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UCC Adult courses

Further, Adult and Community Education - PG Dip

Course outline, course practicalities, why choose this course, requirements, fees and costs, how to apply.

11 Apr 2024

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• Study At ACE
• Higher Diploma and Postgraduate Cert/Dip
• Further, Adult and Community Education

Are you interested in a teacher qualification in Further, Adult and Community Education?

Further, Adult and Community Education programmes are designed for learners over the age 16 and not in post-primary (secondary school) education. The sector caters for all age groups from early school leavers to people upskilling in a new area or returning to education after a break away from it. Adult learners are a diverse cohort with different needs that vary according to where each student or class is along their journey of lifelong learning. This means that Further, Adult and Community Educators must be responsive to the needs of their students and adapt to the range of educational tools that best suit adult learners.

The Postgraduate Diploma in Further, Adult and Community Education is custom built for teachers in this sector to enable them to meet the needs of their students. This course is aimed at:

• practising teachers in this sector that have teaching experience but do not have a formal Further Educational Training, or an Adult and Community education qualification.
• those wishing to enter the sector i.e. those with little or no teaching experience and who seek to specialise in Further, Adult and Community Education.

The programme provides a professional qualification for teaching in the Further and Adult and Community Education Sector in accordance with Section 38 of the Teaching Council Act, 2001 and Regulation Five of the Teaching Council (Registration) Regulations 2009. Further details about the Teaching Council can be found at this webpage: https://www.teachingcouncil.ie/en/

The Postgraduate Diploma in Further, Adult and Community Education will equipe students with the knowledge, skills and professional attitudes and values required to teach in a variety of settings in the Further Education sector such as Youthreach, PLC programmes, Further Education Colleges, Training Centres, Private Training Companies and broader Adult and Community Education settings. The programme promotes and maintains the professional standard expected of teachers in these sectors.

This programme was professionally accredited by the Teaching Council in July 2023. 

Please click for details on the  Modules for the Course .

The programme will be completed over three semesters, part-time and carries a total of 60 ECTS credits. This is a blended  learning programme comprising face-to-face classes and online lectures and tutorials.

Classes are scheduled on Friday afternoons and Saturdays running throughout the academic year. Most classes will take place in UCC. Some weekend classes will take place online. A class timetable with the full location schedule will be issued during the first week of the course.

A variety of assessment modes such as teaching placement portfolios, online reflective journals, group and individual research projects, peer presentations / school events and written assignments will be set as assignments for students.

Students will undertake a teaching placement in the delivery of QQI modules between NFQ Levels 1-7. The practical teaching element of the programme will consist of a total of 100 hours of teaching with an additional 30 hours of observation conducted in Year 1 of the programme. This ordinarily includes (but it is not an essential requirement, in order to facilitate present practising FET practitioners) two different placements in Further Education and Adult and Community settings. An observation and four assessed teaching placement visits (two visits in both Year 1 and Year 2) will take place during the placement modules as part of the assessment’s strategy for the course.   

Canvas (UCC’s Learning Management System) is utilised for central communication and resource supports.

No prior experience of teaching will be required for entry, the programme will facilitate the training of new sector entrants to the teaching profession. Practising teachers who wish to gain a teaching qualification in thus sector are encouraged to apply for the course as well.

Please click for details on the  Teaching Placement Overview

A 2020 national target set a new Lifelong Learning rate of 10% and the figure is now set at 18% by the Irish Government for 2025. With the inevitable expansion of Further Education and Adult and Community Education, there is a great need for more qualified teachers in this sector. This is your opportunity to become fully engaged with an innovative professional educational community that is committed to the advancement of younger and older adults’ continuous educational journey.

This programme provides a professional qualification for teaching in the Further and Adult and Community Education Sector in accordance with Section 38 of the Teaching Council Act, 2001 and Regulation Five of the Teaching Council (Registration) Regulations 2009. From  the 1 st  January 2019 , in line with the Teaching Council (Registration) Regulations 2016 and Teaching Council (Registration) (Amendment) Regulations 2016, all applicants for registration under Route 3 Further Education will be required to hold an appropriate Council accredited teacher education qualification.

Subject to Teaching Council approval of accreditation , students on the programme will be entitled to register with the Teaching Council of Ireland as Further Education teachers. 

• Applicants must have a Second-Class Honours Grade 2 in a primary honours degree (NFQ, Level 8) in a subject area that is currently taught in Further and/or Adult Community Education in Ireland.
• No prior experience of teaching/tutoring is required.
• Candidates with a Level 7 NFQ which has a ECTS credit weighting of at least 180 credits degree and a minimum of three years senior professional experience in a related field such as educational leadership and instruction in FET and/or Community Education settings will be considered under Recognition of Prior Learning (RPL) in accordance with UCC’s Recognition of Prior Learning policy for applicants who have successfully demonstrated outstanding achievement.

See  https://www.ucc.ie/en/media/support/ovptl/documents/RecognitionofPriorLearningPolicy.pdf

• Certified accreditation of prior learning based on a minimum of three years’ experience in a workplace or instructional setting which is relevant to the candidate’s qualifications such as may be recognised by the Council as suitable for the purpose of registration as a teacher under this route.
• Applicants will need to provide an up-to-date CV (including an outline of any additional academic courses, self-learning and professional training relevant to this programme), references from existing or previous employers and separate details of related teaching/tutoring duties in FET.
• An interview may also be required.

It is the primary responsibility of candidates to ensure that their qualifications are acceptable for the purposes of registration as a Further Education teacher with the Teaching Council. Applicants are advised to review ( prior to programme entry ) the Teaching Council Regulations with specific reference to registration requirements and the education, training and qualifications criteria that apply. They are also advised to contact the Further Education section ( www.teachingcouncil.ie ) to fully determine if they meet the criteria set down in Regulation 5 of the Teaching Council (Registration) Regulations, 2009.

Garda Vetting

Students, or applicants in receipt of an offer on this programme will be subject to Garda Vetting as relevant. Students will be prohibited from engaging in a relevant work placement unless the vetting process has been cleared. Click here: ( http://www.ucc.ie/en/study/undergrad/admissionspolicies/ ) to view UCC's  Student Garda Vetting Policy .

Fitness to Practise

This programme will be subject to the University's Fitness to Practise Policy - full details may be found at

https://www.ucc.ie/en/academicsecretariat/fitnesstopractise/

Minimum English language requirements

All applicants whose first language is not English must have attained:

• IELTS: 6.5 minimum overall score, with a minimum of no less than 6.0 in any single section
• TOEFL (Paper based test): 585
• TOEFL (Internet based test): 95
• PTE (Pearson): 62

The total fee for this 18-month (3-semester) part-time programme is set at 7,500 euros.  This is broken down by yearly costs:

Year 1 – 5,000 euros

Year 2 – 2,500 euros

50% of the tuition fees must be paid at the time of application for your application to be processed

Funding to cover partial costs of fees is available from Leading Healthcare Providers Skillnet for educators working in the Healthcare Industry. Please contact  [email protected]  for more information. 

Current employees of Further, Adult and Community Education sectors may be eligible for sponsorship from their employers towards the costs of fees. Please contact your line manager to enquire about this. 

For further information on fees and financial supports please click  here .

Applications will  NOT  be assessed until all supporting documentation has been fully received. Please ensure that you have all relevant documentation available at the time of application.

