Registry
Module Specifications
Archived Version 2020 - 2021
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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 |
ET | BSc in Education & Training |
HMSA | Study Abroad (Humanities & Soc Science) |
HMSAO | Study Abroad (Humanities & Soc Science) |
IESA | Study Abroad (Institute of Education) |
IESAO | Study Abroad (Institute of Education) |
- See the module specification for ES218 in 2003 - 2004
- See the module specification for ES218 in 2004 - 2005
- See the module specification for ES218 in 2005 - 2006
- See the module specification for ES218 in 2006 - 2007
- See the module specification for ES218 in 2007 - 2008
- See the module specification for ES218 in 2008 - 2009
- See the module specification for ES218 in 2009 - 2010
- See the module specification for ES218 in 2010 - 2011
- See the module specification for ES218 in 2011 - 2012
- See the module specification for ES218 in 2012 - 2013
- See the module specification for ES218 in 2013 - 2014
- See the module specification for ES218 in 2014 - 2015
- See the module specification for ES218 in 2015 - 2016
- See the module specification for ES218 in 2016 - 2017
- See the module specification for ES218 in 2017 - 2018
- See the module specification for ES218 in 2018 - 2019
- See the module specification for ES218 in 2019 - 2020
- See the module specification for ES218 in 2020 - 2021
- See the module specification for ES218 in 2021 - 2022
- See the module specification for ES218 in 2022 - 2023
- See the module specification for ES218 in 2023 - 2024
- See the module specification for the current year