Education Magazine 35-2

Editor Niall Gormley

Production Michael Farrell Publishers

Ard Education Ltd.

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Email: education@clubi.ie www.educationmagazine.ie

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©2022. All rights reserved.

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ISSN 0791-6161

4 News: Class Based Assessments emerge as a major issue in Junior Certificate reform

5 News: Science Gallery gets a reprieve as long-term viability gets reviewed; National survey on student experiences of bullying in higher education launched

7 News: Anxiety may not not cause bad results in exams, after all; Ireland's first satellite moves step closer; Budget 2023 - IUA says education €270m short

9 News: ATU partners with LinkedIn Learning; Graduates make history as the first conferring ceremonies take place at SETU 11 News: Survey finds one in three have ‘seriously considered’ withdrawing from degree; Borrow from the ‘bike library’ 12 FRONT COVER: Is muid Ollscoil na Gaillimhe - We are University of Galway

14 When childcare goes beyond care with Giraffe Childcare 16 INTERVIEW: A new Football Royalty - Emma Duggan inteview 19 Griffith College Certificate in Public Procurement 20 Career options in healthcare with the School of Nursing and Midwifery UCC 22 St Nicholas Montessori: Bachelor of Education in Montessori Education (Early Years), Bachelor of Arts (Hons) in Psychology 25 Theology as an education in wisdom at St Patrick's Pontifical University 27 News: Irish Research Council invests €24m to support ‘curiosity-driven’ research; The OMG! What a Complete Education! podcast 29 News: Households could save on energy bills if clock change is scrapped - Queens; Childhood poverty associated with higher risk of poverty in Irish adults 30 Equitable Education - equality in education for the visually impaired 32 Premier Tuition Centre - Students know what to study but they often don’t know how to study 35 News: New communications undergraduate journal launched at DCU; 12,544 Ukrainian pupils enrolled across the Irish school system 36 Looking for adventure? Looking for a challenge? The Irish Naval Service is recruiting now

FEATURE: Comparing education North and South

Logistics Associate Apprenticeship - a career in getting things moving 46 Jones Engineering - Graduate and Apprenticeship Programmes 48 Do you want to be part of the team connecting our communities to a clean electric future? If so, ESB Networks Electrical Apprenticeship Programme might be for you.

Liberties College - A well deserved reputation

Sallynoggin College: Past SCFE Students in the Limelight

Green News: Waterford students shine in Ireland and Europe with poster on solar panels

Green News: Poster: A Simple Method To Improve Energy Production From Bifacial Solar Panels.

Green News: Bubble plot chart of 2021 Energy Balance from the SEAI

Reviews - recently published books

Class Based Assessments emerge as a major issue in Junior Certificate reform

"CBAs appear to be currently experienced by many as a significant assessment instrument and as a stressor resulting in anxiety amongst students (and teachers)."

The above quote from a detailed study of the Framework for Junior Cycle captures the most controversial aspect of the junior cycle reform. Classroom Based Assessments (CBAs) have prompted debate and letters to the newspapers about the amount of time and energy is going into the assessments.

The report, 'Exploring the introduction of the Framework for Junior Cycle: A longitudinal study' is a four-year longitudinal study by researchers at University of Limerick and is intended to be the first in a series. The study included surveys of 965 teachers across 74 schools, and interviews with 28 school principals and 15 stakeholder groups.

The impact of the junior reforms has changed the culture for teachers. The study found that teachers are better equipped to talk about their work and also that the con-

tinuous professional development has been a positive aspect of the reforms.

The problems with the CBAs varied according to the schools' emphasis on performance and exam results. A major reason for the reforms was to stop schools 'teaching for the exams' and in some schools this has been replaced by 'teaching for the CBA'.

Teachers and principals reported that students were giving up extra-curricular pursuits to concentrate on CBAs and some skipping school to avoid a CBA. Part of the negative perception was down to the low weighting given to CBAs compared to exams and that a disproportionate amount of time and energy was spent on the assessments.

The study found evidence that CBAs were not being used as intended. One stakeholder said: "CBAs are integral to teaching, learning and assessment, but perhaps they

have become something that they weren't designed to be in terms of schools placing a significant aspect of this being part of the assessment process and making them assessment events rather than what was intended, that they would be embedded in normal teaching, learning and assessment practices."

The study found, however, that the reforms did involve more student centred learning and that teacher-teacher collaboration was also enhanced. Though 54 per cent of teachers said that their workload increased 'to a great extent', the study found that teachers supported the need for reform and the reforms themselves.

Another major issue is the gap in the Leaving Cert and Junior Cert 'systems' where students return to the old ways when the finish their Junior Cert with some calling for similar reforms to the Leaving Cert.

Public Access to Law

A Transition Year Programme

The Public Access to Law programme has become one of the most successful and unique initiatives in Irish Education. We strive to de-mystify the world of law and to embody within this visiting law module many of the principles of Transition Year including thinking on one’s feet, research, presentation skills and teamwork.

Hands on experience in Law and Legal Practice to Transition Year Students

Science Gallery gets a reprieve as long-term viability gets reviewed

THE Science Gallery at Trinity College in Dublin is set for a relaunch after the state allocated €300,000 per annum for the next three to four years to the centre.

The Gallery closed in February 2022 after mounting debts, along with reductions in philanthropic funding, meant that TCD were no longer prepared to provide funding.

Now a report in the Sunday Business Post is quoting Minister for Further and Higher Education Simon Harris as saying that enough progress has been achieved to allowed the Gallery to re-open in the summer of 2023.

The closure of the Gallery was a blow to Ireland's reputation in science and technology and a serious gap in Dublin's tourism offering, as many capital cities have a science exhibition both for education and to showcase local science and technology.

The central question is the long term viability of the gallery, how it is to be funded and who will pay. Trinity's mission is education not tourism and it's not certain that an accessible science facility can pay for itself. So the interim funding solves an interim problem. The Business Post said that TCD declined to comment at the moment.

National survey on student experiences of bullying in higher education launched

THE survey, commissioned by the higher education department, will be conducted by researchers at the DCU AntiBullying Centre, and it will be sent to higher education students by their institutions.

The online survey will ask about the experiences of bullying among higher education students. Respondents will be asked to reflect on their experiences of interacting with other students within higher education institutions.

The primary goal of the proposed project is to gain a deeper

understanding of the experiences of bullying among higher education students across Ireland. Insights from this study will be used to implement new or updated policies, processes, training and resources to support higher education institutions with these issues.

The DCU Anti-Bullying Centre is known globally for its research excellence in bullying and online safety, and is home to scholars with a reputation as leaders in the fields of bullying, cyberbullying, and digital harassment.

Helping

The post primary school resource covers practical, real-world topics including basic food hygiene, food preparation, food allergens and cleaning. By using videos and interactive content, it’s an engaging and informative resource for students and teachers. safefood for life can be used in remote learning at home as well as class-based settings and this flexibility helps students learn at their own pace.

For those students who want to take their training further, there’s also the option to take an online exam which enables successful

for

students to receive certification recognised by the food industry. To date more than 40,000 exams have been completed as part of safefood for life with certification awarded by the Environmental Health Association of Ireland (EHAI). This entry-level learning gives young people the opportunity to take part-time jobs where food is handled or served and can also help as a stepping-stone to a future career in the food industry.

throughout life or as the first steps to working in the food and hospitality sector, safefood for life is a valuable tool for any student. With the added EHAI certification, it helps small food businesses by offering prospective candidates for employment who already hold a recognised food safety course.”

The free resource is available in both English and Irish language on the safefood website, visit www.safefood.net/safefoodforlife or scan the QR code below. Ten 45 -minute

Dr Gary Kearney, Interim CEO, safefood continued “Whether learning practical food safety skills

safe

is a

e-learning

tool developed by safe teach young people lifelong skills in basic food safety.

Anxiety may not cause bad results in exams, after all

ONE of the most oft-cited reasons to radically reform, or even abolish, the Leaving Cert has been queried with results from a study showing that exam anxiety may not have a major impact on results.

Research published recently in the journal Psychological Science and reported in The Economist shows that it is anxiety in the lead-up to exams that has the most negative impact. And in a boost for the mock Leaving Cert exams, the research shows that those who did well in the mocks also did well in the real exams regardless of the anxiety they felt.

The study looked at the performance of some 300 medical students in Germany and measured their anxiety levels in the 40 days leading up to their main exams. The study found that anxiety affected students' ability to absorb information.

The lead researcher, Maria Theobald at the Leibniz Institute for Research and Information in Education, said that she thought the research showed that low expectations, coupled with the relative

Budget 2023 - IUA says education €270m short

WHILE there are many positive elements to Budget 2023 for higher education, the amount provided for the deficit in core funding at €40m is very disappointing says the Irish Universities Association (IUA), who said that this represents just 13% of the €307m gap in funding identified by government.

Professor Mark Rogers, President of UCD and Chair of the IUA said: “Our students are struggling with the rising cost of living and we welcome the permanent reduction in student contribution for those below certain incomes and the once off measure for all undergraduate students.

"The steps in this budget are welcome but our students and faculty will continue to seek parity with their counterparts in other EU countries.”

Jim Miley, Director General of the IUA said: “If the annual rate of funding increase were to continue at the Budget 2023 rate of €40m, it would take 8 years to close the gap.

"This is unacceptable. An accelerated funding programme is required if we are to make a meaningful impact on student-staff ratios."

importance of the exam, hampered the students' ability to learn and that addressing this might be boost to outcomes for some students.

The comparatively similar performance in the mock exams compared to the real exams showed that anxiety about the importance of the exam in question wasn't that important. The conclusion seems to be that students who know their stuff will do well in exams. The others require strategies to reduce stress so that it won't impede learning.

THE launch of EIRSAT-1, Ireland's firstever satellite, is one step closer following an agreement that the Irish Government will sign an Exchange of Letters with the European Space Agency, a necessary step if it is to go into orbit.

The satellite, which has been designed, built and tested at University College Dublin, will be recognised as an Irish mission, and as such, requires that it be registered with the United Nations.

It will carry three experiments on its Low Earth Orbit, an altitude of 550km, and will report its data back to UCD.

Ireland's first satellite moves a step closer

ATU partners with LinkedIn Learning

ATLANTIC Technological University (ATU) have partnered with LinkedIn Learning, an online library with over 18,000 courses delivered in seven languages, to suit the training needs of staff and students.

All staff and students at ATU have full, free and unlimited access to on-demand training on any device anytime by logging on using the unique activation link and Single Sign-on using their ATU email and ATU password.

The course topics range from leadership, engineering, and business management to Excel & beyond. The resources comprise high-quality video learning resources plus downloadable exercises and workbooks.