Applicants need to be aware of the IT student checklist below before applying:

• You will need access to a laptop or desktop computer running a modern supported operating system with all software updates.
• Some of UCC’s services (e.g. the Canvas Virtual Learning Environment) link to an external site and also have mobile apps for iOS and Android Devices that you may wish to use as part of your studies. However, we recommend using your desktop web browser for submission of assessments.
• You should always use the most current version of your preferred browser. In general, we recommend the Chrome Web browser (Important Note: Internet Explorer will not work with Canvas).
• We recommend a reliable broadband connection with at least 2Mbps or more.
• You will require an Office suite of software (Microsoft Office or equivalent) and a PDF reader. You should always use the latest version of this software. All UCC students will have access to Office 365 which includes software such as Word/Excel/PowerPoint etc. once registered.

To Apply for this course please follow the steps below:

When you log into the Application Portal:

Click  Apply Online

Select  Start a new Adult & Continuing Education Application 

On the 2nd tab  Academic Level 

Select the following options:

Academic Level:  Adult Continuing Education (ACE at UCC)

Course Type:   ACE Part-time Courses

Academic Programme:  The course title you are applying for.

During your online application you will be required to upload the following documents:

• Motivation Statement
• Birth Cert or Passport
• Passport Photograph 
• Work experience confirmation and details
• Curriculum Vitae
• English Language Test Report [if applicable]
• Transcripts [if applicable]

All applications will be reviewed after the closing date has passed. 50% of the tuition fees must be paid at the time of application for your application to be processed.

Contact Details For This Course

• Programme Director: Dr. Stephen O Brien
• [email protected]
• 021 490 3162
• http://www.ucc.ie/study/ace/
• Riona Doolan
• [email protected]
• 086 1673305

Year 1 Modules

Year 2 modules, year 3 modules, year 4 modules, for queries regarding course content or timetables please contact.

Teaching in Adult and Further Education

College Street

• Level Level 8
• Duration 18 months
• Delivery Part-time
• Fees View details
• Application Status Open
• Next Intake Rolling Intake

The BA (Hons) in Teaching in Adult and Further Education  is a 60 credit, NFQ Level 8 Honours Degree award, recognised by the Teaching Council of Ireland as the qualification for tutors/practitioners working in the adult and further education and training (FET) sector, this programme is Teaching Council-accredited.   It is a follow-on to the Level 7 BA in Adult and Further Education programme.  It will enhance participants' appreciation of good practice in teaching and learning and broaden their repertoire of teaching methodologies appropriate to adult and further education.  Participants will develop their understanding of education systems and the challenges facing teachers and students in different FET contexts.  The programme reflects the key developments and trends in contemporary teaching and learning environments, both nationally and internationally. It consists of a combination of taught modules and three blocks of professional practice. This modular programme is delivered in part-time blended mode in order to facilitate adult learners.  It is usually completed within 18 months.

Professional Practice Professional Practice (PP) Placements in authentic Adult & Further Education (AFE) settings are a key component of this programme promoting key skills in planning, teaching, reflection and evaluation.  Participants are required to complete 100 hours of PP as part of their studies.  (PP1 - 40 hours, PP2 and PP3 - 30 hours each).  Of these, 90 hours must be solo teaching; the remaining 10 hours can be observation, co-teaching or other relevant activities.  In order to satisfy the requirements of Teaching Council registration all placements must be undertaken in approved AFE settings and involve teaching groups of six or more learners on accredited courses leading to awards at NFQ Levels 1 - 6.  Participants are required to arrange their own placements but support is provided by a dedicated Professional Practice Co-ordinator, who can advise on negotiating access to appropriate opportunities and on other issues related to placement.  Participants may use their current workplace for PP provided it meets the criteria above and is approved by their manager. Please note:   It is the responsibility of applicants to ensure that their qualifications are acceptable for the purposes of registration as a Further Education teacher with the Teaching Council.  Contact the Further Education section ( www.teachingcouncil.ie )

Delivery  The BA (Hons) in Teaching in Adult & Further Education is a part-time blended learning modular programme with a flexible delivery model that facilitates the working practitioner.  Traditionally, the programme is delivered through a combination of face-to-face and blended learning. Classes are delivered in weekend blocs (Friday and Saturday) on campus in SETU Waterford (on average 1 or 2 per month) and use of the SETU Waterford virtual learning environment (Moodle) in order to facilitate adult learners. 

BA (Hons) in Teaching in Adult and Further Education

Programmes Fees Guide  

The programme consists of a combination of taught modules and three blocks of professional practice.  Professional Practice (PP) is completed in each semester of this part-time programme (40 hours in Semester 1 and 30 hours in each of Semesters 2 and 3 – a total of 100 hours). The duration of each Professional Practice Placement is usually between 6 -10 weeks and takes place in student’s current workplace if suitable. 90 of the 100 hours must be delivered as solo teaching hours, while the remaining 10 can include observation of teaching, co-teaching and other activities.

Please note:   Participants must complete all mandatory modules and may choose one elective module .  Choice of elective module is subject to numbers.  

Entry Requirements

• Applicants are required to hold the BA in Adult and Further Education (NFQ Level 7), BA in Community Education and Development (NFQ Level 7) OR a relevant qualification equivalent to a full award at Level 7 (180 ECTS). 
• Applicants must have a minimum of 18 months professional experience in the adult and further education and training (FET) sector.
• Applicants must have access to a recognised educational organisation where Professional Practice (PP) placement may be carried out (100 hours).
• Applicants will be called for interview. All students registered on this course must undergo a Garda vetting process through WIT.
• Applicants whose primary language is not English must submit evidence of competency in English, you will need an IELTS score of 6 (minimum of 5 in each component) or equivalent.  Please see here for more information

Non-Standard Applications/Recognition of Prior Learning (RPL) Applications for recognition of prior learning (advanced entry or exemptions) are welcomed from potential applicants who may have the appropriate level of knowledge and with significant professional experience in the FET sector.  For further information on advanced entry to this programme, please contact the Course Leader Ms. Anne-Marie Cullen Email:  a [email protected]

How to Apply To apply for this programme simply click on the ' Apply Here' button. If you have any questions please contact the Course Leader Ann Marie Cullen at [email protected]   or contact the LDC Office at literac [email protected]

Fees €4,550 - Total cost.  €300 per 5 credit module, €450 per 10 credit module, €750 for Practice Placement 1, €700 for Practice Placement 2, €700 for Practice Placement 3. Flexible payment options are in place for students who wish to pay per module etc.  You may be entitled to a subsidy if you are an adult literacy practitioner or in receipt of a social welfare payment. 

On successful completion of this course, graduates may progress to the  NFQ Level 9 Postgraduate Diploma in Arts in Teaching in Further Education or  Master of Education in Teaching and Learning  or  MA in Management in Education in SETU Waterford or equivalent courses in another Higher Education Institute.  Please consult our Programme Pathways Infographic for further information. 

There are further study opportunities available at NFQ Level 9 for those interested in carrying on with their studies to Masters level. Please consult our Programme Pathways Infographic for further information. 

Completion of a level 8 programme will also enable students to undertake taught Masters programmes or Masters degrees by research at SETU Waterford or other third-level colleges

Course Leader

Ann-Marie Cullen

Level 7 and Level 8 Programme Leader and RPL Advisor Literacy Development Centre -

Call: +35351302874

Email: [email protected]

Related Courses

BA (Hons) in Adult and Further Education

MEd in Teaching and Learning

Postgraduate Diploma in Teaching in Further Education (Teaching Council Recognition)

This is FET

The future is what you make it., find a course.

