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Education Since 1987 | Volume 30 Issue 2 | w: | t: 01-8329246 | e:

Nursing and Midwifery at Trinity

Leading the way in education and research What is Social Care? | CIDESCO - Careers in Beauty Therapy National Centre for Guidance in Education | DCU Business School Learning through adventure at GMIT | Insurance for teachers Infographic on Nursing Outcomes | New: Suppliers Guide | Reviews @EuroguidanceIreland

Euroguidance helps guidance counsellors and individuals understand the educational opportunities available throughout Europe

start here - go anywhere 2 Education

Education Volume 30 Issue 2 Editor Niall Gormley Production Michael Farrell Publishers Ard Education Ltd. Tel: 01-8329246 Email: Design Real Issues 086-8986827 Printers Nicholson Bass Ltd. ©2017. All rights reserved. Reproduction in whole or in part without permission is prohibited. ISSN 0791-6161

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Read Education Magazine replica edition At the time of press information in Education is believed to be accurate and authoritative. However, some information may change due to circumstances beyond our control. Acceptance of advertisements, does not constitute an endorsement of products or services by the publishers.


News: Lifeskills survey highlights diet attitude changes; Wicklow TUI launch €3,000 Teaching and Learning Bursary


Pembroke College: 30 years expert training in Beauty and Body therapy


News: New junior cycle languages spec; New Digital Learning Framework launched


STAC First Aid: First Aid training to existing and new responders


COVER FEATURE: Trinity Nursing - One of the top nursing and midwifery schools in the world


College Awareness Week and European Vocational Skills Week at Dún Laoghaire Further Education Institute


Learning through adventure - BA Honours in Outdoor Education, Mayo Campus, GMIT


DCU Business School - Undergraduate study at Ireland’s most dynamic university

16 - A dedicated STEM careers website to inspire the next generation


National Centre for Guidance in Education - A Whole School Guidance Framework


Brennan Insurances - Staff using their own car on school business


Nursing and midwifery at UCD


Shape a future with Saint Nicholas Montessori College Ireland


FEATURE: What should we do about languages?


CIDESCO - Careers in Beauty Therapy


Mary Immaculate College - Increases in first preferences and CAO points for MIC


St. Angela’s College: Study for your university degree here in the North West


FEATURE: What is Social Care?


MIT 'Digital Schools Platform'


THE INFOGRAPHIC: Nursing trends and outcomes


National Learning Network - School Leavers


FEATURE: FIT - Earn and Learn Revolution


Arigna Mining Experience - an insight into coal mining life


School tours: Why choose Pirates Cove?


Education and fieldwork opportunities at the Marble Arch Caves UNESCO Global Geopark


Horticulture as a career path at Teagasc College of Amenity Horticulture


Reviews - recently published books


NEW: Education Suppliers Guide Education 3

NEWS ................................................................................................................................

Lifeskills survey highlights diet attitude changes OVER 90 percent of post-primary schools reported that they promote healthy school lunches with their students according to recently released results from the 2015 Lifeskills Survey. 93% of schools now have promote healthier school lunches compared to 66% in the last survey conducted in 2012. The survey found that 97% of primary schools address resisting peer pressure and developing resilience to make sound decisions and 92% have healthy eating policies in place. 99% of post-primary schools also reported having student councils, giving a formal voice to their students. Despite much criticism around 4% of primary schools have a policy which prevents running in their schools. The survey provides data on a number of important ‘lifeskills’ related issues within primary and post-primary schools, Youthreach Centres and Community Training Centres. It includes data on physical activity and healthy eating, aspects of Social, Personal and Health Education

(SPHE) and Relationships and Sexuality Education (RSE), as well as anti-bullying, substance use, and road safety. Other findings include: • 85% of primary schools engage to a greater or lesser extent with local preschools, of these 41% only have some contact. • 94% of schools are allocating at least one hour per week to physical activity and 82% report participating in physical activity or sporting competitions outside of school time. • 88% have a policy on substance misuse or are currently developing one. 90% address the topics of drug and alcohol abuse and the risks related to smoking. • 73% connect with enterprise through the provision of talks and presentations. • 21% of primary schools now have student councils compared to 2009 when only 8% had. • Just over a quarter of schools have a vending machine or school shop which sells 'junk' food.

Unit B1 Calmont Business Park, Ballymount, Dublin 12 | LoCall: 1850 668888 | TM and © 2017 Apple Inc. All rights reserved.

4 Education

Wicklow TUI launch €3,000 Teaching and Learning Bursary THE Wicklow branch of the TUI held an event in September to launch their new €3,000 Teaching and Learning Bursery. The branch explained the reasoning behind the bursery reasons: • To strengthen TUI Branch activity in its professional and well-being context • To recognise the cultural shift that has occurred within schools and centres, in relation to members’ Continuous Professional Development • To contribute towards the cost of professional courses • To encourage TUI members’ employers to contribute to the cost of Continuous Professional Development The event had its genesis at an conference last October where Joanne Myers of the Elementary Teachers’ Federation Ontario, spoke about the experience of "The Role of Teachers' Unions in Teachers' Professional Development" in Canada.

Pembroke College

30 years expert training in Beauty and Body therapy LOCATED in the heart of Limerick City the Pembroke College is one of Ireland’s leading International Schools of Health, Beauty and Body Therapy. It has been established since 1987 and is a licensed CIDESCO, CIBTAC & ITEC College. Through constant dedication to training and development it is now regarded as the most prestigious school in the South and Mid West of Ireland. The principal and managing director of the college Helen O Sullivan Quinn is a former student of the college who continued her training with Steiner in London before working as a therapist on the Cruise Ships in the Caribbean. Helen has been the prime motivator in the successful development and supervision of training programmes at Pembroke for the past thirteen years. Internationally recognised qualifications Pembroke College offers ITEC, CIBTAC and CIDESCO internationally recognised qualifications and there are both full time and part time courses options available that run on weekdays, evenings and weekends so there is a suitable course and time for everyone to pursue their chosen career in this fast growing industry. We are honoured to be a CIDESCO college for over 25 years and proud of our success to date. Graduating from Pembroke College as a CIDESCO beauty therapist opens a lot of doors in the beauty therapy industry with 98% of our CIDESCO graduates securing employment within 3 Months of qualifying. The CIDESCO Diploma is recognised in 40 countries across 5 continents which offer the internationally acclaimed CIDESCO standards and qualifications. It is the most prestigious award that can be achieved within the industry and offers the best possible start to a career in the Beauty & Spa Therapy Industry enabling you to travel the world and work in your chosen career. Prestigious Diploma On completion of your course you will hold one of the most prestigious Diploma’s that will allow you to work in salons, day spas, health farms, cruise ships, cosmetic distributors, and cosmetic counters both at home and abroad. Whether you want to work for somebody else, go into management, own your own business or teach in a college you will need to be trained to a CIDESCO standard. Contact us now to arrange a time for your free consultation with the principal Helen O Sullivan Quinn who as a former Pembroke graduate herself will be able to help you with any queries you may have. Tel: 061 410628 E:

Considering a career in Beauty and Holistic therapies? Now enrolling for Full-time & Part-time Courses commencing in September 2018 Pembroke Graduates get jobs!! Contact us now to secure your future... 30 years in expert training. 123 O’Connell Street, Limerick Phone: (061) 410 628

Education 5

NEWS ................................................................................................................................

New junior cycle languages spec NEW Junior Cycle specifications for Irish, Modern Foreign Languages and Visual Art have been launched by education minister Richard Bruton. The introduction of new specifications for Junior Cycle Irish represents a significant change from existing approaches to the teaching, learning and assessment of Irish at junior cycle level. The new Junior Cycle specifications for Irish will place a strong focus on the spoken

language. Emphasis will be put on Irish as the language of learning and communication in classrooms as well as an emphasis on the skills required to communicate effectively with other users of the language. Communication, opportunities for use and interaction are central to classroom tasks. As part of the new Junior Cycle Irish specifications, the oral language skills of all students will be formally assessed. The new Modern European Languages

specifications (including French, German, Spanish and Italian) will give students opportunities to enjoy and learn the languages. Through the study of the language students will develop knowledge and skills in language, culture and literacy. The new specification puts a particular focus on the assessment of oral skills not contained in previous syllabus. What should we do about languages? Page 24

New Digital Coláiste Breisoideachais Chill Easra Learning Killester College Framework of Further Education launched Visit our website

2018 Open Days Thursday 8th February 4.00pm-7.30pm Wednesday 14th March 4.00pm-7.30pm Wednesday 11th April 4.00pm-7.30pm Wednesday 24th May 10.00am-1.00am

2018 Collins Ave, Dublin 5 Tel: (01) 8337686 Email: 6 Education

A NEW Digital Learning Framework for schools is being made available to all primary and post-primary schools. The Framework provides a roadmap to help schools manage the transformation of teaching and learning as a result of new digital technologies. The framework will: • Help schools and individual teachers to plan how to upskill to realise the potential of digital technologies • Provide for internal and external evaluation of how digital technologies are being embedded across all aspects of school activity • Support planning in areas like literacy, numeracy and STEM which require a cross-curricular focus. The Department will also be seeking a sample of 50 schools to take part in a new trial of the framework. Those schools chosen will receive targeted professional development supports to enable them to fully embrace and engage with digital technologies. This trial will help refine the Framework so that it can help schools to realise the potential of digital technologies. Once lessons from the trial have been incorporated into the framework, it will be refined and fully implemented across all schools and teacher education programs. The tool in its current format is still available to schools not participating in the trial.

STAC First Aid

First Aid training to existing and new responders FOLLOWING a number of high profile cases, Leo Varadkar the then Minister for Health signed new legislation S.I. No. 449 of 2015 Medicinal Products (Prescription And Control of Supply) (Amendment) (No. 2) Regulations 2015 in to law. Medication training is the key to improving patient outcomes in times of emergency. If you are tasked with managing medications at your school or assisting pupils with their medication, you should consider availing of certified training. STAC First Aid are making courses available to their clients which The Pre-Hospital Emergency Care Council (PHECC) have designed, to offer appropriate training to existing and new responders who wish to avail of it. Courses most relevant to schools are • Epinephrine auto injector for treatment of Anaphylaxis • Glucagon for treatment of Hypoglycaemic Diabetic • Salbutamol for the treatment of Asthma These courses are delivered by their experienced staff at their training centres or at their client’s premises. If your organisation is managing more than one medication, they can tailor solutions for this important training. FIND OUT MORE: For further details email or call 061 595290 for details.

STAC FIRST AID EXPERTS IN FIRST AID TRAINING Specialising in helping schools in first aid training for years.

Full range of courses. -Certified CPR & AED - Certified medication courses - Basic First Aid - First Aid Response - Sports First Aid.

CALL SEAMUS FOR MORE INFO Email: Phone: 061-595290

Computing and Coding Post-Primary Specialists Our mission is to simply aid as many primary and post primary schools delivering computing and coding modules. If you or your school needs any aid training, setting up, developing or implementing a computing and coding programmes please contact Trevor @ or 087-6873933 or check out details at

We also provide an App and Website development service through

Education 7

Trinity College Dublin - Sch

Celebrating 21 years of excellen and midwifery education an THIS year the School of Nursing & Midwifery celebrates its 21st birthday. Since its opening in 1996 it has established itself as the leading School of Nursing & Midwifery in the country and one of the top Schools in the World. In that time, thousands of nurses and midwives have graduated and many have gone on to lead and hold important roles in healthcare across the globe. A programme of events to mark this anniversary is currently being developed so please keep an eye on our website for updates. 21 years is young in relation to the 400 year history of Trinity, and students are reminded of this history each time they walk through the famous arch to enter front square. Each September Freshers are greeted by a colourful array of stands and tents from the 120 societies and 50 sports clubs as they take their first steps into Front Square as a student. As our student you are an important part of Trinity’s history and its future. Investing in student facilities The School’s main building is just off campus in the beautiful Art Deco Building on D’Olier St. Recent reno8 Education

vations to the student space have enhanced the experience of the building in which most classes will take place. This is our main teaching space in the city centre and has been recently refurbished to make it more student friendly with facilities for catering and socialising. Reflecting our concern to enable all students to participate in student life we have also has created a new private space for parents feeding infants. Our clinical skills centre on the St James’s Hospital campus, site of the new National Children’s Hospital, is also being upgraded with a new simulation suite. This simulation suite will allow students to further enhance their clinical skills in a safe environment, gaining confidence for when they are on clinical practice. Our Clinical Skills Manager, who has been instrumental in developing the new simulation suite, outlines how this new facility will benefit students: “The simulation suite provides students with opportunities to practice their clinical and decision making skills through real life situational experiences in a safe environment. Advantages include the ability to

provide immediate feedback through repetitive practice learning.”