Graduates make history as the first conferring ceremonies take place at SETU

NOVEMBER 2022 will hold a special place in the memory of more than 2,300 graduates of South East Technological University (SETU) who have the honour of being the first graduates to be conferred with awards from the south east’s first university.

Pictured are Neisha Flavin, Dungarvan, Co. Waterford, Aisling Roberts Kilkenny City, Kate Celik Enniscorthy, Co. Wexford and Karyn Murphy, Enniscorthy, Co. Wexford who were conferred a Bachelor of Arts (Hons) in Early childhood studies.

Picture: Patrick Browne

Survey finds one in three have ‘seriously considered’ withdrawing from degree

StudentSurvey.ie, the major annual survey examining students’ experiences of higher education in Ireland, has looked for the first time at the reasons students might consider withdrawing from degree programmes.

Of those surveyed, 63% said they had not seriously considered withdrawing from their programme. However, the data show that slightly more than one in three (37%) have seriously considered withdrawing. Reasons given for considering withdrawal included:

• Personal/family (13%)

• Financial reasons (10%)

• Move institution (9%)

• Another reason (8%)

• Health reasons (6%)

• Employment (5%)

In 2022, 42,852 first year

undergraduate students, final year undergraduate students and students on taught postgraduate programmes took part in StudentSurvey.ie that ran in 25 higher education institutions in February and March. This represents a national response rate of 28% of those invited to take the survey. Other findings include:

• 84% would probably or definitely go to the same institution

• 53% of respondents worked with other students on projects or assignments

• 46% of respondents connected their learning to problems or issues in society

• 63% of respondents learned something that changed the way they understand an issue or concept

Borrow from the ‘bike library’

DUBLIN has its first ‘bike library’ as part of a new UCDled project aimed at encouraging people to leave their cars at home.

Under the programme, families have the opportunity to loan a regular or cargo bike for the duration of the school year at no charge.

The bikes can be used to bring children to school, as well as commute to work.

Run by UCD Professor

Francesco Pilla, the scheme is being piloted at the Educate Together National School in Harold's Cross as part of the iChange project.

Funded by the European Commission and supported by Science Foundation Ireland, iChange is based on the idea that citizens and the civil society have a central role in environmental protection and climate action, and that their involvement is essential.

Train in Dublin

OUR COURSES

Is muid Ollscoil We are University

SEPTEMBER 1, 2022 marked a new chapter in the history of our University as we announced our new name, our new identity, whilst still holding dear to our rich heritage stretching back to 1845.

Our decision to take this step on our journey followed detailed consideration and consultation. While our 175 year history could never be captured solely in a name or a logo, we are confident our new identity reflects who we are, our essence and our place in Ireland and the world. Its beauty is also its simplicity – we are a university and we are in, of, and for Galway.

University of Galway is built around our values – excellence, openness, respect and sustainability.

We are a global university, committed to outstanding students and staff, with world-class facilities for renowned education and research.

We build on our heritage and history, remaining proactive and responsive to a rapidly changing world while providing the bedrock for Galway to thrive, not least as a global hub for medical technology, data and IT and a city renowned for culture and creativity.

It is easy to look at Ireland and feel like we are on the edge, or the extremity with Europe to the east and an ocean and the Americas to the west. We look at where we are and we see a university open to the world.

We offer a diverse learning community. We value the dynamism that our students bring to Galway each year from more than 90 countries and we work hard to ensure that ours is an accessible and inclusive campus. Along with our students, we

are on a journey to become leaders in sustainability.

Our university is rooted in the unique culture, communities, language and landscape of the west of Ireland and our research is focused on many of the world’s most pressing challenges, as framed by the UN Sustainable Development Goals.

Along with our bilingual identity, our new brand is based on the modern and traditional elements that are important aspects of our ethos, including the Quadrangle; 1845, the year in which the University was founded; and a vibrant colour which plays on maroon, synonymous with Galway.

Over the coming years we look forward to building new partnerships and collaborations locally, nationally and globally.

We hope you like our new name and identity. We hope you will embrace. All that we ask is that you watch out for #UniversityofGalway and where you see it, share it.

"We are a global university, committed to outstanding students and staff,

A message from President of University of Galway, Professor Ciarán Ó hÓgartaigh.

na Gaillimhe of Galway

with world-class facilities for renowned education and research"

Your space & place to thrive.

A new chapter in a history and heritage dating back more than 175 years.

When childcare goes beyond care

WORKING in Childcare is more than creating a caring and loving environment for children. It is about providing them with wonderful experiences and opportunities to explore the world through play.

When you see the world through the eyes of a child you realise the fascination that they can find in the friendships and learning opportunities which in turn helps develop them, their interests and to understand the world. This can be seen though the amazing activities that are developed and led by the children where the childcare practitioners are just the facilitators of the children’s learning and exploration.

“We sometimes forget, for young children, the world around them is new and exciting - it is quite often the first time they get to experience new things like a wriggly worm” says Jurgita, a centre manager at Giraffe Childcare.

“I encourage my team to take the time to let our children explore their environment, the resources and the materials we use during our activities, and to ask lots of questions about what we are doing again and

again and again!

"Repetition is an important part of learning for young children especially during the early years. Children love repetition - children will often play the same game again and again as it provides security and familiarity and enables their confidence to grow. Once a task has been accomplished, children feel safe to explore their interests further and extend their learning.

Problem-solving skills

"It is really important for a child’s learning to allow them to make mistakes as this expands their way of thinking and their problem-solving skills. In our centre, we are reducing the usage of plastic items and replacing them with adult size real resources like ceramic delph, glass vases, glass jars etc, we teach the children how to use and play with glass and ceramic tea sets. If it slips and breaks it is not a big deal. We will clean it up we will discuss with the child what we could do differently, so it won’t break in the future.

"This allows the children to analyse and reflect even to understand that

there are consequences in the sense I dropped something that is glass –now it is broken and cannot be repaired.

In Giraffe Celbridge, my team and I are aiming to connect both the indoor and outdoor world. We want to send a message of less is sometimes more. Less direction, intervention and less restrictions foster responsibility and trust and the opportunity to thrive.

"We invited the children to collect nature items that they find when out and about with their families. This simple activity of creating their own nature table has given the children so much joy as they bring their little nature treasures such as conquers, leaves, twigs and flowers to the centre.

"Children learn through touch, handling and investigating, they prompt their own learning through collecting natural resources and what nature has to offer, sharing this with their peers. It is so rewarding to watch their natural curiosity expand as nature provides so many learning opportunities for young

like

imagination, care, ini-

children

collaboration,

“The goal of early childhood education should be to activate the child’s own natural desire to learn…”

Maria Montessori

"It is really important for a child’s learning to allow them to make mistakes as this expands their way of thinking and their problemsolving skills"

tiative, persistence. "

One of the most popular spring time activities for the children in Giraffe Celbridge is fruit and vegetable planting area during the spring. It is a lovely activity as it helps support the children to understand where food comes from, the idea of healthy food choices and also how to care for the environment around us.

The children are always involved in the sowing of the seeds, watering and caring for the plants and vegetables to finally harvesting them. We even cooked some of the fruits of our labour for the children to enjoy!

Jurgita's career path

Jurgita joined Giraffe Childcare in 2010 and started her career in Giraffe as a centre manager in Rathbourne. Today, she is the centre manager in Giraffe Celbridge which is one of Giraffe’s larger and busier centres.

Jurgita’s passion for curriculum and offering children natural learning opportunities through their environment around them is truly seen throughout. Jurgita’s motivation and enthusiasm is felt by all her staff, the children and their families. She believes that the simplest of things are the most extraordinary.

“I constantly encourage my team to look at the world around them through the eyes of a young child. I ask them to remember their childhood and what things that fascinated them the most. Using these elements and incorporating them in our centre activities everyday ensures that the children are engaged, helps to develop their learning, life skills and gives them a different perspective on life.

"One of the great things about been involved with an organisation like Giraffe as centre managers and childcare practitioners, we are encouraged to expand our teaching ideas. We are motivated, rewarded and given the resources to enhance learning outcomes for children. We are encouraged to bring new ideas to our centres and to be recognised as individuals. "

This type of learning is seen across all Giraffe Childcare centres. The benefits for the children’s development are clearly evident and it is amazing how children’s interests are developed from the environment around us.

"To see the world through a child’s eyes ignites the creativity and learning opportunities for the children and childcare teams".

Rewarding careers

The role of a childcare practitioner is one of the most rewarding careers. To help facilitate a child learning, development and confidence grow from strength to strength provides daily reward, satisfaction and delight! Knowing that no two days will ever be the same ensures it can excite! The part that we play in children’s lives leaves lots of happy memories right through to their adult life

Giraffe Childcare has 21 childcare centres across Dublin, Meath and Kildare with an additional two more opening in Rathgar and Lucan opening in 2022/2023.

Voted Crèche of the Year seven years in a row by its parents, it is held in high esteem as the leading childcare provider in Ireland. Giraffe is a member of the Busy Bees Group.

A new Football Royalty

ONE of the most famous goals in gaelic football was scored in 1978 when Mike Sheehy of Kerry chipped Dublin goalkeeper Paddy Cullen with a quickly taken free off the ground. In 2021 the feat was bettered when Meath's Emma Duggan struck, in glorious 3D out of her hands, from some 35 meters, also in an All-Ireland final and placed the ball a few centimetres under the cross bar.

The clip has been played many times on YouTube and in the original commentary, just before the goal, Emma's Meath team are referred to as 'absolute rank outsiders' in the final against a Dublin side going for five-in-a-row.

The audacity of the lobbed goal was matched only by the audacity of a Meath outfit that was plying it's trade in the Intermediate championship, emerging to win two senior football All-Irelands back-to-back and propel many of the team to stardom in women's sport in Ireland.

Emma Duggan's own emergence into football has paralleled Meath's over recent years. She comes from a strong football background in Dunboyne and she played underage football with Meath across the various age groups.

But it hasn't been all wins and glory. The Meath team were beaten by 40 points by a rampant Cork side in 2015 and requested relegation to the intermediate ranks in 2016. The side took on new manager Eamon Murray and his team and began rebuilding.

The were beaten in the Intermediate Championship semifinal in 2017 and in the Intermediate final in 2018. Emma's first adult All-Ireland final came in 2019 when they were well beaten by Tipperary. She was just 17 years old and yet scored five points in the game.

"It's been a bit of a roller coaster of a journey but I think we can look back on those games and say that we weren't ready for the step-up to senior. It gave us the kick up the backside we needed, because we wanted to take our game to another level," she recalls.

