By Ted Fleming, Andrew Loxley, Fergal Finnegan
This booklet explores the entry and participation matters current inside larger schooling in eire. It examines coverage, pedagogy and practices with regards to widening participation and records the development and demanding situations encountered in furthering the ‘access schedule’ over the last 20 years. entry has turn into an essential component of the way better schooling is aware itself and the way it explains the price of what it does for society as an entire. bettering entry to schooling strengthens social solidarity, lessens inequality, promises the long run power of tertiary associations and guarantees fiscal competitiveness and adaptability within the period of the “Knowledge established Economy”. supplying a coherent, severe account of contemporary advancements in Irish larger schooling and the consequences for Irish society as an entire, this booklet is key for these concerned either in discovering the sphere and in larger schooling itself.
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Extra info for Access and Participation in Irish Higher Education
7). A new national plan for equity of access to HE (HEA 2015e) covering the period 2015–19 addresses a number of key issues, which include the following: developing a broader deﬁnition of the meaning of disadvantage; taking a system-wide approach to access; consideration of future options concerning part-time students and their fees; addressing ﬁnancial barriers to accessing HE; strengthening links between HE institutions and disadvantaged communities; increase student voice in access measures and mainstreaming access measures across HE (DG EAC 2015, p.
In a number of countries where alternative entry routes have been developed as one of the measures to help widen access, there is no ofﬁcial monitoring of the numbers of students actually entering via the different possible routes. In the countries where monitoring does exist, there is very commonly a pattern of one route dominating as the primary means of entering HE. Both bridging programmes and recognition of prior learning are an access feature in only half of European HE systems. The evidence from quality assurance agencies suggests that their role in increasing access is extremely limited, and that a focus on access and admissions is far from being the norm.
With the rise of 32 T. FLEMING ET AL. neoliberalism and the unravelling of social democracy internationally, the organisation of the state/market in nation states has changed and so has the relationship with transnational corporations and other international bodies. As a recent iteration and intensiﬁcation of capitalism, which has evolved and changes in highly varied ways, neoliberalism has become the dominant ideology in Ireland and the EU. According to Harvey (2005), neoliberalism is: A theory of political economic practices that proposes that human wellbeing can best be advanced by liberating individual entrepreneurial freedoms and skills within an institutional framework characterised by strong private property rights, free markets and free trade.