Education Magazine 28 3i by Michael Farrell

Education Since 1987 | Volume 28 Issue 3 | w: educationmagazine.ie | t: 01-8329246 | e: education@clubi.ie

CIT Engineering Exhibition

Engineers Ireland Education Excellence National Award Winner 2015 Special Feature: Ireland's New University IT Sligo: Technological University bid gathers pace | Stillorgan College Dun Laoghaire College | Crumlin College | Sallynoggin College | Reviews

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Education Volume 28 Issue 3 Editor Niall Gormley Production Michael Farrell Publishers Ard Education Ltd. Tel: 01-8329246 Email: education@clubi.ie www.educationmagazine.ie Design Real Issues 086-8986827 Printers Nicholson & Bass Ltd.

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

News: Plan for equal access to higher education | Open University survey finds only 1 in 10 Irish people are in their dream job

News: Larger classes and more time in classroom offset higher salaries | Growing up - the Irish factors

Growth and Innovation at Limerick College of Further Education

Most of the Institutes of Technology are in merger mode with the aim of becoming Technological Universities. 14

IT Sligo President Vincent Cunnane talks about his Institute's aim to be part of a Technological University.

Epson: Learning and the new technology frontier.

Take the DFEi route to college

FIT: ICT Associate Professional Programme Launches

SPECIAL FEATURE: 30 years a Growing - Cork Mechanical, Manufacturing and Biomedical Engineering Exhibition Ireland and Europe’s Largest Educational Engineering Event

Bord Gáis Energy Student Theatre Awards

Stillorgan College of Further Education: An enviable reputation for programme delivery

Crumlin College of Further Education: Your future career starts right here

Asian Studies at University College Cork

Sallynoggin College - A perfect opportunity

NCEF: A professional qualification in fitness education

Rathmines College: A student-centered, dynamic college

Franciscan Missionaries of Mary

Reviews

Education Magazine is available to read online in the same format as the paper edition.

Education Since 1987 | Volume 28 Issue 3 | w: educationmagazine.ie | t: 01-8329246 | e: education@clubi.ie

SPECIAL FEATURE: Ireland's New Universities

CIT Engineering Exhibition Cover Story: 30 Years A Growing - Cork Mechanical, Manufacturing and Biomedical Exhibition- Cork Institute of Technology Ireland and Europe’s Largest Educational Engineering Event Engineers Ireland “Best in Class” Education Excellence Award Winner 2015 Engineers Ireland Education Excellence National Award Winner 2015 Special Feature: Ireland's New University IT Sligo: Technological University bid gathers pace | Stillorgan College Dun Laoghaire College | Crumlin College | Sallynoggin College | Reviews

www.educationmagazine.ie

Front Cover Picture: “At the 2015 Exhibition Ms. Emma O’Leary, Ms. Nicolle Dunphy and Ms. Kelly Lane Final Year Biomedical Engineering Degree Students, Cork Institute of Technology, demonstrate their capstone project on“Piglet Mortality Reduction - Automatic Pig Milking Device Design and Development”

which received a Finalist Award at the Engineers Ireland Innovative Student Engineer of the Year 2015 National Competition and a CIT “Student Inc” Rubicon Centre Supported Campus Student Company €5,000 grant, serviced office, lab space and mentoring as a Start-up Intern Project Summer 2015”.

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

Plan for equal access to higher education THE Government has announced additional funding of €3m for student support measures in 2016 at the launch of the new National Plan of Equity of Access to Higher Education 2015- 2019. The National Access Plan for 2015-19 contains 5 key goals and more than 30 actions that are intended to assist underrepresented groups to participate in third level education. It contains a number of targets for specific categories of students, including ‘disadvantaged’ students, students with disabilities, mature students, and members of the Travelling community. The Access Plan aims to mainstream the ‘access’ agenda so that responsibility for promoting greater diversity extends beyond designated access officers and becomes the responsibility of everyone working in higher education institutions. The Plan will also aim to empower students in the development of access policy, and to strengthen the links between further and higher education. At the launch of the new Access Plan, Minister Jan O’Sullivan provided details of how the additional €3 million would be

allocated. “I am increasing the Student Assistance Fund by €1.5m in 2016. This Fund is a key support for students who experience temporary financial pressures in college. It can often be the difference between a student deciding to stay in or dropping out of college.” An additional €500,000 is also being allocated for the Fund for Students with Disabilities. Funding of €1 million is also being provided for a range of other actions such as measures to promote enrolment in initial teacher education programmes by students from under-represented groups, and measures to promote the value of higher education by directly engaging with stu-

dents, their parents and their wider community. The new Plan will also target the issue of non-completion within higher education institutions and will also develop a new data strategy on access that will facilitate monitoring of progress under the Plan. The new National Access Plan forms part of the wider reform agenda that is being rolled out as part of the National Strategy for Higher Education to 2030. In particular, the Access Plan complements theSystem Performance Framework for the Higher Education System which measures progress by the higher education sector in broadening access opportunities for under-represented groups.

Targeting those left out Unskilled/semi-skilled manual worker background .........35% (currently at 26%) Non-manual worker background ......................................30% (currently at 23%) Transition from further education to higher education .....10% (currently at 6.6%) Number of Travellers in higher education.........................80 (currently 35) Student with disabilities as a percentage of all new entrants to higher education ............................................8% (currently at 6%)

An Open University survey finds only 1 in 10 Irish people are in their dream job A SURVEY of 1000 adults conducted by The Open University in Ireland found that the majority of people are not in their childhood dream job; in fact only 10% consider themselves to be in the job they wanted as a teenager. Respondents said as children they most wanted to become a teacher, followed by a nurse, a doctor, a vet and a pilot. However, 90% of people have not achieved these ambitions as adults. The study also reveals the job aspirations of a new generation of Irish youngsters, with being a professional footballer registering as the most popular career amongst 11-16 year olds, nudging the traditional areas of medicine and teaching further down the list. The relatively new career of an app designer also enters the top five, suggesting that new technologies are giving young people career options that were not available to their parents. The top five “dream” careers amongst Irish 11 to 16 year olds: Footballer; Teacher; Doctor; Vet and App developer The survey also shows the majority of adults in Ireland don’t feel equipped to make a career change in pursuit of their dream job. The study finds a range of reasons for this reticence, with the majority of people (38%) believing they are too old to retrain; a quarter feeling they don’t have the necessary qualifications to find a new job and nearly 20% citing a lack of confidence as the reason for staying put. Only 16% of 11- 16 year olds said money would motivate them to choose a career, Fame 8%. The vast majority 70% would choose a career because it was interesting. No respondents aged 11-16 wanted to enter the construction industry when they were older. So Bob the Builder is old hat.

PEOPLE’S COLLEGE For Adult Education 31 Parnell Square, Dublin 1

The People’s College for Adult Education organises adult education in a wide range of subjects for trade unionists, their families and the general public at very reasonable prices. Most are evening classes but Spanish, Yoga and Creative Writing are offered in the morning. Courses offered include Creative Writing, Languages, Music & Art Appreciation, Yoga, Painting, Photography and History. New this year are Qigong, Felting and Positive Psychology. The college also has a choir, debating society and a drama group.

Information about

January Courses available from November 2015 VENUE: PEOPLE’S COLLEGE, 31 PARNELL SQUARE, DUBLIN 1 For further Information:

Tel: 8735879 • Email: info@peoplescollege.ie www.peoplescollege.ie Education 5

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OECD Report: Larger classes and more Growing up time in classroom offset higher salaries the Irish factors

'EDUCATION at a Glance 2015' which compares education systems across the globe shows that primary teachers in Ireland teach larger classes and spend more time in the classroom than other OECD countries. Irish primary schools fare badly when it comes to funding relative to other levels of the education system. Sheila Nunan, general secretary of the INTO, criticised what she called the unfair funding formula in Irish education. According to the report published by the OECD, lowest spending is to be found at primary level. For every €8 euro spent on a primary pupil, €11 is spent at second level and €15 at third level. Ms Nunan said it was unacceptable that third level funding was nearly double that of primary school pupils and she called for fairer funding between the different levels of education. Education at a Glance 2015 shows Irish primary teachers have more teaching hours than their counterparts in other countries. Irish teachers teach for 915 hours per year

compared to an EU 21 average of 772 hours per year. Irish class sizes remain the second highest in the EU at 25 pupils per class compared to an EU 21 average of 20 per class. Only in England are classes at primary level bigger than in Ireland. The report shows Irish teachers are well paid by international standards but this advantage is significantly lessened by longer working hours, as well as the larger classes. The report also shows that Irish primary teachers earn four fifths (80 per cent) of the salary of similarly qualified graduates. Education at a Glance 2015 does not capture the so called pension levy imposed on Irish public servants in March 2009. Nor do the figures include the pay cuts imposed by the government under the Haddington Road agreement. “While teachers in Ireland appear to earn above average salaries,” said Ms Nunan, “Irish salary costs are off set in Ireland by larger classes and longer working hours than in other EU countries.”

Key influences on children’s cognitive development are gender, language spoken at home, number of older siblings, parents’ education and the home learning environment, according to research from the Growing up in Ireland study conducted by researchers led by Trinity College and the ESRI, also found that: • There is no difference in expressive vocabulary scores at five years of age for children cared for full time by their parents and those who attend different forms of childcare at age three. • Starting in childcare at an early age (by nine months) had no effect on cognitive outcomes at age five. • Among children from non-English speaking backgrounds there was a small positive effect of centre-based care at three on vocabulary at age five. There was no such effect for children from English-speaking backgrounds. • Almost all of the children in the study (96%) had experienced pre-school through the Free Pre-School Year.

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Limerick College of Further Education

Growth and Innovation at Limerick College of Further Education LIMERICK College of Further Education (LCFE) was delighted to welcome Minister for Education and Skills, Jan O’Sullivan onto their campus at Mulgrave Street, Limerick to launch the LCFE College Awareness Week Programme on Monday 23 November 2015. Limerick College of Further Education, a long established, state funded and administered Further Education College is a large dedicated College of Further Education in the Mid West Region. It is one of many centres of education run by Limerick and Clare Education and Training Board. To promote College Awareness Week, LCFE hosted a number of events throughout the week centred on the following themes: • Monday – Transition, Progression & Career Options • Tuesday – Civic Engagement & Community Partnership • Wednesday – Value of Further Education in Employment and

Higher Education • Thursday – Equality & Diversity • Friday – Student Life/Clubs and Societies Launching College Awareness Week at LCFE’s ‘College Experience’ initiative, Minister O’Sullivan said, “I am delighted to play an active role in College Awareness Week once again this year.” During her visit to LCFE Minister O’Sullivan was interviewed on LCFE’s radio station, iMix, by the Advanced Media learners and met with students from Colaiste MhichÍl, CBS Sexton Street who were attending ‘The LCFE College Experience’.

