The objective of this module is to allow student teachers to examine educational policy and institutions in their historical context. The module is also designed to reflect changes and current trends in modern Irish society and locate professional practice in its broader context. In particular, the module will outline the relationship between the social, economic and political structures of modern Ireland and the education system, as well as internationally, particularly in the context of the EU and the OECD. It will enhance students' understanding of the historical sociology of the Irish education system and enable them to think critically about it. Students will be familiaized with a global dimension to education whereby students become familiar with international actors and influencers that impact on the Irish education system. Education Disadvantage will be explored from the perspective of a Whole Schools Approach, such as that outlined by the EU in its Whole School Approach to tackling early school leaving. Such approaches invite professional relationships and working with parents. The Inspectorate's (2016) Looking at our School: A Quality Framework for Post-Primary Schools recognises engagement with parents i as a critical aspect in the development of the quality framework.

Evolution of the Irish education system; Unique characteristics of the Irish educational system; Post-colonial context; Key aspects of Irish education policy; The impact of key external influences such as the EU and OECD; Key national influences; Education policymaking structures; Education accountability; School inspection systems; Strategic planning; Current challenges and opportunities; Influence of societal beliefs, attitudes and values on educational policy and practice

On successful completion of this module, students will be able to: Apply education policy frameworks to appraise the effectiveness of education policy through an in-depth analysis of a self-selected education policy area casing Recognise the influence of the historical context for education policy-making Recognise the significance of national and international stakeholders for policy developments in education Critically reflect on relevant contemporary education issue(s) in student's self-selected policy area casing with particular reference to equality (e.g. diversity, social justice and sustainable development)

On successful completion of this module, students will be able to: Discuss the complexity of education policy developments Question the influence of key national and international stakeholders on education policy developments Value the importance of equality and inclusion for all learners in secondary school

On successful completion of this module, students will be able to:

Lectures will facilitate and provide a context for personal reading and research that students must undertake in order to fully comprehend the complexities of the evolution of the Irish education system and how the evolution of that system has been determined by its interaction with social, economic and political structures, both nationally and internationally. The lectures will be based around a combination of thematic and chronological developments. They will deal with the key concepts and arguments used in relation to specific questions about education policy and its contexts, and direct the student to primary and secondary sources. Tutorial participation forms part of the process of historical understanding alongside reading and research. Tutorials are designed to introduce a student to a number of themes and events but cannot provide all of the information necessary for achieving the objectives of the module. The students are introduced to selected contemporary issues, such as educational disadvantage and diversity, in particular for the alignment that they offer for the policy-making processes that the students are introduced to in the module. The final assignment intentionally presents the students with a self-selected opportunity to focus on a contemporary issue of their choosing as part of the extended policy analysis that each students elects to engage with. This provides each student with an opportunity to draw on their accumulated learning to date as part of the PME. Throughout the module students are also afforded collaborative and peer learning opportunities to extend the development of their policy literacy skills. These are developed through in-depth analysis of selected policy texts. The analyses are conducted using frameworks adapted from the OECD for the analysis of effective policy implementation in schools, as well as from theoretical frameworks provided by some of the key education theorists that the students are introduced to such as that of Stephen Ball's policy enactment theory for schools. National Policy analysis frameworks are also offered by key national policy texts such as the Looking at our School 2016 A Quality Framework for Schools (DES 2016). The skills developed through the tutorials are evidenced in the students' final assignment which invites an extended self-selected critical analysis of an education policy area. It is intended that the policy literacy skills developed in this module will invite the pre-service teachers to actively engage with education policy throughout their professional careers, particularly from a social justice perspective. In preparation for their final assignment the students engage in structured collaborative peer learning activities on selected policy texts. The processes engaged with for the peer learning activities correspond to the requirement for the final assignment. Over the course of the module, students also have the opportunity to engage with invited guest speakers, each of whom has demonstrated expertise in policy development and practice. These valuable opportunities present the students with an additional critical lens for interpreting and actively engaging with policy texts.