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Education Volume 31 Issue 3 Editor Niall Gormley Production Michael Farrell Publishers Ard Education Ltd. Tel: 01-8329246 Email: firstname.lastname@example.org www.educationmagazine.ie
News: Gaeltacht education budget to double; Minister asks parents' preference on patronage of 12 primary schools; Exemptions rules from Irish out for consultation
News: Queen’s researchers develop a quicker, more efficient system to prevent ice build-up on planes; UCD spinout Naiad clinches Start-Up of the Year Award
An alternative, fully funded avenue to accountancy
Ireland Skills Live
Nursing and midwifery at UCD
The New Tech Apprenticeships at FIT
Design Real Issues 086-8986827
Studying psychology at the University of Pécs
Trinity College School of Nursing and Midwifery
Printers Nicholson Bass Ltd.
The Aer Lingus maintenance and engineering apprenticeship scheme
See your career going places with the ESB Networks Apprenticeship Programme
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FEATURE: The state of engineering: The Engineering 2018 report
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Horticulture as a career path at Teagasc
A broad range of further education opportunities at Crumlin College
Blackrock Further Education Institute: The importance of the college experience
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FEATURE: Fencing - teaching the cut and thrust of a new sport
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National Commis Chef Apprenticeship Programme at Kerry ETB Training Centre
Training service ay Kilkenny and Carlow ETB
Apprenticeships at Jones Engineering
COVER STORY: Universal Design at Cork Institute of Technology
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FEATURE: Fees and support for students across the EU
Education tours and field trips
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Adventure starts with Zipit Forest Adventures
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Reviews - recently published books
Education Suppliers Guide
Cover Picture - Universal Design at Cork Institute of Technology Cork Institute of Technology Multi-disciplinary student team StrydeTech - Cian O’Leary, Kevin Hayes, Jonathan Mullane and Team Leader Muireann Hickey - Winners of the Engineers Ireland Innovative Student of the Year 2018 National Award sponsored by Siemens. The StrydeTech team developed an enablement device (designed using universal design principles) also won a Top 2 Award in
the prestigious Global Health Category of the University Start Up World Cup 2018 in Copenhagen, Denmark from 1,500 worldwide entries. They were also declared Winners of the Enterprise Ireland Student Entrepreneur Cruickshank Intellectual Property Attorneys Most Technically Innovative Project National Award.
Gaeltacht education budget to double THE budget for education in the Gaeltacht is to increase from 1 million in 2017 to more than 2.3 million in 2018. Announcing the measure the Department said that the aim is to nurture the use of Irish in Gaeltacht areas and to provide high-quality education through Irish in schools and early-years settings in the Gaeltacht. The 'Policy on Gaeltacht Education 2017-2022', which was published in September 2016 following an extensive public consultation process, is being implemented on a phased basis over a five-year period. The overall objective of the Policy is to ensure that high quality Irish-medium education is available to Gaeltacht communities to preserve and promote Irish as the main language of Gaeltacht communities. It is expected that funding of up to €5m will be provided to support Policy implementation in 2019.
Minister asks parents' preference on patronage of 12 primary schools THE Minister for Education and Skills, Joe McHugh has invited parents to express their preference in relation to the patronage of 12 primary schools to be established in 2019. Parents are invited to express their patronage preferences using the Department’s new Online Patronage Process System (OPPS) website patronage. education.gov.ie This system has been developed to provide objective information to all parents and guardians which will allow them to make an informed choice in expressing a preference for a patronage model and language of instruction for their child’s education. The 12 primary schools will serve the following school planning areas: B o o t e r s t o w n / B l a c k ro c k ( D u b l i n ) ; Donaghmede/Howth/Dublin 13; Dublin 6/ Clonskeagh & Dublin 6W; Dunshaughlin; Glasheen/Cork City/Pouladuff; Goatstown/ S t i l l o rg a n / D L R ( D u b l i n ) ; K i l c o o l e / Newtownmountkennedy; Killester/Raheny/ Clontarf; Leixlip; Maynooth; Swords North
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and Swords South. The invitation follows on from the announcement of the establishment of 42 new schools over the next four years from 2019 to 2022. These planned new schools were decided following on from a nationwide, forwardplanning exercise carried out by the Department into the future need for primary and post-primary schools across the country. The four year horizon will enable increased lead-in times for planning and delivery of the schools. The Department has appointed a Project Manager to assist in the procurement of interim school accommodation for the schools opening in September 2019 and potential interim accommodation solution options have been identified for the majority of these schools. Minister McHugh said: “Parental preferences for each patron along with the diversity currently available in schools in these areas of growing population are key to decisions in relation to the outcome of this process."
Exemptions rules from Irish out for consultation THE Department of Education has launched a public consultation seeking the views of all stakeholders on the future direction of the granting of exemptions from the study of Irish. Recognising the linguistic, social and cultural importance of our national language, Irish is a core subject in the national curricula for recognised primary and post-primary schools and centres for education. This has been the case since the foundation of the State and the importance of the teaching of Irish has been re-affirmed on a number of occasions by the State, including most recently in the five year Action Plan for Irish 2018 - 2022. Current arrangements for the granting of exemptions from the study of Irish are now almost 25 years old. Under circulars written in the 1990s, the authority to grant exemptions from the study of Irish was devolved to schools. Research on the practice of granting these exemptions has highlighted difficulties experienced by school principals in interpreting and implementing the terms of the circulars. This has given rise to confusion and a lack of consistency in their application and instances in which exemptions are incorrectly granted. In addition, the research highlighted, for instance, that categories of special educational needs that are not mentioned in the circulars and associated conditions are frequently cited as grounds for exemption. Some students with exemptions from the study of Irish continue to study a modern foreign language for State examinations. The consultation will run to Friday 11th January 2019.
Queen’s researchers develop a quicker, more efficient system to prevent ice build-up on planes QUEEN'S University Belfast researchers are preparing for winter and have developed a new system to prevent ice from building up on aircraft. When a plane travels through clouds in cold weather, layers of ice can form on its wings, propellers or jet intakes. This can increase drag and reduce lift, which may lead to loss of control of the aircraft. A number of fatal aircraft accidents have been attributed to the build-up of ice on wings. The conventional anti-icing system on most passenger aircraft is based on hot air which is ‘bled’ from the engines and piped to the inner surface of the wing. The heat is then transferred to the outer surface by thermal conduction, which stops the ice from building. This system adds weight and maintenance requirements, and is not energy efficient. A team of experts at Queen’s have developed a more efficient alternative – an ultra-light weight heater, based on ‘webs’
UCD spinout Naiad clinches Start-Up of the Year Award made from carbon nanotubes (CNT) which can also be used for de-icing. Professor Brian Falzon, from the School of Mechanical and Aerospace Engineering explains: “We started by creating a ‘CNT web’, where individual CNTs are aligned in the draw direction, and horizontally stacking 10-40 layers of the webs. “Each layer of CNT web can be as thin as 1/2000 the thickness of a human hair and the weight of a web large enough to cover a football field would be less than 30 sheets of A4 photocopy paper. The team is developing further research on the system and it is hoped that it will be in use within a few years.
BIOSCIENCE firm Naiad has been named UCD’s Start-Up of the Year. The company won the €32,000 prize after being declared winner of the 2018 UCD VentureLaunch Accelerator Programme. The founders of Naiad are Assistant Professor Emmanuel G. Reynaud, UCD School of Biomolecular and Biomedical Science, and Professor Brian Rodriguez, UCD School of Physics, both fellows of the UCD Conway Institute. The firm’s liquid-based bioprinting techinque aims to help researchers create 3D models that better mimic the rich complexity of human tissue.
Open your students’ eyes to the world around them... We want your students to have memorable and fun experience at great value for money. We offer: • The widest range of destinations, visits, attractions & accommodation • Expert knowledge & one-to-one tour planning • Complete financial protection & 24hr emergency assistance on tour • Safety assessed accommodation, transport & excursions
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An alternative, fully funded avenue to accountancy THE Accounting Technician Apprenticeship is a new and practical pathway to a career in accounting, which oﬀers schoolleavers and mature learners the chance to take part in a fully funded work-based learning programme. Accounting Technician Apprentices get paid at least €19k per annum, pay no college fees and enjoy generous study leave in the run-up to exams. The programme leads to a Level 6 Advanced Certiﬁcate in Accounting, full membership of Accounting Technicians Ireland (ATI) and access to a fast-growing jobs market in the sector. Graduates can also pursue further study with Chartered Accountants Ireland, other professional accountancy bodies and higher education institutions. Apprentices work in the oﬃce four days a week, and study one day a week at a local college, putting learnings into practice over two years. “I was instantly drawn to the fact that I could work in the accounting environment and study at the same time. It is a great way of learning,” says Eamon Landers, who’s working in the Finance Department at Ballyhoura Development in Limerick and studying at Cork College of Commerce.
Apprentices are mentored in both college and the workplace, which helps to ensure that they can keep up with the demanding routine. “The support I receive from my college and workplace mentor is second to no one,” says Eamon. “My college mentor is there for any issues with college work and he is very approachable and understanding, while my workplace mentor plays a massive role in my development and progression throughout the programme.” The programme is currently available through ATI partner colleges in Cork, the Greater Dublin Area, Galway, Limerick, Monaghan, Waterford and Wicklow. Local employers range from large professional services ﬁrms to small practice, and from large businesses to SMEs. There are also opportunities to become an Accounting Technician Apprentice in the public sector. Apprentices learn a vast array of in-demand skills, such as bookkeeping, accounts preparation, regulatory frameworks, business ethics, tax management, payroll and budgeting, meaning their Level 6 qualiﬁcation supported by two years’ work experience and the MIATI designation will open up great opportunities for them when qualiﬁed. ATI, the leading professional body for Accounting Technicians in Ireland, is the programme coordinator, and apprentices complete its syllabus and work-based learning modules. ATI also assists employers in recruiting their apprentices by screening all applications and
“Local employers range from large professional services ﬁrms to small practice, and from large businesses to SMEs. There are also opportunities to become an Accounting Technician Apprentice in the public sector, with Revenue being one of our Apprenticeship employers.”
providing employers with highcalibre applicants who’ve met the programme entry requirements and passed a telephone interview. “The Accounting Technician Apprenticeship provides another avenue to accountancy to individuals looking to start a successful career in accountancy, which is both practical and supportive,” says Niamh Dowling, HR Assistant Manager at BDO Ireland, a leading professional services ﬁrm. “The apprenticeship blends professional studies and exams with practical work experience, which is very beneﬁcial to both the student and the ﬁrm,” says Niamh. To ﬁnd out more about the Accounting Technician Apprenticeship visit www.accountingtechnicianapprenticeship.
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Ireland Skills Live Careers Fair
Experience skills first hand! THIS is going to be the careers fair like no other. 3d Game of Thrones dragons. Virtual reality engines. Aeronautical engineering demos. Architectural design displays. All live over three days. If you know of any students who just might march to the beat of a different drum, which probably describes everyone you teach, the RDS Simonscourt next March 21-23 will be the place to be. Ireland Skills Live will attract tens of thousands of students over the three days. For the first time ever, a national expo of apprenticeships, skills and trades will be on show to the public, linking together the worlds of higher education and Irish industry; creativity and design, hospitality engineering and construction. Live competitions, demonstrations, hero stages, and a recruitment zone will all come together. Opportunities on offer And most importantly students an careers guidance teachers will see the opportunities on offer in the world of Irish apprentices. Currently there are 15,000 apprentices learning and crucially earning on the job, training in industry and trade which will empower them in their employment sector for the rest of their lives. The area is only growing exponentially and according to the Minister for Education Joe McHugh Ireland Skills Live is the first of many and it will continue to expand. “This new vibrant event will completely modernise the apprenticeship, bringing it into the 21st century and public consciousness. It is so important to engage not just with the students but also their parents and teachers; Ireland Skills Live will afford that opportunity and will offer alternatives and life choices to students. “There can be no stronger way to highlight career opportunities than to experience the national skills finals first-hand and listen to some of our most successful business people talk about how they started out, as young apprentices, to become industry leaders and champions.” For years, Irish apprentices have excelled on the global stage, winning medals at World Skills competitions,
now it is time to show off their brilliance at home. Prospective future employees Industry leaders on show to meet their prospective future employees include SISK, CIF, Failte Ireland, the ESB, Designer Group, Jones Engineering and Aer Lingus. Sodexo catering and Delatto hotels will be present in the hospitality sector with Chefs Network demonstrating live cookery and service skills. Among the new digital industry
"For the first time ever, a national expo of apprenticeships, skills and trades will be on show to the public, linking together the worlds of higher education and Irish industry"
present with be Autodesk, global leaders in digital 3D design, architectural virtual reality and media special effects. Talking life experiences And to add to all that there will be heroes talking about their life experiences; chefs, heads of engineering, operations directors, and CEOs, sharing their stories and how it all started with an apprenticeship. The HEA and the Department of Education are among the primary sponsors of Ireland Skills Live.
EXPERIENCE SKILLS FIRST HAND! IRELAND SKILLS LIVE IS THE ONLY EVENT THAT BRINGS TOGETHER SKILLS, APPRENTICESHIPS AND EMPLOYERS ALL UNDER ONE ROOF. YOUR STUDENTS WILL HAVE THE OPPORTUNITY TO:
See real jobs in action at the National Skills Finals
Visit www.irelandskillslive.ie for more information and register your group booking today.
Try a skill – test, touch and experience skills and trades Listen to success stories from former apprentices on the Heroes Stage Visit the Careers Area and see the jobs currently being recruited by employers from over 10 different industries
Nursing & Mid
Are you empathetic and reliable skills and an analytica
...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 same, nursing 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
dwifery at UCD
e, a team player with good communication al, problem-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) • Children’s and General Nursing (DN451) • Midwifery (DN452) • Mental Health Nursing (DN453) 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:
www.nmhs.ucd.ie Telephone: +353 1 716 6407 / 6569 • email: email@example.com Education 11
The New Tech A
Redefining the concept of ‘Hire Education’
ICT Associate Professional is the new National Apprenticeship Programme for all tech enthusiasts wishing to pursue a career in Ireland’s buoyant technology sector. Over 12,000 jobs are currently available in tech – as highlighted by the recent FIT ICT Skills Audit. 75% of these roles can be facilitated through tech apprenticeship programmes, providing immediate employment opportunities for job seekers and students.
Who is the programme for? Age: Programme is aimed at 1825 year olds but all adults (18+) can apply. Qualifications: A minimum of Leaving Cert (or equivalent). All candidates have to meet Aptitudes Assessments administered by FIT. Attitude: All candidates should be energetic tech enthusiasts with a determination to work in the ICT sector. The first six months of the programme involve intensive off-the-job training in a dedicated technology training centre. The remaining 18 months are a combination of on-thejob experience supplemented with training centre instruction. All training costs of the apprentices are covered by the State. FIT manages all aspects of the programme and co-ordinates employer input. Participating companies employ the apprentice throughout their apprentice-
ship and facilitate the on-the-job application of learning. Apprentices hone their skills while contributing to product development, technological advancement and talent development. Apprentices employed under contract receive payment to the value of €260 - €290 p.w. in the first year and €340 - €385 p.w. in year two. On successful completion of the programme, qualified apprentices typically progress into full-time positions within their sponsoring companies. This enhances the talent portfolio while increasing productivity and competitiveness in those enterprises. What is the ICT Associate Professional Apprenticeship programme? This new programme adopts a learning-by-doing format of ICT skills development, giving new meaning to the concept of 'hire education'. Over a two year period the programme combines off-the-job skills training with on-the-job application, and culminates in the
"This programme brings experience and thinking and has enabled us to broaden our talent pool to shape the workforce we need to help clients succeed" Hilary O'Meara Managing Director, Accenture Ireland
attainment of the ICT Associate Professional Apprenticeship Award. Participating companies are keen to recruit smart people with smart skills and this new programme will enable participants to 'earn while they learn'. In September 2017, FIT was appointed by the Apprenticeship Council to deliver two technology apprenticeships at Level 6 on the National Framework of Qualifications (NFO). A pilot programme was 'road-tested' by over 150 leading technology companies who sponsored 249 candidates over a two year period. The feedback from these tech companies on the calibre of talent they attained was exemplary. What are the key benefits to companies? • Widen your access to highly motivated tech enthusiasts with bespoke skills • Grow tech-savvy teams efficiently • Bring fresh thinking and energy to new technology and product development
How does the programme work? Employer is approved and apprentices registered. Tech company recruits apprentices for a 2 year programme in either Software Development or Network Engineering.
• Free up your more experienced staff to do whet they do but • Fast-track access to new tech skills What are the key benefits to apprentices? • Gain direct experience In a realtime technical environment ensuring increased productivity • Acquire an in-depth understanding of the latest technologies supporting Innovation • Develop business and interpersonal skills such as teamwork, customer-facing skills and project management The Tech Sector Wants YOU! People with tech skills are in demand not just in the IT sector – more and more jobs across industry require various levels of proficiency in IT.
