This review addresses the full range of higher education issues in Ireland and offers recommendations for action within the framework of the government’s ambitions for the sector.

Taking the students’ perspective, Education Policy Outlook 2018: Putting Student Learning at the Centre analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 ...

This comprehensive review of education policies in Turkey covers primary, secondary, and vocational education and related issues. It finds that an improving economy and governmental continuity provide an unprecedented opportunity for reform.

This is the first book-length study of the humanities and the Irish university. Ireland was a deeply religious country throughout the twentieth century but the colleges of its National University never established a religion or theology department. The official first language of Ireland is Irish but the vast majority of teaching in the arts and humanities is in English. These are two of the anomalies that long constrained humanities education in Ireland. This book charts a history of responses to humanities education in the Irish context. Reading the work of John Henry Newman, Padraig Pearse, Sean O Tuama, Denis Donoghue, Declan Kiberd, Richard Kearney and others, it looks for an Irish humanities ethos. It compares humanities models in the US, France and Asia with those in Ireland in light of work by Immanuel Kant, Pierre Bourdieu and Jacques Derrida. It should appeal to those interested in Irish education and history.

Reviews of National Policies for Education offer customised, in-depth analysis and advice to assist policy makers in developing and implementing education policy. Individual reviews can focus on a specific policy area, a particular level of education or a country’s entire education system.

This volume provides an original and powerful contribution to debates about the civic purpose of higher education. It suggests that universities can best realize their civic mission by making it central to their policy and practice. Bringing together researchers from three continents, the book offers an international perspective based primarily upon first-hand pedagogical experience. A transatlantic overview of the purpose, place and practice of one such pedagogy (service learning) is provided and its potential as a foundation for civic engagement assessed. In its last section the book moves from the theory of citizenship to practical considerations. In doing so, the book offers advice on establishing civic engagement to all those involved in teaching and learning within higher education.

A team of examiners from the Organisation for Economic Cooperation and Development (OECD) reviews Portugal's education system in a three-part report. Part One begins with the consequences of the 1974 revolution, Portugal's economic problems, its impending attachment to the European Economic Community, and rising public expectations about education. It continues with criticism of the Ministry of Education, which is overstaffed and has duplicate functions. The examiners propose reduction of branches and suggest the establishment of a national education advisory council and closer relations with other government agencies. A high priority for the compulsory school-level education (four primary and two preparatory grades) is improvement of standards in rural areas. Accepting the future extension of compulsory schooling from 6 to 9 years, the examiners counsel step-by-step reform of the school structure and curriculum. Education of 16-to-19 year olds is a problematic issue since upper-secondary schools are not providing adequate vocational courses. The examiners feel a solution is for Portugal to adopt a comprehensive education and training policy for that age group implemented jointly by the Ministries of Education and Labor. Part Two of the report includes a record of the review meeting between the OECD examiners and the Minister of Education and his delegates and addresses five areas of concern. The third part is a summary of the Ministry of Education's Backgroud Report of the education system in Portugal. (MD)