"The simulation suite provides students with opportunities to practice their clinical and decision making skills through real life situational experiences in a safe environment

Top ranking School With so many choices for nurse or midwife education why choose Trinity? For the past two years the QS University ranking agency has measured the nursing subject. The School of Nursing and Midwifery in Trinity has been ranked as number 36 globally, placing it as the highest ranked school of all schools in the country, and as the number 1 school in the nursing subject for the past two years. This is coupled with the overall University’s consistent topping of international rankings from an Irish perspective. Graduate and Alumni benefit from this international recognition when developing their careers abroad and in Ireland. An education for life With ongoing advances in research and technology, it is an exciting time to embark on a career in nursing or midwifery. As a graduate you will be in possession of two world leading brands, the international brand and respect of Irish nursing and midwifery, which

hool of Nursing & Midwifery

nce in nursing nd research is recognised across the globe, and the international brand of Trinity College Dublin, which has been recognised for over 400 years as the leading university in the country. Irish nursing and midwifery graduates are known globally to have skills of compassion, caring and competence. A degree from Trinity College and a career in nursing and midwifery is something that our graduates take with them and will have for the rest of their lives. Be the best of the best – choose a nursing or midwifery course in Trinity as your number one in your 2018 CAO choices.

SCHOOL OF NURSING & MIDWIFERY "A degree from Trinity College and a career in nursing and midwifery is something that our graduates take with them and will have for the rest of their lives

FIND OUT MORE: For more information about the School and our courses log on to Contact Jeni Ryan on (01) 896 3860, email to arrange a tour of our facilities, arrange a lecturer to deliver a talk to your class or find out about our transition year programme and open days.

Ireland’s leading School of Nursing & Midwifery delivers a comprehensive range of nursing & midwifery courses for students entering the profession whilst also offering lifelong learning opportunities for qualified health care professionals. Undergraduate courses include: • Bachelor in Science (Nursing) / B.Sc. (Cur.): • General Nursing (CAO codes, TR091, TR093) • Mental Health Nursing (CAO code, TR095) • Intellectual Disability Nursing (CAO code, TR097) • Bachelor in Science (Integrated Children’s and General Nursing) (CAO code TR911) • Bachelor in Science (Midwifery) / B.Sc. (A. Obs.) (CAO code TR913) The School also delivers a wide range of postgraduate and research programmes for qualified health care professionals and those in related fields. School of Nursing & Midwifery, University of Dublin, Trinity College, 24 D’Olier Street, Dublin 2 +353 (0)1 608 2692 Further information on all our courses is available at The School of Nursing & Midwifery, Trinity College Dublin is ranked 1st in Ireland and 36th in the World in the QS World University Subject Rankings 2017.

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Trinity College Dublin, The University of Dublin

Education 9

Dún L

College Aw European Voca you to mak

College Awareness Week | Eu THE journey to a college place is so much more than filling out a CAO form at the last minute. Educating and informing yourself before this yearly deadline can make that dreaded task less dreadful and more tailored to your ambitions. That’s what you want, right? What you don’t want is to end up on a course you are not interested in. If you are lucky enough to be a student in DFEi, one way to avoid these common pitfalls is to become involved in DFEi’s College Awareness and European Vocational Skills Week. These will take place simultaneously from November 20th to 24th. College Awareness Week is an important nationwide event that promotes the benefits of going to college and helps students of all ages to become college-ready, and it gets bigger and bigger every year. A busy week in DFEi The purpose of European Vocational Skills Week is to improve the attractiveness and image of vocational education and training worldwide. It will be a busy week in DFEi - five days of insider knowledge, valuable advice and practical information. We make it very easy for you; it’s all happening on the premises and you’d be mad not to avail of this marvellous opportunity to wise up on your third level college choices before pressing ‘send’. So, let’s have a look at what is happening. On Monday 20th Margaret Madden will give a talk from 10.00 to 11.00 explaining the 10 Education

requirements for gaining entry to courses in NUI Maynooth. A similar presentation will be delivered by Michael O’Sullivan from Dublin Institute of Technology (DIT). This is not pie in the sky. Many DFEi students over the years have progressed to these colleges, graduated, and are now pursuing successful careers. You can read their testimonials on our website at On Tuesday 21st Eoghan O’Grady from DIT Business School will tell you about the wide range of courses on offer in this department from 10.00 to 11.00. DFEi’s very own Guidance Counsellor, Andrew O’Riordan, will deliver a session on Study Skills from 11.00 to 12.00. This will be very beneficial for the remainder of your time in DFEi as well as giving you a heads up on what will be expected of you when you progress to third level. If you are taking DFEi’s PreUniversity Science course in Laboratory Techniques or Food Science & Nutrition you will need to get along to the talk by the Coordinator of the Irish Society of Chemistry. Put this date in your diary Mid-point in the week looks very engaging and focused and there will be lots of activities. Open Day happens on Wednesday 22nd, so, if you are a prospective student, put this date in your diary and come along on the day to get the latest information on our courses, see our excellent facilities and even take a class or two.

Laoghaire Further Education Institute

wareness Week and ational Skills Week help ke informed choices

uropean Vocational Skills Week | November 20th to 24th From 10.00 to 11.00 a professional from Mental Health Ireland will do a session on positive mental health, concentrating on issues around entering college and lasting the course. This is the kind of session that everyone can benefit from. Then, from 11.00 to 12.00 Andrew O’Riordan will give that all-important lesson on getting into college through the CAO; so be there with your notebooks and listen up. Charity event On Wednesday 22nd DFEi will also host a day long charity dog event in aid of ASH Animal Sanctuary in Kilteegan, Co. Wicklow. Our very successful Animal Care department is geared up to host such an event. Organised by tutor, Pauline Lynch, it kicks off at 10.30 with a dog walk, a cake sale and raffle in the canteen, and, best of all, a doggie shave or dye. Last year this event raised €2,400 and Pauline hopes to top that figure this year. On Thursday 23rd from 10.00 to 11.00, Catherine Torney, UCD’s Mature and QQi Liaison Officer, will guide you through the process of gaining entry to UCD as a mature student. Andrew O’Riordan is back on duty from 12.00 to 1.00 explaining the nuts and bolts of UCAS and getting into college in the UK. Andrew will pay particular attention to the personal statement, an extra requirement that is not looked for by Irish colleges. On Friday 24th Rónán Muirthile, Head of the School of Film in IADT will give a talk on the range of

courses on offer and entry requirements. Finally, to wrap things up on a European note, Nessa Childers (MEP) will open the new food garden in DFEi. This will be used on our Food & Nutrition course for teaching Fruit and Vegetable Production. This is shaping up to be a very useful week for all students hoping

"A very useful week for all students hoping to progress to third level"

to progress to third level. Take note of the times and venues and take advantage of this excellent opportunity, and don’t say you were not aware. We look forward to hosting these events and speaking with you from Monday November 20th to Friday November 24th.

New links between DFEi and Institutes of Technology MEMORANDUMS of Understanding (MoUs) are a new trend in educational partnership between Colleges of Further Education like DFEi and Institutes of Technology. To date, DFEi has signed MoUs with three Institutes of Technology - IT Carlow, IADT and Waterford IT. All three colleges approached DFEi with a view to cooperation, and DFEi students will benefit enormously. They will be considered for admission to these Institutes of Technology if they have completed a full QQI Award (Level 5 or 6). They will be m a d e o ff e r s t h r o u g h C A O i n advance of Round One offers. DFEi has secured links to some IT Carlow courses that were not previously linked. Advanced entry opportunities to Year Two of the BSc in Architectural Technology are available. To put it simply, an MoU results in a secure relationship between a College of Further Education like DFEi, and an Institute of Technology enabling you, the student, to

progress with greater ease. You will be interested to know that an MoU with an Institute of Technology generally applies to every course DFEi provides across all departments. If you, as a DFEi student, wish to avail of any of these opportunities we will notify you of any additional requirements in, for example, information technology or mathematics. DFEi offers IT workshops in generic and discipline-specific skills to prepare you for entry to higher education. These workshops are mandatory for intending applicants, and attendance is monitored. This academic year DFEi is considering new MoUs in order to expand its network with other Institutes of Technology in Ireland. Year on year, opportunities are improving. Colleges of Further Education are a tried and tested route into third level. Come along on November 22nd and find out for yourself.

Education 11

Information Day Wednesday 22ndFuture November 2017 | 10.00am - 4.00pm Our Courses • Your • Animal Care

Arts, Culture and History Office Administration Business Studies (with Law) Marketing and Event Management Security Studies and Operations

Laboratory Techniques Food Science Computing and Electronics Software Development

Architectural Technology Furniture Design and Making Musical Instrument Making Construction and Engineering

Community and Social Care Health Care Assistant Nursing Studies Health Services Management

Creative Digital Media TV and Digital Film Journalism for the Digital Age Digital Radio Production Sound Production Music Production


BA Honours in Outdoor Education, Mayo Campus, GMIT

Learning through adventure THE BA hons in Outdoor Education contains an exciting combination of academic work and practical training for Governing Body level qualifications in adventure sports. Course Information One day a week is spent taking part in adventure sports on the mountains, lakes, rivers and sea. In year 1 the focus is on gaining personal skills in the sports and then on leadership level training in the following years. There are also optional trips throughout Ireland and further afield which allow specialisation in a range of adventure sports. The rest of the week is spent in the classroom or on fieldtrips with an emphasis on active learning. What subjects will I study? There are modules from five core areas: • Adventure Sports Leadership and Safety Management • Developmental Psychology and Teaching/ Facilitation skills • The Irish Geological and Cultural Landscape • Environmental Studies and Ecology • Health and Fitness, First Aid and Water Safety Students gain an understanding of the developmental role of outdoor education and build experience in designing and running educational

programmes. Through fieldtrips and lectures students explore and examine Irish landscape, heritage and ecology and realise the potential of adventure tourism, green exercise and nature therapy. Safety management, first aid and rescue are other core elements. These core areas are supported by a wide range of elective modules that allows students to tailor the programme to their specific interest. What career opportunities will I have? The therapeutic, educational, developmental and recreational aspects of outdoor education are now widely recognised and utilised within many sectors in Ireland, such as schools, social care organisations, adventure tourism and youth services. Graduates find employment as instructors, managers and field studies officers in outdoor education centres and organisations offering adventure sports, adventure tourism, outdoor learning and environmental education. There are also employment opportunities within educational organisations and youth services as facilitators, youth development officers and managers. Forest schools, green exercise and nature therapy are significant growth areas. Graduates are also employed in the area of Rural Development, Countryside Recreation and Eco/Rural tourism.


Learning Through Adventure Education 13

14 Education

DCU Business School

Undergraduate study at Ireland’s most dynamic university DCU Business School is an engaged, innovative and internationallyfocused business school which prides itself on its excellent reputation for impacting students, the academic community, industry and wider society. Our focus is not only on knowledge acquisition, but also on enhancing and developing the professional and personal skills and competencies required to be a successful manager of tomorrow. Enterprise and innovation are at the heart of all our programmes. By the end of first year, our students will h a v e c re a t e d t h e i r o w n b l o g , attended a number of industry miniconferences and conceptualised a mobile app. In third year, most students will undertake a paid work placement, giving students the opportunity to gain real-world experience while others may choose to spend this year

studying abroad. In final year, students will participate in the New Enterprise Development module, gaining firsthand experience of the creativity, leadership and team management skills involved in developing a new business venture. Engagement with industry is central to what we do. Students will experience this in many ways – from listening to industry experts in the classroom, having the opportunity to undertake industry-sponsored projects and by benefitting from the industry-led research undertaken by academic staff. DCU Business School takes a global view of business. We have links with prestigious universities throughout Europe and across the globe. Students on our International Business and Global Business courses will spend part of their degree studying abroad, gaining the

"Students will be exposed to a combination of lectures, industry guest presentations, case study based learning, team work, and class participation, developing critical thinking and communication skills, while having fun and making friends for life along the way"

language and cultural skills demanded by the global and connected world that business operates in today. With every DCU Business School degree, students will be exposed to a combination of lectures, industry guest presentations, case studybased learning, team work, and class participation, developing critical thinking and communication skills, while having fun and making friends for life along the way. Global Accreditation It is for these reasons that AACSB, the world’s oldest and most prestigious global accrediting body for business schools awarded us their accreditation. AACSB accreditation is widely recognised as the hallmark of excellence in business education, placing us among the top 5% of business schools worldwide. While DCU Business School has an excellent reputation both at home and abroad, AACSB accreditation guarantees quality and adds an extra layer of prestige to the qualifications of our graduates, particularly for those looking for work internationally.

