On Thursday 2 July, ESRI researcher Selina McCoy spoke at the National Institute for Studies in Education, University of Limerick.
Selina presented 'The impact of COVID-19 on second level education in Ireland' which highlights the key findings from the report 'Learning for all? Second-level education in Ireland during COVID-19' which can be viewed here:
https://www.esri.ie/publications/learning-for-all-second-level-education-in-ireland-during-covid-19
Around the world, people are facing the issue of COVID-19. The COVID-19 is having a dramatic impact on several sectors especially the educational sector. Here my team and I will share our ideas about this issue. Please check this out!
Emergency education refers to education for populations affected by emergency situations (Sinclair, 2001; UNESCO, 2017). These situations could be man-made or natural disasters that disrupt radically the usual conditions of life, care, and education facilities for children, causing an inability to attain the right to education (Rights of The Child to Education in Emergencies, 2008). Education in emergencies started around the 1990s as one of the elements of humanitarian responses to emergencies (Burde et al., 2017), but it was not till the 2000s that education was separated from developmental activities in humanitarian responses to emergencies due to the efforts of a group of educators (Burde et al., 2011). and now it is regarded as one of the pillars of humanitarian actions in emergencies. This is due to the fact that it is reported that education is usually neglected during the early response to emergencies (Muñoz, 2010), and during which many rights to education violations occur (Nicolai et al., 2015).
The special case of education in times of emergencies arises from the challenges that face the learning process in these situations. Being in the center of a conflict zone or facing a devastating natural disaster could lead to an impairment of students’ learning abilities (Tauson, & Stannard, 2018). It has been reported that trauma impacts the cognitive and executive functions of the brain which in its turn hinders learning abilities (Tauson, 2016; Mougrabi-Large, & Zhou , 2020). In the case of national health emergencies, trauma could cause anxiety and stress for children and adults (NCTSN, n.d). Hence, special care needs to be given to education in times of emergencies. Education could provide a safe space for students during a crisis (Nicolai, 2015), giving the much needed psychosocial support for development, as well as, hope, stability, and a sense of security (UNSECO, 2017). But more importantly, especially during Covid-19 penadamic, is that maintaining a good level of quality education during crisis will act as the backbone for the reconstruction and restoration phase after the crisis is over UNSECO, 2017).
Education & technology in an age of covid 19 2BilalArshed1
Many educational reformers have long held out hope that computers and other information and computer technologies (ICTs) can play crucial and integral roles in bringing about long-needed changes to education systems. Indeed, many see the introduction of ICTs in schools as a sort of Trojan horse,
The present study emphasizes the global impact of the e-learning process during COVID 19. The implementation of lockdown and social distancing has been enforced as one of the preventive measures to spread the coronavirus infection which has resulted in complete paralysis of global activities. Especially the education system which is completely shut and to proceed with the academic curriculum, there is a shift from the regular learning process to electronic learning. This can be cited with an increased number of online classes, conferences, meetings, etc. It can be noted that the world is completely dependent on information technologies during this crisis. Hence, the present study provides an insight into the process of electronic learning and its advantages along with the updated version of its usage. To best of our knowledge, there have been scanty scientific reports on this particular situation of the impact of e-learning during COVID 19. The present study is a compilation of the components of e-learning tools along with the future perspective on education using information science
Covid 19 Pandemic and Educational Innovations and Development of Nigerian Ter...ijtsrd
Covid 19 is a social problem with both positive and negative implications on the people. A lot of studies were conducted on the negative implications of covid 19 on nation’s educational development, regrettably, there were paucity of scholarsly studies on the posivtive implication of this pandemic on the educational development in Nigeria. Therefore, this study seeks to fill this gap in scholarship by examining the positive implications of Covid 19 pandemic on educational development of tertiary institutions in the 21st century in Nigeria. Thus, the study was guided with three objectives and three corresponding research questions. The social change theory evolutionary perspectives and functionalist theory were used as the theoretical approaches to the study.. The study adopted a quantitative method, whereby, the survey design was adopted. The questionnaire instrument was used for data collection. The instrument was titled Covid 19 Pandemic Questionnaire CPQ and Educational Innovations, Improvement and Development Questionnaire EIIDQ . The four Likert scale SA, A, D and SD were also used. The sample size for the study was 400 derived through convenience sampling technique. The study equally used quota, purposive and accidental sampling techniques. Simple percentage, mean and standard deviation were used for data analysis. The paper reveals that apart from the negative outcome, the outbreak of covid 19 in Rivers State brought about positive outcome in the tertiary institutions, as there were perceived improvement, innovations and development in the system, through the use of online or e learning medium. Therefore, the study recommends that teachers who are the pioneer of teaching or education, should even at this period of time when there is ease of the pandemic, utilize or subject the students with e learning so as to avoid shock in case of future occurrence, and also, that teachers and students should do the needful to ensure they improve on ICT skills in case there is need for e learning. Emeodu, Elijah Nwabueze | Obuzor, Mezewo Emerinwe "Covid-19 Pandemic and Educational Innovations and Development of Nigerian Tertiary Institutions in the 21st Century" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46278.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/other/46278/covid19-pandemic-and-educational-innovations-and-development-of-nigerian-tertiary-institutions-in-the-21st-century/emeodu-elijah-nwabueze
Around the world, people are facing the issue of COVID-19. The COVID-19 is having a dramatic impact on several sectors especially the educational sector. Here my team and I will share our ideas about this issue. Please check this out!
Emergency education refers to education for populations affected by emergency situations (Sinclair, 2001; UNESCO, 2017). These situations could be man-made or natural disasters that disrupt radically the usual conditions of life, care, and education facilities for children, causing an inability to attain the right to education (Rights of The Child to Education in Emergencies, 2008). Education in emergencies started around the 1990s as one of the elements of humanitarian responses to emergencies (Burde et al., 2017), but it was not till the 2000s that education was separated from developmental activities in humanitarian responses to emergencies due to the efforts of a group of educators (Burde et al., 2011). and now it is regarded as one of the pillars of humanitarian actions in emergencies. This is due to the fact that it is reported that education is usually neglected during the early response to emergencies (Muñoz, 2010), and during which many rights to education violations occur (Nicolai et al., 2015).
The special case of education in times of emergencies arises from the challenges that face the learning process in these situations. Being in the center of a conflict zone or facing a devastating natural disaster could lead to an impairment of students’ learning abilities (Tauson, & Stannard, 2018). It has been reported that trauma impacts the cognitive and executive functions of the brain which in its turn hinders learning abilities (Tauson, 2016; Mougrabi-Large, & Zhou , 2020). In the case of national health emergencies, trauma could cause anxiety and stress for children and adults (NCTSN, n.d). Hence, special care needs to be given to education in times of emergencies. Education could provide a safe space for students during a crisis (Nicolai, 2015), giving the much needed psychosocial support for development, as well as, hope, stability, and a sense of security (UNSECO, 2017). But more importantly, especially during Covid-19 penadamic, is that maintaining a good level of quality education during crisis will act as the backbone for the reconstruction and restoration phase after the crisis is over UNSECO, 2017).