"The ability of LCFE to respond to national and local industry needs is clearly evident in the comprehensive range of programmes available

LCFE embracing change Limerick College of Further Education provides high quality nationally and internationally recognised programmes which are designed to prepare learners for the workplace and, if required by the learner, to progress to higher-level awards in Institutes of Technology

"Learners on this programme receive training in the relevant skills required by industry

■ QQI Level 5 Professional Cookery learners 2015/16

(IOTs), universities and other higher education institutions. The significant change that has taken place in recent years in the Further Education and Training sector has presented many opportunities and challenges for LCFE. The LCFE Strategic Plan 2014-2018 has been designed to meet the needs and challenges facing the college in the coming years. The six strategic pillars of this plan are the foundations upon which the strategic goals for LCFE are based: 1. Responsive Programmes 2. Outstanding Teaching and Learning 3. Modern Campus Environments 4. Dynamic Partnerships 5. Distributed Leadership 6. Engagement with ICT The ability of LCFE to respond to national and local industry needs is clearly evident in the comprehensive range of programmes available. LCFE, in conjunction with LCETB, is actively engaging with local employers to ensure programme relevance to current labour market needs. In August 2015, in response to local labour market needs, the college developed a dynamic partnership with the Hospitality Training Centre, Roxboro, Limerick City where learners are currently taking a QQI Level 5 Professional Cookery qualification. Working very closely with the local hospitality sector ensures that learners on this programme receive training in the relevant skills required by industry. Learners go on work placement one day a week to local hotels and the industry will support full-time employment at the end of

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South and City College, Birmingham (SCCB), City and Guilds, CIBTAC, ITEC and CIDESCO.

■ LCFE learners with Minister for Education & Skills Jan O’Sullivan at the launch of LCFE College Awareness Week

the programme. LCFE promotes its core activity of Teaching and Learning through its innovative, creative approaches to teaching, learning and the learner experience. Programmes are delivered in a modern dynamic environment by a highly qualified and committed team of teachers. Some of the new initiatives for the 2015-2016 academic year have proved very successful. For example, the Study Skills Workshops which ran during College Awareness Week and the Peer Assisted Study Sessions (PASS) active throughout the year. The Study Skills pack developed by LCFE staff consists of an interactive presentation and accompanying Learner Workbook which allows the resource to be used either in a directed workshop or as an independent learning resource for self-directed learning. The PASS programme encourages learners to support each other and to learn cooperatively under the

■ Siobhan O’Dwyer, Smarter Travel Limerick, LCFE Director Pat Maunsell and Sharon Daly, National Transport Authority

guidance of trained learners called ‘PASS Leaders’. Pass Leaders benefit by developing their personal and professional skills such as leadership, team working, organisation, time management, interpersonal and communication skills for which they receive certification. 'Cultivating partnerships' LCFE offers Further Education programmes and professional qualifications in a variety of disciplines in its four campus sites which are situated in the South-East of the city in Mulgrave Street, in East Limerick at Cappamore, at the Kilmallock Road Campus and the Hospitality Training Centre, Roxboro, Limerick City. The College continues to develop and enhance the facilities in all its campus sites to ensure the infrastructure and facilities are fit-for-purpose in a dynamic FET landscape. The cultivation of partnerships at local, regional, national and international level is important to LCFE as it helps ensure a best practice, quality assured, unique approach to FET teaching and learning. The College has developed extensive progression links with its partners in the region and beyond such as Limerick I n s t i t u t e o f Te c h n o l o g y ( L I T ) whereby the College recently signed a Collaboration Agreement offering seamless learner progression from LCFE to LIT. LCFE also has set up strong links with the Institute of Technology, Tralee (ITT), Mary Immaculate College (MIC) and the University of Limerick. It also has international links with such colleges/bodies as

OPEN DAY LCFE is 2nd Feb 2016 from 10am to 6pm. Visit us on www.lcfe.ie

Smart Travel In partnership with Limerick Smarter Travel, Limerick College of Further Education is the first Further Education College to join the other 22 campuses around Ireland who have signed up to the National Transport Authority’s Smarter Travel Campus Programme. Resources available to LCFE staff and learners include site-specific advice and information from experienced Travel Planners; an online travel survey and analysis; a free group on carsharing.ie; mapping resources; and access to walking and cycling challenges. Benefits of engagement in the programme include reduced costs associated with travel and parking; enhanced green profile; and more active travel by both learners and staff. Prospectus 2016/2017 Limerick College of Further Education (LCFE) recently launched its new prospectus for full-time programmes in the 2016/17 academic year. Containing information on over 100 different programmes the prospectus is available in print as well as an online version downloadable from the website. The new prospectus also outlines several new programmes the College is planning to offer in 2016/17 including: Jewellery Making & Metal Craft, App and Software Development, Economics with Business, Advanced Travel and Tourism, Computer Applications (Mornings Only), Advanced TV Studies and Sports Injury Management.

■ Learners and staff of LCFE at the LCFE Prospectus 2016/17 launch.

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Ireland's New U "WHAT'S in a name? That which we call a rose; By any other name would smell as sweet." Shakespeare's Juliet wasn't worried by her suitor's title. Does it matter what you're called surely it's character that counts? Ireland's Institute of Technology (IT) sector is courting a revolutionary change in status as the lure of 'Technological University' designation tempts various colleges around the country to give up their local identities for something greater. At present there are 14 Institutes of Technology and ten of them are involved in a merger process that could lead to new universities. The groupings involved are: TU4Dublin: Dublin Institute of Technology, IT Blanchardstown and IT Tallaght. Munster TU: Cork IT and IT Tralee. Connacht-Ulster Alliance: GMIT, IT Sligo and Letterkenny IT. South-East: Waterford IT and IT Carlow. The other four ITs considered their options but are not seeking designation at the moment. Limerick IT were originally part of the Munster Group but opted out early on and have their own plans for expansion. Dundalk IT and Athlone IT were originally part of a Border, Midlands and West proposal but both have since decided to go their own way. Athlone IT has somewhat controversially said that it would pursue TU status on its own but with a longer time frame in mind. Finally, the Dun Laoghaire Institute of Art, Design and Technology were mooted as part of the Dublin bid but have decided to capitalise on its unique identity within the IoT sector. Recent history The proposed 'Technological University' label arose from the National Strategy for Higher Education report in January 2011, otherwise known as the Hunt Report. The political groundwork for change is believed to have come from the long-term campaign in Waterford to have a university in the South-East, to be built upon the existing Waterford Institute of Technology.

■ The prosposed new campus for DIT and the new Technological University at Grangegorman in Dublin

The race to become the new 'technological begun. Is it a renaming exercise or do the n herald a third level revolution? Niall Gorm "For students and graduates TU designation will bring enhanced recognition and value of their qualification from an internationally known brand

At the same time there has been a move to rationalise the third level sector. Too many institutions with too little prestige chasing funding from both state and private sector, with too many overheads and administration costs was the argument. But what would a Technological University actually be? How would it differ from an IT or one of Ireland's existing seven universities? The Hunt Report provides for the establishment of a new type of university – a technological university. A technological university will, according to the report, have a systematic focus on the preparation of graduates for complex professional roles in a changing technological world. It will advance knowledge through research and scholarship and disseminate this knowledge to meet the needs of society and enter-

prise. It shall have particular regard to the needs of the region in which the university is located. That's somewhat vague and roughly what third level institutions are supposed to be doing anyway. While the universities don't have the regional emphasis, there has been a lot of work over the years to get clustering of business around campuses and to attract local industrial input and research. The Connacht-Ulster bid to the Higher Education Authority sets out what it sees as the function of a TU. • T.U. will be an engine for economic and social development, supporting industry, jobs and investment. • For students and graduates TU designation will bring enhanced recognition and value of their qualification from an internationally known brand.

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w Universities? The proposed new technological university groupings Connacht-Ulster Group Letterkenny IT IT Sligo GMIT

LETTERKENNY IT Dublin Group DIT IT Blanch IT Tallaght

Dublin

gical universities' has the new institutions Gormley reports. • Enhance international profile of Institutes, attracting international students and assisting in attraction of FDI to Connacht-Ulster. • Businesses in the region support the case for re-designation. So there is a recognition that the name, as well as scale and regional identity, has a big part to play in the move to Technological University status. But in that list of motives and objectives, and in the definition referred to earlier, there does not seem to be any move to change what the ITs do fundamentally. Bigger is better? This is what some of the sceptics about the new TUs have in mind. Professor Ferdinand von Prondzynski former president of DCU is critical of the concept that a TU can take place only if there are mergers. >>>

IT SLIGO

IT BLANCHARDSTOWN

GMIT NUIG

DUNDALK IT

NUIM

ATHLONE IT

DIT

DCU TCD UCD

IT TALLAGHT IADT

LIMERICK IT IT CARLOW

WATERFORD IT

IT TRALEE CORK IT UCC

Munster Group Cork IT IT Tralee

South East Group Waterford IT IT Carlow

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w Universities?

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In an article in the Sunday Times last October he said: "It is completely baffling why anyone would think that a merger should make two institutions more suited to be universities. The Waterford example is an instructive one. "As I have suggested (and as many others have also concluded), very good arguments can be made for univ e r sit y s ta tu s fo r W IT. However, the institute has been told that it can only be considered for such a status if it first merges with Carlow Institute of Technology. "Carlow is a perfectly good institute, but has nowhere near the same claim for university status as Waterford. It has a much more modest research profile, and generally has a profile that is extremely valuable but not typical of a university. "So how are we to make sense of the proposition that WIT is not good enough to be a university, but that if it merges with a weaker institute (and one with which it has no record of strategic collaboration) it will be more eligible? Frankly, this is totally crazy." He makes two other criticisms of the TU plan. Firstly, that there is no evidence that scale equals quality, that making institutions bigger won't make them better. He notes that none of the 100 biggest universities around the world are in the top 100 ranked institutions. Secondly, Prof von Prondzynski says there is no evidence that mergers between institutions based in different locations are a good idea. Mergers and consolidation have been a feature of the Irish education

That 'U' word SOME unkind commentators on the 'Techological University' designation have said that the whole thing is about the prestige of being called a 'University'. Undoubtedly, this is part of it but why the 'U' word is seen to have a unique prestige is questionable. Of the Times Higher Education World University Rankings top ten institutions, six do indeed have the 'U' word in their title. But three of the institutions are also called, 'Institute of Technology', including the number one in the world, the California Institute of Technology or as locals call it: 'Caltech'. Also, damningly for the scale argument, Caltech has just 2,200 students fewer than any of our ITs bar IADT (and it's not joining up).

system in the past few years. St Angela's College in Sligo has become a "college of NUI Galway", as has Shannon College of Hotel Management. In Dublin, All Hallows College has become a college of DCU. A feature of these mergers is that these colleges are specialists in their fields and they have retained their autonomy and their identity. These institutions can offer prospective students a 'university' education, have the financial security of a larger institution and still remain autonomous. An open marriage? Here's a question: how many universities are in the Republic of Ireland. The answer is apparently simple there's seven, as listed on this page. The Irish Universities Association (IUA) says: "We are the representat i v e b o d y f o r I re l a n d â&#x20AC;&#x2122;s s e v e n universities". But what, then, is the National University of Ireland (NUI)? The NUI describes itself as comprising four Constituent Universities, four Recognised Colleges and three Colleges of a Constituent University. The four universities are UCD, Maynooth, UCC and NUIG. One of the Constituent Colleges is St. Angela's in Sligo, which, as pointed out earlier is a college of NUIG. Confusing, isn't it? NUI Galway is now the only university to brand itself with the 'NUI' title. Since last year NUI Maynooth has rebranded itself as Maynooth University, the better to stand out in the world. It still retains NUIM in small writing. So there are always attractions in scaling up and in scaling down. If we s t a r t o u t w i t h , s a y, M u n s t e r Technological University, might we end up with MTU Cork and MTU Tralee? Politicians love setting up things, changing names and issuing press releases, welcoming new organizations and initiatives. But will any of this actually affect the quality of education or research going on in our third level institutions? And doesn't the standardizing of qualifications mean that a degree in Mechanical Engineering from NUIG is the same as from UCC? Calling a rose, a rose In the real world names and prestige do matter and those in pursuit of the Technological University title for their institutions are probably

How are we to make sense of the proposition that WIT is not good enough to be a university, but that if it merges with a weaker institute it will be more eligible?

right that the 'U' word makes for a higher impact on both a educational and business level. In any case, the process is well in train and Dublin's new university should make its appearance in 2017 at the latest. The ITs have been a tremendous success for Ireland and the TU's just have to, at a minimum, continue that success. The TU4Dublin campaign has made the creation of a Digital Campus a central feature of its bid. In other words, the online environment for learning will be just as important as the campus and buildings of the new university, ironically, with its shiny new hub at Grangegorman. It's interaction with its users and customers will have a dual online and offline nature. In all of this the new TUs must offer a broader range of qualifications than the traditional universities from National Certificates to Post Grads. In this role they might just be better suited to the future of education where single four or five year qualifications lose their appeal against a blend of ongoing skills accumulation. The future will tell if the rose of 'university' will smell any sweeter.

The IT and University sectors in numbers IT Full-Time Students DIT .................................. 13,828 IT Tallaght ......................... 2,884 IT Blanchardstown ............. 2,583 Tu4Dublin ..................... 19,295 Cork IT .............................. 7,781 IT Tralee ............................ 2,843 Munster TU ................... 10,624

They might just be better suited to the future of education where single four or five year qualifications lose their appeal against a blend of ongoing skills accumulation

GMIT................................. 5,355 IT Sligo .............................. 3,822 Letterkenny IT ................... 2,913 Connacht-Ulster ............ 10,624 Waterford IT ...................... 6,881 IT Carlow........................... 4,136 South East ...................... 11,017 Limerick IT ......................... 5,031 Dundalk IT......................... 4,389 Athlone IT ........................ 3,960 IADT.................................. 2,034 Total ................................ 68,440 University Full-Time Students DCU .................................. 9,761 NUI Galway ..................... 13,910 Maynooth University ......... 8,896 TCD................................. 14,225 UCC ................................ 16,102 UCD ................................ 21,232 UL ................................... 10,994 Total ................................ 95,102 HEA 2014-2015 - includes postgrads.

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Institute of Technology Sligo

Technological University bid gathers pace THE Connacht-Ulster Alliance (CUA) has been granted approval by the Minister for Education and Skills, Jan Oâ&#x20AC;&#x2122;Sullivan, to proceed to the next stage of the process of building a Technological University for the West/North-West of Ireland. In March 2015, in accordance with the stated ambition of the Governing Bodies of the three Institutes, the CUA submitted a formal Expression of Interest to the Higher Education Authority (HEA) for consideration by the Authority. The Ministerâ&#x20AC;&#x2122;s decision has been informed by the advice of the HEA board. It is the ambition of the CUA, established in 2012 and comprising the Institute of Technology, Sligo, Galway-Mayo Institute of Technology and Letterkenny Institute of Technology, to build a Technological University that will stimulate and support the development of the region and best serve its future needs. The decision of the Minister provides approval at national level for the CUA to pursue this goal. The President of Institute of Technology, Sligo, Professor Vincent Cunnane told Education Magazine of the implications for IT Sligo, for its learners and for its region.

What are the main benefits of the move to a TU for IT Sligo and its students? The benefits include both positive educational and positive economic enhancements for the region. A Technological University for the Connacht-Ulster region will help restore the economic, social and cultural regional balance across Ireland. Graduates from the Technological University will be better branded internationally with a university qualification. Our TU will provide local and regional access to such internationally recognised education. It will form the basis for stronger international competitiveness in research, learning and teaching, and lead to improved academic quality. A look at the current Higher Education landscape (below) clearly highlights the disparity in University provision for the west/north west region. What will be the regional and economic impact of the new TU? Our regionally-based multi-campus

Technological University will stimulate economic growth across the geographically dispersed ConnachtUlster region by: (i) providing flexible delivery of education in collaboration with regional employers that will increase access to employment-relevant higher education across the region to those seeking to up-skill their learning (ii) engaging in applied research, development and innovation activities in collaboration with regional employers with the objective of growing local enterprises and communities (iii) working closely with local enterprises and new start-up companies to ensure their successful development within the region and, in particular, supporting greater retention of our graduates in the region (iv) building stronger cross-border educational links. Our proposed new Technological University will foster business networks, as well as developmental clusters, and will enhance the ability of the region to attract inward investment.

â&#x2013; Professor Vincent Cunnane, President, IT Sligo

Will the new TU status make it easier for IT Sligo to attract private and public sector funding? "Our proposed new Technological University will foster business networks, as well as developmental clusters, and will enhance the ability of the region to attract inward investment

Yes. A Technological University for the Connacht-Ulster region will have a focus of building a vibrant, attractive and sustainable economic, social and cultural environment which will generate, and retain graduate talent capable of growing the economic base in the region. The TU will be actively engaged with enterprises, employers and support agencies to map out a regional development strategy which will create an advantaged rather than a disadvantaged region. Will the range of courses offered at IT Sligo be affected or will colleges specialise? The provision of the full range of learning from Level 6 to 10, including special purpose awards, and apprenticeships will remain at the heart of all eight campuses within our Technological University. The range of courses being offered will be driven by our TU being a learning university in a learning

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■ IT Sligo’s new €17 million MacMunn Science Building which opened in September 2014.

region, one which is continually selfevaluating, self-adjusting, and delivering education to international quality standards. Where will central management reside? IT Sligo seems to be geographically central. The West/North-West region, including the five counties of Connacht and Donegal, Monaghan and Cavan, makes up 31% of Ireland’s land mass and 21% of the country’s population. GMIT currently has five campuses, Sligo has one campus and LYIT has two. The most appropriate management structure to deliver an effective higher education offering right across this widely dispersed, multicampus region has yet to be determined. The underlying criteria in selecting the management structure and location will be governed by how best the TU can serve the needs of students and local employers but will most likely be a distributed model of management to reflect the multisite aspect of the TU.

Will IT Sligo retain any of its identity after the new TU is set up?

"The particular expertise and strengths that IT Sligo has in areas such as precision engineering, environmental science and the social sciences will be expanded out across the region

IT Sligo has a strong reputation in the delivery of programmes of education through the use of blended learning techniques. The Institute has responded rapidly to requests from industry to develop programmes at all levels to meet their needs for upskilling the workforce and for educating employees with new skills. It will be important to develop and grow this same level of responsiveness with the new TU and, as such, IT Sligo will be a leader in driving forward this objective. The particular expertise and strengths that IT Sligo has in areas such as precision engineering, environmental science and the social sciences will be expanded out across the region with the new TU and will be deepened by the expertise and strengths of LYIT and GMIT. The selection of a name for the new TU will require careful consideration to create a brand that represents the historical and cultural attributes of the entire region that conveys the forward thinking approach of the new TU, while also

achieving international recognition. Practically, the name and designation of our new Technological University will form part of the coming stages as we approach re-designation. What is the time frame for the establishment of the new TU? There are four stages for Institutes of Technology to become a TU. We have already completed Stage 1 (referred to as the Expression of Interest), which was approved by the Minister for Education and Skills in October 2015. This is like getting outline planning permission to progress to more detailed planning. We intend to submit a more detailed plan with a Stage 2 proposal in June 2017. Stage 3 - the approval of the plan - will take about 6 months and approval by the Minister at this stage means that the three partners Institutions of GMIT, IT Sligo and LYIT may progress to the stage of merger and to make an application to be re-designated as a TU. We envisage that the time frame for the establishment of a Technological University for the West/North West is 5-7 years. Education 15

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Epson

Learning and the new technology frontier TECHNOLOGY is triggering a cry for change in the education system across Europe. Yet despite education being one of the core priorities in Europe’s overall 2020 strategy, and an average education budget increase of 1% across the EU between 2012 and 2013, the European Commission still found that only half of 16-year-olds are in 'highly digitally-equipped schools'. That’s roughly 50% of the future European workforce not yet in a technologically-minded environment. With schools behind the curve, it comes as no surprise that the youth of today are taking matters into their own hands and are already avidly using their own technology both personally and for educational purposes. Technology is giving people the ability to choose “what they want to learn, when they want to learn, [and] how they want to learn”. In the past, teachers were the sole provider of information in the classroom setting, but the scene is far more crowded nowadays with information being shared by peers on a level never seen before, and resources being available from a huge array of online sources. This perhaps goes some way to explaining why for many schools the most invested-in technologies are projectors (84%) and interactive

whiteboards (82%), according to a survey by T.H.E Journal, where over 90% also rated these as the most effective technologies for improving student learning. Tools such as interactive projectors provide a way for digital content to be shared on a wide scale, helping to make education an efficient and effective experience for teachers and students alike, as well as bringing information to life. The collective experience Collaborative learning – specifically, a group of students and teachers working together to solve a problem or complete a task – is perhaps one of the most evident benefits to evolve from enhanced technology in schools. As humans, we inherently thrive off social interaction, engagement and collaboration. Technology is facilitating interactivity and group discussions throughout the classroom setting. With interactive projectors, pupils are able to both learn from and teach each other, bringing fresh ideas to the table as well as enabling them to forge stronger classroom bonds. Such technology is also incentivising more students to speak up in the classroom, sharing thoughts and ideas, and creating a stronger learning experience. In addition, students become more accountable for their own learning

"Technology is giving people the ability to choose “what they want to learn, when they want to learn, [and] how they want to learn”

as well as the learning experience of their peers. Recent Epson research revealed that 76% of those working in the education sector agree ‘a wall-large display that enables collaboration in class from mobile devices and from other classrooms or remote locations, to share documents and annotate them in real time’ would improve efficiency within their sector. Enhancing teacher’s ability Similarly, 74% of teachers agree the ability to display their own or students’ mobile devices during the lesson, as well as the ability to annotate on demand, are necessary in today’s classroom. Interactive projectors can enhance the teacher’s ability to engage students on tactile, auditory and visual levels, bettering the students’ learning experience. The fact is educators have a responsibility to prepare the youth of today for the workplace of tomorrow. Teaching with technology not only introduces new ways to interact in the classroom, it teaches basic skills and familiarises students with the technologically-driven environment they will inevitably be working in. There’s a wealth of resources available that will not only improve teaching capabilities but elevate the creativity, knowledge and experience of students as well as bring a breath of fresh air to the traditional classroom setting. Education 17

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Dún Laoghaire Further Education Institute

Take the DFEi route to college YOU may not immediately notice the Dún Laoghaire Further Education Institute (DFEi) building on Cumberland Street in Dún Laoghaire because it is situated in the quiet end of the town. There is a completely different buzz though when you pass through the automatic doors. It’s the buzz you feel between classes or at break time when the stairs and corridors are filled with learners of all ages and from diverse backgrounds, who all seem to be on a personal mission. They might be heading for the library to type up an assignment, heading to the sound studio to do a recording, the radio studio to do an interview or to the TV and film studio for a casting call. Why not tune into 107.8fm and listen to DFEi’s very own radio station, The Wave? You will find an archive of accomplished documentaries. Having visited the Criminal Courts of Justice and listened to the evidence in a murder trial, or sat in on a Dáil debate, the journalism learners have plenty to write about. Tools of the trade Other learners of a more scientific bent might be bracing themselves for a dissection in the lab, or for testing their newly acquired veterinary assistance or grooming skills on real animals. The more corporate minded business learners will be grappling with computerised payroll, bookkeeping, spreadsheets and databases, while Office Administration learners will be acquiring the languages of medicine and the law. In DFEi, you are as likely to see learners carrying T-squares and tool kits as guitars and cameras. That’s because courses like Furniture Making and Restoration and Musical Instrument Making and Repair demand the tools of the trade. Some Sound Engineering learners will have composed their own material and will audition for the annual college album release. The skills of

the Security learners will always be sought for live events. Newspapers, scripts, and press releases will be written. Ireland’s archaeological heritage will be studied, web sites will be designed, architectural models will be built and fine pieces of furniture will be made. It’s all in a day’s work at DFEi. While activities beyond the classroom doors are engaging young (and not so young) minds there is something more important that the discerning person might notice. That is teachers and learners in conversation. It might appear like more casual one-to-one classes are taking place on the stairs, the corridors or on the sofa outside the admin office. This will usually be reassurance, explanation or clarification, news about work experience or progression with an assignment. The big appointments book outside the Guidance Counsellor’s office will become fuller as the academic year unfolds with learners anxious to discuss their Higher Links options – links to NUI, DIT, IADT, NCI, IT Tallaght, IT Blanchardstown, as well as other Institutes of Technology and universities all over Ireland, and beyond. Teachers there for you If, for whatever reason, you do not get enough points for your chosen third level course, consider spending a year in DFEi. It’s another tried and tested way to get a place in college through our many defined progression routes. The formula is simple - eight FETAC Level 5 modules with as many distinctions as you can get.