To learn more about our undergraduate courses visit Education 15

16 Education

National Centre for Guidance in Education

NCGE: A Whole School Guidance Framework

ON the 6th of September Minister Bruton welcomed the launch of The National Centre for Guidance in Education’s (NCGE) ‘Whole School Guidance Framework’. This document highlights the key role of the guidance counsellor in schools, working with other school staff, in the delivery and planning of guidance to students. A copy of the document has been issued to every post primary school in the country. Welcoming the launch, Minister Bruton said: "This framework is the product of continuing work in the area of school guidance undertaken by my Department. The Action Plan for Education 2017, launched in February, committed to finalising the Framework by the end of this year. "This delivery is therefore ahead of schedule, and highlights the importance and urgency of developing a whole school approach for guidance delivery in Irish education. I would like to thank the NCGE and the relevant consultative bodies for their work in producing the Framework which I hope will assist schools in developing and updating their guidance plans.” The Framework was developed over a three year timeframe and was informed by similar frameworks published internationally. It follows a public consultation process from late 2016, ministerial review, and receipt of commentary from other stakeholders including employer organisations.

Jennifer McKenzie, Director, National Centre for Guidance in Education

L to R: Linda Darbey, NCGE; Jennifer Mc Kenzie, NCGE; Beatrice Dooley, Vice President IGC; Clive Byrne, Director NAPD; Eamonn Moran, DES.

Areas of learning for students highlighted in the framework include: • Developing Myself • Developing My Learning • Developing My Career Path With associated competences: • Developing & maintaining selfesteem & a positive self-concept • Interacting effectively with others (face-to-face & online) • Developing & growing throughout life • Employing effective personal learning/exam strategies • Making educational choices in line with career aspirations • Using career related information & sources appropriately • Understanding the world of work & life roles • Managing career development & decision making Speaking at the launch, Jennifer Mc Kenzie, Director NCGE said: "The aim of the guidance programme in schools is to help students to develop an awareness of themselves and their interests, so that they can learn to make choices for their future education, career and indeed life plans.

"Guidance in schools is offered on an individual or group basis as part of a developmental learning process and at moments of personal crisis"

"It’s not just about choosing a list of college courses. Guidance in schools is offered on an individual or group basis as part of a developmental learning process and at moments of personal crisis. Guidance Counselling may include personal counselling, educational counselling, career counselling and very often combinations of these. "NCGE intends that this framework will support the work already being done by qualified school guidance counsellors and indeed all school staff, in these areas. The framework re-enforces the key understanding that guidance provision in schools is ‘whole school’. This involves collective and collaborative action to develop student learning, behaviour and wellbeing, and the conditions that support these." You can download a copy of the publication and an additional poster resource on If you require any further assistance please contact NCGE by e-mailing or call us on 01 8690715/6. You can also stay up to date by following The Centre on Twitter @ncgeguidance. Education 17



• Journalism and Photography • Sound Engineering and Music Technology • Advanced Certificate in Audio/Visual Media - Level 6 • Art & Design Portfolio • Photography and Digital Media • Advanced Art and Photography - Level 6 • Beauty Therapy -Year 1 • Beauty Therapy -Year 2 - Level 6 • Hairdressing -Year 1 • Hairdressing -Year 2 - Level 6 • Holistic Therapies • Business Studies • Advanced Certificate in Business - Level 6 • Construction Technology • Computer Systems & Networks • Multimedia • Electronic Technology

• • • • • • • • • • • • • • • • •

Pharmacy Assistant Healthcare Support/ Health Service Skills Nursing Studies Childcare Special Needs Assistant Advanced Certificate in Childcare - Level 6 Applied Social Studies Community Addiction Studies Advanced Certificate in Social Care - Level 6 Hospitality Operations Tourism and Travel Industry Studies Sports, Physical fitness and Massage Sports Therapy and Injury Management - Level 6 Sport and Recreation Fitness and Health VTOS Adult Access - Social Care VTOS Adult Access-Business and General Studies



Brennan Insurances

Staff using their own car on school business THE issue of staff using their car on school business can be a contentious one. It can be difficult for the school as they are grateful to staff for using their car on school business but what happens in the event of a motor accident with responsibility for the accident resting with the staff member? The individuals premium may increase or in the event of a serious accident, Insurers may not invite renewal. Another issue may arise where the Insurer refuses to provide an indemnity. This may come about as the Insurer was unaware that the individual was using their car on school business. The “use on school business” may be perceived as an increased risk and if known, may have resulted in higher premium or additional conditions being applied. The Department issued a circular on this in February 2016 ( 0017/2016) In the event of a staff member not having appropriate cover their Insurer may:

School and staff member with assurance that appropriate cover is in place. The policy also provides comfort to staff members that in the event of an accident, whilst using their car on school business, they will

Occasional Business Use is a “first call” policy and deals with claims for: a. Damage to the staff members’ car. b. Damage caused to Third Party Property. c. Injury caused to Third Parties. Occasional Business Use cover is available through Brennan Insurances. This policy provides the

not be penalised by their own insurer. For additional information, please visit or contact the Brennan Insurances on 01 -4989090.

Brennan Insurances – The Market Leader in the Provision of School Personal Accident Cover

“School Personal Accident Insurance at Competitive Prices” WHY SWITCH TO BRENNAN INSURANCES? ü Competitive Premiums Pupil Cover (Brennan Insurances) have been working with Schools since 1986 in the

area of School Personal Accident Insurance. We are delighted to announce that for the 2017/2018 academic year our rates have reduced by €0.60 per pupil.

ü No time restriction

Our scheme covers medical and dental expenses incurred regardless of the time frame following an accident. This is particularly beneficial for dental injuries that require expensive long term treatment. Other insurers may cover expenses incurred for a limited period (often up to just 2 years).

ü Double Protection

We provide separate benefits for dental and medical expenses of €50,000 in each case. This means your pupils can claim up to €100,000 in expenses which is more than double the amount offered by other insurers. This is a real advantage to our clients as over 98% of Personal Accident Claims relate to medical or dental expenses

ü Claims Service

Our experienced Pupil Cover Team is dedicated to dealing with all queries and claims as quickly and efficiently as possible on your behalf.

ü Saving online

We offer a 30% discount to all schools who purchase cover online at

What is the Solution? a) Check staff member has the appropriate insurance cover b) Check what protection is provided under the Schools insurance policies for staff using own car on School business. c) Insure the staff members’ car whilst they are using their car on school business. This is known as “Occasional Business Use” cover.

"What happens in the event of a motor accident?"

Cover under our scheme starts from as little as €3.10 per pupil for the year, for school related cover and offers real protection against medical and dental expenses following an accident. This will ensure parents have financial protection against medical and dental expenses, which in turn will reduce the possibility of legal action being taken against the school. Before renewing your current policy why not speak to one of our Pupil Cover Team by calling (01) 4989090 or e-mail where they will be delighted to answer any queries you may have.

If you take out a policy with Brennan Insurances before the 31st October 2017 Your School will be entered into a draw to win one of three iPads Construction House, Canal Road, Dublin 6, D06 C6T2. (Registered Office) Registered in Ireland No. 327087 Tel: 01 498 9090 Fax: 01 662 4781 Email: Web: Directors: David Lynch, Olwen Lynch, Liam Conlon, Brendan Curtis, Brian Montague, Elizabeth Galvin. Capital Cover Group Ltd t/a Brennan Insurances is regulated by the Central Bank of Ireland.

Education 19

Nursing & Mid

Are you empathetic and reliable, a te skills and an analytical, pro

...Nursing or Midwifer Choosing nursing or midwifery as a career opens up a world of job opportunities that will sustain you throughout your working life. You will become a professional clinician capable of integrating scientific and technical knowledge with the art of caring. You will never stop learning about health, about illness, about people and the world we live in. Nurses continually engage in ongoing professional education and UCD provides a wide range of postgraduate opportunities to suit your personal and professional needs throughout your career. Once qualified as a nurse or midwife you can choose from a broad range of graduate programmes to build your own career pathway that reflects your own interests and talents. Whatever your focus (e.g. cancer care, palliative care diabetes, emergency, critical care research or education). Wherever you choose to

You will become a professional clinician capable of integrating scientific and technical knowledge with the art of caring

work the career opportunities are endless. Many qualified nurses and midwives work in hospitals. However they can also work in a variety of settings, including community setting, e.g. as a public health nurse, mental health services, management and leadership, policy-making, teaching and research. You will rarely have two days that are the samenursing and midwifery are dynamic professions and offer an enormous variety of challenges. Why choose nursing or midwifery at UCD? Development in health care are transforming the roles of nurses and midwives leading to new and exciting career opportunities are innovative degree programmes are taught by experienced lectures in a friendly and supportive environment. You will be guided by academics who are experts in their field, and you will gain clinical experience at

our renowned clinical partner hospitals. Each student is allocated a personal tutor from day one on your programme to provide advice and guidance. We have links with international partner schools and this allows students to choose international placements as part of their studies. By choosing to study with us you become part of a greater community of people working together to shape the future of nursing and midwifery in Ireland and abroad.

"If you are interested in promoting health, if you have a passion for caring for children, if you would like to make a difference and to help both children and adults recover from their illness, then I could not recommend this course highly enough to you." Mollie Bruton, Children's and General Nursing Student

20 Education

dwifery at UCD

eam player with good communication oblem-solving mind? If so...

ry is your ideal career UCD School of Nursing, Midwifery and Health Systems Do you love working with and for the benefit of people of all ages and from diverse backgrounds? Choosing nursing or midwifery as a career opens up a world of job opportunities that will sustain you throughout your working life. Nursing or Midwifery in UCD is the ideal career choice for you. We have a number of Bachelor of Science (Hons) degree programmes.

• General Nursing (DN450) • Mental Health Nursing (DN453) • Children’s and General Nursing (DN451) • Midwifery (DN452) Our programmes are taught by experienced lecturers in a friendly and supportive environment, with state-of-the art facilities.

Your hands-on clinical practice takes place primarily in the St Vincent’s Healthcare Group or the Mater Misericordiae University Hospital, and in numerous other clinical sites within the Ireland East Hospital Group network. These clinical placement locations are centres of excellence where you’ll work with multidisciplinary teams to provide first-class, patient-centred care. For further information about the programmes and the clinical placements visit our website: Telephone: +353 1 716 6407 / 6569 • email: Education 21

Shape a Future Courses:

Higher Certificate in Arts in Early Years Montessori Education (Level 6) BA in Montessori Education (Level 7) BA (Honours) in Montessori Education (Level 8)

Higher Diploma in Arts in Early Years Montessori Education (Level 8)

Go to Call 01-2806064 / 01-2300080 email: or visit us at 16 Adelaide Street, Dun Laoghaire, Co Dublin

Education and Continuing Professional Development The Professional Development Centre offers a wide variety of outstanding meeting and education opportunities for nurses and midwives, in a range of geographical areas, with face-to-face workshops, seminars, master classes, conferences with online research and reading options. Our contemporary, clinically relevant courses assist nurses and midwives to consolidate foundation knowledge, update their professional and specialty knowledge and contribute to life-long learning within their profession.

On-site Education

The INMO is the largest representative professional body, for all grades of nurses and midwives, representing four out of every five nurses and midwives in this country. The INMO is a dedicated nurse and midwife union with branches/sections nationwide, professional representation, continuing professional development, library and information service and numerous member benefits.