Education & technology in an age of covid 19 2BilalArshed1
Many educational reformers have long held out hope that computers and other information and computer technologies (ICTs) can play crucial and integral roles in bringing about long-needed changes to education systems. Indeed, many see the introduction of ICTs in schools as a sort of Trojan horse,
The present study emphasizes the global impact of the e-learning process during COVID 19. The implementation of lockdown and social distancing has been enforced as one of the preventive measures to spread the coronavirus infection which has resulted in complete paralysis of global activities. Especially the education system which is completely shut and to proceed with the academic curriculum, there is a shift from the regular learning process to electronic learning. This can be cited with an increased number of online classes, conferences, meetings, etc. It can be noted that the world is completely dependent on information technologies during this crisis. Hence, the present study provides an insight into the process of electronic learning and its advantages along with the updated version of its usage. To best of our knowledge, there have been scanty scientific reports on this particular situation of the impact of e-learning during COVID 19. The present study is a compilation of the components of e-learning tools along with the future perspective on education using information science
Covid 19 Pandemic and Educational Innovations and Development of Nigerian Ter...ijtsrd
Covid 19 is a social problem with both positive and negative implications on the people. A lot of studies were conducted on the negative implications of covid 19 on nation’s educational development, regrettably, there were paucity of scholarsly studies on the posivtive implication of this pandemic on the educational development in Nigeria. Therefore, this study seeks to fill this gap in scholarship by examining the positive implications of Covid 19 pandemic on educational development of tertiary institutions in the 21st century in Nigeria. Thus, the study was guided with three objectives and three corresponding research questions. The social change theory evolutionary perspectives and functionalist theory were used as the theoretical approaches to the study.. The study adopted a quantitative method, whereby, the survey design was adopted. The questionnaire instrument was used for data collection. The instrument was titled Covid 19 Pandemic Questionnaire CPQ and Educational Innovations, Improvement and Development Questionnaire EIIDQ . The four Likert scale SA, A, D and SD were also used. The sample size for the study was 400 derived through convenience sampling technique. The study equally used quota, purposive and accidental sampling techniques. Simple percentage, mean and standard deviation were used for data analysis. The paper reveals that apart from the negative outcome, the outbreak of covid 19 in Rivers State brought about positive outcome in the tertiary institutions, as there were perceived improvement, innovations and development in the system, through the use of online or e learning medium. Therefore, the study recommends that teachers who are the pioneer of teaching or education, should even at this period of time when there is ease of the pandemic, utilize or subject the students with e learning so as to avoid shock in case of future occurrence, and also, that teachers and students should do the needful to ensure they improve on ICT skills in case there is need for e learning. Emeodu, Elijah Nwabueze | Obuzor, Mezewo Emerinwe "Covid-19 Pandemic and Educational Innovations and Development of Nigerian Tertiary Institutions in the 21st Century" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46278.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/other/46278/covid19-pandemic-and-educational-innovations-and-development-of-nigerian-tertiary-institutions-in-the-21st-century/emeodu-elijah-nwabueze
The global epidemic of the Corona virus has wreaked havoc on a variety of industries. One of them is the education industry. Due to Covid-19, governments all around the world have begun temporarily closing schools and colleges. School and university closures would not only have a short-term impact on the continuity of learning for India's more than 285 million young learners, but will also have far-reaching economic and societal ramifications as the days pass with no rapid way to stop the breakout of Covid-19.
this is a slide that mainly concerns the student's lives in India and how it is being affected due to this whole pandemic thing. hope the world will heal soon.
Selina McCoy, Associate Research Professor at the ESRI, gave the keynote speech at the Teachers’ Union of Ireland conference on 9 November 2019.
The report is available to download from the ESRI website here: https://www.esri.ie/publications/the-early-impact-of-the-revised-leaving-certificate-grading-scheme-on-student
Most governments around the world have closed educational institutes to help contain the spread of COVID-19 which has affected people regardless of their income, gender, level of education, or nationality.
The lockdown has inevitably interrupted conventional schooling, exposing the many inadequacies and inequities (i.e. lack of access to broadband and computers required for online education) in the education systems around the world.
While the governments and the educational communities have made a significant effort to ensure that children continue to receive their education despite the difficult circumstances, a large part of the world’s student population still remains unreachable by the remote learning programs run by their institutes.
Here’s a look at the impact of COVID-19 on education, highlighting the different delivery channels for remote learning and the steps governments and education institutions can take to overcome the challenges of carrying out learning programs remotely.
Transforming Higher Education in the Context of Covid 19 in Indiaijtsrd
The COVID 19 pandemic led to the need to adapt to teaching methodologies, due to the impossibility of having presential classes. Therefore, online teaching and learning have played an important role in Higher Education for the last year. Another way to increase student engagement is to involve and consult student representatives, students from specific communities, to better understand specific needs and ensure that solutions offered are suitable for all and leave nobody behind. The online platforms supply an avenue where users can get up to date information on upcoming educational conferences and seminars. These platforms provide detailed information about the conference like the quality of sessions for every conference, the speakers for every session, topics for discussion for every session and the duration for every session. The COVID 19 crisis focused a move towards online teaching and learning, thereby creating space for more flexible learning possibilities, exploring blended learning, and mixing synchronous learning with asynchronous learning. The govt is providing many E Learning platforms to develop the covid 19 pandemic period. during the covid 19 pandemic situation, many students can use the E learning platform different thanks to the teaching learning process. They have progressed rapidly from classroom instruction to online distribution model to the transition between multiple classes and services. Daily and modified information should be delivered to students and workers via emails and other means of communication. Nasim Mondal "Transforming Higher Education in the Context of Covid-19 in India" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38525.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38525/transforming-higher-education-in-the-context-of-covid19-in-india/nasim-mondal
Student Finals: Research Presentation
The Coronavirus also known as COVID-19 has made a tremendous difference in everyone’s life. In this research paper we will be discussing the effects the virus pandemic has on education. Education being one. of the top priorities of life is being altered because of the virus. The ACT, in-person classes, school closure, virtual learning, and college and universities are some of the major changes that must occur in order to have a successful education. The COVID-19 pandemic has affected society mentally, physically, and financially. The coronavirus has been challenging for students, staff, and parents; not only in Louisiana but throughout the world. Our society must continue to strive for the best and overcome the challenges we have faced in order to have the best learning possible.
COVID 19: Analyzing the Impact on the Education SectorAlaina Carter
COVID-19 has caused an abrupt closure of learning institutions globally. The education center is facing various challenges during this pandemic, but thanks to the Digital transformation, things have been better because of it. Read more to know the impacts of COVID-19 on the education sector and how digital transformation can help.
How education system suddenly changes due to COVID-19. It's problem and solution faced by both teachers and students and how it's going to effect on future generation.
Some examples of how the pandemic is affecting education and ways forwardWeb2Learn
An overview of impact of coronavirus pandemic on education and educators' roles and skills. Presentation given at the webinar " Challenges for Higher Education in the era of Covid19 and the next day", organised by Prof. Konstantinos Petrides, Hellenic Mediterranean University, May 4. Recording of complete webinar available at: http://petridischania.hmu.gr/webinar/
-Move towards Blended Learning
-Rise in use of Learning Management Systems
-Enhance the use of soft copy of learning material
-Improvement in collaborative work
-Rise in online meetings
-Enhanced Digital Literacy
-Improved the use of electronic media for sharing information
-World wide exposure
-Better time management
-Demand for Open and Distance Learning (ODL)
On Wednesday 19 August, ESRI researchers Selina McCoy, Eamonn Carroll, Georgiana Mihut and Gretta Mohan presented a study titled 'Lessons from the pandemic: Supporting student engagement'.
For more information, visit: https://www.esri.ie/events/webinar-lessons-from-remote-learning-to-create-better-teaching-in-the-new-school-year
On Wednesday, 12 May 2021, Dr. Emer Smyth presented 'Risk and protective factors in adolescent behaviour' via a webinar.
Minister for Children, Equality, Diversity, Integration and Youth, Dr. Roderic O'Gorman, TD, launched the report.
The webinar provided an overview of the findings on how family, school, peer and neighbourhood factors shape (mis)behaviour among young people.
The global epidemic of the Corona virus has wreaked havoc on a variety of industries. One of them is the education industry. Due to Covid-19, governments all around the world have begun temporarily closing schools and colleges. School and university closures would not only have a short-term impact on the continuity of learning for India's more than 285 million young learners, but will also have far-reaching economic and societal ramifications as the days pass with no rapid way to stop the breakout of Covid-19.
this is a slide that mainly concerns the student's lives in India and how it is being affected due to this whole pandemic thing. hope the world will heal soon.
