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  • This chapter begins with an overview of how compulsory schooling in Ireland is organised. Ireland’s patterns of performance across various international surveys of achievement at primary and post-primary levels as well as adult literacy studies are then described and evaluated. Although the analysis makes it clear that, in general, between 1995 and 2018, Irish students performed well in comparison with their international counterparts, Programme for International Student Assessment (PISA) 2009 was an exception. At the time, the term ‘PISA shock’ was used to describe a set of poor results that challenged prior notions about high standards of achievement in Ireland and accelerated policy change. As we discuss, the most prominent example of political reform in response to international survey results in Ireland was the introduction of the 2011–2020 national literacy and numeracy strategy by the Department of Education and Skills in 2011. The strategy set out a number of planned actions, and the outcomes of these actions are evaluated towards the end of the chapter. The chapter concludes by considering issues pertinent to the usefulness of cross-national achievement surveys in supporting the process of educational monitoring in Ireland. (xsd:string)
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  • 2022 (xsd:gyear)
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  • 2022 (xsd:gyear)
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  • 10.2760/406165 ()
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  • 153 (xsd:string)
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  • Cross-national achievement surveys and educational monitoring in Ireland (xsd:string)
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  • Cross-National Achievement Surveys for Monitoring Educational Outcomes: Policies, Practices and Political Reforms within the European Union (xsd:string)
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  • In Cross-National Achievement Surveys for Monitoring Educational Outcomes: Policies, Practices and Political Reforms within the European Union, edited by Volante, Louis and Schnepf, Sylkve V. and Klinger, Don A., 153-176, Publications Office of the European Union, 2022 (xsd:string)
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