A trend which is anticipated to grow as increasingly companies utilise technologies to manage their activities, market their products, communicate with their customers and increase productivity. Emerging Internet of Things (IoT) technologies are creating daily, new industrial sectors, way beyond the prospects of driverless cars, delivery by drones etc., resulting in the creation of new roles, skill sets and career paths across all sectors of the economy, which are expected to grow exponentially in the coming years. Tech sector needs more women Tech sector employers are keen to point out that they are seeking more female entrants. Gender balance is seen as key to the future success of companies and they are reaching out
"Internet of Things tech is creating new sectors, way beyond the prospects of driverless cars, delivery drones... ...resulting in the creation of new roles, skill sets and career paths across the economy"
to females who can expect to benefit from great work environments with an emphasis on a team approach and support for continuous professional development. The career opportunities in tech are both varied and rewarding and there is a strong demand for more women creators, team builders, business developers and leaders. So join in and create the future! FIT ICT Associate Professional - Software Development The primary role of a software developer is to be able to build, test and modify high-quality code. A developer will typically be working as part of a larger team, in which they will have responsibility for some of the straightforward elements of the overall project. >>> Education 13
The developer will need to be able to interpret design documentation and specifications. Examples of work include information databases, programs that control robotic systems, and cloud and mobile applications. With experience, you could become a senior developer with responsibility for project management, planning and research, or move into areas, such as systems design, IT architecture and business systems analysis. Partnership Approach P e t e r D a v i t t , C E O o f F I T, explained that the new tech apprenticeships were as a result of a strong partnership approach between government, the tech sector and the national education & training system. He praised the role of the Department of Education, the Apprenticeship Council, SOLAS and QQI for providing the policy and implementation structures necessary to enable new apprenticeships to flourish. In particular he acknowledged the key role of Education and Training Boards who are partnering with FIT throughout the country in the delivery of the training elements of the tech apprenticeships. FIT Associate Professional Systems & Networks The primary role of a network engineer is to design, install, maintain and support communication networks within an organisation or between organisations. Network engineers need to maintain high levels of operation of communication networks to provide maximum performance and availability for their users, such as staff, clients, customers and suppliers. They understand and work in areas such as network configuration, cloud, network administration, security and performance management, and are able to give technical advice and guidance. Professional Recognition Award: Portfolio of evidence (e.g. logbook, work-related project report) of professional development and applied learning in the workplace mapped to award standards. Internationally recognised industry certification selected to match the workplace technology environment e.g. A p p l e , C i s c o , C I W, CompTIA, HP, IBM, Linux, Microsoft, Oracle, SAP, VMware etc. 14 Education
What does an apprentice receive? Apprentices attain an Advanced Certificate in Computer Programming (Software Developer) or Computer Networking (Network Engineer).
"Apprenticeships will play a crucial part in providing access to a new pool of people with the right skills that are in demand in industry now" Liam Ryan Managing Director, SAP Ireland
Developed with the support of industry champions:
Studying psychology at the University of Pécs PSYCHOLOGY is challenging, exciting and useful, and is now one of the most popular University subjects in Europe. As the study of behaviour, it has close links with the biological and social sciences as well as with the humanities such as philosophy and literature. At the University of Pécs you may study psychology as a Single Honours degree on BA and MA level. This can lead to careers in, for example, clinical, counselling, educational, forensic, health or occupational psychology. Various spheres Many psychology graduates work in diverse occupations that do not carry the title ‘psychologist’ because the skills acquired while studying psychology transfer readily to various spheres in the world of work and provide an excellent general educa-
tion. In our MA program you have the opportunity to gain specific knowledge in the field of counselling and school psychology in a smallgroup, practicum-oriented curriculum. Beautiful and lively city The University of Pécs has conducted degree programs in English for more than 30 years and so has become one of the most internationalized universities in Hungary. UP is located in the uniquely beautiful and lively city of Pécs - a proper multicampus university town - which was designated to be the European Capital of Culture in 2010. Students, who choose the University of Pécs will be part of a multicultural community and be awarded a valuable EU degree for a tuition fee that represents great value for money.
The University at a glance UP belongs to the leading 3,6%
of international higher education institutions worldwide
650 years of tradition more than 4000 international students
more than 100 nationalities
more than 30 years‘ experience in international education
7 dormitories located
in the residential area of Pécs
English-taught Psychology BA and MA programmes at the first University in Hungary // UNDERSTAND YOURSELF AND OTHERS // DEVELOP INTERPERSONAL SKILLS // PURSUE EXCITING CAREERS psychology.pte.hu | study.in.pecs.hungary | studyinpecshungary
Trinity College Dublin - Sch
Ireland’s top ran School of Nursing & M CHOOSING a career is one of the biggest life decisions you will make and with so many options for nursing or midwifery education you may ask: “Why choose Trinity?”. Top ranking School For the past three years the QS University ranking agency has measured the nursing subject. The School of Nursing and Midwifery in Trinity has been ranked as number 25 globally, placing it as the highest ranked school of all schools in the country, and as the Number 1 Irish school in the nursing subject for the past three years. This, coupled with the overall University’s consistent topping of international rankings from an Irish perspective, means that Graduates and Alumni benefit from this international recognition when developing their careers both in Ireland and abroad. History and tradition In 2017/18 the School celebrated its 21st birthday. 21 years is young in relation to the 400 year history of Trinity, and students are reminded of this history every time they walk 16 Education
through the iconic arch to enter Front Square. As they walk through the arch as students for the first time each September, Freshers are greeted by a colourful array of stands and tents representing the 120 societies and 50 sports clubs. 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 heart of the city, in the beautiful Art Deco Building on D’Olier Street. As our main teaching space in the city centre, the building has been recently renovated and refurbished to make it more student friendly with facilities for catering and socialising. Reflecting our ethos 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, the site of the new National Children’s Hospital, is also being upgraded with a new simulation suite, which will allow students to further enhance their clinical skills in a safe environment, gaining confidence for when they
"The Trinity Simulation Suite provides students with opportunities to practice their clinical and decision making skills through real life situational experiences in a safe environment"
move on to clinical practice. Our Clinical Skills Manager, who has been instrumental in developing the Trinity Simulation Suite, outlines how this new facility benefits students: “The Trinity 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.” An education for life Ongoing advances in research and technology makes this 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 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 renowned globally to have first class skills of compassion, caring
hool of Nursing & Midwifery
nked Midwifery and competence. The experience of studying for a degree from Trinity and the exciting and diverse career in nursing and midwifery that follows is something that our graduates proudly take with them. With so many post graduate options available for Trinity graduates, this degree is often just the start of a lifelong journey. Why not be the best of the best? Choose a nursing or midwifery course in Trinity as your number one in your 2019 CAO choice and let the journey begin.
"The experience of studying for a degree from Trinity and the exciting and diverse career in nursing and midwifery that follows is something that our graduates proudly take with them"
FIND OUT MORE: For more information about the School and our courses log on to www.nursing-Midwifery.tcd.ie Contact Jeni Ryan on (01) 896 3860, email firstname.lastname@example.org 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.
SCHOOL OF NURSING & MIDWIFERY 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 email@example.com Further information on all our courses is available at www.nursing-midwifery.tcd.ie The School of Nursing & Midwifery, Trinity College Dublin is ranked 1st in Ireland and 25th in the World in the QS World University Subject Rankings 2018.
Trinity College Dublin, The University of Dublin
www.tcd.ie Education 17
Calling all high fliers Aer Lingus Maintenance and Engineering Apprenticeships
The Aer Lingus Aircraft Maintenance & Engineering Apprentice Scheme is for technically-minded team players that want their career to soar. The Apprenticeship Scheme is a 4 year programme, run in conjunction with SOLAS, based in Shannon and with DIT in Dublin. The programme consists of 7 phases and through each phase successful applicants will move between class room training and on-the-job training at the Aer Lingus Maintenance and Engineering Hangar at Dublin Airport. Apprentices will be working primarily on line maintenance and will be focused on delivery of Aer Lingusâ€™ guest experience. The Apprentice Scheme comes at a time of significant growth for the company with continued expansion on our transatlantic routes and the delivery of new aircraft scheduled this year and next. Prospective Aer Lingus apprentices will need to be motivated and enthusiastic, technically minded, have very good communication skills and work well in teams. Applicants should be dedicated to the programme and to a future career with Aer Lingus. The aim is for apprentices to be fully-qualified aircraft engineers and continue to work at Aer Lingus.
The Aer Lingus maintenance and engineering apprenticeship scheme AER LINGUS has a proud and long history of providing young people with career opportunities and continues to be the leading provider of airline apprenticeships in the country. Over the last number of years, as the airline realises its ambitious growth strategy to become the leading value carrier on the North Atlantic, opportunities for those applying for its apprenticeship scheme have increased significantly. Four-year programme The Apprenticeship Scheme is a four-year programme run with Shannon Aviation Maintenance School, in conjunction with SOLAS and with Dublin Institute of Technology. The programme consists of seven phases and through each phase successful applicants will move between class room training and onthe-job training with Aer Lingus Maintenance and Engineering at Dublin Airport. The airline is committed to supporting greater diversity – 30% of the class of 2018 are female – and
female applicants are being encouraged as Aer Lingus is keen to continue to increase its intake of female apprentices. The apprentice scheme comes at a significant time of growth for the company with continued expansion on transatlantic routes, the introduction of new A321-NEO LR in 2019 and 2020 with LEAP engines. The application process will consist of a CV application. Applicants require a minimum level of Leaving Certificate or equivalent as well as able to demonstrate an interest in mechanics, electronics or mechatronics.
"Through each phase successful applicants will move between class room training and on-thejob training"
neers upon completion of the programme. Indeed the airline’s current Chief Technical Officer and the Director of Maintenance both started their careers at Aer Lingus as apprentices. More information can be found at http://careers.aerlingus.com
Future career with Aer Lingus Prospective Aer Lingus apprentices will need to be motivated and enthusiastic, have very good communication skills and work well in teams. Applicants should be dedicated to the programme and to a future career with Aer Lingus as the intent is they will continue to work at Aer Lingus as fully-qualified aircraft engiEducation 19
See your career going pl ESB Networks Apprentices “M
Y apprenticeship journey so far at ESB Networks has been hugely rewarding and I would encourage anyone looking for a great career where they can make a difference to consider an apprenticeship for an exciting and rewarding training experience” Joseph O’Sullivan, a current ESB Networks apprentice. In 2015, ESB Networks announced a five-year plan to recruit new apprentices as part of a large-scale recruitment and development programme. Since then, over 200 apprentices have been recruited, with 72 new recruits; 12 female and 60 males starting in our Networks Training Centre in September of this year. We will be recruiting up to 70 apprentices across the country again in 2019. Applications will be accepted via the ESB Networks website from the middle of February. The 2018 ESB Networks Apprenticeship Programme recruitment campaign received 6,400 applications, highlighting the level of interest in the programme and a career that is diverse and challenging. On site and in the classroom As an Apprentice Network Technician (Electrician), recruits receive on the job training, working as part of front-line teams, as well as classroom-based learning. Apprentices benefit from varied work experience, working indoors and outdoors, and 20 Education
learning about technology, customer service, and delivering results under pressure. They learn a variety of electrical and practical skills and, upon completion of the programme obtain a QQI Advanced Level 6 Electrical Trade Certificate. The ESB Networks Electrical Apprenticeship is SOLAS standards-based, consisting of 208 weeks over four years. During this time, there are seven SOLAS phases and ESB Networks off job training, including phases 1, 3, 5 and 7 are on the job, working closely with a qualified Network Technician on varied sites across ESB Networks. The SOLAS phases 2, 4 and 6 consist of off the job training modules, with phases in a SOLAS Training Centre and one of the IT Colleges around the country. Finally, there are 24 weeks of ESB Networks off the job training which takes place in the ESB Networks Training Centre, Portlaoise. Having completed the four-year programme, apprentices will have gained experience working with a leading utility company. ESB Networks serves 2.3 million customers in Ireland, providing a safe and reliable electricity supply to homes, businesses and communities throughout the country - ESB Networks apprentices play an important part in delivering this service. Customer service is at the heart of ESB Networks, through their experience, ESB
Networks apprentices will be at the fore in delivering and providing services to our customers. Both physical and logical activity Though the job requires an element of physicality, there is much more to the programme than climbing poles and heavy lifting, the role combines both physical and logical activity. True to the fact that no two days are the same in the programme, apprentices will be assisting and dealing with a wide range of customer’s needs. In their day to day work activities they can be responding to faults and fault finding to maintain customer supply, connecting new customers, both residential and commercial to the electricity network, replacing and maintaining electrical assets and installing new elements to the electricity network like overhead wires and unground cable technologies. A critical part of the ESB Networks Apprenticeship Programme is the training and peer support given to the apprentices. Throughout the programme, apprentices work alongside and closely with experienced Network Technicians. While the job may be challenging, the apprentice is always part of a team who will be there to assist and support throughout the programme. ESB Networks greatly fosters and
laces with the ship Programme encourages the idea of creating a team and peer support network. Application For those, who are interested in becoming an ESB Networks Apprenticeship, the programme will open to applicants in the spring of 2019, which will see a further 70 apprentice opportunities available. The programme is open to individuals over 16 years of age on 1st June 2019. At the time of application, candidates must have obtained the following minimum educational qualifications: Junior Certificate (Ordinary Level): Grade C or higher at Ordinary Level (or Grade D or higher at Higher Level) in the Junior Certificate (or equivalent) in the following subjects: 1) Irish or English 2) Mathematics 3) Science* 4) Any 2 other subjects * If you have not obtained the required grade in Science, Grade C or higher at Ordinary Level in any one of the following subjects is acceptable: Technology, Art Craft and Design, Technical Graphics, Materials Technology (Wood), Home Economics or Metalwork.
OR Leaving Certificate: Grade D / O6 or higher at Ordinary Level in the Leaving Certificate (or equivalent) in the following subjects: 1) Irish or English 2) Mathematics 3) Science Subject (Agricultural Science, Biology, Chemistry, Physics, Physics & Chemistry) 4) Any 2 other subjects *If you have not obtained the required grade in any of the above Science subjects, the following is acceptable at Leaving Certificate Level (Grade D/O6 or higher at Ordinary Level) : Art, Construction Studies, Design and Communication, G ra p h ics , E n g ineering, H om e Economics, Technical Drawing and Technology.
Serving all electricity customers
INTERESTED IN A CAREER PATH THAT CAN TAKE YOU ANYWHERE ? If you would you like to earn while you learn, train for real jobs and join a team that will help you develop then please log onto: esbnetworks.ie/careers/apprenticeships to express your interest.
For further information on the ESB Networks Apprentice programme and entry requirements, visit www.esbnetworks.ie/careers. You can also follow us on Twitter @ESBNetworks and Facebook at facebook.com/ esbnetworks, here youâ€™ll find updates on the ESB Networks Apprentice programme and share stories of our current ESB Networks Apprentices. Education 21
The state of
Engineering 2018 is a report from Engineers Ireland tracking deve economic downturn, with increasing demand for expertise being rewa E N G IN E E R IN G 2 0 1 8 is a n e w barometer for the engineering profession in Ireland, capturing trends in engineering employment, perspectives and education. The report is based primarily on three bespoke surveys conducted between October 2017 and February 2018 with qualified engineers, engineering employers and the general public. This information is complemented by the analysis of data collected by government agencies and other organisations. A set of 10 key performance indicators for the profession has been developed and the results are shown overleaf. Engineering is a diverse profession with engineers working in a variety of sectors, particularly manufacturing, ICT and construction. The public places exceptionally high levels of confidence in the engineering profession, with 90% saying they trust engineers. The public regards engineers as highly competent, applying expertise in their daily work, and essential to reduce risks to public health and safety. Strong business growth The economic recession was a challenging time for engineering, but the industry has bounced back in recent years and is now prospering. Engineering employers experienced particularly strong business growth in 2017 and 83% recruited engineers. These employers are anticipating a similarly good year in 2018 and are planning to recruit further. In fact, businesses are concerned that there is an inadequate supply of engineering skills to meet their needs in the medium term. There is wide public acceptance that there are plenty of jobs in the engineering sector in Ireland today and that engineering is a rewarding career choice for young people. Indeed, the demand for engineering talent has seen graduate engineer 22 Education
salaries increase by 11% in the past four years to €31,000. Meanwhile, employers continue to value the Chartered Engineer title awarded by Engineers Ireland which recognises professional expertise, leadership and ethical practice. Our economy needs engineers and engineering skills. The number of students starting third level engineering courses in Ireland has been increasing in recent years, albeit slowly. In 2016/17, 3% more students enrolled in an engineering course at third level than in the previous academic year. The number of engineering graduates also rose by 3% in the past year. However, if, as a country, we are to overcome skills shortages in the medium term, we must encourage many more young people to choose careers in engineering. In this context, one of the biggest challenges facing the profession is bridging the gender gap and promoting a more diverse and inclusive workforce. The importance of skills: Innovation, industry and infrastructure The last number of years in Ireland have brought significant change to
our environment, society and economy. Unemployment and emigration have been falling as jobs and investment have been rising. However, the country faces incredibly serious challenges relating to housing, health, climate action and Brexit. To reinforce the economic recovery and to overcome these challenges, Government policy centres on the importance of skills to innovation, industry and infrastructure. Major strategies such as Innovation 2020, Enterprise 2025, the National Skills Strategy and the Action Plan for Jobs emphasise the importance of skills to inward investment, export opportunities and sustainable long-term growth. Also, the €116 billion National Development Plan 2018-2027 (as part of Project Ireland 2040) commits to the delivery of an ambitious programme of infrastructure to transform the country over the next 10 years. It is of paramount importance that the country has the necessary capital infrastructure to meet economic demands within the coming years as well as the skilled labour force to create and fill the jobs of the future. Science, Technology, Engineering & Maths (STEM) Government has identified STEM as one of the most important sets of skills for the country’s future progression and prosperity. Following the work of the STEM Education Review Group, chaired by Prof. Brian MacCraith, a STEM Education Policy
Engineers Week 2019 Taking place from 2 – 8 March 2019, Engineers Week is a week-long festival of nationwide events celebrating the world of engineering in Ireland www.engineersweek.ie
elopments in an Ireland recovering from the arding with improved salaries and opportunities Statement 2017-2026 and Implementation Plan was launched to increase the uptake and diversity in STEM. These subjects are vital not only for economic development, but also for addressing global challenges, such as climate change, and to informing public decisionmaking in our democracy. Engineers Ireland is a leading advocate for STEM education, STEM career pathways and public engagement with engineering for many years, coordinating the STEPS programme. Funded under Science
Foundation Irelandâ€™s Discover programme Call, STEPS aims to inspire the next generation of STEM professionals. As the voice of the engineering profession in Ireland, Engineers Ireland focuses on the promotion and development of all disciplines of engineering. Engineering 2018 Report Engineering is transforming how we live, work and study. From lifesaving biomedical technology to energy-efficient housing, engineers
are developing innovative solutions for the benefit of society. 'One of the The purpose of Engineering 2018 biggest is to measure, analyse and learn from challenges is significant trends in the engineering bridging the profession in Ireland. gender gap The data contained in the report and promoting will be useful not only for engineers, a more diverse but also for those considering enterand inclusive ing our profession, for industry, for workforce" educational institutions and for Government policy. You can read the full report at www.engineersireland.ie
Jan to 28 March 2019
Product and Services Built Environment People's Choice Commercialisation Award (supported by Enterprise Ireland) .
students in their final 2 years their student projects.
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 7th March 2019 from 2.00-4.00pm and all are welcome.
