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By Ted Fleming, Andrew Loxley, Fergal Finnegan

This booklet explores the entry and participation matters current inside of greater schooling in eire. It examines coverage, pedagogy and practices when it comes to widening participation and records the growth and demanding situations encountered in furthering the ‘access time table’ over the last twenty years. entry has turn into an essential component of ways larger schooling is aware itself and the way it explains the worth of what it does for society as a complete. enhancing entry to schooling strengthens social team spirit, lessens inequality, promises the longer term power of tertiary associations and guarantees financial competitiveness and suppleness within the period of the “Knowledge dependent Economy”. providing a coherent, serious account of contemporary advancements in Irish larger schooling and the consequences for Irish society as a complete, this booklet is vital for these concerned either in discovering the sector and in better schooling itself.

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Lower professional D. Non-manual E. Manual skilled F. Semi-skilled G. Unskilled H. Own account workers I. Farmers J. 0 Source: Clancy (1982, 1988) Clancy and Wall (2000), O’Connell et al. (2006). groups who had traditionally “availed of the facilities”, rather than a widening; that is, drawing in of those who had not (HEA 2006; McCoy and Smyth 2011; McCoy et al. 2010; Loxley and Kearns 2012). However, the problematic “who” in this context was mostly framed by policy makers in terms of the “equity groups”.

A Turning Point: Investment in Education Coolahan (1980, p. 165) has identified Investment in Education (IG 1965), which was the first OECD supported survey of the Irish education system, as the most significant policy document of this crucial period. Patrick Hillery, Minister for Education, initiated the survey of the education system in order to address the need he perceived for skilled technical workers in the Irish economy (IG 1965). This was more than a Ministerial initiative and represented a government consensus in favour of investing in education as a vital element of Irish national economic development (Walsh 2008, p.

As one might anticipate, 2 KEY TRENDS IN IRISH HIGHER EDUCATION AND THE EMERGENCE AND . . 41 individual and social freedom are connected – and not in some vague or superficial way but essentially. In addition, he asserts that markets, interpersonal relationships and the spaces of public politics are best understood as places of potential social freedom. Places such as work, friendships, family, laws are all justified only if they promote, support and bring about a free society for all. But according to Honneth democratic possibilities in these spheres are being undermined by the pathologies of capitalism.

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