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Module Specifications

Archived Version 2022 - 2023

Module Title
Module Code

Online Module Resources

NFQ level 8 Credit Rating 5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None

To facilitate students in considering the various historical developments in Irish Education. To allow students come to an understanding of the historical origins of the current structure of the Irish Education system To examine the structural and legislative framework within which the Irish education system operates To examine the evolution of curricular provision within the Irish education system To analyse current and future trends in Irish education

Learning Outcomes

1. Describe the role of key stakeholders in the development of Irish education
2. Explain how the structural and legislative framework within which the Irish education system operates
3. Distinguish between the historical development and structural reality of the secondary education system.
4. Analyse the factors influencing curriculum developments in the Irish education system
5. Analyse current and future trends in education

Workload Full-time hours per semester
Type Hours Description
Independent Study101reading/research
Total Workload: 125

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

Indicative Content and Learning Activities

History of Education
The historical development of the Irish education system; the role of government, church bodies and others (colonial and independent) in the formation of education structures, curriculum, ethos and practice; education in independent Ireland including the role of nationalism, economics, vocationalism, state provision, curricular change, education policy, legislation.

Assessment Breakdown
Continuous Assessment% Examination Weight%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Reassessment Requirement
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
Indicative Reading List

  • Akenson, Donald H.: 0, The Irish Education Experiment,
  • O'Connor, Sean.: 0, A Troubled Sky,
  • Walsh, Brendan & Dolan, Rose: 0, A Guide to Teaching Practice in Ireland, 1 in particular,
  • Coolahan, John: 0, Irish Education: History and Structure,
  • O’Buachalla, Seamas.: 0, Educational Policy in Twentieth Century Ireland,
  • Walsh, Brendan (ed.): 2011, Education Studies in Ireland: Key Disciplines, History of Education in Ireland (ch 2),
  • Randles, Eileen.: 0, Post-Primary Education in Ireland 1957-1970,
  • Garvin, Tom: 0, Preventing the Future, 5 in particular,
  • Government of Ireland.: 1995, White Paper: Charting Our Education Future,
  • Walsh, Brendan.: 0, The Pedagogy of Protest, 1 in particular,
  • Government of Ireland: 1998, Education Act 1998,
  • Drudy, Sheelagh: 2009, Education in Ireland : challenge and change,
  • Walshe, John.: 0, A new partnership in Education: from consultation to legislation in the nineties.,
  • Norman, James: 0, Ethos and education in Ireland,
  • Harford, Judith: 0, The opening of university education to women in Ireland,
Other Resources

Programme or List of Programmes