FIND OUT MORE: Teagasc College of Amenity Horticulture, National Botanic Gardens, Glasnevin, Dublin 9 01 8040201 or 01 8040202 Email: firstname.lastname@example.org
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. Part time Courses: Academic Year: • Plant ID and Use • Plant Propagation • Landscape construction & Maintenance • Plant Protection • Fruit and Vegetable Production • Horticulture Mechanisation • Plant Science • Soil Science
OPEN DAY: Thursday 7th March 2019 @ 2.00-4.00pm CAREERS IN HORTICULTURE: meet the employers/companies for employment information COURSES IN HORTICULTURE: meet the college staff for course information Venue: College Building in National Botanic Gardens (All welcome – no prior booking needed) Application details on all courses can be found at: www.teagasc.ie/education/teagasc-colleges/botanic-gardens/ Telephone 01 8040201 or email: email@example.com Education 25
A broad range of further CRUMLIN College of Further Education has been offering educational services in South Dublin for over 60 years. Located on Crumlin Road, its close proximity to Dublin Bus and Luas services makes it an ideal location for students. A range of QQI courses are offered at Level 5 and Level 6 in the schools of Hairdressing, Beauty, Fashion, Sports, Information Technology, Business & Accounting, Tourism, Catering, Security, Sales & Administration. In addition, a range of night courses are offered at its Evening School. Here’s just a flavour of what’s on offer at Crumlin College… Fashion The Fashion Department in Crumlin College offers industry focused courses that reflect the current and future staffing requirements of the business and creative sectors of the fashion industry. Students can choose between the QQI Level 5 course in Fashion Buying & Merchandising or Fashion Styling with Design. Both courses
offer students a comprehensive understanding of their chosen field as well as a rounded perspective on the fashion industry as a whole. The college has established close links with a network of professionals within the fashion industry and students benefit from visits by a variety of guest speakers. Research fieldtrips for college assignments are organised throughout the academic year and are enjoyable and valuable learning experiences. Students have the opportunity to get hands-on experience through the college’s work experience programme. There is also the possibility to apply for college-organised internships and work-experience placements in major international Buying and Merchandising offices. Through the college’s industry links with some of Ireland’s leading fashion designers and fashion stylists, there are frequent opportunities to apply to gain practical hands-on experience in fashion design studios or in assisting in the styling of fashion shows and photo shoots. Upon successful completion of the
"The college has established close links with a network of professionals within the fashion industry and stu- dents benefit from visits by a variety of guest speakers"
QQI Level 5 course, many graduates have successfully gained employment in the fashion industry as Trainee Buyer & Merchandisers, Assistant Stylists or Design Studio Assistants. Through the QQI progression routes, graduates may also apply to third level courses. Crumlin College graduates have progressed to successfully complete the BA in Visual Merchandising & Display in DIT. There is also the option to progress onto the QQI Level 6 course in Fashion Management in Crumlin College and this will appeal to students who wish to develop a career in the business, managerial and retailing side of the fashion industry while actively developing imagination and flair for design, buying and selling. The dynamic and industryfocussed courses offered by Crumlin College’s Fashion Department equip graduates with a well-rounded and practical skill-set desired by prospective employers in the fashion industry and prepares them for study at third level institutions.
New Courses on offer at Crumlin College of Further Education CRUMLIN College has a number of recently introduced and revised courses for the coming academic year 2019/2020. These are just some of the courses on offer: IT Digital Skills: This course aims to provide relevant and practical IT digital skills for students who wish to pursue a career in a range of IT areas. Social Media with Computer Applications: This course offers prospective students an excellent opportunity to acquire and practice the cutting-edge social media and ICT applications skills required in the workplace of most businesses. Software Development with Mobile Technologies: This course prepares students for a rewarding career in software development and mobile technologies. The core aim of the course is to impart the expertise necessary to design, develop and maintain software. Computer Network and Support Technician: This course is designed to give students the opportunity to acquire the skills necessary to implement and support PC systems and networks. Successful graduates of the course can look forward to a rewarding and challenging career in this 26 Education
rapidly expanding field. Hospitality with Tourism: This course prepares students for a career in the hospitality industry. Students will gain practical, hands-on experience in the accommodation and catering sectors, coupled with knowledge of the tourism industry through the provision of a broad range of modules. Sales and Marketing: This course now offers a range of new modules to allow students to gain additional skills in and insights into the sales and marketing industries. New modules on offer include Digital Marketing and Event Production. The course concentrates on providing the practical specialist skills required for a successful career as a customer service provider or company sales representative. Students will gain an extensive knowledge of selling techniques, marketing theory and practice, information technology and the business environment in which the industry operates. All of the above modules are at QQI Level 5 and each course includes a work experience module, which allows students to gain valuable practical experience in their chosen area of study.
education opportunities Beauty The School of Beauty is located in a separate building in Captainâ€™s Road, Crumlin. Crumlin College offers a one or two year Diploma in Beauty Therapy. The Diploma in Beauty Therapy includes accreditation from QQI, ITEC and CIDESCO. The course provides intensive practical and theoretical training in a various aspects of Beauty Therapy and leads to an internationally recognised qualification. Successful applicants can work as a beauty therapist in range of industries including Cruise Liners, Beauty Salons and Health and Leisure centres. Beauty and Retail Sales may be taken as a one year course at QQI Level 5 or a two year course at QQI Level 6. The course also includes ITEC accreditation in manicure, pedicure, make-up and beauty specialisations. Practical and theoretical knowledge is enhanced through work experience in the beauty and retail sector and through the running of pop-up salons within the college.
"Practical and theoretical knowledge is enhanced through work experi- ence in the beauty and retail sector"
Catering Students have the option of choosing the Culinary Arts (Professional Cookery) Programme or Commis Chef Apprenticeship programme. The Culinary Arts (Professional Cookery) is a one year course at QQI Level 5 with the possibility to progress to a second year at QQI Level 6. Students get a solid grounding in the practical side of Culinary Arts and participate in a work experience programme which allows them to further hone the skills acquired in class. On successful completion of the course, students may progress on to
a range of higher certificate and degree courses in Institutes of Technology or Universities. Alternatively, they will have acquired the necessary skills to take up employment in a broad range of hospitality organisations, a sector of industry where suitably qualified applicants continue to be in high demand. The Commis Chef Apprenticeship Programme is geared towards students who are employed in the catering industry. Crumlin College is just one of two colleges in Dublin offering the apprenticeship programme. The course is full time and students time is divided between industry and college. The course allows participants to build on their practical culinary skills and techniques by attaining a professional qualification. Applications are now invited at www.apprencticeship. ie for the next intake of students in 2019. Information on these and all courses offered at Crumlin College of Further Education can be accessed at www.crumlincollege.ie
Crumlin College Open Day Tuesday 15th January 2019 | 10am - 3.30pm
Explore your future in STEM From designing video games or medical devices, to improving food science and sport, and even saving lives through cancer research, students need real insights into the many exciting and diverse STEM career opportunities in Ireland.
Irish STEM industry facts Keeping up to date on the many career paths available in STEM isnâ€™t easy. Itâ€™s a fast-moving area, with multiple routes to entry and a high demand for graduates. As a consequence, students need insights into STEM career opportunities in Ireland.
250 medical technology companies employ 25,000 people in Ireland
Visit www.smartfutures.ie to read any one
9 of the top 10 global pharmaceutical companies are located in Ireland
of more than 150 STEM career stories,
The top 10 multinational technology companies are in Ireland
career infographics. Filter your choices
Laboratory technicians are needed in the biopharma, food and medical devices sectors
watch videos, and download posters and based on your interest. You might be surprised which careers will interest you.
Smart Futures provides access to STEM careers information and role models to students, parents and teachers. It is managed by Science Foundation Ireland. 28 Education
The importance of the college experience THE college experience is central to a successful and enjoyable engagement with Further Education. At Blackrock Further Education Institute (BFEI), learners study in an award winning campus, arguably one of the best in Ireland. The wide range of courses on offer, provide learners a pathway to Higher Education or directly to employment. However, it is the range of activities, both educational and extra-curricular, that contribute most to a positive college experience and will be remembered fondly by learners. BFEI believes it is important to encourage events and activities that present opportunities to make new friends, bond teams and collaborate. Examples from recent weeks in BFEI include; Design Department’s Architectural Trip to Berlin Berlin; one of Europe’s great cities; steeped in history, division, unity, destruction and reconstruction. A city of buildings and styles that represent periods of Imperialism, Fascism, Communism and Capitalism. A truly wonderful destination for our Design learners Erasmus+ Many FE colleges are beginning to realise the potential of the Erasmus+ programme where teachers and learners visit European partners and exchange ideas, knowledge and practice.
"The wide range of courses on offer, provide learners a pathway to Higher Education or directly to employment"
BFEI is playing a leading role. Again this year some Beauty Therapy learners will complete 3 weeks of work experience in Tenerife with 4 and 5-star spas and salons. For the first time, selected students in Computer Science and Network Security will complete work placements in Utrecht, The Netherlands. BFEI has already hosted a number of European teachers and Dutch students will visit us in early 2019. There are ambitious plans to greatly enhance these links for the 2019/2020 academic year. Competition for Erasmus+ places is demanding and based on learner attendance, high standard of work and formal interviews. Open Salon Days All learners (and staff) can avail of some wonderful and relaxing beauty treatments. No further explanation required. And for the staff This year, BFEI formed a workplace choir and recently performed in the Lexicon Theatre Dún Laoghaire. The greater challenge will be to out-sing the BFEI learners at the upcoming Christmas Festivities! A full list of activities, social nights,
competitions, societies, charity works, workshops, presentations, guest-speakers, etc. is far too long for this article. Current and prospective BFEI learners are strongly encouraged to follow our events across social media. A positive college experience motivates learners, creates lasting friendships, improves retention rates and assessment results. It creates a welcoming, caring environment for study and work. If studying in Blackrock Further Education Institute is of interest to you or someone you know, our next Open Day is on 15th January 2019. Online applications for the 2019/20 academic will open from that date. Google Blackrock Further Education or go directly to www.bfei.ie for further details. Education 29
Fencing - teaching t and thrust of a new By Patrick Dight Coach with Munster Blades Fencing Club
Patrick Dight has been fencing since 1983 and has represented Ireland internationally in foil and sabre disciplines and at both senior and veteran level. In addition to teaching fencing he is currently studying to become a coach developer through Sport Ireland Coaching. He provides professional fencing services to schools in Ireland, including Glenstal Abbey School, Castleknock College, Mount Sackville Secondary School, Colaiste Mhuire Askeaton, the Cistercian College in Roscrea and St Mary’s Secondary School in his home town of Nenagh Tipperary. Patrick coaches at Munster Blades Fencing Club which meets in the Nenagh CBS on Friday nights at 7pm. More info at www.munsterblades.ie or on Facebook.
FIND OUT MORE: www.irishfencing.net or email firstname.lastname@example.org and www.munsterblades.ie or email email@example.com 30 Education
THE sport of fencing is one of the original Modern Olympic disciplines and has been practiced in Ireland since 1906. The national governing body Fencing Ireland (Pionsóireacht Éireann) operate an Interschool fencing programme to foster collaboration and competition between schools. The objective of the sport is to hit your opponent with your sword (a foil, epee or sabre) while at the same time not allowing them to hit you. It’s been described as a physical game of chess, played at lightning speed.
a highly technical challenge where speed and point control determine success, so boys and girls can learn and compete together on a level playing field (or in this case the fencing piste). Success is determined less by physical characteristics and more by mental application and technical accuracy, so it can suit students who have not previously shown an interest in sport. Unlike traditional sports no body contact is allowed, and this is a key distinction which contributes towards safety and making the sport attractive to students.
So why offer fencing lessons in schools? Sport Ireland research has identified that by the end of year two in secondary schools there is a large gender gap in sports participation. The disparity is overwhelmingly caused by girls dropping out from team sport. Providing a variety of sporting activities maximises sports participation within a school. Individuals who don’t enjoy the pressure of team sports can flourish in an individual setting and studies show females are less likely to drop out from individual sports. Many studies have demonstrated the link between being physically active and higher levels of wellbeing in adolescents, and fencing can be part of a school wide wellbeing syllabus in Junior Cycle. Fencing is not about strength, it’s
Group Based Learning Fencing is taught in classes of up to 25 students, with pairs working together on specific technical exercises as demonstrated by the coach. There is a high degree of problem solving as fencers must determine the optimal angle and timing of defensive and offensive actions. Lessons incorporate footwork drills and games at the start both to warm up and build on the fundamental skills of movement in fencing. Then each lesson will focus on a different technical skill such as how to hold the weapon and direct the point; a range of defensive parries for different circumstances, simple direct attacks and more complex indirect attacks, preparations of attack, ‘pres de fer’ actions (enveloping the opponent’s blade) or discussions on tactics and how to understand and exploit
the cut w sport
an opponent’s defense. When sparring - which is introduced at the end of the first lesson - it is very much an individual sport, with the fencer attempting to find a way to land a hit (touché) whilst not leaving any openings. Strict rules of etiquette are followed which teach discipline and keep fencers safe. Benefits to Fencers Fencing builds self-confidence and mental resilience and it’s a great antidote to stress. When a fencer squares off against an opponent there is nothing else to focus on except the person in front who is holding a weapon and trying to stab you! Fine technical skills such as point control and blade technique are developed but timing and controlling distance are equally important and this requires significant physical effort through footwork to attain good competitive results. The challenge of sparring with your classmates creates great positive energy and once the fundamental skills are learned in the first few lessons this competition increasingly becomes a mental challenge as fencers attempt to predict and counter their opponents’ moves. How can a school provide fencing lessons? Fencing is taught by professional fencing coaches who are overseen by Fencing Ireland.
There is a significant quantity of equipment that must be brought to the school and since we are putting steel swords in children’s hands albeit sporting weapons with no sharp edges - safety is paramount and professional instruction is a must. A fencing coach will meet with the school and discuss the school’s objectives for fencing. These range from taster lessons as part of a school’s active week, to a 10 week course that will culminate with a competition using electric equipment. It takes at least 5 hours tuition to acquire a range of attack and defense options and from there the game becomes increasingly more tactical. Lesson length and frequency can be tailored to match the timetable. Schools that offer fencing to all their students join the Irish Interschool Fencing Programme, which brings participating schools together to collaborate and compete and is facilitated by the fencing coach. There are coaches available in the Dublin area, South Munster and North Munster / the Midlands. See the Interschool menu on the Fencing Ireland website (www.irishfencing. net) for further information. Fencing Ireland also provides training courses for coaches so schools may grow their own teaching resources should they wish to.
Fencing points • Safer than traditional sports • Tactics and technical accuracy is more important than strength or size • Group based learning and problem solving • Boys and girls can learn and compete together • Builds self-confidence and mental resilience • Good for stress, wellness and increased sports participation
Summer Gaeltacht Courses 2019 Do dhaltaí Bunscoile - Primary school students 30/06/19 - 13/07/19 Gaoth Dobhair Óg 10 - 14 year olds 07/07/19 - 20/07/19 Droim Rí Óg (1) 4th - 6th Class – Limited 21/07/19 - 03/08/19 Droim Rí Óg (2) 4th - 6th Class
Do dhaltaí Méanscoile - Secondary school students Cúrsaí Coicíse - 2 week courses 23/06/19 - 06/07/19 Droim Rí (1) – Extremely Limited 04/08/19 - 17/08/19 Droim Rí (2) Cúrsaí trí sheachtaine - 3 week courses 02/06/19 - 22/06/19 Droim Rí – Extremely Limited 02/06/19 - 22/06/19 Ráth Chairn – Extremely Limited 02/06/19 - 22/06/19 Gaoth Dobhair – Extremely Limited 30/06/19 - 20/07/19 Ráth Chairn 21/07/19 - 10/08/19 Ráth Chairn – Limited Díonchúrsaí trí sheachtaine - Intensive 3 week courses (For Students that are already ﬂuent “as Gaeilge”) 02/06/19 - 22/06/19 Ros Muc – Extremely Limited 30/06/19 - 20/07/19 Ros Muc – Limited 21/07/19 - 10/08/19 Ros Muc – Limited
For further information or application forms contact us on 01-8259342 or firstname.lastname@example.org Ionad Óige na hÉireann, Coláiste na bhFiann, Droim Rí, Co. na Mí
School Tour as Gaeilge?
Need a school tour with a diﬀerence? Our residential school tours will be tailor made to suit YOUR school. We help you choose from some or all of the following depending on the length of your stay with us: Team Building Exercises, Vocabulary Development Games, Climbing Wall, Workshops in African Drumming, Sean-Nós Dancing, Hip Hop, Music, Arts & Crafts, Sport, Yoga, Drama, Archery, Treasure Hunts, Tour to Hill of Tara & Trim Castle. For more information contact us on +353 1 8259342 or email@example.com Ionad Óige na hÉireann, Coláiste na bhFiann, Droim Rí, Co. na Mí 32 Education
Study in Hungary for a range of qualifications STUDYING in Hungary has provided an alternative for many Irish students to access a number of qualifications in recent years. Aspiring doctors, physiotherapist and vets, amongst many other disciplines have used universities and colleges in Hungary to kickstart their careers. These subjects and qualifications can be accessed online through www.studyhungary.hu which provides comprehensive information about the courses available and the application process to access them. The subjects include Veterinary Medicine at the University of Veterinary Medicine Budapest, G e n e r a l M e d i c i n e , D e n t i s t r y, Pharmacy, Physiotherapy, Nursing, Midwifery, Psychology, Veterinary Medicine, Pre-Medical, PreVeterinary, English Language Course, Economics, Business Administration, Art, Art History, Communication, International Studies and Political Science. The site gives details about living and studying in Hungary including details about the universities and their faculties across the subject areas on offer. The process involves an application fee and one entrance exam which is valid for all three medical universities, Veterinary University and Health Science Faculty at Semmelweis University.