"That’s what DFEi is good at – teaching learners in small classes the fundamental skills and survival techniques that will put them on the ladder to a third level qualification in their chosen area"

Information Day Wednesday 20th January 2016 10am-4pm Teachers will advise, guide and direct learners

But it takes some work on your part. You need to come to class, complete assignments on time and prepare for exams. Whether it’s Instrumentation and Robotics in Computing and Technology, Maternity Support in Nursing Studies or Criminology in Security Studies, the teachers are there for you every step of the way if you are there for them. Because that’s what DFEi is good at – teaching learners in small classes the fundamental skills and survival techniques that will put them on the ladder to a third level qualification in their chosen area. You will be taught how to present work in written and oral format. You will be taught basic research skills, referencing systems, and general academic conventions across all courses. Experience at DFEi has taught us that every student does not learn in the same way or at the same pace. If you have particular learning support requirements, they will be met at DFEi. All walks of life DFEi courses are open to learners from all walks of life with all types of prior experience who for whatever reason are seeking he knowledge, skills and competencies’ to enhance their employment or educational progression opportunities. DFEi’s quality assured courses are open to both males and females alike and are designed to meet current industry standards for example there are a number of DFEi courses such as Laboratory Techniques, Electronic Technology, Software Development and Energy Efficient Building which meet STEM standards. Education 19

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ICT Education

ICT Associate Professional Programme Launches companies and the apprentices. Current evidence from around the world reveals that companies which invest in such apprenticeships derive many long term business benefits from doing so. For participating technology companies like IBM, the programme is designed to ensure that not only will they have an employee who is being trained to industry standards, but they will also have an employee who understands their unique workplace conditions.

By Peter O’Neill, Managing Director, IBM Ireland. IBM has been involved with FastTrack to IT (FIT) for many years, as one part of an extensive programme to hire and develop the skilled people we need for our operations in Ireland. We were delighted when FIT approached us to help with the development of their new ICT Associate Professional Programme and to support its launch in December 2014. For this certification programme FIT has produced an innovative syllabus focusing on equipping the IT professionals of the future with the skills to meet the business needs of today and tomorrow. It draws on FIT’s own extensive experience in working directly with IT companies and its close collaboration with government departments and national education and training agencies. College setting The IT apprenticeship will take place over two years and combines workplace learning in a technology company, with classroom teaching in a college setting. There are many merits to this dual education approach for both the participating

Future It ensures that future skills needs will be met and also provides a pool of skilled employees from which future supervisors and managers could be internally recruited. By training within a technology company’s working environment apprentices use the tools and IT equipment that will be needed to carry out their specific job role. As a result, the skills they learn are of immediate use and benefit to the participating company. Confidence The apprentice also practices under the supervision of more experienced employees of the company, allowing them to gain more confidence in their work and to integrate quickly into the company. The training that apprentices receive during the college-based part of the course is state-of-the-art, so as technology and industry moves on, companies can be assured that new developments or certification skills will be incorporated within the programme of study.

Would a career in the tech sector tick all your boxes? FIT ICT Associate Professional is a new IT apprenticeship-style (learn & earn) pathway to a career in the technology sector. Over 7,000 jobs are currently available in ICT sector – as highlighted by the FIT ICT Skills Audit 2014 – 75% of which are at entry and competent levels. Already over 40 leading IT companies are sponsoring candidates in pilot programmes. The ICT Sector Wants YOU! The technology sector is not all about STEM (science, technology, engineering, and maths) – there is a larger and growing requirement for people just like you who attain good technical skills, combined with project management, employability

On-the-job As the apprentices learn by a combination of attending college and learning on the job, many find that it is a more effective approach than the traditional college course, allowing them to apply classroom learning immediately to an on-the-job situation. The newly launched FIT Associate Professional Programme modernises the apprentice model for the digital age. It is a very exciting new initiative with serious potential to secure Ireland’s reputation in the tech space.

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■ Business and Education Leaders Unite to Launch new Earn & Learn route to ICT Careers - right to left are Liam Ryan SAP, Peter O’Neill IBM, Paul O’Toole SOLAS, Jacinta Stewart CDETB and Peter Davitt FIT

and customer facing skills. The technology sector in Ireland is much broader and more varied than most people realise – with an appetite for ‘Smart People with Smart Skills’ – who have a wide range of talents and attributes, and most importantly the enthusiasm to work in the sector. We know it works!

months are college-based where candidates will acquire the technical acumen. The remaining 18 months are a combination of work-place application and college-based learning where candidates will further their skills development and apply their learning to live projects within their sponsoring company.

What is FIT ICT Associate Professional? FIT ICT Associate Professional is a dualeducation apprenticeship-style format of ICT skills training which has been endorsed by the industry and government. This ‘learn and earn’ model of provision is a two year programme during which you will attain a Level 6 ICT and Professional Development Qualification and will be awarded the title of FIT ICT Associate Professional by the industry. The first 6

Where is it running? Four programmes are already up and running, 3 in Dublin and one in Cork with more to follow. New locations will be added in early 2016 including Westmeath, Cavan/Monaghan, Galway and Louth. What does it cost? The FIT ICT Associate Professional training is funded by SOLAS and the Education & Training Boards so there's no fees.

What will I earn? Once you commence your work experience with your Sponsor company in the 7th month of the programme, you will receive an allowance of between €260 and €290 per week for the reminder of the first year. In the second year of the programme, you will receive between €340 and €385 per week. How do I sign up? If you are a keen tech enthusiast and are interested in participating in the FIT ICT Associate Professional programme, then contact FIT at ICTAP@fit.ie or give us a call on 01 8825570 or lo call on 1890 815 704. See www.fit.ie for further information.

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30 YEARS A GROWI ENGINEERS IRELAND “BEST IN CLASS” EDUCATION EXCELLENCE AWARD

AT a glittering black tie event in the spectacular surroundings of the Intercontinental Hotel, Ballsbridge, Dublin, the Cork Mechanical, Manufacturing and Biomedical Engineering Exhibition organised since foundation almost 30 years ago by Senior Lecturer Sean F. O’Leary of Cork Institute of Technology, was declared the Winner of the Engineers Ireland “Best in Class" Education Excellence Award Winner 2015. Now in its 30th year, the Cork Mechanical, Manufacturing and Biomedical Engineering Exhibition, with over 200 stands, is Ireland's and Europe’s largest educational engineering event. Combining entrepreneurship, multidisciplinary innovative product development and industrial participation, the student centric event features many major themed exhibits, including Formula 1 cars and reproductions of Leonardo da Vinci’s studio/inventions. The Cork exhibition is a seminal fixture in promoting engineering on a national/international level and engineering a highly successful campus educational innovation eco-system The exhibition serves as the primary showcase for undergraduate and postgraduate engineering and multi-disciplinary student projects, industrial research projects and industrial training facilities within the school and institute. Growing from a level of circa 11 stands in 1987 to over 200 stands in 2015, and with further expansion planned for the 30th event in 2016, the annual Cork exhibition has achieved the status of the largest and most comprehensive educational engineering exhibition in Ireland and Europe. Centrepiece exhibits Major centrepiece exhibits have been incorporated into the event including a full-scale reconstruction of the studio of the renowned Engineer and Artist, Leonardo da Vinci incorporating six scale models of his designs/inventions. Both Jordan and Ferrari Formula 1 Racing cars have also formed centrepiece exhibits. Student train-

>>> 22 Education

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WING

WARD WINNER 2015

Cork Mechanical, Manufacturing and Biomedical Engineering Exhibition Ireland and Europeâ&#x20AC;&#x2122;s Largest Educational Engineering Event

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30 YEARS A GROWI ENGINEERS IRELAND “BEST IN CLASS” EDUCATION EXCELLENCE AWARD

ing technology development projects carried out in conjunction with the on-campus Munster Rugby Elite Training Facility have also taken centre stage. The activities of the the Rubicon Centre - Cork Institute of Technology‘s Enterprise Ireland Highly Successful Innovation Incubation Centre, the Medical Engineering Design and Innovation Centre (MEDIC), Clean Technology Centre CIT, the Energy Engineering Group/Wind Energy Group, CIT Engine Test Cell Centre, the Centre for Advanced Manufacturing and Management Systems (CAMMS), Student and Staff Vintage and Classic Vehicles of Yesteryear Display Mizen to Malin Fund Raiser Drive for Suicide Aware, the Society of Manufacturing Engineers and major displays of international/ national CIT Student Awards in Engineering Innovation, Design and Entrepreneurship have also been highlighted in major centrepiece stands. Industrial participation has also been encouraged with major exhibits put in place by many indigenous and multinational organisations including Janssen Pharmaceutical, Bord Gais, DePuy Ireland, Johnson & Johnson, Pfizer Ireland, Eli Lilly SA, Novartis Ringaskiddy, MSD, Astellas Ireland, Millipore Ireland, GE Healthcare Ireland, WWS, Holfeld Plastics, Stryker Ireland, SR Technics, PM Group, Dalmar Ireland Equine Te n d o n S u p p o r t B o o t s , Mycrosports, Bol Chumann na hEireann, The Naval Service, EEG/ TEC Nimbus, Dairymaster, Zimmer, SchuF Valve Technology GmbH, Mark Eire, Boston Scientific, Logitech, CIT Blackrock Castle Observatory, Science Foundation of Ireland, Cork City Energy A g e n c y, C a r e y G l a s s , F M C International, Lifetime Labs, Carbery Plastics, Cork County Council, AMES True Temper, Stylite Designs, EMC and Abbott Ireland. Industry/education Interaction and cross-fertilisation of technologies and concepts between practising engineers and students/staff of the School is actively promoted and facilitated. >>>

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WING

WARD WINNER 2015

Cork Mechanical, Manufacturing and Biomedical Engineering Exhibition Ireland and Europeâ&#x20AC;&#x2122;s Largest Educational Engineering Event

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30 YEARS A GROWI ENGINEERS IRELAND “BEST IN CLASS” EDUCATION EXCELLENCE AWARD

Engineering representatives from over 300 indigenous and multinational organisations attended the 2015 exhibition. The fostering of industry/education cooperation has been greatly facilitated by the exhibition, giving rise over the years to a multitude of cooperative projects and promoting graduate placement. The dovetailing of the exhibition with CIT developed core initiatives of multidisciplinary modules and projects, innovation start-up company internships, CIT Innovation Week and Student Prizes for Innovation, are ground-breaking not only in Ireland, but are also unique in a European academic context to create the academic and institute structures designed to engineer a highly effective collegewide student innovation eco-system. The development of student communication skills and integrated multi-disciplinary structure of the exhibited CIT projects are a critical element, which has been central and crucial to an unprecedented flowering of Irish student international / national achievement. The exhibition is centrally and critically a student centric, owned and driven event and its longevity, continuity, development, expansion and success arises from this student ownership and stewardship. Careers in engineering The exhibition also serves as a major promotional tool to encourage second level students to consider careers in engineering and science with schools traveling to the event from all corners of Ireland. Over 1,500 secondary level students, large numbers of third level student and representatives from industry, business and academia annually attend the exhibition. The exhibition has attracted substantial print and electronic media attention – being featured on national (and satellite) television on many occasions. Admission is free and has remained so since Exhibition conception/foundation almost 30 years ago.