Irish Nurses and Midwives Organisation, The Whitworth Building, North Brunswick Street, Dublin D07 NP8H Tel: 01 664 0600 22 INMONHIAdvertB.indd Education


With over 100 education programmes delivered in our facilities by expert facilitators, we also provide an on-site service across the country. On-site education is a more cost and time effective solution. Our fees are based on ‘per day’ rather than ‘per head’ with no other additional costs, which makes our education affordable and available to all. All our current education programmes are Category 1 approved by the Nursing and Midwifery Board of Ireland with Continuing Education Units. If you are interested in on-site education or would like a copy of our latest Education and Continuing Professional Development Directory for Nurses and Midwives please contact the INMO Professional Development Centre.

INMO Professional Development Centre The Whitworth Building, North Brunswick Street, Dublin D07 NP8H Tel: 01 6640641 Email: 07/09/2017 10:04:33

Saint Nicholas College

Shape a future with Saint Nicholas Montessori College Ireland SAINT Nicholas Montessori College Ireland (SNMCI) has been the source of many graduates in Montessori Education since 1984. The College’s programmes aim to develop educators of the highest quality, based on the Montessori principles of education. While many think of Montessori teaching as confined to the children from birth to 6 year olds, it is only part of the story. There are a number of Montessori schools providing the Primary Curriculum to children up to the age of 12. Indeed, there is one such school on the College’s campus in Dún Laoghaire. Peers as a Role Model Montessori Education is based on the premise that the child is best supported in a learning environment which meets all of his/her needs. This in turn will assist them to become a valued member of society. As children are in multi-aged groupings, each child is surrounded by role models a little more developed and they become a role model for younger peers. Encouraged by this supportive environment, each child learns to co-operate. The Montessori Method is strongly aligned to working in the field of Special Education, as the Montessori Method is judged by many experts to be an effective pedagogical approach for working in this field. This is a corollary of Montessori’s emphasis on skilled observation with the objective of assessment for teaching and learning, and of the use of concrete, manipulative materials to support the cognitive development of the child. Montessori’s multi-sensory approach has, for example, been found to be successful for developing literacy and numeracy skills in children with learning difficulties in inclusive educational settings. SNMCI’s Programmes SNMCI’s programmes of study are accredited by Quality and Qualifications Ireland (QQI), so applicants can be assured of the quality of its programmes. Its principal suite of programmes are the Level 7 Bachelor of Arts and Level 8 add-on Bachelor of Arts (Honours) in Montessori Education. These programme are founded on the rich legacy of Montessori competency and SNMCI’s strong tradition of developing educators of the highest quality. In addition, they reflect the present-day context of early years provision, exposing students to the extensive regulatory context which exists. In addition, SNMCI also provide an opportunity for people who already have undergraduate qualifications to pursue a Postgraduate Higher Diploma in Arts in Early Years Montessori Education. The background of students on this programme is diverse (ranging from those with health and social care to legal and business backgrounds) but the common thread is to pursue excellence in Montessori education. All programmes are provided on a full and part-time basis. Financial Considerations Uniquely among private colleges, full time students of SNMCI are eligible to apply for financial assistance under the Higher Education Grant scheme operated by SUSI. If school leavers don’t qualify for this, the College has an instalment plan in place to assist with the payment of fees. SNMCI programmes are covered by the Tax Relief scheme operated by the Revenue Commissioners. As a member of the Higher Education Colleges Association Protection of Enrolled Learners (HECA PEL) scheme, registered students are assured that SNMCI programmes fully comply with Section 65 of the Qualifications and Quality Assurance (Education and Training) act 2012. Career Opportunities SNMCI degrees at Level 7 Bachelor of Arts and Level 8 Higher Diploma are recognised for the payment of the higher capitation

payments under the ECCE scheme operated on behalf of the Department of Children and Youth Affairs (DCYA). Other career opportunities include teachers in Montessori pre-schools, Special Needs Assistants and working in policy areas within the early years sector. Graduates of the Bachelor of Arts (Honours) in Montessori Education are eligible for registration with The Teaching Council under Route 4 of the 2016 revised registration regulations. The allow graduates to apply as Resource/ Learning Support Teachers in special education settings in recognised mainstream primary schools and in recognised special schools where Irish is not a curriculum requirement. A number of graduates opt to progress to level 9 programmes in education, special education or other care, therapy, or education related programmes. They may also progress to Professional Masters in Primary Education in Ireland, or to a Post-graduate Certificate in Education in the UK. Recognition of Prior Learning SNMCI knows that full-time provision is not be possible for everyone. Indeed, there are many holders of QQI Level 6 awards in early childhood studies who are looking to upskill while working at the same time. SNMCI can help you – we do not ask you to repeat your learning. Instead, you can secure module exemptions onto the part-time Level 7 programme, which can enable students to complete their studies much earlier. SNMCI has a number of understandings with Further Education Colleges which enables their pupils to commence their Level 7 studies at Year 2 or more. Looking to the Future Recent Government publications such as ‘Right from the Start’ point towards the need for a graduate- led workforce in early childhood education and care settings. While this may take some time to achieve, a Saint Nicholas Montessori College qualification will be a distinct advantage as Early Years Educators strive towards professionalisation. But more critically, all of us in SNMCI have confidence in our programmes to equip educate graduates who will go on to make a lasting difference in children’s education, and lives, for many years to come. Full details of our programmes are available on our website at

FIND OUT MORE: The College welcomes requests for more information: email Education 23

What should we do

With the Government's Foreign Languages Strategy on the way Niall Gormley examines I IRELAND has a problem with language. One jurisdiction on this island currently has no government on foot of a dispute over the status of the Irish language. The other jurisdiction is trying to map a foreign languages strategy on an education system that already spends considerable resources on two languages. The language issue has thrown up tricky conundrums for us. Our first official language is not spoken on a daily basis by the majority of the population. Our 'second' language, the one we didn't want, is probably the most useful language on the planet. And we think we need to learn other languages but which ones we should learn or how we should teach them isn't clear. What should we do? The first thing to agree on is that, however it might have come about, we are lucky to speak English. There are enormous economic, social and cultural advantages to having English as a mother tongue. It has a global reach, spread firstly through British imperialism and then through American influence, it has become the lingua franca of international

commerce and technology. From the table below we can see that speakers of English as a second language outnumber native speakers by nearly two-to-one. No other language comes close and on current trends it seems that English won't be replaced as the global language, most likely because it's the first global language. This is an asset which we have cashed in on and rightly so. It gives huge communication advantages when seeking foreign direct investment and trade. We need to build on our knowledge of English and give our young people even greater skills in communication.

"The key here is not just to give children the words, phrases and grammar of a language but also the means to use it.

What about Irish? Let me declare my bias. My gaelic capability hovers in the 5-10 per cent bracket but I'm positively disposed to the language. I think it's very important for Ireland. Very quickly, here's why: 1. We still have Irish speaking communities. They are our neighbours and we visit their spaces in great numbers. 2. Irish is at the heart of the history and geography of Ireland. The

topography and locales of this land are described in gaelic. The social and economic history of Ireland and Irish are mirror images. 3. We have large cultural resources in literature and lore tied up in Irish. 4. It makes us different. It's a bulwark against the globalizing, banal, homogenized consumer culture that our other language is driving. 5 . A n d f i n a l l y. W e l i k e i t . Amazingly, a broad sweep of the Irish population have vaguely positive feelings for the language despite the hassle it may have caused us in the past. In any case, and following on from the last point, there is no popular or political movement to downgrade Irish in the education system. In fact, the Gaelscoilleanna are thriving and, if anything, people want Irish language teaching to work better and to be based around oral skills. Not much space left So we are going to be continuing with a major emphasis on English and Irish. But many people believe that Ireland's population needs to have capabilities in 'foreign' languages (The Dept of Education uses

LANGUAGE 1 Mandarin (incl. Standard Chinese) 2 English 3 Hindustani (Hindi/Urdu)[Note 1] 4 Spanish 5 Arabic 6 Malay (incl. Indonesian & Malaysian) 7 Russian 8 Bengali 9 Portuguese 10 French 11 Hausa 12 Punjabi 13 Japanese 14 German 15 Persian 16 Swahili 17 Telugu 18 Javanese 19 Wu Chinese (incl. Shanghainese) 20 Korean 24 Education




897 million 371 million 329 million 436 million 290 million 77 million 153 million 242 million 218 million 76 million 85 million 148 million 128 million 76 million 60 million 16 million 80 million 84 million 80 million 77 million

193 million 611 million 215 million 91 million 132 million 204 million 113 million 19 million 11 million 153 million 65 million 1 million 52 million 61 million 91 million 12 million -

1.09 billion 983 million 544 million 527 million 422 million 281 million 267 million 261 million 229 million 229 million 150 million 148 million 129 million 129 million 121 million 107 million 92 million 84 million 80 million 77 million

Source: Ethnologue via Wikipedia

o about languages?

Ireland's language policies, failures and opportunities the rather hostile 'foreign' word, for some reason). The Department launched a consultation in 2015 on a Foreign Language Strategy which drew a responses from a wide range of groups which were categorised as Cultural Institutes, Enterprise, Post Primary, Primary, Third Level and Other Organisations and Individuals. One of the themes to emerge with the consultation was that language needs to be introduced early. Respondees acknowledged that Irish was a sensitive subject but also that English needed to be in the overall languages strategy mix, not set apart. From the box on the right we can see that effectively that international languages will become compulsory. But there is widespread acknowledgement that Ireland has not been good at teaching languages. Some contributors to the consultation pointed out that there was poor languages skills gained in Irish for some 1500 hours of education. The new curriculum introduced at primary school aims to overcome these problems by beginning language teaching emphasizing its oral base. It begins with junior infants through to 2nd class and will be rolled out to the older classes in 2019. In the list on the right, Minister Richard Bruton mentioned the concept of CLIL (Content and Language Integrated Learning). The key here is not just to give children the words, phrases and grammar of a language but also the means to use it. This might mean teaching another subject through the language, for example, PE and sport. This gives children use for the language outside of the core class and replicates what happens with English and what happens in gaelscoils with 'immersive' learning. Given these considerations, surely starting a third language at junior infants makes sense too. The obvious objection of overload and confusion is defused by the evidence that bilingualism and multilingualism has considerable cognitive benefits for

people throughout their lives. Let's talk about money The balance sheet, to mix metaphors, is the bottom line. Teaching costs money and resources are scarce. There has to be an economic case for this and there is. Almost all of our leading industries and trade bodies argue for greater teaching and use of international languages. There are already thousands of jobs to be had in Ireland for language proficient graduates and we have to import many of them. There are even more jobs spread across the world for multi-linguali s t s . A n d f i n a l l y, a s a n o p e n economy we need to be able to go anywhere to sell our goods. English gets us more than half way there but we're going to need more languages to get us the rest. Where will the teachers come from? Particularly at primary level, how skilled are teachers in international languages? We know there is considerable criticism of the Irish language skills of some primary teachers. Will there have to be wholesale retraining and who will pay for it? Also, which language will we teach? French accounts for most LC exams at present. If we want the broader skills advantage we need to consider up to 10 languages. Which school will teach which? IBEC's submission (well worth the read) contains a reference to what the UK are proposing on this problem which is a mix of population, trade relationship and other factors to decide on languages. Finally, we need to do something about English. The standard of English in Irish society is not good. Witness a lot of the contributions to social media. English is still our strongest language card. We should have an English/communication component to all third level and training courses, degrees and apprenticeships. The new strategy is only a beginning to our language debate.