Study Hungary Veterinary Medicine • Physiotherapy Medicine • Dentistry • Pharmacy Semmelweis University
FIND OUT MORE: Ireland contact: Dr Timothy J O’Leary T: 028-28197 E: firstname.lastname@example.org W: www.studyhungary.hu E: email@example.com
University of Szeged
University of Pécs
www.studyhungary.hu Education 33
Waterford College ofFurther Education
WCFE Courses for 2018/ 2019* Media Studies / Journalism / Sound Eng. / Audio Vis / Photography Journalism, Photography and New Media- Journalism 5M2464 Sound Engineering and Music Technology-Sound Production 5M2149 Advanced Certificate in Audio/Visual Media Production- 6M5130 Art / Photography Art & Design Portfolio- Art/ Craft/ Design 5M1984 Photography and Digital Media- Photography 5M2094 Advanced Photography-Advanced Cert in Photography 6M3732 Beauty Therapy / Alternative Therapies / Nail Tech Beauty Therapy - Year 1 Advanced Beauty Therapy & Make-Up Artistry - Year 2 Alternative Health & Wellbeing Therapies Business Studies / Security / Accounting Tech Business Studies-5M2102 Advanced Certificate in Business-6M4985 Accounting Technician Apprenticeship- Advanced Certificate in Accounting Security Studies-Certificate in Security Studies -5M2110 Childcare / Psychology / Special Needs Childcare - Early Childhood Care and Education-5M2009 Special Needs Assistant- Intellectual Disability Practice 5M1761 Level 6 Special Needs Assistant- Inclusive Education and Training 6M2263 NEW COURSE Level 6 Advanced Certificate in Childcare- Early childhood Care and Education 6M2007 Computing / Multimedia Computer Systems and Networks-5M0536 Multimedia Production-5M2146 Electronic Technology- CELTX Engineering / Construction Construction Technology-5M5010
Hairdressing Hairdressing - Year 1 Hairdressing - Year 2 Nursing / Healthcare / Pharmacy / Animal Care Level 6 Animal Science â€“ 6M5153 NEW COURSE Pharmacy Assistant- Community Health Service- 5M4468 Applied Psychology- Community Health Service-5M4468 NEW COURSE Healthcare Support/Health Service Skills- 5M4339/ 5M3782 Nursing Studies- 5M4349 Canine Grooming - Animal Care-5M2768 Animal Care- 5M2768 Sports / Fitness Sports Studies, Physiology and Massage- Sport and Recreation 5M5146 Level 6 Sports Therapy and Injury Management- Sports and Recreation 6M5147 Sport, Recreation and Exercise 5M5146 Fitness and Health- Sports and Recreation 5M5146 Tourism, Travel & Hospitality Restaurant Operations and Bar Skills- Restaurant Operations 5M2089 NEW COURSE Tourism and Travel Industry Studies- Tourism with Business 5M5011 Social Studies / Community Addiction Applied Social Studies-5M2181 Community Addiction Studies- Applied Social Studies 5M2181 Level 6 Advanced Certificate in Social Care- Social and Vocational Integration 6M2218 VTOS - Vocational Training Opportunities Scheme - Adult Access Social and Healthcare Studies Childcare and Youth Studies Business Studies Youthwork- Health and Welfare 5M4732 NEW COURSE Pre Third Level Arts- General Studies 5M114 NEW COURSE
*Some new courses are pending approval from relevant bodies.
WATERFORD COLLEGE OF FURTHER EDUCATION, PARNELL STREET, WATERFORD TEL: 051 874053 FAX: 051 870136 EMAIL: INFO@WCFE.IE WWW.WCFE.IE
National Commis Chef Apprenticeship Programme The Chefs Apprentice The National Commis Chef Apprenticeship is a two-year programme delivered through training providers nationwide, and consists of a combination of on and off the job training. The apprenticeship aims to address the current shortage of chefs in Ireland and establish a long term supply of qualified chefs within the hospitality and catering industries. The apprenticeship is an employer led programme with over 60% of the training time on the job in a live working environment. It leads to a QQI Level 6 Advanced Certificate in Culinary Arts on the National Framework of Qualifications. The Commis Chef apprenticeship programme was officially launched at the end of 2017, with support from industry partners including the Irish Hotels Federation (IHF), the Restaurants Association of Ireland (RAI), the Irish Hospitality Institute (IHI), Euro-toques Ireland, Catering Management Association of Ireland (CMAI) and Fáilte Ireland. The programme is already running in ten locations and further classes are being planned for 2019. Benefits of the programme • On completion of the programme the apprentice will be a fully qualified Commis Chef, providing them with a range of employment opportunities • The apprentice is employed under a full time contract of employment while in training, allowing them to earn while they learn
• The apprentice will gain valuable on the job experience and get the opportunity to enrich their skills through practice with their employer • The apprentice will train under the guidance of a suitably qualified and experienced employer based mentor • There are no course fees, and the apprentice is provided with a uniform, equipment and essential texts for the programme • The qualification is internationally recognised • Upon qualification, the apprentice will have the choice to progress to further education, or to enter employment as a Commis Chef Entry Criteria Applicants for the apprenticeship must be 16 years or older. Minimum entry qualification requirement is an award at Level 4 on the NFQ including a D in Junior Certificate Maths. You will be required to work as a Commis Chef apprentice with an employer during two years of the programme. Recognition of prior learning (RPL) will also be accepted as part of the entry criteria. Further Information Please contact Ioseph Nestor, National Apprenticeship Programme Coordinator at Kerry ETB on 066-7149600 or firstname.lastname@example.org if you would like further information or to enquire about upcoming classes.
Services at Carlow ETB TRAINING Services at Kilkenny and Carlow ETB offer an extensive range of free full time training programmes for young people and adults who wish to develop the skills and competencies that are required for the workplace and/or progression to further education and training opportunities. All of our courses lead to nationally and internationally industry recognised accreditation. Furthermore, many of our courses lead directly into employment. Traineeships A Traineeship is an occupational skills development programme which is designed to provide flexible training solutions to the identified needs of Irish industry and local businesses. Traineeships gives participants the opportunity to develop cutting edge skills and knowledge on-the-job, making them more skilled, more employable and enhancing their career options and enables employers to access a pipeline of talent and learners. Traineeships are structured learning programmes which lead to awards at NFQ levels 4-6. They are between 6-20 months in duration and learners will complete at least 30% of learning on the job. For further information visit www.traineeship.ie Generation Apprenticeships The SOLAS Standards Based Apprenticeship is a system of employment focused training and 36 Education
education which enables an individual to obtain the knowledge, skills and competencies required to perform effectively as a craft person in industry. It also enables the individual to progress through further education and training within the national framework of qualifications leading to a QQI level 6 Advanced Craft Certificate. Apprenticeship has long been an accelerator for individual and corporate development in Ireland. Generation Apprenticeship is a major expansion project to more than double the number of learners of all ages and backgrounds taking the apprenticeship route. This promises to be a huge source of inspiration in opening apprenticeship into a full range of twenty-first century industries and skill sets. SOLAS has the responsibility for promoting and overseeing the training and education of all the apprentices in the current 27 designated crafts. A national standard is delivered for each craft based on the occupational analysis of that craft, written as key learning outcomes and structured in modular format. New Apprenticeships New Apprenticeships are currently available and are being developed in conjunction with SOLAS and lead industrial consortia across a wide range of industries and sectors, some of which include New Apprenticeships will combine
The 27 designated crafts are as follows: "All of our courses lead to nationally and internationally industry recognised accreditation. Furthermore, many of our courses lead directly into employment"
• Agricultural Mechanics * • Aircraft Mechanics * • Brick and Stonelaying • Carpentry & Joinery • Construction Plant Fitting * • Electrical * • Electrical Instrumentation * • Electronic Security Systems * • Farriery • Floor & Wall Tiling * • Heavy Vehicle Mechanics * • Industrial Insulation • Instrumentation * • Metal Fabrication • Motor Mechanics* • Painting & Decorating * • Pipefitting • Plastering • Plumbing * • Print Media * • Refrigeration & Air Conditioning * • Stonecutting & Stonemasonry • Sheet Metalworking • Toolmaking • Vehicle Body Repairs * • Wood Manufacturing and Finishing • Mechanical Automation and Maintenance - MAMF * * A person wishing to become an apprentice in one of the trades marked * must pass a colour– vision test approved by SOLAS.
In Training Services we run traineeships in the following areas
Professional Bus and Coach Driving
Van Delivery Driver
practical on-the-job learning in sponsor companies, with off-the-job training, which will be delivered by the ETBs and/ or recognised training and education providers. This will allow Apprentices to develop technical knowledge through formal qualifications, as well as key workplace skills and competencies through experiential learning. The programmes will lead to QQI awards from level 5 to 9 on the NFQ. The duration of these apprenticeships will range from two to four years, depending on the chosen field of learning and the degree of difficulty involved in meeting the learning outcomes for the particular apprenticeship programme. Community Training The community Training centres (CTC’s) provide training to early school leavers aged between 16 and 21 years, who are most in need of basic vocational training. This training provision is divided between in centre learning and linked work experience. Courses lead to Major awards at QQI Level 3 and 4 or VTCT awards.
New Apprenticeships are currently available and are being developed in conjunction with SOLAS and lead industrial consortia across a wide range of industries and sectors, some of which include: • Accounting Technician, Level 6 • Industrial Electrical Engineer, Level 7 • Commis Chef, Levels 6 • Financial Services, Levels 6-8 • Insurance Practitioner, Level 8 • Manufacturing Engineer, Level 7 • Polymer Processing Technologist, Level 7 • Manufacturing Technician, Level 7 • ICT Network Engineer, Level 6 • ICT Software Developer, Level 6
Our Contact Details: Office: Training Services, Kilkenny and Carlow Education and Training Board, Unit 4 Danville Business Park Kilkenny 056 7813014
www.kcetbtraining.ie Training Centre: Unit K, IDA Business Park, Purcellsinch, Dublin Rd, Kilkenny 056 789456 Education 37
We are the largest trainer of mechanical & electrical apprentices in Ireland
Download our Apprentice Brochure
We are Jones Engineering Group
2,500 employees worldwide
A Leading International Engineering Group
With a turnover of â‚Ź500 million a year
How do you apply?
Apply online or Email: email@example.com
Universal Design at Cork Institute of Technology
Universal Design at Cork Institute of Technology
Design for all regardless of age, size or ability THE application of the principles of universal design - the design and composition of a product, service or e nv i ro n m e n t s o t h a t i t c a n b e accessed, understood and used to the greatest extent possible by all people, regardless of their age, size or ability - to the ground-breaking innovative product development multi-disciplinary projects by the students and staff at Cork Institute of Technology had led to a great flowering of student achievement on the national and international stages. The developed action-learning programmes brings multidisciplinary teams together to collaborate in conception, research, design, development, experimentation, validation, prototype production, proof of concept testing and commercialization of self-conceived and inspired novel products. Many of the emerging products and start-up companies while critically cognisant of commercial realities and practicalities, are also driven by student idealism towards the use of engineering, business and innovation to better mankind with many projects addressing global application transformative biomedical and societal needs and issues. The application of the 7 principles of universal design - equitable use flexibility in use - simple and intuitive use - perceptible information - toler-
By Professor Sean F. O’Leary Department of Mechanical, Biomedical and Manufacturing Engineering, School of Mechanical, Electrical and Process Engineering, Cork Institute of Technology
ance for error - low physical effort - size and space for approach and use - as "The developed espoused by the Centre for Excellence in Universal Design (CEUD) of the multidisciplinary National Disability Authority has been programme central and crucial to the conception, actively development, optimization and promotes the advancement of the novel products. role of women The promotion of universal design in engineering to students and staff in Cork Institute in general and of Technology has indeed been driven, specifically in inspired and directed by the remarkrelation to able efforts and energy of the staff at participation CEUD and in particular Dr. Gerald through Craddock Chief Executive Officer CEUD leading roles and Mr. Donal Rice Senior Advisor ICT throughout the CEUD, culminating in the Centre for innovative Excellence in Universal Design being product the Centre-piece Exhibitor at the 2018 development Cork Mechanical, Manufacturing & process" Biomedical Engineering Exhibition I r e l a n d a n d E u r o p e ’s L a r g e s t Educational Engineering Event incorporating over 200 stands showcasing a wide range of student development projects - and the highly popular theme for the 2018 Exhibition being “Universal Design - Design for All regardless of Age, Size and Ability”. The forging together of student multidisciplinary teams based on universal design philosophy and practice from career streams and disciplines with traditionally and currently high proportions of male participation such as Mechanical Engineering and Accountancy with career streams and disciplines with traditionally and currently higher proportions of female participation such as Biomedical Engineering and Marketing /Management has harnessed a powerful and ground-breaking synergy between the Dr. Gerald Craddock Chief Executive Officer CEUD
genders. This has had a hugely beneficial effect in inculcating an innovation / entrepreneurship ethos, mindset and skillset amongst these young people. The developed multidisciplinary programme actively promotes the role of women in engineering in general and specifically in relation to participation through leading roles throughout the innovative product development process. Indeed a very positive indication of the success of this proactive approach is that in the academic year 2017/18, over 60% of the team leaders and project managers elected by the multidisciplinary teams were women. The prevalence of women engineers in team leadership and project management roles had been a major driver and central component of the international/national success of these multidisciplinary teams. A continuous design core centred on universal design principles, a strong innovation ethos, product development from student concept to prototype manufacture and optimisation, multi-discipline teamwork, business plan development, communication and exhibition skill enhancement and a unique engineering education model have all combined to create a critical mass leading to the remarkable international and national successes over a sustained period of the students of CIT’s engineering and business degree courses.
Mr. Donal Rice Senior Advisor ICT CEUD
Universal Design at Cork Institute of Technology
CIT StrydeTech Team
Wins Top 2 Award in Global Health Category at University Start Up World Cup 2018 - Copenhagen, Denmark
Morten Ugelvig Andersen CEO Venture Cup presents Global Health Award to Muireann Hickey and Kevin Hayes of StrydeTech
First Place Award - Global Health Category - Copenhagen University Denmark - Vulcur Med Tech Second Place Award - Global Health Category - Cork Institute of Technology Ireland - StrydeTech Runner Up Finalist Awards - Global Health Category University Start Up World Cup 2018 Harvard University, USA - Loro | Johns Hopkins University, USA - MoTrack Therapy | Memorial University of Newfoundland, Canada - BreatheSuite University of Lisbon, Portugal - Nevaro | University of Southern Denmark, Denmark - Sehat Labs | Startup Kiev, Ukraine - Embolin | New Jersey Institute of Technology, USA - Good Vibe Medical | University of Southern Denmark, Denmark - VitaSim | Comenius University in Bratislava, Slovakia S-Case | University Politehnica of Timisoara, Romania â€“ Xvision
MS. Muireann Hickey Team Leader of Cork Institute of Technology Multi-disciplinary student team StrydeTech (centre) pictured with Dr. Aoife Burke Biomedical Engineering Lecturer CIT and Mr. Donal Rice Senior Advisor ICT, Centre for Excellence in Universal Design, National Disability Authority at the CEUD Universal Design Stand, Centre-piece Exhibitor at the 2018 Cork Mechanical, Manufacturing & Biomedical Engineering Exhibition. The StrydeTech team and developing enablement device (designed using universal design principles) won a Top 2 Award in the Global Health Category of the University Start Up World Cup 2018 in Copenhagen, Denmark from 1,500 start up submissions
from 40 Countries. In the global finals, the StrydeTech team competed in the hugely prestigious and highly competitive Global Health category, facing up against 13 international teams at Masters, PhD, and Post PhD levels from the most prestigious colleges worldwide (including Harvard and John Hopkins Universities) and presenting projects at extremely high technical level and very advanced commercialisation stages. The achievement of a top Two World Cup Award in the prestigious Global Health Category of the University Startup World Cup Finals 2018 in Denmark is truly an amazing achievement for the undergraduate multidisciplinary StrydeTech team
FROM 1,500 Business Plans submitted from 40 Countries to the University Startup World Cup 2018, CITâ€™s StrydeTech Team were short-listed to just 70 Finalists for the Global Competition Finals in Copenhagen, Denmark. The achievement of the Second Place Award in the prestigious Global Health Category of the University Startup World Cup Finals 2018 is quite frankly an amazing result for the undergraduate team StrydeTech represented here in Copenhagen by Muireann Hickey and Kevin Hayes. StrydeTech were the only Irish team at the University Startup World Cup Finals in any of the 6 short-listed global categories - Health category - Fintech AI & ICT category Service Innovation category - Nextgen Logistics category - Green Tech category - Products and Design category. Muireann and Kevin competed in the hugely prestigious and highly competitive Health category, facing up against 13 international teams at Masters, PhD, and Post PhD levels from the most prestigious colleges worldwide and presenting projects at extremely high technical level and very advanced commercialisation stages. All 13 Health category finalists were indeed to an exceptional standard with remarkable groundbreaking novel work being undertaken to the highest levels in biomedical innovations and advancement including a Novel Inhaler Add-on for Asthma and COPD, Radiography Interpretation to Radiologist-Level Accuracy using Machine Learning, Improved Hand Therapy for Patents with Wrist Fractures and Carpal Tunnel Syndrome, Treatment of Arteriovenous Malformations, Tumors and Gastric Bleeding, CyberPhysical System Solution for Lab-scale Fermentation Control, Smart Companion for Wheelchair Users, Phobia Tre at m e nt, R e h a b i l i t at i ve Te c h n o l o g y t h ro u g h Biomechanical Stimulation Therapy, Virtual Medical Training and Laser Technology Assisted Wound Healing.
