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Publication Capacity for, access to, and participation in computer science education in Ireland(University of Galway, 2023) Connolly, Cornelia; Kirwan, ColetteAccording to the European Commission’s Digital Education Action Plan 2021-2027, to enhance digital skills and competences for the digital era, opportunities to learn basic digital skills must be provided from an early age. These include computing education, along with comprehensive knowledge and understanding of data-intensive technologies, such as Artificial Intelligence (AI). The recently published “Harnessing Digital: The Digital Ireland Framework’’ states that the digital transformation of the Irish economy involves “strengthening the centrality of education, research and innovation in the Irish economy” (Department of the Taoiseach, 2022, p.11). Computer Science (CS) is the study of computer technology, including how coding, programming and computational thinking can be used to solve problems, and how computing technology impacts the world around us. Throughout the world, CS curricula are being introduced in primary and postprimary education systems, offering young people the opportunity to move away from being passive users of computers to becoming designers and to developing a thorough understanding of how technology works. Coupled with this is the knowledge, ways of thinking, problem-solving and creativity involved in the diverse field of CS – skills that are invaluable for individuals in the 21st century, and that can bring the benefits of innovation and digital transformation to national and global economies alike. The Irish education system has embraced CS in recent years through pilot projects to integrate computational thinking into the primary curriculum, by introducing CS as a stand-alone subject at postprimary, and by developing initial teacher education and continuous professional development/in-service teacher programmes. It is therefore timely to assess the ecosystem in terms of capacity for, participation in, and access to CS in order to preserve the success and growth of this relatively new discipline, and to ensure it remains rooted in an active and equitable approach to participation by all young people across Ireland. This study, led by the School of Education at the University of Galway and supported by Google, evaluates the provision of CS in schools in Ireland through a lens of diversity and inclusion. This report unbundles the national landscape and positions CS at the forefront of the wave of policy, accreditation and transformative change already underway in the Government of Ireland’s digital agenda. The findings have implications for the integration of CS into the curriculum and into teacher education nationally, along with future developments in education and digital policy.Publication Anailís ar na suirbhéanna agus aighneachtaí scríofa ar dhréachtsonraíochtaí Gaeilge na hArdteistiméireachta (T1 agus T2): Tuarascáil a ullmhaíodh don Chomhairle Náisiúnta Curaclaim agus Measúnachta(Scoil an Oideachais, Ollscoil na Gaillimhe., 2023-03) Mac Gearailt, Breandán; Davitt, Emer; Murray, Clíona; Westerwald, Greta[No abstract available]Publication Analysis of the surveys and the written submissions on the Draft Specification for Leaving Certificate Irish (L1 and L2): Report prepared for the National Council of Curriculum and Assessment(School of Education, University of Galway., 2023-03) Mac Gearailt, Breandán; Davitt, Emer; Murray, Clíona; Westerwald, Greta[No abstract available]Publication Review of evidence-based mentoring programmes for students with disabilities from 2010 to 2021(Centre for Pedagogy and Public Engagement Research, School of Education, NUI Galway, 2022) Flynn, Paul; Cardinot, AdrianaInternational educational reports have shown an increase in the number of students with any disability enrolling in tertiary education. This increase is recognised in the rising number of public policies that aim to ensure the inclusion and access of this population in universities. However, despite this, many students with disabilities still encounter a number of barriers in transitioning to post-secondary education including the social transition into life as a university student. Institutional mentoring programmes have emerged as interventions that have the potential to provide peer support and reduce isolation in higher education. However, there is little understanding of how this type of intervention could benefit students with disabilities, in mentor and mentee roles. Employing a rapid evidence assessment protocol, the research team searched through academic and grey literature databases to collate, synthesise and compare empirical studies describing mentoring programmes, interventions or initiatives in which undergraduates with disabilities acted as mentors or mentees. The search was limited to studies published between 2010 and 2021. Search strings and key terms were defined through an initial review of Irish and international special education policy documents. Data was extracted onto a spreadsheet, and the title and abstract assessed by two independent researchers. The results obtained in this study present evidence of the multiple benefits of mentoring programmes for/by students with disabilities to facilitate the transition to higher education. In particular, the mentoring studies reviewed showed that participation in such programmes can have an impact on mentors and mentees feeling of empowerment, sense of belonging in the university. This report is drawn from more detailed research publications (forthcoming)Publication Report on public consultation on exemptions from the study of Irish in schools(Department of Education and Skills, 2019-05) Flynn, Niamh; Murray, Clíona; Lynch, Andrea; Davitt, EmerPublic consultation on the future direction of policy on exemptions from the study of Irish in schools was undertaken in the context of recent changes in the arrangements for granting additional supports to children with special educational needs (SEN), in addition to Irish language curricular developments and related Department of Education and Skills (DES) policy. The consultation was initiated on the 7th of December 2018 through an invitation to members of the public to participate in an online survey and to send submissions via email or in writing if they wished to supplement their online responses. Due to “record” numbers of survey responses from the public (DES, 2019), the deadline for responses to the consultation was extended from the 11th of January to the 18th of January, 2019. The public consultation sought views on the draft revised circulars for primary and post-primary schools which presented key changes to the processes, circumstances and criteria for granting exemptions from the study of Irish (see Appendices 1 and 2 for the draft revised circulars)Publication Widening participation in Higher Education in the Republic of Ireland. Report submitted to HEFCE and OFFA(HEFCE (Higher Education Funding Council for England), 2013-10) Keane, Elaine; |~|[No abstract available]Publication Considering the ‘Impact’ of access and widening participation: the undergraduate, postgraduate and employment experiences of NUI Galway access students(i Access Centre, NUI Galway, 2015-09) Keane, Elaine; |~|1267880|~|[No abstract available]Publication A review of science outreach strategies north and south: with some recommendations for improvement(Centre for Cross Border Studies, 2008-10) Davison, Kevin; Domegan, Christine; McCauley, Veronica; McClune, WilliamNo abstract available