http://hdl.handle.net/2262/61997 Fri, 03 Nov 2017 02:38:27 GMT 2017-11-03T02:38:27Z http://hdl.handle.net/2262/61992 Gender equity as policy paradigm in the Irish educational policy process O'Sullivan, Denis The construct of policy paradigm is used to analyse how the proposition that Irish education is a gendered phenomenon has been conceptualized, communicated, reflected in educational policy and acted upon in practice. Intersubjectivity is conceived as a realm of political action in education and the article seeks to excavate it more comprehensively than its usual ?glossed? treatment in educational policy analysis through the schematisation of the construct of policy paradigm. The gender equity paradigm is analysed in terms of this schematisation highlighting its construction, dominion, systematisation, response to counter interpretations of gendered education and possibilities for change. Fri, 01 Jan 1999 00:00:00 GMT http://hdl.handle.net/2262/61992 1999-01-01T00:00:00Z http://hdl.handle.net/2262/60365 Aspects of the labour market for new graduates in Ireland: 1982-1997 Lydon, Reamonn Using a survey on the first destinations of award recipients in higher education from 1982 to 1997, the trend in first destinations and starting salaries for primary level graduates in Ireland is studied. The data show that despite large increases in supply throughout the 1980s, the average real wage received by recent graduates increased by 25 per cent over the decade. This phenomenon is explained by a combination of rising emigration and increasing demand during the period. With the onset of economic recession in 1990 and lower levels of emigration and demand, the real wage fell between 1990 and 1995. The paper finds that the increase in supply during this period was the main reason for the fall in real wages. Fri, 01 Jan 1999 00:00:00 GMT http://hdl.handle.net/2262/60365 1999-01-01T00:00:00Z http://hdl.handle.net/2262/60135 Educational inequalities among school leavers in Ireland 1979-1994 Smyth, Emer The extent to which inequalities in educational outcomes persist in modern Ireland has been the subject of much debate. This paper investigates whether the rapid expansion in educational participation rates over the 1980s and early 1990s has led to a reduction in social class and gender inequalities. Using data from the annual surveys of school leavers conducted by the Economic and Social Research Institute, analyses highlight marked changes in female educational participation, particularly in the third-level sector, but a remarkable persistence in class inequalities in educational attainment. Contrary to findings based on other sources (Clancy, 1995), no reduction in socio-economic inequalities is apparent in access to third-level education. Fri, 01 Jan 1999 00:00:00 GMT http://hdl.handle.net/2262/60135 1999-01-01T00:00:00Z http://hdl.handle.net/2262/60134 Literacy and education in Ireland Denny, Kevin; Harmon, Colm; McMahon, Doreen; Redmond, Sandra Recent media attention has focused on the low ranking of Ireland in a major international study on literacy. In this paper we examine the dataset used in these studies to consider the reason behind the low ranking. We find significant evidence that the underlying reason for this is the low level of formal schooling of older individuals, possibly due to the lack of free secondary schooling. Moreover we find that formal schooling in Ireland has a bigger effect on literacy outcomes than in either Northern Ireland or Great Britain. Fri, 01 Jan 1999 00:00:00 GMT http://hdl.handle.net/2262/60134 1999-01-01T00:00:00Z