| Title | Type | Author(s) | Publisher | Journal | Date | Abstract/Summary | URL/ |
| Further Education and Training (FET) Progression to Higher Education (HE) | Working paper | Transitions Reform Subgroup on Further to Higher Education | SOLAS/ DES/ IUA/ THEA/ QQI/ ETBI | 2020 | This working paper outlines current FET-HE transitions practice, as well as areas and actions for further consideration. | Working Paper: http://www.transition.ie/files/2020/des-transitions-sub-group-working-paper-june-2020.pdf Resource A (National Policy Framework and Strategies): http://www.transition.ie/files/2020/Resource-A-national-policy-framework-and-strategies.pdf Resource B (Profile of QQI CAS Awards for FET Progression to HE): http://www.transition.ie/files/2020/Resource-B-qqi-cas-awards-for-fet-progression-to-he.pdf Resource C (Higher Education Links Scheme (HELS) Process across HEIs): http://www.transition.ie/files/2020/Resource-C-higher-education-links-scheme-hels-process-across-heis.pdf Resource D (Resource-D-plc-links-to-heis-2019): http://www.transition.ie/files/2020/Resource-D-plc-links-to-heis-2019.xlsx Resource E (Overview of FET Programmes): http://www.transition.ie/files/2020/Resource-E-overview-of-fet-programmes.pdf |
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| Transitions of International Students into Higher Education in Ireland | Briefing paper | Tom Farrelly and Tony Murphy | National Forum for the Enhancement of Teaching and Learning in Higher Education/UL | 2017 | This briefing paper aims to supplement our knowledge on transitions into Irish higher education by exploring the knowledge and experiences of those who come to Ireland from other countries to study at Irish higher education institutions. It is based on a survey of 573 international students, across five higher education institutions, who studied in Ireland during 2015. | http://www.teachingandlearning.ie/forum-resources/national-forum-publications/ | |
| From Transaction to Transition: outcomes of the conference on transition from second to third level education in Ireland. | A report to the Minister for Education and Skills Ruairi Quinn, T.D. | HEA/NCCA | HEA/NCCA | 2017 | This report focuses on actions. Some of these are already underway, some are proposed for the short term and some will require further investigation. No single agency or institution is responsible for these actions, which will involve engagement and cooperation. However, in the case of each, an initial commitment is needed to move in the direction proposed. | http://www.transition.ie/files/HEA_NCCA_Transitions.pdf | |
| Entry to Higher Education in Ireland in the 21st Century. | Discussion paper for the NCCA/HEA seminar held on 21st Sept 2011 | Áine Hyland, Emeritus Professor of Education, University College Cork, and Chairperson of the Commission on the Points System 1999 | HEA/NCCA | 2017 | Discusses the selection of school leavers for third level education and the role of the Leaving Certificate in that process. It describes the points sytem and its evolution over the past 35 years and explores the senior cycle curriculum and its assessment. It considers the concerns which have been expressed in recent times by academics, employers, the media and the public generally. It indicates a range of possible alternative systems of selection and identifies the strengths and weaknesses of these alternatives. It poses some questions for the debate currently underway and makes suggestions as to how concerns might be addressed. | http://www.transition.ie/event.html | |
| Application, Selection and Admission to Higher Education: A review of international practice | Research paper prepared for the NEA/NCCA seminar, Transition or transaction? Moving from second to third level education in Ireland. | Josephine Boland, Madeleine Mulrennan | 2016 | This report focuses on the policies, practices and processes associated with transition to higher education, to particular institutions and to inidvidual courses. | http://www.transition.ie/event.html | ||
| Higher Education selection and entry mechanisms: issues and options | Report of the IUA Working Group | Irish Universities Association Working Group | IUA | 2016 | This report represents the universities' response to the request by the Minister for Education and Skills for ideas and options around how the current selection for students to higher education could be reformed to support the planned enhancements of teaching and learning in senior cycle at second-level. It is intended as a contribution to the debate being launched by the Minister and as a basis for further analysis and feasibility testing. | http://www.transition.ie/event.html | |