"We were sick of losing and we needed to find the small margins that would help us get over the line on the big days. So the following year, in 2020, when we were hit by covid and all of us training

Words: Niall Gormley

Photo by Stephen McCarthy/Sportsfile

on our own, we had this motivation and it brought us on as a group. When we got back to team training sessions, we had so much motivation and so much hunger there as well, that when we got to the final I just don't think we were going to be losers that day".

So in the short days of December 2020 Emma scored 7 points as Meath defeated rivals Westmeath to win the Intermediate Championship and go back senior.

The Royals now had silverware but more importantly they had self-belief. "We didn't really care what everyone thought about us, whether we were going to get relegated again. We knew what we had in the dressing room, we knew what we were capable of, and when you have that, nothing else matters."

The 2021 campaign was the stuff of legend. In the semi-final they met Cork again and with five minutes to go Cork were seven clear and coasting. But what the team learned about fine margins and big games came back, and Meath had a whirlwind last five minutes with Emma scoring the goal that sent the game to extra time and she scored the final point to win the epic contest.

And then came the final, Emma's audacious goal, a nailbiting finish - and Meath's Royals had dethroned the Dubs. After that, the 2022 campaign was relatively straightforward finishing with the previous years' 'rank outsiders' comprehensively beating Kerry in the final.

Can they make it three-in-a-row? Eamon Murray has departed and Emma's teammate and clubmate Vikki Wall has headed for Oz to play Aussie Rules. But Emma is excited by the challenge and she thinks it's a great opportunity for younger players.

Emma is a student at DCU studying accounting and finance and while there's been lots of talk of her heading to Australia too, she intends to finish her degree before she gives it serious consideration. She's also an ambassador for the GAA Cúl Camps and she's more than happy to be a role model in sport for girls and young women.

The Ladies Gaelic Football Association

FOUNDED in 1974, Ladies Gaelic Football is still recognised as one of the fastest growing female sports in Europe. With over 1,000 clubs in Ireland, and growing membership numbers, Ladies Gaelic Football is reaching women and girls from all over the country. Not stopping there, however, the Ladies Gaelic Football Association has many overseas clubs.

Ladies football business spin off

FOOTBALLERS

Oonagh Whyte and Orlaith Duff are the founders of Field Queens, high quality GAA leisurewear, designed by female players for female players. Oonagh represents Clann Mhuire and Dublin, and Orlaith represents Dee Ranger Ladies and Meath. Having both spent the year of 2020 off the pitch due to season-ending injuries, they put their county rivalries aside and worked together to create this brand. They together as primary teachers in a school in County Meath.

"No longer having to buy men’s gloves in kids sizes or having to buy the ‘shrink it and pink it’ gloves on the market", they say. "We also specialise in club/ school crested gloves and bobble hats."

For more information on this service, find Field Queens on Instagram and Facebook @FieldQueens, at fieldqueens.ie or email fieldqueens1@gmail.com.

The Ladies Gaelic Football Association provides a social outlet and a healthy activity for thousands of people around the world. Starting with club football for primary schools girls, an individual can keep playing Ladies Gaelic for as long as she wants, especially now with the Sports Direct Gaelic4Mothers&Others initiative for those adults interested in recreational or noncompetitive participation.

Many competitions and events are run throughout a season but undoubtedly the highlight of the Ladies Gaelic Football calendar is TG4 All Ireland Finals day at Croke Park. Other key competitions are the Lidl National Leagues and the currentaccount.ie All-Ireland Club Championships, while successful national development initiatives include ZuCar Gaelic4Teens and Glenveagh Homes Gaelic4Girls.

The Ladies Gaelic Football Association strives to be a modern, innovative and well-run organisation that provides a quality service and support system for all members, from a young child kicking her first ball in her local club to the elite athlete scoring goals and points at Croke Park.

Meath footballer Emma Duggan with Skyrne GFC underage stars at the launch of the Kellogg’s GAA Cúl Camps on-pack competition. Photo by Stephen McCarthy/Sportsfile

Emma Duggan and Vikki Wall of Meath and Dunboyne after the 2022 TG4 All-Ireland Ladies Football Senior Championship Final match between Kerry and Meath at Croke Park in Dublin. Photo by Ramsey Cardy/Sportsfile

Certificate in Public Procurement - now

ARE you working in public procurement and seeking to upskill your knowledge and advance your career prospects? Griffith College’s new Certificate in Public Procurement is the ideal course for you.

This QQI approved, level 8 qualification, has been designed with input from leading public sector procurement practitioners to meet the specific needs of procurement and supply chain professionals working in the civil service, state agencies and local government.

Gain the regulatory, theoretical and practical knowledge required to succeed in this changing landscape. The programme modules in Public Sector Procurement and Public Procurement Project Management will help develop your skills and the know how for you to excel in your role.

Former principal officer at the

enrolling for Autumn 2022

Office of Government Procurement and current Griffith lecturer, Turlough Kieran, emphasises the growth and potential of the procurement job market: “There has never been a more important time for public sector procurement professionals to upskill and keep their knowledge both current and relevant”.

“Civil service, local government and state agencies will all face significant procurement and supply chain challenges and opportunities in the coming years.”

In his view the courses “provide the theoretical and practical skills to ensure practitioners can meet these challenges effectively”.

Currently enrolling for Autumn 2022, the course runs over two semesters. Delivered through blended learning, the mix of on-site and online classes maximises flexibility for course participants.

Don’t miss this opportunity to grow your skills, knowledge and career opportunities.

Apply now at Griffith.ie or contact admissions at 01 4150415 for further information.

(L to R) Pictured at Griffith College’s South Circular Road campus are Programme Director Suzanne Burdis and Head of Graduate Business School, Áine McManus to mark the launch of a range of new courses including the Certificate in Public Procurement”

Career options in healthcare School of Nursing and Midwifery

THE School of Nursing and Midwifery in University College Cork offers a wide range of programmes for enthusiastic and caring people interested in a career in the health services.

Now, more than ever before, we all understand why a well-educated, professional health care workforce is so critical to the health and wellbeing of all our society.

We have a range of undergraduate honours degree programmes including:

■ Childrens and General Nursing www.ucc.ie/en/ck712/

CAO Points Round 1 2022: 554

■ Midwifery www.ucc.ie/en/ck740/

CAO Points Round 1 2022: 495

■ General Nursing www.ucc.ie/en/ck710/

CAO Points Round 1 2022: 464

■ Mental Health Nursing www.ucc.ie/en/ck720/

CAO Points Round 1 2022: 464

■ Intellectual Disability Nursing www.ucc.ie/en/ck730/

CAO Points Round 1 2022: 419

"Qualified nurses and midwives work in all settings from the acute hospital to a variety of settings in the community and primary care, as well as roles in management, education, industry, and research"

All our courses are at BSc (Hons) level 8 and include registration with the Nursing and Midwifery Board of Ireland (NMBI). Students undertake clinical placements in hospitals, clinics, and community settings throughout the 4/5 years of the programmes. In the final year students undergo an extended placement as an ‘intern’ where they become part of the paid healthcare workforce.

Interests and specialisations

As a qualified nurse or midwife, you may choose to continue your interests and specialisations by choosing a Postgraduate Programme. The career options available are endless. Qualified nurses and midwives work in all settings from the acute hospital to a variety of settings in the community and primary care, as well as roles in management, education, industry, and research.

As a School we are committed to equality, diversity, and inclusion. We are working hard to encourage greater diversity among applicants to our programmes. For example, we are actively encouraging more men to consider entering our undergraduate programmes

We are very proud of our modern School and what it has to offer. One such example is the state-of-the-art

healthcare with the Midwifery UCC

Clinical Skills Simulation Resource Centre.

In this centre our students can practice skills on hifidelity mannequins in a safe but very realistic ‘clinical’ environment. Have a look at the video online to see more at https://youtu.be/KpTnHzV7vQI

More information

You should find all the information you need to help you make decisions about rewarding careers in Nursing and in Midwifery, and all the information about our various courses and course options on our website at www.ucc.ie/en/nursingmidwifery/study/undergrad/ but if there are any questions you have, that are not addressed, please feel free to drop us an email to nursing.studies@ucc.ie.

On the website you will also find information about entry requirements for our programmes, videos showing you our facilities and testimonies from our students and past graduates.

"We are very proud of our modern School and what it has to offer. One such example is the state-of-the-art Clinical Skills Simulation Resource Centre"

Facts about the School of Nursing and Midwifery UCC

■ Ranked 41st in the 2022 Global QS rankings for 'Nursing' as a subject. Ranked as the top School of Nursing in Ireland, and the top ranked subject in UCC.

■ Over 1,300 students are registered on 26 programmes with opportunities for nurses and midwives to study for undergraduate, postgraduate, masters and doctoral level qualifications.

■ For the past four years, 95-100% of our nursing and midwifery graduates are in employment and/or engaging in further study.

■ A strong and increasing track record in attaining research funding.

■ Seven internationally connected active research clusters producing a consistent scholarly output of over 100 publications per annum.

■ Students and staff who regularly win national awards for their work.

■ An ERASMUS programme of placements within the European Union for undergraduate students.

■ International students from the wider EU and beyond for example US, Brunei, Malaysia, Nigeria, India, China, Kuwait, Saudi Arabia, Korea, Philippines, and Lebanon.

■ The support of a dynamic and enthusiastic team who facilitate the education and support of students and engage in futureorientated person-centred research.

■ Students experience exceptional teaching resources including a world-class Clinical Skills Simulation Resource Centre located in our Brookfield Health Sciences Complex.

Time for a fresh look at St Patrick's

Our

BATh

opens doors to many careers

Theology as an education in wisdom

THEOLOGY is probably not at the top of a lot of people’s lists when considering what to study at university. After all, not too many people grow up thinking they want to be theologians! But studying theology at St Patrick’s Pontifical University just might be a good choice for you. Let me explain why.

Why study theology?

What kind of student enjoys theology? You do not have to consider yourself religious, but you would need to be open to the bigger questions in life, to thinking about God and meaning and good and evil. Someone who ends up choosing theology will want to make a positive difference, to help others, and to make the world a better and a kinder place. If you are interested in history, in people and society, in what it means to be human, in literature, in culture, in the world as our common home, then theology could be a good fit too.

In the BATh in St Patrick’s Pontifical University, students take theology alongside other subjects from Maynooth University. Most of our students are not setting out to become professional theologians. They could be studying German,

By Dr. Jessie Rogers, Dean of the Faculty of Theology at St Patrick's Pontifical University

Business, Sociology, Criminology, Music, English, Anthropology, Law, Criminology, Geography, or History alongside Theology.