Selina McCoy, Associate Research Professor at the ESRI, gave the keynote speech at the Teachers’ Union of Ireland conference on 9 November 2019.
The report is available to download from the ESRI website here: https://www.esri.ie/publications/the-early-impact-of-the-revised-leaving-certificate-grading-scheme-on-student
Most governments around the world have closed educational institutes to help contain the spread of COVID-19 which has affected people regardless of their income, gender, level of education, or nationality.
The lockdown has inevitably interrupted conventional schooling, exposing the many inadequacies and inequities (i.e. lack of access to broadband and computers required for online education) in the education systems around the world.
While the governments and the educational communities have made a significant effort to ensure that children continue to receive their education despite the difficult circumstances, a large part of the world’s student population still remains unreachable by the remote learning programs run by their institutes.
Here’s a look at the impact of COVID-19 on education, highlighting the different delivery channels for remote learning and the steps governments and education institutions can take to overcome the challenges of carrying out learning programs remotely.
Transforming Higher Education in the Context of Covid 19 in Indiaijtsrd
The COVID 19 pandemic led to the need to adapt to teaching methodologies, due to the impossibility of having presential classes. Therefore, online teaching and learning have played an important role in Higher Education for the last year. Another way to increase student engagement is to involve and consult student representatives, students from specific communities, to better understand specific needs and ensure that solutions offered are suitable for all and leave nobody behind. The online platforms supply an avenue where users can get up to date information on upcoming educational conferences and seminars. These platforms provide detailed information about the conference like the quality of sessions for every conference, the speakers for every session, topics for discussion for every session and the duration for every session. The COVID 19 crisis focused a move towards online teaching and learning, thereby creating space for more flexible learning possibilities, exploring blended learning, and mixing synchronous learning with asynchronous learning. The govt is providing many E Learning platforms to develop the covid 19 pandemic period. during the covid 19 pandemic situation, many students can use the E learning platform different thanks to the teaching learning process. They have progressed rapidly from classroom instruction to online distribution model to the transition between multiple classes and services. Daily and modified information should be delivered to students and workers via emails and other means of communication. Nasim Mondal "Transforming Higher Education in the Context of Covid-19 in India" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38525.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38525/transforming-higher-education-in-the-context-of-covid19-in-india/nasim-mondal
Student Finals: Research Presentation
The Coronavirus also known as COVID-19 has made a tremendous difference in everyone’s life. In this research paper we will be discussing the effects the virus pandemic has on education. Education being one. of the top priorities of life is being altered because of the virus. The ACT, in-person classes, school closure, virtual learning, and college and universities are some of the major changes that must occur in order to have a successful education. The COVID-19 pandemic has affected society mentally, physically, and financially. The coronavirus has been challenging for students, staff, and parents; not only in Louisiana but throughout the world. Our society must continue to strive for the best and overcome the challenges we have faced in order to have the best learning possible.
COVID 19: Analyzing the Impact on the Education SectorAlaina Carter
COVID-19 has caused an abrupt closure of learning institutions globally. The education center is facing various challenges during this pandemic, but thanks to the Digital transformation, things have been better because of it. Read more to know the impacts of COVID-19 on the education sector and how digital transformation can help.
How education system suddenly changes due to COVID-19. It's problem and solution faced by both teachers and students and how it's going to effect on future generation.
Some examples of how the pandemic is affecting education and ways forwardWeb2Learn
An overview of impact of coronavirus pandemic on education and educators' roles and skills. Presentation given at the webinar " Challenges for Higher Education in the era of Covid19 and the next day", organised by Prof. Konstantinos Petrides, Hellenic Mediterranean University, May 4. Recording of complete webinar available at: http://petridischania.hmu.gr/webinar/
-Move towards Blended Learning
-Rise in use of Learning Management Systems
-Enhance the use of soft copy of learning material
-Improvement in collaborative work
-Rise in online meetings
-Enhanced Digital Literacy
-Improved the use of electronic media for sharing information
-World wide exposure
-Better time management
-Demand for Open and Distance Learning (ODL)
On Wednesday 19 August, ESRI researchers Selina McCoy, Eamonn Carroll, Georgiana Mihut and Gretta Mohan presented a study titled 'Lessons from the pandemic: Supporting student engagement'.
For more information, visit: https://www.esri.ie/events/webinar-lessons-from-remote-learning-to-create-better-teaching-in-the-new-school-year
On Wednesday, 12 May 2021, Dr. Emer Smyth presented 'Risk and protective factors in adolescent behaviour' via a webinar.
Minister for Children, Equality, Diversity, Integration and Youth, Dr. Roderic O'Gorman, TD, launched the report.
The webinar provided an overview of the findings on how family, school, peer and neighbourhood factors shape (mis)behaviour among young people.
On Friday, 4 September 2020, Neil Kenny, Selina McCoy and Georgiana Mihut delivered this presentation at the Educational Studies Association of Ireland annual conference.
Professor Emer Smyth delivered this presentation on 18 October 2019 at the launch of the Flying Start Initiative, a new framework supporting children, parents and professionals on the key transitions that happen in the first five years of a child’s life.
More information about the event is available here: http://genesislouth.ie/prof-emer-smyth-launches-flying-start/
The ESRI publication on this topic is available to download here: https://www.esri.ie/publications/the-transition-to-primary-education-insights-from-the-growing-up-in-ireland-study
This report is the first study to systematically compare the education systems in Ireland and Northern Ireland from primary to tertiary levels. It draws on international and national survey data, administrative data, interviews with policy stakeholders and input from a consultation with stakeholders to document commonalities and differences between the two systems. It is hoped that the study findings will provide insights for future policy learning in both jurisdictions.
Read the full report: https://www.esri.ie/publications/a-north-south-comparison-of-education-and-training-systems-lessons-for-policy
On 4 September, Dr Selina McCoy presented 'Shadow Education among Irish secondary school students: evidence for system reform?' View all slides from the conference here.
On Wednesday 22 July 2020, ESRI researchers Merike Darmody, Emer Smyth and Helen Russell held a webinar that explored the findings of a study on the implications of the COVID-19 pandemic for policy in relation to children and young people in Ireland.
The study was conducted with the Department of Children, Disability, Equality and Integration and was launched by Minister Dr Roderic O’Gorman.
To view the full publication visit: https://www.esri.ie/publications/the-implications-of-the-covid-19-pandemic-for-policy-in-relation-to-children-and-young
A video of the webinar will be made available shortly.
On 1 March 2022, Prof Selina McCoy's presented to the NAPD (National Association for Principals & Deputys) Symposium on the topic of Leaving Certificate reform.
On 20th October 2023, Selina McCoy and Eammon Carroll presented on research about post-school transitions for students with SEN at the NABMSE conference.
Assessing the Effectiveness of the Learning Modalities during the Covid 19 Pa...ijtsrd
The research was conducted at Matab ang National High School, Matab ang, Toledo City, Cebu as basis for an instructional support development plan. Quasi experimental method was used in the research. Respondents were grouped into two, online and modular learning, with 40 respondents in each group. Pre test and post test questionnaires were given to 80 respondents as instrument for evaluation. Gathered data were treated using frequency count, paired t – test, and t – test for independent samples. Results showed that there was significant difference between the pre test and post test scores for both groups. On the other hand, there was no significant mean gain difference between the pre test and post test scores between the two groups. Thus, it is highly recommended that the proposed instructional support development plan to address the needs of the students in strengthening and enhancing mathematical skills and learning be adopted with focus on school and home partnership, instruction and assessment, supplemental activities, and instructional support team approaches. Allan V. Pinili "Assessing the Effectiveness of the Learning Modalities during the Covid-19 Pandemic" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-7 , December 2022, URL: https://www.ijtsrd.com/papers/ijtsrd52361.pdf Paper URL: https://www.ijtsrd.com/mathemetics/other/52361/assessing-the-effectiveness-of-the-learning-modalities-during-the-covid19-pandemic/allan-v-pinili
The cost of childcare by childminders may decrease by an average of €100 per month if care provided by childminders becomes eligible for the National Childcare Scheme. Such is the finding of new research by the ESRI, presented at the annual Budget Perspectives conference on 15th June.