Looking for an Apprenticeship? Click here

The Future is What You Make It

Radio and tv presenter, trishauna archer visits bcfe students, my plc led me towards the degree that suited me best, explore plcs and apprenticeships via the cao, glow up: discover the beauty of fet, eileen flynn: the first woman from the traveller community to take a seat in seanad éireann, types of courses, post leaving certificate/ plc (fet level 5 & 6) courses.

Also known as FET Level 5 & 6 Courses, PLCs are full-time courses, usually running for one year, awarding Level 5 or 6 qualifications on the NFQ.  Whether you want to prepare for a specific career or find pathways to reach your potential through higher education, you can find an option that’s right for you.

www.fetchcourses.ie

Apprenticeship

A work based structured education and training programme which combines and alternates learning in the workplace with learning in an education or training centre. An apprenticeship begins with a contract of employment with an approved employer. 

www.apprenticeship.ie

Traineeship

Traineeships typically take from 6-20 months full-time to complete. They provide occupation-specific training and integrate formal classroom training and workplace coaching with a host employer. Courses facilitate those entering the labour market for the first time and persons wishing to up-date or acquire new skills.

traineeship.ie

Youthreach is a full-time programme, usually over two years, for young people, aged 15 to 20, who left school early and are not are not working. It leads to awards typically at levels 3 and 4 on the NFQ. Learners are supported in setting individual learning plans aimed at increasing their self-esteem, skills and knowledge and ability to get a job.

Evening Courses

Part-time evening courses, typically of 30 hours over 10 weeks, provide short up-skilling modules for both unemployed and employed persons. Examples of courses include Interior Design, Computer Aided Design, Supervisory Management, and Start Your Own Business.

Back to Education Initiative

The Back to Education Initiative provides part-time Further Education programmes for young people and adults. It aims to give participants an opportunity to combine a return to learning with family, work and other responsibilities. Programmes are on a flexible part-time basis with classes offered in the morning, afternoons, evenings or weekends.

Skills to Advance

Upskilling and reskilling opportunities for employees in jobs undergoing change and to those currently employed in vulnerable sectors. 

www.skillstoadvance.ie

Upskill or reskill online whenever and wherever suits you. Online training courses in business, project management, information technology, graphic design, web design, software development and basic computer literacy.

www.ecollege.ie/

View all Course Types

www.fetchcourses.ie  

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NCI Course Details

Postgraduate diploma in arts in educational practice in teaching for further education.

This course is specially designed and developed to meet the needs of learning professionals in the further education sector. In particular, the course addresses the needs of those educators requiring Teaching Council of Ireland accreditation for working in further education contexts.

The Postgraduate Diploma in Educational Practice in Teaching for Further Education is an intensive evening programme with a requirement for extensive daytime placement practice, designed to provide the necessary knowledge, skills, and competencies to enhance your teaching in further education institutions.

This course is focused on the development of your knowledge, skills and competence in educational theory, as well as your ability to apply this theory to pedagogic design and professional development. This course is delivered in the evenings to accommodate students’ placement work.

MA in Educational Practice

The Centre for Education and Lifelong Learning also offers a Master of Arts in Educational Practice (MAEP) , and applications for this programme are still being accepted.

The MAEP is an advanced qualification for practitioners working or seeking to work in a variety of adult learning contexts, including adult and community education, higher education and corporate learning and development. It is important to note however that this programme is not accredited by the Teaching Council for registration under Route 3 (Further Education).  

Course details

The course focuses on developing self-awareness as well as the competence to facilitate the development of individuals in a range of further education contexts by, for example, the application of new technologies to instruction, the use of strategies to support learning, and the creation of valuable and effective assessments.

The course will use a variety of participative teaching approaches. You will be encouraged to enquire, question and critique modern conceptions of how we learn and how we can bring about learning in others.

You will be expected to complete practical assignments and to build your skills as an educator, including undertaking a placement in host FE colleges or centres.

Chat to our lecturers and Admissions Team at one of our many upcoming events about the range of Business, Computing, Psychology and Education courses starting at National College of Ireland in September and we'll help find the right option for you.

• Wednesday 12th June, 5-7pm, On-Campus
• Thursday 18th July, 5-7pm, Online
• Saturday 24th August, 11am-1pm, On-Campus
• Wednesday 4th September, 5-7pm, On-Campus

The Postgraduate Diploma in Arts in Educational Practice in Teaching for Further Education is specifically designed as an accredited further education teacher education qualification recognised by the Teaching Council of Ireland.

The course is suitable for those intending to pursue a career in teaching in the further education sector. Route 3 (Further Education) of the Teaching Council Regulations (2016) deals with teacher registration for the further education sector. This regulation includes a requirement, with effect from 01 April 2013, for applicants for registration to have attained, inter alia, a Council-approved further education teacher education qualification. Applicants should also consult the Teaching Council website  for the complete set of requirements under Route 3.

• Theories of Learning and Teaching
• Contemporary and Enduring Questions in Education
• Strategies of Learning and Teaching
• Educational Practice for Diversity and Inclusion
• Practicum in Teaching for Further Education
• Technology Enhanced Learning
• Educational Assessment and Feedback

For information on the modules taught on this course view our  module descriptors .

Please view the  Placement Booklet for further information on workplace placement for this course.

The Postgraduate Diploma in Arts in Educational Practice in Teaching for Further Education is awarded by QQI at level 9 on the National Framework of Qualifications. Students will also receive a teacher education qualification accredited by the Teaching Council of Ireland and entry to the Register of Teachers in the further education sector in Ireland.

You may also choose to undertake further study involving an additional 30 ECTS credits with modules on research skills and completion of a dissertation. On completion of this, you will receive the award of Master of Arts in Educational Practice .

Applicants holding an Honours Degree 2.2 (Level 8) in any discipline ideally with professional involvement in the facilitation of learning or training will be considered for the course.

The College operates a  Recognition of Prior Experiential Learning (RPEL)  scheme meaning applicants who do not meet the normal academic requirements may be considered based on relevant work and other experience. 

All applicants will be interviewed by the Programme Director or a member of the programme team.

Non-English speaking applicants must demonstrate fluency in the English language. Visit our  English Language Requirements  page for further information.

Incoming students for the Postgraduate Diploma in Educational Practice in Teaching for Further Education course must undergo Garda Vetting. The completed Vetting Invitation Form (NVB1) and supporting documentation must be submitted as soon as an application is completed. Download our Guidelines on the Garda Vetting Process for further information.

Garda Vetting is part of the admissions process. Garda Vetting applications must be submitted to NCI prior to commencing the programme. Guidelines on this process is provided by admissions.

Note: Students will not be permitted to begin their placement until their vetting application is processed and approved in accordance with NCI’s Student Vetting policy.

This programme has a BYOD (Bring Your Own Device) policy. Specifically, students are expected to successfully participate in lectures, laboratories and projects using a portable computer (laptop/notebook) with a substantial hardware configuration. The minimal suitable configuration is 8GB of RAM (16GB are recommended); a modern 64-bit x86 multicore processor (Intel i5 or superior); 250+ GB of available space in hard disk; WiFi card; and a recent version of Ubuntu, macOS, or Windows.

It is the responsibility of each student to ensure their computer is functioning correctly and that they have full administrator rights. NCI IT cannot provide support for these personal devices.