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WING

WARD WINNER 2015

Cork Mechanical, Manufacturing and Biomedical Engineering Exhibition Ireland and Europe’s Largest Educational Engineering Event

Engineers Ireland Innovative Student Engineer of the Year 2015 sponsored by Siemens

Ms. Emma O’Leary, Ms. Nicolle Dunphy and Ms. Kelly Lane Final Year Level 7 Biomedical Engineering Degree Students demonstrate their capstone project on “Piglet Mortality Reduction - Automatic Pig Milking Device Design and Development” which received a Finalist Award at the Engineers Ireland Innovative Student Engineer of the Year 2015 National Competition

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The development of student communication skills and integrated multi-disciplinary structure of the exhibited CIT projects are a critical element, which has been central and crucial to an unprecedented flowering of Irish

student international/national achievement. A brief pictorial description of some of the most recent achievements 2015 International and National in Engineering Innovation, Design and Entrepreneurship is covered here.

Engineering in Medicine and Health Division Westminster London 2015 The Healthcare Technologies Student and Early Career Awards 2015 International Medical Engineering Finals - Wednesday 25th February 2015 First Place - Vicon Prize for Best Undergraduate Medical Engineering Project 2015 ■ First Place: James Fogarty - Cork Institute of Technology. “Design and Development of an Assistive Technology Music System for People with Cerebral Palsy” carried out in conjunction with the Enablement Organisation SoundOUT, supported by Music Generation, which was founded and is sponsored by the America Ireland Fund and the rock band U2.

ENGINEERING IN MEDICINE AND HEALTH DIVISION

AECOM Student Environmental National Award 2015 Damien Dennehy, CIT "Design and Development of an Automatic Flood Defence Barrier - Advanced Hydro Systems"

The Asset Care Specialists

MEETA - Asset Managers Association

National Finals Engineers Ireland HQ, Ballsbridge, Dublin. Student Certificate Award of Excellence 2015 MICHAEL HARRINGTON

MECHANICAL ENGINEERING CIT “DESIGN AND DEVELOPMENT OF A FAST SCAN SYSTEM IN CONJUNCTION WITH EMC” ■ Damien Dennehy, CIT Final Year Mechanical Engineering Student demonstrates his award winning capstone project on “Advanced Hydro Systems - Design and Development of an Automatic Flood Barrier” at the 2015 Cork Mechanical, Manufacturing and Biomedical Engineering Exhibition

MECHANICAL Engineering Student Michael Harrington’s Final Year Capstone Project “Design and Development of a Fast Scan System” was carried out in conjunction with EMC under the supervision of Lecturer Michael O’Mahony. EMC is a global leader in the design and manufacture of large storage systems for IT departments worldwide. These storage systems contain series of hard-drives, hundreds of thousands of which are used by EMC every quarter. Hard-drive identification is via a unique bar code system. The scanning of hard-drive barcodes and nesting to purchase orders, an essential part of the manufacturing/distribution process, is completely manual and

Fast Scan System

a monotonous/time consuming task. Based on student project identification/proposal while on work placement, EMC agreed to support an investigation of scanning process automation. Following a hugely challenging hardware/software project and personal development process, a fully functional automated fast scan prototype was designed, manufactured, commissioned and tested. Optimum speed, scanner angle, scanner distance and scanner operating modes were determined and implemented to achieve efficiency and speed benefits. Direct benefits include a scanning process 400% faster, increased productivity and the elimination of human error/monotonous process.

Fast Scan System

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CIT Equaliser Team Shortlisted for University Startup World Cup

Top Three Worldwide in Product and Technology Category September 14-18 2015, Copenhagen, Denmark The EqualiserTM Product EqualiserTM is an extreme weather conditions novel tie-down system for ship to shore cranes, incorporating an equalising beam and torque adjustable features, which has been designed, prototyped, optimised and tested. The tie-down system is a critical device to prevent a container crane from being overturned or pushed along the quay during extreme weather events. The development of EqualiserTM has substantially advanced the safety and design functionality of this important crane component, which is highly influenced by strong damaging wind forces. The innovative design ensures equal distribution of these forces on installed tie-down mechanisms and eliminates irregularities in height difference during operation which is critical.

The EqualiserTM Team The EqualiserTM development team, comprising of brothers Brian and Ronan Hand, prides itself on inculcating an ethos of sustained dedication and innovation in progressing the novel extreme weather crane tie-down system. Their combined technical and management skills are harnessed to create a highly driven focus to excellence and entrepreneurship in our start-up company. Brian from a mechanical engineering background has primarily taken the role of product development through conducting extensive iterative design, product analysis testing and experimentation. Ronan from an energy engineering background has taken on the role of overseeing the business and marketing elements of the business with developing many of the promotion outlets for their business.

■ EqualiserTM Team Brian and Ronan Hand

Extreme Weather Conditions Novel Tie-down System for Ship to Shore Cranes - EqualiserTM

https://www.youtube.com/watch?v=FYEZ1tMtVnI and https://www.youtube.com/watch?v=a3AHciPZrAE and http://www.cit.ie/ newsarchive?id=833 and http://www.cit.ie/equaliser

See universityworldcup.com

The Asset Care Specialists

MEETA - Asset Managers Association

National Finals Engineers Ireland HQ, Ballsbridge, Dublin.

Start-up Intern Project Summer 2015

Student Certificate Award of Excellence 2015

Rubicon Centre Supported Campus Student Company €5,000 Grant - Serviced Office and Lab Space - Mentoring Start-up Intern Project Summer 2015

KEVIN CONDON BIOMEDICAL ENGINEERING CIT PICTURED WITH JOHN COLEMAN, CHAIRMAN MEETA AND RAY O’NEILL OF ESS

“Preventive Maintenance Optimization of a Split Mold Stent Security Machine in conjunction with Abbott Ireland” BIOMEDICAL Engineering Student Kevin Condon’s Final Year Capstone Project “Preventive Maintenance Optimization of a Split Mold Stent Security Machine” was carried out under the supervision of Lecturer Sally Bryan. This project was undertaken to increase maintenance efficiency at a bottleneck manufacturing station. Through the use of Six Sigma methodology, DMAIC, FMEA and statistical modelling of failure data, the project has established and validated a method of optimizing PM that is transferrable to other equipment families in the organization. The project was not without its challenges. As the equipment family consisted of 35 assets, minimum

cost of maintenance models proved inadequate, requiring the development, implementation and validation of more appropriate maintenance mathematical models. The harnessing of stakeholder commitment throughout all project phases was also both challenging and critical. The project has directly resulted in significant efficiency improvements in both planned and unplanned maintenance and a capacity increase of 3000 parts. The devised project solution and methodology, applying scientific process for a vital capacity improvement, is consequently currently being implemented in multiple sites throughout the organization both in Ireland and globally.

Rubicon Centre Supported Campus Student Company €5,000 Grant - Serviced Office and Lab Space - Mentoring Start-up Intern Project Summer 2015 Mechanical Engineers Mr. Vincent Forde and Mr. Timothy Norton “Development of In-Line De-Gassing Solution for Intravenous Medical Applications ” Demonstrate at 2015 Exhibition

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Stillorgan College of Further Education

An enviable reputation for programme delivery STILLORGAN College of Further Education has been a specialist centre for Further Education/Post Leaving Cert courses since 1986. During this time it has developed an enviable reputation for its delivery of Further Education programmes. The college offers a range of practical courses that develop the necessary skills for the workplace or to progress to further study in the Institutes of Technology or Universities. The college is innovative in providing courses that meet the current needs of industry. For example, the college recently developed a very exciting and successful new course in Multimedia Production with Games Design. The interactive media and games sector has been identified as a priority area for training as there is currently a skills shortage in this growth industry. This course has been designed to provide the learner with the practical skills needed to commence a career in this dynamic industry. Collaboration A particular feature of the Level 5 courses in Multimedia offered by the college is that the students work in collaboration with the children’s’ museum Imaginosity based in Sandyford, South Dublin. Over the last few years, students on these courses have produced interactive games that are now on permanent display in this exciting children’s museum. The college also offers a Level 6 course in Multimedia and Web Development. A unique strength of the Multimedia courses taught in the college is the emphasis they place on incorporating Digital Video into multimedia content. This is a skill that is rarely taught on other similar courses and offers graduates of this course a particular advantage when it comes to the jobs market. Another recent addition to the list of courses is a Level 5 course in Animation. This introductory course

prepares students with little or no experience for a third level course in animation production. The course, taught by professionals, blends the practical and the creative. With a dual focus on drawing and computer skills, the course covers all the fundamental areas required for a successful portfolio submission. Students learn to visually develop and communicate their ideas through life drawing, storyboarding, character design, background design and planning. The success of the Animation course builds on a particular strength of the college in the creative areas of Art and Photography. Excellent track record One of the longest established courses in the college is the Art Foundation course. This course provides tuition in areas such as Drawing, Painting, Sculpture, Ceramics and Combined Materials. Graduates of this course leave with a very extensive portfolio that can be used to progress to Degree courses in colleges such as the National College of Art and Design (NCAD) and IADT, Dún Laoghaire. Indeed, the course has an exceptionally high success rate of graduates progressing to their chosen degree courses in these and other Art colleges. The well-established Photography course also has

"The staff have extensive industry experience in their respective fields and are dedicated to ensuring that, whether aiming to move to Higher Education or entering the employment market, students leave the college with every skill necessary for the future

an excellent track record for students progressing into industry or further study. Also on offer is a Travel and Tourism course with Airline Studies. This course prepares students for work in all areas of the travel industry. Not only do students cover the theory behind this dynamic industry, but they gain practical skills in First Aid and Computerised Reservation Systems (Amadeus), as well as spending 4 days in the Academy of Aviation’s simulated aircraft cabin environment near Dublin Airport. Students on the Event Management course also gain practical experience in organising a number of events during the course of their studies. Courses in Media Production, Journalism and Level 5 and 6 courses in Computer Skills for Business round off the extensive offering of courses in the college. Excellent success rate The staff of the college have extensive industry experience in their respective fields and are dedicated to ensuring that, whether aiming to move to Higher Education or entering the employment market, students leave the college with every skill necessary for the future. Indeed, the college takes particular pride in the excellent success rate of students progressing to Degree courses in Higher Education. Sited close to Stillorgan Shopping Centre, the college is serviced by many bus routes and is also accessible via Dart and Luas networks. Car parking is available on the college grounds. The college is fully wheelchair accessible. Mature students are welcome on all courses. FIND OUT MORE: If you would like more information about the courses available in the college, more details are available from the college website: www.stillorgancollege.ie.

