Titlebook: Education Policy in Ireland Since 1922; Brendan Walsh Book 2022 The Editor(s) (if applicable) and The Author(s), under exclusive license t

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Introduction,ext. This is not, necessarily, in terms of wider socio-economic change, although, of course, where this is relevant it is included, but rather in terms of education policy where it existed. The reservation ‘where it existed’ is an important one because, as the attentive reader will realise, some pol

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Curriculum in Context: Evolution of Irish Curriculum Policy and Practice,hese include the dominant role played by the Department of Education prior to the establishment of an independent, now statutory, curriculum body, and the paucity of support for school-based curriculum development and action research. The significance of contextual factors, including social, cultura

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,Two Roads Diverged: Policy Shifts in Second-Level Religious Education 1998–2020,and. Drawing on the image of ‘two roads diverged’, the chapter proceeds to argue that the Education Act of 1998, which emerges as a watershed moment in the development of religious education in post-primary schools in Ireland, marks the beginning of a divergence in religious education policy between

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Old Ribbons, New Bows: The Historical Development of Internal Improvement Processes in Irish Schoolnternal improvement processes from the 1980s. The discussion then focuses, predominantly, on the introduction and establishment of various iterations of internal improvement processes such as school development planning and school self-evaluation in primary and post-primary schools. In order to prov

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Vocational Education, Rural Ireland and the Nation State 1930-1960f,ughout the history of educational policy-making, debates on the nature, length and universality of primary education and on the challenges of reintegrating people into employment and education, have provided platforms for discussions about the distinctiveness of different forms of education (Heikkin

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Key Milestones in the Evolution of Skills Policy in Ireland,higher education (ESRI, 2014). This echoes wider social norms but can also be seen as a reflection of the diversity of Further Education and Training (FET) in terms of the perceptions of current provision (O’Leary & Rami, 2016). This chapter sets out to identify the key milestones in the evolution o

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