Performance in Second-Level Education in Ireland

Research on second-level education in Ireland in terms of intents, provision, and achievement is examined for five areas of performance: general cognitive development, non-cognitive development, vocational preparation, allocation, and custodialism. Lack of specification of intents was found for all...

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Bibliographic Details
Published in:The Irish journal of education 1989-12, Vol.23 (2), p.65-84
Main Author: Kellaghan, Thomas
Format: Article
Language:English
Subjects:
Cognitive development
Curriculum
Educational research
Educational sciences
Mathematics education
Primary education
Schools
Secondary school curricula
Socioeconomics
Students
Teaching methods
Vocational education
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Summary:Research on second-level education in Ireland in terms of intents, provision, and achievement is examined for five areas of performance: general cognitive development, non-cognitive development, vocational preparation, allocation, and custodialism. Lack of specification of intents was found for all areas. The main emphasis in provision in schools seems to be in the area of general cognitive development. Recently, provision for vocational education has expanded. Using performance on public examinations as a criterion of achievement in the cognitive area, the performance of the system cannot be regarded as satisfactory. Evidence relating to achievement in other areas is scant except as far as the allocation of educational benefits is concerned. There is evidence of bias in achievement (as well as in provision) which is related to students' gender and socioeconomic background.
ISSN:0021-1257