Transforming Education, Transforming Lives
We offer a range of taught and research programmes to doctoral and masters level and have a distinguished record in providing continuing professional development. The Institute courses are delivered in a context characterised by innovation and development, scholarship, research and excellence in teaching and learning. Embedded in our programmes is a deep commitment to equity, social justice and inclusion. Students who undertake our courses will have a formative impact on development within schools, workplaces and the broader education community. We see this as both a responsibility and a privilege, and work hard to ensure that our programmes meet your needs.
Initial Teacher Education
This programme equips students with the principles, curriculum knowledge and pedagogical understanding with which to begin their teaching careers as competent professionals. The programme is responsive to the changing contexts of primary education, offering student teachers opportunities to engage critically with the interface between society and education. As with any professional course, the Professional Master of Education is intensive and requires a considerable commitment from students. It is also a rewarding and interesting experience and you will find that you have been comprehensively prepared for your teaching career.
Course Information » PAC Code DC970
Do you believe that your efforts and commitments can inspire a young person to achieve great things? As a teacher in a second-level school, it is the quality of the relationships that you form with your students that will define their experience of school and encourage, enlighten and challenge them to achieve the highest standards possible for themselves. Without doubt schools in Ireland are now defined by a diversity of races, faiths, cultures, social and economic backgrounds. If you think you have the courage to work in this way then you should consider becoming a teacher. By contributing to the development of a young person's values and character you influence not just the quality of one person's life but the quality of the whole of society. The Professional Master of Education is a full-time teacher education qualification delivered through evening and flexible learning modes for those who hold an approved undergraduate degree and who wish to become teachers in second-level schools.
Certificate and Diploma
The aim of the programme is to equip teachers with the necessary knowledge and skills to teach religious education in Catholic primary schools. Boards of Management in Catholic primary schools will normally require a qualification to teach Religious Education. The Certificate in Religious Studies (CRS) fulfils this condition of employment. As well as being a recognised qualification in Ireland, the CRS is also accepted by most Catholic elementary school in the UK, North America and Australia.
|22-23-24 Aug 16||Summer Programme*, Face-to Face and online content||Religious Education 1 and Christian Foundations|
|Oct/Nov 16||Online||Liturgy and Sacraments|
|Feb/Mar 17||Online||Moral Theology|
|21-22-23 Aug 17||Summer Programme*, Face-to Face and online content||Religious Education 2 and Creed and Trinity|
*EPV days normally apply (subject to DES sanction)
The philosophy underlying the Graduate Certificate/Diploma is embodied in the overall aim of the course:
to develop the knowledge, skills and expertise of teachers thus enhancing the provision of appropriate education for children and young people with special educational needs. This is a one-year, part-time programme consisting of three modules, delivered through distance learning modes and on-site learning at St Patrick’s Campus. The programme is based on participants being released from their schools to attend the course venue for up to three weeks over the academic year. The Distance Learning elements of the course include online lectures and a Discussion Forum. Content of the course will focus specifically on theory and practice related to Autistic Spectrum Disorder.
DES Circular will issue in January 2017 giving eligibility criteria and application form.
The closing date for receipt of Applications will be advised on the Circular.
Funding is provided by the DES and no fee or registration charges will apply for eligible applicants. Teachers will continue to receive their salary in the usual way and substitution will be covered. Graduates of this Certificate may be eligible to progress onto the Graduate Diploma in Inclusive Education, Learning Support and Special Education and subsequently onto the Masters in Special Educational Needs.
The School of Inclusive and Special Education offer a Graduate Diploma in Inclusive, Learning Support and Special Education. It runs from September 2016 to June 2017 and involves a blended model of delivery incorporating block release from school/centre for eight weeks, on-line learning and attendance on four Saturdays during the year. In order to participate in the programme, teachers will need access to a computer and broadband internet access. Particular expertise has been developed within the programme that relates to the inclusion of students in primary, post-primary and special schools (for example, those with severe and profound general learning disability) and other education centres.
Funding is provided by the DES and no fee or registration charges will apply for eligible applicants. Teachers will continue to receive their salary in the usual way and substitution will be covered. Those who successfully complete the Post-Graduate Diploma, and who meet entry requirements, are eligible to seek admission to the Masters in Special Educational Needs.
|Principles and concepts of inclusive and special education|
|Assessment, profiling and planning|
|Teaching, planning and learning for all|
|Learner identity and educational implications|
|Collaboration and leadership|
|Reflective practice and enquiry|
|Choice of elective modules|
Delivery of the Programme
The course is a one-year, part-time postgraduate diploma programme delivered in a blended model eight weeks of block-release during the academic year at the course venue, four Saturdays of face-to-face tuition and online learning.
Provisional Calendar for 2018-2019
The programme will include three sets of block release from your school/centre during the year:
- Block 1: Friday 21st September to Friday 19th October
- Block 2: Monday 28th January to Friday 8th February
- Block 3: Tuesday 19th March to Friday 29th March
- 10th November
- 24th November
- 9th February
- 9th March
In addition, there will be some live, online classes, further details of which will be made available throughout the programme.