Universal Design at Cork Institute of Technology
Engineers Ireland Innovative Student Engineer of the Year 2018 National Finalist Award sponsored by Siemens
Engineers Ireland Innovative Student Engineer of the Year 2018 National Award sponsored by Siemens
First Place and Innovative Student Engineers of the Year 2018 Cork institute of Technology Multidisciplinary StrydeTech Team Presented by Mr. Michael O'Connor, Head of Communications and Government Affairs, Siemens Muireann Hickey, Kevin Hayes, Jonathan Mullane, Cian O’Leary : “ Design and Development of a Life Changing Mobility Enablement Device providing Independence and Confidence to those who cannot get from the Sitting to Standing Position on their Own ”
Finalist Award of Excellence Innovative Student Engineers of the Year Competition 2018 Cork institute of Technology WristLab Biomedical Engineering Team John Colbert, Adrian Szpanko, Evan Stone WristLab - Design and Development of a Novel Biomedical Device to Improve the Diagnostic Process Currently Used for Sleep Apnoea
Cork Institute of Technology Multidisciplinary Student Team
Invited to and Exhibits at 2018
Dubai Design Week Global Grad Show November 12-17 2018
CIT Multidisciplinary Innovative Product Development Team MacGlas have won the overall Enterprise Ireland Student Entrepreneur of the Year Award and have been named ‘College Entrepreneur of the Year 2018’. The winning entrants beat off stiff competition with their project “MacGlas”. MacGlas is a novel vision aid designed to help people suffering from Macular Degeneration, the leading cause of vision loss in the western world, which results in the progressive loss of central vision. By configuring and applying existing technologies in a new and innovative way to harness and optimally utilise the sufferer’s peripheral undamaged vision, MacGlas helps individuals regain everyday capabilities such as reading which have been made impossible by the genetic disease. The MacGlas multidiscipliary student team also won the Best Product Concept €1,500 Award at the CIT Prize for Innovation 2018 The exhibition brings together highlights from the degree shows of the most innovative technology and design programs in the world, featuring works from 50 universities in 30 countries. This includes well established schools such as MIT, Royal College of Art, and National University of Singapore, as well as smaller ones such as Srishti Institute in Bangalore and Higher Institute of Industrial Design in Havana. Ms. Elaine Leahy, Team Leader, MacGlas has travelled to Dubai as Ireland’s sole representative in the Global Grad Show.
The MacGlas stand has created great interest in Dubai – see attached photo from Dubai depicting Biomedical Engineering Student Elaine describing Macular Degeneration, the leading cause of vision loss in the western world, which results in the progressive loss of central vision and the motivation for the innovative MacGlas developing product. The Dubai Design Week Global Grad Show is a globally unique exhibition of innovation, inventions and technology that will transform our future, all showcased by the world’s next generation of design talent. From over 1,000 submissions this year, 150 of the world’s best graduate projects are selected to be showcased at the Global Grad Show. This invitation and participation represents a great international honour for the team and for CIT.
Ms. Elaine Leahy, Team Leader, MacGlas at Dubai Design Week
Universal Design at Cork Institute of Technology
Institute of Designers in Ireland (IDI) Graduate Awards 2018 Supported by Centre of Excellence in Universal Design and sponsored by Arup, Design Partners and Boxclever
First Place - Product Design Medical Devices Category 2018 Cork institute of Technology Multidisciplinary StrydeTech Team “ Design and Development of a Life Changing Mobility Enablement Device providing Independence and Confidence to those who cannot get from the Sitting to Standing Position on their Own ”
StrydeTech Team Leader Muireann Hickey
Presentation by Mr. Cormac Ó Conaire Creative Director Design Partners of Institute of Designers in Ireland Graduate Design National Award 2018 Product Design Medical Devices Category First Place National Award Winner 2018 to StrydeTech Team Leader Muireann Hickey
Institute of Designers in Ireland Graduate Design National Awards 2018 IADT Dun Laoghaire Thursday Night 6th December 2018 Product Design Medical Devices Category First Place National Award Winner 2018 Cork institute of Technology StrydeTech Muireann Hickey, Kevin Hayes, Cian O'Leary, Jonathan Mullane Runner Up Finalists 2018 DuoSense - National University of Ireland Maynooth PEP: Prescribed Exercise Prompt - Dublin institute of Technology OptiFlex - Dublin institute of Technology
Congratulations also to CIT’s Micheal Fitton who won First place in Interior Design / Interior Architecture for his project "AlterEd" Makerspace / Fablab. Congratulations also to the other CIT national finalists, ( shortlisted from 488 entries from 12 colleges nationwide ), who represented the institute with the greatest distinction and who won highly commended national finalist awards: Ove Arup Award Third Space Community Centre – Aoife Ryan CIT Vis Comm Brand Identity Le Chéile – Alannah Calvert CIT Vis Comm Use of Illustration in Design Galzine. – Alannah Calvert CIT Vis Comm Use of Illustration in Design Mocking obstacles – Monika Szynkiewicz CIT
Universal Design at Cork Institute of Technology
Universal Design Grand Challenge Awards
Universal Design Grand Challenge Awards
Radisson Blu Hotel Dublin 24th May 2018 Information and Communication Technology Category First Place National Award Safely Snooze - Cork Institute of Technology CIT Multidisciplinary Innovative Product Development Laboratories Team
Radisson Blu Hotel Dublin 24th May 2018 National Disability Authority Universal Design Grand Challenge Product and Services Category Finalist Award
Presentation of Universal Design Grand Challenge Technology Trophy by Mr. Declan Brady, President Irish Computer Society to Safely Snooze team - represented by Shane Guerin, Niamh Savage, Alice Brislane and Darren O’Sullivan
Poschair - Cork Institute of Technology CIT Multidisciplinary Innovative Product Development Laboratories Team Presenting to a very Appreciative and Large Audience of Distinguished Guest and Judges at the Universal Design Grand Challenge Finals 2018 Poschair team - represented by Diarmuid Doheny, Grace Aribasoye and Nathan Harman
Universal Design Grand Challenge Awards Radisson Blu Hotel Dublin 24th May 2018 National Disability Authority – People’s Choice Prize First Place National Award ZipIt! - Cork Institute of Technology CIT Multidisciplinary Innovative Product Development Laboratories Team
Universal Design Grand Challenge Awards Radisson Blu Hotel Dublin 24th May 2018 Built Environment Category First Place National Award Bantry Town - Multi Generational Social Housing Project
Presentation of Universal Design Grand Challenge People’s Choice Trophy by Associate Professor Liz Sanders Ohio State University - Founder MakeTools to ZipIt! team - represented by Cillian Kearney, Eveleen Clancy and Cian Moore
Presentation of Universal Design Grand Challenge Built Environment Trophy by Ms. Laura Magahy, Director MCO to Frank Dowling, BSc (Hons) Architecture CIT / UCC Cork Centre for Architectural Education
Universal Design at Cork Institute of Technology
Enterprise Ireland Student Entrepreneur Awards | NUI Galway 13th - 14th June 2018 Enterprise Ireland Overall Winner and Student Entrepreneurs of the Year 2018 - €10,000
From over 1,000 Entries and following three gruelling days of Finals in Galway, Two Major Awards Winners were announced for Cork Institute of Technology: CIT Innovative Product Development Multidisciplinary Teams MacGlas and GreenBreathing Win Two Major Awards at National Finals Enterprise Ireland Student Entrepreneur Awards 2018 First Place and Student Entrepreneur of the Year 2018 National Excellence Award of Merit 2018
CIT Innovative Product Development Multidisciplinary Team
MacGlas MacGlas is a novel vision aid designed to help people suffering from Macular Degeneration, the leading cause of vision loss in the western world, which results in the progressive loss of central vision. By configuring and applying existing technologies in a new and innovative way to harness and optimally utilise the sufferer’s peripheral undamaged vision, MacGlas helps individuals regain everyday capabilities such as reading which have been made impossible by the genetic disease.
Enterprise Ireland Overall Winner and Student Entrepreneurs of the Year 2018 - €10,000
CIT Innovative Product Development Multidisciplinary Team
CIT Innovative Product Development Multidisciplinary Team
GreenBreathing is an innovative, life enhancing, indoor air purification device. This ground-breaking device enhances your quality of life by purifying the air entering your home. It improves the quality of the incoming air of virtually any HRV system using live plant matter to filter harmful gases and particulate. The indoor air quality is improved and the oxygen levels are optimised. Global air quality is diminishing. CO2 emissions and man-made particulate are finding their way into peoples’ lungs all over the world. Studies have shown that high levels of carbon dioxide can negatively impact on our everyday life, including complaints of drowsiness, poor concentration, headaches, increased heart rate and nausea. Moss has the incredible ability to absorb fine particulate matter and harmful gases.
Enterprise Ireland Overall Winner and Student Entrepreneurs of the Year 2018 Pictured with Mr. Richard Murphy of Enterprise Ireland, Chairman of the Adjudication Panel Education 45
Universal Design at Cork Institute of Technology
Enterprise Ireland Student Entrepreneur Awards | NUI Galway 13th - 14th June 2018 11 CIT Projects short-listed to Second Stage (Top 50 Nationally from over 1,000 entries)
(MultiDisciplinary Innovative Product Development Laboratories)
(MultiDisciplinary Innovative Product Development Laboratories)
(MultiDisciplinary Innovative Product Development Laboratories)
(MultiDisciplinary Innovative Product Development Laboratories)
(MultiDisciplinary Innovative Product Development Laboratories)
(MultiDisciplinary Innovative Product Development Laboratories)
(MultiDisciplinary Innovative Product Development Laboratories)
(MultiDisciplinary Innovative Product Development Laboratories)
(MultiDisciplinary Innovative Product Development Laboratories)
(MultiDisciplinary Innovative Product Development Laboratories)
MoMos Joint CIT/UCC (PhD Physics/Biology)
Universal Design at Cork Institute of Technology
Presentation of the Year 2018 Enterprise Ireland Graduate of Outstanding Innovation Achievement Award
PMTC and Pfizer win Partnership Alliance of the Year at Pharma Awards Ireland 2018
Mr. Patrick Byrnes Managing Director and Founder, Addihive Research and Development, Croom Precision Medical CIT Bachelor of Engineering in Mechanical Engineering First Class Honours Degree Graduate 2013
Presentation of the Year 2018 Richard Hale Excellence Award From Left to Right: Fiona Gilchrist (PMTC), Ken O’Connell (Pfizers), Sandra Lenihan (CIT - PMTC), Ahmad Albadarin (PMTC), Bianca Lai (Pfizer) and Keith Bryan (CIT- PMTC).
DR Sandra Lenihan (Depar tment of Pro c e s s, E n e r g y a n d Tr a n s p o r t Engineering) and Dr Keith Bryan (Department of Mechanical, Biomedical and Manufacturing Engineering) in association with the Pharmaceutical Manufacturing Technology Centre (PMTC) and Pfizer (Ringaskiddy) have won the Partnership Alliance of the Year 2018 at the Pharma Awards Ireland. The winners were revealed at a gala awards ceremony on Tuesday, October 23rd, at the Clayton Hotel Burlington Road, Dublin. The project was delivered within three months with Dr Ken O Connell, who has recently completed his PhD studies in the Department of Mechanical, Biomedical, and Manufacturing Engineering, under the supervision of Dr. Andrew Cashman, working as a full time researcher for the duration of this project.
Ms. Ciara Doherty Team Leader Pendulife CIT Bachelor of Engineering in Biomedical Engineering First Class Honours Degree Graduate 2018 Pendulife™ Transport Safety Device Design and Development Multi-Discipline Start-Up Innovation Team - Cork Institute of Technology Ciara Doherty, Patrick Collins , Richard Moynahan, Keith Lawlor, Padraig O’Callaghan, Yola Versteegh
Time and expertise The project took the following steps between CIT and Pfizer; Computational Fluid Dynamics (CFD) Modelling – several iterations, 3D printing of 1st prototype, Trial Work in Pfizer Kilo Lab, manufacture of 2nd prototype, and production of the unit by an Irish based SME. Significant time and expertise was required to generate simulations using CFD (Fluent software). Dr O’Connell has since taken up a role with Pfizer, further enhancing relationship between the partners and simplifying the technology transfer from CIT to Pfizer. The flexibilit y and agilit y of the Technology Transfer Office in CIT enabled the collaboration with Pfizer within a strict timeline which was another contribution factor to the success of this project. This collaboration’s successful outcome
has subsequently been rolled out to international sites with Pfizer Corporation reaping commercial benefits for the organisation. This was an academic – industrial collaboration with the goal of providing an advanced technology solution to address a contemporary manufacturing issue specifically in an API Pfizer manufacturing (in Cork). The academic investigators were Dr Sandra Lenihan, Dr Keith Bryan and Dr Ken O Connell (Academic Partners), CIT. Dr Liam Tully and Bianca Lai, API Technology were the Pfizer personnel (Industrial Partners ) who scoped the initial project and furnished company specific criteria for the Pfizer API manufacturing process and facilitated trial work on site. Efficiently and effectively The goal of this project was to develop a technology solution for use during phase separation in the pharma industry with would remove the upper layer as efficiently and effectively as removing the lower layer through the bottom outlet. In this way fewer reactors would be required, in fact a single reactor could be used for the chemistry as well as the phase separations required in workup. The siphon technology that was developed during the project is being deployed on three production trains of a key Pfizer product, in Cork and is currently being evaluated for multiple other key products in the company’s portfolio. The benefits that have already been projected on plant for this product include; reduction in work-up time from 4.5 hours to 0.75 hours, full automation vs manual separation, significantly increased efficiency, decreased phase carry-over and decreased plant cleaning requirements.
Universal Design at Cork Institute of Technology
CIT Prize for Innovation 2018
CIT Prize for Innovation 2018
CIT Prize for Innovation 2018
Student Entrepreneur of the Year 2018 First Place €4,000 Award
Best Product Pitch - €500 Award
Multidisciplinary Biomedical, Mechanical and Business Team Finalists
Winner: Safely Snooze™
Medical Application Device Design
Medical Application Device Design
Innovative Product Development Laboratories Multidisciplinary Team
Innovative Product Development Laboratories Multidisciplinary Team
IPD Laboratories Multidisciplinary Team
CIT Prize for Innovation 2018 Best Product Stand - €500 Award
CIT Prize for Innovation 2018
Sports and Leisure Safety Device Design
Best Business Opportunity - €1,500 Award
IPD Laboratories Multidisciplinary Team
Winner: ZipIt™ Innovative Clothing Device Design Innovative Product Development Laboratories Multidisciplinary Team
CIT Prize for Innovation 2018 Multidisciplinary Biomedical, Mechanical and Business Team Finalists
IPD Laboratories Multidisciplinary Team
CIT Prize for Innovation 2018 Best Product Concept - €1,500 Award
Winner: MacGlas™ Biomedical Enablement Device Design
Innovative Product Development Laboratories Multidisciplinary Team
Hear Me Out™
University College Dublin Bachelor of Social Science (BSocSc) BSocSc Social Policy and Sociology ■ 3 year Honours degree in Sociology and Social Policy, premier Social Sciences degree in the Republic of Ireland for over 50 years. ■ Excellent employer recognition, nationally and internationally – this is the standard undergraduate qualiﬁcation for students who wish to pursue a career in the public social services and policy making. ■ Three distinct pathways: Social Work and Social Professions; Social Citizenship and Public Services; People, Business and Organizations ■ Potential for direct admission and progression onto Social Work and Social Science Masters programmes ■ Integrated career guidance. For more information please visit our website: www.ucd.ie/socialpolicyworkjustice/study/undergraduateprogrammes/ Or contact: Dominic Shellard, Administrator and Marketing Manager at firstname.lastname@example.org
Telephone: 01 7168682
Study History & Geography at GMIT BA (Hons) in History & Geography (GA887) BA in Culture & Environment (GA872) Higher Certificate in History and Geography (GA862) Career opportunities include: Teaching (graduates may progress to the Professional Masters in Education to teach History & Geography at second level), museums (education officer, documentation officer), historical researcher, archaeologist, ecologist.
Contact email@example.com (094-904 3216) for details Education 49
Sallynoggin College of Further Education
k us out ww.scfe.ie
Check us out @ www.scfe.ie
Thur 17th Jan 2019 10am-2pm Applications Now Open for Sept 2019
Talk to our staff and students… Demonstrations, Exhibitions, Presentations, and Guided tours All courses recognised for SUSI Grant and lead to Higher Education Institutes, Universities or employment. • Photography
• Yoga Teacher Training incl. Wellbeing and Holistic Studies
• Commercial Floristry
• Early Childhood Care & Education
• Special Needs Assistant
• Art, Craft and Design
• Performing Arts/ Acting & Performance for Theatre, TV & Film • Fashion Buying, Styling and Visual Merchandising
• Social Studies including Criminology and Addiction Studies
• Fashion Design
• Youth Work and Community Development including Criminology and Addiction Studies
• Hairdressing & Beauty Specialist
• Airline & Travel Industry Studies
• Fitness Instruction & Exercise • Personal Training & Sports Therapies/Strength & Conditioning 50 Education
• Hospitality & Tourism Industry Studies • Advanced Hospitality, Travel & Event Management
Sallynoggin College of Further Education Pearse Street, Sallynoggin, Dún Laoghaire, Co. Dublin Tel: 01-2852997 Fax: 01-2848437 Email: firstname.lastname@example.org Website: www.scfe.ie Coláiste Breisoideachais an Naigín Sráid an Phiarsaigh, An Naigín, Dún Laoghaire, Co. Átha Cliath Fón: 01-2852997. Facs: 01-2848437 R-phost: email@example.com Idirlíon: www.scfe.ie
Make your move to Sallynoggin College of Further Education FOR over 50 years, Sallynoggin College has earned a well- deserved reputation for excellence in the area of Further Education with many students having achieved international recognition in the areas of Sports, Fashion, Art and Photography to mention just a few. We offer a diverse range of courses outside the CAO points system, leading to higher education or employment. The friendly and supportive environment at SCFE along with the qualifications provide students with a strong foundation when entering higher education institutes, universities and or employment. Our college facilities are continually upgraded and refurbished in order to develop and enhance the delivery of our courses. All college facilities have been refurbished, recent upgrades include a fully equipped Gym & Fitness centre, Massage Suite and Hairdressing and Beauty salons All courses, either of one or twoyear duration and run from September to May, are quality assured and certified by national and international awarding bodies including QQI at level 5 & 6, ITEC and other relevant awarding recognised on the National Framework of Qualifications. In response to current trends both nationally and internationally, the college continues to expand and develop these courses. All students i n t h e c o l l e g e a t t e n d Wo r k Experience as part of their course and benefit greatly from it.