Those combinations open up all kinds of possibilities to grow as a person while being equipped to make a positive difference in the lives of others through a variety of career paths.

Career paths

University is meant to train for life and taking Theology alongside another Arts subject will certainly do that. You would be developing skills such as critical thinking, good communication and the ability to explain and debate issues, clarity of thought and working with complexity.

You would not only be learning things that are useful, but also exploring what is beautiful and what is good. St Patrick’s students become alert to ethical issues and have a greater understanding of the viewpoints of others. Our hope is that they become committed to the common good and reflect on how they can contribute to that wherever their future takes them.

A degree from St Patrick’s Pontifical University lays the groundwork for a wide range of careers. Our

graduates become teachers, journalists, chaplains, pastoral workers, academics and entrepreneurs. They are engaged in community development, administration, business, research, postgraduate study, parish and youth work.

A special place

St Patrick’s Pontifical University is a wonderful place to study for so many reasons. Our campus is gorgeous – steeped in tradition but with state-of-the-art facilities. We are right in the middle of Maynooth, Ireland’s only university town. It is not as hectic or intimidating as Dublin can be, yet the capital is only 40 minutes away by public transport.

Classes are small and the lecturers are friendly and approachable. They are genuinely interested and engaged in the progress of each individual student. Because we share a campus and facilities with Maynooth University, our students are ‘dual citizens’ and can enjoy the buzz of a large campus too; it really is the best of both worlds.

You could think of studying theology as an education in wisdom. It will equip you to experience the true fulfilment that serving others can bring.

"St Patrick’s Pontifical University, Maynooth students become alert to ethical issues and have a greater understanding of the viewpoints of others"

Photo Marc O'Sullivan

AN investment of almost €24 million in ‘curiosity-driven’ frontier research bas been announced. The investment will fund 48 ground-breaking research projects under the Irish Research Council’s Starting and Consolidator Laureate Awards Programme.

Their research areas range from new approaches to treatment for diseases such as cancers and chronic obstructive pulmonary disease, 6G technology development, interculturalism in rural Ireland, changing storm patterns and the communication of climate science.

The Laureate programme encompasses two streams of funding, namely ‘starting’ funding for early-career researchers who are to receive €400,000 each and ‘consolidator’ funding for mid-career researchers who are to receive €600,000 each.

A Ukrainian researcher will collaborate on one of the newly awarded projects in UCD as part of the IRC’s Ukrainian Researcher Scheme. The scheme allows researchers from Ukraine who are arriving in Ireland to participate in Irish research.

OMG! What a Complete Education!

A NEW podcast series, co-hosted by ‘Oh My God, What a Complete Aisling’ authors Emer McLysaght and Sarah Breen, by Education and Training Boards Ireland, in partnership with SOLAS, has been running since October.

The eight-part series features learners from across a range of programmes and initiatives within Further Education and Training (FET).

Throughout the series, McLysaght and

Breen, who both studied and met at Ballyfermot College of Further Education, explore the different pathways available to learners of all ages and backgrounds.

The podcast will feature the experiences of Post Leaving Cert students, apprentices, and adult learners, as well as hearing from voices working within FET.

The OMG! What a Complete Education! podcast is available on Spotify, Apple and all other podcast platforms

yogatherapy ireland

Yoga for Teens

Stretch Yourself Further

Would you like to learn and develop all the necessary skills to share the amazing benefits of yoga with teenagers?

Email: info@yogatherapyireland.com for details of upcoming courses.

Our exciting, fun-filled and dynamic training course is open to: 8 Fully-qualified Yoga Teachers

This intensive two-day training module is designed to inspire and empower those who work or who wish to work with young adults. It has been designed around the current SPHE programme currently used in the primary and secondary school sector.

8 Secondary School Teachers and SNAs with relevant qualifications - and preferably at least one to two years yoga practise under guidance of an accredited teacher.

It is important to have an interest and experience of working with teenagers.

STRETCH YOURSELF FURTHER – YOGA FOR TEENS

This intensive two-day training module is designed to inspire and empower those who work or who wish to work with young adults. It has been designed around the current SPHE programme currently used in the primary and secondary school sector.

Email: info@yogatherapyireland.com for details of upcoming courses

The purpose of this intensive course is to share yoga and mindfulness tools which are specific to young people between the ages of 12 and 18.

www.yogatherapyireland.com

Through the practise of yoga asana, breathing techniques, meditation and relax ation, participants will learn skills to support young adults in developing a healthy body image, self-awareness, emotional resilience, compassion and more positive mental health.

Irish Research Council invests €24m to support ‘curiosity-driven’ research

Households could save on energy bills if clock change is scrapped - Queens

HOUSEHOLDS could save £1.20 a day and more than £400 a year on electricity bills if clocks are not put back at the end of October, according to a Queen’s University Belfast expert.

The EU has been consulting for years on whether to forgo the annual shift in time.

Professor Aoife Foley from the School of Mechanical and Aerospace Engineering at Queen’s, says we are now in “an energy war” and this administrative solution would

dramatically reduce demand on the National Grid at peak times.

Professor Foley specialises in clean energy research. She says that there are definite savings to be made by scrapping daylight savings, the amount just depends on individual energy tariffs.

Professor Foley said: “By simply foregoing the winter Daylight Savings Time in October, we save energy because it is brighter in the evening during winter, so we reduce commercial and residential electrical demand as people leave work earlier, and go home earlier, meaning less lighting and heating is needed. She has calculated this would flatten the evening peak curves on energy demand by up to 10 per cent if commercial demand is included.

Childhood poverty associated with higher risk of poverty in Irish adults

THE impact of poverty is farreaching, and it poses risks for an individual’s health, educational attainment, employment prospects and broader wellbeing according to a new report by the ESRI.

Past research strongly indicates that individuals who experience poverty in childhood face an increased risk of experiencing poverty as adults;

this is commonly termed the intergenerational transmission of poverty.

Understanding the factors and pathways that link childhood and adult circumstances offers an opportunity to inform policies for addressing social disadvantage.

The report 'Intergenerational Poverty in Ireland' can be downloaded at www.esri.ie.

save up to 3 lives

Equitable

THE right to education is something we are all familiar with however, for children and young people who are blind or vision impaired, the current education system can present some challenges. These challenges have been detailed by NCBI in a recent report entitled Equitable Education which was launched by Mr John Kearney, CEO of the National Council for Special Education.

The spectrum of vision impairment ranges from total blindness to low vision and the needs of the individuals are within an equally broad spectrum, e.g. nonvisual learning methods to enhancements of vision. The one feature that all students with vision impairment share is the reduced or limited ability to learn incidentally from their environment i.e. learn by watching others do it.

Inclusive education system

This Report, based on the experiences of students who are blind or vision impaired across all levels of the education system and their parents/guardians, outlines a series of key recommendations that would embed a quality, inclusive and equitable education system in line with the States’ own objectives.

Timely and individual based interventions and supports for students with vision impairment can, and often are, one of the most important factors affecting their ability to be independent and active agents in their own learning. Ensuring they are supported to develop the skills they will need into the future to ensure

they can achieve their full potential. Many of the challenges highlighted within the Equitable Education report have been known for quite some time. For example, NCBI have been calling on the Department for Education to ensure students have access to accessible books from the start of term for over a decade. Yet, in 2022, we are still aware of students being without books in January when they should have had them from September.

Additionally, students have been provided with assistive technology that does not suit them or that they don’t know how to use due to lack of training.

When students transition from primary to post-primary, they are often faced with additional challenges because they have not developed the skills they need to support them to learn independently such as touch typing skills.

Goodwill of staff

Those working within the education sector were often named by the students and their parents as going above and beyond to support children and young people to achieve their potential however, the goodwill of those staff should not be the basis of a system to support students with sight loss to succeed in their in own learning.

The Visiting Teachers are a vital support for students, families and teachers but their time is limited and

they are required to provide such a wide range of support when there are organisations such as NCBI who can and do provide many of the nonacademic supports but are not recognised as a service provider by the State.

In today’s society, technology plays a central role in the delivery of and access to education. This is particularly true for students living with sight loss as they use assistive technology to engage with information and interact with websites and apps independently.

However, for that student to engage with digital platforms, they must be fully accessible.

Vital role of technology

NCBI recognises the vital role that technology plays in supporting people with sight loss in all walks of life.

As a result, NCBI founded IA Labs which offers support and services to organisations to ensure that they are compliant with the WCAG 2.1 standards, which is mandatory for Mobile Applications and Websites under EU and Irish legislation since 2020.

Despite the robust legislation nationally and across the EU to ensure digital accessibility for people with disabilities, when IA Labs launched the Digital Accessibility Index in 2022, none of the education sector websites audited by IA Labs were compliant with the legislation. The Department of Education and the Department of Further and Higher Education are placing the responsibility on the schools and education providers without offering appropriate training or resources.

The IA Labs Digital Accessibility Index audited 28 websites from Ireland's leading universities, private and public secondary schools and each failed the IA Labs digital accessibility tests. On average there were 32.8 issues on each website including: • Videos without captions, and no text alternative

"Inaccessible websites and applications result in students who are blind and vision impaired being excluded from accessing key information about education"

"This Report, based on the experiences of students who are blind or vision impaired across all levels of the education system and their parents/guardians,

Education

• Navigation menu inaccessible using keyboard

• No ‘skip to content’ links

• Low colour-contrast ratio

• Issues when the zoom is at 200%

• Carousels that move automatically or are skipped in reading order

• Images without descriptive alt text, or with no alt text.

While technology is recognised as a key enabler for people with sight loss to access information, if the websites or applications are not accessible, access and engagement is limited.

Inaccessible websites and applications result in students who are blind

and vision impaired being excluded from accessing key information about education. This can impact their ability to make informed decisions and can also result in challenges to their learning and development which can impact future opportunities.

It is clear that there have been legislative changes aimed at improving the overall educational experience of children and young people who are blind or vision impaired but there is yet more work required to ensure the aspirations of these policies become the real life experience of students with sight loss in Ireland.

For more information about NCBI and our services, please contact us on info@ncbi.ie or call 1800 911 250.

If you wish to learn how to make your websites accessible please contact www.ialabs.ie.

outlines a series of key recommendations that would embed a quality, inclusive and equitable education system in line with the States’ own objectives"

Students know what to study but they often don’t know how to study

"Recognising that good grades come from a combination of consistency, technique and mindset, these courses also cover topics relating to goal-setting, habit formation and self-image in order to boost confidence and cultivate a positive study-mindset"

PREMIER Tuition Centre offer a range of study skills courses for secondary school students from first year to Leaving Cert that are delivered live online through Zoom or at their tuition centre in Castletroy, Limerick.