Main points of Foreign Languages Strategy* • All Junior Cycle students will study a foreign language by 2021 • A 10% increase in the number of LC students taking foreign language subjects with more language options. • Increase of at least 50% in the number of students doing Erasmus and reductions in the numbers doing Erasmus course through English. • 20% of the entire higher education cohort to study a foreign language • Additional foreign languages to be available at junior cycle • Introduction of Mandarin Chinese as a LC subject. • Double the number of schools offering more than two foreign languages as part of TY. • Measures to develop and build on the heritage language skills of immigrant communities. • New models of delivering language teaching, such as shared classes and blended learning. • Exploring the possibilities of using CLIL (content and language integrated learning) techniques by teaching aspects of the primary curriculum through Irish and foreign languages. Research shows that teaching languages as a means of communication in this way, rather than as an academic subject to be learned in isolation, can be very effective • Possibly including foreign languages in the senior classes. • Addressing teacher supply * Outlined in a speech by Minister for Education and Skills Richard Bruton in April 2017

Education 25


CAREERS IN BEAUTY THERAPY WHY CHOOSE CIDESCO? • The CIDESCO Diploma is considered the world's most reputable International Qualification in Beauty & Spa Therapy • Supported and Respected by Employers • CIDESCO Section Ireland promotes its CIDESCO Graduates & Members on a National and International basis. • Promotes the exchange of professional knowledge and developments through regular networking and seminar events • Upholds the highest standards of Beauty and Spa throughout its accredited Colleges • Provides Career events for Schools • Provides support & recognition to all Accredited CIDESCO Colleges in Ireland. 26 Education




Cork College of Beauty Therapy

Ormonde College

Portlaoise College

85 south Main Street, Cork 021 4275 741

Cork College of Commerce Morrisons Island, Cork. 021 4222 100

Dublin Blackrock Further Education Institute

Main Street, Blackrock, Co. Dublin 01 288 9717

Bronwyn Conroy College

Temple Hall, Temple Road Blackrock, Co. Dublin 01 2107848

Coogan Bergin College 6-8 Wicklow Street Dublin 2. 01 679 4254

Galligan College

109 Grafton Street, Dublin 2 01 670 3933

Crumlin College

of Further Education Crumlin Road, Dublin 12 01 4540 662

Carlow Carlow Institute

of Further Education Kilkenny Road, Carlow. 059 9131 187

Cavan Cavan Institute

Cathedral Road, Cavan. 049 433 2633

of Beauty Therapy Ormonde Road, Kilkenny. 056 776 3321

Galway Georgina Price College of Beauty Therapy

Liosban Industrial Park, Tuam Road, Galway 091 769 311

Galway Technical Institute Fr, Griffin road, Galway 091 58 13 42

Kerry Sanctuary Beauty Academy The Square, Tralee. 066 7185776

Kerry ETB Training Centre

Monavalley Industrial Estate, Monavalley, Tralee. 066 7126 444

Limerick Pembroke College of Beauty Therapy

123 O’Connell Street, Limerick 061 410 628

Limerick College

of Further Education Mulgrave Street, Limerick 061 414 344

Mountrath Road, Portlaoise 057 862 1480

Sharon Leavy College

of Hair & Beauty Church Street, Portlaoise. 057 86 62600

Sligo North Connaught College Sligo Rd, Tubbercurry Co. Sligo 071 918 5035

Tipperary Templemore College of Further Education Templemore. +353 504 31007

Wicklow Glenart College

Coolgreaney road, Arklow, Co. Wicklow 0402 32149

Wexford Enniscorthy College of Further Education

Milehouse ,Enniscorthy, Co. Wexford. +353 53 9234 185

Waterford Colaiste Chathail Naofa

O'Connell Street Limerick Call (061) 410996

Youghal Road, Dungarvan, Co. Waterford 058 411 84


Waterford College of Further Education

Foxhall Beauty College

Beauty Academy

10 Wellington Quay, Drogheda, Co. Louth 041 980 4799

Parnell Street, Waterford 051 874 053

Education 27

SEE WHAT MIC HAS TO OFFER YOU. Mary Immaculate College (MIC) is a university level College of Education and the Liberal Arts, serving the needs of a growing and diverse student population of over 5,000 students. MIC’s flourishing learning community is distinguished by highly responsive student supports and excellence in learning and research. Programmes we offer include: MIC CAMPUS, LIMERICK • BA in Contemporary and Applied Theatre Studies: (MI001) • Bachelor of Arts: (MI002) (now with expanded subject offering) • Bachelor of Education – Primary Teaching: (MI005/006) • BA in Early Childhood Care and Education: (MI007) • B.Ed. in Education and Psychology: (MI008)

For further details contact: MIC Admissions Office 28 Education

MIC, ST PATRICK’S CAMPUS, THURLES • BA in Education, Business Studies and Accounting: (MI009) • BA in Education, Business Studies and Religious Studies: (MI010) • BA in Education, Irish and Religious Studies: (MI011) • BA in Education, Irish and Business Studies: (MI012)

Mature Learner Programmes: • Foundation Certificate for Mature Learners • Teacher Education Access Course for Mature Learners

South Circular Road, Limerick T: + 353 61 204 929/348 E:


Postgraduate Programmes: MIC also offers a wide range of postgraduate qualifications up to and including Masters and Doctoral degrees in the Liberal Arts and Education.

Mary Immaculate College

Increases in first preferences and CAO points for MIC MARY Immaculate College (MIC) is delighted to announce that CAO applications to the College are at a ten year high with first preferences increasing by 8% on last year, with total number of applications increasing by 7% resulting in an increase in CAO Points for virtually all of MIC programmes. Speaking on the overall increases for MIC's nine undergraduate programmes Professor Eugene Wall, President of MIC (Acting), said, “We are very pleased that a growing number of students have selected MIC as their first college of choice. This attests to the quality of MIC’s programme provision and reputation for excellence in teaching and research. The increased application figures can, in no small part, also be attributed to the significant scholarship programme valued at €100,000 introduced in 2017.” Innovative and tailored Additionally MIC’s 5,000 students, across the Faculty of Arts and Faculty of Education, enjoy conveniently located campuses in the heart of Limerick City and Thurles town and programmes that are dynamic, innovative and tailored to meet economic, social and cultural developments at a national and international level. The new Bachelor of Arts degree (MI002) at MIC, offered in collabo-

ration with UL, has proven to be a popular choice among college applicants this year. This ambitious, enhanced degree, now offers students nineteen different subjects to choose from allowing for a combination of more than 150 pathways. The BA in Contemporary and Applied Theatre Studies degree, continues to establish itself, gaining considerable traction with a 33% increase in applications. This programme is a practical and hands-on drama programme that positions graduates as ready to enter the cutand-thrust of the arts world, or leave them ideally placed to continue to further training or study. Quality and choice The four second-level teaching programmes at MIC, St. Patrick’s Campus, Thurles, continue to perform well with a 6% collective increase in First Preferences and a further 19% increase in total applications. These programmes include: • BA in Education, Business Studies and Accounting (MI009) • BA in Education, Business Studies and Religious Studies (MI010) • BA in Education, Irish and Religious Studies (MI011) • BA in Education, Irish and Business Studies (MI012) The BA in Early Childhood Care

and Education still attracts a considerable number of applicants and there has been an exceptional demand for places on the B Ed programme with a 17% increase in First Preferences, the highest figures obtained since 2009. MIC Campus, Limerick Open Days - 19/20 October and 13 January (will include information on all MIC, St Patrick’s Campus, Thurles programmes) MIC, St Patrick’s Campus, Thurles Open Day – 25th of November

FOR FURTHER DETAILS CONTACT: Admissions Office MIC, South Circular Road, Limerick T: 061 204 300 E: Education 29 (091) 556 755

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All you need is a school hall, invite all interested adults and we’ll do the rest! (Students welcome to attend with parents) To find out more about our FREE work-shops, or to book a visit from one of our Education and Community Officers, visit:

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30 Education

Outdoor Exercise/Fitness/Gym Equipment. Phone: 01-5241261 Email Web:

St. Angela’s College

Study for your university degree here in the North West ON the shores of Lough Gill, and still only minutes from Sligo Town, St. Angela’s College, Sligo offers a wide range of undergraduate degree programmes. A college of NUI Galway, the St. Angela’s College programmes are accredited by the University, offering the only university-level education in the region. Academic Departments include Nursing, Health Sciences and Disability Studies (offering Nursing Degrees) Education and Home Economics (offering programmes in Home Economics Teacher Education; Nutrition, Food and Business Management). CAO programme on offer for 2018 entry include: • Bachelor of Applied Science with Nutrition, Food and Business Management • Diploma of Applied Science in Nutrition, Food and Business Management (Level 7) • Bachelor of Arts/Professional Masters (Home Economics Teacher Education) • Bachelor of Nursing Science (General/Intellectual Disability) Foundation Studies The College also offers a Diploma in Foundation Studies for school leavers and mature students who wish to study at third level. Participants who successfully complete this Access Course are eligible to apply for direct entry to full-time degree courses at St. Angela’s College or NUI Galway. HEAR/DARE routes also available. For more information on St. Angela’s College, Sligo contact Seán Kelly on 071 9195512 or schoolsinfo@ or visit

   

    -    Education 31

What is Social Care? SOCIAL care is a profession where people work in partnership with those who experience marginalisation, disadvantage or special needs. Social care workers professionally guide, challenge and support those entrusted to their care toward achieving their maximum potential. Social care workers may work, for example, with children and adolescents in residential care; people with learning or physical disabilities; people who are homeless; people with alcohol/drug dependency; families in the community; older people; recent immigrants to Ireland; and others. Social care has been defined by IASCE – the Irish Association of Social Care Educators - as: “A profession committed to the planning and delivery of quality care and

32 Education

other support services for individuals and groups with identified needs.” In addition to a strong academic background, Social Care Workers should have certain personal attributes such as reliability and trustworthiness; altruism, selfawareness, empathy, compassion, ability to work as part of a team and maturity. Social care work can be very challenging - emotionally and physically – and can mean working in some very difficult environments - but it can also be uniquely rewarding. What qualifications do you need to be a Social Care Worker? IASCE member colleges offer a range of social care qualifications at Level 6 Higher Certificate, Level 7

“A profession committed to the planning and delivery of quality care and other support services for individuals and groups with identified needs.”

Ordinary degree, and Level 8 Honours degree. Some programmes are delivered on both a full-time and part-time basis. For further details on specific college offerings, please refer to the contact list at the end of this article. A course of study in Social Care typically includes subjects such as sociology, psychology, social administration and policy, principles of professional practice, law, creative skills (art, drama, music) and research methods. A key element of studying to be a professional social care practitioner is involvement in a number of supervised work practice placements of several months’ duration. Social Care students are challenged to develop academically through deepening their knowledge, professionally, by learning and practising social care skills, and personally, by developing a capacity to look at their own strengths and weaknesses in relation to the work. In line with the Health and Social Care Professionals Act 2005 (as amended) the Social Care profession is moving towards regulation and social care programmes across Ireland will have to be validated in the near future to comply with these statutory regulations. CORU (Health & Social Care Professionals Council) is the body responsible for regulating health and social care professions, with their main role to protect the public by promoting high standards of professional conduct, education, training and competency. All social care workers, once qualified, will be required to register to enable them to practice in the sector.

What’s the difference between a social care practitioner and a social worker? Social care workers will typically work in a direct person-to-person capacity with the users of services. They will seek to provide a caring, stable environment in which various social, educational and relationship interventions can take place in the day-to-day living space of the service user. The social worker’s role, on the other hand, is typically to manage the ‘case’, for example by arranging the residential child care placement in which a child is placed, coordinating case review meetings and negotiating the termination of a placement. It is possible for those with a degree in social care to qualify as a social worker via the postgraduate route. A number of Irish universities accept holders of the BA(Hons) in Social Care and BA(Hons) in Applied Social Studies onto postgraduate social work courses. Where do Social Care Workers gain employment? S o c i a l c a re w o r k e r s m a y b e employed in public sector organisations for e.g. TUSLA and Health Service Executive, voluntary organisations, community based organisations and the private sector. Further Information You can obtain further information about social care courses and qualifications by contacting any of the institutions below.