UPCOMING OPEN DAY THURSDAY 17TH JANUARY 2019 10AM TO 2PM â€˘ ALL WELCOME â€˘
Newly Introduced Yoga Teacher Training Course This year, due to demand, we introduced a Yoga Teacher Training course including Wellbeing and Holistic studies. This exciting new course also offers training in reflexology, massage and nutrition. Other recently developed courses in Early Childhood Education and Training includes optional Special Needs Assistant, both Social Studies and Youth Work and Community Development include Criminology and Addiction Studies and Performing Arts now offers Dance and Music Performance. Full range of supports and services Supports are available for students with learning difficulties through the Higher Education Authority (HEA) fund enabling students to avail of one to one supports and exam accommodations. We provide Guidance Counselling and offer advice and support to students when applying to Higher Education Universities and Institutes. Other services include fully equipped Fitness and Gym, IT Hub/Library, student IT Network, Reflective Space, Student Canteen and Free Car Parking. Open Day and First Round Interviews Sallynoggin College OPEN DAY is the one to look forward to on Thursday 17th January 2019 from 10am to 2pm. There will be a range of presentations, demonstrations and exhibitions and college staff and students will be on hand to answer any queries. First round interviews will take place on the day. All courses are recognised for the SUSI Grant and Higher Education Authority (HEA) fund for learners with learning difficulties. Social welfare applicants may be entitled to the Vocational Training
SCFE Annual Graduation
"We offer a diverse range of courses outside the CAO points system, leading to higher education or employment
Opportunities Scheme (VTOS) including Free Childcare and or the Back to Education Allowance (BTEA) and information and advice will be available on the day. SCFE welcomes applications from all including school leavers, mature students, graduates, international students and those who are recently unemployed. Second chance opportunities are also offered to those without the Leaving Certificate who are looking to up-skill, progress to higher education or retrain for a new career. All applicants will be called for an interview with the Course Coordinator and will be informed on the day of an offer of a place. The college, located within walking distance from Dun Laoghaire, is well served by public transport and free secure parking is available to students. Application is free, no CAO points are required.
Check us out at www.scfe.ie Facebook at /SallynogginCollege Twitter at @SCFEOfficial Sallynoggin College of Further Education, Pearse Street, Sallynoggin, Co. Dublin. Tel: 01-2852997 | E: firstname.lastname@example.org Education 51
SHAPE A FUTURE Why Study at SNMCI?
Montessori Teacher Preparation for ages 0 - 12
Ireland's leading Montessori teacher preparation programmes Quality and Qualifications Ireland (QQI) accredited A co-located Montessori school to support developing practice A community of practice offering unrivalled student support Ideal preparation for working in special education settings Full time programmes are eligible for SUSI grants and tax relief An easy accessed campus by the sea in the heart of DĂşn Laoghaire.
Shape A Future In Montessori And Early Years SchoolsÂ SMSI degrees at Level 7 and Level 8 lead to successful careers in the Montessori, early years and special education sectors both as a teacher and as a manager of early years settings. SMSI degrees are also an ideal undergraduate programme to prepare graduates for entry to a Professional Master in Education leading to a primary teaching qualification. Increasingly, SMSI graduates also spend one or two years working abroad in early years settings where demand for qualified Montessori teachers is high.
Register your interest now www.smsi.ie 52 Education
SHAPE A FUTURE
BA Montessori Education Level 7
01 280 6064 | email@example.com
BA (Hons) Montessori Education Level 8
Block C, Century Court, 100 George's Street Upper, DÃºn Laoghaire, Co. Dublin
Higher Diploma in Arts in Early Years Montessori Education Level 8
CLASSES HELD AT: Carleton Hall, Marino St. John's GAA, Rathfarnham St. Tiernans Community School, Dublin 16 Pupils welcome from age 4
01-8385255 | 087-2478570 for further details
Registered teacher with the Royal Academy of Dance and Imperial Society of Teachers of Dance Education 53
Want to go to college? Do
Sorted...com WHEN summer is over, seaside towns have more to offer than icecream cones and candy floss, and the Victorian seaside town of Dún Laoghaire is no exception. In the quiet end, bordering on leafy Monkstown, a restrained revolution is playing out in a modest building on Cumberland Street. The warriors are students and teachers carrying the banner for that educational sector that does not receive the same media attention as other educational sectors; extraordinary when you think that it is Further Education colleges like DFEi that are very real channels into third level institutions for school leavers who are disappointed with their Leaving Certificate results, and mature students who are looking to improve their prospects. It’s what a casual observer would call a win, win situation in the educational stakes. Personal missions So, let’s dust off our imaginary satchels and go inside the building where we will be met by a veritable ant colony – stairs and corridors filled with students of all ages and from diverse backgrounds, each focused on their own very personal mission. The short-term mission might be getting a seat in the canteen; the longer term one will, of course, be getting a place in a third level college or finding employment; but students always work better on a full stomach, so, while the queue for the canteen moves at its own pace let’s take a quick tour of DFEi. IIf you are lost, Kieran at reception will point you in the right direction, so don’t hesitate to ask him. Perhaps you would like to see the Learning Centre, and why not? It is a very bright and attractive space, specifically designed as a study hub replete with banks of computers. It is also 54 Education
on this corridor that you will get that recognisable smell of newly sawn wood. If you dream of designing and making your own furniture, or making and repairing musical instruments, this is where you need to fulfil that dream. Or perhaps you look at the bigger picture – the buildings that house the furniture and the musical instruments. If this is the case, you need to look at DFEi’s Architectural Te c h n o l o g y & D e s i g n o r Construction & Engineering Technology courses. STEM cells It may seem insincere to say that STEM is a ‘no brainer’ but when you think about it, it’s true. Courses related to Science, Technology, Engineering and Mathematics have proven to be reliable and sustainable routes to gainful employment. DFEi’s Pre-University Science courses in Laboratory Techniques and Food Science & Nutrition are the perfect first steps to a STEM career. Indeed, the Expert Group on Future Skills Needs has identified a dearth of graduates to fill available scientific jobs. If you are more attracted to the binary than the organic, a bit ‘nerdy’ perhaps, or a fan of the IT Crowd, you need to check out DFEi’s Computing & Electronic Technology or Software Development courses. These courses are supported by FIT (Fast Track into IT); a unique IT led initiative giving students the opportunity gain the skills that lead to employment. It’s true then; STEM is a ‘no brainer’. ‘Front of house’ roles Of course, while the STEM people are beavering away in the background, other personality types like to be ‘front of house’, or managing situations. If you fall into this category you should consider DFEI’s courses in Marketing & Event
Management, Business Studies with Law, or Police & Security Studies. If your desired theatre of action falls into the medical sphere, DFEi’s Community & Social Care course will get you started on the path that will enable you to work with dementia sufferers, or people with disabilities, mental health or social issues. If your heart is set on the nursing profession, you need to consider DFEi’s very popular Nursing Studies course. The success rates from this course are very high for progression to third level nursing degree programmes in Ireland and the UK. Some people are attracted to the unconditional love of animals; and where would the world be without domestic pets, farm animals and wildlife? Delivered by practicing professionals, DFEi’s Animal Health Care courses boast state of the art facilities and provide regular field trips. On occasion, you might be surprised by a preponderance of dogs around the building; probably a clue that the animal grooming class has gone ‘live’ or the canine obedience class needs willing woofters. You will be relieved to learn that the large farm animals do not stalk the corridors of DFEi but are instead receive visits from the animal care students. Going digital The doings of humans, animals, and machines make for an interconnected machine in a complex world; a world that needs to be interpreted, entertained, investigated, and reported on. We’ve got it all covered at DFEi with courses in TV & Digital Film, Digital Radio Production, Journalism for the Digital Age, Sound Production, and Music Production. The Higher National Diploma in Music Production is taught by working professionals. On each of these courses you will use industry standard equipment and software. You can do your own
on’t have enough points?
me to DFEi recording in the sound studio, broadcast your own show in the radio studio, or edit your own programme in the TV studio. Why not tune in to 107.8fm and listen to DFEi’s very own radio station, The Wave? You will find an archive of accomplished documentaries. Of course, nothing goes unnoticed by journalists, and the journalism students in DFEi are given every opportunity to report on the doings of the humans, animals and machines that make for that interconnected machine in a complex world. Having visited the Criminal Courts of Justice and listened to the evidence in a murder trial, sat in on a Dail debate, or grappled with the spectres of Brexit and Trump, the journalism students have plenty to write about. Showcasing talent The academic life of DFEi is punctuated by a vibrant calendar of social events showcasing the talents of the students. If you like an audience, there’s a captive one in DFEi. Sound Production students compose their own material to audition for the annual college album release. The skills of the Event Management, Office Administration and Security students are always sought for college events. Gigs, concerts, and talent shows are enjoyed by both students and staff, usually in the canteen, also known as The Hub, which as well as providing hot food, is equipped with a stage, sound booth and acoustic panelling.
will be taught basic research skills, referencing systems, and general academic conventions across all courses. Experience at DFEi has taught us that every student does not learn in the same way or at the same pace. If you have particular learning support requirements, they will be met at DFEii. A tried and tested way DFEi’s quality assured courses are open to anyone who is seeking the knowledge, skills and competencies to enhance their employment opportunities or educational progression. If you did not get enough points for your chosen third level course, consider spending a year in DFEi. It’s another tried and tested way to get a place in college, as incidentally, is our legendary Arts, Culture & History course – an excellent foundation for pursuing an arts degree in NUI. With subjects like archaeology,
"The academic life of DFEi is punctuated by a vibrant calendar of social events showcasing the talents of the students. If you like an audience, there’s a captive one in DFEi.
folklore and local history, this course is perfect for those of you who want to use your fascination with the past to propel your academic career forward. The formula is simple – eight QQI Level 5 or Level 6 modules with as many distinctions as you can get. But it takes work on your part. You need to come to class, complete assignments on time and prepare for exams. The teachers are there for you every step of the way if you are there for them. Find out more Look at our website on www.dfei. ie; it’s really rather attractive and the menu is quite tempting; our brochure is not bad either. We don’t offer ice-cream or candy floss but we do offer a fine education. Our Information Day is on Wednesday 23rd January 2019. Come along; experience the facilities and the inclusive environment that is DFEi.
Ladder to a third level DFEi’s courses are designed to meet current industry standards. Students are taught the fundamental skills and survival techniques that will put them on the ladder to a third level qualification. You will be taught how to present work in written and oral format. You Education 55
Institiúid Breisoideachais Dhún Laoghaire
INFORMATION DAY Wednesday 23rd January 2019 10.00am - 4.00pm Visit DFEi to see the facilities in action
Ireland’s Premier Campus for Hospitality, Tourism and Culinary Arts We invite you to be part of our success story LYIT School of Tourism is the oldest campus outside Dublin dedicated to education and training in Culinary Arts, Hospitality Operations and Management, and Tourism. Established in 1969, and looking forward to celebrating its 50th anniversary in 2019, the campus has produced graduates who are renowned all over the world, ensuring that today’s graduates will be recognised as having received the education and training required to reach the top levels of the industry.
Our education offering is expanded through a range of academic partners throughout Europe, where students can choose to study for a semester, supported through Erasmus+ and through our network of industry partners across the globe. We have partners in Germany, France, Spain, Italy, Malta, Romania, Turkey, Australia, Canada the UK and the US, and we are constantly enlarging our network to benefit our students. We want to be a part of your success.
A WORLD OF OPPORTUNITIES AWAITS YOU! LYIT School of Tourism has been providing worldclass education and training for the tourism industry since 1969. Today it is a thriving specialist campus offering a range of full and part-time programmes in hospitality, tourism and culinary arts.
Full-time Programmes •
Higher Certificate in Arts in Bar and Restaurant Supervision
Higher Certificate in Arts in Culinary Arts
BA / BA (Hons) in Hospitality and Tourism
BA / BA (Hons) in Culinary Arts
BSc / BSc (Hons) in Culinary Science
Part-time and CPD Programmes •
Diploma in Restaurant Operations Management
Hotel Revenue and Digital Media Management
Tourism Destination Marketing
Professional Cookery Traineeship and Immersion
Primary Food Hygiene and Management of Food Hygiene
For further details contact: Dr Ciarán Ó hAnnracháin, Head of Department of Hospitality, Tourism and Culinary Arts T: 07491 86603, E: firstname.lastname@example.org,
LYIT_Press Ad_School of Tourism_Reservations Diary.indd 1
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 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 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 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
“A profession committed to the planning and delivery of quality care and other support services for individuals and groups with identified needs.”
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 Admissions Offices in the following Institutions • Athlone Institute of Technology • Institute of Technology, Blanchardstown • Carlow College • Dublin Institute of Technology • Dundalk Institute of Technology • IT Carlow (Carlow Campus) • IT Carlow (Wexford Campus) • Waterford Institute of Technology • Galway Mayo Institute of Technology • Letterkenny Institute of Technology • Institute of Technology, Sligo • Institute of Technology, Tallaght • Institute of Technology, Tralee • Limerick Institute of Technology (Moylish & Ennis Campus) • Limerick Institute of Technology (Thurles) • Open Training College
Masters Programmes M.A in Leadership & Management M.A in Childhood & Adolescent Studies M.A in Counselling & Psychotherapy M.A in Cognitive Behavioural Therapy M.A in Counselling & Pastoral Care M.A in Clinical Supervisionin Professional Practice M.A in Addiction Counselling Degree Programmes B.A in Counselling Skills & Psychotherapy Studies B.A (Hons) in Counselling & Psychotherapy B.A in Counselling Skills & Youth Studies B.A (Hons) in Counselling & Youth Studies B.A in Counselling and Addiction Studies B.A (Hons) in Counselling & Addiction Studies Certificate Programmes Dublin | Limerick | Cork | Waterford | Tralee | Ennis
ICHAS (Irish College of Humanities and Applied Sciences) Walton House, Lonsdale Road, National Technology Park, Castletroy, Limerick Tel: 061 216288 Email: email@example.com Website: www.ichas.ie
ICHAS at Griffith College, South Circular Road, Dublin 8 Tel: 01 4150429 Email: firstname.lastname@example.org Website: www.griffith.ie
Offering quality education choices, new skills and confidence IN September Dunboyne College of Further Education commenced its 16th year of offering a quality education product to Meath, west Dublin, north Kildare and surrounding areas. We have grown to over 800 students doing QQI level 5 and 6 courses at our campus in Dunboyne Business Park. As well as being the only dedicated PLC further education college in County Meath, west Dublin, north Kildare and the surrounding areas, over 90% of the students who have achieved a full QQI level 5 award with Dunboyne College in recent years have received third level offers and countless others have proceeded directly to employment. The feedback on the courses from students has been excellent in terms of the new skills and confidence; students felt they received the confidence to go on to future learning, to build up their skills, and to access job opportunities. Courses are increasing in popularity with this year over 2000 students applying for 800 places. Expanding into new areas The college will be expanding into many new education areas in the coming years and anyone wishing to obtain further information on these opportunities should find us online at www.dunboynecollege.ie or on Facebook or Twitter. There is an on line enrolment ongoing and late applications will be taken until late September depending on availability on the courses. School leavers, mature students, lifelong learners and those who want further opportunities to progress in their jobs will all benefit from these QQI programmes in Dunboyne College. PLC should never be thought about as an extra year, but as a year to explore what you really want to do and the opportunities out there, and achieve a qualification that makes it all possible. Find out more information at www.dunboynecollege.ie.
Academic Year Sept. 2019 – May 2020 Post Leaving Cert Courses at QQI Level 5 & 6 • • • • • • •
Applied Social Studies Applied Psychology Childcare/Special Needs Assistant Nursing Studies Health Service Skills Nutrition, Health and Well Being * New Pharmacy Assistant
• • • • • • •
Pre-University Arts Pre University Liberal Arts Pre-University Arts: Pre-Primary and Secondary Teaching Pre-University Law Pre University Business Law * New Pre-University Science/Agricultural Science Pre University Sports and Food Science * New
• • • • • • • •
Pre University Business Legal and Medical Secretary/Office Administration Business and Accounts Administration * New Creative Digital Media Online Marketing * New Computer Systems and Networks Graphic Design * New Media and Film Production * New
• • • • • • • • • • • •
Tourism and Travel Airline Studies Beauty Therapy Hairdressing Animal Care Horsemanship and Equine Business Professional Cookery Sports Management & Coaching Sports Injury Prevention Music Performance Sound Production Art Portfolio
• • • • • • • • • •
Early Childhood Care & Education Healthcare Supervision Beauty Therapy * New Hairdressing Senior Trade * New Tourism and Travel with Business * New Business * New Equine Business * New Multimedia & Web Development Sports Industry Practice Professional Cookery
th INTERVIEW DATES - 28th of Jan., 15th:of28th March, 1st15th and of 29March, of May of Jan., 1st and 29th of May.
www.dunboynecollege.ie Tel: (01) 802 6577 Email: dunboynecollege@Lmetb.ie Dunboyne Business Park, Dunboyne, Co. Meath A86WC91 Education 61
Bachelor of Arts in Youth and Community Studies with New Media AN innovative new programme designed to meet the growing demand for youth and community workers across a variety of settings. Youth and Community workers promote and support active communities. The BA in Youth and Community Studies with New Media at IT Tralee is a three year level 7 (TL782) or four year level 8 (TL882) professional degree course for school leavers and mature students. This innovative degree programme places twenty-first century skills at the heart of learning. The combination of new media skills and academic content gives students an excellent grounding in the closely linked fields of youth and community work, along with the chance to acquire new skills in a range of areas including new media and digital technology, creativity, critical thinking and communication. These skills are integrated seamlessly throughout the programme so that graduates are competent and resourceful practitioners, capable of applying and integrating these new media skills, tools and creativity into your professional life. Staff teaching is supported by guest lectures, practitioner workshops and prac-
tice learning, all of which aim to develop a deeper professional engagement with the sector. A wide range of subjects are covered in areas such as social exclusion, community development, promoting social cohesion, reflective practice with young people and communities, and using digital media and new technology to enhance youth and community development. During this applied programme students
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will undertake two substantial periods of practice placement which provide opportunity to put theory into practice. Supervised practice also enhances future career development by providing opportunities to establish networks and working relationships in your chosen field. For more information on this programme please visit www.ittralee.ie.