Prior to the introduction of the National Childcare Scheme (NCS), parents in Ireland faced some of the highest childcare costs among OECD countries. The NCS provides subsidies for users of Tusla-registered childcare. Childminder care, which is typically unregistered, is however, the second most widely used form of paid childcare in Ireland and is not currently subsidised. The National Action Plan for Childminders has committed to the extension of NCS subsidies to childminders who care for non-relative children in the childminder’s own home. The extension is expected to happen on a phased basis over a three-year period from 2024.
This research shows that extending the NCS to children cared for by childminders will cost €35-122 million per annum, depending on how well the scheme is taken up. If all current non-relative childminders register with Tusla and all eligible parents claim NCS subsidies, the reform will benefit 80,000 children by an average of around €100 per month. Children cared for by a childminder tend to live in households with relatively high disposable income and high levels of parental employment, compared to children in centre-based care. The reform will therefore benefit middle-income households more than low- or high-income households.
Subsidising the cost of childminder care is likely to have other knock-on consequences. First, it may reduce the demand for formal (centre-based) care which could alleviate some of the current shortages of this form of childcare. Second, it may increase mothers’ labour supply by reducing barriers to work. Third, wider and positive societal impacts are likely if regulation of the childminder sector improves quality of care and health and safety. However, much depends on the administrative or financial requirements placed on childminders by the increased regulation.
Read the full report: https://www.esri.ie/publications/extending-the-national-childcare-scheme-to-childminders-cost-and-distributional-effect
A Presentation which considers four aspects of the #FutureSchool: 1) The Paperless Classroom; 2) Blended Learning Programmes; 3) AI, Pupil Tracking and the end of School Reports; and 4) Robots in the Classroom to support Personalised Learning.
EVALUTING ONLINE LEARNING DURING THE COVID-19 PANDEMIC AT JUNIOR HIGH SCHOOLS...AJHSSR Journal
ABSTRACT : This research evaluates online learning applied during the COVID-19 pandemic at junior high
schools in Gorontalo District. It takes perspectives from available resources, implementation processes,
achievements, and the influences on student character, knowledge, and skill changes. This evaluative research
was using the CIPPO (Context, Input, Process, Product, and Outcome) model. Research data were collected
through interview, observation, and documentation. Data were analyzed using a descriptive qualitative method
made up of five steps: data collection, data reduction, data presentation, triangulation, and conclusion
verification. Online learning at junior high schools in Gorontalo District had adhered to the Circular Letter of
the Ministry of Education and culture of the Republic of Indonesia and Gorontalo Regent Regulation. Based on
the input aspects, embracing human resources, facilities and infrastructures, and funding, all schools had
adequate resources for online learning implementation. And yet, some factors came in the way of online
learning. For example, as regards human resources, teachers did not understand how to use technology in online
learning, and several teachers did not have smartphones or laptops. Attributed to students, students could not
understand materials, and some could not afford required gadgets due to family economy condition.
Additionally, some parents could not help students understand materials and assist them during learning
processes. These problems led to declined online learning program products (student learning achievements).
Student achievements were worse than that in previous years. However, student learning competencies
developed significantly during the COVID-19 pandemic.
KEYWORDS: CIPPO Model, COVID-19 Pandemic, Online Learning
Similar to The impact of COVID-19 on second level education in Ireland (20)
On 7 November, Dr Brendan Walsh presented at the HSE's Evidence for Policy Conference on Modelling Healthcare Demand and Supply in New Residential Developments.
On Tuesday 14th November 2023, the ESRI launched 'Civic and political engagement among young adults in Ireland'.
This study looks at civic engagement (volunteering) and involvement in political activities among 20-year-olds, drawing on Growing Up in Ireland data.
Read the full report on our website: https://www.esri.ie/publications/civic-and-political-engagement-among-young-adults-in-ireland
Tax-benefit systems face challenges in achieving their objectives. One key challenge is to ensure people have adequate incomes without creating strong financial disincentives to work.
One element which may reduce work incentives are cliff edges. Cliff edges occur where benefit entitlements and other supports are withdrawn sharply (or entirely), or where tax and social insurance liabilities increase steeply as income rises. Research has found that people adjust their behaviour to keep their income below points such as these.
This paper examines where such cliff edges exist in the Irish tax-benefit system and outlines potential reforms. PRSI and USC both have cliff edges in their design as people under a certain income are exempt. Once this threshold is passed, however, all of a person’s income becomes liable for the charges. This results in a drop in disposable income once the threshold is passed. Removing the cliff edge is possible by introducing a 0% band with those above this level only paying USC/PRSI on the income above this band (as is the case in the income tax system). Reforming the current system is possible but would mean trade-offs if the government want such changes to be revenue neutral – either more low-income people would need to be brought into the USC/PRSI net or rates must increase.
Part-time and low-income workers are negatively impacted by current rules
The social welfare system mainly avoids cliff edges through the gradual withdrawal of benefits as incomes rise. However, two cliff edges exist. The 4-in-7 rule, whereby those working part-time can only receive a Jobseekers Allowance (JSA) payment if fully unemployed for 4 days out of 7, can disincentivise employment as it means that a person working part-time, but whose hours are spread out over the week, will have no JSA entitlement. A second cliff edge exists for lower-income workers – those working at least 38 hours a fortnight can receive the in-work support, the Working Family Payment, while those just under this cut-off cannot.
Read full report on the ESRI website:
https://www.esri.ie/news/eliminating-cliff-edges-in-the-tax-benefit-system-would-help-improve-work-incentives
Despite concern among the public and policymakers about housing and healthcare in Ireland, limited information exists on the relationship between these two critical issues. New research by the Economic and Social Research Institute (ESRI), presented at the annual Budget Perspectives conference on June 15th, highlights significant variations in health outcomes and medical card coverage across supported renter, private renter, and homeowner tenure groups in Ireland. The variations we report should not be interpreted as showing causation, but it is important to identify the patterns for a variety of reasons including healthcare delivery.
Supported renters
Findings show that individuals in the supported rental sector experience the poorest health outcomes. Half of all older adults (aged 65+) in supported rental housing report poor self-reported health, in contrast to one-third of older homeowners. A decline in medical card coverage among supported renters is found, with only 74% holding a medical card in 2021 compared to 87% in 2015. Less than half of employed supported renters possess a medical card, despite facing a high risk of poverty and having incomes that qualify them for public housing assistance.
Private renters
Private renters are found to have poorer health outcomes compared to homeowners across all age groups, in combination with lower rates of medical card coverage. A quarter of private renters with a chronic illness are at risk of poverty, yet the majority lack a medical card. Additionally, over a quarter of older private renters with a chronic illness do not hold a medical card. These findings, combined with previous research demonstrating the financial benefits of possessing a medical card in reducing the burden of healthcare, highlight the significant financial risk faced by vulnerable private renters in the event of a health shock.
Read full report on the ESRI website:
https://www.esri.ie/publications/housing-tenure-health-and-public-healthcare-coverage-in-ireland
This report examines newly available data for 2021 on Northern Ireland’s goods exports and imports and equivalent data for Ireland on a detailed product and market level. This allows, for the first time, the trade structures of both economies to be investigated on a consistent basis, giving new insight into both overall international trade patterns for each economy and how cross-border trade looks within this broader context.
Read on the ESRI website:
https://www.esri.ie/publications/structure-of-international-goods-trade-for-ireland-and-northern-ireland
Co-authors Dr Conor O'Toole and Prof Kieran McQuinn delivered a presentation on the ‘Quarterly Economic Commentary, Summer 2023’.