Developed by AnneMarie Brosnan, the founder of Premier Tuition Centre, these courses offer a unique and integrated approach to study skills development by teaching students practical and evidence-based techniques to maximise their grades as well as proven strategies to develop focus and motivation.

Recognising that good grades come from a combination of consistency, technique and mindset, these courses also cover topics relating to goal-setting, habit formation and self-image in order to boost confidence and cultivate a positive study-mindset.

Typically, their online and in-person courses cover:

• Study techniques that suit each individual learning style

• Strategies to develop focus, motivation & consistency

• Organisational and timemanagement skills

• Strategies to cultivate a positive study mindset

These courses also introduce students to a range of online study tools and resources that will enable them to become more effective and efficient studiers.

At each course, students are provided with a study pack and

workbook which includes useful resources to help them implement the new strategies and techniques at home. This includes study timetable templates, index cards, highlighters, habit trackers and more.

Every student is capable of achieving good grades and Premier Tuition Centre consistently receives 5-star reviews from both parents and students.

“I am more motivated and focused now. I know techniques that work for me.” - student via anonymous feedback survey, 2022.

“I have improved on note taking and got some great tips on using mindmaps and flash cards to help me study.” - student via anonymous feedback survey, 2022.

Primary and Secondary School Grinds

In addition to study skills courses, Premier Tuition Centre also provide personalised grinds to primary and secondary school students in a range of subjects, including Specialist Dyslexia Tuition using the renowned Orton-Gillingham approach.

Classes are available live online through Zoom and at their tuition centre in Castletroy, Limerick.

The tutors are fully qualified and experienced with many having perused advanced postgraduate degrees or worked as state examiners. They are committed to providing the highest quality tuition and only the very best tutors work with them.

"Every student is capable of achieving good grades and Premier Tuition Centre consistently receives 5-star reviews from both parents and students"

For primary and secondary school tuition, students are grouped according to class/year and level. Each class contains a maximum of five students which allows the tutors to provided individualised feedback and support.

Recently, Premier Tuition Centre launched a self-esteem building course for primary school children which was developed in consultation with Julie Golden, a Limerick-based psychotherapist.

Other educational programmes available include French, Spanish and German classes for kids, an online essay writing course for senior cycle students and desk yoga for stressedout students.

Committed to making tuition accessible for all, Premier Tuition Centre also proudly collaborate with charitable organisations such as Focus Ireland, Limerick-based Engage in Education and the Midwest Migrant Community Network.

History

Formerly known as Fountain of Knowledge, Premier Tuition Centre has been providing educational services for primary and secondary school students for over 20 years.

Since 2016, it has been under the ownership of AnneMarie Brosnan, BEd, PhD, who has over 10 years experience working in education at primary, secondary and third level.

For more information about Premier Tuition Centre, go to www.premiertuition.ie

New communications undergraduate journal launched by DCU School of Communications and DCU Library

THE School of Communications and DCU Library has launched the Communications Undergraduate Journal which they say provides a unique platform for undergraduate communications students to publish their work.

The works selected and reviewed for inclusion by the editorial board cut across

a range of inter-disciplinary fields including (new) media studies, media history, journalism studies, science, political, social media studies, film studies, music industry studies, advertising, cultural studies and others. Works can include critical essays, creative writing, visual/practical pieces, as well as adaptations of final-year projects.

12,544 Ukrainian pupils are currently enrolled across the Irish school system

THE Department of Education can confirm that as of 1 November, 12,544 Ukrainian pupils have been enrolled in schools across Ireland. Out of that figure, 7,948 of these pupils have been accommodated in primary schools while 4,596 pupils have enrolled in post-primary schools.

To assist with the transition of Ukrainian refugees and their families into Irish schools Regional Education and Language Teams (REALT) continue to operate, hosted by the 16 regional education and training boards around Ireland and staffed by regionally based education support personnel.

These teams are ensuring that clear, accessible information flows are in place between schools, local education support services and national support structures in relation to people arriving from Ukraine.

L-R Shauna Cronin, Thérèse O'Connor, Alison Taaffe, Aisling Devlin, Jess Barbour at the launch of the Communications Undergraduate Journal in the O'Reilly Library

Looking for adventure? Looking for a challenge?

The Irish Naval Service is recruiting now

THE Naval Service is the State’s principal seagoing agency with a general responsibility to meet contingent and maritime defence requirements.

It is tasked with a variety of defence roles include defending territorial seas, deterring intrusive or aggressive acts, conducting maritime surveillance, maintaining an armed naval presence, ensuring right of passage, protecting marine assets and contributing to a blockade if required.

Who do we want?

The Naval Service is currently recruiting across a range of disciplines and are looking for motivated, physically fit and team orientated individuals who are a minimum of 18 years of age and under 27 years of age on the date deemed as closing date for applications for General Service Recruits or under the age

limit as per the terms and conditions for the technical careers within the organisation that are currently being recruited for.

What does a career in the Naval Service offer?

A life less ordinary, where no two days are ever the same. A challenging and unique working environment, where you learn skills that are transferable across the spectrum. The Naval Service offer a wide range of courses for continual professional development with pathways to third level education and other roles.

Life at sea is at all times varied. Naval Service personnel regardless of rank and branch are much valued members of the ships crew. If you are interested in a career at sea, as part of a dynamic, professional and highly motivated team, then the Naval Service is for you.

Our personnel are our most important asset and the Naval Service is committed to providing you with an interesting, rewarding and challenging career.

The Naval Service is currently recruiting in the following areas:

Naval Service General Service Recruit:

Recruits are trained in basic military training, foot drill, arms drill, weapons and tactical training. Naval Service Recruits go on to form the backbone of the Irish Naval Service.

Recruit training is 22 weeks in duration and is designed to develop a physically fit, disciplined and motivated individual using basic military and naval skills in order to prepare them for their future in the Service.

On successful completion of Recruit training, the Recruit advances to Able Rate where they proceed into one of the Naval Service four Branches which consist of Seaman's, Communications, Mechanicians and Supplies.

Branch Training gives them the specialised skills required to fulfil their role at sea and ashore. After this initial specialisation training, the Able Rate proceeds to sea and takes up an appointment on board one of our ships. There are no formal education qualifications required to join the Defence Forces as a recruit.

Naval Service Direct Entry Technicians:

Candidates for the below vacancies must be a minimum of 18 years of age and less than 29 years of age on the date of their application. Candidates for the below vacancies

must meet the minimum education qualifications as laid down in the terms and conditions for each of the respective vacancies. Successful candidates for the below vacancies will receive full military and on the job training prior to taking up the respective vacancy on board a ship.

• Direct Entry Radio Radar Technician

As a Radio Radar Technician (RRT) within the Irish Naval Service you will be responsible for the Installation, Operation, Maintenance and Repair of all Navigation and Communications equipment on board.

"Life

nance team onboard.

• Direct Entry Engine Room Artificer

As an Engine Room Artificer Technicians (Marine/Mechanical), you will become an integral part of the maintenance team providing technical support on board the Naval service Fleet.

•

Direct Entry Electrical Articifer

As an Electrical Artificer within the Irish Naval Service, you will be responsible for the installation, operation, maintenance and repair of all electrical/electronic equipment on board.

•

Direct Entry Carpenter/Hull Artificer

As a Hull Artificer within the Irish Naval Service you will become an essential part of the ships mainte-

•

Direct Entry Chef

As a Chef within the Naval Service you will become an essential part of the Logistic Team providing nourishment and supporting the ships

at sea is at all times varied. If you are interested in a career at sea, as part of a dynamic, professional and highly motivated team, then the Naval Service is for you. "

company through various roles on board.

Naval Service Officers

Candidates for the below vacancies must be a minimum of 18 years of age and be less than 32 years of age on 31 December in the year of application.

Candidates for the below vacancies must meet the minimum education qualifications as laid down in the terms and conditions for each of the respective vacancies.

• Direct Entry Operations Branch Officers

Operations Branch Officers of the Naval Service are responsible for the efficient running of the ship. The Operations Branch Officers responsibilities include Bridge Watchkeeping, where they are responsible for the safe navigation of

the ship and safety of the ships company along with the weapons and communications systems on-board.

Operations Branch Officers also lead boarding teams in fishery protection and anti drug running boarding operations and are therefore prime leaders and motivators of the ship’s company.

• Direct Entry Marine Engineering Officer

A Marine Engineering Officer in the Naval Service is responsible for the hull and structure of the ship, its main engines and all auxiliary machinery.

They are responsible for the main electrical generators, the electrical distribution system, air conditioning, ventilation, heating systems as well as all fuel and water systems. They also manage, lead and train personnel on-board ship.

Be More

"A life less ordinary, where no two days are ever the same. A challenging and unique working environment, where you learn skills that are transferable across the spectrum"

THE NEW INNOVATIVE STUDENT MEAL SOLUTION

Your students deserve only the best

Food Village is an innovative new hot & cold meal service provider for the post-primary & 3rd level education sector which launched in September 2021.

Richie Nangle managing director of Freshtoday (A market leader in the DEIS meals market) is the creator behind Food Village, offering over 12 years’ experience in the school meals market with a current weekly service for over 250,000 students across Ireland.

After much market research, a significant lack in options, range, efficiency and vendors were noted for post-primary and 3rd level education meal service and options. Hence the founding idea for Food Village was born. Developement and testing over the past 3 years has produced this innovative all encompassing meal service.

Food Village was created specifically to allow students the ease of access to fresh, hot, tasty & affordable meals everyday!

Think uber eats and a leap card combined! Students receive their exact order every single time and in a matter of mere minutes. Food Village was developed using a mobile ordering app, allowing an unprecedented range, while minimising waste, optimising productivity and garnishing excitement for the students.

The Food Village ordering app allows users to pre-order their meals in advance or instantly purchase items on the same day. Users can be independent students or linked with parents who can access optional control of ordering, budgeting and scheduling their child’s school meals. The Food Village system is completely cashless with options for automatic top-up using the latest machine learning technologies or manual top up where users choose a top up amount. There is no limit or requirement for Food Village orders, users simply order every day of their choosing.

Contact us today to view a demo of our service and arrange a tasting.

Food Village are changing the landscape of academic lunches. A team of chef’s prepare fresh, nutritious, meals everyday, these meals are then delivered using our fleet of delivery vans into school where they are heated in specifically designed regeneration ovens and distributed using state of the art technology with a fully trained and vetted operative.

