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Ariadne Pfad:

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Originaltitel
Defining moments in policy development, direction, and implementation in Irish initial teacher education policy
ParalleltitelOpredelitev mejnikov v razvoju, usmerjenosti in v implementaciji politik na podrocju izobrazevanja uciteljev na Irskem
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OriginalveröffentlichungCEPS Journal 4 (2014) 4, S. 29-49
Dokument  (255 KB)
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DokumentartAufsatz (Zeitschrift)
ISSN2232-2647; 22322647
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):This paper explores the impact of significant OECD documents on the development of Irish education policy, specifically teacher education policy, over the last half century. While other commentators have argued that Irish education has been predominantly influenced by policy developments in the UK, US or Europe, this paper identifies the OECD as a significant trigger for domestic policy reform and discusses key reports/publications that have influenced both ideological and structural reforms of Irish education. Long before the growth of evidence-based reform or the emergence of a global education policy field, Irish policy makers invited the newly formed OECD to review Ireland’s provision of education; this review generated base-line data and highlighted both the inequity of Irish education as well as its inadequacy in providing for the future needs of the Irish economy. Thus began a long-term relationship with the OECD, which has served to prompt and guide policy revision and reform at critical decision points over five decades. While engagement with the OECD cannot simply explain changes in Irish education, it does, however, provide a valuable perspective on domestic policy making. (DIPF/Orig.)
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Eintrag erfolgte am08.01.2015
QuellenangabeO’Doherty, Teresa: Defining moments in policy development, direction, and implementation in Irish initial teacher education policy - In: CEPS Journal 4 (2014) 4, S. 29-49 - URN: urn:nbn:de:0111-pedocs-100585 - DOI: 10.25656/01:10058
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