The historical development of teacher education in the Republic of Ireland

This article seeks to address such questions and, in the process, give a synoptic account of the progress of teacher education, with a particular emphasis on initial teacher education, from 1922 to 2003

The Commission on Higher Education, 1967, and Third-Level Policy in Contemporary Ireland

While higher education did not feature prominently in the public consciousness during the first four decades of political independence, the following twenty years witnes~ed a remarkable degree of analysis and appraisal ~nd a level of action on a range of fronts which transformed the p-rovision and profile of higher education in Irish society. By 1960 the Government accepted that the whole question of third-level education needed to be examined and that third-level education would be a crucial element in the planned socio-economic development of the sta~e. With thi~ end in view the Minister for Education, Dr. Hillery, appomted a twenty-eight person commission on Higher Education. It held its inaugural meeting on the 8th November, 1960

Attracting, Developing and Retaining Effective Teachers: Country Background report for Ireland.

This Country Background Report (CBR) on the teaching career in Ireland forms part of the major OECD study “Attracting, Developing and Retaining Effective Teachers.” Similar reports are being submitted from twenty six other countries. Nine of these countries are also engaged on ‘thematic’ studies of the teaching career, involving site visits by external reviewers appointed by the OECD. The format of the CBRs follows a common pattern, set out by the OECD in its Design and Implementation Plan. This is to facilitate comparative analysis of sub-themes of the reports. Thus, each CBR involves six chapters. The first two – “the national context” and “school system and the teaching force”– are intended to provide succinct overviews of these themes in line with queries posed in the OECD documentation. Each of the other four chapters is designed on a common format – identification of policy concerns; data, trends and factors; policy initiatives and their impact. Specific questions are posed regarding data, trends and factors. The same questions may be posed in relation to more than one sub-theme which gives rise to some repetition in the report, but is important for the comparative analysis. The questions posed seek to elicit more than factual responses. As is stated in the Design and Implementation Plan, “The questions are intended to draw out a problem-oriented and dynamic view of teacher policy issues from each country.... They are intended to draw out coherent analyses and discussions on key policy issues.” The study is intended to be policy oriented, with the overall aim of providing policy makers with information to assist them in formulating and implementing teacher policies leading to quality teaching and learning at the school level. The OECD wishes to ensure the Country Background Report does not just reflect the views of the central administrative educational authorities, but that it also encompasses views of other stakeholders. The views of senior officials within the Department of Education and Science were sought through a series of meetings and through written submissions. A National Consultative Forum, with representatives of fifty two stakeholders was convened in September 2002 and care was taken to record their viewpoints. Care has been taken to enrich the report with concerns and viewpoints of many interested groups. The views of researchers have been sought, and material has been drawn from a range of recent research reports, relevant to the theme. The National Co-ordinators for the CBR and the author are very grateful for all the oral, documentary and statistical data made available to them, and for the co-operation of many people. We hope that this Country Background Report may be regarded as a valuable resource for policy makers and others on the teaching career in contemporary Ireland, and that it will be helpful in the general OECD study. It is planned that the overall OECD study will be completed in 2004, and that the findings will be readily available to all interested parties

Science and Technology as Elements of Educational and Socio-Economic Change in Ireland, 1958-83

While many European countries after the second world war were spurred into new industrial, social and educational development, Ireland, which had adopted a neutral stance in the conflict, was much slower to engage in and benefit from such initiatives. Indeed, for most of the 1950s Ireland experienced a stagnant or declining economic performance, a continuing population decline, high levels of unemployment, high rates of emigration and a poorly-developed educational infrastructure. The economy was largely based on traditional agriculture with limited industrialisation protected by various tariff barriers. The export market on which the country depended so much was preponderantly linked to Britain which, as an industrial economy, operated a cheap food policy. Society was also permeated by a crisis of confidence as so many of the younger generation could see no future for them in their own society and it did not seem that Ireland could break through to the standards ofliving which were being attained by many Western countries. As a foundation document of the economic recovery put it, in 1958, 'a dynamic has to be found and released'' and the document realised that investment capital was not the only factor. There would be a constellation of elements needed in which 'advances in education and technical training' would be central. The succeeding 25 years witnessed great changes in which the interplay of education, science, technology and socio-economic policy and development took interesting patterns

A Review Paper on Thinking and Policies Relating to Teacher Education in Ireland.