Food Village use unique regeneration ovens which are supplied to each site, require no ventilation and utalise minimum space. Each oven with a rating of 1.9 kW uses less electricity than a conventional kettle. Regenerating the fresh meals in the school, means they remain moist and delicious with nutrients preserved to the maximum

Every meal includes a full listing of nutritional information within the ordering app allowing users to make educated decisions in line with Healthy Eating Ireland

Allergy management is controlled and excluded by the user simply inputting their allergen on their profile which will automatically eliminate all items containing that allergen from the user’s menu.

All

Food Village offers teaching staff & students a choice from over 160+ full meals, snacks, treats and drinks all at a very competitive price.

From start to finish, Food Village looks after your entire school meals service from suppling the I.T and ordering systems, meeting with each year to show them how to download our unique ordering app and linking their collection key tag, which ensures no mobile phones are required in school if that is the school’s policy. All aspects of the Food Village service are managed by a dedicated fully trained support team.

The Food Village service, choice and technology is not a system available with any other company in Ireland.

The flexibility of the Food Village service ensures no stone will be left unturned to deliver and guarantee a service that works for your school.

For more information about the Food Village service, please get in touch.

Food Village menu items are competitively

Comparing education North and South

This study from the ERSI draws on international and national survey data, administrative data, 31 interviews with 35 policy stakeholders and input from a consultation with stakeholders to document commonalities and differences between the education systems in Ireland and Northern Ireland.

Remarkably, it is the first study to systematically compare the systems from primary to tertiary levels and it

is hoped that the findings will provide insights for future policy learning in both jurisdictions.

The study is timely given the independent review of education being conducted in Northern Ireland and ongoing reviews, especially at primary and upper secondary levels, in Ireland.

This is a list of the key findings from the Executive Summary of the report.

Attainment differences

■ There are marked differences in educational attainment between Ireland and Northern Ireland, with a lower proportion of the population in Ireland having the lowest levels of educational attainment.

Change over time

■ Restricting the analysis to younger age groups helps provide a better gauge for how the education and training system has been performing in more recent years, and also allows us to control for differences in underlying demographic structures. When we do so, the gaps in educational attainment remain.

International comparisons

■ Ireland and Northern Ireland perform well in international comparisons of skill development at primary and secondary levels.

The two jurisdictions have broadly comparable patterns of skill development and similar patterns are evident by social background, indicating comparable levels of inequality in skill development.

Early school leaving

■ However, there are marked differences in the extent of early school leaving between the two jurisdictions, with Northern Ireland experiencing over twice the level of early school leaving than Ireland.

Furthermore, students from more disadvantaged backgrounds are more likely to be early school leavers

in Northern Ireland than in Ireland. This highlights an important difference between the two systems, and it is likely that academic selection in Northern Ireland and the success of the Delivering Equality of Opportunity in Schools (DEIS) programme in Ireland in retaining students in education are strong contributory factors.

"High stakes" exams

The report is available at www.esri.ie "There are marked differences in the extent of early school leaving between the two jurisdictions, with Northern Ireland experiencing over twice the level of early school leaving than Ireland"

■ Existing research studies and stakeholder interviews have highlighted the ‘high stakes’ nature of the assessment systems in both jurisdictions, as well as the role of the backwash effect in narrowing the range of skills and capacities developed by young people.

Early leaving vs lower grades

■ In both states, students from more disadvantaged backgrounds achieve lower grades at secondary level than their peers from more advantaged backgrounds.

However, this inequality in exam grades is more marked in Ireland. While students from more disadvantaged backgrounds in Northern Ireland are more likely to be early school leavers, disadvantaged students in Ireland are more likely to remain in secondary education but later achieve poorer exam grades in general.

Lower northern expectations

■ Expectations in terms of going on to higher education vary by social

background in both Ireland and Northern Ireland.

However, such expectations are significantly lower in Northern Ireland than in Ireland, even after adjusting for social background. This pattern is explained by a much lower level of expectation found among those in non-grammar schools in Northern Ireland, especially among males.

The expectations of those in grammar schools in Northern Ireland are no higher than those in voluntary secondary schools (which have typically had an academic orientation) in Ireland.

The issue of lower expectations among those from working-class backgrounds, particularly males, was also raised in the stakeholder interviews in Northern Ireland.

The DEIS difference

■ The two systems differ in their approach to targeting educational disadvantage, though both focus on the provision of additional resources for schools serving socio-economically disadvantaged populations.

The DEIS programme in Ireland was spoken of favourably on both sides of the border, though previous research has highlighted the absence of supports for disadvantaged children and young people attending non-DEIS schools.

In Northern Ireland, additional resources for schools are not seen as being targeted in the same way, with a lack of connection between

"Disadvantaged students in Ireland are more likely to remain in secondary education but later achieve poorer exam grades in general"

resourcing and specific supports or activities.

Return to education

■ Higher rates of return to education (measured in terms of the impact on wages) may incentivise individuals to invest more in their education and differences in wage rates are often an important component in explaining differences in rates of educational attainment.

The study finds that the return to education in Ireland substantially exceeds that in Northern Ireland at all levels of educational attainment, which may suggest that productivity levels in Northern Ireland are considerably below those in Ireland.

Further vs higher

■ The two systems share some similarities in the orientation of secondary students towards higher education and the perceived ‘secondbest’ nature of further education.

The view that higher education and the labour market are the two main options for school leavers may be detrimental in the long-term for those who choose to leave education at this point.

Post-school opportunity views

■ However, important differences occur across the two jurisdictions in

"The return to education in Ireland substantially exceeds that in Northern Ireland"

terms of the configuration of postschool opportunities within the broader educational landscape.

Stakeholders highlighted recent policy developments in Ireland they feel will help improve the perceived status of further education.

Stakeholders in Northern Ireland emphasised the challenges of having a multiplicity of providers and duplication of courses.

Northerners study elsewhere

common examples included the areas of teacher education through SCoTENs (Standing Conference on Teacher Education North and South), strong links between the Inspectorates, the Middletown Centre for Autism, which is a joint North–South initiative, and the Joint Peace Fund.

"In both systems, stakeholders reported funding challenges in higher education"

■ In both systems, stakeholders reported funding challenges in higher education. The chief difference between the two systems relates to the significant proportion of students (26%) from Northern Ireland who pursue higher education outside the jurisdiction, with most of these (almost two-thirds) failing to return after completion of their studies.

Learning for jobs

■ Stakeholders in both Ireland and Northern Ireland commented on challenges in aligning provision with labour market demand.

Not much co-operation

■ In terms of North–South contact and co-operation, many stakeholders highlighted a few examples of very good practice.

Across the stakeholder interviews,

However, more generally, stakeholders highlighted that in many areas North–South links are ad hoc in nature and based on individual relationships or specific projects and initiatives, thus making sustained co-operation more challenging.

Nonetheless, stakeholders reported a willingness to engage in co-operation around substantive issues.

Starting points for change

■ The fact that both jurisdictions face similar challenges in, among other factors, trying to counter educational disadvantage and create an inclusive educational system for students with special educational needs could provide a starting point for shared dialogue and learning.

Both jurisdictions raised issues around the perceived (low) status of further education, which emerged as another area where collaboration and shared learning may prove useful.

Northern and Southern education systems and associated pathways

A career in getting things moving

ORGANISING, co-ordinating, managing, and moving goods is what logistics and supply chains are all about. They involve planning, implementing, and controlling the movement of products and information.

Logistics and supply chains are integral to every industry in the world and operate around the clock facilitating international and domestic trade in all sectors of the economy.

The industry offers a wide variety of career paths, including operational roles e.g.: picking orders in a warehouse or driving heavy goods vehicles, and management and supervisory roles primarily based in the office that involve developing and implementing logistics plans, analyses and optimisation of logistics frameworks.

In addition to competitive salaries, logistics and supply chain careers

"There are nearly 100 companies registered with the program that offer placements throughout Ireland"

offer opportunities for advancement, and career growth as well as opportunities for international travel.

Critical thinking and problemsolving skills are vital for anyone looking to pursue a career in this vibrant and fast-paced industry.

Earn as you learn

The ‘Earn as you learn’ Logistics Associate Apprenticeship (LAA) offers career and education options for school leavers and mature students who prefer paid, on-the-job training while studying for a qualification over a full-time college course.

My interest in logistics attracted me to the Logistics Associate Apprenticeship.

The best part of the apprenticeship is working with industry experts who provide mentoring throughout the programme.

As part of my role, I am responsible for Imports and exports in both air and sea freight, and I'm gaining vast experience as I learn more about these aspects of freight forwarding.

The Logistics Associate Apprenticeship is a great way to earn while you learn, gain work experience, and get to experience life at a college at the same time. Anyone considering a career in logistics should oon ider this apprenticeship.

I decided to Join the Logistics Associate Apprenticeship as I wanted to further my career in the logistics world, and I thought that the apprenticeship would be the best way to do it.

The apprenticeship is a great way to learn and obtain an Industry qualification while earning a salary at the same time.

Anyone who wants to advance a career in logistics should consider this programme and I highly recommend it.

As a Working professional, I decided that the Apprenticeship would be the best way for rne to broaden my knowledge, enhance my skills, and earn a qualification in logistics that will benefit both my career development and my employer.

Throughout my apprenticeship journey, my employer has been very supportive and encouraging. Being able to attend college one day a week during working hours, and being reimbursed for my annual college registration fees by my employer, has given me a sense of great value as an employee.

The programme provides apprentices the opportunity to develop their skills, learn about the industry, and put what they have learned in college into practice in their workplace.

I highly recommend the Logistics Associate Apprenticeship programme to both future candidates and logistics companies.

There are nearly 100 companies registered with the program that offer placements throughout Ireland, representing manufacturing, warehousing, distribution, shipping, and freight forwarding sectors and 305 apprentices have been enrolled since the program was launched in 2018.

How does the logistics apprenticeship work?

The LAA is a two-year programme providing academic education and practical on-the-job training across the logistics industries.

Apprentices enter a contract of 2 years duration, where they will work on a full-time basis with an employer while being paid a salary and spend one day a week with TU Dublin or MTU in Cork for their academic studies. Successful completion of this program will lead to a QQI Level 6 Award on the NFQ - Higher Certificate in Logistics.

Shane Ryan Logistic Apprentice, Hamilton Shipping

Shane Buckley Logistics & Supply Chain Apprentice. DPD lreland

Kevin Casey Logistics Apprentice, DSV

From that point, there are many routes of progression into Level 7 and even Level 8-degree courses which is one of many key strengths of this program.

Throughout the apprenticeship journey, apprentices acquire the knowledge, skills, and competencies to carry out the core tasks and responsibilities within the logistics sector and upon completion of the program are fully equipped to progress into professional employment.

As part of the programe apprentices complete a work-based project in year 2, which will help them to develop their analytical and problemsolving skills, and which will also directly benefit the employing organisations.

