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Ireland


  • 14-March-2022

    English

    Resourcing higher education in Ireland - Funding higher education institutions

    This policy brief is the third in a series of thematic policy briefs in the OECD's Resourcing Higher Education Project. This wider project aims to provide a shared knowledge base for OECD member and partner countries on policy for higher education resourcing, drawing on system-specific and comparative policy analysis. The policy brief for Ireland addresses a series of specific questions about the funding of higher education institutions, formulated by Ireland’s Higher Education Authority (HEA). The brief first reviews the main factors that affect the cost of delivery in higher education (cost drivers) and the extent to which OECD jurisdictions monitor costs and use cost information to inform the design and implementation of their funding systems. It then provides an analysis of the ways in which OECD jurisdictions design models for allocating public funding to higher education institutions to promote social inclusion objectives, reward institutional performance and provide targeted resourcing for national priorities, such as increasing supply of high-demand skills.
  • 12-January-2022

    English

  • 2-December-2021

    English

    Strengthening Early Childhood Education and Care in Ireland - Review on Sector Quality

    In supporting children’s development, countries invest in the future successes of economies and societies. Awareness of the critical role early childhood education and care (ECEC) plays in setting a strong foundation for children’s learning, development and well-being has grown among policy makers worldwide. The OECD Quality beyond Regulations policy review provides countries with an overview of the different dimensions of quality in ECEC. It also highlights policies that can enhance process quality in particular. From this review, emerged the present report, taking an in-depth look at Ireland's ECEC system. It outlines the sector’s main strengths and challenges, focusing on workforce development and quality assurance through monitoring and inspections. The report provides tailored policy recommendations to improve provision in line with national goals.
  • 29-October-2021

    English

    Training in Enterprises - New Evidence from 100 Case Studies

    Enterprises are a key provider of education and training for adults across OECD countries. Yet, policy-makers lack a detailed understanding of how training in enterprises takes place. This report opens the black box of training and informal learning in enterprises by providing in-depth insights on: i) what training and learning opportunities enterprises provide; ii) why they provide training (or not); and iii) how they make decisions about training. It presents new evidence from 100 qualitative cases studies in five countries: Austria, Estonia, France, Ireland and Italy. The findings will assist governments and social partners in designing and implementing better policies in support of training in enterprises.
  • 18-October-2021

    English

    Schooling During a Pandemic - The Experience and Outcomes of Schoolchildren During the First Round of COVID-19 Lockdowns

    This report offers an initial overview of the available information regarding the circumstances, nature and outcomes of the education of schoolchildren during the first wave of COVID-19 lockdowns of March-April 2020. Its purpose is primarily descriptive: it presents information from high quality quantitative studies on the experience of learning during this period in order to ground the examination and discussion of these issues in empirical examples. Information is presented on three interrelated topics: the nature of the educational experience during the period of lockdowns and school closures; the home environment in which education took place for the vast majority of schoolchildren; the effects on the mental health and learning outcomes for children during this period. The data come primarily from 5 countries (France, Germany, Ireland, the United Kingdom and the United States) with additional information on some aspects for 6 additional countries (Australia, Belgium (Flanders), Canada, Finland, Italy and the Netherlands). This report will be of interest to policy makers, academics, education stakeholders and anyone interested in a first international empirical analysis of the effects of the pandemic on the lives and education of schoolchildren.
  • 28-June-2021

    English

    Starting Strong VI - Supporting Meaningful Interactions in Early Childhood Education and Care

    Children’s learning, development and well-being are directly influenced by their daily interactions with other children, adults, their families and the environment. This interactive process is known as 'process quality', and leads to a key question – which policies set the best conditions for children to experience high-quality interactions in early childhood education and care (ECEC) settings? This report discusses five main policy levers and their effect on process quality, focusing particularly on curriculum and pedagogy, and workforce development. It presents indicators covering 26 countries and jurisdictions, 56 different curriculum frameworks, and more than 120 different types of ECEC settings.
  • 15-December-2020

    English

    Education in Ireland - An OECD Assessment of the Senior Cycle Review

    Ireland is undertaking a review of their senior cycle (upper secondary education) led by the National Council for Curriculum and Assessment (NCCA). It aims at collecting the views of all relevant stakeholders to identify the strengths and challenges of senior cycle in its current form, and identify priority issues and actions to move forward. As part of OECD’s implementing education policies project, an OECD team was invited to support the review of Ireland’s senior cycle. The team has carried out the assessment presented here and provided strategic advice based on four analytical aspects: smart policy design, inclusive stakeholder engagement, conducive context and a coherent implementation strategy. Each one of these dimensions matters to ensure that the review of senior cycle can move forward based on evidence and with strong support from stakeholders.
  • 7-December-2020

    English

    Education Policy Outlook in Ireland

    This country policy profile on education in Ireland is part of the Education Policy Outlook series. Building on the first policy profile for Ireland (2013), it offers a concise analysis of where the education system stands today in terms of strengths, challenges and ongoing policy efforts, and how this compares to other systems. The profile brings together over a decade’s worth of policy analysis by the Education Policy Outlook, as well as the latest OECD data, relevant thematic and country-specific work and other international and national evidence. It also offers analysis of the Irish education system’s initial responses to the COVID-19 crisis and provides insight into approaches to building greater responsiveness and resilience for the future.
  • 15-November-2019

    English

    Skills Matter - Additional Results from the Survey of Adult Skills

    In the wake of the technological revolution that began in the last decades of the 20th century, labour-market demand for information-processing and other high-level cognitive and interpersonal skills have been growing substantially. Based on the results from the 33 countries and regions that participated in the 1st and 2nd round of the Survey of Adult Skills in 2011-12 and in 2014-15, this report describes adults’ proficiency in three information-processing skills, and examines how proficiency is related to labour-market and social outcomes. It also places special emphasis on the results from the 3rd and final round of the first cycle of PIAAC in 2017-18, which included 6 countries (Ecuador, Hungary, Kazakhstan, Mexico, Peru and the United States). The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), was designed to provide insights into the availability of some of these key skills in society and how they are used at work and at home. The first survey of its kind, it directly measures proficiency in three information-processing skills: literacy, numeracy and problem-solving in technology-rich environments.
  • 15-November-2019

    English

    The Survey of Adult Skills - Reader’s Companion, Third Edition

    This edition of the Reader’s Companion accompanies Skills Matter: Additional Results from the Survey of Adult Skills that reports the results from the 39 countries and regions that participated in the 3 rounds of data collection in the first cycle of PIAAC, with a particular focus on the 6 countries that participated in the third round of the study (Ecuador, Hungary, Kazakhstan, Mexico, Peru and the United States). It describes the design and methodology of the survey and its relationship to other international assessments of young students and adults. The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), was designed to provide insights into the availability of some key skills in society and how they are used at work and at home. The first survey of its kind, it directly measures proficiency in several information-processing skills – namely literacy, numeracy and problem solving in technology-rich environments.
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