Transition YEARBOOK
A workbook for transition year students
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Transition YEARBOOK Introduction: The transition Year . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Timetable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Personal Skills. Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Assessing Yourself . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Diary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Modules.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Modules Social Awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Outings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Play Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Book Review. Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Film Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Mini-Company . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Work Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Guest Speakers. Speakers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Apprenticeships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Traineeships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Further Education and Training . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Certificate. cate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Available Quarterly
Education Since 1987 | Volume 35 Issue 2 | w: educationmagazine.ie | t: 01-8329246 | e: education@clubi.ie
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Healty Eating The Food Pyramid Do you want to feel good and have more energy? Do you want to maintain a healthy weight and help reduce your risk of becoming ill from high blood pressure, high cholesterol, heart disease, type 2 diabetes, cancer and other chronic diseases?
Foods that contain the same type of nutrients are grouped together on each of the shelves of the Food Pyramid. This gives you a choice of different foods from which to choose a healthy diet.
Eating healthy food and being physically active are two of the most important steps that you can take to improve your health. To help you do this, follow the Healthy Eating Guidelines, use the Food Pyramid Guide and the Physical Activity Guidelines.
Following the Food Pyramid as a guide will help you get the right balance of nutritious foods within your calorie range. Studies show that we take in too many calories from foods and drinks high in fat, sugar and salt, on the Top Shelf of the Food Pyramid. They provide very little of the essential vitamins and minerals your body needs. Limiting these is essential for healthy eating.
Healthy eating is about getting the correct amount of nutrients – protein, fat, carbohydrates, vitamins and minerals you need to maintain good health.
At different stages in your life you have different daily nutrient requirements. These depend on your age, whether you are male or female and how active you are.
Transition Year A transition year offers pupils a broad educational experience, which aims to promote personal, social, and vocational development. It provides a bridge to help pupils make the transition from a highly structured and exam-orientated environment to one where they will take greater responsibility for their own learning and decision-making. OVERALL AIMS: The following aims, as laid out in the Department of Education guidelines are interrelated and interdependent and should be strongly reflected in every transition year programme: (1) Education for maturity, with the emphasis on personal development including social awareness and increased social competence. (2) The promotion of general, technical and academic skills with an emphasis on interdisciplinary and self-directed learning. (3) Education through experience of adult and working life as a basis for personal development and maturity. OBJECTIVES: Schools have the responsibility for setting and defining the objectives necessary for achievement of the overall aims. ASSESSMENT: Assessment is an integral part of the teaching and learning process. Pupils should be assessed on all aspects of the transition year programme and their participation in the assessment procedure should be facilitated. WHY KEEP A DIARY: The diary will give you an opportunity to: (1) Record all the activities you participate in and skills you learn during Transition Year. (2) Assess your own capabilities. (3) Assist you in planning your future e.g. CV preparation. (4) Assist parents in assessing the value of Transition Year.
Transition Yearbook 1
Timetable TERM ONE Time
Monday
Tuesday
Wednesday
Thursday
Write some ideas for TY activities that you think could be interesting for this term:
ACTIVITIES WORK EXPERIENCE OUTINGS & VISITS GUEST SPEAKERS
2 Transition Yearbook
DATES
COMMENTS
Friday
Timetable TERM TWO Time
Monday
Tuesday
Wednesday
Thursday
Friday
Write some ideas for TY activities that you think could be interesting for this term:
ACTIVITIES
DATES
COMMENTS
WORK EXPERIENCE OUTINGS & VISITS GUEST SPEAKERS
Transition Yearbook 3
Timetable TERM THREE Time
Monday
Tuesday
Wednesday
Thursday
Write some ideas for TY activities that you think could be interesting for this term:
ACTIVITIES WORK EXPERIENCE OUTINGS & VISITS GUEST SPEAKERS
4 Transition Yearbook
DATES
COMMENTS
Friday
Personal Skills A skill is the ability to undertake a particular task in a competent manner. During Transition Year you will use many of your existing skills. You should also try to develop some more. The following is a short list of skills. Have a look and see if you possess any of the skills below. Highlight the ones that you do possess. In the spaces left add some more that you possess already or would like to have a go at during Transition Year. ADVISING PEOPLE
HANDLING PROJECTS
ARRANGING EVENTS
INTERVIEWING PEOPLE
BUDGETING
MANAGING RESOURCES
CALCULATING
MOTIVATING PEOPLE
CHECKING ACCURACY
OPERATING EQUIPMENT
COACHING PEOPLE
PERSUADING OTHERS
COMPILING DATA
PLANNING AGENDAS
CO-ORDINATING EVENTS
PREPARING CHARTS
COOKING
PUBLIC SPEAKING
COUNSELLING PEOPLE
RAISING FUNDS
DEALING WITH PEOPLE
REVIEWING BOOKS
DELEGATING
RUNNING MEETINGS
DRAWING UP PLANS
SUPERVISING PEOPLE
EDITING DOCUMENTS
SELLING PRODUCTS
GIVING DEMONSTRATIONS
WRITING REPORTS
WHAT SKILLS CAN I IMPROVE ON?
HOW CAN I IMPROVE?
HAVE I IMPROVED?
Transition Yearbook 5
Spare Time Activities Transition Year is a great time to improve your physical and mental well being. As a result you can make yourself into a lively and well-balanced person. You need to be able to show that the life that you have outside of school will help you in the future. Below is a short list of activities with a reason beside each saying why they are important. In one colour highlight the activities that you currently pursue and in another colour highlight the ones that you would like to pursue. Do the same for the 'Add Some Others" list.
PAINTING
CREATIVE
MOUNTAIN CLIMBING
ACHIEVING FITNESS
PLAYING MUSIC
CREATIVE / ACHIEVING
KEEPING FIT
GOOD HEALTH
GOLF
COMPETITIVE/ACTIVE
CYCLING
FITNESS
BIRD-WATCHING
DEDICATION /RESEARCH
FISHING
PATIENCE / INTERESTING
CRAFT-WORK
CREATIVE / PRACTICAL
WRITING
IMAGINATIVE
Add Some More
6 Transition Yearbook
Personal Development Transition Year gives you an opportunity to mature, as a person as well as a student. Below are some personal qualities associated with maturity. Write opposite each one what it means and name the ones that you wish to develop further. At the end of the year highlight the ones that feel you have improved upon.
Quality
What it means to me?
How can I improve?
Leadership Self-confidence Creativity Communication Independence Decision Making Problem Solving Awareness of others Discipline
Describe why you think Transition Year may help your own personal development:
Transition Yearbook 7
Assessing Yourself Transition year gives you an opportunity to look at yourself and a time to get to know yourself a little better.
Describe yourself as you believe yourself to be:
How easy did you find this exercise? Making a physical description of yourself is a relatively easy exercise, but making a description of yourself as a whole can be a lot more difficult. The following may assist you:
4 Your values and what are important to you. 4 Your ambitions, aspirations and what you want out of life. 4 Your interests and the extent to which you wish to pursue them as part of your career. 4 Your strengths and skills and your ability to exploit them to further your ambition. 4 Your weaknesses and how you can remedy them or avoid a career path that may expose them. You must be honest and realistic when making any description or assessment of yourself but you also need to take care to be accurate.
What, if anything, would you like to change about yourself?
8 Transition Yearbook
Diary SEPTEMBER 1
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Transition Yearbook 9
Diary OCTOBER 1
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Diary NOVEMBER 1
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Transition Yearbook 11
Diary DECEMBER 1
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12 Transition Yearbook
Diary JANUARY 1
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Transition Yearbook 13
Diary FEBRUARY 1
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Diary MARCH 1
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Transition Yearbook 15
Diary APRIL 1
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Diary MAY 1
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Transition Yearbook 17
Modules A module is a short course dealing with some topic usually not covered in the normal class curriculum. It gives a student an opportunity to gain information/competence in an area that he/she may have an interest in and assist them to explore it further in later years. ASSESSMENT OF MODULES: Pupil participation in an assessment procedure can be easily facilitated in the modules. This form of assessment which involves dialogue with teachers and self-rating on various performance indicators should lead to greater self-awareness and an increased ability to manage and take responsibility for personal learning and performance. It will be useful to record all modules you have covered and analyse each one after you have completed it. List here a record of modules covered: TERM ONE Subject
Module
Teacher
Module
Teacher
Module
Teacher
TERM TWO Subject
TERM THREE Subject
18 Transition Yearbook
Module Report Form Subject:
Name of Module: Aim of Module:
What are your preconceptions of this module? Please indicate your overall view of the Module with respect to the following:
Very
Quite
Little
None
Why?