In addition to project work, the apprentices complete a variety of industry modules developed by the LAA consortium throughout program, which are then assessed to achieve certification.

For those seeking a career in this field, an apprenticeship is undoubtedly an attractive option. The apprentice gets an overview of the profession, gains practical work experience, and acquires the necessary qualifications while earning a salary.

What are the Apprentiechip entry requirements?

• H7/O6 or above in five leaving certificate (or equivalent) subjects. A minimum of grade O6 must be obtained in English. A minimum of grade O6 or a B2 or above in Foundation level must be obtained in mathematics

• Holders of a QQI Level 5 or Level 6 (or equivalent) in cognate areas

• Applicants may also be eligible to become apprentices via Recognition of Prior Learning

Interested in applying for the apprenticeship?

The next apprenticeship intake will take place in September 2023, and employers are already beginning their recruitment drives.

The first step toward becoming an apprentice is to register your interest at www.laa.ie or to contact us by email: info@laa.ie

Upon registering, you will receive an information pack containing tips on finding job placement and a list of registered companies as well as email notifications of apprenticeship position openings.

More information can be found at www.laa.ie

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Apprenticeship Programmes

What We Offer

- Earn while you learn

- QQI Level 6 qualification (internationally recognised)

- Both theory & practical “hands on” experience

- Career for life

- Opportunities to work overseas

- Opportunities to progress your career

Jones Engineering are the largest trainer of construction apprentices in Ireland with 250+ apprentices in our employment annually.

We are proud to say we have had two gold medal winners in the World Skills competition and one bronze medal winner in the Ireland Skills competition. Such competitions require skill and determination and we encourage and mentor our apprentices to become the best in their field.

- Electrical

- Electrical & Instrumentation

- Plumbing

- Pipefitting

Who You Are

• Minimum of four passes at leaving certificate level (must include mathematics)

• Successfully pass the Ishihara Colour Vision Test

• Valid manual handling & safepass certificates

Do you want to be part of the team connecting our communities to a clean electric future?

AT ESB Networks, we build and maintain Ireland’s electricity network, connecting over 2.4 million homes, farms and businesses to a clean electric future. We’ve been connecting customers to Ireland’s electricity network since the foundation of ESB in 1927.

We’ve also been making new connections, building a network that’s stronger than ever so we can all be kinder to the planet. We are connecting over 2.4 million homes, farms and businesses to a clean electric future and ESB Networks’ apprentices play an important role in delivering this.

We have recruited over 300 apprentices in the last four years. Our recruitment campaign runs each year in February/March.

Recruitment for our 2023 Apprenticeship Programme will be open for applications in Feb/Mar 2023. There are a number of interesting Apprentice Videos on our website that will give you an idea of the type of work our Apprentice Electricians/Network Technicians are involved in on a day-to-day basis.

As an Apprentice Electrician, you will receive on-thejob training and work as part of front-line teams. As well

as classroom-based learning, our Apprentices benefit from varied work experience, working both indoors and outdoors, and learning about technology, customer service, and delivering results under pressure. Our Apprentices learn a variety of electrical and practical skills and, upon completion of the programme obtain a QQI Advanced Level 6 Electrical Trade Certificate which is recognised around the world.

Seven Phases

The ESB Networks Electrical Apprenticeship is SOLAS standards-based, consisting of 208 weeks (four years). During this time, there are seven SOLAS Phases which include on-the-job training during phases 1, 3, 5 and 7 where apprentices work closely with a qualified Network Technician constructing and maintaining the electricity network on varied sites across their assigned area of the country.

SOLAS Phase 2 is in one of the many SOLAS Training Centres while their Phase 4 and 6 are in the IT College around the country. Finally, there are 24 weeks of ESB Networks off-the-job training which takes place in the

"As well as classroombased learning, our Apprentices benefit from varied work experience, working both indoors and outdoors, and learning about technology, customer service, and delivering results under pressure"

If so, ESB Networks Electrical Apprenticeship Programme might be for you.

ESB Networks Training Centre, Portlaoise.

"Although the job requires an element of physicality there is much more to the programme than climbing poles, this apprenticeship combines both physical effort and logical thinking"

Having completed the four-year programme, Apprentices will have gained experience working with a leading utility company.

The Role

Our Customers are at the heart of ESB Networks, through their on-the-job experience, ESB Networks’ apprentices will be at the forefront in delivering and providing a world class service to our 2.4 million customers.

Although the job requires an element of physicality there is much more to the programme than climbing poles, this apprenticeship combines both physical effort and logical thinking.

No two days are the same in the programme, apprentices will be assisting and dealing with a wide range of our customers’ needs.

In their day-to-day work activities they may be responding to electrical faults and fault finding to maintain a reliable supply of electricity for our customer, connecting new customers, both residential and com-

mercial to the electricity network, replacing and maintaining electrical assets and installing new elements to the electricity network both overhead and underground technologies.

Peer Support

A critical part of the ESB Networks Apprenticeship Programme is the training and peer support given to the apprentices. Throughout the programme apprentices work alongside and closely with experienced Network Technicians.

While the job may be challenging, the apprentice is always part of a team who will be there to assist and support throughout the programme. ESB Networks greatly fosters and encourages the idea of creating a team and peer support network.

For more information and to learn how to apply visit

www.esbnetworks.ie/apprenticeships

Liberties College

A well deserved reputation

ESTABLISHED over 50 years ago, Liberties College has earned a welldeserved reputation as a major centre for Further Education and Training in Dublin.

Situated in the heart of the Liberties and just a stone’s throw from bustling Grafton Street, we attract students from all corners of Ireland, throughout Dublin and from the surrounding areas. Our wide range of courses cater for school leavers, mature students who wish to upskill or re-skill, as well as people returning to education.

With around 600 students across our city centre campus, the mix of nationalities, ages, backgrounds, and experiences makes for an exciting culture and atmosphere in the College. In addition to the academic schedule, our students engage in a variety of extracurricular activities including practical workshops,

"Liberties College is as much about personal development as it is about academic development and it helped me believe in myself and showed me what I could achieve"

seminars, educational and cultural trips, visits, shows and a range of hobby and relaxation options. So, in such a busy college, with so much happening, you’ll always have an interesting calendar.

This year, Liberties College offers some exciting new courses:

Childcare: The CERTIFICATE IN EARLY LEARNING AND CARE (ELC) STAGE 1 course is a completely revamped approach to childcare education that aligns to the new National standard. This course features extensive work experience and opportunities for practical engagement with young learners. It is ideal for both schoolleavers and experienced mature persons seeking a formal qualification. This growth area offers excellent employment opportunities.

Preparation for 3rd Level: Complimenting our well-established reputation for 3rd level access, the FOUNDATION BUILDING FOR 3rd LEVEL SUCCESS course provides students with the skills to thrive in the university and work environments. It is ideally suited to those who had not yet decided on what they want to do next, prompting them to explore their preferences and decide what they are best suited to. Students study a range of subjects that promote critical thinking, learning, and how their own contribution leads to future success by examining issues which will arise in work and learning contexts.

Event management: Linking our established Creative Arts and Tourism management departments is the new ARTS AND CULTURE EVENTS MANAGEMENT

course.

This dynamic course is ideal for students who want to build a career delivering worthwhile experiences to audiences across the full spectrum of the arts, culture and entertainment industry. Students who are creative and have a passion for arts and culture will gain practical, hands-on learning and work experience, balanced with experience of the administrative skills required to run successful events.

Liberties College have well established courses in Healthcare, Social Care, Media, Performance, Tourism, Tour guiding, Arts and Crafts and IT. Check out our website www.libertiescollege.ie for details on each course, including the entry requirements, employment prospects and progression to third level courses. We have great Pre-apprenticeship opportunities in IT Networks and Software Development where you can progress to “pay as you learn” apprenticeships with some of the major IT employers in Ireland.

Positive feedback

The feedback received from graduates of Liberties College has been excellent over the years. Many highlight the new skills and confidence gained, which enabled then to take up employment in their chosen area or gain entry to third level institutions to complete Level 7 and Level 8 Degrees and progress to Masters Degrees.

“I enjoyed every moment of TAP. This eye-opening course has reversed my attitude towards education and prepared me for university. Most importantly, it lighted a spark of interest in the world around me, which I’ll keep forever.

"I believe the unique opportunity to study at Trinity College afterwards puts TAP ahead of most other PLCs in the country.”

Daniel C. - TAP student.

“Completing my Travel & Tourism Level 5 Course at Liberties College has opened up a world of opportunities for me.

"I have since graduated as an official Cabin Crew Member with Emirates and have been travelling all over the world”

Shannon F. Travel & Tourism Student.

“I received huge amounts of support and encouragement from all the tutors at Liberties College.

"I currently work as a Programme Facilitator in a day service for adults with disabilities, whilst completing my degree in Social Care at night.”

Mairead - Social Care Student.

Our Guidance and support services take great pride in helping students to reach their potential and we provide a range of student supports to enable this. It is gratifying each year to see our students blossoming, as they engage in courses and activities that interest and inspire them. Many discover individual skills and qualities they did not know they possessed.

So, if you’re looking for a way to kick start your career, in a progressive and supportive environment, just log on to www.libertiescollege. ie for more information.

You can find out about our activities on Facebook (@ libertiescollege), Instagram (#libertiescollege) and Twitter (@ LibertiesCollD8). We look forward to seeing you in Liberties College, the pathway to your future career.

With QQI Level 5 and Level 6 qualifications, our students greatly improve their prospects for a third level qualification.

Our new pre-apprenticeship courses in ICT/Networking and Software Development open doors to careers in IT. Apply online today at www.libertiescollege.ie

Our practical courses meet the needs of students and employers and are focused on emerging employment and 3rd Level opportunities.

Liberties College Bull Alley Street Dublin 8

T: (01) 454 0044

E: info@liberties.cdetb.ie @libertiescollege @LibertiesCollD8

Past SCFE Students in the Limelight

SCFE to Team Ireland

Fitness and Leisure Department celebrates success of former student Aine O’Gorman

Everyone in SCFE is celebrating with the Irish Soccer team, who made history by qualifying for the World Cup qualification at Hampden Park against Scotland this October.

Aine O’Gorman, a graduate of the Fitness and Leisure course in SCFE was part of the winning team. The Peamount veteran, and former Ireland captain, has amassed 112 caps in her 17-year international career.

Aine has remained supportive of SCFE since she graduated as a qualified Personal Trainer. She regularly delivers workshops to our Fitness Instruction and Exercise Science students and our Personal Training students to support their fitness development and understanding of the profession.

