![]() to describe the lives of children in Ireland in the relevant age categories, to establish what is typical and normal as well as what is atypical and problematic.The founding objectives for the study were: The primary aim of the Growing Up in Ireland study is to inform Government policy in relation to children, young people and families. Professor Watson retired in March 2021, and Professor Smyth remained the PI until the transition to DCEDIY and CSO in January 2023. On James’ retirement, Professor Dorothy Watson and Professor Emer Smyth took over as joint PIs. The Principal Investigator (PI) at the start of Phase 2 until July 2018 was Professor James Williams (ESRI). There was an extension to Phase 2 which included a fifth wave of Cohort ’08 at age 13 years in 2021/2 and a special COVID survey in December 2020. Phase 2 (2015-2019) covers ages 7/8 and 9 years for Cohort ’08 and ages 17/18 and 20 years for Cohort ’98. ![]() ![]() Phase 1 of funding covered ages 9 and 13 years of Cohort ’98 and ages 9 months to 5 years of Cohort ’08. Growing Up in Ireland data are collected and managed by the Central Statistics Office under the strict confidentiality requirements of the Statistics Act (1993). Experts who previously worked on Growing Up in Ireland at the ESRI have moved to the CSO and to DCEDIY, so that the study continues to benefit from their expertise. Prior to January 2023, the Study was carried out by a consortium of researchers led by the Economic and Social Research Institute (ESRI) and Trinity College Dublin (TCD), on behalf of DCEDIY.ĭCEDIY and CSO are working in partnership to deliver the study, making sure the information collected is used to improve the lives of children and young people. Since January 2023, Growing Up in Ireland is being carried out jointly by the Department of Children, Equality, Disability, Integration and Youth (DCEDIY) and the Central Statistics Office (CSO).
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |