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Education Reference Guide

Royal College of Surgeons in Ireland Coláiste Ríoga na Máinleá in Éirinn


School of Medicine

School of Pharmacy

School of Physiotheraphy

Weight and Eating Disorders ■ Education Statistics ■ Student Safety and Sexual Violence Strategies against Bullying ■ National Qualifications Levels

Foreword by Minister Ruairí Quinn ■ Briefings ■ Listings ■ Year Planner Cover RG12.indd 1

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Education Reference Guide

Contents Message from the Minister .................................................................................. 3 The Royal College of Surgeons in Ireland............................................................4 Glasnevin Museum . ............................................................................................ 7 DCU Business School..........................................................................................9 FEATURE: How to help in the fight against sexual violence...............................11 Mary Immaculate College................................................................................... 15 ACCORD – caring for marriage, building relationships...................................... 16 Celtic Horizon Tours........................................................................................... 19 St. Nicholas College - Leaders in montessori teacher education...................... 20 Editor: Niall Gormley Production: Michael Farrell Publishers Ard Education Ltd. E: W:

BRIEFING: National Framework of Qualifications.............................................. 22 Kemmy Business School.................................................................................... 25 Dylan Bradshaw Academy.................................................................................26 BRIEFING: Studying in the UK...........................................................................29 Parchment Square Student Accommodation..................................................... 31 Computer Science and Information Systems at UL............................................ 32 Teaching = Communication: Resources4learning (R4L).................................... 35

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Humanities at IT Tallaght....................................................................................47

At the time of press information in Education is believed to be accurate and authoritative. However, some information may change due to circumstances beyond our control. Acceptance of advertisements, does not constitute an endorsement of products or services by the publishers. Š 2012. All rights reserved. Reproduction in whole or in part without permission is prohibited. ISSN 0791-6161

Nursing at Trinity College Dublin........................................................................39 ICS Skills: Technology is transforming education and learning.......................... 41 FEATURE: Eating disorders: working on prevention..........................................42 BRIEFING: Financial support for students.........................................................45 FEATURE: Bullying at school - the way forward............................................... 48 Festo - professional training in virtual learning environments............................ 52 Marino College of Further Education..................................................................54 Business at IT Tallaght....................................................................................... 57 The Grafton Academy of Dress Designing.........................................................59 LISTINGS.................................................................................................. 61 Careers Information .............................................................................. 61/63 Government Departments .......................................................................... 63 Government Services ................................................................................. 63 Education Institutes in Ireland .................................................................... 65 Vocational Education Committees .............................................................. 67 Education Centres ...................................................................................... 67 BRIEFING: The education system in numbers ................................................ 68 Diary ...................................................................................................... 69-84

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Foreword by

Ruairí Quinn, TD Minister for Education and Skills

This guide serves as a useful reference point for the whole education sector and I am delighted to be able to provide the foreword for the 2012/13 edition. For this year’s edition I want to touch on three areas which I believe will be of interest to you: the Teaching Council, Patronage in our Primary schools and reform of the State Exams. Teaching Council Quality of teaching is the single most influential factor towards achieving good educational outcomes for students. As the professional regulatory body for the teaching profession, the Teaching Council sets and upholds high professional standards for teaching and teachers, maintaining the register of more than 70,000 teachers. It is very important that we have a fully regulated teaching profession. As well as being in the best interests of students, this will contribute to the reputation of the profession. With this in mind, I intend to enact Section 30 of the Teaching Council Act 2001 in 2012. This will require all teachers paid from State funds to be registered by the Teaching Council. In doing so, we will pave the way for the commencement of the remaining sections of the Act, including those related to fitness to teach and continuing professional development. The Teaching Council is already working on implementing a ‘Continuum of Education’, linking the professional education and training needs throughout all phases of a teacher’s career, as well as restructuring and extending initial teacher education so that newly qualified teachers are better equipped for modern day classrooms. Schools are dynamic places, with constant developments in best practice. So it is important that teachers are equipped with the skills to address these changes. Patronage in our Primary schools Our society has been transformed over the past two decades. Yet our primary school patronage system has remained largely the same for 180 years. We need a primary system that reflects our multicultural, multidenominational people. This is something that I am firmly committed to, and, soon after my appointment to office, I established the Forum on Patronage and Pluralism in the Primary Sector to examine this area. I have considered the findings and recommendations of the report of the Advisory Group to the Forum and I have outlined key actions that we are now taking to help us achieve a more diverse primary system. Parents of pre-school and primary school pupils are being surveyed to assess their preferences for primary schools. This is being undertaken in an initial 44 areas which have stable populations but which do not currently have a choice of primary schools. I also hope, after the work in these 44 areas is completed, that we will roll out the process to other towns.

Many people are anxious for change. I am one of them. However, this is a complex and sensitive area, and will not happen overnight. For example, in many parts of the country, transferring patronage from the Catholic Church to another body will just not be an option as there is only one primary school in the area. There are some 1,700 such 'Stand Alone Schools' throughout the country and they are a particularly sensitive part of this process. I am now calling for submissions on how to make these Stand Alone Schools more inclusive and welcoming of those who are of a different faith, or none. The results of this consultation will feed into the development of a White Paper which will be prepared in early 2013. I believe we now have a roadmap for change and a chance to provide real choice of primary schools for generations to come. Reform of the State examinations Reforming the Junior Cycle has been identified as vitally important for engaging young people. Research shows that under the current system, many students switch off in second year and we know that curriculum overload is a real issue. With this in mind, I have endorsed an NCCA proposal for a thorough reform of junior cycle, subject to discussion of the detail, and reforms will begin on a phased basis from 2014. The changes will provide for greater creativity and innovation, strengthen key skills and provide for more relevant and flexible forms of assessment closer to the learner. At senior cycle, as syllabuses are being revised, five key skills are being embedded: information processing, communications, critical and creative thinking, personal effectiveness and working with others. A second assessment component is also being included. Project Maths continues to be carried out and this summer, mainstream students sat their first Project Maths examination. Also this summer, the first cohort of Leaving Certificate students who had studied a revised Irish curriculum sat an examination in which the oral assessment provided for 40% of the overall subject marks. Later in 2012, I will be receiving advice from the NCCA regarding revised chemistry, physics and biology syllabuses with a second assessment component. All of these developments and reforms present challenges and opportunities. We have a chance to change our education system and make it truly fit for modern day purposes. This will not take place overnight, but I am confident that in the next academic year, we can all achieve great progress.

Ruairi Quinn, T.D. Minister for Education and Skills

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The Royal College of Surgeons in Ireland

A pivotal role in surgical and medical education


or over two hundred and twenty five years, RCSI has played a pivotal role in Irish surgical and medical education and training. Today RCSI offers undergraduate degrees in Medicine, Pharmacy and Physiotherapy and is the largest Irish Medical School. RCSI’s postgraduate educational and training activities include world-class programmes in Surgery, Radiology, Sports and Exercise Medicine, Dentistry, Biomedical Sciences, Nursing, and an Institute of Leadership. RCSI is also one of Ireland’s foremost medical research centres. RCSI is an independent, not for profit, health sciences institution. Its primary purpose is the education and training of health-care professionals and health sciences research. It is an international centre of higher education; with 70% of its student population from 50 different countries around the world. Its campus in Dublin has more than 3,800 students (1,800 Medicine, 200 Pharmacy and 94 Physiotherapy undergraduates) and 860 staff. Currently, there are 14,000 RCSI graduates working as medical doctors or in allied disciplines around the world. Research and development Research is a central activity in RCSI’s mission to enhance human health. The RCSI Research Institute is focused on translational health and medicine which integrates basic and clinical research so that advances in medical science can be translated into improved diagnoses and treatments for patients and the community. Among the areas which RCSI research focuses on are cancer; respiratory diseases such as cystic fibrosis; neurological disorders such as Motor Neuron disease, Alzheimer’s and Parkinson’s and bioengineering to regenerate bone and other tissues in the body which may have been damaged through accidents or disease. RSCI research promotes personal and professional development and stimulates interaction through national and international collaborations. RCSI’s educational activities greatly benefit from this commitment as the College develops and trains new generations of researchers and stu-

dents in its undergraduate schools to learn the need for evidence based approaches to therapy. Advancing surgical education RCSI is the governing body for surgery in Ireland and has built an international reputation in innovative surgical education. It was the first in the world to develop structured training programmes for surgical trainees, a mobile surgical skills lab, e-learning tools and methods to assess surgical skills. These advancements in surgical training have enabled RCSI to collaborate with the College of Surgeons of East, Central and Southern Africa (COSECSA) and Irish Aid to improve the quality of surgical education, training and assessment in Ethiopia, Kenya, Malawi, Mozambique, Rwanda, Tanzania, Uganda, Zambia and Zimbabwe in order to increase the numbers of appropriately trained, well qualified surgeons. RCSI & THE COMMUNITY RC S I h a s d e v e l o p e d t h e R E AC H Programme to increase third level participation and enhance life chances for those from socio-economically disadvantaged backgrounds in Dublin’s South Inner City. The REACH programme is creating com-

munity spirit and opportunities that enable those from disadvantaged backgrounds to reach their full potential. REACH works in partnership with schools, youth, community and sports groups; promoting programmes in recreation, education and community health. Encouraging Scientists in Primary Schools RCSI also strives to instill a love of science in young students, developing their curiosity and broadening their future educational

CAO COURSE CODES n RC001 Medicine School Leavers 5 or 6 year programme - 39 places n RC001 Medicine Mature Entry 5 or 6 year programme - 15 places n RC101 Medicine Graduate Entry 4 year programme - 30 places n RC004 Physiotherapy (BSc) 4 year programme - 13 places Graduate Entry (3yrs) - 13 places n RC005 Pharmacy (MPharm) School Leavers 5 year programme - 30 places Graduate Entry -16 places

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"Building on our heritage in surgery, we will enhance human health through endeavour, innovation and collaboration in education, research and service." n RCSI is a not-for-profit, independent academic institution with charitable status, dedicated to improving human health through education, research and service. n RCSI founded 11th February 1784. n RCSI believes that the patient is central to all activity. n RCSI is a culturally diverse, international organisation with Alumni presence in almost every country in the world. n RCSI values innovation, excellence, independence, academic freedom, diversity, tolerance and community. opportunities, whether they pursue science or not. The College conducts programmes for primary school teachers to help them better understand science and how it can be taught. Teachers participate in interesting and engaging experiments easily recreated in their own classrooms. The programme promotes learning through doing and encourages teachers to develop their confidence and enthusiasm for science education in their own classroom. Access, disability and equality Students with disabilities, members of the Traveller community and students from certain socio-economic backgrounds continue to experience a variety of barriers to reaching their full educational potential. RCSI is strongly committed to significantly increasing the participation rates of all these and other such groups and to the creation of a socially inclusive learning environment for all. 5% of EU places in undergraduate Medicine, Pharmacy and Physiotherapy courses are reserved under RCSI’s Access & Disability programmes. Vision Through focusing on education and biomedical research, RCSI’s vision for the future is to become one of Europe’s leading Health Sciences institutions. Find OUT MORE

The ethos of the Medical School is founded on the principle that the patient’s interest is paramount in clinical teaching, medical practice and research. Graduates of the RCSI School of Medicine are awarded the historical licentiates of the Royal College of Physicians of Ireland and the Royal College of Surgeons in Ireland, LRCP and SI. In addition, they are conferred with the primary medical degrees of the National University of Ireland, MB BCh BAO (Bachelor of Medicine, Bachelor of Surgery, Bachelor of the Arts of Obstetrics).

The pharmacy programme combines teaching in basic and pharmaceutical sciences and the practice of pharmacy to produce a rounded professional. Graduates will be capable of undertaking a career in any of the specialties within the field of pharmacy. The essential requirements of the graduate are: scientific knowledge, professional competence and commitment to continuing professional development. Graduates of the RCSI School of Pharmacy receive the award of BSc Pharmacy from the National University of Ireland.

The aim of the physiotherapy programme is to educate professionally safe, competent, reflective and analytical physiotherapists who possess a sound scientific knowledge base, an understanding of the value of research and analysis, are responsive to the needs of clients and carers and are aware of the dynamic diversity of healthcare environments in which they practice. Graduates of the RCSI School of Physiotherapy receive the award of BSc Physiotherapy from the National University of Ireland and professional recognition by the Irish Society of Chartered Physiotherapists.

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Glasnevin Museum

An intriguing journey through Ireland's past Primary and Secondary School Tours


here are over one million stories buried in Glasnevin Cemetery, Gravediggers, Body Snatchers, Rebels and Revolutionaries, ordinary and extraordinary people. We want to share their stories with you. The secrets are in the stones. Did you know? • Glasnevin Museum and Tours feature a who’s who of modern Irish history including Daniel O’Connell, Michael Collins, Charles Stewart Parnell, Éamon de Valera, Arthur Griffith, Countess Markievicz, Michael Cusack, Robert Erskine Childers, and Gerard Manley Hopkins. • A guided Tour of the Cemetery includes entrance to the crypt of Daniel O’Connell, located beneath the imposing O’Connell Tower. • Glasnevin Museum has won some very prestigious awards including: Kenneth Hudson Award at the European Museum o f t h e Ye a r A w a r d s 2 0 1 2 , B e s t International Museum 2011 by Museum & Heritage Association (UK), Outstanding Achievement in Visitor Attractions by the Themed Entertainment Association (US) and the Best Historical and Educational Attraction from the Public Sector Journal. Why choose Glasnevin Museum for your class trip? • We tailor the experience - all school trips compliment specific elements of the school curriculum. • We entertain as well as educate, whether it’s the latest technology, interactive exhibitions or the cemetery secrets told by our tour guides; our aim is to capture their imagination, hold their attention and send your class away happy! • A visit to Glasnevin Museum and Cemetery offers a new and exciting way to investigate aspects of the primary and secondary curriculum • In addition to the Leaving and Junior Certificate Curriculum based cemetery walking tours we offer the Transition Year Tour Guiding Project. This programme

provides students with practical experience of Tour Guiding in one of Ireland’s most historic visitor attractions. • In conjunction with the Primary School Curriculum based cemetery tours and museum visits, Glasnevin Museum’s Education Team have two exciting and engaging workshops for Primary School pupils: Stories of the High Cross and Genealogy - My Family. • We offer an education pack to all school groups with primary and secondary

documents to help you make the most of your visit • We offer an easy and controlled environment, secure and safe for all ages. • Taking a break, The Tower Café serves daily specials and treats for children • Depending on the season a picnic lunch can be arranged on the grounds. • We o ff e r g re a t v a l u e f o r m o n e y. Glasnevin Museum has reduced the price per pupil/ student, following consultation with schools. Find OUT MORE Museum Opening Times: Monday – Friday : 10am – 5pm Sat, Sun & Bank Holidays: 11am – 5pm Tour and Museum Admission: Adults: €10; Concession: €9; Family: €25 School Groups Admission - Museum and Tour Combined Ticket: €€6 per student. 1 leader free with every 10 students. Advanced booking is required, book early to avoid disappointment. If you would like to make a booking or want some further information contact our Education Team on T: 01 8826550 E: Web: Glasnevin Museum, Finglas Rd, Glasnevin, Dublin 11 Glasnevin Trust is a not for profit organisation, charity number 5849. All purchases go towards the upkeep of Glasnevin Trust Cemeteries.

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DCU Business School

Developing the next generation of business professionals


CU Business School prepares students today for the business and leadership challenges of tomorrow. From the outset, students are exposed to real business challenges and benefit from frequent interaction and engagement with Irish and international organisations. DCU’s focus on holistic development sees students acquire not only business know-how but also the acumen and personal effectiveness to apply it to the real world. BEST Induction BEST, DCU Business School’s innovative induction process for first year students accelerates students' transition to learning at third level. Imaginative workshops and exercises enable students to learn team-working skills and to consider their learning styles. Students take part in a business game – a computer-based simulation where they make decisions about running a ‘virtual’ company. BEST is also a great way for students to familiarise themselves with campus and get to know their class-mates in a relaxed environment. The Work Placement Difference

n Students at DCU enjoy excellent study & recreational facilities

ate employment figures. DCU Business School graduates occupy leadership positions in all sectors of business, government and society. A degree from DCU Business School is also the ideal launch pad to postgraduate study. While its undergraduate programmes develop the next generation of business professionals, DCU Business School’s postgraduate programmes shape the next generation of managers and leaders.

INTRA, DCU’s internship programme, offers students the opportunity to undertake relevant work experience for up to one year as part of its degree programmes. This programme gives students a competitive advantage in the graduate employment market. Students can also demonstrate their skills and abilities to a potential employer. International Focus DCU Business School has links with prestigious universities across the globe. The School is a partner of the International Partnership of Business Schools (IPBS), a consortium of leading international business schools. Strong international links mean that a high proportion of DCU Business School students travel to Europe, Japan, Mexico, the USA and a host of other destinations as an integral part of their degree. By becoming immersed in the language and culture of the overseas host college, students benefit from valuable academic, cultural and life experiences. Educating Budding Entrepreneurs There is a strong entrepreneurial focus to education at DCU Business School. Students study New Enterprise Development, which helps them to understand the process of starting and developing a new business and gives them the skills required for such a venture. The Pathway to Success The reputation of DCU Business School is based, above all else, on the quality of its graduates. Time and again employers express a preference for DCU graduates, as evidenced in its strong graduEducation 9

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Student Safety

How to help in the fight against sexual violence "The atmosphere and culture in your school is therefore crucial in creating safety. This is something in which everyone in the school community has a role." You will probably all be familiar with stories of sexual violence from the TV, films and the news. What you may not be so familiar with is that you are likely to already know someone who has experienced sexual violence. One in five girls and teenagers will experience sexual violence, one in six boys. The numbers are frightening. So what can you do about it? One of the most important things we can do is to make it safe for someone who has been victimised to tell. We can do this by being clear that sexually aggressive behaviour will not be tolerated and will be taken seriously. Joking, minimising or denying sexually aggressive behaviour may send the message to a victim that they will not be

believed or treated with respect and care if they tell. The atmosphere and culture in your school is therefore crucial in creating safety. This is something in which everyone in the school community has a role. What can you do? There are a number of ways that you can do this. 1. is there a formal school policy on responding to sexually aggressive behaviour? Does the bullying policy explicitly include sexually aggressive behaviour? 2. Raise awareness about the extent or sexual violence and type of sexual behaviour that is unacceptable. This may be

Helping a Friend Who Discloses Abuse 1. Tell her/him ‘I’m glad you told me. I’m here to help’. 2. Listen 3. Only use the words they use to describe what happened to them, don’t insist it is something else e.g. if they talk about ‘unwanted sex’ not ‘rape’. 4. Don’t interrogate them with questions and looking for every detail. Only ask for information you need to help them. 5. Don’t judge them. Whatever they did before or during the incident (e.g. being very drunk or went home with a guy, etc. ) doesn’t make it their fault. 6. Tell them there are special services that can help, for example a Rape Crisis Centre. Let them make the decision to contact them or not. 7. If the crime has just happened they may need to get specialist medical and/or forensic attention, contact a Rape Crisis Centre for more information. 8. They may want to report the crime to the Gardai (someone from the Rape Crisis Centre is available to be with them). It’s possible to have an informal chat with a Garda before deciding to report officially. Remember, if they are over 17 years-ofage reporting is their decision not yours. 9. If a friend tells you that they have experienced sexual violence, it is a really good idea to check in with them from time to time. Do not be afraid to do this as it shows the other person you have not forgotten. Be understanding if they don’t want to talk about it. 10. Do not promise them that you can keep this a secret on their behalf. They may be at risk of suicide or someone else may be at risk of abuse. Do get support for yourself – ring a Rape Crisis Centre who can guide, support and give you information at any point. 1800 77 8888

By Cliona Saidlear Rape Crisis Network Ireland through a combination of posters, general school talks, disclosure training for the staff team, and education for the students through the curriculum. A school can contact their local rape Crisis Centre or other specialist service to see if experts can visit to assist in delivering this. 3. Make information generally available about what to do if you or someone you know is a victim of a sexual assault 4. Raise awareness about what to do if you suspect someone you know could be sexually aggressive or a perpetrator of sexual violence. For students A friend is the most likely person a teenager will talk to about the sexual violence. Are you that friend? Have a think, does the way you behave send out the message that you can be trusted and that you will listen and be sympathetic if your friend confides in you? A disclosure like this may take a lot of courage, and sadly with the statistics the way that they are it is important that you are prepared for a conversation like this at some point in your life. And what do you do if they do tell you? Here are a few things to remember. Stay calm and tell them you are glad they told you. Remember the best thing you can do is listen and support them. Don’t ask them all the questions you want to, you don’t need to know the details to support your friend. Then put them in touch with an adult who can help them and you further. This may be a trusted teacher or counsellor in school, a rape crisis centre, or a parent. Stay >>>

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The Facts Alcohol, Youth and Sexual Violence IN a study carried out in 2007 by the Department of Health and Children it was found that 86% of Irish students had experimented with alcohol by the age of 16, and 42.5% of 15-16 year olds reported binge drinking in the month prior to the research taking place. The 2009 Rape and Justice in Ireland Report (RAJI) revealed very high levels of alcohol involvement in rape in Ireland. The RAJI report highlighted that 76% of all rape defendants had been drinking at the time of the alleged rape, and 70% of female victims in the study had been drinking at the time of the assault. 71% of rape cases involving a defendant and complainant who knew each other involved both parties consuming alcohol on the occasion of the alleged rape. Although alcohol does not cause sexual violence it may be used to excuse violent behaviour, to blame victims, and to incapacitate victims. Alcohol may also contribute to situations in which sexual violence is more likely to occur. The figures for youth alcohol consumption are worryingly high, and it is imperative that students, teachers, lecturers, and those that are interacting with young people on a regular basis either through clubs, societies or other organisations are made aware of the link between alcohol and sexual violence.

I WAS DRINKING.... • The majority of all rape in Ireland involves people who were drinking • Drinking does not mean it was your fault • Even drunk you have the right to consent to sex or not • Even if you were drinking you still have the right to support, care and to make a formal complaint: you are not wasting anyone’s time


Research on youth, alcohol use and sexual violence reveals: 1) High levels of alcohol involvement in social situations. 2) High acceptance of sex-related alcohol expectancies among young people. Eg if I get drunk I’ll have fun/ be more fun/ be more confident/ chat up that guy 3) Frequent use of alcohol to facilitate sexual encounters. 4) Rigid views on sexuality. Young men perceived their own sexuality as difficult to control and believed it was the woman’s role to ‘keep the male sexual “drive” under control’. 5) High levels of rape-myth acceptance and blaming of intoxicated rape victims among young people. Eg for most teenage victims of sexual violence it happens while they were drinking, a belief that it didn’t count if you were drunk means many young people stay silent.

• 1/3 of those accused of rape in Ireland were under 25 (20002004). • ½ of adult complainants of rape in Ireland were under 25 (2000- 2004). • Sexual violence perpetrated by, and against, those in the 14-18 year old category is common.

Behaviour under the influence of alcohol, which can lead to sexual violence, is influenced by culture and can be changed. Messages on alcohol expectancies must convey the fact that intoxication is never a justification for sexual violence. The RCNI 12 part fact sheet and blog series on alcohol and sexual violence is available on

in touch with your friend, try not to treat them differently, they are still the same person they were before they told you about the sexual abuse. Alternatively, if you suspect a friend may be hurting others you might want to contact a Rape Crisis Centre to discuss your concerns; speak to the friend about their behaviour without putting yourself in danger; rethink your relationship with this person, and in some instances you may need to think about reporting this behaviour to the Gardaí. Download the rape crisis Ireland Smartphone app to find out more and to have all the contact details you need on your phone if you ever need to help a friend, seek help for yourself or if you have any other concerns or questions. A poster with this information is available from the RCNI and can be downloaded and printed for display. Please contact for a poster.

Some sexual violence facts and statistics ■ Irish research has found that one in five adult women and one in 10 adult men experience sexual violence ■ 86.6% of victims know their assailant, with 32.1% being family members or relatives and 34% being acquaintances, friends or neighbours. ■ Only 13% of victims are sexually assaulted by strangers ■ In 2010, 20% of survivors of one incident of child sexual violence said that the perpetrator was under 18 12 EDUCATION

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Crumlin Road, Dublin 12. 0Hs&AX E-mail: Web Site: Further Education Courses - 2012/2013

SCHOOL OF INFORMATION TECHNOLOGY & MULTIMEDIA DESIGN Computer & Network Support Technician Computer & Network Technician – Year 2 IT with Computer Programming Computer Networks & Software Systems Advertising & Graphic Design Design in Multimedia Computing Multimedia & Web Development

SCHOOL OF TOURISM & CATERING Tourism & Travel Studies Management & Marketing in Tourism Hotel, Catering & Tourism

SCHOOL OF BUSINESS & ADMINISTRATION Business Management & Marketing Tax Technician & Information Technology Accounting & Computer Applications Accounting Technician – Second Year (ATI) Sales & Marketing Security Studies Essential Computer Applications Reception & Office Administration

SCHOOL OF BEAUTY, HAIR & FASHION Diploma in Beauty Therapy Beauty & Retail Sales Make-up for Fashion & Media Hairdressing & Cosmetic Studies- Year 1 & 2 Fashion Styling Commercial Fashion Design Fashion Buying & Merchandising Fashion Management

SCHOOL OF FITNESS & SPORTS THERAPY Sports Therapy Exercise, Fitness & Nutrition Studies

OPEN DAY Tuesday 22nd January 2013 (10.00am-4.00pm)

Enrolment & Registration Applications for all Courses to be made directly to the College Admissions Office from January to September 2013. Interviews will take place from March 2013 onwards. For further information contact: Patricia Breen, Admissions Officer City of Dublin Vocational Education Committee.

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Mary Immaculate College, Limerick

MIC – the place to be!


ary Immaculate College is a university-level College of Education and the Liberal Arts, academically linked with the University of Limerick. The College has a diverse and growing student population of almost 3500, enrolled in undergraduate programmes for B.Ed. and BA degrees, and in a range of postgraduate programmes at Diploma, MA and PhD level. The College is situated in the southern suburbs of Limerick City and is within ten minutes' walk of the city centre, the main rail and bus terminus and a few miles from Shannon International airport. The city has a thriving cultural scene and is famous for its sporting tradition both in rugby and Gaelic games. The campus has undergone much change over the past few years with the recent construction of two new buildings - a stateof-the-art multi-purpose sports complex named Tailteann which was voted Leisure Building of the Year 2008 by the RIAI and more recently Teamhair /TARA which consists of large lecture theatres, computer and teaching laboratories and a 500-seat theatre. The College has an active and inclusive Students’ Union and has a range of clubs and societies including an equestrian society, a drama society and a radio society with its own radio station – Wired FM! On-campus and off-campus residential accommodation is available. Find OUT MORE Mary Immaculate College, South Circular Road, Limerick. Tel: + 353 61 204300. W: E:

BA in Liberal Arts: (MI004) This four-year honours degree programme offers a wide range of Arts subjects (English, Gaeilge, French Studies, Geography, German Studies, History, Léann Dúchais, Mathematics, Media and Communication Studies, Music, Philosophy, Psychology, Theology and Religious Studies). BA in Early Childhood Care and Education: (MI007) This four-year honours degree programme is designed to provide an exciting and challenging programme for those interested in working with young children in a range of educational settings. B.ED: (MI005 and MI006) This four-year honours degree programme is a recognised qualification for primary teaching and was the first programme of its kind in Ireland to be accredited by the Teaching Council. The course comprises theoretical education, pedagogy of curricular areas, and teaching practice in primary schools. B.ED in Education and Psychology: (MI008) This four-year honours degree programme is a joint degree in Primary Teaching and Psychology (B.Ed.) Graduates of this programme will be eligible to practise as primary school teachers and also have the option of pursuing postgraduate studies in Psychology. The course would be particularly suitable for, though not confined to, students who wish to specialise subsequently in the field of Educational Psychology.

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ACCORD Golden Jubilee. ACCORD Catholic Marriage Care Service (formerly CMAC) celebrates its Golden Jubilee this year. It is fifty years since the first Centre was opened in Belfast in 1962. ACCORD actually had its origins in the British army. The parent organisation, the Catholic Marriage Advisory Council, was the brainchild of a Catholic officer, Major Graham John GrahamGreen. A lawyer in civilian life, his duties in the aftermath of the Second World War included helping troops in London with marriage problems. He came to the conclusion that there should be a separate organisation for Catholic personnel. By coincidence his wife Eirene, a social worker, had arrived at the same conclusion for Catholic civilians. He approached Cardinal Griffin and so the CMAC was founded. The growth of CMAC in Ireland was truly remarkable. Between 1962, when the first centre was opened in Belfast, and 1975, when Fr. Andy Kennedy became the first director in Ireland, no less than 40 centres were established with the help of CMAC headquarters in London. This is all the more remarkable when it is remembered that Ireland was a separate country with a separate hierarchy. Formal separation of the two organisations did not end their relationship. Tutors from the two countries continued to train together and conferences in each country were always attended by representatives from the other, to the benefit of both. More important was the common bond of being Eucharistic communities engaged in non-directive counselling of people with marriage difficulties in a Christian context. For more on Accord's services details visit

Catholic Marriage Care Service

Are you getting married in 2012? Prepare well with ACCORD Attend an ACCORD Marriage Preparation Course by booking on-line or contact your local ACCORD Centre (60 locations nationwide)

Visit for more details

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Secondary School Programmes at Castlecomer Discovery Park Co. Kilkenny The Footprints in Coal Experience. A valuable educational aid for students of biology, geography and history. Suitable for all ages. Supporting activities and worksheets available. Ecology. Leaving Cert and Junior Cert Ecology fieldwork. Invertebrate collection, Line transect, Quadrat survey and Small mammals (Leaving Cert only) TransitionYear. Practical group based activities. Half day and full day programmes available. LCVP Visit a Community Enterprise and learn about structure, management and community links.

Call us for further information or to request a brochure.

All courses available September – November and January – April

For more information visit or phone 056 4440707

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St. Nicholas College

Leaders in montessori teacher education


mong the many institutes in Ireland offering teacher education, St. Nicholas College in Dun Laoghaire, Co. Dublin provides degree programmes in this discipline. From Pestalozzi to Dewey’s progressive education, the Montessori Method has stood the test of time and is being used today in schools all over the world. Dr. Maria Montessori, at the beginning of the twentieth century, based her childcentred on careful observation of what children revealed about their developmental needs. However, Montessori education in Ireland is synonymous with the preschool sector and it is important to dispel this misconception. Throughout Europe and the United States, the Montessori Method of Education is utilized both at Primary and Secondary level. Today, as it was a century ago, education is rightly seen as a means to tackle poverty, inequality, anti-social behaviour and other ills of society. The fundamental problem with education is the lack of faith in the child to guide his/her own development and to guide the educators in supporting this task. Montessori Education worldwide shows that the child is best supported in an learning environment which meets all his/ her needs in order to become a valued member of his/her society. Teacher's Role The teacher's role in the Montessori classroom is to observe children engaged in activities that follow their own natural interests. This indirect teaching to control the environment, not the child, contrasts sharply with the ordinary teacher's role of implementing a pre-determined curriculum. For example, a Montessori class has the teacher resolving misbehavior by refocusing the child to some positive activity, freely chosen rather than engaging in the system of rewards and punishments. Children learn from each other in a spontaneous manner that supports their

independent self-directed activity. In the family, in the workplace and society as a whole we are in constant interaction with those who are older or younger. Children in traditional schools are the only members of society segregated by age. A mixed-aged environment is an important feature of Montessori Education. Since the children need different environments at different stages in their development, classes are mixed within bands, for example, 3-6 yrs, 6-9yrs and 9-12yrs. Each child is surrounded by role models a little more developed than him/her or becomes a role model for younger peers. Similarly, the older child finds him/herself in a position of responsibility, and by showing younger children what s/he knows, affirms to him/herself, more surely than any test, the extent of his/her learning. Co-operation replaces competition as the driving force within these mini-societies.

The auto-education facilitated by the prepared environment learning means that each child is always successful learning and developing at his/her own pace. Degree programmes St. Nicholas Montessori College Ireland (SNMCI) offers the student the possibility of obtaining this degree either full-time or part time (ACCS mode). The degree programmes – (levels 7 & 8) and the Higher Diploma in Arts in Early Childhood Montessori Education (level 8) are accredited by The Higher Education and Training Awards Council (HETAC) which is the qualifications awarding body for third level education and training institutes outside the university sector. Stage 1 of the programme delivers the pre-school curriculum to students and requires them to have an internship of 200

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hours teaching practice in Montessori preschools. Stage 2 is the 6-9 curriculum and the students have a block of 6 weeks in Primary schools or Special Education schools. The college has an Erasmus exchange with the Hogeschool in Rotterdam and 4 lucky Stage 2 students will spend from February to May attending college and complete the required teaching practice there. Stage 3 requires the student to study the requirements for teaching children from 9-12 years which requires the student to teach for at least 6 weeks in the Primary sector, Montessori sector or Special

Education schools. Throughout the four years of study, all students become competent in implementing all aspects of the Primary School Curriculum 1999 utilising in particular the Montessori Method of Education to facilitate each child’s learning. Students who have met the learning outcomes of the programme will be conferred with a level 7 degree and those who receive a merit grade will be interviewed and present their lesson plans portfolio for entry onto the level 8 programme. However, in November 2009 the Teaching Council announced that only those with level 8 qualifications will be

eligible to register as Montessori Teachers from April 1st 2013. (Montessori Teachers are entitled to register for Restricted Recognition, as per DES Special Education circulars 25/00 and 36/06)). The College is now in the process of submitting a new suite of programmes for HETAC validation. These will commence in September 2013. Accordingly, the college recognises the need to differentiate its product and is also designing a level 6 Higher Certificate in the Montessori Method of Education for those wishing to obtain a qualification to teach in the pre-school sector only. The College welcomes requests for further clarification – email


BA in Montessori Education (Level 7) BA in Montessori Education (Level 8) Higher Diploma in Montessori Education (Level 8)

Go to Call 01-2806064 / 01-2300080 email: or visit us at 16 Adelaide Street, Dun Laoghaire, Co Dublin or Century Court, 100 George's Street, Dun Laoghaire, Co Dublin Education 21

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Reference Guide Briefing:

National Framework of Qualifications LEVEL 1 CERTIFICATE What is this? Level 1 Certificates comprise of a number of components - often in basic literacy and numeracy. Example: An example of a Level 1 award is the Level 1 Certificate in Communications (major). Awarding Body: The awarding body for this award is the Further Education and Training Awards Council (FETAC).

LEVEL 3 CERTIFICATE What is this? Level 3 Certificates enables learners to gain recognition for, specific personal skills, practical skills, and knowledge. Example: An example of an award at Level 3 includes a Certificate in Keyboard and Computer Skills (major). Awarding Body: The awarding body for this award is the Further Education and Training Awards Council (FETAC).

LEVEL 2 CERTIFICATE What is this? Level 2 Certificates comprise of a number of components, - often in basic literacy and numeracy. Example: An example of a Level 2 award is the Level 2 Certificate in General Learning (major). Awarding Body: The awarding body for this award is the Further Education and Training Awards Council (FETAC).

LEVEL 3 JUNIOR CERTIFICATE What is this? The Junior Certificate is an award given to students who have successfully completed examinations from the junior cycle which is the first three years of secondary education. Example: Junior Certificate. Awarding Body: The awarding body for this award is the State Examinations Commission (SEC).

LEVEL 4 CERTIFICATE What is this? The Level 4 Certificate enables learners to gain recognition for the achievement of vocational and personal skills. This award may lead to progression to a programme leading to a Level 5 Certificate and employment at an introductory vocational level. Example: An example of an award at Level 4 is the Certificate in Pharmacy Sales (major). Awarding Body: The awarding body for this award is the Further Education and Training Awards Council (FETAC).

cation and training award at Level 5 or at a higher level or to a higher education and training award at Level 6 or higher. Example: Leaving Certificate Awarding Body: The awarding body for this award is the State Examinations Commission (SEC).

LEVEL 4/5 LEAVING CERTIFICATE What is this? Leaving Certificate and its various programmes is placed at Levels 4 and 5. It is the final course in the Irish secondary school system. It takes a minimum of two years preparation, but an optional Transition Year means that for some students it takes place three years after the Junior Certificate Examination. This award may lead to progression to a programme leading to a further edu-

LEVEL 5 CERTIFICATE What is this? A Level 5 Certificate enables learners to develop a broad range of skills, which are vocational specific and require a general understanding of the subject matter. The majority of certificate/module holders at Level 5 take up positions of employment. Holders of certificates at this level also meet the minimum entry requirements for a range of higher education programmes. Example: An example of a Level 5 award is the Level 5 Certificate in Restaurant Operations (major). Awarding Body: The awarding body for this award is the Further Education and Training Awards Council (FETAC).

LEVEL 6 ADVANCED CERTIFICATE What is this? An Advanced Certificate award enables development of a variety of skills which may be vocationally specific and /or of a general supervisory nature. The majority of Level 6 holders take up positions of employment. A Certificate holder at this level may also transfer to a programme leading to the next level of the framework. Example: An example of awards at Level 6 includes Advanced Certificate Craft-Electrical. Awarding Body: The awarding body for this award is the Further Education and Training Awards Council (FETAC).

LEVEL 6 HIGHER CERTIFICATE What is this? The Higher Certificate is normally awarded after completion of a programme of two years duration in a recognised higher education institution. A Certificate holder at this level may transfer to a programme on the next level of the framework. Example: An example of awards at Level 6 Higher Certificate is a Certificate in Business Studies. Awarding Body: The awarding bodies for this award is the Higher Education and Training Awards Council (HETAC) the Dublin Institute of Technology (DIT) and the Institutes of Technology (IOT) with delegated authority.

LEVEL 7 ORDINARY BACHELOR DEGREE What is this? The Ordinary Bachelor Degree is normally awarded after completion of a programme of three years duration in a recognised higher education institution. Progression routes include an Honours Bachelor Degree or progression to a Higher Diploma. Example: An example of an award at Level 7 is a Bachelor degree in Human Resource Management. Awarding Body: The awarding bodies for this award is the Higher Education and Training Awards Council (HETAC) the Dublin Institute of Technology (DIT), the Universities and the Institutes of Technology (IOT) with delegated authority.

LEVEL 8 HONOURS BACHELOR DEGREE What is this? The Honours Bachelor Degree is normally awarded following completion of a programme of three to four years duration in a recognised higher education institution. Progress and transfer routes include transferring to programmes leading to Higher Diploma/ Masters Degree/Post-graduate Diploma or in some cases programmes leading to a Doctoral Degree. Example: An example of an award at level 8 is an Honours Bachelor Degree in Business Studies. Awarding Body: Awarding bodies is the Higher Education and Training Awards Council (HETAC) the Dublin Institute of Technology (DIT), Universities and the IOT with delegated authority.


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LEVEL 8 HIGHER DIPLOMA What is this? The Higher Diploma is normally awarded following completion of a programme of 1 year duration in a recognised higher education institution. Entry to a programme leading to a Higher Diploma is typically for holders of Honours Bachelor Degrees but can also be for holders of Ordinary Bachelor Degrees. Progress and transfer routes include transferring to programmes leading to Higher Diploma/Masters

Degree/Post-graduate Diploma or in some cases programmes leading to a Doctoral Degree. Example: An example of an award at level 8 Higher Diploma is a Higher Diploma in Management. Awarding Body: The awarding bodies for this award are the Higher Education and Training Awards Council (HETAC), the Dublin Institute of Technology (DIT), with delegated authority; the Universities and the Institutes of Technology (IOT), with delegated authority.

LEVEL 9 MASTERS DEGREE What is this? There are two types of Masters Degree in Ireland: taught Masters Degrees and research Masters Degrees. The taught Masters Degree is awarded following completion of a programme of 1 to 2 years duration. Entry to a programme leading to a Masters Degree is typically for holders of Honours Bachelor Degrees, however in some cases entry can be permitted for those with Ordinary Bachelor Degrees. Some of the progression and transfer routes include progression to programmes leading to Doctoral Degrees or to another Masters Degree or to a Post-graduate Diploma. Example: An example of a Masters Degree at Level 9 is a Masters in Psychoanalytic Psychotherapy Awarding Body: Awarding bodies is the Higher Education and Training Awards Council (HETAC) the Dublin Institute of Technology (DIT), the Universities and the IOTs with delegated authority.

LEVEL 9 POST-GRADUATE DIPLOMA What is this? The Post-graduate Diploma is normally awarded following completion of a programme of 1 year duration in a recognised higher education institution. Entry to a programme leading to a Post-graduate diploma is typically for holders of Honours Bachelor Degrees but can also be for holders of Ordinary Bachelor Degrees. Progression and transfer routes include exemptions from a programme leading to a Masters Degree. Example: An example of a Level 9 post graduate diploma is the Post Graduate Diploma in Human Resource Management. Awarding Body: The awarding bodies for this award is the Higher Education and Training Awards Council (HETAC) the Dublin Institute of Technology (DIT), the Universities and the Institutes of Technology (IOT) with delegated authority.

LEVEL 10 DOCTORAL DEGREE What is this? Entry to a programme leading to a Doctoral Degree is typically for holders of Honours Bachelor Degrees. The general model is that a holder of an Honours Bachelor degree with a high classification enters initially on to a Masters research programme, and transfers on to a Doctoral programme after one year on the Masters research programme. Various models for Doctoral Degree programmes now exist, ranging from the traditional research doctorate to professional and practitioner doctoral programmes which have substantial taught components. Example: Doctoral Degree in Theology Awarding Body: Awarding bodies are the Higher Education and Training Awards Council (HETAC) the Dublin Institute of Technology (DIT), the Universities and the IOTs with delegated authority.

LEVEL 10 HIGHER DOCTORATE What is this? This award largely recognises excellent and distinguished contributions to learning. It may be used for career progression to advanced levels of academia and research. This award is never based on a provider’s programme and, as such, is not subject to validation but is assessed by the awarding body for each individual learner. Normally, the learner already holds a first doctorate or equivalent for some period of time prior to becoming a candidate for the higher doctorate Example: Doctor in Music Awarding Body: The awarding bodies are the Higher Education and Training Awards Council (HETAC) the Dublin Institute of Technology (DIT), the Universities and the Institutes of Technology (IOT).


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Kemmy Business School

Providing a first class business education


he Kemmy Business School (KBS) at the University of Limerick is a young, dynamic and innovative Business School with a reputation for providing a first class business educat i o n t h a t p re p a r e s g r a d u a t e s f o r successful and rewarding careers in business management and related professions. With almost 100 faculty and staff, the Kemmy Business School is one of the largest in Ireland. With the aid of a generous donation of €5m from the private sector, the dream of building a world class business school facility on the UL campus has been fulfilled. KBS students experience not only superb classroom and study facilities but also dedicated laboratories in HRM, Economics, Marketing and Computing as well as a dedicated Trading Floor, where Reuters provide “live feed” from the world’s financial centres. The KBS is home to some 3,000 students of which about 2,600 are undergraduates. The core undergraduate programme, the Bachelor of Business Studies (BBS) and BBS with Languages (French, German or Japanese), is the largest undergraduate business degree programme in Ireland and is also the only EPAS-accredited undergraduate degree in the country.

The KBS portfolio of postgraduate programmes continues to expand with options ranging from the Corporate MBA a n d C o r p o r a t e M B A i n Av i a t i o n Management, to programmes in specialist function areas such as Project Management, Work & Organisational Psychology/Behaviour, Marketing and Human Resource Management.

Latest technologies

Sector focused

A flexible learning variant of this programme was introduced in September 2009 and is delivered using the latest online learning technologies and tools. The BBS by Flexible Learning (Hons) is designed for those whose location and/ or professional and personal responsibilities prevent them from attending a full-time programme on-campus. Part-time and distance programmes are offered in a range of disciplines including: Human Resource Management, Project M a n a g e m e n t , A p p l i e d Ta x a t i o n , Management and Health Services Management. Programmes jointly delivered with other Colleges in the University include: Law and Accounting; International Insurance and European Studies; Economics and Sociology; Economics and Mathematical Sciences and Production Management.

A further suite of programmes aimed at particular sectors of the economy includes International Tourism, Financial Services and Computational Finance. While the international perspective of the school is reflected in all its courses, a particular global focus is key in areas such as International Entrepreneurship Management and International Management & Global Business. The suite of taught programmes is complemented by research degrees of the MBS and the PhD programme where students are based in the excellent facilities of the KBS Graduate Centre of Business.

Full-Time Undergraduate Programmes BBS (Hons) Degree BBS (Hons) Degree with a Modern Language (French, German or Japanese) BA (Hons) in Law and Accounting BA (Hons) in Economics and Sociology BSc. (Hons) in Economics and Mathematical Sciences BA (Hons) in International Insurance & European Studies BSc (Hons) in Technology Management Part-Time Undergraduate Programmes

Find OUT MORE For information on all Kemmy Business School programmes see

BA (Hons) in Human Resource Management BBS (Hons) by Flexible Learning BA (Hons) in Applied Taxation Diploma in Applied Taxation Diploma in Project Management Diploma in Health Services Management Diploma in Management Certificate in Management Certificate in Health Services Management Certificate in Personnel Practice Certificate in Project Management Postgraduate Programmes Corporate MBA Programme Corporate MBA Aviation Management Masters in Project Management MA in International Tourism MSc in Financial Services MSc in Computational Finance MSc in Work & Organisational Psychology/Behaviour MSc in Human Resource Management MBS in International Entrepreneurship Management MA in Business Management MSc in Marketing, Consumption & Society MSc in International Management & Global Business MSc in Project & Programme Management MSc in Software Engineering and Entrepreneurship MSc in Finance & Information Systems MBS and PhD by Research Masters in Economic Analysis Master of Taxation Masters in Risk and Insurance Further information on Undergraduate Programmes from: Rita Gallagher Tel: +353-61-202256 Email: Further information on Postgraduate Programmes from: Deirdre O’Dwyer Tel: +353-61-202230 Email:

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Dylan Bradshaw Academy

A great environment with top class educators


ust a few short years ago, Ireland’s leading hair salon Dylan Bradshaw opened its doors to its brand new 5,000 square foot salon in the heart of Dublin’s hairdressing mecca, South William Street. Dylan Bradshaw has long been renowned for customer service and always making sure the clients needs are met. He made sure of this when designing his new salon, installing comfortable space age mood lit massage chairs poised over washbasins, beautiful black and white decor, the Dylan Bradshaw Nail Bar and the db face make up range along with Champagne on arrival. transformation In 2011 Dylan decided to expand on his booming hairdressing empire by refurbishing the rest of the building and transforming it into two chic floors spread out over 10,000 square feet and turning it into the brand new Dylan Bradshaw Academy while incorporating the building’s stunning 1700s architecture. Dylan himself has been involved in education for years, working and travelling all over the world from Paris and the UK far as India and the USA teaching seminars. In between his hectic schedule he manages to look after a full column of clients including many Irish celebrities. He took a lot of his inspiration for The Dylan Bradshaw Academy from all the academies he has visited all over the world. He wanted to make sure that it would be an inspiring environment for students to work in. The Dylan Bradshaw Academy started out running 1-2 day courses in blowdrying, cutting, upstyling, editorial and photography work but 2012 has brought new

challanges and Dylan has developed a Diploma Course aimed at training students from the very beginning. The course itself lasts 18 months as opposed to the standard 12-14 months that many academies offer. The course costs €14,000 and is full time, Monday-Friday. The Dylan Bradshaw Academy can hold up to 30-40 students at one time. spectacular Dylan says “ a lot of time and energy has been put into making this the most spectacular academy in the country. This is going to be a very exciting course and very different to what everybody else is doing.

We want to inspire all our students to be the best they can be. We want to excite them!”. “ We are giving the students the Dylan Bradshaw ethics, so that they leave not just qualified as a hairdresser, but qualified as having a Dylan Bradshaw education. This will stand to all the students on their CVs. They will get to start off their career working in a great environment with top class educators”. For more information please contact or by calling 01-6719353 Find OUT MORE For more information please contact or by calling 01-6719353

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Reference Guide Briefing:

Studying in the UK THE numbers of Irish students applying for courses in UK universities declined in 2011 from a high in 2010 but are still running ahead of historical numbers, reflecting the greater demand for third level places from Irish students. The UK is a very valuable outlet for Irish students as some courses here still need huge points while the UK has many more specialist courses on offer across a wide variety of study areas. Applicants need to be mindful of the applications deadline for UCAS (the British equivalent to the CAO). Applications for British and Northern Ireland colleges must be in to UCAS by 15 January 2013 for entry to courses in 2013. Applications may be made after this date up to 30 June 2013 but UCAS cannot guarantee that consideration for the courses applied for and will be classed as a late application. There is an early application deadline, 15 October 2012, for medicine, dentistry and veterinary courses. For those wishing to attend the Oxbridge colleges there are different earlier dates and students should check the UCAS website for details. FINANCIAL HELP MAINTENANCE grants are available for approved undergraduate courses with certain exceptions, within the EU, including the UK, under the terms of the Student Grant Scheme. Course fees are in the order of up to � 10,000 in England, Wales and NI. The are no course fees in Scotland. In the UK student loans are a major

source of finance but not really an option for Irish students as people need residency in the UK for three years to qualify. There is a huge variety in living expenses depending on the region where students will be attending college. Rents in London are as dear as Dublin while many provincial cities have relatively modest rental rates. Living expenses will vary from �8,000 to �15,000 per year.

Irish applications to British and NI colleges Year Applied Accepted

2007 5841 2572

2008 5459 2609

2009 6264 2823

2010 8253 2992

2011 7,492 2,336

UCAS POINTS UCAS operates in a very similar way to the CAO. The Irish Leaving Cert is directly reckonable against the UCAS tariff (points) (See panel). In each application five choices may be made, in no order of preference. The choices are confidential so that the college has no knowledge of a student’s other choices and they then cannot make their decisions on that basis. A very important part of the UCAS system is the perUCAS points sonal statement, which colleges for Leaving can take account Cert grades of when offering 90 A1 course places. The 77 A2 personal state71 B1 ment allows 64 B2 applicants to 58 B3 make a summary 52 C1 of their finer 45 C2 points and should 39 C3 A1 include member33 D1 ship of sports 26 D2 A2 clubs, extra-cur20 D3 B1 ricular activities 14 B2 and life experi7 B3 ences.

UCAS: The British CAO WHAT IS UCAS? UCAS is the British equivalent of the CAO. It caters for all the UK universities and most of the colleges of higher education. HOW DOES IT WORK? Students apply online, although UCAS will make arrangements for schools without internet access. Each student can make a maximum of five choices on their application, including: • no more than four choices in any one of the following three areas: (i) medicine; (ii) dentistry; (iii) veterinary medicine or veterinary science; • no more than one choice for Oxford University or the University of Cambridge. WHAT ARE THE KEY DATES? Applications for British and Northern Ireland colleges must be in to UCAS by 15 January 2013 for entry to courses in 2013. Applications may be made after this date up to 30 June 2013 but UCAS cannot guarantee that consideration will be given and it will be classed as a late application.

APPLY ONLINE UCAS has phased out written application forms. You can apply to UCAS online at The web address is WHAT NEXT? UCAS does not make decisions about college entry. They merely pass on the application to the relevant college. UCAS will supply student with a Personal ID number and the student can then check the progress of the application online at any time. UCAS will contact the student to tell them whether they have been accepted on a particular course and what they must do from there. MORE INFO? UCAS has a very comprehensive website at Fees for 2013 are as follows: £12 for a student who uses just one of the five choices allowed, or £23 for students making two or more choices.


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Parchment Square Student Accommodation

Student accommodation with direct access to CIT


a r c h m e n t S q u a re S t u d e n t Accommodation, the closest purpose built student accommodation with direct access to CIT. Now taking bookings for the Academic year 2012/2013 for CIT and UCC Students. Accommodation prices from €49.00 per week for academic year 2012/2013. • Direct Walkway to CIT. • On Campus Parking. • Direct Broadband to the CIT Network. • 24 Hour CCTV Security System • 24 Hour Professional Office Staff. • City Centre bus route serving, ucc, city centre, and train and bus station.

UCC and CIT both within easy walking distance of the city centre and Parchment Square. Also in the city centre itself are the Crawford Art College and Cork School of Music (both constituent colleges of the CIT). Added to this there are a large number of Colleges of Senior Education including

Cork College of Commerce, St Johns College, and a large number of private secretarial colleges amongst others. All of these combine to give Cork an unparrallelled atmosphere of learning and youth, which brings with it all of the associated setts of great sports facilities, entertainment and nightlife.

Cork city Cork City with a population of 127,000, is Ireland's third city (after Dublin and Belfast) and has always been a student city since its' beginnings as a monastic settlement under St Finbarr. With its remarkable charm, shops, restaurants, bars and distinctive continental air the city of Cork will not fail to captivate and welcome all visitor's young and old. Cork is especially well blessed when it comes to facilities for Education with the

Find OUT MORE Parchment Square, Model Farm Road, Cork Telephone 021 4545200 Web: Find us on Facebook: Parchment Square Student Accommodation. Education 31

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Resources4learning (R4L)

Teaching = Communication N

othing very original in the title to this editorial until one examines the statement within the context of the world students live in today. The successful transfer of knowledge from teacher to pupil has always been the challenge but have teaching practices evolved to match the world in which students operate today? Many schools and teachers have made tremendous strides in changing to new more interesting methods of knowledge transfer, but is it enough and are today’s pupils not entitled to the very best? Teaching is changing from teacher centric to pupil centric and both teachers and pupils need to access the best support structures to ensure each pupil has received every opportunity to maximise their individual potential whilst in school. Communication involves • Gaining the attention of the student • Moving from attention to interest • Moving from interest to desire • Moving from desire to action – the transfer of the knowledge This can be identified as: Auntie AIDA Attention-Interest-Desire-Action. Students grow up today surrounded with communication “gadgets” and different platforms of communication – twitter, face book, text, cell phone, digital TV,HD TV… This is what one is competing with in a teaching environment It is acknowledged that ➢ Utilisation of modern communication devices/ platforms in a class environment significantly enhance the learning experience and increase the transfer and retention of knowledge ➢ Many schools are unsure what facilities are available and what they should invest in ➢ Schools with modern aids/ platforms only utilise 50% of the benefits through lack of training

Ensuring a school has the most suitable support structure to aid teachers is not about going out and purchasing the latest thing advertised or which they heard about. The accepted best practice method to determine what a school requires is to develop a 4 year plan with the guidance of a specialist in communication technology. To ensure the best options are included in such a plan the advisors must have no conflict of interest with any of the possible recommendations available to the school. ALL providers Resources4Learning limited is the only company in Ireland in this position because it uniquely has access to ALL providers of communication technology and is not impacted by whatever options each school requires; R4L is part of the Sight & Sound Group, a company in communication services for over 60 years;

Visit the R4L web site today and you can request a FREE assessment of you immediate and long term requirements Resources 4 learning [R4L] is now part of the Sight & Sound Group, a 65 year established Audio Visual specialist R4L was acquired by Sight & Sound Group to facilitate its strategy of becoming a critical provider of teaching technology to the Education market. Sight and Sound has been supplier of teaching technology for 60+ years with historical emphasis on 3rd level. R4L allows the group to equally focus on primary and second level with the requisite commitment and speciality these sectors deserve. Teaching is a great challenge today and the ability to communicate to pupils in an effective fashion consistent with the world we all live in, requires fundamental change. Find OUT MORE Education 35

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Read the latest digital edition of Education Magazine

Ireland’s leading education magazine

ARD EDUCATION LTD Email: Publishers of:


Education Magazine


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School of Nursing & Midwifery, Trinity College Dublin

Choosing your career, securing your future


hoosing a career path has always been an important crossroads in a young person’s life. With the ongoing global and national economic crisis it is probably more important than ever to give your future some serious consideration. University and course selection has always been an important choice to make, and now more than ever this decision deserves careful thought and consideration. Those that opt for a degree in Nursing and Midwifery are making a choice that offers them a long and varied career, spanning a diverse range of disciplines. It also provides the opportunity to work and pursue further study overseas, and to enjoy being part of a challenging and rewarding profession which really makes a difference to the world – a unique occupation where no two days are the ever the same and where different people and experiences will be encountered all the time. With its consistent ranking of top university in Ireland and its world-renowned reputation for excellence, a degree in Nursing and Midwifery from Trinity College Dublin will help to secure your future. Judged recently to be “the leading institution within Ireland” in Nursing & Midwifery education and research by an International panel of experts in the 2010 School Quality Review, the School of Nursing and Midwifery in TCD is committed to excellence in teaching, research and in training students who will deliver quality care and lead improvements and innovations in Irish Healthcare. TCD offers an exhilarating and diverse learning experience spanning, lectures, tutorials, group work, clinical skills training and practical placements in healthcare settings throughout the course. Our clinical skills laboratories are based on the St James’s hospital campus where students spend at least one day per week in a hospital ward like environment with expert dedicated staff practicing skills such as taking blood pressures, giving injections and managing simulated sick patients in a safe simulated environment. What’s really great is that the clinical tutors teach the clinical skills (in our clinical skills lab) and then follow up with students when out on practice placement. Practice placements are organized throughout the four years of the course and there are even opportunities for students to spend a semester in another country as part of the programme. A Nursing or Midwifery graduate from TCD will be equipped to contend with the challenges of a dynamic and shifting health care sector, even through unpredictable circumstances and environments as have been witnessed by the country in recent times. The security of having a professional qualification in a skill that is internationally required and recognized cannot be underestimated. Couple that assurance with the opportunities that a Nursing or Midwifery degree from TCD offer for future study and career advancement and the choice of which course to apply for can certainly feel less scary! However, being a TCD student is about more than lectures and lessons! TCD students enjoy the experience of being educated in the oldest university in Ireland and have access to the resources of Ireland's largest research library and one of the great libraries of the world. College accommodation is available both on campus, and off campus in Trinity Hall, Dartry, a short distance from the city

centre. First year students are mostly accommodated in Trinity Hall, and you can apply for a place online as soon as you have accepted a place in Trinity. There is a wide range of activities to suit everyone in Trinity. The TCD LIFE website provides a good insight into how students can become involved in the many clubs and societies on offer. There are currently nearly 100 student societies and 50 sports clubs in the college. Recreation plays an important part of college life. TCD’s Sports Centre offers state of the art sports facilities, including a climbing wall, 25m swimming pool and fitness theatre. Find OUT MORE For more information about the School and our courses, log on to Follow us on Facebook at Midwifery Contact Jeni Ryan on 01 896 3860, email to arrange a tour of our facilities or to arrange for a lecturer to deliver a talk to your class. Or visit our stand at the TCD Open Day on Saturday the 1st of December 2012

Education 39

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EMT – EMERGENCY MEDICAL TECHNICIAN As an EMT you will train at the highest level currently available in Ireland. Learn professional life saving medical skills and interventions that really make a difference..... Other courses available at responder level include: CFR- Cardiac First Responder OFA- Occupational First Aid EFR- Emergency First Responder

Emergency Services Training Institute is an Irish Owned company and is recognised by the Pre-Hospital Emergency Care Council (PHECC). We specialise in emergency medical training, utilising Paramedic and Advance Paramedic tutors and instructors. All our training, equipment and facilities are of the highest of standards.

CONTACT US: C21 The Exchange, Calmount Park, Ballymount, Dublin 12. E-mail: • Tel: + 353 (0)1 409 8113 • Web:

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ICS Skills

Technology is transforming education and learning


ducation is moving into the digital age; pedagogies have changed to engage the latest digital technologies. They now encompass a blend of face-to-face engagement and virtual interfaces, with content moving from traditional text-based learning to text-plusmultimedia. This transition, the move to an all-digital environment, will not be completed for some time to come. Print and text-based content remains a major part of the education world due in part to the cost of creating high-end multimedia content. Working alongside print and text-based content are solutions like the ICS Grid (, a Virtual Learning Environment for schools. The ICS Grid delivers an open-source platform and a repository for age-appropriate, copyrightcleared educational resources, which enables the creation, sharing, modification, and vetting of educational material acces-

sible to anyone, anywhere, anytime. Uniquely, ICS Grid comes pre-loaded with digital learning resources packaged into lesson plans mapped to the Irish Curriculum. Where technology can provide engaging, up-to-date and customisable subject matter, teachers and professionals can add the value of their education, expertise and experience - the educator is the keystone of this facilitation. Students have already embraced the digital age outside of their classroom envir o n m e n t . To e n a b l e t h e m b e c o m e independent learners they must be provided with the skills to use the technology effectively and not be hampered by the false assumption that they will learn such key skills in an adhoc manner. ICS Skills delivers ECDL to 20,000 2nd level students in Ireland every year, contributing to the confidence in the use of productivity applications that has been cor-


Mary Cleary Deputy CEO, ICS Skills related with engagement of diverse approaches to learning and with academic success. New education methodologies and modes of information provision must enable students to accommodate new learning to existing knowledge so that it becomes meaningful and useful, through a process of thinking, experimenting and discussion. The mark of an educated person is not how much they know, but how they use their knowledge to create new things, concepts and ideas.

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Student Welfare - Eating Disorders

Eating disorders: working on prevention It is very important that those working with young people have access to information about eating disorders to ensure that they can support their students, according to Bodywhys


ating disorders are becoming increasingly prevalent amongst a generation of young people under pressure at school, in the home and in the workplace. These day to day pressures are compounded by an environment filled with images of a very narrowly defined ‘beauty ideal’ which few of us can ever hope to measure up to. For some, these pressures, combined with difficult individual circumstances, can lead to the development of an eating disorder. It is estimated that amongst Irish adolescent girls, 1% are at risk of developing anorexia with 2% at risk of developing bulimia. The rates of those who engage in significant eating disordered behaviours are much higher. A further 10-25% of cases of eating disorders occur in men. With these disorders becoming so widespread, it is all the more important that

those working with young people have access to information about eating disorders to ensure that they can support their students, and themselves. THE ROLE OF PREVENTION Low self-esteem and poor body image are often key factors in the development of an eating disorder. For this reason, prevention work around boosting a person’s body image and separating their sense of themselves from their physical self can be crucial. Since 2006 Bodywhys have worked with schools on a prevention-based programme. The iFigure CD-ROM resource is an interactive tool produced by Bodywhys which covers areas like Body Image, Self Esteem and Media Awareness. This allows students to explore these areas in a way that is accessible to them,

By Ruth Ní Eidhin

Communications Officer, Bodywhys while giving teachers the opportunity to start a discussion with students about what can be a very sensitive issue. BODYWHYS SCHOOLS PROGRAMME Every year Bodywhys receives a substantial number of requests from schools and youth groups looking for speakers to talk about body image and eating disorders. In response to this ongoing interest, Bodywhys launched a new school talks programme delivered by a team of volunteers. BODYWHYS YOUTH PANEL In 2009, a study by the Office of the Minster for Children and Youth Affairs

Tips for speaking to a student you may be concerned about ■ Arrange to talk to the person in private and with plenty of time to avoid feeling rushed. Be sure to communicate care and concern, and focus on specific incidents or behaviours that have given rise to your concern. If appropriate, let them know how they can seek help and provide them with information about support services where possible. ■ Listen to what they say without interruption and without making any judgements. They may deny there is a problem or become upset. Try to remain calm and reflect back to them what they have said to make sure that they feel they have been accurately heard. Restate the view that they should talk to someone, and decide with them what will happen next. It may be that their parents need to be informed. It is important to be aware of your own organisation’s policies around child protection and reporting issues. ■ Help them to explore what supports are available to them and how they might go about accessing these supports. Detailed information for teachers and youth workers is available from our website at


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Bodywhys on site If you would like to have a talk or information stand at your school or college, contact for a range of posters and information leaflets.

Not just girls!

found that young Irish people themselves identified Self Image as the top issue that ‘hurts’ their mental health. Dáil na nÓg have similarly identified body image as an area of considerable concern for young people. In response to this demand, Bodywhys have launched the Be Body Positive campaign to encourage people to talk more about body image, and in particular to encourage young people to promote positive body image amongst their peers. A key part of this campaign is the

What are eating disorders? An eating disorder is a serious mental health condition characterised by severe disturbances in eating, emotional and psychological distress, and physical consequences. Eating disorders can be seen as a way of coping with unmanageable feelings. Eating disorders include anorexia nervosa, bulimia nervosa, eating disorder not otherwise specified and binge eating disorder. Behaviours vary between the different disorders but can include restricting food intake, binging on large quantities of food, exercising to excess, and abusing laxatives or diuretics.

Bodywhys Youth Panel which is currently being developed. The youth panel is an opportunity for those aged 13-20 to work with Bodywhys to develop new services and supports that are age appropriate and meet their needs. Current Services for Young People A common feature of an eating disorder is that the person will hide or deny their behaviours to their friends and loved ones. For this reason and to ensure that our support services are as accessible as possible, Bodywhys launched a range of services aimed specifically at young people. Bodywhys YouthConnect is a weekly online support group facilitated by trained volunteers, which can be accessed through the Bodywhys website at www. The group is open to those aged 13-18 and takes place on Sunday nights from 7:30-9pm. Users register via the website and can then access confidential support from their own computer. A separate service, BodywhysConnect, is available for those aged 19 and over. Bodywhys Services Bodywhys – the Eating Disorders Association of Ireland – provides a range of support services for those affected by eating disorders as well as friends and family members. Services include:

Eating disorders are becoming increasingly common amongst men and in particular younger men. It is important to be aware that male students may be experiencing the same pressures and may turn to the same method of coping. A young man may exercise excessively instead of restricting his diet. This can be equally damaging and should be addressed at an early stage. • LoCall Helpline 1890 200 444 • Email support • Network of support groups including groups for family & friends • Online support groups, including YouthConnect for 13-18 year olds Our website, provides a wide variety of information on eating disorders, treatment options and support services. Our online support groups and message boards are also accessible from the site. Find OUT MORE Information is the greatest tool available to anyone trying to support a person affected by an eating disorder. Understanding what an eating disorder is, and how it can be treated, is a huge part of helping the person on the road to recovery.

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Reference Guide Briefing:

Financial support for students The Student Grant Scheme In autumn 2011 a single Student Grant Scheme replaced the 4 main support schemes for students (The Higher Education Grants scheme, The VEC Scholarship scheme, the TLT scheme and the PLC scheme). The student grant is the main source of financial help available from the Irish State for students in full-time Post Leaving Certificate Courses (PLCs) and full-time higher education undergraduate courses. Support is available to eligible students in most colleges in Ireland as well as eligible Irish students in many colleges in Northern Ireland, the UK and other EU States. For eligible students, the grant is there to help with the various costs of participating in further or higher education. Students on part-time courses, access or foundation courses (in higher education institutions) and short courses are not eligible to apply for a student grant. Family and/or personal income is a key factor that will be assessed when you apply for a student grant but there are also some other conditions. Studentfinance. ie can help you to assess whether you are eligible and guide you in starting the process. In all cases, the official decision on eligibility is of course made by the grant-awarding bodies. Student who may be eligible for the student grant should apply for it as soon as possible. Students do not have to wait until you receive an offer of a place or enroll in college. Only when the application has been completed in full and submitted to the grant-awarding authority can eligibility be determined. Details of the scheme together with the application form and guidance notes are available in the grants section of the website.

Meet Susi

Student Universal Support Ireland (SUSI) is the new single awarding authority for all new grant applications for the 2012/13 academic year. If you are a new student or changing course you should apply to SUSI through this website. The student grant application system is an online application system and is accessed at To assist all applicants there is a SUSI Support Desk which will provide extended opening hours for email queries and telephone queries. Contact details are on SUSI has a Nationwide Mentoring Network in place to assist applicants who might have access issues using the online system. You should contact the SUSI Support Desk for additional information on this network. Remember you do not have to have confirmed your final choice of college or course to apply for a student grant

Income limits for Maintenance and Fee grants Maintenance: Maintenance: Maintenance: Maintenance: Maintenance: Maintenance: Maintenance: Maintenance: Special Rate 100% 75% 50% 25% Not payable Not payable Not payable Standard Rate Standard Rate Standard Rate Standard Rate Fee elements: Fee elements: Fee elements: Fee elements: Fee elements: Fee elements: Fee elements: Fee elements: To qualify for: 100% 100% 100% 100% 100% 50% Tuition Fees Tuition Fees Tuition Fees Tuition Fees Tuition Fees Tuition Fees Tuition Fees Tuition Fees Not payable Not payable 100% 100% 100% 100% 100% 100% 50% 50% Student Student Student Student Student Student Student Student Contribution Contribution Contribution Contribution Contribution Contribution Contribution Contribution Not payable Field Trip Field Trip Field Trip Field Trip Field Trip Field Trip Field Trip Field Trip Not payable Not payable Not payable Postgraduate Fee No. of Contribution dependent Payable children: Less than 4 4 — 7 8 or more

€22,703 €22,703 €22,703

€41,110 €45,165 €49,045

€42,235 €46,415 €50,400

€44,720 €49,145 €53,360

€47,205 €51,880 €56,320

€51,380 €56,460 €61,295

€55,920 €61,440 €66,700

€31,500 €34,615 €37,580

Notes: The period 1 January 2011 to 31 December 2011 is the reference period for the academic year 2012/13. The income limits that apply to tuition students relate to the fee elements only. A tuition student does not qualify for any maintenance grant.

Additional increments that may be applied to the income limits for Maintenance & Fee Grants Increment for each additional relevant person in full time education (Check criteria)

€ 0

+ € 4,980

+ € 4,815

+ € 4,815

+ € 4,815

+ € 4,980

+ € 4,980

+ € 4,980

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St. Kevin’s College Clogher Road, Crumlin, Dublin 12 Telephone: 4536397 • Fax: 01-4730868 e-mail: visit us at:

Further Education Courses 2012/2013 City of Dublin Vocational Education Committee

■ Outdoor Recreation (1 year) ■ Outdoor Recreation Management (FETAC Advanced Certificate, 2 Years) ■ Applied Laboratory Science* ■ Mechanical Engineering* ■ Electronic Engineering* ■ Pre-apprenticeship Trades ■ Family and Community Studies ■ Social & Workplace Relationship Skills ■ BTEC Higher National Diploma/Advanced Cert FETAC Level 6 in Media Production (2 Years) ■ BTEC Higher National Diploma/Advanced Certificate FETAC Level 6 in Photography & Digital Imaging (2 Years) ■ National Certificate in Photography & Digital Imaging (1 Year) *Institute of Technology and third level links Post Leaving Certificate Courses are assisted by

The National Development Plan and the European Social Fund

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46 Education

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Department of Humanities @ ITT Dublin

A vibrant and proactive place to study


he Department of Humanities, at ITT Dublin is a vibrant and proactive place where students can chose to study for a degree in such diverse areas as Creative Digital Media, European Studies, Social Care Practice, Culinary Arts, and International Hospitality and Tourism Management. Besides undergraduate study students are able to pursue research degrees at Master and PhD levels in Social Science, Languages, Creative Digital Media, Literature, and Adult Mathematics Education. considerable investment A central theme of all programmes offered in the Department of Humanities is the alignment of theory and practice so students who complete any of the awards are able to DO and not just TALK ABOUT what their course qualifies them to do. To this end considerable investment has been made to ensure that students can study and work in practical environments where access to studio equipment, language resource materials, culinary and restaurant facilities enables them to achieve their creative and professional potential. With a practical class ratio set at 20:1 students are able to put theory into practice very quickly and become active players in their own learning. Practical and academic Besides the practical components on degree programmes students also pursue traditional “academic” modules where all student learner supports are available online. This approach ensures that students are prepared before they come to class and then in class can derive greater benefit through their exchanges with lecturers. Proof, if any is needed, that our approach works can be seen in the number of awards attained by students in Chef Ireland 2011 by Culinary Students; and the drink aware campaign (2011), and Student Media Awards 2011 by Creative Digital Media Students. active citizenship While formal study is an important part of a third level student’s life, critical aware-

ness of responsible and active citizenship is an essential component of education which is needed now more than ever as Ireland seeks to re-engineer how its society should function properly and in the process avoid committing grave errors made in the recent past. To this end the Department operates a highly successful Active Citizenship programme whereby students receive academic credit arising from voluntary work in the community. So whether it’s working with a local social and community services or assisting in the construction of a school abroad all such activity is valued and rewarded appropriately. The task of co-ordinating such activities is quite demanding and recognising these challenges, the Department has put in place both Internship and International co-ordinators to ensure that students can make their contribution in a constructive and meaningful manner. The work of the Internship and

International co-ordinators is not confined to volunteering activities but also to ensuring that Social Care Practice Students, European Studies, and International Hospitality and Tourism Management students can avail of placement opportunities to work and study at home and abroad. CAreer Launch All in all the Department of Humanities is a vibrant place where prospective students who wish to study arts, humanities, and social sciences should consider as they launch their careers whether as students coming straight from second level school, or those wishing to change their careers, or those who are coming back to education for whatever reason. The Department’s door is open and all are welcome to come in have a look, stay awhile, and hopefully leave better for having accepted the invitation to study with us.

DEPARTMENT OF HUMANITIES Undergraduate Programmes on offer for which applications are made through the Central Applications Office:













Undergraduate Programmes on offer for which applications are made directly to the Institute:


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School Safety

Bullying at school

The way forward


aving engaged in the research of bullying behaviour for 25 years now and provided a resource with the help of the dedicated staff of the Anti-Bullying Centre which I founded 16 years ago, I am only too aware of the need for the government of the day to endorse a national course of action which will help all schools to implement effective programmes to prevent and counter bullying. While guidelines on countering bullying at primary and post-primary school have been available since 1993, schools have been left to do as much or as little as they have seen fit. This has left many students without the necessary protection and professional assistance to help them deal with the ill-effects of bullying. Valuable opportunities have also been lost in not helping the perpetrators correct their aggressive behaviours. whole school community approach The SPHE programme, while it undoubtedly contributes to reducing the level of bullying, these curriculum efforts alone are not enough. What is needed is a whole school community approach which targets all children, their parents and teachers and builds an ethos that promotes respect for diversity and, indeed, for disclosure. Children bully because they can. Bjorkquist, a very respected Finnish researcher has spoken about the cost/ benefit ratio. Children, like adults, when tempted to engage in unlawful behaviour, will weigh up the benefits that they can draw from their behaviour against the risk or cost to them of being caught. For too long opportunities have been lost of challenging bullying behaviour and by ignoring it or, worse still, defending it the

By Professor Mona O’Moore Anti-Bullying Research and Resource Centre, Trinity College Dublin

message has been sent out to our young people that it is OK to bully. If we wish to have a culture which promotes respect, tolerance and compassion we need to be clear in our stance against bullying. However we are where we are today and I will outline how I feel we should proceed in preventing and countering the bullying which is so prevalent in our schools. Firstly to remind ourselves of the problem let me quote Colin Farrell who said in an interview on the Ellen Show: ”Bullying is torture. It is another betrayal of basic human decency and its scars reach way into the future of its survivors. But the saddest truth is that not all children survive it. It is potentially a fatal societal illness that must be respected and not feared, respected and dealt with as a very real problem and as an adversary of a potential harmonious world that should have no place for bullies or bullying.” At a conference in 2004, titled 'Taking Fear out of Schools' organised by the OECD and the Norwegian Ministry together with the Behavioural Research Centre of Stavanger University I outlined a 'Framework for Guiding Policy Approaches to the Prevention of School Bullying and Violence on a Global Scale'. Drawing on the WHO’s report on violence and health, I argued that each country should develop a national strategy which would involve taking certain steps. I came up with nine steps to this guiding framework. I will concentrate on five of these steps, those that I believe will help us most to reduce our current high level of school bullying.

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STEP 1: Develop a national strategy to assist schools to prevent bullying. Currently I have estimated that there are at least 7,000 primary school and 3,700 post-primary school students who find it a struggle to go to school every day due to being bullied frequently (that is anything from once a week to every day. In addition to that there are at least another 24 percent of primary and 14 percent of post-primary who have experienced bullying but to a lesser extent. From the 'Growing up in Ireland' study we have confirmation that bullying, no matter its frequency or duration, can be deeply upsetting for victims. It can destroy their childhood and the road to recovery can be life-long. For some suicide is seen as the only option. We must dispel the myths of bullying so that no one is under the illusion that what children have to put up with is trivial or harmless. Instead it can be deeply offensive, physically painful and potentially fatal. I can illustrate this with a note written by a 9-year-old boy who simply and poignantly asks “Can this stop now?�. This note was forwarded to me by one of ABC's network of trainers, Marion Flanagan. She had received it from a teacher who had been handed it by the mother of the boy. I would be surprised if there is anyone other than the most tough minded who would disagree with the merits of introducing a statutory requirement on the part of all schools to implement an anti-bullying programme. Granted there are many schools which are doing their best to counter bullying but sadly there are others who need to be prompted to do more. It can't be emphasised strongly enough that a programme that is underpinned by a political commitment will carry more weight. That is not to underestimate the value of commitment of the school community, its staff and parents. From a meta-analysis of all programmes worldwide by Professor Farrington and Maria Ttofi (2010) of Cambridge University, Institute of Criminology we are now in the fortunate position of knowing that the most effective programme in reducing bullying and victimisation is the whole school community approach. The elements which were found to be most successful in reducing the level of bullying and victimisation were as follows: Reducing the level of bullying Anti-bullying policy Disciplinary methods Playground supervision Teacher Training Classroom Rules Classroom management School conferences Information for parents

Reducing the level of victimisation Parent and teacher training/meetings Videos Disciplinary methods Cooperative group work Playground supervision Our Donegal Project, later to be named the ABC Whole School Community Approach to Bullying and Violence, with its guiding principles of: A for Avoid Aggression B for Be Tolerant C for Care for Others The programme ticked these boxes and probably for that reason has been rated in Farrington’s meta-analysis as 4th best in the world in its ability to reduce bullying and 5th best in its ability to reduce victimisation. Indeed it achieved superior results to the much acclaimed Finnish KIVA programme. Credit of course must be given to the huge commitment of the Donegal Education Centre, Sally Bonner, in particular and to the trainers who gave up so much of their time, not to mention the schools and teachers who all embraced the programme. Contributing also to the success of the whole school anti-bullying programme was the support of Ann McIntyre of the North Western Health Board. Our national efforts to reduce bullying should also involve the pre-school level as there is good evidence (Rigby, 2002) to suggest that anti-bullying programmes at that level are the most effective. Drawing the attention of young children, their parents and their teachers to the problem of bullying will greatly enhance prevention. In my book, Understanding School Bullying: A Guide for Parents and Teachers published by Veritas, I outline the steps that are needed to be taken by schools to implement a Whole School Community Approach.

At the heart of a whole school community approach to bullying is a comprehensive and workable Anti-bullying Policy. It provides a framework for how the school will tackle bullying. It provides the school with clear expectations, direction, commitment and consistency in addressing all forms of bullying, both traditional and cyber. An anti-bullying policy assists schools in moving beyond a crisis management approach to applying well thought out strategies of intervention at primary, secondary and tertiary level. While there are forms of bullying such as homophobic, transphobic and racial bullying and cyber-bullying which are a source of growing concern, I do not believe they merit separate policies because at the heart of all forms of bullying is abuse, whether it be physical or emotional. However existing policies need to be adapted to include explicit reference to any new form or means of bullying as they emerge. For example, a study by Lucie Corcoran, a Ph.D. student, found that 29% of principals had not yet incorporated cyber-bullying into their anti-bullying policies. In recommending policy aims for schools I am of the opinion that it is difficult to improve on the policy aims of the 1993 National Guidelines on Countering Bullying shown in the table below. To implement the policy aims will involve engaging the whole school community in anti-bullying work: the Board of Management, all school staff (both teaching and non-teaching), all students and all parents and carers. Naturally time and resources will have to be made available to schools to meet their policy aims. There is now no shortage of well trained and competent trainers in Ireland who could be seconded to provide the necessary in-service training that >>>

National Guidelines on Countering Bullying The elements of the guidelines were as follows: 1. To create a school ethos which encourages children to disclose and discuss incidents of bullying behaviour. 2.To raise awareness of bullying as a form of unacceptable behaviour with school management, teachers, pupils, parents/guardians. 3. To ensure comprehensive supervision and monitoring measures through which all areas of school activity are kept under observation. 4. To develop procedures for noting and reporting incidents of bullying behaviour. 5. To develop a programme of support for those affected by bullying behaviour and for those involved in bullying behaviour. 6. To work with and through the various local agencies in countering all forms of bullying and anti-social behaviour. 7. To evaluate the effectiveness of school policy on anti-bullying behaviour. Education 49

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schools may require to help them introduce a Whole School Community Approach to Bullying. With the successful outcome of the ABC pilot programme in Donegal it was my hope that by now that each Education Centre in Ireland could have had a Primary and Post-primary teacher/trainer seconded to them who could have assisted the schools in their region with any training that was needed as well as being a source of ongoing support to them. As there is considerable evidence to support this model, I now urge that serious consideration be given to it. If we look to Norway we can see the benefit of a national strategy which has schools adopting a whole school community approach to bullying. They have one of the lowest recorded incidences of bullying worldwide with between 6-9 per cent of 11/12-year-olds having been bullied to 4-5 per cent of 15/16-year-olds. This contrasts to our 40 per cent of 9-year-olds (GUI study) and to our 50% of teens (UNESCO study). It is important to note that Norwegian schools are given a choice of anti-bullying programmes but they must be recognised by the Ministry of Education such as the Olweus or the Zero programmes. However, schools can, if they wish, develop their own programme but there is no escaping from having to commit to one. So far in Ireland we have three programmes that have taken the guiding framework of the Whole School Approach, i.e. the ABC programme, the Cool Schools programme and NABC’s proposed Safe Schools programme. These programmes are similar in that they incorporate measures that can betaken at school level, class level and individual level. They also offer a restorative approach in dealing with incidents of bullying. What I would like to see is for the DES to call on the authors of the existing proggrammes and together with the SPHE and the NBS team, NEPS, Department of Children and Youth Affairs, Ombudsman for Children and other relevant stakeholders develop a Whole School Approach which has teacher guidelines and student material for all the levels of Education. To have an approved DES pack and a network of professional trainers would, I believe, significantly help schools to reduce their level of bullying and victimisation. Perhaps one of the greatest challenges facing an expert advisory group on school bullying is to arrive at a definition of bullying that is clear, precise and workable. The definition which forms part of the 1993 Guidelines on Countering Bullying has served us reasonably well for many years. However, I believe it needs to be revised in order to assist schools to take more frequent and definitive actions to counter bullying as well as to assist everyone to

interpret bullying more accurately. I am of the strong opinion that a definition of bullying should encapsulate isolated acts of anti-social aggression that are unjustified and serve to intimidate a child on an ongoing basis. Certainly with cyber-bullying it is not necessarily the case that the victim is targeted repeatedly. One cyber attack can reach an unlimited audience and can be a source unlimited viewing thus making the experience of being abused one of repetition. In addition, a definition of bullying should allow for the possibility that repeated attacks of aggression on any one child should qualify as bullying, even if those attacks are not carried out by the same person, but by different individuals who together conspire to hurt the targeted child. Step 2: Integrate School Bullying Prevention into Teacher Education at PreService and InService Levels. Fundamental to a national plan to prevent school bullying must be the integration of the topic into Teacher Education at PreService and In-Service Level. It is not uncommon to hear from teachers that they will refrain from intervening in bullying incidents owing to a lack of confidence in how best to deal with it. It is critical that students see that their teachers do intervene as this sends out a strong message and reinforces the school ethos that bullying is not tolerated. Our research to-date has shown that only 48 per centx of primary and 36 per cent of post–primary students perceive their teachers as trying to intervene when they know a student is being bullied.

A module on school bullying would ensure a greater level of commitment and confidence to apply prevention and intervention strategies. Importantly it would also help staff become more sensitive to their own behaviour and the importance of leading by example. Step 3. Create a media campaign to take the stigma out of reporting bullying. While schools can make a significant difference in reducing the level of bullying their job would become so much easier if they were supported by the same values, attitudes and behaviour outside of school. There is nothing more effective than a media campaign to mobilise society to change attitudes and values. The reluctance, for example, to report bullying is one of the biggest obstacles a community faces in dealing effectively with it. We know that half of primary and two thirds of post-primary students do not tell anyone at home that they are being bullied and the situation is worse in respect of telling teachers. To prevent the shame that is so often associated with telling, adults must provide leadership in dispelling the myth that the victims are at fault and let it be understood that the burden of guilt usually lies with the bully. What better way to get this message across than with the help of a media campaign. Step 4. Establish a National Advisory Body (Centre of Excellence) for Partners in Education Anyone working with school communities will realise the strong need forevidence based advice and guidance to guide policies

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and intervention strategies and research. This need prompted me to develop the Anti Bullying Centre (ABC) in Trinity College which provides: • Advice and guidance [website, helpline, drop in centre] • Professional Counselling (If the Centre CANNOT provide the necessary therapeutic help it refers on to experts in the field) • Mediation • Resource Materials for parents, schools and organisations • In-service and staff development for schools and organisations • Day conferences and workshops for pupils, parents, teachers and adults in the workplace • Investigations • Expert Witness • Legal Advice (The Centre refers on to legal firms if the clients are considering litigation) • Reference library • Conducts research

This would prevent the countless letters which I have seen cirulate between frustrated parents, principals and Board of Management and the DES with no party taking the necessary responsibility to resolve the complaints of bullying. It never ceases to amaze me, however, how complaints of bullying by parents cannot be nipped in the bud and resolved more speedily. I believe the training and education that makes up a whole school community approach to bullying together with a legal obligation to act would benefit all partners in dealing more efficiently with complaints. In my opinion consideration should be given also to awarding the Ombudsman for Children with the necessary power to make recommendations that deal with bullying legally binding. This would undoubtedly

enhance a safe learning environment for children and furthercontribute to preventing unnecessary and costly litigations. Conclusion To conclude, I would appeal to all critical stakeholders, teacher unions, parent councils, NGOs, Government agencies and Departments to collaborate in developing a much needed national plan of action to counter bullying such as I have outlined. The return will be a safer and healthier society, a society in which, in the words of the former Prime Minister of Norway Kjell Bondevik who in 2002 signed Norway’s Manifesto against Bullying: "Children and young people will wake up every morning looking forward to instead of dreading a new day".

However, it is tough going providing a national resource without any funding. So I can speak from experience and that is to say that for a National Advisory Centre of Expertise to operate effectively it will need Government funding and an official status. To provide sound advice the centre must have a strong research focus and work closely with comparable centres worldwide. ABC tries to fill the gap of much needed research. Currently it is a partner in four European projects, all of which will benefit best practice in Ireland. • Cyber–bullying: Coping with negative and enhancing posititechnologies in relationships in educational settings (COST Action ve uses of new IS0801). • Cyber-Training: A European Training Manual for Adult Educators working withParents. (Leonardo Da Vinci Programme). • Racial bullying and Xenophobia: Developing a programme using ICT to preventand modify racist and xenophobic attitudes in young people. (Life Long Learning Programme) • Tackling Workplace Bullying for Adults with Learning Disability or Difficulty (Leonardo Da Vinci Programme). Step 5. Promote Legislation to Deal Effectively with School Bullying. If we are to be true to Article 19 of the UN Convention on the Rights of Children we should consider introducing legal reform that requires all schools to implement the procedures that they outline in their obligated code of behaviour under section 23 of the Education (Welfare) Act 2000. Education 51

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52 Education

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Marino College of Further Education

An overall excellent third level experience Marino College provides a very caring place for the student who wishes to explore new ideas and skills


arino College of Further Education pioneered and created FE courses in the 1980’s. Located close to Connolly station, beside the Five Lamps, in busy Dublin 1, the College caters for 600 students pursuing a variety of courses. The faculties are Nursing & Dental, Beauty, Creative Arts, Business & Tourism, Childcare and Back to Education. Each faculty compliments the other and creates an overall excellent third level experience. Marino College provides a very caring place for the student who wishes to explore new ideas and skills. The Dental and Nursing programmes give students a practical way into a future career in the medical area; many students go on to third level courses. In the two year beauty course students sit for ITEC and FETAC examinations giving them great credentials for employment. Theatre Performance is one of the key

areas of the college, linking in to the local community, putting on regular performances. The Theatre Performance course is involved in setting up a Youth Theatre in the area at present. The theatre performance course in Marino College gives students a practical introduction to the world of the theatre. Students work with writer-in-residence Niamh Gleeson to produce a children’s play in the local Sean O’Casey Theatre which is seen by up to 2,000 primary school children. The Graphic design, Photography and film students put together a college magazine, film and document the life of the college in their work. SMILES ALL AROUND AT MARINO COLLEGE Marino College is delighted to announce the launch of the new National Diploma in

Dental Nursing this September 2012. This qualification has been updated from the National Certificate in Dental Nursing which has successfully run at Marino College of Further Education for the last 6 years. This qualification has been approved by the Irish Dental Council and is fully accredited by the General Dental Council in the UK and The National Examining Board for Dental Nurses UK, with Marino College of further education being accredited as the Dublin training provider. This extremely popular two year programme at Marino College FE has enormous applicants every year and is one of only four programmes offered in southern Ireland along with Trinity College and University College Cork. On qualifying our nurses are R.D.N’s - registered dental nurses and are eligible to register in Ireland and the UK with this internationally recognised qualification. A former student who is going to study acting in the LIR academy, Trinity College said of the college: “There is an atmosphere in the college and certainly on our course that made it a very friendly, family like, positive place to work. The class gelled very quickly and I think that was down to the friendly, caring, enthusiastic nature of the tutor” central location The central location of Marino College brings students from all over the city and country making it a lively and vibrant centre of education. The College has excellent tutors in all departments every year students from the college go on to third level degree courses in Ireland and UK, and to employment. The Five Lamps Theatre

n the Marino Dental class with tutor Louise Doyle

Five years ago the college initiated The Five Lamps Arts Festival described by Roisin

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n A scene from Romeo And Juliet production put on by Marino College During the Five Lamps Festival, attended by a huge number of local secondary schools

Ingle of The Irish Times as,� small but perfectly formed�. It is one of the main festivals in north side Dublin. Celebrating the Five Lamps landmark and surrounding community, this festival showcases a range of art forms including literature, dance, opera, traditional music, visual art and theatre. The heart of the festival is Marino College of Further Education with drama tutor Roisin Lonergan at the helm as festival director with Journalism tutor Alison Pilkington overseeing the visual arts and Michelle Cahill Dance tutor looking after the dance element of the festival. Many volunteers from all walks of life are involved with this unique festival. Every year dozens of Marino College students gain valuable work experience on the festival as it continues to grow from strength to strength. This year the festival responded to the theme of Dublin as City of Science and showcased an exciting range of exhibitions, drama and community events that incorporated a science theme. Next year the festival will explore the events of the 1913 Lock Out. The college is in a unique place in the city at the centre of a transport hub with DART, Find OUT MORE Marino College of Further Education, 171 North Strand Road, Dublin 1 Web: Telephone: 01 8557116 Email:

LUAS, mainline rail and all bus routes converging nearby. Former students come back to give talks to students about how they got on in their chosen profession and how much the college has helped them in their

pursuit of a goal. Blake Hodkinson the new principal is interested in bringing the college to the next phase of development, bringing courses up to diploma level

n A walk during the Five Lamps Festival organised by Marino College. Local historian Terry Fagan with Maureen O'Sullivan TD and walkers on the Monto walk

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For the Attention of ‘out-of-field’ Post-Primary Teachers of Mathematics

Professional Diploma in Mathematics for Teaching (Part-time) Dioplóma Gairmiúil sa Mhatamaitic don Mhúinteoireacht The National Centre for Excellence in Mathematics and Science Teaching and Learning (NCE-MSTL) at the University of Limerick is pleased to invite applications from eligible teachers for a two-year part-time Professional Diploma in Mathematics for Teaching (Level 8)/Dioplóma Gairmiúil sa Mhatamaitic don Mhúinteoireacht. This programme is jointly accredited by the University of Limerick and NUI Galway through their recently established Strategic Alliance and is closely aligned with the needs of out-of-field teachers of mathematics, Project Maths and the requirements of the Teaching Council. The programme is free to eligible post-primary teachers and fully funded by the Department of Education and Skills as part of the national strategy to support the implementation of Project Maths and improve standards in mathematics education in post-primary schools by upskilling out-of-field teachers of mathematics. This university-accredited Professional Diploma (Level 8) will be delivered nationally in a blended learning format through local nodes in associate partner institutions located in the regions, in face-to-face and/or on-line modalities. The Dioplóma Gairmiúil sa Mhatamaitic don Mhúinteoireacht is also offered through the medium of Irish for out-of-field teachers of mathematics in Irish-medium and Gaeltacht schools nationwide. Eligible teachers may apply online. Please note that quotas apply for each region. In the event that quotas are exceeded applicants will be required to reapply for the following year. Further information on the programme and the terms and conditions of eligibility available at: www. The online applications system will be open from 30/05/2012 until 31/08/2012. The NCE-MSTL leads a national consortium of Higher Education Institutions (HEIs) established for the purposes of servicing this contract including: NUI Galway, University College Dublin (UCD), St Patricks’ College, Thurles; Institute of Technology, Sligo; Institute of Technology, Tallaght; Institute of Technology, Carlow; Cork Institute of Technology; Dundalk Institute of Technology; Letterkenny Institute of Technology; Waterford Institute of Technology. The consortium also includes through the NCEMSTL, its founding partners in the Shannon Consortium [UL (lead), IT Tralee, Limerick Institute of Technology and Mary Immaculate College]. The programme is also supported by Google, Ireland and the Association of Teachers’/ Education Centres Ireland (ATECI). UL Maths RG12.indd 1

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Exciting career opportunities in the financial services sector - 10,000 new jobs to be created Choose this programme to gain a comprehensive and market-relevant qualification leading to a rewarding career in Ireland or overseas New IFSC strategy for creating 10,000 jobs... In New York in June 2011 the Minister for Finance, Michael Noonan, announced that he would be bringing forward a new strategy for the creation of 10,000 jobs in the IFSC (International Financial Services Centre) over the next five years. The Strategy will unfold a plan to develop the funds, insurance, international banking, aircraft leasing and Islamic finance industries. IFSC employment increased for the first time in three years in 2010, bringing total numbers in the centre to nearly 33,000 and the sector contributes â‚Ź2bn in tax annually.

ITT Dublin

Entry Requirements

is two years on from the successful launch of its Honours Degree in Financial Services and Investment Analysis. The degree programme was developed to meet the growing requirements of the financial services sector. It is timely that in 2012 the sector is now entering a phase of planned expansion through government initiatives that include: expansion of the network of tax treaties around the world, speedier transposition of European law into Irish legislation, marketing of Irish financial services abroad and through attracting funds from emerging markets to set up domiciles in Ireland.

Leaving Certificate students may apply for the Higher Certificate level 6 two year programme, the Abinitio Ordinary Degree level 7 three year programme or the Abinitio Honours Degree level 8 four year programme. Mature applicants may be considered on their merits. For further information logon to: Programme Leader: Ph 01 4042426

PAthways to your qualification

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PONTIFICAL UNIVERSITY St Patrick’s College, Maynooth

UNDERGRADUATE DEGREE PROGRAMMES • BA in Theology & Arts (BATh) CAO code: MU001 The BA in Theology & Arts is a three-year, level 8, honours degree course comprising Theology and Arts subjects. The Theology courses are taught in the Faculty of Theology in the PontiďŹ cal University, while the Arts subjects are taught in the National University of Ireland, Maynooth. Both universities share the same campus and facilities. • BA in Theology (BTh) CAO code: MU002 The BA in Theology is a three-year, level 8, honours degree course aimed at students who wish to study Theology in depth. Students study First Arts Philosophy as part of this degree. The above programmes qualify under the Free Fees initiative and the Higher Education Grants Scheme. ••••••• Mature students are very welcome to apply. ••••••• The PontiďŹ cal University also offers a number of full-time Postgraduate Degree programmes in Theology, as well as one part-time evening programme in Theology. OPEN DAYS: FRIDAY 23RD AND SATURDAY 24TH NOVEMBER 2012 (SAME DATES AND VENUE AS NUI MAYNOOTH) Further information on courses may be obtained from: The Admissions OfďŹ ce, PontiďŹ cal University, St Patrick’s College, Maynooth, Co. Kildare, or from our website.

Tel: +353 -1- 708 4772 • Fax: +353- 1- 708 3441 • Email: • Web: 58 Education

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The Grafton Academy of Dress Designing

Training for the Fashion Industry


he Grafton Academy of Dress Designing was the first Fashion Design College in Ireland, founded in 1938 by Pauline Clotworthy, a pioneer in the Irish Fashion Industry. The Grafton Academy is a small private college offering a 3 year full-time professional Fashion Design course for both the Irish and International Clothing Trade. Celebrating over 70 years of creativity, the college continues to support the Clothing Trade and Associated Industries. In April 2008, the Grafton Academy celebrated 70 years with a glittering fashion show at The National Museum of Ireland - Decorative Arts and History, Collins Barracks, Dublin. Many Grafton Academy alumni and emerging designers showed their collections at this event.

The approach to teaching, by individual attention, is non academic with emphasis on the practical application of Design, Pattern Drafting and Garment Assembly. The Fashion lIlustration classes include computer assisted drawing using Adobe Photoshop and Adobe Illustrator. There are four formal examinations in three parts each for the Diploma. opportunities In addition to the full-time course there are opportunities to do trial and introductory courses to design and make to individual measurements or to see what is involved before making a commitment to the full course. These are available especially in the summer holidays, saturdays, evenings during

the week, 7-9pm, and also by day September to June, there are 1 or 3 month trial courses. application by portfolio For admission to the full course, September, January or Easter, no particular points are required in the Leaving Certificate and application is by portfolio. The Grafton Academy is applied to by the clothing trade and associated industries for designers, assistant designers, pattern makers, designers for film, television and stage, as well as fashion buyers and fashion stylists. Many well-known couture, retail, wholesale designers and manufacturers have been trained at the Grafton Academy.

Over 70 Years of Creativity

Professional Fashion Design Diploma (3 years full-time)

For the Irish & International Clothing Trade & Associated Industries •••••••

For Career & Educational Breaks 1 or 3 month's Trial and Introductory Fashion Design Courses available September - May •••••••

Also Summer Holiday courses in Fashion Design or Dressmaking •••••••

n Designed and made with handbeading by Shauna Harrison, 2nd year student, Grafton Academy. Model: Assets; Pic: Jason McDonald

Contact: 6 Herbert Place, Dublin 2 Tel: 353 01 676 3653 / 676 7940 • Education 59

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Careers Information . . . . . . . . . . . . . 61, 63 Government Departments . . . . . . . . . . . 63 Government Services . . . . . . . . . . . . . . . 63 Education Institutes . . . . . . . . . . . . . . . . 65

Listings 2012-2013

Vocational Education Committees . . . . . 67 Education Centres . . . . . . . . . . . . . . . . . 67

Careers Information AONTAS National Association of Adult Education 2nd Floor, 83/87 Main St, Ranelagh, Dublin 6. ☎ 01 4068220/1  The Arts Council 70 Merrion Sq, Dublin 2. ☎ 01 6180200  Association of Advertisers in Ireland Ltd Fitzwilliam Business Centre 26 Upr Pembroke Street Dublin 2. ☎ 01-6373950  Association of Chartered Certified Accountants 9 Leeson Park, Dublin 6. ☎ 01 4475678  Chambers of Commerce of Ireland 17 Merrion Sq, Dublin 2. ☎ 01 4004300  Association of Consulting Engineers of Ireland 46 Merrion Sqr, Dublin 2. ☎ 01 6425588  Association of Garda Sergeants & Inspectors 6th Floor, Phibsborough Tower, Dublin 7. ☎ 01 8303166  Association of Occupational Therapists of Ireland Suite 2.20, Smithfield Business Centre, Distiller’s Building, Smithfield, Dublin 7. ☎ 01 874 8136  Association of Secondary Teachers of Ireland Thomas MacDonagh House, Winetavern Street, D8. ☎ 01 6040160  Authentik Language Learning Resources 27 Westland Sq, Dublin 2. ☎ 01 6771512 

An Bord Altranais 18/20 Carysfort Ave Blackrock, Co Dublin. ☎ 01 6398500  Chartered Institute of Logistics and Transport 1 Fitzwilliam Plc, Dublin 2. ☎ 01 6763188  Chartered Institute of Management Accountants 5th Floor, Block E, Iveagh Ct, Harcourt Road, Dublin 2. ☎ 01 6430400  Chartered Institute of Personnel & Development Marine House, Clanwilliam Place, Dublin 2. ☎ 01 6530400  Computer Education Society of Ireland c/o Colaiste an Spioraid Naoimh, Bishopstown, Cork. ☎ 021 4543790  Construction Industry Federation Construction House, Canal Road, Dublin 6. ☎ 01 4066000  Convention Bureau of Ireland 88-95 Amiens Street, D1. ☎ 01 884 7283  Crafts Council of Ireland Castleyard, Kilkenny. ☎ 056 7761804  Director of Vocations St Kieran's College,College Road, Kilkenny. ☎ 056-7761707  Dublin Institute for Advanced Studies 10 Burlington Road, D4. ☎ 01 6140100  Dublin Adult Learning Centre 3 Mountjoy Square, D1. ☎ 01 8743251 

Economic and Social Research Institute Whitaker Square, Sir John Rogerson’s Quay, Dublin 2. ☎ 01 8632000 

Chartered Accountants Ireland Chartered Accountants House, 47 Pearse St, Dublin 2. ☎ 01 6377200 

Education Research Centre St. Patrick’s College, Drumcondra, Dublin 9. ☎ 01 8373789 

Institute of Guidance Counsellors 17 Herbert Street, Dublin 2. ☎ 01 6761975 

Engineers Ireland 22 Clyde Road, Ballsbridge, Dublin 4, Ireland ☎ 01 6651300 

Institute of Professional Auctioneers & Valuers 129 Lower Baggot Street, Dublin 2. ☎ 01 6785685 

Gorta The Freedom from Hunger Council of Ireland, 12 Herbert Street, Dublin 2. ☎ 01 6615522 

Institute of Public Administration 57/61 Lansdowne Rd, Dublin 4. ☎ 01 2403600 

Honourable Society of King’s Inn Henrietta Street, Dublin 1. ☎ 01 8744840  Law Society of Ireland Blackhall Place, Dublin 7. ☎ 01 6724800  Accounting Technicians Ireland 47-49 Pearse Street, Dublin 2. ☎ 01 649 8100 Institute of Advertising Practitioners in Ireland 8 Upper Fitzwilliam Street, Dublin 2. ☎ 01 6765991 

Institute of Industrial Engineers 1 Boeing Ave, Airport Business Pk, Co. Waterford. ☎ 01 5252527  Insurance Institute of Ireland 39 Molesworth St, Dublin 2. ☎ 01 6456600  Irish Association of Social Workers 114 Pearse St., Dublin 2. ☎ 01 6774838  Society of Chartered Surveyors Ireland 38 Merrion Square, Dublin 2. ☎ 01 6611794 

Irish Dental Association Unit 2, Leopardstown Office Park, Sandyford, Dublin 18. ☎ 01 2950072  Irish Farmers Association Irish Farm Centre, Bluebell, Dublin 12. ☎ 01 4500266  Irish Recorded Music Association IRMA House, 1 Corrig Ave, Dun Laoghaire, Co. Dublin. ☎ 01 2806571  Irish Fish Producers' Organisation 77 Sir John Rogersons Quay, Dublin 2. ☎ 01 6401850  Irish Institute of Training and Development 4 Sycamore House, Millennium Business Park, Naas, Co Kildare. ☎ 045 881166  Irish Insurance Federation Insurance House, 39 Molesworth Street, D2 ☎ 01 6761820  Irish Management Institute Sandyford Road, Dublin 16. ☎ 01 2078400  Regional Newspapers & Printers Association of Ireland Latt, Cavan, Co. Cavan.. ☎ 01 6779116 Irish Medical Organisation 10 Fitzwilliam Place, D2. ☎ 01 6767273 

Institute of Bankers Ground Floor, Citibank, 1 North Wall Qy, Dublin 1. ☎ 01 6116500 

Irish Congress of Trade Unions 31/32 Parnell Sq, Dublin 1. ☎ 01 8897777 

Irish National Teachers Organisation 35 Parnell Square, D1. ☎ 01 8047700 

Institute of Certified Public Accountants in Ireland 17 Harcourt Street, Dublin 2. ☎ 01 4251000 

Irish Council for International Students 41 Morehampton Road, Dublin 4. ☎ 01 6605233 

Irish Nurses and Midwives Organisation The Whitworth Building, North Burnswick St, Dublin 7 ☎ 01 6640600 

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Careers Information (cont) Irish Pharmaceutical Union Butterfield House, Butterfield Ave., Dublin 14. ☎ 01 4936401  Irish Professional Photographers Association Office 5, Unit 200 Greenogue Business Park, Rathcoole, Co.Dublin. ☎ 01 401 6878  Irish Society of Chartered Physiotherapists College of Surgeons St. Stephen’s Grn, Dublin 2. ☎ 01 4022148  Irish Taxation Institute South Block, Longboat Qy, Grand Canal Harbour, Dublin 2. ☎ 01 6631700 

Irish Vocational Education Association Piper's Hill, Kilcullen Road, Naas, Co Kildare. ☎ 01 4966033  Marketing Institute of Ireland South County Business Park, Leopardstown, Dublin 18. ☎ 01 2952355  The Olympic Council of Ireland Olympic House, Harbour Rd, Howth, Co Dublin. ☎ 01 8660555  Pharmaceutical Society of Ireland 18 Shrewsbury Rd, Dublin 4. ☎ 01 2184000 

Irish Photographic Federation C/o 53 Thornhill Gardens, Celbridge, Co. Kildare  Public Relations Institute of Ireland 8 Upper Fitzwilliam St, Dublin 2. ☎ 6618004  Royal Institute of Architects of Ireland 8 Merrion Square, Dublin 2. ☎ 01 6761703  Teagasc Oak Park, Carlow. ☎ 059 9170200  Ashtown Food Research Centre Teagasc, Ashtown, D 15 ☎ 01 8059500  research/ashtown/

Opticians Board 18 Fitzwilliam Square, Dublin 2. ☎ 01 6767416  The College of Progressive Education 8/10 Rock Hill, Main Street, Blackrock, Co Dublin. ☎ 01 4884300  Society of Actuaries in Ireland Clanwilliam House Clanwilliam Place Dublin 2. ☎ 01 634 0020  Society of the Irish Motor Industry 5 Upper Pembroke Street, Dublin 2. ☎ 01 6761690 

Teachers Union of Ireland 73 Orwell Road, Rathgar, Dublin 6. ☎ 01 4922588  Union of Students in Ireland 3-4 St Agnes' Road, Crumlin, Dublin 12. ☎ 01 7099300  USIT 19/21 Aston Quay, Dublin 2. ☎ 01 602 1906 Central Reservations ☎ 01 706 1071  Veterinary Ireland 13 The Courtyard, Kilcarbery Park, Nangor Road, Dublin 22. ☎ 01 4577976 

Government Departments Dail Eireann Leinster House, Dublin 2. ☎ 01 6183000 / LoCall 1890 337889  Dept of Agriculture, Food & the Marine Kildare Street, Dublin 2. ☎ 01 6072000 / LoCall 1890 200510  Department of Arts, Heritage and the Gaeltacht 23 Kildare Street, Dublin 2. ☎ 01 6313800 / LoCall 1890 383000  Department of Children and Youth Affairs 43 - 49 Mespil Rd, Dublin 4. ☎ 01 6473000/ LoCall 1890 474 847 

Department of the Communications, Energy & Natural Resources 29/31 Adelaide Rd, Dublin 2. ☎ 01 6782000 / LoCall 1890 449900  Department of Defence Station Road, Newbridge, Co. Kildare. ☎ 045 492000  Dept of Education & Skills Marlborough St, Dublin 1. ☎ 01 8896400  Department of the Environment, Community & Local Government Custom House, Dublin 1. ☎ 01 8882000 

Department of Finance Upper Merrion Street, Dublin 2. ☎ 01 6767571  Department of Foreign Affairs and Trade 80 St. Stephen’s Green, Dublin 2. ☎ 01 4780822 / LoCall 1890 426700  Department of Health Hawkins House, Hawkins St, Dublin 2. ☎ 01 6354000  Department of Jobs, Enterprise and Innovation 23 Kildare Street, Dublin 2. ☎ 01 6312121 /

LoCall 1890 220222  Department of Justice & Equality 94 St Stephen’s Green, Dublin 2. ☎ 01 6028202  Department of of Public Expenditure and Reform 43 - 49 Mespil Rd, Dublin 4. ☎ 01 676 7571 

Department of the Taoiseach Government Buildings Upper Merrion Street, Dublin 2. ☎ 01 6624888 / LoCall 1890 227227  Department of Transport, Tourism and Sport 44 Kildare Street, Dublin 2. ☎ 01 6707444 / LoCall 0761 001 601 

Department of Social Protection Aras Mhic Dhiarmada, Store Street. Dublin 1. ☎ 01 7043000 

Government Services An Bord Pleanála 64 Marlborough Street, Dublin 1. ☎ 01 8588100 / LoCall 1890 275175 

Courts Service 15/24 Phoenix Street North, Smithfield, Dublin 7. ☎ 01 8886000 

Central Statistics Office Ardee Road, Rathmines, Dublin 6. ☎ 01 4984000 Skehard Road, Cork. ☎ 021 4535000 

Data Protection Commissioner, Canal House, Station Road, Portarlington, Co Laois. ☎ 057-8684800 

Garda Siochana Phoenix Park, Dublin 8. ☎ 01 6660000 

Ombudsman 18 Lwr Leeson St, Dublin 2. ☎ LoCall 1890 223030 

Passport Office Molesworth Street, Dublin 2. ☎ 01 6711633

HEAnet Limited 5 George’s Dock, IFSC, Dublin 1. ☎ 01 6609040 

Ordnance Survey of Ireland Phoenix Park, Dublin 8 ☎ 01 8025300 

Irish Prison Service IDA Business Park, Ballinalee Road, Longford. ☎ 043-3335100 

Met Eireann Glasnevin Hill, Dublin 9 ☎ 01 8064200 

Office of Public Works 51 St. Stephen’s Green, Dublin 2. ☎ 01 6476000 / LoCall 1890 213414 

Revenue Dublin Castle, Dublin 2. ☎ 01 6792777 

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Educational Institutes in Ireland All Hallows College Gracepark Road, Dublin 9. ☎ 01 8373745  American College Dublin 2 Merrion Square, Dublin 2. ☎ 01 6768939  Athlone Institute of Technology Dublin Road, Athlone, Co. Westmeath. ☎ 090 6468000  Burren College of Art Ballyvaughan, Co. Clare. ☎ 065 7077200  Church of Ireland Theological College Braemor Park, Dublin 14 ☎ 01 492 3506  Cork Institute of Technology Bishopstown, Cork. ☎ 021 4326100  CIT Cork School of Music Union Quay, Cork. ☎ 021 4270076 CIT Crawford College of Art & Design Sharman, Crawford Street, Cork. ☎ 021 4335200 University College Cork College Road, Cork. ☎ 021 4903000  Church of Ireland College of Education 96 Upper Rathmines Road, Dublin 6. ☎ 01 4970033  Marino Institute of Education Griffith Avenue, Dublin 9. ☎ 01 8057700  Dublin Business School 13-14 Aungier Street, Dublin 2. ☎ 01 4177500  Dublin City University Dublin 9. ☎ 01 7005000  Dublin Institute of Technology 143/149 Rathmines Road, Dublin 6. ☎ 01 4023000 

Dundalk Institute of Technology Dublin Road, Dundalk, Co. Louth. ☎ 042 9370200  Dun Laoghaire Institute of Art Design & Technology Kill Avenue, Dun Laoghaire, Co. Dublin. ☎ 01 2394000  Froebel College of Education Sion Hill, Blackrock, Co. Dublin. ☎ 01 2888520  Galway-Mayo Institute of Technology Dublin Road, Galway. ☎ 091 753161  Griffith College Dublin South Circular Road, Dublin 8. ☎ 01 4150400  Griffith College Limerick Rutland Street, Limerick. ☎ 061-31 00 31  Hibernia College 2 Clare Street, Dublin 2. ☎ 01 6610168  Institute of Technology, Blanchardstown Blanchardstown Road North, Dublin 15. ☎ 01 8851000  Institute of Technology, Carlow Kilkenny Road, Carlow. ☎ 059 9175000  Institute of Technology, Sligo Ash Lane, Co. Sligo. ☎ 071 9155222  Institute of Technology, Tallaght Tallaght, Dublin 24. ☎ 01 4042000  Institute of Technology, Tralee Clash, Tralee, Co. Kerry. ☎ 066 7145600 

Letterkenny Institute of Technology Port Rd, Letterkenny, Co. Donegal. ☎ 074 9186000  Limerick Institute of Technology Moylish Pk, Limerick. ☎ 061 208208  Mary Immaculate College South Circular Road, Limerick. ☎ 061 204300  Mater Dei Institute of Education Clonliffe Road, Dublin 3. ☎ 01 8086500  Milltown Institute of Theology & Philosophy Milltown Park, Sandford Road, Ranelagh, Dublin 6. ☎ 01 2776300  National College of Art and Design 100 Thomas Street, Dublin 8. ☎ 01 6364200  National College of Ireland (NCI) Mayor Street, International Financial Services Centre, Dublin 1. ☎ 4498500 National University of Ireland, Galway University Road, Galway. ☎ 091 524411  National University of Ireland, Maynooth Maynooth, Co. Kildare. ☎ 01 7086000  Portobello Institute Dominick Street, Dublin 1. ☎ 01 8920000  Queens University Belfast University Road, Belfast BT7 1NN ☎ (048) 90245133  Royal College of Surgeons in Ireland 123 St. Stephens Green Dublin 2. ☎ 01 4022100  St. Angela’s College Lough Gill, Sligo. ☎ 071 9143580 

Carlow College, College Street, Carlow. ☎ 059 9153200  St. Patrick’s College Maynooth Co. Kildare. ☎ 01 7083964  St. Patrick’s College Drumcondra, Dublin 9. ☎ 01 8842000  Shannon College of Hotel Management Shannon Airport, Co. Clare. ☎ 061 712210  LIT Tipperary Nenagh Road, Thurles, Co. Tipperary. ☎ 504 28072 Cashel Court, Clonmel, Co. Tipperary ☎ 0504 28000  Trinity College Dublin College Green, Dublin 2. ☎ 01 8961000  University College Dublin Belfield, Dublin 4. ☎ 01 7167777  University of Limerick National Technological Park, Limerick. ☎ 061 202700 

St. Nicholas Montessori College of Ireland 16 Adelaide Street, Dun Laoghaire, Co. Dublin. ☎ 01 2806064  The College of Progressive Education 8/10 Rock Hill, Main Street, Blackrock, Co Dublin. ☎ 01 4884300  Griffith College Cork Cove Street, Sullivan‘s Quay, Cork. ☎ 021 4507027  Stranmillis University College Stranmillis Road, Belfast BT9 5DY. ☎ (048) 90381271  Business Colleges Quinn School of Business, UCD Belfield, Dublin 4 ☎ 01 716 4786/4787/4833  Smurfit School of Business, UCD Carysfort Avenue, Blackrock, Co Dublin, Ireland ☎ 021 716 8934  The Ryan Academy for Entrepreneurship 3013 Lakedrive, Citywest Business Campus, Dublin 24 ☎ 01-7006786 

University of Ulster Cromore Road, Coleraine. BT52 1SA ☎ (048) 7012 3456 

The Kemmy Business School University of Limerick ☎ 061 202 700 

Waterford Institute of Technology Cork Road, Waterford. ☎ 051 302000 

Agricultural Colleges

OTHER INSTITUTIONS Montessori Education Centre 41-43 North Great George's St, Dublin 1. ☎ 01 8780071  Open University in Ireland 110 Victoria Street Belfast. BT1 3GN, ☎ 048 90245025 (ROI) ☎ 028 90245025 (NI)  St. Mary’s University College 191 Falls Road, Belfast BT12 6FE, ☎ 048 90327678 

Ballyhaise College Ballyhaise, Co Cavan, ☎ 01 4338108  colleges/ballyhaise/ College of Amenity Horticulture National Botanic Gardens, Glasnevin, Dublin. ✉  botanicgardens College of Agriculture, Food & Rural Enterprise (CAFRE) Northern Ireland ☎ 028 9442 6666  Pallaskenry Agricultural College Co. Limerick ☎ 028 9442 6666 

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NCBI, the national sight loss agency, is a not for profit organisation which offers support and services nationwide to people living with sight loss. We provide information, advice, support, rehabilitation services and other training designed to assist people who are living with sight loss to do so independently. NCBI’s educational pack for teachers, Finding Out About Sight Loss Education Booklet and CD, which aims to provide fun and interactive lesson plans that will allow pupils to learn about different aspects of sight loss, is now available to purchase from The activities and educational outcomes within this pack are designed to provide an interactive learning experience for first to sixth classes. It is a great opportunity for pupils to find out more about blindness and vision impairment and have fun at the same time. The lesson plans focus on the following areas: UÊ7…>ÌÊ`œÊޜÕʎ˜œÜÊ>LœÕÌÊÈ}…ÌʏœÃö UÊ7…>ÌÊV>˜Ê«iœ«iÊ܈̅ÊÈ}…ÌʏœÃÃÊÃii¶ UÊœÜÊ`œÊ«iœ«iÊ܅œÊ>ÀiÊLˆ˜`Ê}iÌÊ>ÀœÕ˜`Ê >˜`ʓ>˜>}iÊiÛiÀÞ`>ÞÊÌ>Îö UÊ*ÀœÌiV̈˜}ÊޜÕÀÊiÞià Uʈ˜`ˆ˜}ʜÕÌÊ>LœÕÌÊ À>ˆi

Contact NCBI Head Office, Whitworth Road, Drumcondra, Dublin 9. Lo call: 1850 33 43 53 Email: Web:

Learneasy is how we choose to teach, we take pride in our ability to make all your lessons fun, informative and enjoyable. Our structured lessons allow you to learn at a pace that suits you pressure and stress free. We understand that in todays climate, price will always be one of the most important factors when choosing your driving instructor and that's why at learneasy we drive only the most eco-friendly cars allowing us to pass our savings directly on to you keeping the cost of each lesson to a minimum. One of the most frequently asked questions from students is "Can i really do this?" YES!!! you can, we are all capable of driving and nobody is unteachable. Learneasy will teach you to the very highest standard enabling you to drive with safety and confidence. With unbeatable pass rates and positive feed back from our students we know we are your key to getting on the road.

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Learn Easy Driving School Martin McDonald Ballanure Lodge, Delvin, Co. Westmeath 085 1068566 Email:

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Vocational Educational Committees Co. Carlow VEC Athy Road, Carlow. ☎ 059 9138560  Co. Cavan VEC Church View Square , Cavan. ☎ 049 4331044  Co. Clare VEC Administrative Offices, Station Road, Ennis. ☎ 065 6828107  Co. Cork VEC Yeats House, Barrack Square, Ballincollig, Co Cork. ☎ 021 4665000  City of Cork VEC Administrative Offices, 21 Lavitt’s Quay, Cork. ☎ 021 4273377 

Co. Dublin VEC 1 Tuansgate, Belgard Square East, Tallaght, Dublin 24. ☎ 01 4529600 

Co. Laois VEC Ridge Road, Portlaoise, Co. Laoise, ☎ 057 8621352 

Co. Mayo VEC Newtown, Castlebar, Co. Mayo. ☎ 094 9024188 

Dún Laoghaire VEC 100 Upper George's Street Dún Laoghaire, Co Dublin ☎ 01 2147200 

Co. Leitrim VEC St. George’s Terrace, Main St, Carrick-OnShannon, Co. Leitrim. ☎ 071 9620024 

Co. Meath VEC Old Vocational School, Abbey Rd, Navan, Co Meath ☎ 046 9068200 

City of Galway VEC Island House, Cathedral Square, Galway. ☎ 091 549400  Co. Galway VEC An Coiléar Bán, Baile Átha an Rí, Co. na Gaillimhe. ☎ 091 874260  Co. Kerry VEC Riverside House, Dan Spring Road, Tralee, Co. Kerry. ☎ 066 7121488 

Co. Donegal VEC VEC Offices, Ard O’Donnell, Letterkenny, Co. Donegal. ☎ 074 9161600 

Co. Kildare VEC Aras Chill Dara, Devoy Park, Naas, Co. Kildare. ☎ 045 988000 

City of Dublin VEC Town Hall, Merrion Road, Ballsbridge, Dublin 4. ☎ 01 6680614 

Co. Killkenny VEC Administrative Offices, Seville Lodge, Callan Road, Kilkenny. ☎ 056 7770966 

City of Limerick VEC Athenaeum Buildings, 30 Upper Cecil Street, Limerick. ☎ 061 417688  Co. Limerick VEC Marshal House, Dooradoyle Road, Limerick. ☎ 061-442100  Co. Longford VEC Vocational School, Battery Road, Longford. ☎ 043 3346493  Co. Louth VEC Committees Offices, Chapel Street, Dundalk, Co. Louth. ☎ 042 9334047 

Co. Monaghan VEC Administration Centre, Market Street, Monaghan. ☎ 047 30888  Co. Offaly VEC Castle Buildings, Tara Street, Tullamore, Co. Offaly. ☎ 057 9349400  Co. Roscommon VEC Lanesboro Street, Roscommon. ☎ 090 6626151  Co. Sligo VEC Quay Street, Sligo. ☎ 071 9145025 

South Tipperary VEC Administrative Offices, Western Road, Clonmel, Co. Tipperary. ☎ 052 6121067  Co. Waterford VEC Administrative Offices, Dungarvan Shopping Centre, Dungarvan, Co. Waterford. ☎ 058 41780  City of Waterford VEC 30 The Mall, Waterford. ☎ 051 874007  Co. Westmeath VEC Marlinstown Office Park, Mullingar, Co. Westmeath. ☎ 044 9348389  Co. Wexford VEC Ardcavan Business Park, Ardcavan, Wexford. ☎ 053 9123799 

North Tipperary VEC Church Road, Nenagh, Co. Tipperary. ☎ 067 31250 

Co. Wicklow VEC Administarive Offices, PO Box 15, Church Street, Wicklow Town. ☎ 0404 60500 

Limerick Education Centre 1st Floor, Marshal House, Dooradoyle Rd Limerick. ☎ 061 585060 

Co. Tipperary Education Centre Slievenamon Road, Thurles, Co. Tipperary. ☎ 0504 - 90497 

Mayo Education Centre Westport Road, Castlebar, Co. Mayo. ☎ 094 9020700 

Tralee Education Centre North Campus, Dromtacker, Tralee, Co Kerry. ☎ 066 719 5000 

Monaghan Education Centre Knockaconny, Armagh Road, Monaghan. ☎ 047 74000 

Tuam Education Centre Old Junior School, Dublin Road, Tuam, Co. Galway. ☎ 093 25877 ✉

Education Centres Athlone Education Centre Moydrum Road, Athlone, Co. Westmeath. ☎ 090 6420400  Blackrock Education Centre Kill Ave., Dun Laoghaire, Co. Dublin. ☎ 01 2365000  Carlow Education Centre Kilkenny Road, Carlow. ☎ 059 9135404 ✉ Carrick-on-Shannon Education Centre, Marymount, Dublin Road, Carrick-on-Shannon, Co. Leitrim. ☎ 071 9620383 

Connemara Education Centre F/ch Muinteras, Leitir Moir, Co. na Gaillimhe. ☎ 091 551145 ✉ Cork Education Support Centre The Rectory, Western Road, Cork Tel: +353 21 4255600  Dingle Education Centre An Chuillin, An Daingean, Co. Kerry. Tel/Fax: 066 9151866 ✉

Dublin West Education Centre Old Blessington Road, Tallaght, Dublin 24. ☎ 01 4528000  Galway Education Centre Cluain Mhuire, Wellpark, Galway. ☎ 091 745600  Gort A Choirce Education Centre Gort A Choirce, Leitir Ceanainn, Co. Donegal. ☎ 074 9165556 ✉

Donegal Education Centre Floor 2/3, Pier 1, Quay Street, Donegal. ☎ 074 9723487 

Kildare Education Centre Friary Road, Kildare Town, Co. Kildare. ☎ 045 530200 

Cavan Education Centre St. Anne's NS, Balieborough. ☎ 042-9665242 

Drumcondra Education Centre Drumcondra, Dublin 9. ☎ 01 8576400 

Clare Education Centre Government Buildings, Kilrush Road, Ennis. ☎ 065 6845500 

Dundalk Education Centre 1 Brickfield Gdns, Newry Rd, Dundalk, Co. Louth. ☎ 042 9330309 ✉

Navan Education Centre Athlumney, Navan, Co. Meath. ☎ 046 9067040 

Waterford Education Centre Newtown Road, Waterford. ☎ 051 311000 

Kilkenny Education Centre Seville Lodge, Callan Road, Co. Kilkenny. ☎ 056 7760200 

Sligo Education Centre Ballinode, Sligo, Co. Sligo. ☎ 071 9138700 

West Cork Education Centre The Square, Dunmanway, Co Cork ☎ 023 - 8856757 

Laois Education Centre Block Road, Portlaoise, Co. Laois. ☎ 057 8672400 

Tarbert Education Centre Comprehensive School, Tarbert, Co. Kerry. ☎ 068-36105 ✉

Co. Wexford Education Centre Milehouse Road, Enniscorthy. ☎ 053 9239100 

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Reference Guide Briefing:

The education system in numbers Number of full-time students in institutions aided by the Department of Education, 2010/2011 Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .No. of Students First Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .509,652 Primary Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . .502,474 Special Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7,178 Second Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .356,107 Secondary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .186,622 Vocational . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .114,761 Community and Comprehensive . . . . . . . . . . . . . . . .54,724

Number of teachers/academic staff in institutions aided by the Department of Education 2010/2011 (full-time equivalent). Level No. of teachers/academic staff First Level . . . . . . . . . . . . . . . . . . . . . . . . . . . .32,489 Second Level (2007/2008) . . . . . . . . . . . . . . . .26,185 Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58,674

Number of schools aided by the Department of Education 2010/2011.

Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .977,080

Level No. of Schools First Level . . . . . . . . . . . . . . . . . . . . . . . . . .3,305 Primary Schools . . . . . . . . . . . . . . . . . . . . . .3,165 Special Schools . . . . . . . . . . . . . . . . . . . . . . . .140 Second Level . . . . . . . . . . . . . . . . . . . . . . . . . .729 Secondary . . . . . . . . . . . . . . . . . . . . . . . . . . . .383 Vocational . . . . . . . . . . . . . . . . . . . . . . . . . . . .254 Community and Comprehensive . . . . . . . . . . . .92 Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4,034

School Size at First and Second Level in 2010/2011

The Pupil Teacher Ratio in National Schools.

Third Level (2007/08) . . . . . . . . . . . . . . . . . . . . . . .161,647 University Sector . . . . . . . . . . . . . . . . . . . . . . . . . . . .89,273 Technology Sector . . . . . . . . . . . . . . . . . . . . . . . . . . .62,885 Teacher Training Institutions . . . . . . . . . . . . . . . . . . . .6,691 Other Aided Institutions . . . . . . . . . . . . . . . . . . . . . . .2,798

First Level

Second Level

less than 50 . . . . . . . . . . .618 . . . . . . . . . . . . . .3 50 - 99 . . . . . . . . . . . . . .836 . . . . . . . . . . . . .16 100 - 199 . . . . . . . . . . . .816 . . . . . . . . . . . . .64 200 - 299 . . . . . . . . . . . .492 . . . . . . . . . . . .105 300 - 499 . . . . . . . . . . . .310 . . . . . . . . . . . .218 500+ . . . . . . . . . . . . . . . . .93 . . . . . . . . . . . .322 Total . . . . . . . . . . . . . . .3,175 . . . . . . . . . . . .731

2009/10 2010/11 Total enrolment in all National Schools (September at the start of each school-year) ....505,998........509,652 Total number of teaching posts (June at the end of each school-year).................31,709..........32,489 Pupil Teacher Ratio in all National Schools.............16.0..............1 5 . 7 Total enrolment in Ordinary Classes excluding integrated classes.............................490,010........492,742 Total enrolment in Ordinary Classes including integrated classes .............................497,491........501,206 Teaching Teachers of Ordinary Classes ..............20,317..........20,604 Average class size (Ordinary Classes) excluding integrated pupils ....................................24.1..............2 3 . 9 Average class size (Ordinary Classes) including integrated pupils.....................................24.5..............2 4 . 3

Number of Third-Level Colleges aided by the Department of Education, 2010/2011.

Public Examination Candidates 2010.

Type Number Universities ......................................................................7 Technology Sector..........................................................15 Teacher Training...............................................................7 Other...............................................................................4 Total ..............................................................................33

Leaving Certificate Candidates . . . . . . . . . . . . . .57,837

Junior Certificate Candidates . . . . . . . . . . . . . . .56,086 Of which Leaving Cert School candidates . . . . . .49,614 Non-school candidates . . . . . . . . . . . . . . . . . . . . .4,865 Leaving Certificate Applied . . . . . . . . . . . . . . . . . .3,358 Total Exam Candidates . . . . . . . . . . . . . . . . . . .113,923

Past Enrolments of Full-time Students in Institutions Aided by Department of Education & Skills 1970/1971































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SEPTEMBER 2012 Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday

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OCTOBER 2012 Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday

    


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NOVEMBER 2012  

Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday

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1 Saturday 2 Sunday 3 Monday 4 Tuesday 5 Wednesday 6 Thursday 7 Friday 8 Saturday 9 Sunday 10 Monday 11 Tuesday 12 Wednesday 13 Thursday 14 Friday 15 Saturday 16 Sunday 17 Monday 18 Tuesday 19 Wednesday 20 Thursday 21 Friday 22 Saturday 23 Sunday 24 Monday 25 Tuesday 26 Wednesday 27 Thursday 28 Friday 29 Saturday 30 Sunday 31 Monday


    



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JANUARY 2013    

Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday

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    


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MARCH 2013

  

     


Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday

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APRIL 2013       


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MAY 2013

 

Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday

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JUNE 2013 Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday

 


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JULY 2013

Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday

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Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday


 


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SEPTEMBER 2013 Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday

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OCTOBER 2013 Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday

    


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NOVEMBER 2013 

Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday

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DECEMBER 2013 Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday Tuesday

    

 


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National Maritime Coll RG12.indd 1

26/06/2012 15:28:45

Festo ad RG12.indd 1

26/06/2012 15:27:57

Education Reference Guide 2012  
Education Reference Guide 2012  

Education Reference Guide 2012