Relevant Useful Interesting
CANDIDATE
Briefly provide evidence
TEACHER
Comment on performance
MARK
Ability to recall knowledge in relation to module contents:
/10
Ability to use knowledge in relation to module contents:
/10
Ability to identify a course of action:
/10
Ability to plan and organise a course of action:
/10
Ability to present findings:
/10
Ability to evaluate and make reasoned judgements:
/10
Has your perception been changed / realised. Why?
Transition Yearbook 19
Module Report Form Subject:
Name of Module: Aim of Module:
What are your preconceptions of this module? Please indicate your overall view of the Module with respect to the following:
Very
Quite
Little
None
Why?
Relevant Useful Interesting
CANDIDATE
Briefly provide evidence
TEACHER
Comment on performance
MARK
Ability to recall knowledge in relation to module contents:
/10
Ability to use knowledge in relation to module contents:
/10
Ability to identify a course of action:
/10
Ability to plan and organise a course of action:
/10
Ability to present findings:
/10
Ability to evaluate and make reasoned judgements:
/10
Has your perception been changed / realised. Why?
20 Transition Yearbook
Module Report Form Subject:
Name of Module: Aim of Module:
What are your preconceptions of this module? Please indicate your overall view of the Module with respect to the following:
Very
Quite
Little
None
Why?
Relevant Useful Interesting
CANDIDATE
Briefly provide evidence
TEACHER
Comment on performance
MARK
Ability to recall knowledge in relation to module contents:
/10
Ability to use knowledge in relation to module contents:
/10
Ability to identify a course of action:
/10
Ability to plan and organise a course of action:
/10
Ability to present findings:
/10
Ability to evaluate and make reasoned judgements:
/10
Has your perception been changed / realised. Why?
Transition Yearbook 21
Module Report Form Subject:
Name of Module: Aim of Module:
What are your preconceptions of this module? Please indicate your overall view of the Module with respect to the following:
Very
Quite
Little
None
Why?
Relevant Useful Interesting
CANDIDATE
Briefly provide evidence
TEACHER
Comment on performance
MARK
Ability to recall knowledge in relation to module contents:
/10
Ability to use knowledge in relation to module contents:
/10
Ability to identify a course of action:
/10
Ability to plan and organise a course of action:
/10
Ability to present findings:
/10
Ability to evaluate and make reasoned judgements:
/10
Has your perception been changed / realised. Why?
22 Transition Yearbook
Social Awareness Education for maturity with the emphasis on personal development including social awareness is one of the main aims of the Transition Year programme. Involvement in some of the following examples of social activities can demonstrate a range of personal qualities, as well as a willingness to work with others and put something into the system:
4 Fundraising for charity. 4 Visits to the sick or elderly. 4 House decorating for the needy. 4 Helping the disabled. 4 Awareness of the problems of the developing world. Add some more to the list above in the spaces provided:
Fill in the box below: Social awareness activities that you take part in:
Social awareness activities that you would like to take part in:
Transition Yearbook 23
Social Awareness Report Form Nature of activity: Group:
Location:
Why did you get involved in this group?
What did you do in this group, personally and as a group?
How does this group benefit you or society?
Additional comments:
24 Transition Yearbook
Teacher comments:
Social Awareness Observations Write briefly about social conditions in Ireland:
Write briefly about social conditions in the poorer parts of the world:
Write about some of the following organisations and tick any that you or your class worked with. And some more: Amnesty
Vincent de Paul
Goal
Concern
Trocaire Simon Community Alone
Transition Yearbook 25
Social Awareness Report Form School outings play a major part in the year's programme. In order to gain maximum benefit from such an activity, it must be well planned and students should form part of this planning process. Each class should have an input into its preparation and assessment.