| Submission by Institutes of Technology Ireland to the Department of Educaiton & Skills on Higher Education Admissions | Submission | Institutes of Technology Ireland | IOTI | 2016 | http://www.transition.ie/event.html | ||
| On transition to third level: Submission to NCCA/HEA | Submission | Teachers' Union of Ireland | TUI | 2015 | |||
| Institute of Guidance Counsellors: Response to NCCA/HEA | Submission | Institute of Guidance Counsellors | IGC | 2015 | http://www.transition.ie/event.html | ||
| Central Applications Office: Submission in response to Transition or Transaction | Submission | Central Applications Office | CAO | 2015 | http://www.transition.ie/event.html | ||
| Submission by the Irish Board of Speech and Drama in relation to the system used for entry into higher education in Ireland | Submission | Irish Board of Speech and Drama | IBSD | 2015 | http://www.transition.ie/event.html | ||
| Report on the consultation with 5th and 6th year students on the reform of the transition from 2nd level to 3rd level education | Consultation Report | Olivia McEvoy | Cnag ar an Doras - Consultancy & LifeCoaching | 2015 | Report from a one-day consultation on transition reform with 5th and 6th year students hosted by the DES. Its purpose was to hear the views of students on proposals to significantly reduce the number of programme offerings for a broader graduate entry and to reduce the number of grading bands used in the Leaving Certificate. | www.transition.ie | |
| Predictability in the Irish Leaving Certificate | Report | J. Baird, T.N. Hopfenbeck, J. Elwood, D.Caro and A. Ahmed | Oxford University Centre for Educational Assessment and Queen's University Belfast | 2015 | Research sponsored by the SEC as part of the DES (2013) policy, Supporting a better transition from second level to higher education: | https://www.examinations.ie/index.php?l=en&mc=au&sc=pb | |
| WP1 Review of Literature and Media Analysis | Report | J. Baird, T.N. Hopfenbeck, J. Elwood, D.Caro and A. Ahmed | Oxford University Centre for Educational Assessment and Queen's University Belfast | 2015 | https://www.examinations.ie/index.php?l=en&mc=au&sc=pb | ||
| WP2 Examination Materials Research | Report | J. Baird, T.N. Hopfenbeck, J. Elwood, D.Caro and A. Ahmed | Oxford University Centre for Educational Assessment and Queen's University Belfast | 2015 | https://www.examinations.ie/index.php?l=en&mc=au&sc=pb | ||
| WP3 Student Questionnaire | Questionnaire | J. Baird, T.N. Hopfenbeck, J. Elwood, D.Caro and A. Ahmed | Oxford University Centre for Educational Assessment and Queen's University Belfast | 2014 | https://www.examinations.ie/index.php?l=en&mc=au&sc=pb | ||
| WP4 Teacher and Student Interviews | Interviews | J. Baird, T.N. Hopfenbeck, J. Elwood, D.Caro and A. Ahmed | Oxford University Centre for Educational Assessment and Queen's University Belfast | 2014 | https://www.examinations.ie/index.php?l=en&mc=au&sc=pb | ||
| Supporting a better transition from second level to higher education: Implementation and next steps | Report | Transition Reform Group | HEA/NCCA/IUA/IOTI/QQI/DES/SEC | 2014 | The Minister for Education and Skills and the Transition Reform Group collectively announced a package of measures for implementation for those entering 5th Year in September 2015. There are four main components to this set of changes and they are outlined in this report. | www.transition.ie | |
| Supporting a better transition from second level to higher education: Key directions and next steps | Report | HEA/NCCA/IUA/IOTI/DES/SEC | 2013 | This paper is a shared report of all the stakeholders drawing together different strands of work. The paper reports on the actions taken since the 2011 conference and directions for work over the coming year (2014), and in the medium term. | www.transition.ie/files/kdns.pdf | ||
| Transition Reform Steering Group: Key Directions Update. Easter 2014 | Report | Transition Reform Group | 2013 | Update setting out the progress to date in relation to the three integrated Key Directions. It also indicates where further research is being carried out and the broad areas of change which are emerging from the work of the Transition Reform Group and the work of the individual partners. | |||
| Transition from second level and further education to higher education | Focused Research Report No. 6 Final Report | Eleanor Denny et al | National Forum for the Enhancement of Teaching and Learning in Higher Education/UL | 2013 | This project examines the views of participating students on their transtion from second level and further education into higher education. The research was conducted on a case study of four higher education institutions in Ireland. | http://www.teachingandlearning.ie/wp-content/uploads/2015/08/Research-Report-6-Transitions-from-Second-Level-FE-to-Higher-Education.pdf | |
