A contested profession: employability, performativity and professionalism in Irish further education

Grummell, Bernie; Murray, Michael J.

doi:10.1080/00220620.2015.996867

Cited by 11 publications

(6 citation statements)

References 29 publications

(24 reference statements)

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“…There have been long-term declines in the demand for unskilled employees, with growing skill requirements of jobs and increasing use of new technologies. The Irish education system has been described as a rigid, full-time model, with few alternatives to mainstream provision in securing qualifications and skills (Hannan et al, 1998;Grummell and Murray, 2015). Although access to more flexible and part-time educational provision has improved with initiatives such as Momentum and Springboard, 4 Ireland continues to have lower rates of adult participation in education and training than the EU average, with lower rates among those who left school prior to upper secondary level than for those with better initial qualifications (Eurostat database).…”

Section: The Consequences and Costs Of Early School Leavingmentioning

confidence: 99%

Evaluation of the National Youthreach Programme

Smyth¹,

Banks²,

O'Sullivan³

et al. 2019

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The mission of the Economic and Social Research Institute is to advance evidencebased policymaking that supports economic sustainability and social progress in Ireland. ESRI researchers apply the highest standards of academic excellence to challenges facing policymakers, focusing on 12 areas of critical importance to 21st Century Ireland.The Institute was founded in 1960 by a group of senior civil servants led by Dr T.K. Whitaker, who identified the need for independent and in-depth research analysis to provide a robust evidence base for policymaking in Ireland.Since then, the Institute has remained committed to independent research and its work is free of any expressed ideology or political position. The Institute publishes all research reaching the appropriate academic standard, irrespective of its findings or who funds the research.The quality of its research output is guaranteed by a rigorous peer review process. ESRI researchers are experts in their fields and are committed to producing work that meets the highest academic standards and practices.The work of the Institute is disseminated widely in books, journal articles and reports. ESRI publications are available to download, free of charge, from its website. Additionally, ESRI staff communicates research findings at regular conferences and seminars.The ESRI is a company limited by guarantee, answerable to its members and governed by a Council, comprising 14 members who represent a cross-section of ESRI members from academia, civil services, state agencies, businesses and civil society. The Institute receives an annual grant-in-aid from the Department of Public Expenditure and Reform to support the scientific and public interest elements of the Institute's activities; the grant accounted for an average of 30 per cent of the Institute's income over the lifetime of the last Research Strategy. The remaining funding comes from research programmes supported by government departments and agencies, public bodies and competitive research programmes.

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Section: The Consequences and Costs Of Early School Leavingmentioning

confidence: 99%

Evaluation of the National Youthreach Programme

Smyth¹,

Banks²,

O'Sullivan³

et al. 2019

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show abstract

“…The fundamental nature of FET in Ireland is complex and evolutionary. Grummel and Murray (2015) refer to its “fragmented historical context” where it emerged “from the training needs of different economic sectors and state departments, often in isolation from the rest of the education system” (p. 434). This fragmentation is due, at least in part, to a historic lack of centralisation, but recent years have witnessed attempts to better position the sector, through “mergers and strategic amalgamations, adopted and adapted structures with underpinning legislation, the establishment of regional education and training boards (ETBs), and the setting up of a new national managing body for FET” (Mulvey, 2019, p. 10).…”

Section: Literature Reviewmentioning

confidence: 99%

Lessons from the road less travelled: student teachers' and newly qualified teachers' experiences of mentoring in the Irish further education and training sector

Mellon

2023

IJMCE

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PurposeMentoring processes and relationships can prove crucial to teachers in the initial phases of the teacher education continuum. Limited research exists regarding mentoring in further education and training (FET) in Ireland. This paper attempts to address this gap, illuminating and unpacking the “mentoring stories” of five teachers in FET.Design/methodology/approachThe overall project adopted a narrative approach. Data were collected via in-depth interviews, part of which clearly focussed on participants' lived experience of mentoring. Thematic analysis revealed four overarching themes.FindingsThe themes reveal a spectrum of practices and perspectives on the role of mentors. There are ample instances of collegiality, mutual respect and an appreciation of the professional life stage of the mentee. However, evidently a lack of understanding of who mentors are and what they do persists, leading to some informal approaches and opening up the potential for misinterpretation and misalignment.Originality/valueThis paper sheds light on an area of FET practice that has been relatively unseen before now. It gives voice to those who have experienced mentoring in the Irish FET sector that, to a degree, has seen structural and attitudinal transformations in recent times.

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“…The Lingfield (2012) review recognised that the 'system of regulatory compulsion' had not been successful in delivering quality and instead colleges would be better to work on this themselves, in a sense a recommendation to free Colleges from central policy objectives (Lingfield, 2012:9). This leaves one question, if it had come to pass, would that have shifted the culture of performativity which exists within the TVET system in England and certainly from a general further education perspective, that pushed colleges towards supporting their staff to develop what we might call general pedagogy as opposed to specific vocational pedagogy related to their profession of origin (Grummell and Murray, 2015;O'Leary, 2013;Olssen and Peters, 2005)?…”

Section: Conundrums For Lecturersmentioning

confidence: 99%

What will T levels change? The portrayal of technical and vocational education in England: tensions in policy, and a conundrum for lecturers

Misselke¹

2022

Journal of Vocational Education & Training

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This thesis is available for library use on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement.I certify that all material in this thesis, which is not my own work has been identified and that any material that has previously been submitted and approved for the award of a degree by this or any other University has been acknowledged.

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A contested profession: employability, performativity and professionalism in Irish further education

Cited by 11 publications

References 29 publications

Evaluation of the National Youthreach Programme

Evaluation of the National Youthreach Programme

Lessons from the road less travelled: student teachers' and newly qualified teachers' experiences of mentoring in the Irish further education and training sector

What will T levels change? The portrayal of technical and vocational education in England: tensions in policy, and a conundrum for lecturers

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