A  Laptop Loan Scheme  is available for eligible students to assist them in completing their chosen course.

Tuesday and Thursday 18.30 - 21.30 livestream and some Saturdays 09.30 - 13.30 on campus.

An additional and separate class group of this programme may be offered via the following schedule: Wednesday 14.00-17.00 on campus, Friday 14.00- 17.00 livestream, and some Saturdays 09.30 - 13.30 on campus. This is subject to sufficient numbers.

Please note that in some instances exams may take place in the daytime, evening, and/or at weekends.

Blended – Livestream (online) classes with some campus classes and some in-person exams, scheduled in advance

See the  Postgraduate Diploma in Arts in Educational Practice in Teaching for Further Education course brochure  for an explanation of the learning methods.

This course runs over 1 year.

€4,990 total fee.

(Fees revised annually)

You can spread the cost of this course with a direct debit plan .

Scholarships and Discounts

We offer a range of  scholarship opportunities and discount offers  available to both NCI and non-NCI graduates that will help you access this course.

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The SUMMER PROGRAMME PORTAL is now live on EducationPosts.ie 

Teachers, Special Needs Assistants, Undergraduate Student Teachers, Newly Qualified Teachers and other eligible students can now express their interest in the Summer Programme. 

To create a notice for schools to view, log in to your Job Seeker account, select 'Advertise' > 'Summer Programme Portal' and follow the steps.

Schools may contact you directly in relation to the Summer Programme notice.

Check out the FAQ for details.

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CLICK HERE TO RETURN TO PREVIOUS PAGE Scales for teachers working in Further Education - PLC Colleges Click here for the common basic scale for teachers employed before 1/1/1 1

Click here for the common basic scale for teachers employed after 1/1/11 Salary scales for those working in other areas of Further Education  

These scales incorporate the 2.25% pay increase (or €1,125, whichever is larger) under the Public Service Agreement 2024-2026, effective from 1st January 2024. 

Adult Education Officers (not reduced for post 1/1/11 new entrants)

Adult Literacy Organisers/Community Education Facilitators 

*Effective from 1st March 2019, scale points 4 and 8 have been removed from post-1st January 2011 ‘new entrant’ scales. The measure means that new and recent entrants will ‘jump’ these points and progress up the scale quicker. 

NALA/WIT Cert - €1,186 NALA/WIT Diploma - €2,378

Youthreach Resource Staff/BTEI Adult Educator   *Effective from 1st March 2019, scale points 4 and 8 have been removed from post-1st January 2011 ‘new entrant’ scales. The measure means that new and recent entrants will ‘jump’ these points and progress up the scale quicker.

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Teaching offers ‘many and varied’ career pathways

Teachers are responsible for imparting knowledge and skills that are essential for people to succeed in life.

A 2023 report conducted by the ESRI found 98 per cent of Irish primary school teachers and 93 per cent of primary principals were happy in their job. Photograph: iStock

Teaching is one of the most important professions in society. So much more than educators, teachers are role models, innovators, and inspirations to the many young children they see every day.

A number of studies by the Economic and Social Research Institute (ESRI) in recent years have highlighted just how valuable teachers are.

In 2021, the State think-tank reported schools as being more important than neighbourhoods in influencing adolescent behaviour.

According to Professor Charlotte Holland, deputy dean of DCU’s Institute of Education, learning takes place in homes and communities across the country and globe, and is “not just a process that happens within schools and institutions”.

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“Within formal settings, teacher educators are uniquely placed to foster the intellectual, social, and emotional development of learners, and enable them to develop competencies that enhance their own and others’ agency, and to enable broader re-orientations towards more peaceable and sustainable futures for all,” she said.

“Powerful teachers not only enable learners to learn about the world, but encourage self-discovery, personal growth, creativity and cultivation of values such as empathy, resilience and integrity.”

But teaching is not a case of one size fits all. There is primary and secondary school teaching, but there is also early-years education as well as education for those with special or additional needs.

Professor Holland said as a result of this, there are “many and varied” career pathways for those who study education.

“The most common pathway is that of teaching. You can undertake studies to become an educator in early child and care contexts, in primary and post-primary schools, or in further and adult education settings. The majority of those who qualify as teachers are employed in education settings within Ireland,” she said.

“After several years, qualified teachers may work in professional learning support teams (for teachers and school leaders), or may undertake postgraduate studies to enable them to take up school leadership positions, such as deputy principals or principals, or to evaluate work of schools for the Department of Education or Inspectorate.”

Professor Holland said opportunities to teach abroad also exist “as Irish teaching qualifications are highly valued in many jurisdictions across the globe”.

[  Calls for Irish teachers to be rewarded for service abroad to ease supply ‘crisis’  ]

“Educators are also sought after in other sectors – graduates have found work in voluntary organisations, development agencies and large multinational corporations. For example, graduate teachers have been employed by multinational companies as subject matter experts/instructional designers for educational software,” she said.

Newly qualified primary schoolteachers earn a salary of €40,635, according to a 2023 circular from the Department of Education. The 27-point salary scale shows this salary can grow up to €75,871.

Secondary schoolteachers can earn €40,512, with the 25-point pay scale showing salaries can rise to €72,950.

[  ‘By Friday, I’m so tired I can barely see straight’: The rise of long-distance commuting teachers  ]

For those who are interested in teaching, there are many different pathways you can take into the profession, and they don’t all rely on achieving high points or certain grades in the Leaving Cert.

For primary teaching, there are two main ways to begin your career journey: a four-year Bachelor of Education course in one of the universities and colleges offering the course, or, if you have already undertaken a non-teaching Level 8 undergraduate degree, you can pursue a Professional Master of Education (PME) in Primary Teaching.

There are Leaving Certificate minimum entry requirements in Irish, English and maths for entry to primary teaching programmes and you need to demonstrate competence in the Irish language before entry to the primary PME.

For post-primary teaching, there is no requirement for competence in Irish, unless you want to teach the subject. You can become a post-primary teacher by pursuing a four-year initial teacher education degree, which includes your chosen subjects and teacher training.

Or another route is for an individual to undertake a Level 8 undergraduate degree in curriculum subjects followed by a PME. However, the undergraduate degree must satisfy the Teaching Council requirements in at least one curricular subject to register as a post-primary teacher.

As another alternative pathway, some universities and colleges across Ireland provide special access courses to support access to Initial Teacher Education courses.

But how does one decide if they want to teach primary or secondary education? First, a prospective student should look at the differences between the two streams. While they are both about educating our youth, there are distinct differences.

Professor Holland said both primary and post-primary teachers have deep knowledge of developmental theories and integrate a wide range of processes to foster learning.

“Primary teachers need to weave multiple disciplinary areas in their practice, so have very well-developed interdisciplinary knowledge. Post-primary teachers tend to have deep disciplinary knowledge in two or three subject areas,” she added.

But studying education encompasses more than just the subjects they intend to teach. A successful teacher learns about building appropriate relationships with students and staff, about ethical practices, creativity and innovation.

Professor Holland said: “Transferable skills include but are not limited to: communication and collaboration skills, critical and creative thinking, global citizenship and sustainability literacies, futures literacies, digital literacies, and research competence.”

These skills are fostered through various areas of study, including: psychology of child and adolescent development, philosophy and history of education, sociology, curriculum development, assessment and evaluation, education policy, digital learning, global citizenship and ethical education, inclusive education, research, and education practice/ placement.

“Teacher education programmes may include specific language specialisms, for example Gaeilge, or specific subject knowledge associated with broad disciplinary areas such as natural sciences, humanities, arts, social sciences,” Professor Holland added.

And so, in reality, choosing to study education means the opportunity to learn so much more than just the subjects you might choose to teach.

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"Teachers are at the very heart of communities across Ireland"

Teachers Inspire is an Ireland-wide initiative that seeks to celebrate teachers and recognise the transformative role they play in our lives and in our communities. Acclaimed Author,  Louise O’Neill , returned as this year’s curator and host of the  Teachers Inspire Podcast   where she spoke to influential educators such as  Joyce Abbott, the woman who inspired the hit US series ‘Abbott Elementary’ and previous inspirational awardees. 

Louise said:  “I am extremely proud to have curated and hosted the Teachers Inspire podcast over the past three years. I feel immensely privileged to have listened to, and shared, the stories of so many inspirational educators. Teachers put so much love and hard work into their jobs and have a huge impact on the lives of their students. I have seen first hand how they help to shape future generations, and every single teacher deserves to be recognised for the work that they do.”

The initiative is generously supported by a philanthropic donation from Mr. Dermot Desmond. Commenting on the initiative, 

Mr. Desmond said :  “I truly believe that teachers are the heroes of our society. Teachers had a profound impact on my own life, and the difference they make to the lives of children and young people across Ireland is nothing short of remarkable. I have been delighted to be able to support Teachers Inspire since its inception in 2019, and I would like to sincerely congratulate this year’s awardees and every teacher that was nominated.”

Professor Anne Looney, Executive Dean of Dublin City University’s Institute of Education, said:  “Teachers Inspire celebrates and recognises not only the four fantastic awardees, but the wider teaching community across Ireland who work tirelessly to shape future generations. Teachers have an incredible impact on the lives of children and these awards shine a light on those who go above and beyond every day. Each season of the Teachers Inspire podcast has received a huge response and has helped to inspire the next generation of teachers, including the thousands studying with us in DCU Institute of Education.”

Speaking on Teachers Inspire, Professor Daire Keogh, President of Dublin City University, said:  “Teachers are at the very heart of communities across Ireland, and DCU is extremely proud to be able to celebrate them through the Teachers Inspire initiative each year. The awardees, and every teacher that has been nominated, are representatives of the calibre of educators we are lucky to have in Ireland. Their passion and dedication cannot be underestimated, and I extend my congratulations to the four recipients of this year’s award.”

Awardees stories

Jill Farrell (nominated by Justyna Justyna Brzezicka): Jill Farrell, primary school teacher at St. Nessan’s in Mungret, Co. Limerick was nominated by Justyna Brzezicka, mother of Jill’s past student Aimee, for the huge amount of support and compassion she showed both of them. When Justyna had some concerns about her daughter, Jill explained that  “we need to give our children permission to be themselves and to explore the world in their own time, and not compare themselves to others.” She looked after her pupils’ wellbeing by organising yoga and mindfulness classes for them, and even got fitness superstar Joe Wicks to visit their school. Jill made such an impact that Justyna decided to go back to college to qualify as a Special Need Assistant - going on to work in Jill’s classroom as part of her in course. 

Joe O’Driscoll (nominated by Ellen Sommers): Joe O’Driscoll, a now retired teacher who taught at Carrigboy National School in West Cork, was nominated by a past student, Ellen Sommers. When Ellen was in primary school she struggled to fit in and often felt like an outcast. She recalls Joe helping her feel like she was enough and reminding her not to shrink herself for others, saying  “I felt a constant whisper of ‘keep being you’ from him. When I left for secondary school, I remember crying to my mother because I was so scared of being bullied without his presence. He never forced me to play GAA or feel like I had to fit in. I was simply enough. That’s a lot for a teacher to give a 9 year old.”  Ellen is about to graduate from a Masters at Columbia University and attributes a lot of her life and academic achievements to Joe.

Meg Offiah (nominated by Ryma Halfaoui): Meg Offiah, a teacher in Our Lady of Mercy College, Beaumont, Dublin, inspired a future teacher to “ be confident as a Muslim Algerian.” Ryma Halfaoui, who nominated Meg, explained that she helped her find confidence and become excited to come to school, as she was the only student from a different ethnic and religious background most of the time. Ryma says  “she shared stories of when she first moved to Ireland and what her life is like now, she spoke about her children and made me feel like I could make it in a system I wasn’t quite sure how to navigate.” I was inspired by her at all times!” Ryma later became the first foreign national to do a Bachelor of Education in St. Pats.

Ursula O’Mahoney  (nominated by Caroline Kennedy): Ursula O’Mahoney, previously a teacher at St. Senan’s National School, Enniscorthy now teaching  in Thurles, Tipperary, was nominated by Caroline Kennedy, mother of Aine, who sadly passed away at age five. Aine was non-verbal and had epilepsy and autism, and Caroline recalls how Ursula looked after Aine as if she was her own. Caroline says  “I would often see Ursula sitting on the floor and laughing alongside Aine, and I often recall when Aine first met Ursula that she laughed. I think she was laughing at Ursula’s beautiful curly hair and when it bounced, Aine would have a fit of giggles. She was like a shining light for Aine.”  At the time of Aine’s passing, the family were still processing the death of Aine’s older sister Aoife, who also passed away in 2006 when she was five years old. Ursula supported Aine and her family every step of the way, and had a beautiful memory book created for the family- something Caroline and her family will treasure forever. 

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Special needs education

What is special needs education, special needs education supports, organisations with a role in special needs education, the law on special needs education.

Special needs education is the educational arrangements that are put in place for children with disabilities. Not all children with disabilities have special education needs.

You are a person with special educational needs if your capacity to participate in and benefit from education is restricted due to an enduring physical, sensory, mental health or learning disability.

The Department of Education's policy is to provide special needs education in mainstream settings as far as possible. The Education for Persons with Special Educational Needs Act 2004 (pdf) provides that children are to be educated in an inclusive setting unless this would not be in the best interests of the child or the effective provision of education for other children in mainstream education. You can find out more about ‘The law on special needs education’ below.

The National Council for Special Education (NCSE) has published an information booklet for parents, Children with Special Educational Needs (pdf) .

You can read more about school admission for students with special education needs .

Education for children with special needs may be provided in mainstream classes in mainstream schools, in special classes in mainstream schools or in special schools.

Mainstream classes

Many children with disabilities or special needs are in mainstream classes in mainstream schools. They may get help from learning support and resource teachers and care support from special needs assistants (SNAs). You can read more about these supports for children with special educational needs in our documents on special needs education in primary schools and post-primary schools.

Special classes in mainstream schools

Some children attend special classes in mainstream schools. These classes generally have low pupil/teacher ratios.

Special schools

There are around 140 special schools providing for particular types of disability and special needs. Special schools generally support students with more complex special educational needs in cases where a full time mainstream placement would not be in the student’s best interest.

You can find the special schools in your area on the website on the NCSE website.

Education plans

Under the Education for Persons with Special Educational Needs Act 2004 (the EPSEN Act) each child assessed with a special educational need should have a personal education plan. This system is not yet in place but its implementation is being coordinated by the National Council for Special Education (NCSE) which has published Guidelines for the Individual Education Plan process (pdf) .

The NCSE has also published Implementation Report: Plan for the Phased Implementation of the EPSEN Act 2004. This sets out how the Act can be implemented. However, there is currently no date for the implementation of the assessment of need and individual education plans.