Read key findings from the QEC:
https://www.esri.ie/news/underlying-domestic-growth-still-quite-strong-however-global-uncertainties-impacting-headline
📈Rising interest rates, slower-than-expected global trade and persistent inflation cloud the international outlook, but the domestic economy is growing robustly.
⬆️Modified Domestic Demand (MDD), the more accurate measure of domestic economic activity, is forecasted for growth of 3.6% this year and 4.0% in 2024
👷Labour and housing market capacity constraints may have implications for future growth.
Read the Quarterly Economic Commentary, Summer 2023 on our website: https://www.esri.ie/publications/quarterly-economic-commentary-summer-2023
The ESRI, in collaboration with Pobal, have launched a report examining the economic impacts of the COVID-19 pandemic on people living in disadvantaged areas in Ireland, as defined by the Pobal Haase Pratschke Deprivation Index. The report, titled ‘Pandemic Unemployment and Social Disadvantage in Ireland’, shows that people living in deprived areas, when compared to those living in more affluent areas, experienced greater disruption to their employment.
The Pandemic Unemployment Payment (PUP) was a social welfare payment for employees and self-employed people who lost all their employment due to the COVID-19 public health emergency and the resulting economic impact of lockdowns and restrictions. The payment was designed as income replacement to mitigate the short-term impact on financial wellbeing that pandemic-related job interruption would cause. This research examines the economic repercussions of the pandemic and the extent to which the proportion and duration of Pandemic Unemployment Payment (PUP) are related to area-level deprivation.
Read more key findings: https://www.esri.ie/news/people-in-disadvantaged-areas-experienced-greater-employment-disruption-during-the-covid-19
Read the report: https://www.esri.ie/publications/pandemic-unemployment-and-social-disadvantage-in-ireland
Individuals who experienced childhood poverty are much more likely to experience income poverty and material deprivation in adulthood. A new study funded by Pobal and carried out by the ESRI finds that in 2019, the likelihood of deprivation in adulthood was 35 percentage points higher among individuals who grew up in poverty when compared to individuals who grew up in ‘very good’ financial circumstances.
Read the full report: https://www.esri.ie/publications/intergenerational-poverty-in-ireland
Read the press release: https://www.esri.ie/news/childhood-poverty-associated-with-higher-risk-of-material-deprivation-and-income-poverty-in
This report, conducted as part of a research programme with the Pensions Council, explores indicative future paths for homeownership rates in Ireland and explores the impact in terms of income poverty in retirement.
Using data from the Survey on Income and Living Conditions (SILC) and the Irish Longitudinal Study on Ageing (TILDA), we consider a number of scenarios to assess the possibility of renting households becoming homeowners, and then test the impact on income poverty rates if households were to continue to have rental costs into retirement.
Read the full report: https://www.esri.ie/publications/future-trends-in-housing-tenure-and-the-adequacy-of-retirement-income
The relationship between health and employment status continually shows that individuals who work have lower levels of illness and higher self-reported health. This study examines how self-reported health and objective measures of health (multimorbidity and mental health problems) differ across employment status and occupations among adults of working age (25-65 years). In addition, the study examines how public health coverage – medical card and GP visit card (GPVC) – and private health coverage (PHI), and lack thereof, differ across occupations. Overall, individuals not in employment have much lower rates of self-reported health and higher rates of illness. In particular, mental health problems are three times higher among unemployed individuals across all age groups. Examining workers separately, differences in health status across occupations are small. However, rates of health coverage differ considerably across occupations. In general, occupations associated with poorer health status tend to have the highest percentages of workers without a medical card/GPVC or PHI. This affects workers’ ability to access lower cost or free healthcare, including for the purpose of certified sick leave.
Read the full publication: https://www.esri.ie/publications/occupations-and-health
Ireland is an outlier among EU countries as it does not have a strong link between previous earnings and the level of payment provided to those who have recently lost their job or are on leave from work for the short- to medium-term for reasons of illness or maternity. This paper provides a historical background for earnings-related benefits in Ireland, outlines the rationale behind linking benefits with previous earnings and examines the potential impact of (re)instating them.
Existing research has shown that disability is costly and can result in an increased risk of living in poverty and a decrease in living standards. In this paper, we expand a framework of equality budgeting, previously applied from a gender perspective, to the population of households affected by disability. Using a microsimulation model linked to data from the EU Survey of Income and Living Conditions (EU-SILC), we show how tax-benefit policy and other market income changes between 2007 and 2019 impacted households affected by disability and households not affected by disability. We find that disposable (or post-tax and transfer) income grew for both types of households but at a faster rate for households affected by disability than households not affected by disability. This income growth was driven by two counteracting forces. On the one hand, tax and welfare policy failed to keep pace with market income growth, reducing the living standards of households affected by disability by more than households not affected by disability. On the other hand, despite having lower average wage levels, wage growth for workers affected by disability outpaced wage growth for workers not affected by disability, while the labour supply of households affected by disability also increased. Future attempts to equality-proof budgetary policy should consider that changes to welfare disproportionally affect households with disabilities.
Read the full report: https://www.esri.ie/publications/the-impact-of-irish-budgetary-policy-by-disability-status
On Thursday, June 16th 2022, the ESRI launched the Community Foundation for Ireland/ESRI report Energy poverty and deprivation in Ireland, a topic once again to the forefront of the policy debate given recent increases in energy prices.
This report comprises two main sections. Firstly, it charts the nature of energy poverty in Ireland since the early 1990s, providing insight into the socioeconomic groups likely to experience either energy-related deprivation or high energy costs. Secondly, this report considers recent increases in energy prices to identify how this has affected the number of households experiencing energy poverty. The options policymakers may employ to counter energy poverty are considered.
Read the full report on our website:
https://www.esri.ie/publications/energy-poverty-and-deprivation-in-ireland
Read the accompanying press release on our website: https://www.esri.ie/news/energy-poverty-at-highest-recorded-rate
Subscribe to our Monthly Newsletter/Publication and Event notifications: https://www.esri.ie/sign-up-for-the-esri-newsletter
On Monday, June 20th 2022, the ESRI launched the report 'Disrupted transitions? Young adults and the COVID-19 pandemic'.
The report was conducted as part of a research programme with DCEDIY, draws on the Growing Up in Ireland COVID-19 survey to document the disruption to education, employment and day-to-day activities experienced by young adults during the pandemic and the consequences for their mental health. The report was launched by the Minister for Children, Equality, Disability, Integration and Youth, Dr Roderic O'Gorman, TD.
The research shows that the COVID-19 pandemic has resulted in poorer mental health among young adults. Using data from the Growing Up in Ireland COVID-19 survey, carried out in December 2020, the findings show that four-in-ten 22-year-old men and over half (55 per cent) of 22-year-old women were classified as depressed. These were much higher figures than two years previously when 22 per cent of men and 31 per cent of women were depressed.
Poorer mental health during the pandemic reflected the disruption to young adults’ employment, education and day-to-day activities. Just before the pandemic hit, most (63 per cent) of these 22-year-olds were in full-time education or training and so shifted to remote learning. The vast majority had the electronic devices they needed for remote learning and live online lectures/classes were offered by their institutions. However, around half did not have access to adequate broadband and a quiet place to study, and less than one third (30 per cent) received regular feedback on their work. Over half (57 per cent) found it difficult to study while learning remotely and this was linked to a greater risk of depression. In contrast, those who had more interaction with their institution and the resources they needed to study fared better.
Over half (57 per cent) of those working (either full-time or while studying) when the pandemic hit lost their job. Only one-in-six (16 per cent) of the young adults started working remotely or increased the hours they worked from home. Having higher Leaving Certificate grades and being in a professional/managerial job at age 20 appeared to act as some protection against job loss when the pandemic began. Receiving the Pandemic Unemployment Payment (PUP) served to shelter these young adults from financial strain following employment loss. Losing a full-time job was linked to poorer mental health, especially for young men.
Read the full report on our website: https://www.esri.ie/publications/disr...