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Fees and support for students across the EU
National Student Fee and Support Systems in European Higher Education – 2018/19 New report offers a comprehensive survey and analysis of how student third Key Points higher study achievement are not pay fees Here (or pay only small administrative level education isstate-funded fundedandindothe EU. are some edited highlights and maps.
changes), while the others (co)finance their studies (2). The share of fee-paying students in the second cycle (not depicted on Figure 1) is comparable to firstcycle data inofmost studied higher education In some systems, a different fee policy Percentage first-cycle full-time home studentssystems. paying annual fees above EUR however, 100, 2017/18 applies to each of the two cycles, which then translates into different percentages of fee-payers. For example, in Greece, Cyprus, Malta and the United Kingdom – Scotland, no fees are charged to firstcycle full-time students, but students in the second cycle generally pay fees. Turkey also belongs to this group, but the fee charged to second-cycle day-time students corresponds to the amount below EUR 100 (i.e. the amount not considered under Figure 1). In Bosnia and Herzegovina and 100 % Montenegro, only some categories of first-cycle students pay fees (or fees above EUR 100), while in 75-99.9 % grant holders do the second cycle, all students are expected to pay. In Ireland, first-cycle need-based not pay fees (public authorities cover their student contribution of EUR 3 000), whereas in the second 50-74.9 % cycle, all students are expected to pay tuition fees set by higher education institutions. 25-49.9 %
The amounts that students most commonly pay differ greatly across countries 0.1-24.9 % Beyond the percentage of fee-payers, an important aspect of fee policies is0 % the amount of fee that students pay. Figure 2 looks at the most common fee, which is understood as the amount paid by the Dataonly not available highest number of fee-paying students in the system. The figure considers fees charged to students progressing normally through their studies, i.e. fees for insufficient number of ECTS credits or extended duration of studies are not covered (3). The focus is, once again, on first-cycle full-time home Source: Eurydice. students. Explanatory note A Most fee is common understood as anyfees suminoffirst-cycle money paid by students, with among which they formally and fee-paying compulsorilystudents contribute to the cost of annual higher education, full-time home their higher education. This may include, but is not restricted to, a registration fee, tuition fees, graduation fees, administrative progressing normally through their studies, 2018/19 fees, etc. Payments to student unions are not taken into account.
Country-specific notes Belgium (BE fr, BE nl), Spain and Italy: Reference academic year: 2016/17. Czech Republic: Data refer to first- and second-cycle students together. Reference year: 2017 (estimated data). Germany: In all German Länder, there are no tuition fees. In 10 Länder, however, low administrative fees from EUR 50 to 75 are charged to all students. Moreover, students in six Länder are liable to pay fees of up to EUR 500 per semester K e y P owhen ints exceeding the regular study period. No data are available on students paying the latter fees. > EUR 3 000 Ireland: Estimated data based on student numbers in the academic year 2016/17.
Greece: The figure does not take into account students studying at the Hellenic Open University who pay fees. Between 1 001-3 000 students Performance in secondary education fees paid Around in higher Croatia: Data include first-cycle students as wellsometimes as students ininfluences integrated programmes. 50 %education of first-cycle participate in tuition fees to some extent. Other students pay only small administrative fees (equivalent to less than EUR 100). As Figure shows, – Latvia, students. Lithuania, Hungary, Romania, Bosnia France: Data4refers to allseven (short-, countries first- and second-cycle) Reference academic year: 2016/17. Between and EUR Herzegovina, 101-1 000 Austria: Data refer to fee-payers at universities (17 %). 5.56 % of students at Pädagogische Hochschulen (university colleges Serbia and the former Yugoslav Republic of Macedonia – use merit-based criteria in differentiating of teacher education) and 72 % of students at Fachhochschulen (universities of applied sciences) paid fees in 2017/18. Poland: All students pay small administrative fees entrants. corresponding less than EUR 100.based Those repeating aEUR study course/subject Between 1-100 fees paid by full-time higher education In to these countries, on performance in upper are charged tuition fees set by higher education institutions. No data are available on students paying the latter fees. secondary education and/or results of admission tests, students start their higher education studies in Romania: Data refer to first- and second-cycle (full-time and part-time) students together. No fees Slovenia: All students pay administrative fees of less than EUR 40. Those exceeding regular length of studies or those enrolled one of the two groups: a 'state-funded' group, including better performing students who do not pay in a programme situated at the level already attained are charged tuition fees set by higher education institutions. No data are fees or on pay only small charges, and a group of 'self-financing' students who cover (fully available students paying administrative the latter fees. Data not available Slovakia: Data refer first- andexpenses. second-cycle Depending students together. or partially) theirto tuition on the country, the latter group usually comprises Montenegro: Since 2017/18, first-cycle first-year students do not pay fees. Those obtaining 45 ECTS or more during the first between 30studying % andwithout 60 %paying of students. During their studies, their self-financing students can sometimes year continue fees, while others have to self-finance studies. A relatively high share of fee-payers depicted on the figure is partly due to the presence of students who started their studied prior to 2017/18. change their funding status, based on their academic performance. At the same time, state-funded Norway: Data refer to students in public higher education institutions. Private publicly-subsidised institutions are allowed to Source: Eurydice. charge fees,may on some The majority of institutions are public. students loseconditions. their publicly-funded place if their performance does not meet expected standards. Serbia: No data are available at national level on the percentage of students paying fees above EUR 100. The range indicated Explanatory notes refers to students self-financing their studies in the academic year 2016/17. The real percentage of those paying more than Most common fees to the amount that the fee-paying 2018/19 students pay in the country/system. EUR 100 is likely to refer be higher. Merit-based fee-differentiation policies at highest entry tonumber higherofeducation, The former Yugoslavonly Republic of Macedonia: Estimated data (98 %). The figure considers fee-paying students studying full-time who progress normally through their studies. The normal fullTurkey: The figure doesisnot take into account students followingprogress evening higher education who pay fees.If national time study progression understood as an annual academic corresponding to programmes around 60 ECTS credits. steering documents define the normal study progression differently, the national definition is considered. Fees charged to students failing to make sufficient academic progress, if applicable, are not considered. Fees that may be charged to students who study towards their second first-cycle degree are also not covered. For countries with currencies other than Euro, amounts were converted into Euro (for more details on the exchange rates, see Study performance preceding firstthe national information sheets). cycle higher education Figure 1 and theon Glossary for the general definition theFigures concept of 'fee'. 2) (See For more details how fee-distinction policies operate,ofsee 4 and 5 and the related analysis.
influences fees paid by firstcycle full-time students
For more details on fee policies related to insufficient academic performance, see Figure 5 and the related analysis.
does not have an impact on fees paid by first-cycle fulltime students No fees in full-time first-cycle HE
Montenegro used to belong to the above group of countries, but reformed its system from the year 2017/18. From this point, all first-time first-year students start their studies on an equal 66academic Education footing: they do not pay fees. Those who achieve at least 45 ECTS credits remain state-funded, whereas those with less than 45 ECTS are required to self-finance their studies starting from the
The Key Points The interaction between student fees and support is complex, and it is challenging to compare national realities accurately and clearly at European level. This is because there are many dimensions to consider: Do all students pay fees? Or only some? If some, what are the main criteria that determine which students pay and which do not? And how much do students actually pay? Fees Higher education studies entail substantial investment, and students may be required to bear the costs through fees. Considering all costs charged to students (for tuition, enrolment, administration, etc.) with the exception of contributions to student organisations, this report investigates fee policies in 43 European higher education systems. The analysis looks at the share of students who pay fees, the fee amounts and the categories of students who pay. The main focus is on first-cycle full-time home/domestic students, but comparisons are also made between study cycles, full-time and part-time studies, and home and international students. Varying fees across Europe The map top left examines the proportion of fee-payers among fulltime first-cycle home students. Only students paying annual fees of more than €100 are considered, since fees below this amount are unlikely to represent a substantial financial burden for students and their families. Among the 43 studied higher education systems, nine have in place a systematic no-fee policy for first-cycle full-time home students. This group includes five systems First Cycle = Undergraduate Second Cycle = Graduate Third Cycle = Doctorate
National Student Fee and Support Systems in European Higher Education – 2018/19
Second cycle differences The share of fee-paying students in the second cycle is comparable to first-cycle data in most studied higher education systems. In some systems, however, a different fee policy applies to each of the two cycles, which then translates into different percentages of fee-payers. For example, in Greece, Cyprus, Malta and the United Kingdom – Scotland, no fees are charged to first-cycle full-time students, but students in the second cycle generally pay fees. In Ireland, first-cycle need-based grant holders do not pay fees (public authorities cover their student contribution of €3 000), whereas in the second cycle, all students are expected to pay tuition fees set by higher education institutions. Different fees The amounts that students most commonly pay differ greatly across countries.
Majority fees/ Majority grants
Minority fees/ Majority grants
Percentage of students paying annual fees above EUR 100 and percentage of beneficiaries of grants among first-cycle full-time home students, 2017/18
N a t i o n a l S t u d e n t F e e a n d S u p p o r t S y s t e m s i n E u r o p e a n H i g h e r E d u c a t i o n – BE 2 0 1nl8 / 1 921
semester and 60 ECTS per year, and those who do so and study in Estonian language do not pay DK 89 0 FI 69 0 fees. Students who achieve fewer credits are liable to pay tuition fees for from DE any22ECTS 0 missing SE 88 0a 100 % study load. Croatia uses a comparable approach, offering the possibility to all14full-time EE 23 UK-ENGstudents 0 100 43 60 toUK-WLS 64 100 enrolled for the first time in the first year of short-, first- and second-cycleIEprogrammes study without EL who1 achieve 0 UK-NIR 57 100 paying tuition fees (only minor administrative fees are charged). Students 55 ECTS or Fees ES 28 70 UK-SCT (:) 0 more per year continue studying without paying fees. Those who achieve fewer ECTS credits pay FR 33 68 either the full tuition fee or a part of the fee, depending on rules of individual higher education HR 5 52 AL 0 100 institutions. Spain does not define the overall number of ECTS credits achieved0 per IT 12to be 87 BA 70 semester/year, but students are required to pay higher fees for subjectsCY– and(:) corresponding ECTS 0 CH 7 100 LV 0 35 IS 0 100 credits – they have to re-take. Grants
situated in northern Europe (Denmark, Finland, Sweden, Norway and the United Kingdom – Scotland), as well as Greece, Cyprus, Malta and Turkey. In contrast, in 11 higher education systems, situated in different parts of Europe, all first-cycle students pay fees. Around half of the studied systems are between these two extremities, i.e. some students pay fees, whereas others do not. The share of feepayers in these systems commonly reflects different policies. For example, in some systems, fee exceptions are possible, but are available only for specific categories of students – such as students from low-income families, orphans or disabled students – which generally translates into a high percentage of fee-payers (at least 50%) and a low share of those exempt from paying fees. In some other systems, only particular categories of students are required to pay – e.g. students failing to make sufficient academic progress – which goes hand in hand with a relatively low percentage of feepayers among students (up to 25%). The share of fee-payers situated between 25 % and 49.9 % is often associated with policies where, based on study merit, students follow their studies in one of two groups: those with higher study achievement are state-funded and do not pay fees (or pay only small administrative changes), while the others finance their studies.
The Flemish Community of Belgium also uses an ECTS-based approach,LUbut frames it quite 72 100 ME differently 0 63 HU education 14 30 NO 49 in 0 compared to the above countries. In this system, students starting a higher programme MT The 93 number 0 RSof credits 0 for 58 the first or the second cycle receive a virtually filled backpack of 140 credits. 32 100 (*) 3 98 which the student registers (typically 60 credits per year) is subtracted NL from the backpack; students AT 14 12 TR 21 0 then earn back the credits they pass and lose those they fail. Students with a negative account are not Minority fees/ Majority fees/ funded from the public budget, and universities can decide how to treat them: they can refuse them, Minority grants Minority grants enrol them without additional Countries and values in italics:requiring see country-specific notes fees or require higher fees (maximum EUR 11.40 per credit). (*): The former Yugoslav Republic of Macedonia Source: Eurydice. (:): Data not available
Fee policies related to the non-completion of an expected number of ECTS and/or a degree within a defined
Explanatory notes period of time, first-cycle full-time home students, 2018/19
The figure considers only universal and need-based grants. If a country has both universal and need-based grants, universal grants are presented. Merit-based grants are not considered (for more details on different types of grants and their definitions, see Figure 9 and the Glossary). The table next to the chart shows the actual percentage values (national data). Zero as a value indicates that there are no fees or there are no universal or need-based grants in the relevant country. Generally, countries are presented in this figure only if data is available for both values, i.e. fees and grants. In some instances, however, one of the values is not available, but the country is still depicted on the figure. In this case, the country is marked in Students not completing expected italics and the country-specific notes provide an explanation. number of ECTS and/or degree within Percentages of fee-payers provided in the figure may slightly differ from percentages indicated in the national information a defined period of time sheets. This is because the national sheets refer to all fee-payers, whereas Figure 15 covers only students paying fees above pay or are liable to pay EUR 100. Moreover, all national data presented in Figure 15 have been rounded. additional (higher) fees
do not pay additional (higher) Germany: In all German Länder, there are no tuition fees. In 10 Länder, however, low administrative fees fees from EUR 50 to 75 are charged to all students. Moreover, students in six Länder are liable to pay fees of up to EUR 500 per semester when exceeding the regular study period. No data are available on students paying the latter fees, but of students paying Nothe feesshare in full-time first-cycle more than EUR 100 is likely to be low. HE and no impact of student Poland: All students pay small administrative fees corresponding to less than EUR 100. Those repeating a study course/subject performance on fees are charged tuition fees set by higher education institutions. No data are available on students paying the latter fees, but the share of students paying more than EUR 100 is likely to be low.
For further details on data presented in Figure 15, see also country-specific notes related to Figures 1 and 10. Source: Eurydice.
National Student Fee and Support Systems in European Higher Education – 2018/19 Explanatory note The figure considers only the direct impact of insufficient study performance on fees. An indirect impact is not considered. The latter applies to cases where public grant holders do not pay fees, and where insufficient study performance implies the loss of public grants (i.e. who lose theirhome grantsstudents become fee-payers). Percentage of students first-cycle part-time paying annual fees above EUR 100, 2017/18
Besides the credit-based approach, steering documents can also stipulate the period within which students are expected to complete their degree. If a student does not complete the degree within a 100 % defined period, he/she pays, or is liable to pay, additional fees. In Slovakia, for instance, besides small 75-99.9 administrative charges, there are no tuition fees for full-time first-degree students who%study in Slovak language and who do not exceed the standard duration of a course defined50-74.9 for each programme. % Those who exceed the duration have to pay tuition fees of up to EUR 2 125 per academic year. 25-49.9 %
0.1-24.9 % 0% Data not available No official part-time student status
Explanatory note The figure considers only those higher education systems that officially recognise a part-time student status.
Greece: The figure does not take into account students studying at the Hellenic Open University who pay fees. It considers Education students at other higher education institutions, where no differentiation in fees is made between full-time and part-time students. For country notes related to reference years of data – if different from 2017/18 – please refer to Figure 1.
Fees and support for students across the EU CONTINUED
Beyond the percentage of feepayers, an important aspect of fee policies is the amount of fee that students pay. Financial support Higher education studies generally entail considerable financial burden on students and their families. In most European countries, students pay fees and these sometimes correspond to substantial amounts. Higher education studies also imply other expenses, related to both living and learning. It is therefore important to examine the financial support that public authorities make available for higher education students and/ or their families. The report explores main public financial support mechanisms, namely direct financial support to students in the form of grants and loans, and indirect support through allowances or tax incentives to students' parents. The analysis looks at the presence of these mechanisms across European countries, the conditions and criteria of attribution, the amount of support and the proportion of beneficiaries. As with fees, the focus is on fulltime first-cycle home students. When relevant, the situation of second-cycle, short-cycle and parttime students is also outlined. All countries offer support All European countries offer at least one type of direct public financial support – grants or loans – to their first-cycle higher education students. Public grants, i.e. non-repayable public financial support, exist in all European higher education systems except Iceland and the United Kingdom – England. In the latter system, grants ended only recently, in the academic year 2016/17, and they are now available only to students who began their studies prior to this date. Publicly-subsidised loans, i.e. repayable public financial aid, exist in around two-thirds of all European higher education systems.
from defined countries. These are not depicted on the figure. Furthermore, in some countries Higher studies generally entail considerable financial burden on students theireducation families. (e.g. theeducation Czech Republic, Estonia, Latvia and Slovakia), regulations explicitly allowand higher As shown to in charge Sectionhigher 1.1, infees most countries, students pay fees and(inthese sometimes institutions (or European fees) for programmes in foreign languages particular widely correspond to substantial amounts. Higher education studies alsostudents imply other spoken languages), which are generally well-suited for international (10). expenses, related to both living and learning. It is therefore important to examine the financial support that public authorities make available for higher education students and/or their families. Fee policies towards international students (outside EU/EEA/EFTA), 2018/19 This section explores main public financial support mechanisms, namely direct financial support to students in the form of grants and loans, and indirect support through allowances or tax incentives to students' parents. The analysis looks at the presence of these mechanisms across European countries, the conditions and criteria of attribution, the amount of support and the proportion of International students beneficiaries. As with fees, the focus is on full-time first-cycle home students. When relevant, pay the same fees as the situation of second-cycle, short-cycle and part-time students is also outlined.
All European countries offer financial support to higher education
home students (including no-fee policy, when applicable) students pay
are liable All European countries offer at least one type of direct public financial support –orgrants or loans – to to pay higher fees than home students their first-cycle higher education students (see Figure 8). Public grants, i.e. non-repayable public financial support, exist in all European higher education systems except Iceland and the United Kingdom – England. In the latter system, grants ended only recently, in the academic year 2016/17, and they are now available only to students who began their studies prior to this date. Publiclysubsidised loans, i.e. repayable public financial aid, exist in around two-thirds of all European higher education systems. However, as discussed further in this section, in a number of systems, study loans Source: Eurydice. are not very widely used (see Figure 12).
The figure considers general fee policies towards international students (students outside EU/EEA/EFTA). It does not cover first-cycle full-time home Directorpublic financial support to bilateral multilateral agreements between countries, which maystudents, stipulate 2018/19 specific fee regimes applicable to students from defined countries.