Allocation Model

Since 2017, each mainstream school gets a single allocation of special education teachers. The number of special education teachers allocated to a school is determined by the size of the school and its educational profile.

Schools are provided with the necessary resources in advance so that students with special educational needs can be enrolled into schools and access additional supports. This enables a school to be inclusive and to put in place additional teaching support for students who need it.

You can read more about the allocation model in our document on special needs education in primary and post-primary schools .

Special transport arrangements, including escorts and safety harnesses are available for children with disabilities attending school.

Nursing supports to attend school

The HSE and NCSE have a pilot scheme to put nursing supports in place for children with complex healthcare needs to attend school . You can find out more about  applying for the pilot scheme .

The National Council for Special Education

The National Council for Special Education (NCSE) works with the Department of Education to improve the delivery of special needs education.

• Plans and co-ordinates the provision of education and support services to children with special educational needs (with schools and the Health Service Executive (HSE))
• Plans the implementation of the Education for Persons with Special Needs Act – see above
• Provides information on best practice for the education of children with special educational needs
• Provides information to parents on the entitlements of children with special educational needs
• Assesses and reviews resources for children with special educational needs
• Ensures that progress of students with special educational needs is monitored and reviewed
• Reviews education provision for adults with disabilities
• Advises educational institutions on best practice
• Consults with voluntary bodies
• Advises the Minister for Education on special education matters
• Conducts research and publishes findings
• Nominates a person to carry out an assessment of education need on behalf of the HSE

The Disability Act 2005 provides for an Assessment of Need (AON) to identify your child's health needs and what health services are needed to meet these needs. The assessment is carried out by the HSE for children or young people with a disability. Since 2021, the NCSE must nominate a person to carry out an assessment of education needs on behalf of the HSE when an AON is in process. Find out more about the Assessment of Need for children or young people with a disability .

Since 2017, the Special Education Support Service, the National Behaviour Support Service and the Visiting Teacher Service have moved to the NCSE. The NCSE support service was set up to provide a more integrated service to children and their families as well as to teachers and schools.

The NCSE has published information for parents, including the following:

• Frequently asked questions
• Information on special classes in schools
• Information booklets and pamphlets

Special Educational Needs Organisers

The NCSE employs Special Educational Needs Organisers (SENOs).

SENOs are responsible for resources to support the special educational needs of children with disabilities at local level. SENOs are local points of contact for parents and guardians and schools.

Your local SENO will:

• Provide support and advice to parents and guardians on the facilities services and resources available to assist your child
• Identify possible school placements for your child
• Process applications for resource teacher support for your child
• Assist with applications for transport and Assistive Technology
• Liaise with the school, the HSE and other services
• Help plan for your child when starting school, moving between schools and their life after school.

You can find the contact details for SENOs on the NCSE website.

The National Council for Curriculum and Assessment

The National Council for Curriculum and Assessment (NCCA) advises the Minister for Education on the curriculum and syllabus requirements of students with disabilities or with special educational needs. The Council has published Guidelines for Teachers of Students with General Learning Disabilities.

The NCCA has also produced draft guidelines for teachers of exceptionally able students .

The National Educational Psychological Service (NEPS)

NEPS provides psychological services to primary and post-primary schools , both State and private schools

NEPS provides training and advice to schools on applying for 'reasonable accommodation' in the State examination arrangements for children with disabilities .

In the Irish Constitution there is information about the role of the State in providing education and the rights of parents .

All children have a constitutional right to free primary education and children with special educational needs have the right to free primary education up to age 18.

There have been significant legal changes concerning special needs education.

Education for Persons with Special Educational Needs Act 2004

The Education for Persons with Special Educational Needs Act 2004 (pdf) - also known as the EPSEN Act - provides for the education of children aged under 18 years with special educational needs. The Act focuses on children’s education but there are references to further and adult education. You are a person with special educational needs if your capacity to participate in and benefit from education is restricted due to an enduring physical, sensory, mental health or learning disability. While the Act is passed, all parts of it are not fully in effect.

• Provides that people with special educational needs are educated in an inclusive environment, as far as possible
• Establishes that people with special educational needs have the same right to avail of and benefit from education as children who do not have those needs
• Provides for the greater involvement of parents in the education of their children and decision making
• Establishes the National Council for Special Education (NCSE) on a statutory basis
• Gives statutory functions to the Health Service Executive with regard to the education of people with special educational needs
• Establishes an independent appeals system – the Special Education Appeals Board – where decisions made about the education of people with special educational needs can be appealed

The Act sets out a range of services to be provided to people with special educational needs. These include assessments, education plans and other support services. Parents can seek assessments of a child’s educational needs. Assessments can be initiated by the Health Service Executive (HSE), by a school principal or by the National Council for Special Education. The system for personal education plans is not yet in place and its implementation is being co-ordinated by the NCSE.

The HSE is currently responsible for providing health services to pre-school children and may provide speech and language therapy services. The NCSE will be responsible for providing services to school-going children.

In line with the EPSEN Act, the Department of Education provides supports to children with a disability.

The Special Education Appeals Board and mediation

The 2004 Act provides for alternative methods of dispute resolution and encourages a move away from the courts as the forum for redress. The Special Education Appeals Board was established in 2006 for the resolution of disputes and the determination of appeals and the first Board members were appointed. The Board is not yet in operation.

When the Appeals Board comes into operation, the Act provides for the following:

• If the council refuses to arrange an assessment of a child or to prepare an education plan, the parents of the child or the school principal may appeal to the Appeals Board.
• The Appeals Board will have the power to direct the council to arrange the preparation of an assessment or of an education plan. In this case, the council must comply with the direction of the Appeals Board.
• The Appeals Board may dismiss the appeal of the parents or principal. The 2004 Act also provides for a process of mediation following the exhaustion of any rights of appeal under the legislation.

The Education Act 1998

The Education Act 1998 deals with education generally but emphasises the rights of children with disabilities and with other special educational needs. This Act provides that every person concerned with the implementation of the legislation must have regard to a number of objectives including:

• To give practical effect to the constitutional rights of children including children who have a disability or who have other special educational needs, as they relate to education
• To provide that, as far as is practicable and having regard to the resources available, a level and quality of education appropriate to the needs and abilities of the people of the country

The Minister for Education is obliged, among other things, to ensure that everyone living in Ireland (including people with disabilities and people who have other special educational needs) has available support services and a level and quality of education appropriate to his/her needs and abilities.

The 1998 Act gives the Minister for Education certain functions in respect of funding, including the funding of support services for students with disabilities.

Schools must use their available resources to ensure that the educational needs of all students, including those with disabilities, are identified and provided for.

Boards of Management must use the State resources provided to the school to make reasonable provisions and accommodation for students with disabilities or other special education needs. This includes, where necessary, the alteration of buildings and the provision of appropriate equipment.

The Act also provides that the criteria for funding of schools may allow for the payment of additional grants to schools, having regard to the level of educational disadvantage.

Support services

The 1998 Act defines support services including:

• Assessment of students
• Guidance and counselling services
• Technical aids and equipment, including means of access to schools, adaptations to buildings to facilitate access and transport for students with special needs and their families
• Provision for students learning through Irish sign language or other sign language, including interpreting services
• Speech therapy services
• Provision for early childhood, primary, post-primary, adult or continuing education to students with special needs otherwise than in schools or centres for education

The Education (Provision in Respect of Children with Special Educational Needs) Act 2022 , allows the Minister to direct a school to work with the NCSE and put a special class in place. The Department of Education has published information for schools about providing for children with special education needs .