Read the accompanying press release on our website: https://www.esri.ie/news/the-covid-19...
Subscribe to our Monthly Newsletter/Publication and Event notifications: https://www.esri.ie/sign-up-for-the-e...
On Tuesday 7 June 2022, the ESRI hosted an event titled 'Application of ethical principles for the design of Just Transition policies'.
Miguel Angel Tovar (ESRI) presented a presentation titled 'The cost of inaction'.
See more details on our website here: https://www.esri.ie/events/virtual-conference-application-of-ethical-principles-for-the-design-of-just-transition
On 11 April, Prof Frances McGinnity presented the findings from our latest report titled 'Origin and integration: Housing and family among migrants in the 2016 Irish Census'.
Read the full publication: https://www.esri.ie/publications/origin-and-integration-housing-and-family-among-migrants-in-the-2016-irish-census
For many commentators, the litmus test of integration is how well the children of migrants are faring. This report investigates whether children born in Ireland to migrant parents differ from children with Irish-born parents in terms of their English language development at three, five and nine years of age, and their self-concept at nine years. It draws on rich data from the ’08 cohort of Growing up in Ireland which collects information on the children, their families, their schools, their skills and well-being in the first nine years of their lives.
Read the full report on our website: https://www.esri.ie/publications/children-of-migrants-in-ireland-how-are-they-faring
Watch the video to accompany this presentation: https://www.youtube.com/watch?v=OmgzYXMxNhY
Does engaging with climate science motivate support for climate policy and behaviour change?
On Tuesday 25 January at 12 PM, the ESRI’s Behavioural Research Unit presented findings from the first measure of climate change comprehension in Ireland.
The webinar featured results from an experimental test about whether engaging with a short climate science quiz alters support for a carbon tax and willingness to change behaviour. It also provided an overview of findings from the quiz and highlighted where knowledge is good and where gaps remain.
The webinar coincided with the publication of Public understanding of climate change and support for mitigation, an ESRI Research Series report by Shane Timmons and Pete Lunn. This report has been published on the ESRI website: https://www.esri.ie/publications/public-understanding-of-climate-change-and-support-for-mitigation
Watch report launch video here:https://www.youtube.com/watch?v=DxW3w3EU-Wo&list=PLh8e-RReCFKPfhEBdBirw3_ifBpnVgFy7
This presentation shows results from a new study of fathers drawing on the Growing Up in Ireland study. The report documents the nature and the quality of father-child relationships from infancy to middle childhood and examines the role of fathers in children’s outcomes. The study is part of a research programme with the Department of Equality, Children, Disability, Integration and Youth.
Read the full publication here: https://www.esri.ie/publications/fathers-and-children-from-infancy-to-middle-childhood
A video of the report launch is available on our YouTube channel: https://www.youtube.com/channel/UCpzRsg-0wya_ao1bvb1Q9VA
Associate Research Professor, Conor O'Toole and Research Professor, Kieran McQuinn presented an overview of the Quarterly Economic Commentary, Autumn 2021 to the media on Wednesday, 6 October 2021 ahead of the document's publication on Thursday, 7 October 2021.
Despite the ongoing effects of the COVID-19 pandemic, both domestic and foreign sources of growth have contributed to the Irish economy’s robust performance in 2021. As public health measures are eased considerably, we anticipate a return to more normal economic activity by the end of the year. For the present year, our expectation is that Irish GDP will grow by 12.6 per cent. The double-digit growth rate is mainly due to multinational related activities, in particular strong export figures. Modified domestic demand, a more accurate measure of underlying economic activity, is expected to grow by 7 per cent in the present year. Into 2022, we expect a continued strong performance of the economy, with GDP set to increase by 7 per cent.
The recovery from COVID-19 has contributed to inflationary pressures in many advanced economies stemming mainly from global supply chain problems and energy prices. While the current expectation is that these factors are largely temporary, further domestic inflationary risks remain relating to the rapidity of the recovery in household spending as well as how price changes feed into wage expectations. At this juncture, our expectation is that inflationary pressures will peak in Q4 2021 and abate through 2022. We expect an inflation rate of 2.3 per cent in 2021 and 2.5 per cent in 2022.
The monthly unemployment rate continues to fall as public health restrictions are eased. Consequently, we expect the unemployment rate to fall to 9 per cent in Q4 2021 and average 16.3 for 2021 overall. Unemployment is set to fall further into 2022 and will average just over 7 per cent for the year. However, we do not expect to see the unemployment rate fall back to pre-COVID rates until late 2023 at the earliest.
The significant reduction in unemployment along with strong underlying growth in taxation receipts has contributed to a smaller deficit in 2021 than expected. The eased pressure on the public finances comes at a time when significant investments will have to be made in the years ahead to tackle issues such as housing, climate change, and healthcare. Making these investments, while ensuring the domestic economy does not overheat, will be a key challenge for fiscal policy over the medium-term.
The publication can be read here: https://www.esri.ie/publications/quarterly-economic-commentary-autumn-2021
The press release accompanying the report can be read here: https://www.esri.ie/news/strong-exports-and-multinationals-contributing-to-double-digit-gdp-growth-however-challenges
For more from the Economic and Social Research Institute (ESRI), visit our website: www.esri.ie
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Understanding the Challenges of Street ChildrenSERUDS INDIA
By raising awareness, providing support, advocating for change, and offering assistance to children in need, individuals can play a crucial role in improving the lives of street children and helping them realize their full potential
Donate Us
https://serudsindia.org/how-individuals-can-support-street-children-in-india/
#donatefororphan, #donateforhomelesschildren, #childeducation, #ngochildeducation, #donateforeducation, #donationforchildeducation, #sponsorforpoorchild, #sponsororphanage #sponsororphanchild, #donation, #education, #charity, #educationforchild, #seruds, #kurnool, #joyhome
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
A process server is a authorized person for delivering legal documents, such as summons, complaints, subpoenas, and other court papers, to peoples involved in legal proceedings.
ZGB - The Role of Generative AI in Government transformation.pdfSaeed Al Dhaheri
This keynote was presented during the the 7th edition of the UAE Hackathon 2024. It highlights the role of AI and Generative AI in addressing government transformation to achieve zero government bureaucracy
Many ways to support street children.pptxSERUDS INDIA
By raising awareness, providing support, advocating for change, and offering assistance to children in need, individuals can play a crucial role in improving the lives of street children and helping them realize their full potential
Donate Us
https://serudsindia.org/how-individuals-can-support-street-children-in-india/
#donatefororphan, #donateforhomelesschildren, #childeducation, #ngochildeducation, #donateforeducation, #donationforchildeducation, #sponsorforpoorchild, #sponsororphanage #sponsororphanchild, #donation, #education, #charity, #educationforchild, #seruds, #kurnool, #joyhome
Presentation by Jared Jageler, David Adler, Noelia Duchovny, and Evan Herrnstadt, analysts in CBO’s Microeconomic Studies and Health Analysis Divisions, at the Association of Environmental and Resource Economists Summer Conference.
Russian anarchist and anti-war movement in the third year of full-scale warAntti Rautiainen
Anarchist group ANA Regensburg hosted my online-presentation on 16th of May 2024, in which I discussed tactics of anti-war activism in Russia, and reasons why the anti-war movement has not been able to make an impact to change the course of events yet. Cases of anarchists repressed for anti-war activities are presented, as well as strategies of support for political prisoners, and modest successes in supporting their struggles.