| Effectively maintained inequality in educational transitions in the Republic of Ireland | Journal article | Delma Byrne, Selina McCoy/ESRI | American Behavioural Scientist. Vol. 61, No.1 | 2012 | Using data from the School Leavers’ Survey over the period 1980-2006, this paper considers the hypothesis of effectively maintained inequality in the case of the Republic of Ireland. The data capture young people’s transitions during three distinct and remarkable macro-economic fluctuations, and makes a particularly interesting test case for EMI..... Specifically, we find three notable patterns to support the hypothesis of EMI with regard to tracking decisions taken in the transition from lower secondary to upper secondary, subject-level differentiation in the upper secondary mathematics curriculum, and access to university higher education. | https://www.esri.ie/publications/effectively-maintained-inequality-in-educational-transitions-in-the-republic-of-ireland/ | |
| There was never really any question of anything else': Young people's agency, institutional habitus and the transition to higher education | Journal article | Emer Smyth, Joanne Banks/ESRI | British Journal of Sociology of Education Vol. 32, No. 2 | 2011 | International research into educaitonal decision-making has been extensive, focusing on the way in which young people and their families assess the differenct options open to them. However, to what extent can we assume that different groups of young people have equal access to the information needed to make such an assessment? And what role, if any, do schools play in this process? Using in-depth qualitative interviews from two schools with very different student intakes, this paper examines the key influences which shape young people's choices. Decisions about whether to go on to higher education are found to reflect three sets of process: individual habitus; the institutional habitus of the school, as reflected in the amount and type of guidance provided; and young people's own agency, namely, the conscious process whereby students seek out information on different options and evaluate these alternatives. | https://www.esri.ie/publications/there-was-never-really-any-question-of-anything-else-young-peoples-agency-institutional-habitus-and-the-transition-to-higher-education/ | |
| Students' Experiences and Perspectives on Secondary Education: Institutions, Transitions and Policy | Report | Emer Smyth/ESRI | Palgrave MacMillan | 2011 | Draws on the perspectives of young people to explore their perspectives of secondary school in Ireland. Examines how gender, social class and a culture of high stakes examinations affect experiences of schooling. Utilises a rich study of both survey data and in-depth interviews to highlight the variety of experiences involved. | https://www.esri.ie/publications/students-experiences-and-perspectives-on-secondary-education-institutions-transitions-and-policy/ | |
| Leaving School in Ireland: A longitudinal study of post school transitions | Report | Selina McCoy, Emer Smyth, Dorothy Watson, Merike Darmody | ESRI | ESRI Research Series No. 36 | 2011 | Follows the pathways taken by over 750 students as they make the leap from second-level school into the next phase of their lives. The study explores the long-term effects of school experiences. | https://www.esri.ie/publications/leaving-school-in-ireland-a-longitudinal-study-of-post-school-transitions/ |
| Institutional habitus and secondary school transitions: comparative study of Ireland and Estonia | Journal article | Merike Darmody | Research in Comparative and International Education. Vol.7, No. 4 | 2011 | To discuss and re-theorise school transitions, the article draws on a large-scale comparative study of the transitions in secondary school in Ireland and Estonia, and utilises a conceptual tool called ‘institutional habitus' to gain better understanding of the processes involved. While the article discusses similarities and differences between children's transition experience in two different countries, it also calls for a careful approach to ‘direct borrowing’ of practices from other countries. | https://www.esri.ie/publications/institutional-habitus-and-secondary-school-transitions-comparative-study-of-ireland-and-estonia/ | |
| From leaving certificate to leaving school: a longitudinal study of sixth year students | Report | Emer Smyth, Joanne Banks, Emma Calvert | Liffey Press in association with NCCA, ESRI and DES | 2011 | Addresses some of the key questions facing the Irish educational system, drawing on surveys of, and interviews with, young people in fifth and sixth year. Highlights many new findings relating to senior cycle education. | https://www.esri.ie/publications/from-leaving-certificate-to-leaving-school-a-longitudinal-study-of-sixth-year-students/ | |