The Equal Status Acts 2000-2011

The Equal Status Act 2000 -2011, outlaws discrimination in areas of life - mainly the provision of services. The Acts apply to educational services, including private schools and pre-school facilities.

There are certain specific provisions in the Acts in relation to education and some of these deal with people with disabilities or people who have special needs.

The Equal Status Acts outlaw direct and indirect discrimination on a number of grounds including gender, religion, disability, race and membership of the Traveller community.

Under the law, a school may not discriminate in relation to:

• The admission or the terms and conditions of admission of a student
• The access of a student to any course, facility or benefit provided
• Any other term or condition of participation in the school by the student
• The expulsion of a student or any other sanction

Discrimination on grounds of disability

The Equal Status Acts set out certain activities that do not constitute discrimination. The following relate to discrimination on the grounds of disability:

• Schools may make different arrangements for sport for children on the basis of age, gender or disability if these are reasonably necessary.
• Schools will not be considered to discriminate against a student with a disability if compliance with the provisions of the legislation would have a seriously detrimental effect on or make impossible the provision of services to other students.
• In certain circumstances, discrimination on the grounds of disability can occur if there is a failure to do all that is reasonable to accommodate the needs of a person with a disability. If a person with a disability cannot avail of a service without the provision of special treatment or facilities then the service provider may be required to provide such special arrangements if there is only a nominal cost involved.
• The Act includes a provision that clarifies that the nominal cost issue does not prejudice or dilute the various provisions in the Education Act 1998 in relation to children with a disability. It should be noted that these provisions all relate to the use of public funds. This means that private primary schools are only obliged to make special provision for children with disabilities if there is only a nominal cost involved.

Special Education Section

Cornamaddy Athlone Westmeath Ireland

Related documents

• Special needs education in primary schools The arrangements for special needs education in primary schools include learning support/resource teachers and special needs assistants. 2277.6238
• Special needs education: post-primary This document describes post-primary education for students with disabilities. 2200.4453
• School transport for children with special needs Children who are enrolled in State special schools or in special classes in State primary schools may qualify for free transport to school. 2081.9026

If you have a question about this topic you can contact the Citizens Information Phone Service on 0818 07 4000 (Monday to Friday, 9am to 8pm).

You can also contact your local Citizens Information Centre .

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• Bachelor of Education (Primary) (including General, Church of Ireland, Gaeltacht & ISL pathways) Accredited: Mar-23: Report
• Professional Master of Education Accredited: Mar-23:  Report Accredited: 06-Oct-14: Report
• Bachelor of Education (Irish Sign Language) Accredited: 17-Dec-18: Report
• Bachelor of Education Accredited: 27-May-13:  Report
• Bachelor of Education Accredited: 04-Jan-13:  Report

Hibernia College

• Professional Master of Education (Primary) Accredited: 14-Apr-23: Report
• Professional Master of Education Accredited: 01-Apr-14: Report
• Master of Arts in Primary Education Accredited: 07-Jul-14: Report

Marino Institute of Education (Institiúid Oideachais Marino)

• Bachelor of Education Accredited: 28-Nov-23:  Report Accredited: 27-May-13:  Report
• Baitsiléir san Oideachas Trí Mheán na Gaeilge Accredited: 28-Nov-23: Report Accredited: 07-Aug-18
• Professional Masters in Education (Primary Teaching) Accredited: 28-Nov-23: Report Accredited: 07-Jul-14: Report

Mary Immaculate College, Limerick

• Bachelor of Education in Education & Psychology                                        Accredited: Dec-23: Report
• Bachelor of Education (Primary Teaching)
• Accredited: Dec-23: Report
• Professional Master of Education (Primary Teaching)                            Accredited: Dec-23: Report
• Professional Master of Education (Primary Teaching) Accredited: 06-Oct-14: Report
• Bachelor of Education in Education and Psychology Accredited: 27-May-13: Report
• Bachelor of Education Accredited: 04-Feb-13: Report

Maynooth University (Froebel Department of Primary and Childhood Education)

• Professional Master of Education (Primary) Accredited: 31-Aug-22: Report Accredited: 06-Oct-14: Report
• Bachelor of Education (Primary) Accredited: 31-Aug-22: Report Accredited: 27-May-13: Report

Post-primary

Atlantic technological university (including galway-mayo institute of technology & st. angela's college).

• Bachelor of Science in Education (Design Graphics and Construction) Formerly known as Bachelor of Science in Design and Technology  Education Accredited: 28-Nov-23:  Report Accredited: 03-Mar-14:  Report
• Bachelor of Education (Honours) in Art and Design & Communication Graphics Accredited: 28-Nov-23:  Report
• Bachelor of Education Home Economics & Religious Education Accredited: 14-Mar-22: Report
• Bachelor of Education (Home Economics) Accredited: 14-Mar-22: Report
• Bachelor of Education Home Economics & Gaeilge Accredited: 14-Mar-22: Report
• Bachelor of Education Home Economics & Biology Accredited: 14-Mar-22: Report
• Bachelor of Education (Honours) in Art, Design and Graphics Accredited: 11-Oct-21: Report
• Bachelor of Arts (Education) Home Economics and Gaeilge and Professional Master of Education (with Home Economics) Accredited: May 2015: Report
• Bachelor of Arts (Education) Home Economics and Biology and Professional Master of Education (with Home Economics) Accredited: May 2015: Report
• Bachelor of Arts (Education) Home Economics and Religious Education and Professional Master of Education (with Home Economics) Accredited: May-15: Report

Dublin City University (Including Mater Dei Institute of Education)

• Bachelor of Education (Gaeilge and French, Spanish or German) Accredited: Mar-23:  Report Accredited: 01-Jul-19:  Report
• Bachelor of Science in Science Education Accredited: Mar-23:  Report Accredited: 17-Dec-13:  Report
• Bachelor of Science in Physical Education with Biology Accredited: Mar-23:  Report Accredited:17-Dec-13:  Report
• Bachelor of Science in Physical Education with Mathematics Accredited: Mar-23:  Report Accredited: 17-Dec-13:  Report
• Bachelor of Religious Education & English, History or Music Accredited: Mar-23:  Report Accredited: 03-Mar-14:  Report
• Professional Master of Education Accredited: Mar-23:  Report Accredited: 01-Apr-16:  Report Accredited: 12-May-14:  Report
• Bachelor of Education in Technology, Engineering and Graphics (provided jointly with Technological University of the Shannon) Accredited: 08-Nov-22:  Report
• Professional Master of Education (Post-primary) Accredited: 14-Apr-23:  Report Accredited: 01-Apr-16:  Report Accredited: 26-May-14:  Report

Mary Immaculate College (St Patrick’s College, Thurles)

• BA in Education                                                                                                            Accredited: Dec-23: Report
• Bachelor of Arts in Education, Business & Mathematics Accredited: Mar-21: Report
• BA in Education, Mathematics and Gaeilge Accredited: 09-Mar-20: Report
• Bachelor of Arts in Education, Business Studies & Religious Studies Accredited: 17-Dec-12: Report
• Bachelor of Arts in Education, Business Studies & Accounting Accredited: 17-Dec-12: Report
• Bachelor of Arts in Education, Irish and Religious Studies Accredited: 17-Dec-12: Report
• Bachelor of Arts in Education, Irish and Business Studies Accredited:17-Dec-12: Report