ACTIVITY
CLASS
Calculating cost
Maths Bus. Studies
Transport maps
Geography
Lunches
Home Economics
Advertising
Art
Letters
English Bus. Studies
Historical background
History
Insurance
Business Studies
Clothing
Home Economic
Scientific experiments
Science
TEACHER RESPONSIBLE
STUDENT RESPONSIBLE
Other A short course at one of the many Outdoor Education Centres/Adventure centres in the country is now nearly a must for all Transition Year students. Such a course is highly recommended as it gives students a great opportunity to use these outdoor resources to build its teamwork, personal development, understand more about the environment, learn new skills and have a good time away from school and home surroundings. On the following page you will find the address of some of these centres. 26 Transition Yearbook
Outdoor Education Centres
Achill Outdoor Education Centre Cashel, Achill Island, Co. Mayo Tel: 098 47253 Email: info@achilloutdoor.com Web: www.achilloutdoor.com
Baltinglass Outdoor Education Centre Weaver Sq, Baltinglass, Co. Wicklow Tel: 059 6481002/6481747 Email: info@baltinglassoec.com Web: www.baltinglassoec.com
Birr Outdoor Education Centre Roscrea Rd, Birr, Co. Offaly Tel: 057 9120029 Email: info@birroec.ie Web: www.birroec.ie
Burren Outdoor Education Centre Turlough, Bell Harbour, Co. Clare Tel: 065 7078066 Email: burrenoec@clarevec.ie Web: www.burrenoec.com
Gartan Outdoor Education Centre Church Hill, Letterkenny, Co Donegal Tel: 074 9137032 Email: office@gartan.com Web: www.gartan.com
Kinsale Outdoor Education Centre St John’s Hill, Kinsale, Co.Cork Tel: 021 477 2896 Email: info@kinsaleoutdoors.com Web: www.kinsaleoutdoors.com
Kilfinane Outdoor Education Centre Kilfinane, Co. Limerick Tel: 063 91161/91059 Email: info@kilfinaneoec.com Web: www.kilfinaneoec.com
Petersburg Outdoor Education Centre Clonbur, Co. Galway, Ireland. Tel: 094 9546483 Email: info@petersburg.ie Web: www.petersburg.ie
Shielbaggan Outdoor Education Centre Ramsgrange, New Ross, Co. Wexford Tel: 051 389550 Email: info@shielbaggan.com Web: www.shielbagganoec.com
Tanagh Outdoor Education Centre Dartrey, Via Cootehill PO, Co. Monaghan Tel: 049 5552988 E: info@tanaghoutdooreducation.com W: www.tanaghoutdooreducation.com
Cappanalea Outdoor Education Centre Oulagh West, Caragh Lake,Co. Kerry Tel: +353 669769244 Email: info@cappanalea.ie Web: www.cappanalea.ie
Fastnet Marine and Outdoor Education Centre (Schull Sailing), Co Cork Tel: 028 28515 Email: info@schullsailing.ie Web: www.schullsailing.ie
Outing Report Form Location:
Subject:
Outline the main features of this outing:
Date: Describe, honestly, your experience:
Transition Yearbook 27
Outing Report Form Location:
Subject:
Outline the main features of this outing:
Date: Describe, honestly, your experience:
Play Review Play title: Author: Write a brief critical review of the play:
28 Transition Yearbook
Venue:
Book Review Book title: Author:
Publisher:
Write a brief critical review of the book:
Film Review Film title: Director:
Year released:
Write a brief critical review of the film:
Transition Yearbook 29
Mini-Company A mini-company is a small business that you can set up in your school to make a product or provide a service and hopefully a profit also. Money (capital) must be collected to get the company started. The people who provide this capital are the shareholders and they have limited liability, they can lose no more than they have invested. The shareholders elect directors to run the company for them.