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Stillorgan College marks its first 50 years STILLORGAN College of Further Education is this year celebrating 50 years since the first 60 students were enrolled in September 1965. The college was initially opened as a co-educational Vocational School and offered courses up to Intermediate and Group certificate levels, as well as preemployment courses. The first principal was Hugh McDaid who remained as principal until the early ‘80s. He was succeeded as principal by John Sheehy. During Mr Sheehy’s time, and that of his successor, Michael Carolan, the college reinvented itself as a centre for Further and Adult Education. The first PLC course offered was an Art Foundation course in 1985. This course has been very successful and is still going strong. Over the years, the college has been to the fore of offering innovative Further Education courses. To mark this historic occasion, the college held a 50th anniversary party in the college on Friday, November 20. It was a night of celebration, remembrance and some poignancy as the college celebrated its golden anniversary. Over 100 guests - from staff members, past and present; former students who have excelled in their chosen vocations; and local councillors and politicians attended the event which also showcased some of the work done by the students in the Art, Animation, Multimedia, Media and Photography departments over the years. The guests were wined and dined by the students from the Event Management and Travel and Tourism classes who did much of the organisational work for the event. Commemorative booklet On the night Minister for Communications, Energy and Natural Resources, Alex White, launched a commemorative booklet charting the history of the college, from the day it opened its doors as a junior vocational school in September 1965, through to its evolution as an exclusive provider of post Leaving Certificate courses after its last intake of second level students in 1985. Tribute was also paid to the work of all the Principals who have developed the College by Mr Paddy Lavelle, CEO of the Dublin and Dún Laoghaire

Education and Training Board. “It is a little nugget in the heart of the community. And not just this community, but the wider community also.” In welcoming the guests, the Principal, Kevin Harrington, outlined the college’s development as a junior school designed to offer education to Group and Intermediate Certificate level. When it opened its doors for the first time on September 6th, 1965 the first intake had 60 students – 48 boys (in two classes) and one class of 12 girls. Mr Harrington explained that the building had effectively been designed with gender segregation in mind. “The boys’ class rooms were down one end, the girls down the other, with the Principal’s office in between to keep them apart!” Remarkable career trajectory Mr Harrington highlighted the remarkable career trajectory of one of the boys who had been among the school’s first intake. The boy had been born in Newbridge but moved to Blackrock and had attended Oatlands primary school before enrolling in Stillorgan in September 1965. His academic career would only last six months, for greatness awaited elsewhere. His last day at the school was March 18, 1966 – his 14th birthday. On the same day he was signed up as an apprentice jockey at the stables of trainer Seamus McGrath, near Leopardstown. The boy’s name was Pat Eddery - he would become one of the greatest flat jockeys in racing history. But this, as Mr Harrington noted, was an ultimately poignant tale, because Pat Eddery had died just 10 days before the College’s 50th anniversary celebration. The evening had added poignancy when a moment’s silence was observed in remembrance of Mary Elliott, the College’s widely admired former Chair of the Board of Management – who passed away just five days before the event. 50 years after the first student intake, the college is still going strong and continues to be positioned in the heart of the community in Stillorgan. This is testament to the vision and determination of the staff who worked in the college over the past 50 years. The work of all these pioneers leaves the college confident as it faces its next 50 years. Education 33

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Crumlin College of Further Education

Your future career starts right here CRUMLIN College of Further Education provides a range of accredited courses. Whether you want to be a chef, sports therapist, computer technician, web designer, accountant, beautician, hairdresser, travel agent, beauty consultant, sales representative, or a florist, we have a course for you. We offer practical training, giving you useful, adaptable skills. Crumlin College has built an excellent reputation over 60 years by providing education and training programmes of highest quality. The college staff, a highly motivated and

dedicated team, have ensured that course developments match student requirements and industry trends through continuous innovation. The mission statement of the college encapsulates its ethos: Crumlin College strives to achieve excellence in the field of Further Education through providing a supportive environment in which effective learning and development can take place for both students and staff. Continous Innovation The college operates under the authority of the City of Dublin

"Crumlin College has built an excellent reputation over 60 years by providing education and training programmes of highest quality.

Education & Training Board (CDETB), a network of twenty-two schools and colleges in the Dublin area. Continous innovation and attention to changing student needs has kept the College to the 'forefront of further education'. Our courses are constantly being revised to ensure that they meet the needs of students in terms of personal development and job opportunities. Applications for 2016-17 are being accepted online from December 2015 and interviews for all courses will commence in March 2016.

Celebrating 60 Years in Education 1956-2016 Crumlin Road, Dublin 12 • Ph: 454 0662 • Fax: 453 8855 E-mail: enrol@ccfe.cdetb.ie • Web Site: www.crumlincollege.ie

Further Education Courses - 2016/2017

OPEN DAY

SCHOOL OF TOURISM & CATERING SCHOOL OF BEAUTY, HAIR & FASHION Culinary Arts (Professional Cookery) TUESDAY Tourism & Travel Studies - Option 1 (E-Travel) Diploma in Beauty Therapy 19TH JA NUARY 2016 Tourism & Travel Studies - Option 2 Beauty & Retail Sales FROM 10AM-4 PM (Eco & Adventure Tourism) Make-up for Fashion & Media Management & Marketing in Tourism – Year 2 Hairdressing & Cosmetic Studies Hairdressing – Year 2 SCHOOL OF FITNESS & SPORTS THERAPY Fashion Buying & Merchandising Exercise, Fitness & Nutrition – Year 1 & 2 Fashion Management – Year 2 Sports Therapy – Year 1 & 2 Fashion Styling SCHOOL OF BUSINESS & ADMINISTRATION Business Management & Marketing Accounting & Computer Applications Accounting Technician – Year 2 Security Studies Sales & Marketing Reception & Office Administration

SCHOOL OF INFORMATION TECHNOLOGY & MULTIMEDIA DESIGN Software Design & Development Computer & Network Support Technician IT Digital Skills Advertising & Graphic Design Design in Multimedia Computing

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Asian Studies at University College Cork

A wide range of career opportunities in teaching, cultural and language training AS the first cohort of students on UCC’s MA in Teaching Chinese to Speakers of Other Languages (MA TCSOL) prepare for their teaching placements, taking sole charge of groups of learners for the first time, applications are already coming in for September 2016. “Positive word-of-mouth from our Chinese students this year is encouraging many more applications from China, particularly from our partner universities there,” said Professor Jackie Sheehan, Acting Head of the School of Asian Studies at UCC. “But we would also like to increase our intake of Irish students on this degree as well. There are growing numbers of graduates in Ireland who have achieved the required level of Chinese-language proficiency, and they can play a vital role in establishing Chinese as a successful curricular

subject as soon as it starts to be offered in the Junior Cert and Leaving Cert here.” As well as career opportunities teaching in schools, graduates from this course will also be well placed to provide corporate cultural and language training for companies based in Ireland needing to prepare their staff to spend time in China. “Just as a non-native speaker often has a better idea of what aspects of the language learners of Chinese will struggle with, so too they understand the ‘unknown unknowns’ in cultural terms – those things that people from other countries on a first visit to China don’t realise they have to do differently. Advice on cross-cultural communication often comes best from people who had to learn all the lessons themselves to start with, rather than

"There are growing numbers of graduates in Ireland who have achieved the required level of Chinese language proficiency

from those who grew up with Chinese culture as their norm,” said Professor Sheehan. For those who might wish to go on to further study of TCSOL pedagogical theory or practice after the MA, the Chinese government, through its network of Confucius Institutes, is funding PhD studentships. “This could be a wonderful opportunity for Irish graduates who want to develop a career in teaching training to be in at the start of widespread Chinese teaching in Ireland, allowing them the chance to help shape and develop what will soon be a fast-growing profession,” said Professor Sheehan. The group will graduate in summer 2016 with a qualification combining theory and practice, by which time they will have had plenty of classroom experience to develop

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“Just as a non-native speaker often has a better idea of what aspects of the language learners of Chinese will struggle with, so too they understand the ‘unknown unknowns’ in cultural terms – those things that people from other countries on a first visit to China don’t realise they have to do differently.”

their skills in a variety of settings, from local secondary schools to evening classes and language training for staff from local companies preparing for a secondment to China. Looking to Japan UCC continues to promote the Japanese language and Japanese Studies, alongside Korean and Chinese. There remains strong demand for graduates with a combination of STEM expertise, especially in IT, and Japanese language, and to meet this, the School of Asian Studies is developing new Japanese-language modules which students on STEM degrees, in particular, will be able to incorporate in their programme of study. UCC’s Japanese Studies lecturer, Dr Till Weingärtner, will be actively involved in this spring’s Experience

"This could be a wonderful opportunity for Irish graduates who want to develop a career in teaching training to be in at the start of widespread Chinese teaching in Ireland

Japan event, currently in the planning stages, and in 2016, the School of Asian Studies hopes to bring some related events to Cork in order to boost the profile of Japanese Studies in the region. The 2016 IAAS conference 2016 is a key year in Ireland’s decade of centenaries, of course, and at the inaugural conference of the Irish Association for Asian Studies (IAAS) in June 2016, the theme will be “Commemoration”. “Ireland’s struggle for independence was well known in colonial Asia a hundred years ago, and the First World War and its aftermath saw major advances in campaigns for independence in India, Korea, and semi-colonial China,” Professor Sheehan pointed out. “Events in one country often

inspired the movement in others, as we can see in major nationalist uprisings in the spring of 1919 in both China and Korea. We hope some of the conference papers will address the wider historical resonances from Ireland’s road to independence.” A selection of papers from the conference will be published as the second edition of the online Irish Journal of Asian Studies (http:// irishjournalofasianstudies.org/), a peer-reviewed journal under the editorship of UCC’s distinguished Korean Studies specialist, Dr Kevin Cawley. FIND OUT MORE: w: www.ucc.ie/en/asian/ t: 021-4902825 e: asianstudies@ucc.ie School of Asian Studies, 3rd Floor, O'Rahilly Building, UCC.

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UCC School of Asian Studies

Undergraduate courses for 2015-16 Chinese Studies BA - CK101 This course aims to develop studentsâ&#x20AC;&#x2122; understanding of the history, culture, economy, politics, religion and philosophy of China. Chinese Studies can be taken over three years or as a four-year Chinese Studies Pathway, with the third year spent at a partner university in China

Taught-postgraduate courses for 2015-16:

MA or Higher Diploma Contemporary Chinese Culture and Business These courses are designed to equip students with knowledge of the Chinese language (Mandarin) and provide them with the expertise to work in a China-facing multi-cultural and Commerce (International) with Chinese international business environment in the future. Studies BComm International - CK211 Based at UCC for the first half year, students This is a broadly based degree that combines then go to China for further language training a range of business modules, the study of and a work placement with a Chinese organizaMandarin Chinese and courses on contempo- tion, before returning to UCC to complete their rary Chinese society, popular culture and course. media, politics and modern history to provide students with the necessary tools to work effec- MA Asian Studies tively in an international environment This one-year full-time course offers graduates from the arts, humanities, social sciences, busiAsian Studies Arts BA (Hons) - CK101 ness, science and engineering an understanding This three-year course focuses on contemporary of Asian societies including culture, education, Asia. It begins with an overview of the entire social systems, politics, business and manageregion from the Middle East to the Far East, ment, as well as the opportunity to develop the including Asian diasporas worldwide. In subse- linguistic and intercultural skills necessary to quent years students choose modules from a work in or relate to Asia and Asian countries. variety of disciplines focusing on Asia and It includes opportunities to experience living and language options working in Asian countries. Contact Details: School of Asian Studies, Oâ&#x20AC;&#x2122;Rahilly Building, UCC Tel: 021-4902825 Fax: 021-4903825 www.ucc.ie/calendar/arts/art025.html

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Sallynoggin College of Further Education â&#x20AC;&#x201C; Open Day

A perfect opportunity SALLYNOGGIN College will hold its annual Open Day on Thursday 21st January from 10am to 2pm. The Open Day is the perfect opportunity to view our extensive range of courses, exhibitions, demonstrations and facilities. College staff and students will be on hand to answer any queries and information and advice will be availa b l e o n Vo c a t i o n a l Tr a i n i n g Opportunities Scheme and the Back to Education Allowance (offered to people over 21 years of age and in receipt of certain social welfare payments for at least 6 months), and the Higher Education Authority fund which aims to assist students with learning difficulties. Information and advice will also be available from the Information Officer (Adult Guidance Service). Sallynoggin College has earned a strong reputation for excellence in the area of Further Education and many students have achieved

national and international recognition in the areas of Fashion, Sports and Photography to mention just a few. New course In response to current trends both nationally and internationally, the college continues to expand and develop courses. We are delighted to introduce for the coming academic year 2016/2017 a new course in our Childcare Department, Childhood Education and Training. T h e To u r i s m a n d Tr a v e l Department now also includes Hotel and Leisure Operations as well as the ever popular Airline Training course. All of our courses at SCFE are quality assured and are certified by national and international examination bodies and are specifically designed to maximise the potential for employment or progression to degree programmes. The college, located within walk-

"Sallynoggin College has earned a strong reputation for excellence in the area of Further Education and many students have achieved national and international recognition

ing distance from Dun Laoghaire, is well served by public transport and free secure parking is available to students. Sallynoggin College welcomes applications from all age groups and backgrounds such as school leavers, mature students, graduates, international students, students seeking to progress to degree programmes, and those who are recently unemployed. Application is free. Check us out at www.scfe.ie and our facebook page which highlights college events and life at Sallynoggin College. Make Your Move and make it a date on Thursday 21st January 2016 from 10am to 2pm. All are Welcome. If you require further information, contact details are as follows: Sallynoggin College of Further Education, Pearse Street, Sallynoggin, Co. Dublin. Tel: 012852997, www.scfe.ie, email: reception@scfe.ie

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GREEN NEWS.....................................................................................................................

Who will pay most to mitigate climate change? “WE are the first generation to fully understand climate change, and the last generation to have the opportunity to do something about it.” Both Ban Ki-moon and Barack Obama, repeated this message in Le Bourget, the site of the COP21 meeting in Paris. It seems that the message science has been saying for years has finally jumped to the political consciousness. This acknowledgement is a positive step forward, but if the science is clear, the politics and finance is not. The distribution of the future carbon budget across countries in proportion to their historical emissions is one of the core issues negotiated in Paris: what is fair? who pays? what is just? The carbon budget While the scale and science of climate change can be bewildering, the complexity of the topic has been distilled into a key message via a single actionable number: the carbon budget. The carbon budget is the amount of carbon that humans can emit into the atmosphere, while at the same time, limiting global warming to 2°C (above pre-industrial levels, i.e. the late 1700s). Today, the global carbon budget budget is 1,200 billion tonnes. This is a number we should all know. Globally, humans are responsible for emitting about 50 billion tonnes of CO2e (CO2 equivalent) per year: this includes all the greenhouse gases (GHG) such as carbon dioxide, methane, and nitrous oxide from fossil fuel combustion, cement production, land use change, agriculture, and fertilisers. In the future, if we emit more than 1,200 billion tonnes of CO2e, we will - with 66% probability - have committed the planet to a 2°C temperature rise. Given our current systems and ways of life and business that emit 50 billion tonnes of CO2e each year, and in the absence of any concerted action to change

cally more industrialised countries of Western Europe, still has a share of the 3,200 billion tonnes of the carbon budget that (as calculated on a cumulative emissions per capita basis) could be considered equitable. This equitable share of all time Irish emissions, based on historical UN population data and future population projections, is approximately 1.9 billion CO2e. Therefore, Ireland has roughly 340 million tonnes CO2e left to equitably emit - beyond this, we will have emitted more than a per capita equitable share of the global carbon budget. All countries face the same questions about an equitable per capita carbon budget: what is fair? who pays? what is just?

■ Hard on the emissions targets this, we can expect to breach a 2°C temperature rise in the next 24 years or so. Collectively we must acknowledge that climate change is a commons problem of inequity. Climate change is about equity because certain countries have historically had a free pass to emit greenhouse gases into the global atmosphere (the commons), while benefiting from the associated carbon intensive development. These countries are not necessarily the same countries who will face the more extreme damage costs expected with climate change. This acknowledgement requires us to reflect on our past - without judgement - and understand the opportunities we have gained from being born into a country which has greatly benefitted from carbon intensive development. This brings us to the second number we should all know. Taking into account that our climate’s warming is measured relative to pre-industrial levels, climate scientists estimate that the all-time carbon budget (including past and future) to stay below 2°C warming is 3,200 billion tonnes of CO2e. An equitable share? Since the industrial revolution, Ireland has emitted 1.6 billion tonnes of CO2e. Ireland, unlike the histori-

OPINION James Glynn is a PhD researcher @ERIUCC @UCC working on national and global energy systems models specialising in hybrid energy system-economy models, macroeconomic feedbacks, climate, and energy security.

Questions, questions Researchers from the Environmental Research Institute at UCC held a side event at COP21 where their research aimed to provide some insights to these same questions on a global scale. Which countries/regions have already exhausted their equitable share of the global CO2 budget? Which countries/regions are likely to surpass their equitable budget in the near future? Which countries/ regions are unlikely to ever fill their equitable proportion of the atmospheric commons? Which developed countries/regions should invest in developing countries/regions under the UN principles of responsibility and capacity? How much, and when? The UCC research calculates a technically feasible, integrated global-energy-system which emits less than 1,000 billion CO2e between 2020 and 2100 and is consistent with global warming of less than 2˚C. This pathway calculates the amount of financial transfers between countries/regions to ensure an equitable macroeconomic impact based on UN principles of historical responsibility and capacity.

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National Council for Exercise and Fitness (NCEF)

A professional qualification in fitness education

O you have a genuine interest in physical activity and in helping others to lead healthy & active lifestyles? Are you energetic, motivated and eager to learn about health & fitness? If yes, then becoming a fitness instructor will give you the opportunity to work at what you love. Fitness instructors work in a variety of settings such as fitness centres, leisure clubs, gyms, community centres, hotels and cruise ships. Many fitness instructors set up their own businesses while others work part time or on a freelance basis. The NCEF is an academic affiliate of the University of Limerick (UL) and provides education and training of outstanding quality in the area of exercise and health fitness. The NCEF network of Certified Providers has been in place for over 20 years and all course fees are fully bonded with course provision guaranteed. YEAR 1: Certificate in Exercise & Health Fitness (CEHF) course provides education and training in such areas as Anatomy & Physiology, Fitness Assessment and Programming, Circuit Training, Step Training, Resistance Training and Body Conditioning. Qualified fitness instructors can design individual fitness programmes and teach a variety of classes. Students also complete Occupational First Aid (OFA) and are awarded a FETAC Level 5 OFA qualification. YEAR 2: Higher Certificate in Exercise & Health Fitness (HCEHF) builds on the skills and competencies achieved at CEHF level to special in areas such as Personal Training, Strength and Conditioning, Pilates & Corrective Exercise, Active Aging for the Older Adult, Children’s Activity, Studio Cycling, Facility Operations and Fit for Life. Year 2 is predominantly based at the University of Limerick; however, there are many E-Learning options available.

The CEHF & HCEHF offers professional university accredited qualifications. They are the only University statutory award Fitness Instructor qualifications in Ireland. The CEHF is placed at Level 6 minor and the HCEHF at Level 6 Major on the National Qualifications Framework (NFQ) and Level 5 on the European Qualifications Framework (EQF). The NCEF has completed the mapping of the CEHF & HCEHF Level 6 NFQ, to the European industry standards, Exercise for Health Specialist EQF Level 5. CEHF Course Options: October 2016 - The CEHF can be undertaken part-time or full-time midweek and part-time at weekends. Locations include, Limerick,

Waterford, Dublin and Galway HCEHF Course Options: October 2016 - The two year full-time HCEHF can only be undertaken at the University of Limerick (Mon to Fri). Applicants are eligible to apply for SUSI Funding. Graduates of the CEHF & HCEHF can progress on a flexible learning pathway to, Diploma in Exercise & Health Fitness (DEHF), NFQ Level 7 and finally the B.Sc. in Exercise & Health Fitness (NFQ Level 8). FIND OUT MORE Further information at www.ncef.ie email ncef@ul.ie phone 061-202829

BECOME A FITNESS INSTRUCTOR QUALIFY WITH THE BEST Fitness Instructor Certificate in Exercise & Health Fitness (CEHF) – 1 Yr Part-Time Day or Weekends Specialist Instructor Higher Certificate in Exercise & Health Fitness (HCEHF) – 2 Yrs Full-Time • The only Fitness Instructor qualification in Ireland awarded by an Irish University • National Framework Qualifications (NFQ) at Levels 6, 7 & 8 • European Qualifications Framework (EQF) Levels 5, 6 & 7 and in addition audited and aligned to European Industry Standard Health Fitness • Flexible Learning Pathway to a B.Sc. in Exercise & Health Fitness • Course Fees are Secure

www.ncef.ie

For More Information P: 061-202829 E: ncef@ul.ie Education 41

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Rathmines College

A student-centered, dynamic college OPTIONS for fulltime education after the Leaving Certificate are many and don’t all come from CAO offers. Some students prefer to commit only one or two years of study and so can choose from the range of QQI Certificate and Advanced Certificate courses in colleges of Further Education, such as Rathmines College. For other students the CAO course option offered may not be the right or preferred choice for many reasons and so an alternative route into third level is sought. The progression routes from Further Education courses can lead students to the right Degree course. For others, after the Leaving Certificate, making course decisions is challenging and so completing a year’s certificate in FE allows time to mature and confirm study preferences for the future. In all cases the Further Education route, whether as a first choice or a plan B, can ensure ultimate success. When selecting a course it is vital to choose a course that is recognised, reputable , linked to higher education progression routes and relevant to workforce requirements.

students who successfully complete relevant awards can gain access to year 2 or 3 of many Degree programmes. As a college of Further Education the courses are all state-funded and so minimum charges apply. The college also offers Repeat Leaving Certificate with a similar percentage of students securing third level offers as the private colleges – but at a

Rathmines College is in a great location, has a great reputation and offers a broad range of relevant courses.

fraction of the cost. Rathmines College is in a great location, has a great reputation and offers a broad range of relevant courses. The College is enrolling now for places on all courses for 2016-2017 and is holding an Open Day on Thursday 28th January from 2-6pm. Contact the College at 4975334 or visit www.rathminescollege.ie

Thursday, 28th January, 2016 2pm-6pm Town Hall, Rathmines, Dublin 6

Long-established centre Rathmines College is a longestablished centre providing Certificate, Advanced Certificate, Diploma and Professional courses. The college specialises in the areas of Business, Office Administration, Journalism, Public Relations, M a r k e t i n g , I T, L i b e r a l A r t s , Accounting, Finance, Computer Programming and Legal Studies. Certificate and Advanced Certificate courses are certified by QQI, the two-year Higher National Diploma courses are certified by BTEC, and the Professional courses by the relevant Professional body; ACCA, ATI, PRII. The college is a student-centered, dynamic provider constantly developing and adapting courses to suit learner and employer needs and most courses include work experience. While the courses can equip learners to go straight into the work place they also provide opportunities to progress on to Institutes of Technology or Universities in many cases with exemptions. This means Education 43

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Franciscan Missionaries of Mary

Mission: a verb or a noun? MISSION is a word most of us are familiar with and a concept that the world of politics, business, the humanities and religion all share. We speak of space missions, UN missions, School mission statements and so on. In Ireland it has had a particular significance for us throughout our history. From the 4th to the 10th centuries we were known as the land of Saints and Scholars, and many of our great saints left our shores and travelled throughout Europe and to the New World carrying the mission of Christ: St. Brendan who crossed the Atlantic via the Faeroes, St. Columcille who founded the monastery of Iona, St. Columbanus and St. Gall who travelled through France, Austria, Switzerland and into northern Italy… to name but a few. Today we still continue this mission to the world, many young people give their time and energy to improve the quality of life for others living in more challenging conditions, this is the gift they bring, and what a beautiful gift it is! From a Christian perspective mission has been at the heart of our lives. Christ’s great commission to ‘go into all the world and proclaim the good news’ (Mk. 16:15) has resonated in the hearts of men and women who have given their lives generously in the service of their brothers and sisters. We know these people, some of them are family members, or friends, or people we admire, maybe one day we will be those people? For us as Franciscan Missionaries of Mary, mission is ‘what we do’ and ‘who we are’– it is the ‘verb’ and the ‘noun’. The essence of mission has remained unchanged from that great commission of Christ, but the way of mission has not. Today we under-

stand that mission is first and foremost about relationship. In the words of Donal Dorr ‘there is a two way exchange of gifts between missionaries and the people among whom they work…that mission is not just a matter of doing things for people. It is first of all a matter of being with people, of listening and sharing with them.’ 1 For us as FMM in Ireland part of ‘being with people’ is through our work and our presence: in parishes, as hospital chaplains, in youth ministry, with refugees/asylum seekers and in sharing prayer and spirituality. Our communities are places of welcome for all people and for our sisters coming from around the world for language studies, some of whom are now part of our Irish mission. They bring a richness of culture and diversity and an awareness of our universality and a strengthening of our relationship with our sisters throughout the world; from Syria to Senegal and from Argentina to Russia, where they too live out the

1. Prophetic Dialogue: Reflections on Christian Mission Today, Stephen B. Bevans and Roger P. Schroeder, Orbis Books, Maryknoll, 2011 p. 20. 2 . Ta k e n f r o m t h e Message of Pope Francis for World Mission Day 2015.

mission of Christ among his people, some through the difficulties of war and famine, others reaching out to people of all faiths and none, being ‘SISTER’ to our world. So is mission a verb or a noun? It is both and in the words of Pope Francis ‘part of the ‘grammar’ of faith, something essential for those who listen to the voice of the Spirit …[for] those who follow Christ cannot fail to be missionaries…’ 2

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Summary of Pope Francis Papal document on Climate change Chapter 1 sets out six of the most serious challenges facing “our common home. ”Pollution, waste and our throwaway mentality: “the earth, our home, is beginning to look more and more like an immense pile of filth” Climate change: “one of the principle challenges facing humanity in our day” but “many of those who possess more resources and economic or political power seem mostly to be concerned with masking the problems or concealing their symptoms”. Water: “access to safe drinkable water is a basic and universal human right” yet entire populations, and especially children get sick and die because of contaminated water. Biodiversity: “Each year sees the disappearance of thousands of plant and animal species” and the consequences cannot be predicted as “all of us, as living creatures, are dependent on one another”. Often transnational economic interests obstruct this protection. Breakdown of society: Current models of development adversely affect the quality of life of most of humanity and “many cities are huge, inefficient structures, excessively wasteful of energy and water. Global inequality: Environmental problems affect the most vulnerable people, the greater part of the world’s population and the solution is not reducing the birth rate but counteracting “an extreme and selective consumerism”. Causes Chapter 3 explores six of the deep root causes of these growing crises. Technology: While it can bring progress towards sustainable development, without “a sound ethics”, it gives “those with the knowl-

edge, and especially the economic resources… an impressive dominance over the whole of humanity”. The technocratic mentality: “the economy accepts every advance in technology with a view to profit……yet by itself the market cannot guarantee integral human development and social inclusion”. Anthropocentrism: we fail to understand our place in the world and our relationship with nature. Interpersonal relations and protection of human life must be set above technical reasoning so environmental concern “is also incompatible with the justification of abortion”. Practical relativism: environmental degradation and social decay is the result of seeing “everything as irrelevant unless it serves one’s own immediate interests”. Employment: Integral ecology needs to take account of the value of labour so everyone must be able to have work and it’s “bad business for society” to stop investing in people to achieve short-term financial gains. Biological technologies: GMOs are a “complex environmental issue” which have helped to resolve problems but bring difficulties such as concentrating land “in the hands of a few owners”, threatening small producers, biodiversity and ecosystems. Solutions So where do the solutions lie? Here are six of the best: In “The Gospel of Creation”: Chapter 2 examines the Old and New Testaments to show how human life is grounded in our relationships with God, with our neighbours and with the created world. We must acknowledge our sins when we break these relationships and realize our responsibility towards all of God’s creation.

In Integral Ecology: Chapter 4 explores this new paradigm of justice which means “the analysis of environmental problems cannot be separated from the analysis of human, family, work-related and urban contexts”, while solutions must be based on “a preferential option for the poorest of our brothers and sisters”. In Dialogue: Chapter 5, entitled ‘Lines of Approach and Action’ stresses the need for “honest and open debate, so that particular interests or ideologies will not prejudice the common good”. The Church does not presume to settle scientific questions or to replace politics, but it can promote dialogue on global and local governance, transparent decision-making, sustainable use of natural resources, as well as engaging in respectful dialogue with other people of faith and with the scientific world. In Education: Chapter 6 urges schools, families, the media and the churches to help reshape habits and behavior. Overcoming individualism, while changing our lifestyles and consumer choices, can bring much “pressure to bear on those who wield political, economic and social power” causing significant changes in society. In Ecological Conversion: Chapter 6 also highlights St Francis of Assisi as the model of “a more passionate concern for the protection of our world”, characterized by gratitude and generosity, creativity and enthusiasm. In Spirituality: Finally Chapter 6 and the two concluding prayers show how faith in God can shape and inspire our care for the environment. The Sacraments, the Trinity, the model of the Holy Family and our hope for eternal life can teach, motivate and strengthen us to protect the natural world that God has given us. (From Vatican Radio via VocationsIreland.com)

Franciscan Missionaries of Mary We centre our mission on Eucharest, the bread of our missionary journey... For further information about the Franciscan Missionaries of Mary, please contact Helen at 36 Gwendolen Avenue, Putney, London, SW15 6EJ

Phone +44 (0)7470386805 Email: fmmimesvoc@yahoo.co.uk

www.fmm.org or www.fmmvocations.org Education 45

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

Transition Year in Action

By Gerry Jeffers

TRANSITION Year has been one of the most innovative developments in Irish education. First introduced in a small number of schools in 1974, the programme has grown dramatically since mainstreaming in 1994. Transition Year in Action presents accounts of how a range of schools engage with the challenges of TY. The book illustrates some of the creativity and imagination being applied to offer teenagers educational experiences that contribute to their maturity, and demonstrates how individual teachers engage their students in active learning. The book engages with many aspects of TY programmes including work experience, minicompanies, community service, fundraising activities, musicals and learning beyond the classroom as well as TY-specific modules, sam-

pling modules and ‘linear’ or ‘continuity’ subjects. Transition Year in Action also explores aspects of co-ordination, resources, school leadership and research. Through the voices of students, parents, teachers, co-ordinators, principals and researchers, Transition Year in Action provides a nuanced picture of the breadth and comp l e x i t y o f Tr a n s i t i o n Ye a r a s i t s i t s uncomfortably between Junior Cycle and the demands of the Leaving Certificate. The book offers inspiration as well as practice guidance to anyone interested in making the Transition Year vision a reality, whether they are approaching the programme for the first time or seeking to refresh established programmes. Liffey Press • Around €16

Big Jim Larkin: Hero or Wrecker? By Emmet O'Connor

Galway c.1200 to c.1900: from medeival borough to modern city

MUCH has been written about 'Big Jim' Larkin but, remarkably, this is the first fulllength biography. Through the research of leading Labour historian Emmet O'Connor, Larkin - Labour leader and agitator - is thoroughly evaluated. Based on newly uncovered and extensive police records, FBI files, and archives of the Communist International in Moscow, O'Connor goes beyond the public figure of heroism to explore the hidden side of a very private person who hated people knowing his business and kept his personal demons behind a veil of silence. 'Big Jim' remains the central figure in the history, public history, and mythology of Irish Labour. A powerful orator and brilliant agitator, in popular consciousness Larkin is forever linked with the 1913 Lockout and the formation of the modern Irish Labour movement. Since 1909 he has been the hero of the trades unions. For workers, and employers, his name is synonymous with militancy and solidarity. And yet this 'hero' succeeded in instigating a civil war in Dublin trade unionism, and in time came to be vilified as a 'wrecker' by some of his former comrades. In Big Jim Larkin Emmet O'Connor reveals a man who proves to be both hero and wrecker.

THIS pocket map from the Irish Historic Towns Atlas shows historic Galway plotted onto a detailed Ordnance Survey Ireland modern base. Over 200 sites and streets covering 700 years are depicted in colour and listed in an accompanying index. Town walls, bridges, churches, gallows, public buildings, schools, theatres and wells are among the sites shown, many of which no longer survive in the present-day cityscape. An ideal aid for a walking tour of the historic town, the map (940 x 705 mm) is folded to pocket size and accompanied by a booklet with a commentary on the urban development of Galway by authors Jacinta Prunty and Paul Walsh. The map is based on work in progress for the Irish Historic Towns Atlas of Galway by the same authors, which is due for publication in 2016.

UCD Press • Around €30 Hardback

By Jacinta Prunty and Paul Walsh

Similar maps have been produced by the Irish Historic Towns Atlas project for Belfast, Dublin, Limerick and New Ross. Royal Irish Academy • Around €10

Dublin Zoo Elephants

Written by Catherine de Courcy. Illustrated by Cathy Callan THIS beautifully illustrated book introduces readers to the magnificent herd of elephants at Dublin Zoo. Children will learn how they live and how they communicate. Children can learn about the keepers’ work behind the scenes and the different personalities of the elephants. As a charity book made by the Zoo itself, this book is only available directly from Dublin Zoo and online at www.dublinzoo.ie. Price: €7.95. All proceeds will go towards the care of the animals at Dublin Zoo.

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Education 47

Education Magazine 28-3.indd 47

19/12/2015 12:01

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