Contact Person

Contact Details

Athlone Institute of Technology

Dr. Oliver Hegarty 090 644 2530

Institute of Technology, Blanchardstown

Dr. Cormac Doran 01 885 1519

Carlow College

Dr. Catherine O’Sullivan 059 915 3221

Cork Institute of Technology

Jim Walsh 021 433 5312

Dublin Institute of Technology

Dr. Kevin Lalor 01 402 4163

Dundalk Institute of Technology

Dr. David Getty Patricia Rehill 042 937 0200

IT Carlow (Carlow Campus)

Fionnuala Hunter 059 917 5348

IT Carlow (Wexford Campus)

Sheelagh Collier (053) 918 5828

Waterford Institute of Technology

Jim Cantwell 051 302257 051 845539

Jane McGrath Galway Mayo Institute of Technology

Dr. Davy Walsh 094 9043320

Letterkenny Institute of Technology

Dr. Louise McBride 074 9186303

IT Sligo

Dr. Breda McTaggart 071 9305340

IT Tallaght

Suzanne Duggan 01 4042437

IT Tralee

Patrick McGarty 066 719 1660 066 719 1662

Aisling Sharkey Limerick Institute of Technology Cathy Jones (Moylish Campus & Ennis Campus - Limerick) Lisa O’Rourke-Scott 061 293 857

Limerick Institute of Technology (Tipperary Campus – Thurles)

Dr. Michael Francis Ryan 0504 28106

Open Training College

Dr. Noelin Fox 01 2988 544

Education 33

edia Scene Technology


Interactive Touchscreens Why buy an Interactive Whiteboard system when you can have a MiTouch? MiTouch has been on the Irish market since 2011 and is known for value and reliability. Service is provided by Media Scene who are part of Guaranteed Irish, supporting schools since 1997. Can be Wall mounted or Portable with Optional Trolley No Projector means no lamps to replace, no filters to clean, no major degrading in quality. No Projector Shadow or shine in the presenters eyes Suitable for the brightest of rooms Long lasting meaning lower cost of ownership. Much higher resolution and clarity Low Maintenance MultiTouch, like a huge Tablet Robust and not easily damaged No need for a dedicated pen Choice of 55”, 65” or 75” 5 Year On site Irish Warranty Many also with built in Android Replacement lamps, Visualisers Etc. We understand that many schools and colleges cannot upgrade all systems to the MiTouch and need to keep existing systems running. We can supply replacement short throw projectors or lamps at a low price and with 2 year warranty. Also ask us for pricing when it comes to visualisers, laptops and PCs.

Call us on 01-2755800 for a quote Email with any queries. Websites: MiTouch: IQBoard:

34 Education


MIT ‘Digital Schools Platform’ AS another busy academic year begins, schools have a lot to contend with. An innovative Irish software a n d s e r v i c e s c o m p a n y, M I T Education Solutions, has a unique approach to Education Management by bundling administration and eLearning solutions into what they call a ‘Digital Schools Platform’. The ‘Digital Schools Platform’ is an integrated managed services solution which provides a single point of access to services such as admissions management, payment and eLearning. The platform is designed to assist schools in implementing their Digital Strategy and eLearning Plans in line with the Government’s Digital Strategy for Schools. Digital Schools & eLearning The provision in January 2017 of €30 million in grants for ICT infrastructure has re-energised the implementation of eLearning in schools. The funding is designed to support the development of an

eLearning Plan to embed ICT in teaching and learning. The MIT eLearning solution is based on Moodle which is an easy to use, web based platform deployed in over 70,000 schools and colleges and used by over 100 million people worldwide. It allows teachers to upload course notes and information, set assignments and communicate with students. Progress can be tracked online and individualised feedback provided. Students can access the system anywhere, anytime over the web. New Legislation about Admissions Management The overall objective of the new Education (Admissions to Schools) Bill is to ensure that every child is treated fairly in relation to enrolment, and for schools to provide structure and transparency in their admissions processes. The Bill is expected to become law over the coming months and if enacted, will

impose stringent controls on schools in the way they manage their admissions and enrolments. "It allows Already overburdened school teachers to management and staff will need to upload course carefully manage their admissions notes and information, set processes to ensure they do not fall assignments and foul of this law. By deploying a syscommunicate tem like the MIT Admission with students. Management System, schools can Progress can adapt their processes to ensure they be tracked remain compliant. online and individualised feedback provided. Students can access the system anywhere, anytime over the web"

School Fees & Payments The costs and risks associated with managing cash in schools along with health and safety concerns are forcing schools to adopt online and cashless solutions to manage school fees. The MIT Payment Solution provides a secure and easy to use managed solution for schools. For a free demonstration of the MIT Digital School Platform, contact Seamus Morris in MIT Education Solutions on 086 153 7747 or

Digital Schools EDUCATION SOLUTIONSPlatform The MIT ‘Digital Schools Platform’ is an integrated managed services solution providing a single point of access to services such as admissions management, payment, and eLearning. The platform is designed to assist schools in implementing their Digital Strategy and eLearning Plans in line with the Government’s Digital Strategy for Schools. To arrange a free demonstration of the ‘Digital Schools Platform’, please contact:

School Payments Solution • • • • •

Facilitates secure payment of school fees Payment accepted online, by phone & in person Parents / Students can pay by card, cash & cheque Integration to Sun Accounts, Manser, Sage Report generation

Admissions Management System • • • • •

Secure, online enrolment & admissions management Document & photo ID upload Online payment at point of application Integration with school/college MIS Reporting & dashboards

MIT Education Solutions ArcLabs Research & Innovation Centre WIT West Campus Carriganore Waterford Ireland

Moodle eLearning System (LMS/VLE)

Contact: Mobile: Office: Email: Web:

• • • • •

Seamus Morris 086 153 7747 051 834 150

A securely hosted and managed Moodle environment Teachers can upload notes & set assignments Progress can be tracked online & feedback provided Students can access the system over the web Notes & assignments can be stored in the system

Education 35


Recent Nursing NURSING trends and outcomes 1


For further information please contact: E:

Victor Pigott (Senior Statistics Manager) Denise Frawley (Data and Policy Analyst)




of all new entrants are undertaking a Nursing course in 2015/16; the same proportion as 2011/12

What HEA-funded institutions provide Nursing courses? DCU, NUIG, TCD, UCC, UCD, UL, St Angela’s, Athlone IT, Dundalk IT, Galway-Mayo IT, IT Tralee, Letterkenny IT and Waterford IT

Full-time Nursing New Entrants, 2011/12 – 2015/16 Field of Study












% Change between 2011/12 & 2015/16


Who are Nursing New Entrants in 2015/16?


of Irish Nursing new entrants are in receipt of a SUSI grant in 2015/16. This compares to 46% of all Irish new entrants in the same year.

Nursing New Entrants BY AGE, 2015/16 UNIVERSITIES

26% 74%



23% 66%


4% 96% 1



21% 79%

77% Irish


2% 98%



9% 91%

7% 93%



26% 74% Non-Irish


BY GENDER, 2015/16


4% 96%

13% 87%

10% 90%

Refers to all courses under the broad discipline of ‘Nursing and Midwifery’ (from 2014/15 onwards) and ‘Nursing and Caring’ (up to and including 2013/14).

36 Education

Nursing Graduate Outcomes

Where did they end up nine months after graduation? First Destination Data for DCU, NUIG, TCD, UCC, UCD & UL Nursing Graduates (Levels 8-10)

Nursing 2015 Graduates by Gender MALE



In employment




In Ireland











Further Studies/Training


of Nursing graduates responded to the survey

Nursing 2015 Undergraduate2 Graduates in employment by Salary & Gender vs All Undergraduate 2015 Graduates (in brackets)

Seeking Employment





Unavailable for Work/Study




€25,000 - €45,000 €45,000 +



of Nursing 2015 Graduates employed in Ireland are working in Health Services (both Health Board and Other), while 1.5% are working in Social and Charitable Services.

Full-time Undergraduate and Postgraduate of Nursing 2015 Graduates employed Overseas Nursing Enrolments, 2011/12 – 2015/16

88% 7700



are working in Health Services and 7% are working in Higher Education and 7,614 841Other 826 Education (including language schools). 7,469




First Destination of 2015 Irish and 7300 Non-Irish Nursing Graduates 7100



In employment 6900 6,904 In Ireland 6700




Further Studies/Training 6500 2011/12 Seeking Employment


Undergraduate Unavailable for Work/Study

2013/14 Total





90% 6,628

83% 6,728





2014/15 1%

2015/16 2%




17% (42%)

29% (51%)

28% (47%)

76% (54%)

70% (47%)

71% (50%)

7% (4%)

1% (2%)

1% (3%)

100% (100%)

100% (100%)

100% (100%)

Nursing 2015 Postgraduate3 Graduates in employment by Salary & Gender vs All Postgraduate 2015 Graduates (in brackets) MALE




6% (25%)

5% (27%)

5% (26%)

€25,000 - €45,000

50% (56%)

55% (55%)

54% (56%)


44% (19%)

41% (17%)

41% (18%)


100% (100%)

100% (100%)

100% (100%)

€45,000 + Total

800 % Change between 2011/12 & 2015/16 2 Undergraduate refers to Honours Bachelor Degree and Higher Diploma (Level 8) graduates 750 in employment. 700 3 Postgraduate refers to Postgraduate Diploma, Master’s Degree Taught (Level 9) and

  

650Doctorate (Level 10) graduates in employment. 600

Where do Irish 2015 do non-Irish Nursing -3% Where43% 1% Nursing Graduates Graduates go for Employment? Undergraduate Postgraduate Total 500 go for Employment? Ireland 88% 550


Ireland Great Britain Other Total


Postgraduate 1% (see right-hand 1%side axis)

96% 2% 2% 100%

Other Great Britain Australia India Total

5% 4% 2% 1% 100%

Nursing Undergraduate Enrolments Nursing 2015 Graduates in Employment – Summary of Common Job Titles Who Enrolled in Full-Time Undergraduate Nursing Courses in 2015/16?

49% 89%


26% 74%


of Irish full-time undergraduate (Other) EU 5% are in 3% Nursing enrolments Non-EU receipt of a SUSI grant in 2015/16. ThisOther compares to Manager/ Activity therapist, 44% of (e.g. all Irish full-time Senior Nursing Analyst, Nanny, Waitress, undergraduates in the same Position Outreach Officer, year. 4% of all full-time Operations Support undergraduates enrolled in Officer) Nursing in 2015/16 compared Unknown to 5% in 2011/12. Total


Non-Irish Nursing Undergraduate Enrolments by Continent, 2015/16













Europe EU








America North


America South



Research/ Teaching Asia


2% 98%


8% 92%



1% 10%



Healthcare 6% Work/Health 14% 20% Promotion




Europe non-EU





















27% 73%

9% Irish











15% 85%




11% 89%

Education 37

38 Education

National Learning Network

Are your students unsure of what to do next? Students doing group work at National Learning Network.

School Leavers

HAVE you recently left school and want to get a qualification, but you’re not sure about college? If you need extra support to continue with further training one of National Learning Network’s (NLN) 50 training centres around the country could be the answer. NLN, the training and education division of Rehab Group, has over 50 years of experience in assisting people to learn the skills they need to build lasting careers in jobs that reflect their interests and abilities. Whatever your circumstances – whether you are long-term unemployed, have an illness, have a mental health issue or a disability – National Learning Network can help you. As Ireland's largest non-governmental education and training organisation, NLN offers over 70 different training programmes from art and cookery to computer and business skills in centres across the country. So, whatever your interests, we have the training programme for you. Vocational courses funded by the ETBs include the following: Arts, Craft and Media, Catering, Tourism, Hospitality and Leisure, Business Studies and Administration, Computer and IT, Horticulture and Environment, and Career Exploration and Employment. “90pc of people who complete National Learning Network programmes progress to employment or further education and training,” said Rehab’s Head of Learning, Cormac Woods. “Our courses are designed around the needs of each individual student, enabling them to achieve their vocational goals at their own pace. A comprehensive range of additional supports such as career planning, personal and social skills, literacy and numeracy classes are also available. Assistive technology is also provided to those who need it,” he added. Unique system of training delivery At National Learning Network we are different. Our unique system of training delivery enables students to reach their potential in a manner that takes account of personal, social and environmental requirements. National Learning Network provides mental health services within its extensive range of QQI accredited courses across a range of levels. All of our managers, instructors, rehabilitation officers, resource teachers, social skills facilitators, psychologists and advocacy officers have had extensive training in this field. In addition to a wide range of centre-based courses, students can also avail of employer-based training with host companies, or distance learning courses that have enabled people, particularly those with disabilities and mobility difficulties, to boost their job prospects by studying at home.

Do they need more support and further training and education? National Learning Network offers a range of flexible courses in over 50 centres across the country. Our courses are designed to develop valuable skills and give knowledge and confidence to help your students get a job or progress to further education and training. Courses include work experience opportunities and offer nationally recognised qualifications accredited by City and Guilds, ECDL and QQI. Find out more at: 1890 283 000 | |

A training allowance may be provided (depending on eligibility criteria).