Country-specific notes Germany: In most Länder, fees for international students are aligned with those applicable to home, EU and EEA students (the situation depicted on the figure). However, from 2017/18, international students in Baden-Württemberg have to pay EUR 1 500 per semester. Austria: The distinction is made between international students depending on the place of origin: while in general Kinternational ey Points students pay fees (the situation depicted on the figure), those coming from developing countries may be exempted.
maintenance grant, the amount of which depends on the study field (the highest amount is given to Grants students in 'high priority courses', as defined by top-level authorities). In Luxembourg, all students can benefit from a basic grant of EUR 2 000 per academic year, without any conditions. A comparable Loans situation can be observed in the United Kingdom – Wales, where starting from the academic year (10) For more details on these more specific aspects, see the national information sheets in the second part of this report. 2018/19, first- and short-cycle full-time students can benefit from a universal grant for living costs of GBP 1 000 per year. In both Luxembourg and the17 United Kingdom – Wales, higher amounts of grants are possible, but are means-tested. Grants in Denmark, Finland, Sweden and Norway (12) are in principle also open to all students, but they take into account students' financial situation, i.e. the grant is not awarded or is reduced if the student has another source of personal income above a specified amount. The amount of the grant for those who do receive grants in these four countries also depends Source: Eurydice. on age, living conditions or completion of a certain number of ECTS. Explanatory notes
Grants refer to public financial support provided directly to students, which does not need to be paid back. Grants for study abroad (mobility not considered. Main types of grants) public are grants to first-cycle full-time home students, 2018/19
Loans refer to repayable financial aid where the government bears a part of the costs. This can take the form of a government guarantee, when student loans are guaranteed or insured by the government against the risk of default and loss. Private grants and loans with no public guarantee are not considered. The figure shows the presence of direct public financial-support schemes (grants and/or loans). It does not indicate the proportion of beneficiaries in the student population. For more details on these aspects, see Figures 10 and 12.
Universal grants Need-based grants Merit-based grants No public grants
National Student Fee and Support Systems in European Higher Education – 2018/19
Explanatory notes Universal grants refer to grants that do not target any specific category(ies) of students and are in principle open to all Most common universal or need-based grant first-cycle full-timecontribution home students, students, i.e. areannual 'universally available'. These grants areamounts, either provided as a flat-rate (i.e. not2017/18 means-tested), or their amount is calculated based on student's income (parental income may be considered when students live with their parents/guardians). Need-based grants are awarded on the basis of financial hardship/socio-economic background of students, which is commonly evaluated based on parental income (students' income may also be considered). Merit-based grants are awarded on the basis of academic performance of students. Grants that combine need- and merit-based criteria of allocation are displayed under the main allocation criterion.
Country-specific notes Between EUR 000grant for United Kingdom (WLS): Starting from 2018/19, first- and short-cycle full-time students can benefit from a 100-1 universal living costs of GBP 1 000/year, which is not means-tested (displayed as 'universal'). Above this amount, the amount of further grant for living costs is dependent on household income (displayed as 'need-based'). Between EUR 1 001-3 000 Albania: The figure indicates no systematic provision of need-based grants. However, higher education institutions may award grants to students in need. These are fully managed at institutional level and there are no central-level data on beneficiaries. Between EUR 3 001-5 000 Bosnia and Herzegovina: The figure indicates no systematic provision of need-based grants. However, beyond the meritbased grants provided by responsible ministries of education, which are shown, further grants may also be provided using merit> EUR 5 000 as well as need-based criteria. No need-based or universal grants Data not available
The full report can be obtained at the Eurydice website: ec.europa.eu/eurydice
In Norway, the support is initially given as a loan. 40 % of the loan may be converted to a grant for students who live away from their parents and pass all exams.
Most common grant amount refers to the amount that the highest number of students receives among grant beneficiaries in the country/system. If a country has both universal and need-based grants, universal grants are presented. For countries with currencies other than Euro, amounts were converted into Euro (for more details on the exchange rates, see
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Outdoor Education Centre
Optima LT Std Demi
the sense of well being that comes from nature and being outdoors as encouraging fitness and contributing to a healthy lifestyle. The natural environment encourages mindfulness and can be an antidote from the stresses of everyday living. We try to get students to disconnect from mobile devices and social media while at Petersburg. The team tasks elements include icebreakers and activities that encourage individuals to work as part of a team. It also encourages problem solving, lateral and creative thinking and allows participants achieve a sense of satisfaction through the completion of tasks. Independence and maturity The residential experience is often the first opportunity young people experience away from home and is a step on the way to independence and maturity. Groups tend to form a temporary community while they are here and bond together while completing communal tasks such as setting tables and washing dishes. Young people remember the Petersburg experience much more and long after the shine has gone from any medals and cups that might have been won in other sporting endeavours. It is often cited as the highlight of their school experience. Why not give them this
"The team tasks elements include icebreakers and activities that encourage individuals to work as part of a team. It also encourages problem solving, lateral and creative thinking"
opportunity to build memories that will stay with them through life? At Petersburg the following programmes can be provided: • Adventure sports programmes residential and day groups • Transition Year, Leaving Certificate Applied and Gaisce award programmes and Junior Cycle Programmes • Field studies in geography and ecology • Team building programmes • Skills courses in kayaking, mountaineering, orienteering and canoeing • Camp craft and Expeditions • Cursaí trí Ghaeilge • Summer camps Petersburg is located on the southern shore of Lough Mask in County Galway and operates under the auspices of Galway Roscommon Education and Training Board. For anyone interested in their child having an educational, rewarding, enjoyable and most importantly safe experience contact the centre at the address below for a brochure or visit the website for more information.
FIND OUT MORE: Petersburg Outdoor Education and Training Centre Clonbur, Co. Galway www.petersburg.ie | E: firstname.lastname@example.org T: 094-9546483 / 094-9546416
petersburg Outdoor Education Centre
Clonbur, Co Galway 094-9546416 e: email@example.com • www.petersburg.ie Education 73
Education Tours and Field Trips
Adventure starts with Zipit Forest Adventures Z
ipit Forest Adventures is a treetop high ropes course set in beautiful Coillte forests in Dublin, Cork and Roscommon. A place where students can enjoy an exhilarating and challenging outdoor activity in a natural setting, building confidence, teamwork and self-esteem. Swing into cargo nets, whizz down ziplines, trek across a floating bridge and be immersed in our stunning countryside. Big challenges or baby steps, our energetic instructors will encourage and motivate even the most nervous student, creating a lasting sense of achievement. With circuits for every fitness level, Zipit provides a school tour that everyone enjoys! Of course, we know that teachers need to enjoy their day too and what better way to bond with your students, than participating alongside them! Free participation and free tea and coffee for all teachers. But of course, you can choose to watch from terra firma and we do ask that at least one supervisor remains on the ground at all times.
"An opportunity to problemsolve, make choices, push limits and controlled risk taking
FIND OUT MORE: P: 051 858008 | E: firstname.lastname@example.org
www.zipit.ie Facebook: zipitfa
Cost is €15 per primary school student (3rd class upwards) and €18-€20 per secondary student with activities lasting for approximately 4 hours. Zipit can take up to 150+ students in any one day, by staggering start times. With parallel Safety Briefings, we ensure a streamlined throughput so everyone has a great school tour. We also cater for small schools and classes, with no minimum numbers, subject to availability. Risk V Safety Everyday life is full of risks and challenges and we provide students of all ages the opportunity to experience perceived risk in a controlled environment. Our safety harnesses are designed with a dual safety element, eliminating the risk of accidental removal of both safety devices while on the course. Students are fitted with a harness by a trained Instructor and given a safety briefing before moving at their own pace. Zipit operates to the highest EU
Locations Tibradden Wood, Dublin 16 (only 10 mins from M50)
Farran Wood, Co.Cork
(only 20 mins from city centre)
Lough Key Forest Park, Co. Roscommon (on main Dublin/Sligo road)
safety standards. Our Instructors hold European Ropes Course Association qualifications and are first aid trained. Should a student need to come down off the course, when they reach their limits (physically or mentally) our instructors are trained to bring them down safely, and talk them through what is happening. We provide the opportunity to learn life skills in a safe environment, giving the opportunity to problemsolve, make choices, push limits and controlled risk taking. To find out more, please contact us on 051 858008. Get active, get connected and get outdoors! Education 75
Education Tours and Field Trips
ROMEO & JULIET
February 25th - March 15th 2019
dlr Mill Theatre Dundrum Town Centre Tickets €12.50 Booking: 01-2969340 Email: email@example.com
BESPOKE SHAKESPEARE WORKSHOPS AVAILABLE By Mill Productions. Directed by Geoff O’Keeffe Full details: www.milltheatre.ie
Great productions and education for all levels DLR Mill Theatre in Dundrum Town Centre is the ideal location to bring students – safe and easy parking, capacity of 208 and reasonably priced - the venue’s education programme is great for all levels. Their own production of JM Synge’s The Playboy of the Western World is almost sold out in January 2019. Up next is Romeo and Juliet in February-March. This abridged version is an ideal opportunity to expose Junior Cycle students to their first live Shakespeare experience. Throughout the year the venue also offers you and your pupils (at all levels) the opportunity to really engage with your chosen text by offering Drama Workshops to bring these texts to life. Workshops are led by experienced facilitators and designed to engage the student creatively by exploring characters, themes and language of your chosen text. Mill Productions has produced two Shakespeare plays every year for many years – including Macbeth in 2018, King Lear 2017 and Hamlet 2016. Keep up to date with upcoming productions by signing up to their newsletter on www.milltheatre.ie. FIND OUT MORE: For further information on workshops please email Education Programme Manager firstname.lastname@example.org
Get your first lesson free!
Learn Ju-Jitsu: Fitness, Fun and Self Defence New Juniors Ju-Jitsu class opening in Kilbarrack, beginning Januay 2019. Ju-Jitsu is a fun and dynamic martial art that focuses on developing physical fitness as well as concentration, focus and self-discipline. Our mission is to promote good health, responsibility, personal safety and, of course, fun! Encouraging young people to take up an activity such as Ju-Jitsu is a step toward promoting a healthy lifestyle, as it will help them to develop fitness, co-ordination, confidence and personal safety skills in a fun, safe and structured environment. Classes are be held by a fully qualified, insured and Garda vetted instructor. Come and find us on Tuesdays, 6pm-7pm at Dillions Academy of Martial Arts (Li Ching Wu), 7 Kilbarrack Parade, Kilbarrack Industrial Estate, Dublin 5
Contact Kyle on 087-1581175
www.jujitsudublin.com 76 Education
SHARE YOUR JOURNEY TO SCHOOL WITH US WIN iPADS AND MORE! PLUS, A COACH TRIP INCLUDING ENTRY TICKETS FOR YOUR CLASS TO TAYTO PARK* 'GoPlaces with Bus Eireann' is a competition for Transition Year students. In the academic year 2018/2019, we are inviting Transition Year students to tell us about your school journey, where it's from or to and tell us how it could be more enjoyable or efﬁcient. O Competition open to all Transition Years in ROI O New iPads up for grabs O Develop ideas that support transport and communities O Video, photographic and written entries accepted O Class trip to Tayto Park on private coach as extra prize for overall winner
FOR MORE INFORMATION VISIT
RECENTLY PUBLISHED ...........................................................................................................
Transforming Language Teaching and Learning Three International Teacher Education Studies By Patrick Farren THIS book examines the beliefs and attitudes of teacher educators, teachers and student-teachers about the impact of language teaching and learning. It draws on three research-based studies carried out by the author in collaboration with colleagues at the National University of Ireland, Galway, King’s College London and the Lynch School of Education, Boston College. The volume begins with a clear outline of various approaches to research-based practice and a scholarly consideration of language acquisition and learning theories, before embarking on a journey across three countries that reflects on partnerships and dialogue. The focus of each study is the ongoing interac-
tion between participants and the data is drawn from semi-structured interviews, focus group discussions, surveys and classroom observations, as well as referencing the work of student-teachers. As the studies unfold, 'transformative language pedagogy' is seen to enhance the social-psychological model of autonomous language teaching and learning by offering it a critical and moral-philosophical underpinning. The book offers valuable insights into language teaching and learning and, importantly, into the intersection between teaching, learning and being in the world. Peter Lang • Around €60
No Artificial Limits Ireland’s Regional Technical Colleges
Reporting the Troubles Journalists tell their stories of the Northern Ireland conflict
By Richard Thorn
Compiled by Deric Henderson and Ivan Little Foreword by George Mitchell
THE late 1950s and 1960s were a pivotal period in Ireland’s economic development. Visionary civil servants and modernising politicians led significant changes in Irish society; nowhere was this more obvious than in education. Free secondary education, free school transport and the development of a nonuniversity, technically oriented higher-education system – the regional technical colleges and the national institutes for higher education – combined to create a new dynamic that furnished a missing rung in Irish education and democratised access to education. The regional technical colleges, and their successors the institutes of technology (excepting Dublin Institute of Technology), conceived primarily as subdegree institutions, now stand on the threshold of redesignation as technological universities; they are thus internationally unique. This book paints the landscape of political chicanery, conflict and control, policy weakness, institutional ambition and autonomy, and the belief in self-efficacy within which the regional technical colleges developed. The book does not draw a map of dates, numbers, statistics, lists and places. In offering a painting rather than a map, it is hoped the book will appeal to those who have come from, or have been associated with, the regional technical colleges and who are interested in the richness of the story of their colleges. It is hoped also that the book will appeal to those interested in education and policy development. Richard Thorn is president emeritus of the Institute of Technology, Sligo. He has worked across the higher-education sector in Ireland and Europe at institution and sectoral level, and has undertaken research into, and published on, a wide range of higher-education topics. Institute of Public Administration • €20
IN Reporting the Troubles sixty-eight renowned journalists tell their stories of working in Northern Ireland during the Troubles – the victims that they have never forgotten, the events that have never left them, and the lasting impact of the experience of working through those years. The result is a compelling account of one of the most turbulent periods in recent history, told by the journalists who reported on it. This is a landmark book – a history of the Troubles told by the journalists who were on the ground from the beginning and including many of the biggest names in journalism from the last fifty years. Reporting the Troubles is a remarkable act of remembrance that is raw, thought provoking and profoundly moving. Blackstaff Press • Around €15
Being New York, Being Irish: Reflections on Twenty-Five Years of Irish America and New York University’s Glucksman Ireland House
By Terry Golway THROUGH deeply personal essays that reflect on their own experience, research and art, some of the best-known Irish writers on both sides of the Atlantic commemorate the House’s anniversary by examining what has changed, and what has not, in Irish and IrishAmerican culture, art, identity, and politics since 1993. Foreword by President Michael D. Higgins. Irish Academic Press • Around €15 Education 77
Education SUPPLIERS GUIDE
Education Software and Systems
Unit G6, Calmount Business Park, Ballymount, Dublin 12
Block F2, Eastpoint Business Park, D3
Ard Iosef, Moycullen, Co. Galway 091 556755
Databiz Solutions provides software solutions for library management and book rental schemes to a range of education providers in Ireland.
MIT Education Solutions Arclabs Research Centre, WIT West Campus, Carriganore, Waterford 051 834150; 051 834151; 051 834153 email@example.com
At Wriggle, we pull all the pieces of the puzzle together. Technology, content and pedagogy are the three essential elements required for progressive teaching and learning in the 21st Century. By providing all of the necessary tools and support for teachers and students, Wriggle guides schools along their journey to equip students with the skills and proficiencies demanded of them today.
087-6873933 firstname.lastname@example.org www.alignment.ie; www.computingatschools.ie Trevor Murphy Computing and Coding Teacher Training Specialist. We aid primary & post-primary schools implement and deliver computer science modules.
STAC First Aid Unit 11A Ballycummin Village, Raheen, Limerick 061-595290 email@example.com
www.technology4schools.ie Trevor Ryan Elasnik and Technology4schools work as your IT partner, keeping your systems working well, so you can concentrate on teaching and running the school. I.T Supplier to over 30 schools in Cork and County.
Cleaning Services Crystal Cleaning & Maintenance Services Ltd Dublin & Cork (01) 4578850 / (021) 438488 Mobile (087) 2896088
Pupilcover.ie C/O Brennan Insurances, Construction House, Canal Road, Dublin 6. 01-4989090
www.pupilcover.ie Pupil cover team. Pupilcover.ie has been the market leader in the provision of School Personal Accident insurance since 1986. The combination of a dedicated underwriting / claim teams provides unrivalled service.
School Meals/Catering The School Food Company Firhill, Parteen, Co. Clare 087 9005196 firstname.lastname@example.org schoolfoodcompany.ie Ken Providing healthy food solutions for schools.
CCM are top class providers of services in the Dublin & Cork areas. Services include daily school cleaning/floor polishing/carpet cleaning/Window cleaning
www.stac.ie First Aid Training Specialists, delivering First Aid Training nationwide. Always finding solutions, first aid courses at many levels, PHECC Recognised Institute.
Ecclesiastical, an A rated insurance specialist in schools, colleges and universities owned by a charity and supporting communities all-across Ireland.
Ivy House, Park, Wexford
Market Square, Kinsale, Co. Cork
Elasnik Computer Network Ltd.
www.mit.ie MIT provide Admissions Management Systems, Payment Systems, and eLearning Solutions for schools and colleges.
To list your company in the Suppliers Guide, please call
Tel: 01-8329246 or Email: email@example.com
46/47 Cross Avenue, DĂşn Laoghaire, Co.Dublin. A96TF99 01 2300501 firstname.lastname@example.org www.uniformity.ie Paul Flood/Jim Wade Celebrating 50 years supplying uniforms to some of Irelandâ€™s best-known schools, businesses and sportsclubs!
A career you can count on Budding accountants – here’s a great opportunity for you! The Accounting Technician Apprenticeship gives school-leavers the chance to jump straight into a paid, funded, work-based learning programme when they ﬁnish their Leaving Certiﬁcate. This two-year programme leads to a Level 6 Advanced Certiﬁcate in Accounting and full membership of ATI. Graduates can develop their career as a fully qualiﬁed Accounting Technician, progress to study with Chartered Accountants Ireland (or other professional accountancy bodies) or get advanced entry to a range of business degree programmes. We have a range of employers recruiting Accounting Technician Apprentices in the Greater Dublin Area, Cork, Galway, Limerick, Monaghan, Waterford and Wicklow. If you are interested in becoming an Accounting Technician Apprentice, let us know by registering your interest at accountingtechnicianapprenticeship.ie.
Apprentices: • • • •
Earn at least €18k a year and pay no college fees Are mentored in both college and the workplace Put learning into practice Earn a sought-after qualiﬁcation and gain solid work experience
www.accountingtechnicianapprenticeship.ie 01 649 8126 email@example.com GENERATION APPRENTICESHIP
Level 6 Advanced Certificate in Accounting
Accounting Technicians Ireland @AccountingTec Accounting Technicians Ireland
BLACKROCK FURTHER EDUCATION INSTITUTE
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Find the right pathway for you Main Street, Blackrock Tel: 01 288 9717 Email: firstname.lastname@example.org
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