Thumbnail picture is by MediaZona, you may read their report on anti-war arson attacks in Russia here: https://en.zona.media/article/2022/10/13/burn-map
Links:
Autonomous Action
http://Avtonom.org
Anarchist Black Cross Moscow
http://Avtonom.org/abc
Solidarity Zone
https://t.me/solidarity_zone
Memorial
https://memopzk.org/, https://t.me/pzk_memorial
OVD-Info
https://en.ovdinfo.org/antiwar-ovd-info-guide
RosUznik
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Uznik Online
http://uznikonline.tilda.ws/
Russian Reader
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ABC Irkutsk
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Send mail to prisoners from abroad:
http://Prisonmail.online
YouTube: https://youtu.be/c5nSOdU48O8
Spotify: https://podcasters.spotify.com/pod/show/libertarianlifecoach/episodes/Russian-anarchist-and-anti-war-movement-in-the-third-year-of-full-scale-war-e2k8ai4
The impact of COVID-19 on second level education in Ireland
1. www.esri.ie @ESRIDublin #ESRIevents #ESRIpublications
@ESRIDublin #ESRIevents #ESRIpublications www.esri.ie
The Impact of COVID-19 on
Second Level Education in
Ireland
DATE
2nd July 2020
VENUE
National Institute for Studies
in Education, University of
Limerick
PRESENTER
Selina McCoy
2. www.esri.ie @ESRIDublin #ESRIevents #ESRIpublications@ESRIDublin #ESRIevents #ESRIpublications www.esri.ie2 2 July 2020
Context
• Closure of schools, pre-schools, further and higher
education settings announced on morning of 12
March 2020, to take effect from 6pm the same day.
• While schools have developed ICT plans as part of
their whole school planning, such plans are unlikely
to have envisaged a scenario like this.
• School continuity planning has been supported by
guidance from the DES; curated content from the
PDST; and information on the range of curriculum
tagged digital content.
3. www.esri.ie @ESRIDublin #ESRIevents #ESRIpublications@ESRIDublin #ESRIevents #ESRIpublications www.esri.ie3 2 July 2020
Aims of the study
Five overarching research questions:
• How have second-level schools responded?
• How has access to digital resources impacted on
teaching and learning?
• To what extent have students engaged with distance
learning? Do the additional pressures stemming from
school closures fall disproportionately on already
vulnerable groups?
• What supports do schools require in advance of the next
school year?
• What lessons can be learned for teaching and learning
more broadly and for key longer-term policy
development?
4. www.esri.ie @ESRIDublin #ESRIevents #ESRIpublications@ESRIDublin #ESRIevents #ESRIpublications www.esri.ie4 2 July 2020
Methodology
• Desk-based research – international evidence;
national policy context
• Mixed method design:
• Online survey of second-level leaders
• In-depth Interviews in 10 schools
5. www.esri.ie @ESRIDublin #ESRIevents #ESRIpublications@ESRIDublin #ESRIevents #ESRIpublications www.esri.ie5 2 July 2020
Methodology
• Online Survey of all school principals at second
level
• Two week survey window in late May/early June
• Survey took 15 minutes to complete, mix of closed
and open-ended questions
• Response rate 33%
• Highly representative of national population (school
type, DEIS status and regional spread)
• School catchment area characteristics:
• Coverage of high-speed broadband using broadband
coverage maps provided by DCCAE
• ‘lower’ incomes where incomes lower than the average
across all school catchment areas (Census 2016 SAPS)
6. www.esri.ie @ESRIDublin #ESRIevents #ESRIpublications@ESRIDublin #ESRIevents #ESRIpublications www.esri.ie6 2 July 2020
Methodology
• In-depth interviews: 10 schools
• Selected on the basis of two key dimensions:
social mix and region.
• Also ensure variety in terms of school sector and
size.
• Interviews were recorded, by consent, and
transcribed verbatim
• Analysed in NVivo across a range of key themes
7. www.esri.ie @ESRIDublin #ESRIevents #ESRIpublications@ESRIDublin #ESRIevents #ESRIpublications www.esri.ie7 2 July 2020
Response of Schools
Lack of time to prepare:
…the biggest problem here was the lack of
information from the beginning. If I had two days’
notice I would have had time to bring all students
and staff up to speed on protocols around distance
learning. Announcing that schools were closing at
11:30 am on the same day was ridiculous. (Survey
Response, DEIS, Leinster excluding Dublin)
8. www.esri.ie @ESRIDublin #ESRIevents #ESRIpublications@ESRIDublin #ESRIevents #ESRIpublications www.esri.ie8 2 July 2020
Response of Schools
Challenges for all, including teachers - many doubly affected
• as professionals they found themselves working from
home at a job built around close contact
• and as parents they found themselves caring for their
own children while trying to teach others from a
distance.
[Teachers] had their own kids at home, and they were
struggling with trying to teach and likewise trying to mind
their kids or in some cases trying to mind elderly parents. So,
there was a lot of tension and you were dealing sometimes
pastorally, sometimes academically. (Principal 1, Non-DEIS,
Connacht)
9. www.esri.ie @ESRIDublin #ESRIevents #ESRIpublications@ESRIDublin #ESRIevents #ESRIpublications www.esri.ie9 2 July 2020
Response of Schools
While school leaders accepted that the crisis
imposed a certain level of uncertainty on
proceedings, many were critical of the DES:
To be honest, my biggest difficulty with the
Department, and I think it’s shared with other
people I’ve spoken to as well is that
communication has been very slow to come and
it’s often not clear. And I suppose that’s something
that is a little bit disappointing… (Principal 2, Non-
DEIS, Leinster excluding Dublin)
10. www.esri.ie @ESRIDublin #ESRIevents #ESRIpublications@ESRIDublin #ESRIevents #ESRIpublications www.esri.ie10 2 July 2020
Response of Schools
The value of the social structure of school and
informal contact between staff and students has
become very clear in their absence:
School structure is what staff and parents and
students are most familiar with and I have realised
that teachers have a huge influence in the life of
their students. Nothing replaces the traditional
classroom setting. (Survey Response, Non-DEIS,
Munster)
11. www.esri.ie @ESRIDublin #ESRIevents #ESRIpublications@ESRIDublin #ESRIevents #ESRIpublications www.esri.ie11 2 July 2020
Response of Schools
That teachers are amazingly resilient and adaptable.
Their capacity to keep the student at the heart of what
they do has been inspirational. (Survey, Non-DEIS,
Connacht)
But difficulty in maintaining staff morale and
promoting staff wellbeing - sustainability of schools’
efforts to provide distance learning:
…sustainability – I am a mother of 2-year-old twins, I
have a school of just under 500 students – this is an
insurmountable task of motivating, informing,
communicating, contacting, planning, time in online
meetings – constant anxiety... (Survey Response, DEIS,
Leinster excluding Dublin)
12. www.esri.ie @ESRIDublin #ESRIevents #ESRIpublications@ESRIDublin #ESRIevents #ESRIpublications www.esri.ie12 2 July 2020
Response of Schools
Digital Divide at school and individual levels
• Broadband: For schools in areas with lower
broadband availability, internet access was a
constant worry.
• Work posted to students or mobile credit was
provided.
• Devices: Bought by schools using their own
resources or the DES ICT grant.
13. www.esri.ie @ESRIDublin #ESRIevents #ESRIpublications@ESRIDublin #ESRIevents #ESRIpublications www.esri.ie13 2 July 2020
Extent of Digital Divide
14. www.esri.ie @ESRIDublin #ESRIevents #ESRIpublications@ESRIDublin #ESRIevents #ESRIpublications www.esri.ie14 2 July 2020
Live Online Classes
15. www.esri.ie @ESRIDublin #ESRIevents #ESRIpublications@ESRIDublin #ESRIevents #ESRIpublications www.esri.ie15 2 July 2020
Distance Teaching and Learning
Live Online Teaching
Guidance to staff on online learning platforms and methods
- often a suggestion for those struggling to adapt rather than
a prescription for all teachers.
Divergence over ‘live classes’ or video classes delivered over
Zoom, Microsoft Teams or Google Classroom in real time.
• Some schools saw live classes as the gold standard for
distance learning and encouraged teachers to offer them
as often as possible.
• Others recommended limiting the number of live classes
as they placed too great a burden on teachers and
students.