If you would like to know more then go to or call 1890 283 000 Education 39

New paths to THE education system in Ireland falls short for many people. We know that some people don't get the education they need in order to compete in the work place. This may be because of family income, geography, lack of role models or changing employment profiles. At the same time there are thousands of vacancies and skill shortages in the high-tech Information Technology (IT) sector, which threatens our ability to attract and create new businesses. Imagine if we could address both of these problems at the same time, that we could take our pool of talented jobseekers and upskill them to meet the demands of the IT sector. Industry-led Fasttrack into IT, colloqually known as FIT, is an industry led initiative which seeks out potential IT talent across Ireland's young people and matches it with demand from many of the country's leading multinational and domestic tech companies. The program has been gaining momentum since its inception in 1999 and, to date, some 13,500 have passed through on their way to highly skilled, well-paid employment. George Ryan is the Chief

FIT (Fasttrack into IT) is developing new apprenticship models to resolve Ireland's twin problems of educational underachievement and technology skill shortages. FIT's George Ryan talked to Niall Gormley.

Opperating Officer at FIT and defines the initiative in terms of both sides of its remit. "It’s aim is to assist long-term unemployed and disadvantaged job seekers get into employment through the attainment of technology skills', he says. "FIT itself is an industry initiative, the main IT companies in Ireland are on the board of FIT and support it, such as IBM, Microsoft, Accenture, SAP, AOL and many more." Retraining and upskilling He says that there are a variety of groups where FIT aims to help. The unemployed is one obvious category and the aim here may be to retrain or to upskill in cases where someone has lost their job after a number of years. Social geography is also a factor and underachievement may

FIT ICT Associate Professional Company Sponsors

40 Education

"We are concerned about young people who may not see third level as an option for them. So you’re left with a lot of potential talent for the IT industry"

occur where young people in certain areas do not have a tradition of third level education. "We are concerned about young people who may not see third level as an option for them. We know that there are many areas in Ireland which have a very low rate of participation in third level education, as low as 15 per cent. So you’re left with a lot of potential talent for the IT industry," he said. FIT also seeks out young people who may not have had sustainable employment since they left school and to take young people directly from school on a different path to gain IT skills than the traditional routes. In many areas this offers a crucial opportunity for young people to aspire to skilled rather than unskilled work. Assessing aptitudes The first step in FIT's aim to match potential to skill is to assess the aptitudes of the candidates for the program. George Ryan explains: "We have our own way of assessi n g p e o p l e ’s a p t i t u d e s . T h e traditional way to assess young people is to look at their grades, whether Junior Cert or Leaving Cert. But when that’s not fruitful, when a person hasn’t completed a certificate or that they haven’t done as well as they though they should, we look at assessing their aptitude. The things we’re looking for is motivation and desire to succeed but also in terms of IT we do have a set of aptitude assessments." The process starts by giving people information about the careers that are available in the tech industry and

o ICT careers

Pictured above are the participants from the current LMETB programme that is running in the Regional Skills and Training Centre in Dundalk.

encouraging them to follow that path. FIT can point out what others have achieved, coming through nontraditional routes in IT. If the person is interested at that point then FIT send them to the aptitude assessments. "When we get back the results we can feed it back to the person and tell them that they have scored highly on a particular test and that they should pursue a software career, for example. Or we could say to them: 'You could be a very good network engineer - you have a practical approach and have shown a good technical understanding'.” The aim in the apprenticeship-type programs is to match candidates

"We can work with individuals to improve their presentation skills, their interview skills and their CVs to give them the confidence to fit in with their sponsors. So we help to make people’s talents become more visible to the companies"

with an employer who will sponsor them. So FIT sends employers people who they think suit their industry needs. That’s a large part or FIT's remit. When a candidate has been matched to an employer, FIT can also help with the candidate's broader skillset. "We can work with individuals to improve their presentation skills, their interview skills and their CVs to give them the confidence and preparation to fit in with their sponsors. So we help to make people’s talents become more visible to the companies", says George. Major industry standards Once matched with their sponsors the candidate embarks on an aprenticship-type program combining on-site periods interspersed with full-time and part-time study. "The apprenticeship-type course is Level 6 and the awards attained are a combination of international awards. We’re using City & Guilds awards at the moment at Level 6 as well as industry certification. Microsoft Certification for example, or a major industry standard like CompTIA. These are global standards that we have brought into a

training program here so that people can come out of it and be instantly recognised by companies for their skills. "The other awards, like City & Guilds, are more foundational in that they focus on specific areas. One is what we call an ICT Associate Professional Software Developer and the other is ICT Associate Professional Network Engineer." He points out that people often don’t know what the job roles entail and in schools it’s often hard to get good information on these careers. The IT industry is growing rapidly and has a range of careers to offer with higher incomes. The companies supply FIT with a lot of information about where their skills shortages are and FIT then, in conjunction with steering groups of companies, devise programs. So companies see it as a way to get hold of new talent in addition to their graduate recruitment. Change on the ground The program is only two years old and the first participants will graduate in May. FIT has already seen some positive feedback from the employers and it believes that it’s >>> Education 41

New paths to ICT careers

>>> working for them. The plan is to get more companies to avail of the program and to expand it over the coming years. FIT would also like secondary schools students to look at the program as an optional learning route. Company compliments In Ireland this 'learn and earn' route has normally only been available in the trade and craft area but now with the development of these new apprenticeships that is now changing. Companies who traditionally hired Level 8 honours graduates from universities have sponsored candidates. According to George they are saying some very strong things about their satisfaction with the people coming their way. "It’s no longer the new-kid-onthe-block and it doesn’t require a hard sell. We have a whole range of top companies involved and that adds to the credibility of the pro-

The FIT Associate Professional Award route

42 Education

gram. So when you go to another county and another company, the program sells itself. "It’s past its proof-of-concept stage and it’s about helping companies understand that it’s a good fit for them. And lots more SMEs and smaller Irish companies are getting involved," he notes . Going national It’s a different way of doing things and a way that Ireland hasn’t provided for the technology industry before now. FIT are planning for it to become a national apprenticeship - at the moment it’s a pilot program with 200 participants in Dublin, Cork, Athlone, Galway, Dundalk and Monaghan. These Pilot programmes are being delivered in conjunction with the relevant ETB’s in each region, and it is because of this positive partnership approach that these Pilots have been such a success.

"So far we’re finding a very high rate of completion from people joining the program. We are not seeing the typical one third dropout you get in the technology arena. Our candidates, in fact, are more likely to be hired before their course is finished"

It will need to go through all the steps required to get approval for a national award from the QQI. From the point of view of FIT and its national board, there’s an aspiration to see growth year-on-year, and to grow towards 1,000 or 2,000 people per year. In 2017 FIT want the number of people entering to be 250 with some 130 companies involved. FIT are also attracting companies who are not core IT companies but have larger IT departments, like the Central Bank of Ireland and the ESB. FIT have just completed a pilot program with Intel and most of the people on that program are now employed as maintenance technicians in advanced manufacturing. These technicians use a variety of technologies and skills, including pneumatics and robotics - not necessarily just IT. Diverse talents But back to the students. George Ryan points out that the programs are drawing in people who may have tried other things or who may have been in declining industries. Now companies are getting people with diverse talents and experience. So there is ready talent available. "Some people really don’t want to sit in a college environment for three or four years. They may be more motivated to learn on the job and study. "So far we’re finding a very high rate of completion from people joining the program. We are not seeing the typical one third drop-out you get in the technology arena. Our candidates, in fact, are more likely to be hired before their course is finished." "Participants can always take their qualifications and pursue more education and qualifications at higher levels if they wish either full-time or part-time, and we’re fully supportive of that. "So it’s a way to get started, it’s a way to earn money and it’s a way to become independent. It’s the start of a journey for many people."

Post Leaving Cert Courses at QQI Level 5 Courses Healthcare and Community Care • Applied Social Studies • Childcare/Special Needs Assistant • Nursing Studies • Health Service Skills • Pharmacy Assistant


Pre-University General Courses • Pre-University Arts • Pre-University Law • Pre-University Business Pre-University Science Courses • Pre-University Science • Agriculture Science • Animal Care • Equine Business & Horsemanship • Horticulture General Business • Business, Tourism and Public Relations • Tourism and Travel - Airline Studies • Office Administration • Retail Studies • Beauty Therapy • Hairdressing

Academic Year Sept 2017 - May 2018

Sport • Sports Management and Coaching • Sports Science Food • Professional Cookery • Food Science Multimedia and Computers • Creative Media • Multimedia and Computers • Computer Systems and Networks • Sound Production

Advanced Certificates (QQI level 6) • Advanced Certificate in Healthcare Supervision • Advanced Certificate in Early Childhood Care and Education • Advanced Certificate in Community Development • Advanced Certificate in Multimedia and Web Development • Advanced Certificate in Sports and Recreation • Advanced Certificate in Professional Cookery • Advanced Certificate in Art

The Arts • Music Performance • Art Portfolio

Apply online at


Dunboyne CFE, Dunboyne Business Park, Dunboyne, Co. Meath. A86 WC91 Email: Fax: (01) 801 5968

Phone: (01) 802 6577 Education 43

Arigna Mining Experience

An Insight into a Coal Mining Life THE Arigna Mining Experience in Co. Roscommon will certainly appeal to those looking for a day out with a difference. The visitor centre is located in a beautiful scenic location overlooking Lough Allen. Now a popular tourist spot, this visitor centre preserves the mining heritage of this area and allows visitors an insight into coal mining life as it was in the Arigna Valley for centuries. With an ex-miner as your tour-guide, the visit to the museum includes access to an exhibit area where there is a DVD presentation and a wonderful authentic photographic exhibition. The highlight of the visit is an underground tour with an ex-miner as your tour guide where the visitor is brought to the mineâ&#x20AC;&#x2122;s coal face and where lighting and sound effects add to the reality of the experience. The centre is fully accessible and is an all-weather facility. It is an ideal day out for the family with a gift shop and coffee shop on site. The Arigna Mining Experience and its world class tour is close to the borders of Sligo, Leitrim and Mayo. The centre is open 10-5pm daily, all year round. FIND OUT MORE: Tel: 071-9646466 |

44 Education

School Tours

Why choose Pirates Cove? PIRATE’S COVE has been catering for School Tours in the South East for the last 25 years, offering superb value, quality and hassle free tours. With our huge selection of rides, games, and entertainment for all ages and budgets, we have something for absolutely everyone. Our new school tour packages are totally stress-free, with everything coordinated by our trained supervisors. We specialise in tailor-made packages and offer unmissable value on all our activities with discounted prices for multiple activities. • • • • • • • •

Our Complex includes: 18 Hole Adventure Golf Course Six Lane Ten Pin Bowling Alley Fun Caves (soft play area) Bubble Rollers Bumper Boats Go Karts Games Arcade Lagoon Cafe

Captain Jack Cove and Aye Aye Izzy guarantee that each scallywag will enjoy an amazing adventure that they will never forget here at Pirates Cove! After a great day of fun and games, each scallywag can retire to the Lagoon Cafe for a hot feast fit for a mighty pirate! FREE lunch and refreshments for teachers! FREE Golf passes for both Teacher and Pupils to use with their family or friends another day. Please contact us on 053 9425555 or email sales@ so that we can tailor make a package to suit the needs of your School.

Ahoy Mateys! Come along to Pirates Cove and enjoy a wonderful day out where Captain Jack and Aye Aye Izzy will ensure that their crew enjoys swashbuckling fun all day long. They have many types of tour packages to offer and all are of great quality, superb value and are hassle-free. Our Complex includes the Fun Caves (soft play area), 18 Hole Adventure Golf Course, Bowling Alley, Bubble Rollers, Bumper Boats, Go Karts, Games Arcade and a Cafe where each scallywag can enjoy a hot feast fit for a mighty pirate!