This year SCFE launched a new course Physical Education (PE) & Sports Coaching, which is a practically orientated course, designed to prepare students for a career in coaching, teaching, fitness and sports related fields. Students also have the opportunity to acquire coaching qualifications from coaching bodies such as the FAI.

Ones to watch in Fashion

Two former students of SCFE, Adam Walsh and Lia Cowan launched a new podcast over the Summer of 2022 called Cramp Your Style.

The pair met and became friends while studying fashion in SCFE, Adam on the Fashion Industry Practice course and Lia in Fashion Design.

Adam Walsh Style was named by Bairbre Power as one to watch in the Independent's Weekend Fashion supplement in October 2022. Adam honed his skills in buying, styling, visual merchandising, journalism, and photoshop on the two year course and has since gone on to work with companies such as Primark, Irish Country Magazine and RTE and has

Team

Republic of Ireland Team member and former SCFE Student Áine O’Gorman

Personal Training Students practice strength and conditioning instruction PE and Coaching students exploring fun in fitness

SCFE Fashion Styling Students in action at their Photo Shoot

styled music star Nathan Carter. He has been the stylist for a number of Lia Cowan’s campaigns. Lia who spent a year in SCFE on the Fashion Design Studio course is an artist and designer whose floaty feminine creations were recently highlighted by Deirdre McQuillan of the Irish Times as one of Three Irish fashion brands to watch out for this season.

Lia, who was the winner of the inaugural Longines Irish Champions Young Designer Award in 2020, studied sculpture before studying fashion in Sallynoggin. Lia credits SCFE Fashion teacher and designer Alison Conneelly with helping her find her voice.

SCFE the Option of Choice for a Broad Range of Career Opportunities

SCFE provides courses to school leavers and mature students in a broad variety of areas from Childcare to Social Studies, Fashion, Art and Floristry, Hairdressing & Beauty, Travel and Tourism, Performing Arts and Musical Theatre and Fitness and Wellbeing.

SCFE continues to ensure that our courses are up to date, relevant and future proofed to

give our students the edge in their chosen field. To find out more check out our website www. scfe.ie . Course Coordinators are available to answer specific questions about individual courses and their contact details are listed on each course page. Apply online at www.scfe. ie or contact Reception@scfe.ie Tel: 01 2852997

Come and visit us on our next Open Day on 18th January 2022. See www.scfe.ie for more details.

tern

Final year design by Lia Cowan in SCFE

Fashion Design students attending pat-

drafting practice

Journalism, Photography & New Media (Journalism 5M2464)

Sound Engineering and Music Technology (Sound Production 5M2149)

Advanced Certificate in Audio/Visual Media (Advanced Certificate in Media Production 6M5130)

Art & Design Portfolio (Art Craft & Design- 5M1984)

Photography and Digital Media (Photography 5M2094)

Beauty Therapy Year 1

Advanced Beauty Therapy & Make-Up Artistry Year 2

Retail Practice with Beauty Consultant (Major Award 5M2105) NEW COURSE

Hairdressing Year 1

Hairdressing Year 2

Hairdressing Apprenticeship NEW COURSE

Alternative Health & Wellbeing Therapies

Business Studies (5M2102)

Advanced Certificate in Business (6M4985)

Office Administration for Business, Medical and Legal Practices (5M1997)

Legal Studies and Criminal Law (Legal Studies 5M3789) NEW COURSE

Accounting Technician Apprenticeship (Advanced Certificate in Accounting)

Construction Technology (5M5010)

Computer Systems and Networks (5M0536)

Multimedia Production (5M2146)

Security Systems Technology (5M2109)

Canine Grooming (Animal Care 5M2768)

Animal Care (5M2768)

Advanced Animal Science (6M5153)

Pharmacy Assistant (Community Health Services 5M4468)

Laboratory Techniques (5M3807) NEW COURSE

Applied Psychology (Community Health Services 5M4468)

Applied Ecology (5M5028) NEW COURSE

Healthcare Support /Health Service Skills (5M4339/5M3782)

Nursing Studies (5M4349)

Advanced Certificate in Early Learning and Care NEW COURSE

Special Needs Assistant (Intellectual Disability Practice 5M1761)

Advanced Special Needs Assistant (Inclusive Education & Training 6M2263)

Advanced Certificate In Early Childhood Care and Education (6M2007)

Applied Social Studies (5M2181)

Advanced Certificate in Social Care (Social & Vocational Integration 6M2218)

Pre Third Level Arts (General Studies 5M3114)

Tourism and Travel Industry Studies (Tourism with Business 5M5011)

Sports Studies, Coaching & Performance (5M5146)

Sports Studies, Physiology and Massage (Sports & Recreation 5M5146)

Sports Therapy and Injury Management (Level 6 Sports & Recreation 6M5147)

Fitness and Health (Sports & Recreation 5M5146)

Pre Further Education Course (Component Certificate 5M3114)

Pre Apprenticeship Programme Level 4 NEW PROGRAMME

VTOS - Vocational Training Opportunities Scheme

• Office Administration

• General Studies in Health Sciences

• General Studies in Childcare & Youthwork

• Employment & Academic Skills

Waterford students shine in Ireland and Europe with poster on solar panels

THE Central Statistics Office (CSO) hosted an award ceremony in October for the winners of the John Hooper Statistical Poster Competition 2022 and the winner of the Award for the Best Use of CSO Open Data 2022. Students Conor Breen (15) and Seanie O’Shea (14) of Ardscoil na Mara, Co. Waterford, took home the top prize.

The pair, from Tramore Co. Waterford, won the CSO’s John Hooper Medal for Statistics for their poster ‘A Simple Method to Improve Energy Production from Bifacial Solar Panels’. They were each presented with a sterling silver medal and will share a cash prize of €600. They also won €1,000 for their school.

Their win at national level meant they were eligible to represent Ireland in the European Statistics Competition, where they had to create a two-minute video on the environment. Their video came third in the European Statistics Video Competition (Junior Category) and today they were also each presented with a glass trophy to mark that achievement.

Aoife Duggan (15) from Clonskeagh in Dublin, a thirdyear student at Sandford Park School, Dublin, won the medal for the Best Use of CSO Open Data Award.

See the full poster on the following page.

Experience Glasnevin – Ireland’s National Cemetery and Visitor Centre o ers exciting and engaging education programmes and activities for students and learners of all ages.

We provide a range of tours and workshops for primary and secondary students. Our tours are designed to link closely to the curriculum.

In addition to this we have a selection of teacher developed online learning resources as well as our brand new Learning Portal available through our website.

Book your school in for a visit:

Email: Education@dctrust.ie

The Horse of Selene

By Juanita Casey

ON a remote island off the West coast of Ireland in the 1970s, young farmer Miceal catches sight of a girl on a beach with long hair so blonde it could be white. Befriending the girl and her travelling companions, a world of possibility opens up to Miceal - but where there’s opportunity, there is also peril … Juanita Casey’s astounding first novel is a cult classic ready to be rediscovered by a new generation of readers. Drawing on her own life and speaking for her marginalised community, Casey offers a feminist and class-conscious story that explores the eternal choices of youth, between the comfort of a stifling domesticity and the promise and risk of the unknown, characterised in the incomparable wildness of the West of Ireland. The bestselling Casey takes her place alongside such writers as JM Synge and Kevin Barry – the missing connection between the two.

Tramp Press • Around €16

From Rake to Radical: An Irish Abolitionist

By Anne Chambers

INTREPID traveller and intimate of kings, emperors and despots, the range and diversity of Sligo’s life is breathtaking.

From a youth of hedonistic self-indulgence in Regency England to a reforming, responsible legislator and landlord, Sligo became enshrined in the history of Jamaica as ‘Emancipator of the Slaves’ and in Ireland as ‘The Poor Man’s Friend’ during the most difficult of times.

Privileged, compassionate, charismatic and flawed, Sligo was a larger-than-life figure in his time. This exhaustively researched biography is sourced from over 15,000 primary contemporary manuscripts and not only introduces us to one of the 19th century’s most interesting characters.

New Island Books • Around €19

Little Republics: The Story of Bungalow Bliss

By Adrian Duncan

BUNGALOW Bliss, first published in 1971, was a book of house designs that buyers could use to build a home for themselves affordably. It first appeared two years before Ireland was to join the EEC as a self-published catalogue by Jack Fitzsimons from his Kells Art Studios in County Meath. He and his wife designed it and printed it locally.

This guidebook of how to build your own home radically transformed housing in Ireland. Now, for the first time, author and structural engineer Adrian Duncan looks at the cultural impact that Bungalow Bliss and the accessible bungalow design had on the housing market, the Irish landscape, and on the individual families who made these bungalows their homes.

The Lilliput Press • Around €15

Irish Art 1920-2020: Perspectives on change

By Catherine Marshall and Yvonne Scott

THIS is a generously-illustrated book in which eleven authors examine different aspects of Irish art through the hundred years or so since independence.

During this time, art in Ireland has borne witness to unprecedented social and political transformation, and this book of essays considers how some of the established perspectives in Irish visual culture were challenged and represented during this time.

Art in Ireland has been shaped by a range of factors – the country’s geographic position, post-colonial history, political upheaval, religious environment – and of course the complex interconnections both within and beyond the country, prompted by shifting patterns within society – identities, migration, technology, for example – as well as the artists’ evolving engagement with the wider world.

Royal Irish Academy • Around €40

The Guardians: 100 Years of An Garda Síochána 1922-2022

By Stephen Moore

"THE Garda Síochána will succeed, not by force of arms or numbers, but on their moral authority as servants of the people." Michael Staines, the first Commissioner of An Garda Síochána, 1922

The Guardians: 100 Years of An Garda Síochána, 1922–2022 takes readers from the first generation of the Civic Guard/ Garda Síochána, through the 1950s and 1960s, and up to the modern policing service provided by An Garda Síochána in 21st-century Ireland.

Compiled by Garda Stephen Moore in conjunction with The Guardians Editorial Board on behalf of An Garda Síochána, essays include individual and personal stories of gardaí past and present. O’Brien Press • Around €30

Look!

By Éilís Ní Dhuibhne

EILIS Ni Dhuibhne asked 21 writers who were born in mid-twentieth-century Ireland, north and south, to write about their literary lives.

They tell it like it really was, and is. Collectively, these vivid, original essays provide us with a fascinating picture of Ireland’s literary landscape from multiple female points of view. Poets, fiction writers, playwrights, impresarios, writers in Irish and English, have written accounts which are funny, tragic, philosophical, angry, but all are lively, stunningly-honest testimonies of the writing life during a pivotal period in the history of Irish literature.

Arlen House • Around €25