| Mapping barriers to successful school transitions in comparative perspective - Irish and Estonian experiences | Journal article | Merike Darmody/ESRI | Estonian Academy Publishers | TRAMES Vol 21, No 2 | 2011 | The overall aim of this exploratory study is to obtain more adequate knowledge of factors that influence school transitions drawing on data gathered from Ireland and Estonia, representing two different national education systems. The analysis of quantitative and qualitative data indicate that while a number of institutional/organisational factors can be identified in both countries as having a detrimental effect on pupils during transition, the nature of these factors in Ireland and Estonia is different. The study builds upon existing international research on transition-related difficulties in school. | http://www.kirj.ee/13257/?tpl=1061&c_tpl=1064 |
| School processes and the transition to higher education | Journal article | Emer Smyth, Carmel Hannan/ESRI | Routledge | Oxford Review of Education Vol 33, No 2. | 2011 | This paper sets out to analyse the individual and school factors which influence the transition to higher education in the Irish context. The paper draws on a large‐scale study of 4,400 students within 108 secondary schools in the Republic of Ireland. Almost three‐quarters of the students in the sample applied for a higher education course. However, schools varied in the application rates of their students. These differences are found to be related to the background characteristics of students (in terms of gender, social class and prior ability) along with the institutional habitus of the school. It is found that school factors associated with increased college application rates do not necessarily appear to yield higher rates of college entry but rather that successful entry to tertiary education is related to general academic effectiveness in the school. | http://www.tandfonline.com/doi/abs/10.1080/03054980701259964 |
| Transition from further education and training to higher education: Focused Research Report No. 1 | Report | National Forum for the Enhancement of Teaching and Learning in Education | National Forum for the Enhancement of Teaching and Learning in Higher Education/UL | 2011 | This report compares the transition experiences of FET students to those entering higher education directly from the Leaving Certificate and examines the effectiveness of FET programmes in preparing students to participate successfully in higher education. | http://www.teachingandlearning.ie/forum-resources/national-forum-publications/ | |
| Teaching for Transitions: A review of Teaching for Transitions Related Teaching and Learning Activity and Research. Focused Research Report No. 7 | Report | National Forum for the Enhancement of Teaching and Learning in Education | National Forum for the Enhancement of Teaching and Learning in Higher Education/UL | 2011 | The National Forum for the Enhancement of Teaching and Learning commissioned this study of scholarship that focuses on ‘Teaching for Transitions’, with particular reference to higher education in Ireland. An international element was included to allow some benchmarking with national scholarship. The question ‘how can this scholarship be more impactful on the practice of teachers in the higher education sector?’ was a key question of interest in the project. Part 1 of the study is reported here. It sets out early results and insights and makes recommendations based on investigations carried out between January and June 2015. It raises questions for further investigation. | http://www.teachingandlearning.ie/forum-resources/national-forum-publications/ | |
| Lost in Transition: A report on enabling success for flexible learners | Report | James Brunton et al | Dublin City University | 2011 | Part of the Student Success Toolbox project, this is an analysis of relevant literature and existing digital tools that are in use internationally to support successful flexible learner transitions into higher education. | http://www.teachingandlearning.ie/national-forum-funded-resources/ | |
| Feedback in First Year: A Landscape Snapshot across Four Irish Higher Education Institutions | Report | Y1 Feedback Project Team | Maynooth University, Athlone Institute of Technology, DCU, Dundalk Institute of Technology | 2007 | At its core, the Y1Feedback project aims to enhance feedback dialogue in first year undergraduate programmes using digital technologies to better support student transition to Higher Education |
http://www.teachingandlearning.ie/national-forum-funded-resources
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