Education 45

Marble Arch Caves UNESCO Global Geopark

Education and fieldwork opportunities at the Marble Arch Caves UNESCO Global Geopark


GEOPARK is an area with really special rocks and landscapes. These may be special because they are good for education, or because they are of great scientific value. They may also be special because the rocks and landscapes are very rare, or simply because they are exceptionally beautiful. Geoparks aren’t just about rocks and landscapes though, they also include places that have important history and archaeology, fascinating plants and wildlife, and often intriguing folklore. After all, many of these are intimately linked with the ground beneath our feet. About the Marble Arch Caves UNESCO Global Geopark United Nations Educational Scientific and Cultural Organisation (UNESCO) endorsed Geopark status was first awarded to the Marble Arch Caves and adjoining Cuilcagh Mountain Park in 2001 and since this time the Geopark has expanded rapidly from these two original sites. In 2007 and 2008, the Geopark underwent two phases of expansion first into public access lands in west Fermanagh and secondly into west Cavan making the Geopark not only one of the largest in the

world but, also the first cross-border Geopark in the world. In 2015 UNESCO officially recognised the Global Geoparks Programme, Creating Marble Arch Caves UNESCO Global Geopark. The Geopark now stretches from the northern shores of Lower Lough Erne in County Fermanagh to Lough Oughter in County Cavan. The Geopark is jointly managed by Fermanagh & Omagh District Council and Cavan County Council.

available for Leaving Certificate and AS/A2 level Geography teachers. This is a self-led study guide with information on sites to visit and the features of interest within them. For primary school pupils Earth science workshops are organised as part of Science Week every March and November. Training courses are also offered for both primary and post-primary teachers in how to teach Earth science more effectively.

Education and Fieldwork Opportunities 1. Primary & Post-Primary The Geopark offers many environmental educational packages including site specific packages for both primary and post-primary school pupils. A number of workbooks and guided education programmes are on offer for primary and post-primary school pupils. These are delivered at the Marble Arch Caves Visitor Centre, Cuilcagh Mountain Park or at the Cavan Burren Park. Key curriculum components covered focus on the topics of geology, biodiversity, archaeology and history. Indeed, specific programmes can be tailored to suit individual needs upon request. An Earth Science Education Field Guide is

Education Activities and learning areas • Cave Tours • Woodland and Habitat Studies • Vegetation Studies • Sustainable Tourism • Glacial Processes • Rock Cycle and Resources • Sustainable Living 2. Tertiary Education & Lifelong Learning The Geopark has produced a booklet with information on areas of study within the Geopark. The Geopark employs a Geologist and Education Officer whom are both on hand to provide information prior to or during a visit. Where possible, programmes can be tailored to suit individual requests. A number of university accredited courses are offered within the Geopark. Other Services Geopark staff members can carry out visits to schools and also organise special education events at various times throughout the year. FIND OUT MORE Further information please contact: Geopark Development Officer Marble Arch Caves Global Geopark 43 Marlbank Road, Legnabrocky, Florencecourt, Co.Fermanagh BT92 1EW. Tel: 028 6634 8855 (NI) Tel: 048 6634 8855 (RoI)

■ Educational activities on lower slopes of Cuilcagh Mountain

46 Education

Marble Arch Caves Marble Arch Caves are one of Europe’s finest showcaves allowing visitors to explore a fascinating, natural underworld of rivers, winding passages and lofty chambers. Lively and informative guides conduct tours past a bewildering variety of cave formations. Stalactites glisten above streamways and chambers, while fragile mineral veils and cascades of creamy calcite coat walls and create shimmering terraces. Spectacular walkways allow easy access while powerful lighting reveals the stunning beauty and grandeur of the caves. Electrically powered boats glide through huge caverns carrying visitors along a subterranean river. Tours last for 75 minutes and are suitable for people of any age and of average fitness. Comfortable walking shoes and a warm sweater are recommended. Opening times: March 13th – June: 10am – 4.30pm every day; July – August: 10am – 5pm every day; September: 10am – 4.30pm every day; October: 10:30am – 3:00pm every day; November – February: CLOSED. It's advisable to phone to ensure that you can be accommodated and to check the availability of tours as the caves can be affected by heavy rain.

Marble Arch Caves are located in a National Nature Reserve in the shadows of Cuilcagh Mountain and have coach and car parking, toilets and baby changing facilities, souvenir shop, restaurant, exhibition area, free audio-visual presentation and free WiFi. Education packages are available for school children and for those interested in lifelong learning. An events programme is delivered throughout the year.

Cuilcagh Mountain Park CUILCAGH Mountain and the Marlbank area provides some of the most spectacular scenery in Fermanagh. At 665m, Cuilcagh is the highest point in Fermanagh, and the only true mountain. Its distinctive table-top profile is easily identified across the region and forms the focus of an area rich in geology, archaeology, folklore, flora and fauna. The mountain itself is topped by gritstone, exposed in places as dramatic cliffs sweeping down to the lower sandstone and shale slopes. The middle slopes of Cuilcagh Mountain are covered with a thick layer of peat and form one of the best examples of a blanket bog ecosystem in the north of Ireland. The lower slopes of Cuilcagh Mountain are formed of limestone with its associated (karst) landforms and complex cave systems.

Education 47

Teagasc College of Amenity Horticulture

Horticulture as a career path THE Teagasc College of Amenity Horticulture is located in the National Botanic Gardens in Dublin’s northside suburb of Glasnevin. At this location we teach full time courses in Horticulture at Level 5 (Certificate, 1 year), Level 6 (Advanced Certificate, 1 year) and Level 7 (Ordinary Degree, 3 years). We have approximately 200 students from all over the Dublin, the greater Leinster area and beyond. Fantastic outdoor classroom Students who enter the courses have the ability to learn in the fantastic outdoor classroom which is the plant collection of the National Botanic Gardens complimented by the new state of the art college teaching facilities which were completed in 2014. We have the added benefit of students being taught by top class Teagasc and OPW staff of the Gardens who take students on prac-

tical work experience during their studies in the college. Our qualifications are fully accredited and suit people who wish to follow the area of Horticulture as a fulltime career path. The basic science of horticulture is covered in all courses, soils, plant science and plant identification and then students can further study areas like Landscaping, Sportsturf, Nursery stock and Food Crop production. These subjects give people the foundation to build a strong career in the horticultural sector. Degree course Students can enter first year either by applying directly to the college for the Certificate course or through the CAO for the level 7 degree course (WD097). We have a partnership w i t h Wa t e r f o rd I n s t i t u t e o f Technology for the delivery of the d e g re e c o u r s e i n t h e B o t a n i c Gardens.

"The basic science of horticulture is covered in all courses, soils, plant science and plant identification and then students can further study areas like Landscaping, Sportsturf, Nursery stock and Food Crop production

This year students can also study part time modules in Horticulture at level 5 and level 6. This will enable people who are working to drop in to partake in modules that are awarded as components of the major award at level 5 and level 6. This year we are offering Level 5 modules on a part time basis - see list below for summer courses and courses within the academic year. We also offer Level 6 modules on a part time basis, for those working in the industry. The college is holding a Career and Course information day on Thursday 5th October from 2.00-4.00pm and all are welcome to attend.

FIND OUT MORE: Teagasc College of Amenity Horticulture, National Botanic Gardens, Glasnevin, Dublin 9 01 8040201 or 01 8040202 Email:

A Career in Horticulture... Situated in the National Botanic Gardens Glasnevin, the Teagasc College of Amenity Horticulture offers a range of courses in Horticulture. This wonderful setting provides the unique blend of the finest park setting in the capital coupled with the experience of the staff of the gardens and the Teagasc staff. All students can avail of work experience in the Botanic Gardens as well as in parks around the city and other placements further afield. Graduates of the college are leaders in the field of Horticulture and develop clear career pathways. Careers in landscape design and construction, parks, garden centres, fruit and vegetable production are all followed by the graduates. Full time Courses: • QQI Level 5 Certificate in Horticulture • QQI Level 6 Advanced Certificate in Horticulture • QQI Level 7 BSc in Horticulture in Partnership with WIT (WD097) (CAO Application) Part time Courses: Summer (June/July) • Plant ID and Use • Garden Design (New) • Ornamental Horticulture (New)

Part time Courses: Academic Year: • Plant ID and Use • Plant Propagation • Landscape Construction and Maintenance • Plant Protection • Fruit and Vegetable Production • Horticulture Mechanisation

Course and Careers Information Day

Thursday 5th October @ 2.00 – 4.00pm Venue: College Building in National Botanic Gardens (No prior booking needed)

Application forms and details on all courses can be found at: Telephone 01 8040201 or email: 48 Education

RECENTLY PUBLISHED ...........................................................................................................

Women Writing War By Tina O'Toole, Gillian McIntosh & Muireann O'Cinneide WOMEN'S literary expressions of war have long been neglected and at times forgotten in Irish scholarship. In Women Writing War: Ireland 1880-1922 many of these forgotten women are revealed through their writings as culturally active and deeply invested in the political and military struggles of their turbulent times. From the Land Wars to the Boer Wars, from the First World War to the Easter Rising, the War of Independence and the Civil War, women grapple with the experiential representation of conflicts. The range of topics explored include: women's eyewitness accounts of 1916, Winifred Letts's First World War poetry, the political rhetoric and experiences of Anna Parnell and Anne

Blunt during the Land War, Peggie Kelly's fiction and Cumann na mBan activism, the cultural nationalism of northern. Protestant "New Women" of the Glens of Antrim, Emily Lawless's Boer War diary as well as the dramatic collaboration of sisters Eva GoreBooth and Countess Markievicz. Engaging with recent scholarly debates on sexuality, war writing, and the politics of Irish warfare, the book explores the ways in which conflict narratives have been read and interpreted - as deeply gendered. Radicals, revolutionaries and queer activists, as well as women who remained attached to the domestic sphere, are all represented in this volume. Royal Irish Academy • Around €30

To Raise the Fallen:

A Selection of the War Letters, Prayers and Spiritual Writings of Fr Willie Doyle

By Dr Patrick Kenny DUBLIN-BORN military chaplain Willie Doyle SJ died in action during the Battle of Passchendaele on 16 August 1917, having been hit by a German shell while rushing to the aid of wounded soldiers trapped in No Man's Land. In To Raise the Fallen, Patrick Kenny introduces readers to this remarkable figure from Irish Catholicism whose faith, courage and generosity in the face of untold devastation continues to inspire Christians and non-Christians alike. The book comprises a selection of rich and vivid letters from the front, alongside diary entries, prayers, spiritual writings and extracts from pamphlets on the vocational life that made him a publishing sensation across Europe in the early years of the twentieth century. Veritas • Around €15


The Archaeology of Lives, Labours and Beliefs at Raystown, Co. Meath.

by Matt Seaver THE archaeological site at Raystown was lost for 1,000 years, until it was rediscovered by geophysical survey as part of archaeological investigations along the route of the M2 Finglas–Ashbourne road project. Archaeological excavations carried out over a year revealed that Raystown began as a cemetery in the fifth century AD and evolved over the next 200 years into a large farming settlement surrounding the cemetery. The book describes the large number of artefacts recovered, included dress accessories, domestic equipment, and tools and by-products of craftworking. Wordwell • Around €25

Hitler’s Irish Slaves By David Blake Knox THIS is the shocking story of 32 merchant seamen from Ireland who were held in conditions of great hardship in an SS slave l a b o u r c a m p f ro m 1 9 4 3 t o 1 9 4 5 . Mercilessly punished for their refusal to join the German war effort, and ignored by their own government, they became part of a slave workforce that was used to construct an immense bunker. The Nazis believed that they could build a ‘miracle boat’ in this bunker: a new type of U-boat that could win the war for Germany. To achieve that goal, many thousands of slaves were worked to their deaths. David Blake Knox explores the hardship endured by these men and why that narrative, and the men, has been neglected. New Island • Around €15

An Underground Theatre

Major Playwrights in the Irish Language 1930-80

By Philip O'Leary IRISH-LANGUAGE theatre has at times been on the fringes of Ireland's cultural landscape - invisible and underground - but its influence can be seen all over the island of Ireland. An Underground Theatre is the first full-length study of playwrights working in the Irish language in the pivotal 1930-80 period. Philip O'Leary analyses the works of Mairead Ni Ghrada, Seamus O Neill, Eoghan O Tuairisc, Sean O Tuama, and Criostoir O Floinn and discusses the production history of their plays and the critical reception of first productions and major revivals. O'Leary also outlines the beginnings of drama in Irish in the early twentieth century and provides important historical context. UCD Press • Around €45 Hardback Education 49


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Education Magazine 30-2i