BEFORE YOU START THE COMPANY, ANSWER THE FOLLOWING QUESTIONS: ➢ What product will you produce or service will you provide? ➢ Who will avail of the product or service? ➢ How much capital do you need to raise before commencing business? ➢ From where will you get the materials and/or equipment needed? ➢ Has space (premises) been allocated for the mini-company? ➢ Is insurance needed? ➢ How many shares will be issued? ➢ What is the criteria regarding eligibility to become a director?
YOU MUST ALSO: ➢ Make sure that you have permission from the school. ➢ Carry out some sort of market research, e.g. questionnaire. ➢ Make a product or provide a service that will not be too difficult to manage. ➢ Fill out the necessary documents needed to set up a company. ➢ Hold a board meeting to elect directors, managers etc... ➢ Keep accounts of where money is coming from and going to
On the following page are the documents that you will need to fill out before the company can begin trading. Perhaps you can make a more detailed version. 30 Transition Yearbook
Mini-Company Documents MEMORANDUM OF ASSOCIATION NAME OF COMPANY ADDRESS NATURE OF BUSINESS SHARE CAPITAL DATE FOR LIQUIDATION
ARTICLES OF ASSOCIATION PEOPLE WHO CAN BE DIRECTORS PEOPLE WHO CAN BE SHAREHOLDERS DATES FOR MEETINGS PROFIT DISTRIBUTION
SHARE CERTIFICATE Share certificate of purchased at Signed:
Ltd shares in the school mini-company
per share. Date: Transition Yearbook 31
JOB APPLICATION FORM I _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ wish to apply for the position of _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ in the school mini-company. My reasons are as follows:
What have you learned about enterprise/work/organisation since the formation of a minicompany?
TEACHER ASSESSMENT CRITERIA
/10
PARTICIPATION
/10
INITIATIVE
/10
CONTRIBUTIONS
/10
TEAM WORK
/10
RELIABILITY
/10
OTHER
/10
ANY OTHER COMMENTS:
32 Transition Yearbook
Work Experience Work experience allows students an opportunity to gain "hands-on" experience of real working conditions in a place of work. Below you will find some of the aims of work experience. Put them into your own order of priorities and add some more to the list in the space provided.
AIMS OF WORK EXPERIENCE: ➢ To learn new skills. ➢ To gain experience of the workplace. ➢ To develop certain social skills. ➢ To conform to rules and regulations. ➢ To appreciate employer's needs ➢ To appreciate the attitudes of the workforce Add some more:
What are your expections regarding work experience?
Transition Yearbook 33
Work Experience 1: Weekly Report Name of company:
Date:
Tasks performed during the week are as follows: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Employer assessment: QUALITIES:
RATING
COMMENTS
Punctuality Learning ability Ability to finish jobs Attitude towards job Reliability Mixing with people Industriousness Qualities: Qualities: Ratings: N/A - Not applicable; 1 - Unsatisfactory; 2 - Acceptable; 3 - Good; 4 - Very Good; 5 - Exceptional
Signed:
Date:
What have you learned about work/enterprise/employment in this work experience?
34 Transition Yearbook
Work Experience 2: Weekly Report Name of company:
Date:
Tasks performed during the week are as follows: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Employer assessment: QUALITIES:
RATING
COMMENTS
Punctuality Learning ability Ability to finish jobs Attitude towards job Reliability Mixing with people Industriousness Qualities: Qualities: Ratings: N/A - Not applicable; 1 - Unsatisfactory; 2 - Acceptable; 3 - Good; 4 - Very Good; 5 - Exceptional
Signed:
Date:
What have you learned about work/enterprise/employment in this work experience?
Transition Yearbook 35
Work Experience 3: Weekly Report Name of company:
Date:
Tasks performed during the week are as follows: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Employer assessment: QUALITIES:
RATING
COMMENTS
Punctuality Learning ability Ability to finish jobs Attitude towards job Reliability Mixing with people Industriousness Qualities: Qualities: Ratings: N/A - Not applicable; 1 - Unsatisfactory; 2 - Acceptable; 3 - Good; 4 - Very Good; 5 - Exceptional
Signed:
Date:
What have you learned about work/enterprise/employment in this work experience?