16. www.esri.ie @ESRIDublin #ESRIevents #ESRIpublications@ESRIDublin #ESRIevents #ESRIpublications www.esri.ie16 2 July 2020
Challenges for Students
19. www.esri.ie @ESRIDublin #ESRIevents #ESRIpublications@ESRIDublin #ESRIevents #ESRIpublications www.esri.ie19 2 July 2020
Distance Learning Vs Standard Practice
20. www.esri.ie @ESRIDublin #ESRIevents #ESRIpublications@ESRIDublin #ESRIevents #ESRIpublications www.esri.ie20 2 July 2020
Student Attendance and Participation
21. www.esri.ie @ESRIDublin #ESRIevents #ESRIpublications@ESRIDublin #ESRIevents #ESRIpublications www.esri.ie21 2 July 2020
Distance Teaching and Learning
Student Engagement
• Among students with high intrinsic motivation, some
schools reported an increase in self-regulated learning.
• Students who rely on extrinsic motivation - many of the
extrinsic motivators disappeared.
• Pull-factors which encourage school engagement like
relationships with students and staff and non-academic
school activities were lost.
• Push-factors like repercussions for non-engagement were
also reduced or removed by the closure of school
buildings.
• In the absence of these, student motivation became more
dependent on their own intrinsic motivation, parental
support and schools’ attempts to reach out under the new
conditions.
22. www.esri.ie @ESRIDublin #ESRIevents #ESRIpublications@ESRIDublin #ESRIevents #ESRIpublications www.esri.ie22 2 July 2020
End Year Assessments Vs Normal
25. www.esri.ie @ESRIDublin #ESRIevents #ESRIpublications@ESRIDublin #ESRIevents #ESRIpublications www.esri.ie25 2 July 2020
Distance Teaching and Learning
Normal Timetable Vs Flexible Approach
We emphasised the importance of sticking to the school day
as there was an expectation in the first few weeks that
teachers should be available 24/7 and also some teachers
were assigning work at all hours and this was causing stress
for students. (Survey Response, Non-DEIS, Leinster excluding
Dublin)
We are allowing flexibility to staff and students to manage
their time as they see fit. This allows both groups to work
outside of normal school hours to allow for childcare needs
of teachers and to allow students to help with childcare at
home if needs be. (Survey Response, Non-DEIS, Munster)
26. www.esri.ie @ESRIDublin #ESRIevents #ESRIpublications@ESRIDublin #ESRIevents #ESRIpublications www.esri.ie26 2 July 2020
Distance Teaching and Learning
Doesn’t Compare Well
The greatest challenge is on the teaching and learning which
are based on face-to-face interactions between teachers and
students. Students do not have the support of their peers,
teachers cannot pick up on the students who are struggling
i.e. those students who are silent. Those students who by
their body language would indicate that they do not
understand what is being taught. It takes twice sometimes
three times as long to do anything. Teachers are spending
infinite hours preparing work, uploading work, scheduling
Zoom classes and correcting work. (Survey Response, Non-
DEIS, Dublin)
27. www.esri.ie @ESRIDublin #ESRIevents #ESRIpublications@ESRIDublin #ESRIevents #ESRIpublications www.esri.ie27 2 July 2020
Distance Teaching and Learning
But created opportunities
Distance learning has created opportunities to
encourage more autonomous learning and
creative teaching. It has helped to bring parents
more on board. It has encouraged better staff
collaboration. If closure had not happened due to a
crisis and more time for preplanning had been
afforded it could have been most effective. (Survey
Response, DEIS, Munster)
28. www.esri.ie @ESRIDublin #ESRIevents #ESRIpublications@ESRIDublin #ESRIevents #ESRIpublications www.esri.ie28 2 July 2020
Impact on Leaving Certificate Students
29. www.esri.ie @ESRIDublin #ESRIevents #ESRIpublications@ESRIDublin #ESRIevents #ESRIpublications www.esri.ie29 2 July 2020
Impact on Junior Certificate Students
30. www.esri.ie @ESRIDublin #ESRIevents #ESRIpublications@ESRIDublin #ESRIevents #ESRIpublications www.esri.ie30 2 July 2020
Distance Teaching and Learning
Intersecting Barriers
• Students’ capacity to engage was impacted by
their home circumstances, their access to
broadband and ICT and their own motivation,
all of which impact on each other.
• Others result of longstanding social and
educational issues - can only be ameliorated
through further support for marginalised
students and their families.
31. www.esri.ie @ESRIDublin #ESRIevents #ESRIpublications@ESRIDublin #ESRIevents #ESRIpublications www.esri.ie31 2 July 2020
Impact of Distance Learning
Socio-economic Disadvantage
The most stark learning from the whole episode is
the level of educational disadvantage has
increased since closure and it is very difficult for
schools to know how to bridge that gap. (Survey
Response, Non-DEIS, Leinster excluding Dublin)
Disadvantaged students are further
disadvantaged; disparity of opportunity is widened
between the socioeconomic groups. (Survey
Response, Non-DEIS, Munster)
32. www.esri.ie @ESRIDublin #ESRIevents #ESRIpublications@ESRIDublin #ESRIevents #ESRIpublications www.esri.ie32 2 July 2020
Impact of Distance Learning
Students with Additional Needs
• Without one-to-one contact and face-to-face
interaction teachers struggled to provide the
personalised instruction needed by students.
• Issues which indirectly affected students’
engagement like the shock to students’ routine
and wellbeing also noted.
• Fears around negative impact on students’
social skills and self-regulation.
33. www.esri.ie @ESRIDublin #ESRIevents #ESRIpublications@ESRIDublin #ESRIevents #ESRIpublications www.esri.ie33 2 July 2020
Concluding Remarks
• Crucial evidence on how schools responded at
this remarkable moment in time.
• A digital divide, relating to access to both high
speed broadband and digital devices, was
reported for nearly half of schools, assuming a
greater prominence for DEIS schools
34. www.esri.ie @ESRIDublin #ESRIevents #ESRIpublications@ESRIDublin #ESRIevents #ESRIpublications www.esri.ie34 2 July 2020
Concluding Remarks
• Student engagement is seen as particularly
adversely impacted in DEIS schools, raising
concerns over the potential longer-term impact on
achievement and retention at DEIS schools.
• Impacted particularly severely on the capacity of
students to engage with group work and practical
work.
• Strongly negative impact for student with
additional needs, cutting them off from vital
school-based supports while also bringing new
pressures to bear on them.
35. www.esri.ie @ESRIDublin #ESRIevents #ESRIpublications@ESRIDublin #ESRIevents #ESRIpublications www.esri.ie35 2 July 2020
Policy Implications
• Interventions to benefit the most vulnerable
families might be delivered through the newly
targeted DEIS programme.
• Home-school support systems will also assume
greater importance in the coming period - HSCL,
the School Completion Programme, as well as
school meals and other ‘non-educational’
supports.
36. www.esri.ie @ESRIDublin #ESRIevents #ESRIpublications@ESRIDublin #ESRIevents #ESRIpublications www.esri.ie36 2 July 2020
Policy Implications
• Students with additional needs: ‘summer
programme’; supports on reopening; priority if
further school disruption
• Student wellbeing has been identified as a key
challenge, and a focus on wellbeing will be
paramount as schools reopen.
Schools, no matter what medium, can be hubs of
response and recovery, a place to support emotional
recovery and promote social togetherness – and this is
as important as achievement gains (John Hattie, 7
April 2020).
37. www.esri.ie @ESRIDublin #ESRIevents #ESRIpublications@ESRIDublin #ESRIevents #ESRIpublications www.esri.ie37 2 July 2020
Full report:
Learning for All? Second Level Education in Ireland During
COVID-19
Gretta Mohan, Selina McCoy, Eamonn Carroll, Georgiana
Mihut, Sean Lyons and Ciaran Mac Domhnaill
www.esri.ie
Research Funded by: Department of Communications, Climate
Action and Environment and ComReg