Maynooth University (Formerly National University of Ireland Maynooth)

• Professional Master of Education Accredited: 13-Sep-22:  Report Progress Report: 01-Apr-16:  Report Accredited: 14-Oct-13:  Report
• Bachelor of Science with Education & Professional Master of Education Accredited: 13-Sep-22: Report
• Bachelor of Science in Mathematics Education Accredited: 17-Dec-12:  Report
• Bachelor of Science in Science Education Accredited: 17-Dec-12:  Report

National College of Art and Design

• Professional Master of Education (Art and Design Education) Accredited: 28-Nov-23: Report Progress Report: 01-Apr-16: Report Accredited: 26-May-14: Report
• BA (Joint Hons) in Education and Design or Fine Art Accredited: 28-Nov-23: Report Accredited: 12-May-14: Report

Technological University of the Shannon (Including Limerick Institute of Technology)

• Bachelor of Education Art & Design Accredited: 14-Dec-20: Report
• Professional Master of Education (Art & Design) Progress Report: 01-Apr-16: Report Accredited: 7-Jul-14: Report

Trinity College, University of Dublin

• Professional Master of Education Accredited: 28-Nov-23: Report Progress Report: 01-Apr-16: Report Accredited: Dec-13:  Report
• Bachelor in Music Education Accredited: 28-Nov-23: Report Accredited: 17-Dec-13: Report

University College Cork (including Crawford College of Art and Design, and Cork IT/MTU)

• Bachelor of Education (Hons) Physical Education, Sports Studies & Arts
• Formerly Bachelor of Education, Sports Studies &  Physical Education Accredited: May-23: Report Accredited: 07-Jul-14: Report
• Bachelor of Science in Education Accredited: May-23: Report Accredited: 14-Oct-13: Report
• Bachelor of Education Gaeilge Accredited: May-23: Report
• Professional Master of Education – Art & Design Accredited: May-23: Report Progress Report: 01-Apr-16: Report Accredited: 14-Oct-13: Report
• Professional Master of Education Accredited: May-23: Report Progress Report: 01-Apr-16: Report Accredited: 14-Oct-13:  Report
• Bachelor of Education Gaeilge with other languages or Maths Accredited: 12-Oct-20: Report

University College Dublin

• Bachelor of Education in Education, Gaeilge & Modern Languages Accredited: 26-May-23: Report Accredited: 16-May-22: Report
• BSC in Mathematics & MSC in Mathematics & Science Education: Computer Science Accredited: 26-May-23: Report Accredited: 07-Mar-22: Report Final Report
• Professional Master of Education Accredited: 26-May-23: Report Progress Report: 01-Apr-16: Report Accredited: 14-Oct-13:  Report
• MSC in Mathematics & Science Education: Applied Maths & Maths Accredited: 26-May-23: Report Accredited: 17-Dec-12: Report
• MSC in Mathematics & Science Education: Biology & Maths Accredited: 26-May-23: Report Accredited: 17-Dec-12: Report
• MSC in Mathematics & Science Education: Chemistry & Maths Accredited: 26-May-23: Report Accredited: 17-Dec-12: Report
• MSC in Mathematics & Science Education: Physics & Maths Accredited: 26-May-23: Report Accredited: 17-Dec-12: Report

University of Galway (formerly National University of Ireland, Galway) Ollscoil Na Gaillimhe

• Bachelor of Education (Computer Science and Mathematical Studies) Accredited: 06-Jan-23:  Report Progress Report: 11-Oct-21:  Report Accredited: 01-Jul-19:  Report
• Bachelor of Arts in Mathematics and Education Accredited: 06-Jan-23:  Report Accredited: 17-Dec-12: Report
• Professional Master of Education Accredited: 06-Jan-23:  Report Progress Report: 01-Apr-16:  Report Accredited: 14-Oct-13:  Report
• Máistreacht Gairmiúil san Oideachas Accredited: 06-Jan-23: Report (Irish) Report (English) Progress Report: 01-Apr-16: Report Accredited: 14-Oct-13: Report

University of Limerick

• Bachelor of Science with Mathematics and Computer Science Accredited: Mar-23:  Report Accredited: 11-Oct-21:  Report
• Bachelor of Education in Languages Accredited: Mar-23:  Report Accredited: 12-Oct-20:  Report
• Bachelor of Science in Physical Education (with English, Gaeilge, Geography or Maths) Accredited: Mar-23:  Report Accredited: 20-Apr-15:  Report
• Bachelor of Science (Education) in Biology with Chemistry or Physics or Agricultural Science Accredited: Mar-23:  Report Accredited: 20-Apr-15:  Report
• Bachelor of Science (Education) in Physical Science with Chemistry & Physics Accredited: Mar-23:  Report Accredited: 20-Apr-15:  Report
• Bachelor of Education in Graphics & Construction Technology Formerly Bachelor of Technology (Education) in Materials &  Architectural  Technology Accredited: Mar-23:  Report Accredited: 15-Dec-14:  Report
• Bachelor of Education in Graphics Engineering & Technology Formerly Bachelor of Technology (Education) in Materials &  Engineering  Technology Accredited: Mar-23:  Report Accredited: 15-Dec-14:  Report
• Professional Master of Education Accredited: Mar-23:  Report
• Masters in Education (Business) Progress Report: 01-Apr-16:  Report Accredited: 06-Oct-14:  Report
• Masters in Education (Languages) Progress Report: 01-Apr-16:  Report Accredited: 06-Oct-14:  Report
• Masters in Education (Music) Progress Report: 01-Apr-16:  Report Accredited: 06-Oct-14:  Report
• Masters in Education (Physical Education) Progress Report: 01-Apr-16:  Report Accredited: 06-Oct-14:  Report
• Masters in Education (Technology) Progress Report: 01-Apr-16:  Report Accredited: 06-Oct-14:  Report
• Masters in Education (Mathematics) Progress Report: 01-Apr-16:  Report Accredited: 06-Oct-14:  Report

Further Education

University college cork.

• Postgraduate Diploma in Further Adult & Community Education (PDFACE) Accredited: 18-September-2023: Report

Dublin City University

• Bachelor of Science in Education & Training (Further, Adult and Continuing Education) Accredited: 27-May-13: Report

Marino Institute of Education

• Professional Diploma in Education (Further Education) Accredited: 27-May-2013: Report
• Professional Diploma in Education (Further Education) Accredited: 14-Oct-13: Report
• Graduate Diploma in Adult & Further Education Accredited: May-12: Report

Maynooth University (National University of Ireland Maynooth)

• Higher Diploma in Further Education Accredited: 17-Sep-12: Report
• Master of Arts in Socially Engaged Art: (Further Adult & Community Education) Accredited: Oct-13: Report

National College of Ireland

• The Post Graduate Diploma in Arts in Educational Practice, in Teaching for Further Education (Formally  Postgraduate Diploma in Arts in Learning and Teaching) Accredited: 11-Jun-12: Report

South East Technological University (formerly Waterford Institute of Technology)

• Bachelor of Arts (Hons) in Teaching in Further Education and Adult Education Accredited: 12-Jun-12: Report
• Postgraduate Diploma in Teaching in Further Education (F/T) Accredited: 12-Jun-12: Report
• Postgraduate Diploma in Teaching in Further Education (P/T) Accredited: 12-Jun-12: Report

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