36 Transition Yearbook
Work Experience 4: Weekly Report Name of company:
Date:
Tasks performed during the week are as follows: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Employer assessment: QUALITIES:
RATING
COMMENTS
Punctuality Learning ability Ability to finish jobs Attitude towards job Reliability Mixing with people Industriousness Qualities: Qualities: Ratings: N/A - Not applicable; 1 - Unsatisfactory; 2 - Acceptable; 3 - Good; 4 - Very Good; 5 - Exceptional
Signed:
Date:
What have you learned about work/enterprise/employment in this work experience?
Transition Yearbook 37
Guest Speakers SPEAKER:
SPEAKER:
TOPIC:
TOPIC:
DATE:
DATE:
BRIEF SUMMARY:
BRIEF SUMMARY:
COMMENTS/CRITICISMS:
COMMENTS/CRITICISMS:
38 Transition Yearbook
Project Name: Aim:
Method of presentation (tick a box): Written o
Video o
Games o
DVD o
Computer o
Other o
Planning: How was the time organised? Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Assessment of project: ASSESSMENT CRITERIA
GROUP
TEACHER
Briefly provide evidence
Comment on performance
MARK
Ability to work as a team
/10
Ability to research
/10
Ability to make decisions
/10
Ability to plan and to organise actions
/10
Ability to present findings
/10
Others
/10
Others
/10
Transition Yearbook 39
Apprenticeships WHAT IS AN APPRENTICESHIP?
An apprenticeship combines learning in an education and training institution with workbased learning in a company. At least 50% of apprenticeship learning is completed in the workplace, leading to nationally recognised qualifications. approved by SOLAS in advance of Apprentices ‘earn while they learn’ – they employing apprentices. have an employment contract and are paid Training route a salary. Apprenticeships vary in length depending on the programme, lasting Apprenticeships involve on-the-job and off-the-job periods in training lasting from between two and four years. two to four years. Career route as apprentice An electrical apprenticeship, for example, Apprenticeship is a practical way to get started in a career, gaining on-the-job experience and skills along with a qualification on the National Framework of Qualifications, recognised internationally. Which industries?
is divided into seven phases with four onthe-job and three off-the-job full-time training periods of up to three months in the classroom. Find an employer
Apprenticeships start when prospective There are a wide range of apprenticeship apprentices find a suitable employer. programmes available, in industry areas that include finance, ICT, biopharma, con- Earn as you learn struction, engineering, hospitality and Apprentices are paid by their employers while they are working during their apprenagriculture. ticeships. Apprentices will also receive Age limits? allowances during off-the-job training and It depends on the apprenticeship. The accommodation allowances where people minimum age varies from 16-18 years but have to travel for training. there is no upper age limit. MORE INFORMATION How to become an apprentice
SOLAS manages a range of Further To become an apprentice in Ireland you Education and Training programmes includm u s t b e h i r e d b y a n e m p l o y e r . ing apprenticeships. See solas.ie and Apprenticeship employers are formally apprenticeship.ie 40 Transition Yearbook
Traineeships
WHAT IS A TRAINEESHIP?
Traineeships are developed and delivered by the Education and Training Boards (ETBs) working in partnership with industry representatives and employers. A Traineeship combines learning in the classroom and experience in the workplace to improve employment outcomes for participants and increase retention and productivity in the sector.
TYPES OF TRAINEESHIPS
Agriculture, Horticulture and Mariculture Animal Science | Business | Care Construction | Engineering | Media Fashion & Beauty | Finance | Retail Hospitality | ICT | Manufacturing Transport, Distribution and Logistics Over 75 programmes are available nationSports and Leisure | Tourism ally in a range of industries with new Traineeships being developed on an ongoAM I ELIGIBLE? ing basis by the ETBs. You'll learn more at traineeship.ie. Traineeships are free to access and open to potential participants of all ages and backgrounds including school levers, older TRAINEESHIPS CAN: learners, and those in, or seeking employ• Lead to an award at NFQ Levels 4-6, ment. or equivalent. A range of guidance services are available • Are between 6-20 months in duration. for those interested: • Second level or higher education stu• Include at least 30% on-the-job. dents should contact their local Education • Combine transversal and technical skills and Training Board. development. • Jobseekers will find more information • Are designed for flexible delivery – through their local Intreo Office or Local Employment Service. online, face-to-face, blended learning. • Provide open access to prospective MORE INFORMATION trainees, unemployed people may be eligible for income support. See solas.ie and traineeship.ie Partner Employers provide work-based learning opportunities and collaborate with ETBs on existing and new programmes to identify skills gaps in different sectors and industries.
