Registry
Module Specifications
Archived Version 2017 - 2018
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Description This module examines a number of key questions concerning the underlying provision of education in Ireland. | |||||||||||||||||||||||||||||||||||||||||
Learning Outcomes 1. Identify understandings pertaining to different conceptualisations of education 2. Be able to analyse critical accounts of the above 3. Be able to demonstrate comprehension of critical understandings outlined in the module, account for their evolution and provide critical analysis of same 4. Be able to critically account for the presence and influence of various bodies in the development of educational thinking in Ireland, identify their role and critically assess their influence. | |||||||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and
Learning Activities Evaluationg public responses to quality of educationTraining through case study to critically evaluate public perceptions of education provision. Training for prospective analysts in further education setting.Consensualism and MeritocracyStudy of the concepts of consensualism and meritocracy as affecting schooling, pupil engagment with education and potential to engage in further education and/or training. Curricular innovation in relation to same.Employability, education and traning.Study of employability paradigms. Analysis of development of certification, early school leaving, consequences for engagemnt in further edcuation and/or traninig.Liberal and Vocational paradigmsInvestigation of the evolution of humanist education and vocational 'needs based' training paradigms. Consideration of inherent values of each and potential commanalities and how this might shape education and training provision and practice.The practice of equality in education and training institutions.Study of causes of inequality and of best management institutional practice.The development of policy relating to futher education in Ireland.Consideration of the evolution, role and status of bodies and 'providers' such as NQAI, FETAC, HETAC, IUQB and FISS. | |||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources None | |||||||||||||||||||||||||||||||||||||||||
Programme or List of Programmes | |||||||||||||||||||||||||||||||||||||||||
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