Ireland is undertaking a review of their senior cycle (upper secondary education) led by the National Council for Curriculum and Assessment (NCCA).

The “OECD Review of Resourcing Schools to Address Educational Disadvantage in Ireland” provides an independent analysis meant to support Irish authorities in identifying ways to strengthen the resources and supports provided to students at risk of educational disadvantage in both DEIS and non-DEIS schools. The report serves three purposes: i) to provide insights and advice to Irish education authorities; ii) to help other countries understand the Irish approach to equitable education; and iii) to provide input for comparative analyses of the OECD Education for Inclusive Societies project. The scope for the analysis in this report covers primary and post-primary education. The focus areas of the review in Ireland are: i) governance, ii) resourcing; iii) capacity building; iv) school-level interventions and v) monitoring and evaluation. This report will be of interest in Ireland and other countries looking to improve the equity of students at risk of educational disadvantage in their education systems.

All teachers are responsible for assessing the children they teach, and the outcomes of any assessment are important for individual learners, schools and wider education systems. Designed as a pragmatic guide for new teachers and those training to teach, this book is your one-stop-shop for understanding assessment in schools. It covers formative and summative approaches used across primary and secondary education, supporting a balanced overview with policy examples drawn from the UK, Ireland and wider international contexts. This updated second edition reflects recent trends in assessment and includes: more balanced coverage across primary and secondary age phases with a broader range of examples across curriculum subject areas a new chapter on the potential of digital assessment for both formative and summative purposes the impact of the COVID-19 pandemic on assessment in general, and examinations in particular Damian Murchan is Associate Professor in the School of Education at Trinity College Dublin. Gerry Shiel is a Research Fellow at the Educational Research Centre, Dublin, Ireland.

Students in Scotland (United Kingdom) engage in learning through Curriculum for Excellence (CfE), which aims to provide them with a holistic, coherent, and future-oriented approach to learning between the ages of 3 and 18. CfE offers an inspiring and widely supported philosophy of education. This report analyses the progress made with CfE since 2015, building upon several months of observations in Scotland, the existing literature and experiences from other OECD countries.

Skills are the key to shaping a better future and central to the capacity of countries and people to thrive in an increasingly interconnected and rapidly changing world. This report, OECD Skills Strategy Ireland: Assessment and Recommendations, identifies opportunities and makes recommendations to secure a balance in skills, foster greater participation in lifelong learning, leverage skills to drive innovation and improve firm performance, and strengthen skills governance to build a joined-up skills ecosystem in Ireland.

This country review report offers an independent analysis of major issues facing the use of school resources in Colombia from an international perspective. It provides a description of national policies, an analysis of strengths and challenges, and a proposal of possible future approaches.

By international standards, immigrant students in Ireland, on average, perform as well as their native peers at age 15. However, non-English speaking immigrants face particular challenges and do less well. Ireland is undertaking measures with a ...

Ireland has shown a strong commitment to addressing child poverty and improving outcomes for children and young people. Responding to the needs of children and young people, particularly those most vulnerable, requires integrated policies and services. This report is part of a joint project between the OECD and the European Commission to strengthen policy and governance arrangements for tackling child poverty and improving outcomes for children and young people based on a whole-of-government approach. The report assesses recent policy, institutional and legislative developments in Ireland and compares outcomes for children and young people with those in other EU and OECD countries. It finds that despite progress, Ireland still has room for improvement on child poverty reduction, and more can be done to address the trust gap between young people in Ireland and their government. The report recommends Ireland to adopt measures to enhance inter-departmental and inter-agency co-operation, strengthen evidence-informed approaches, reinforce policy monitoring tools, and improve accountability mechanisms. It also recommends measures to support the effective implementation of Young Ireland, the National Policy Framework for Children and Young People (2023-28), and to ensure policy coherence.

This book provides comparative analysis of policy reforms, and reviews individual country education policy approaches in a succinct format.

This book provides, for Australia, an independent analysis of major issues facing its educational evaluation and assessment framework, current policy initiatives, and possible future approaches.