Education as an academic and research subject, and teacher education as a professional education programme have had a chequered history in Ireland 1. As a process of review and re-appraisal of teacher education programmes and qualifications is being undertaken by the Teaching Council it would seem useful to refer succinctly to some recent aspects of that history in establishing a context for potential new developments. The decade 1965 to 1975 (approx) was the last time fundamental restructuring of teacher education took place. This coincided with a period of major social, economic and cultural change in Ireland, when a vibrant national economy provided resources and motivation for significant reforms, not dissimilar to the period from the middle nineties to 2007. A number of reports were issued which had important implications for education and teacher education including the Investment in Education Report (1966), the Commission on Higher Education Report (1967), the Higher Education Authority (HEA) Report on Teacher Education (1970) and the Report on An Chomhairle Mhúinteoiréachta (1974)

A Review Paper on Thinking and Policies Relating to Teacher Education in Ireland.

Education as an academic and research subject, and teacher education as a professional education programme have had a chequered history in Ireland 1. As a process of review and re-appraisal of teacher education programmes and qualifications is being undertaken by the Teaching Council it would seem useful to refer succinctly to some recent aspects of that history in establishing a context for potential new developments. The decade 1965 to 1975 (approx) was the last time fundamental restructuring of teacher education took place. This coincided with a period of major social, economic and cultural change in Ireland, when a vibrant national economy provided resources and motivation for significant reforms, not dissimilar to the period from the middle nineties to 2007. A number of reports were issued which had important implications for education and teacher education including the Investment in Education Report (1966), the Commission on Higher Education Report (1967), the Higher Education Authority (HEA) Report on Teacher Education (1970) and the Report on An Chomhairle Mhúinteoiréachta (1974)

The Forum on Patronage and Pluralism in the Primary Sector.

The fact that 96 percent of primary schools in Ireland are under denominational patronage is unique among developed countries. The reasons for this are deeply rooted in history and in the belief system of the population. With the establishment of the National (Primary) School system in 1831 the State provided financial support to local patrons for primary school provision, on the condition that patrons observed the regulations of the newly established Commissioners of National Education. While the State favoured applications from patrons of mixed denominations, what evolved, in practice, was that the great majority of schools came under the patronage of individual clergymen of different denominations

The Forum on Patronage and Pluralism in the Primary Sector.

The fact that 96 percent of primary schools in Ireland are under denominational patronage is unique among developed countries. The reasons for this are deeply rooted in history and in the belief system of the population. With the establishment of the National (Primary) School system in 1831 the State provided financial support to local patrons for primary school provision, on the condition that patrons observed the regulations of the newly established Commissioners of National Education. While the State favoured applications from patrons of mixed denominations, what evolved, in practice, was that the great majority of schools came under the patronage of individual clergymen of different denominations

The Fortunes of Education as a Subject of Study and of Research in Ireland

When one examines the traditional pattern of the study of Education in modern Ireland one is struck by its very chequered history. There have been periods of breakthrough, promise and of serious concern for its promotion. These were succeeded, jowever, by long valley-periods where the approach to the subject was unimaginative, instrumental and intellectually shallow. Regrettably the latter was the more predominant pattern. One considers that an appraisal of this tradition is important for a number of reasons. It is a topic of considerable interest in itself. It is a topic which has been very much neglected in published research. The strength or weakness of educational studies has had an intimate bearing on the quality of the education system in modern Ireland. One asserts that the neglect of educational studies has been a weakness in the intellectual and cultural life of Irish society. Such an appraisal may also be timely in that certain gains which have been made may be under threat through current policies and further desirable developments may be seriously restricted