economic and political factors throughout the centuries have resulted in decline of the Irish language. The current situation of the Irish language on the island differs markedly between the Republic of Ireland and Northern Ireland. While historically the Irish language was used also by the representatives of other religions, over time it became strongly associated with Catholic identity. This paper explores the attitudes towards the use of the Irish language of adult non-Catholic population in Northern Ireland. It explores the link between language and national and religious identities, and seeks to identify factors associated with positive attitude towards the Irish language. The paper draws on 2013 Language Survey
Care to college: an exploratory study on care-experienced students’ educational journeys.
No full textMan enough to do it? Girls and non-traditional subjects in lower secondary eduction
No full textThis article examines the processes influencing the choice of non-traditional subjects by girls in lower secondary education in the Republic of Ireland. In particular, we focus on the traditionally 'male' technological subjects, namely, Materials Technology (Wood), Metalwork and Technical Graphics. Analyses are based on detailed case-studies of twelve secondary schools, placing them in the context of national patterns of subject take-up. Strong gender differentiation persists in the take-up of these technological subjects. Commonalities are evident across schools in the way in which the subjects are constructed as 'male'. However, some students, both female and male, actively contest these labels, and school policy and practice regarding subject provision and choice can make a difference to take-up patterns. It is argued that the persistent gendering of subjects has implications for the skills acquired by students, their engagement in education, and the education, training and career opportunities open to them on leaving school
Governance and Funding of Voluntary Secondary Schools in Ireland. RESEARCH SERIES NUMBER 34 October 2013
No full textThis study presents a comprehensive picture of educational governance and
financing among second-level schools in Ireland. There are three second-level
sectors in Ireland,1 which have their origins in historical developments and policy
changes: voluntary secondary schools, vocational schools (including community
colleges), and community/comprehensive schools (see Chapter 3). Broadly
interpreted, governance refers to the ownership, organisation and management
of schools. The mode of governance varies across different types of schools, with
voluntary secondary schools increasingly being governed by lay School Trusts;
community/comprehensive schools under the joint trusteeship of religious orders
and the state while vocational schools (including community colleges) are under
the trusteeship of the state. The way in which the different school types are
financed and the extent to which the state supports the trusteeship function
across the three second-level sectors also varies, as shown in this report
Risk and protective factors in adolescent behaviour: The role of family, school and neighbourhood characteristics in (mis)behaviour among young people.
No full textNew research, published by the ESRI and produced in partnership with the Department of Children, Equality, Disability, Inclusion and Youth (DCEDIY), shows that schools are more important than neighbourhoods in influencing adolescent behaviour. Using data from the Growing Up in Ireland study, the findings show that most 17-year-olds have no behaviour difficulties and few consistently 'act out' at home, at school, and in the community
What predicts international higher education students’ satisfaction with their study in Ireland? ESRI Research Bulletin 2016/2/2
No full textAcross the OECD countries, the internationalisation of higher education has been firmly on the policy
agenda. Between 2000 and 2011, the global number of international students more than doubled
and in 2011 there were more than 4.5 million tertiary students enrolled outside their country of
citizenship (OECD, 2013). In the Irish context, the process of internationalisation has been guided by
the Government’s Strategy for International Education, Investing in Global Relationships, from 2010
to 2015. The number of international students in Ireland increased from just over 5,000 in
2000/2001 to more than 13,000 in 2012/2013, jumping to more than 18,000 in the 2014/2015
academic year.
In the context of increasing numbers of internationally mobile students, relatively little is known
about how satisfied international students are with their study abroad and what factors determine
their satisfaction. The analysis of this topic is important in the context of the tension between the
drive to recruit international students and the practicalities of meeting international students’ needs
within both the classroom and the wider educational institution. The present study aimed to address
this gap
Predicting international higher education students' satisfaction with their study in Ireland
No full textThe internationalisation of higher education - a facet of broader processes of globalisation - has resulted in increased study-related travel, and the development of policies to attract international students. Nevertheless, in the context of a strong drive to recruit international students, little is known about how they are faring during their study abroad. This paper addresses the gap in research, analysing the experiences of international students studying in Irish Higher Education Institutions, drawing on nationally representative data from the Eurostudent IV study. The findings show that students' satisfaction with study while abroad is shaped by a number of different factors including, first and foremost, students' satisfaction with their education institution and subjective rating of their health
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