23 research outputs found

    Class Inequalities in Educational Attainment among the Adult Population in the Republic of Ireland

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    Substantial increases in participation rates at secondary and third level in recent years have often been assumed to be associated with increased equality of opportunity. However, there is little evidence from elsewhere that expansion per se, except when it takes the form of saturation of the demand from higher classes, leads to a reduction in class inequalities. In exploring the factors that contribute to trends over time, or to a distinctive position in comparison with other countries, we have drawn on the recent literature to argue that the crucial factors are those which affect decisions to continue in education. We have also operated on the assumption that students and their parents rationally consider the costs and benefits associated with educational choices. The most recent evidence relating to the adult population provides no support for the existence of any trend towards equality of educational opportunity. It is, rather consistent with the class reproduction perspective that stresses the ability of privileged classes to maintain their advantages.

    PATHWAYS TO ADULTHOOD IN IRELAND: CAUSES AND CONSEQUENCES OF SUCCESS AND FAILURE IN TRANSITIONS AMONGST IRISH YOUTH. ESRI General Research Series Paper No. 161, December 1993

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    This is a study of two main transitions to adulthood amongst a large sample of young Irish people who completed their second-level education in 1981/82. It is based on final interviews carried out with them in late 1987 about their transitions to adulthood over tile preceding 5 to 6 years. It studies their achievement of a sequence of interrelated adult statuses as young people moved from dependence on their family of origin to complete economic independence and the establishment of their own households and their own new families

    Global, regional, and national burden of disorders affecting the nervous system, 1990–2021: a systematic analysis for the Global Burden of Disease Study 2021

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    BackgroundDisorders affecting the nervous system are diverse and include neurodevelopmental disorders, late-life neurodegeneration, and newly emergent conditions, such as cognitive impairment following COVID-19. Previous publications from the Global Burden of Disease, Injuries, and Risk Factor Study estimated the burden of 15 neurological conditions in 2015 and 2016, but these analyses did not include neurodevelopmental disorders, as defined by the International Classification of Diseases (ICD)-11, or a subset of cases of congenital, neonatal, and infectious conditions that cause neurological damage. Here, we estimate nervous system health loss caused by 37 unique conditions and their associated risk factors globally, regionally, and nationally from 1990 to 2021.MethodsWe estimated mortality, prevalence, years lived with disability (YLDs), years of life lost (YLLs), and disability-adjusted life-years (DALYs), with corresponding 95% uncertainty intervals (UIs), by age and sex in 204 countries and territories, from 1990 to 2021. We included morbidity and deaths due to neurological conditions, for which health loss is directly due to damage to the CNS or peripheral nervous system. We also isolated neurological health loss from conditions for which nervous system morbidity is a consequence, but not the primary feature, including a subset of congenital conditions (ie, chromosomal anomalies and congenital birth defects), neonatal conditions (ie, jaundice, preterm birth, and sepsis), infectious diseases (ie, COVID-19, cystic echinococcosis, malaria, syphilis, and Zika virus disease), and diabetic neuropathy. By conducting a sequela-level analysis of the health outcomes for these conditions, only cases where nervous system damage occurred were included, and YLDs were recalculated to isolate the non-fatal burden directly attributable to nervous system health loss. A comorbidity correction was used to calculate total prevalence of all conditions that affect the nervous system combined.FindingsGlobally, the 37 conditions affecting the nervous system were collectively ranked as the leading group cause of DALYs in 2021 (443 million, 95% UI 378–521), affecting 3·40 billion (3·20–3·62) individuals (43·1%, 40·5–45·9 of the global population); global DALY counts attributed to these conditions increased by 18·2% (8·7–26·7) between 1990 and 2021. Age-standardised rates of deaths per 100 000 people attributed to these conditions decreased from 1990 to 2021 by 33·6% (27·6–38·8), and age-standardised rates of DALYs attributed to these conditions decreased by 27·0% (21·5–32·4). Age-standardised prevalence was almost stable, with a change of 1·5% (0·7–2·4). The ten conditions with the highest age-standardised DALYs in 2021 were stroke, neonatal encephalopathy, migraine, Alzheimer's disease and other dementias, diabetic neuropathy, meningitis, epilepsy, neurological complications due to preterm birth, autism spectrum disorder, and nervous system cancer.InterpretationAs the leading cause of overall disease burden in the world, with increasing global DALY counts, effective prevention, treatment, and rehabilitation strategies for disorders affecting the nervous system are needed

    Early School Leavers: Reform of the Junior Certificate, Educational Achievement and Employment Chances

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    This report reports the main results of analyses of the likely impact of the introduction of ?Foundation? levels in the Junior Certificate examination in 1992 on school leavers? educational achievements and employment chances one year after they had completed their second level education. By comparing the results of regression analyses of the effects of basic ?passing? on the educational achievement and employment outcomes amongst two cohorts of schools leavers ? 1991+1992 versus 1993+1994 ? we attempt to test for the effects of passing grades achieved, incorporating the new ? Foundation? levels, on employment chances. We estimate whether these employment effects are significantly smaller than similar minimum ?passing grades? in the preceding Intermediate/Group Certificate examinations, before Foundation levels had been introduced. Our preliminary results show that despite increased unemployment rates in 1993/1994, securing a ?passing? grade (5 Ds) in the Junior Certificate examination ? one grade of which at least was at Foundation level ? grade as high a ?rate of return? in employment chances as had equivalent grades in the preceding (1991/1992 school leavers) ?ordinary? or ?general? levels in the Intermediate/Group Certificate examinations. Consequently, it would appear that employers have accepted the validity of the new level/grades system and treated it equivalently to the preceding one. However, sample sizes of those with such basic junior cycle ?passing? grades are very small so these results should be treated with some caution.

    1985/86 School Leavers: A Follow-Up Study in 1992

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    This report provides some basic, descriptive statistical information on the educational, training and employment status of 1985/6 school leavers in 1992. In addition, changes over time in their employment status and educational/training characteristics are described. Unemployment experiences are described in detail in section 4, with patterns analysed by education level, sex and region. Emigration experience is also described in some detail in section 5; over one third of school leavers emigrated at some time over the six-year period. But almost half of these had returned home by 1992. This a substantially higher return rate than in our previous follow-up surveys in 1982-87. Emigration is shown to be highly correlated with education level ? those with the least qualifications being last likely to emigrate and most likely to return. As indicated the report is descriptive and readers should be careful in drawing any casual inferences from the tables presented. Nevertheless the information provided is very interesting showing some clear relationships, particularly between level of education originally attained and subsequent education/training and labour market outcomes; emphasising in particular the very disadvantaged situation of the most poorly qualified and the low extent to which their initial disadvantage is subsequently corrected.
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