By Ted Fleming, Andrew Loxley, Fergal Finnegan
This ebook explores the entry and participation matters current inside of greater schooling in eire. It examines coverage, pedagogy and practices with regards to widening participation and files the growth and demanding situations encountered in furthering the ‘access time table’ during the last 20 years. entry has turn into a vital part of the way larger schooling is aware itself and the way it explains the worth of what it does for society as an entire. bettering entry to schooling strengthens social unity, lessens inequality, promises the long run energy of tertiary associations and guarantees monetary competitiveness and adaptability within the period of the “Knowledge dependent Economy”. providing a coherent, severe account of contemporary advancements in Irish greater schooling and the results for Irish society as a complete, this e-book is vital for these concerned either in gaining knowledge of the sector and in greater schooling itself.
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With cumulative expenditure per student at below the OECD average (OECD 2014, p. 216) and signiﬁcantly below the leading OECD countries (US, Finland, Sweden and Denmark), this is really a move towards making students pay their own fees. The long-term effects of this shift are unclear and whether graduates will be able to repay loans will be an unanswered question for some time and the experience of student loans schemes in the UK is not encouraging (McGettigan 2013). Increasingly, in other countries, students are graduating in debt.
Pedagogy too would match this with social analysis, critical reﬂection and reconstructing the teacher–student relationship where both become co-investigators of reality. Students would be involved in all aspects of college life. And above all education would be redeﬁned as an exercise in democracy that teaches democracy and aims to reproduce more democracy in classrooms, society and the work places. Paulo Freire advocated that educators ought to work on the basis that their task is to assist students to know theoretically and critically what they know already – in other words to become aware of the assumptions they make as a result of being schooled and packed full of knowledge already from living, from experience and from the enculturation of their lives.
33 Irish Higher Education (OECD 2004) encouraged the diversiﬁcation of revenues, the increase in staff pay ﬂexibility and working conditions and increase entrepreneurship (as a revenue generating process). This had already commenced in 1980. AUSTERITY, CRISIS AND THE REFORM OF HIGHER EDUCATION Things have taken a drastic turn since the economic collapse of 2008 with the subsequent introduction of austerity as the state attempted to rescue the banks. The rules of the neoliberal game are about making sure that if conﬂicts arise between collective well-being and saving feral banks, the banks are saved (McCabe 2011; see also Mellor 2011; Sayer 2015).