Transition Yearbook 41
Further Education and Training WHAT IS FURTHER EDUCATION?
Further education and training covers education and training from post-primary level to higher education. This covers courses up to degree level, up to Level 6 on the National Framework of Qualifications (NFQ). Higher education Education and Training Boards and training is provided mainly in universities, technological universities or institutes Education and Training Boards (ETBs) are statutory education authorities with of technology. responsibility for education and training, Post Leaving Certificate (PLC) courses youth work and a range of other statutory PLC courses are available to school leav- functions. ers (and adult learners) offering a variety Education and Training Boards manage of routes into education across a wide and operate Communit y National variety of areas, usually lasting a year. Schools, Post-Primary Schools, Further Many PLC courses are designed as an Education colleges, and a range of adult introduction to sectors such as engineer- and further education centres delivering ing, accounting, business and hospitality. education and training programmes. Your local ETB provides a range of Access to Further Education and education and training options in your Training (FET) training courses Further Education and Training or FET, local area. You can find you local ETB at offers a wide variety of life-long educa- www.etbi.ie/etbs/ tion options to anyone over 16. FET includes apprenticeships, traineeships, Post Leaving Cert courses, community and adult education as well as core literacy and numeracy services. FET courses and programmes are provided through the Education and Training Board network throughout the country as well as through other local providers including online through the SOLAS eCollege. FET courses are provided at levels one to six on the NFQ. (See fetchcourses.ie). 42 Transition Yearbook
PROGRESS AND TRANSFER
Many further education providers have links to ITs and universities so that learners can take their FET qualifications further. The Higher Education Links Scheme (HELS) allows further education learners with specific awards to access a wide range of third level courses in most of Ireland’s universities and institutes of technology. Many of these institutions also run their own access programmes.
Higher Education
WHAT IS HIGHER EDUCATION? The Higher Education sector broadly describes the institutions that offer degree courses at Level 7 or higher in the National Framework of Qualifications (NFQ) accessed through the CAO. The higher education sector is represented by the Higher Education Authority (HEA). THE INSTUTIONS 7 UNIVERSITIES: • University College Dublin • NUI Galway • Maynooth University • University College Cork • Dublin City University • Trinity College Dublin • Limerick University
• Dundalk Institute of Technology • Mary Immaculate College • National College of Art & Design • RCSI University of Medicine and Health Sciences • Royal Irish Academy • St Angela’s College HIGHER EDUCATION ACCESS
School leavers access higher education through the CAO when they complete the Leaving Certificate. The courses accessed are 5 TECHNOLOGICAL UNIVERSITIES called undergraduate courses up to level 7 (TU): and 8 degrees. TU Dublin: The higher education institutions also have DIT, Tallaght and Blanchardstown ITs routes from further education institutes into their Munster TU (MTU): courses. Students who gain a Level 6 qualificaCork and Tralee ITs tion can then pursue Level 7 and 8 at HEA TU of the Shannon (TUS): institutions. Limerick and Athlone ITs Atlantic TU (ATU): There are also the HEAR and DARE schemes Galway-Mayo, Sligo & Letterkenny ITs. for students from socially disadvantaged backSouth East TU (SETU): grounds or with disabilities. Information on Carlow and Waterford ITs. these schemes is available at www.accesscollege.ie. OTHER HEA INSTITUTIONS: • Dun Laoghaire Institute of Art and Design & Technology
Information on funding for students can be found at www.susi.ie.
Transition Yearbook 43
CERTIFICATE This is to certify that _______________________ has successfully completed the Transition Year Programme during the ____/____ academic year Transition Year Head: ___________ Principal: ___________
44 Transition Yearbook
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