Implementing Education Policies Education in Ireland An OECD Assessment of the Senior Cycle Review
Ireland is undertaking a review of their senior cycle (upper secondary education) led by the National Council for Curriculum and Assessment (NCCA).
| Autor principal: | |
|---|---|
| Autor Corporativo: | |
| Formato: | Libro electrónico |
| Idioma: | Inglés |
| Publicado: |
Paris :
OECD Publishing
2020.
|
| Materias: | |
| Ver en Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009704969906719 |
Tabla de Contenidos:
- Intro
- Foreword
- Acknowledgements
- Table of contents
- Acronyms and Abbreviations
- Executive Summary
- Ireland is undertaking a review of its senior cycle
- Current senior cycle: perceived strengths and areas for development
- An inclusive review process that can be enriched
- Adapting and shaping the context for the review
- Suggestions for next steps in the implementation of the senior cycle review
- 1 Introduction
- A strong performer committed to improvement
- The review of senior cycle in Ireland
- Methodology of this assessment
- Notes
- References
- 2 Senior cycle in Ireland
- Why a review of senior cycle?
- An overview of the current senior cycle programmes
- Transition Year
- Leaving Certificate Established
- Leaving Certificate Vocational Programme
- Leaving Certificate Applied
- Access to higher education
- Observations and issues
- Overall remarks
- Issues to consider
- A narrow vision of the purpose of senior cycle
- The "points system" is associated with some undesirable effects
- A potential need to align junior and senior cycles
- The vocational strand of senior cycle can be enhanced
- Disadvantaged students in senior cycle may face more challenges
- Notes
- References
- 3 Stakeholder engagement in the review of senior cycle
- Why does stakeholder engagement matter for the review of senior cycle?
- Stakeholder engagement in the review of senior cycle
- A tailored engagement approach for the senior cycle review
- Stakeholder engagement in the review process (phase 2)
- Observations and issues
- Overall remarks
- Issues to consider
- An ambivalent support for change might delay the review
- Lack of agreement on priorities and on possible solutions could hinder solving the issues identified
- Insufficient involvement from some key players could limit the scope of the review.
- Concerns about how the review process will translate into policy could limit the involvement of some stakeholders
- Notes
- References
- 4 A conducive context for the review of senior cycle
- Why is context important for the review of senior cycle?
- Key contextual factors in Ireland
- Governance: a centralised education system with school autonomy
- Articulation with other policies
- Student assessment
- Teacher professional development
- Societal trends and shocks
- Ireland's economy has recovered from the aftermath of the Great Recession displaying the strongest post-crisis output recovery in the OECD
- Observations and issues
- Overall remarks
- Issues to consider
- It is important to learn from previous reforms
- There is a perceived need to enhance collaboration across the system
- Considering teacher and school leadership capacity for senior cycle review
- Student assessment in senior cycle
- Equity should play a more prominent role in the discussion agenda
- There is public pressure and attention on policy development
- Notes
- References
- 5 A coherent approach to the next stages of the review of senior cycle
- Why is establishing the next steps from the review of senior cycle important?
- Implementing the senior cycle review: suggestions for next steps
- Refining the vision for senior cycle and reviewing its structure accordingly
- Immediate challenges
- Actions to consider in phase 3
- Reviewing complementary policies that need to be aligned in senior cycle
- Immediate challenges
- Actions to consider in phase 3
- Clarifying roles and responsibilities
- Immediate challenges
- Actions to consider in phase 3
- Designing a communication and engagement plan
- Immediate challenges
- Actions to consider in phase 3
- Securing resources
- Immediate challenges
- Actions to consider in phase 3.
- Clarifying expectations on timing and pace
- Immediate challenges
- Actions to consider in phase 3
- Gathering data and information for decision-making
- Immediate challenges
- Actions to consider in phase 3
- References
- Annexes
- Annex A. OECD team members
- Annex B. Meetings and interviews conducted by the OECD team.