The Professional Certificate/Diploma in Special and Inclusive Education is designed to equip mainstream teachers to respond effectively to the diverse needs of pupils in today’s inclusive schools and classrooms. Serving the needs of pupils with diverse special educational needs is now the responsibility of all teachers and all schools and no longer the sole remit of specialist teachers. This flexible online course facilitates access regardless of geographical or other constraints. Having completed a foundation module on special and inclusive education, teachers will then choose from a range of specialist elective modules, which includes topics such as Understanding Autism: Effective Management and Teaching Strategies, Dyslexia, Mild General Learning Disabilities and Challenging Behaviour.
Course Information » PAC Code DC841(Sept) / DC842(Jan) | Frequently Asked Questions
The MA in Chaplaincy Studies and Pastoral Work course provides the academic, pastoral, spiritual, personal and professional development for those already working or wishing to work in the above contexts who seek to enrich their skills in the areas of Faith Development, Chaplaincy and Chaplaincy Coordination.
Course Information » PAC Code DC980 (Full-time) | DC981 (Part-time)
As a graduate programme, participants will develop research skills in specific topics in religion and education. Upon successful completion of this programme the graduate will be able to:
- Demonstrate knowledge and understanding of current issues in Religion and Education
- Demonstrate a capacity for in-depth research in specific topics of RE
- Develop complex analytical and interpretative skills in the spheres of Religion and Education
- Assume responsibility for work within professional and pastoral contexts, with individuals and groups
- Investigate and reflect on educational, religious and theological values and thereby contribute effectively to change in society.
The Master of Education is designed for educators who wish to pursue in-depth study in education for both professional and personal development. This programme offers the opportunity to educators to expand their knowledge within a special option. It combines educational theory and applied studies and assists learners in the development of up-to-date knowledge in a chosen area of specialisation and beyond. The programme incorporates current educational thinking and the most effective pedagogical practices within a wide range of contemporary educational issues. The key focus of the programme is that it offers students an opportunity to develop expertise in a chosen field, to critically reflect on your own practice and thinking, while also engaging with educational research and theory. The on-going commitment is to provide our students with the highest academic standards in teaching, learning and research, while supporting and fostering differing learning styles and needs.
The MEd is a two year part time programme. In the first year students undertake three core modules and three modules in their chosen special option, In the second year of the programme students undertake a thesis with the support of a supervising tutor.
Overview Document »
This Master’s degree with an option in Literacy Studies in Education is designed to expand the knowledge and skill base of those with an interest in literacy policy, theory, research and practice. It is particularly suitable for primary and second level teachers who wish to develop their understanding of issues relating to literacy at theoretical and practical levels including word-level processes, comprehension, writing, digital and multimodal literacies, prevention and early intervention of literacy difficulties, and addressing literacy in diverse contexts. The course includes an emphasis on conducting research in literacy learning and on preparing teachers to use research-based teaching methods to improve the quality of their teaching. The course also encourages students to become literacy leaders in their schools and school systems.
Module 1: Literacy in the Early Years
This module focuses on literacy in the early years of primary school. The foundations of early literacy are explored from theoretical perspectives and a range of models and processes examined. How these perspectives influence classroom instructional models is also an important element. Key components of high quality early literacy programmes and the essential skills and strategies to be developed in these programmes are also analysed. How teachers may help children develop into lifelong readers, writers, thinkers and communicators is a key consideration as is developing the agency and creativity of the child
Module 2: Literacy at Upper-Primary and Lower-Secondary Levels
This module focuses on literacy in upper-primary and lower-secondary schooling. It covers both theory and practice in reading, writing and communication. Both ‘traditional’ and ‘new literacies’ are considered, and links are established between the two. The critical role of assessment in effective teaching and learning is examined. Special attention is paid to the understanding the needs of English language learners.
Module 3: The Changing Contexts of Schools: Promoting Equity and Access
This module focuses on prevention, early intervention, and remediation of literacy difficulties. It seeks to build on students’ understanding of the processes underpinning reading, writing and communication, and on their understanding of research methodology, by providing opportunities to examine and evaluate early intervention and support programmes. Particular attention is paid to addressing the literacy needs of pupils with specific learning disabilities/dyslexia, and those attending school in economically-disadvantaged communities. Finally, how schools may become agents of change and promote collaborative environments that support teachers as creative and critical practitioners is examined.
Co-ordinator: Dr Eithne Kennedy
Module 1: Theory to Practice in Physical Education
This module is designed to support students to develop deep expertise in theory of physical education. Examination of why teachers teach the way they do will draw participants towards examining teacher beliefs and theories of socialisation. Curriculum and instructional models will be explored as students strive to enhance their teaching of physical education. Exploration of best practice related to particular strands within programmes of physical education for primary school children will provide participants with practical opportunities to build on their experience of teaching physical education. Assessment of children’s achievements in physical education will form a key area of the exploration of best practice informed by the growing body of literature related to assessment in physical education and underpinned by the use of digital technology.
Module 2: Fundamental Movement Skills, Physical Literacy and Beyond
Current thinking related to the development of children’s fundamental movement skills (FMS) and the physical literacy of children will be investigated. Developmentally appropriate activities will be explored and creating an environment for participation that promotes development of FMS and physical literacy will be a key focus. Consolidation and mastery of specific skills will be examined to help participants build on this early development of basic skills and to ensure that the child is provided with a wide variety of opportunities within different settings to develop more specialised skills. This module while focussed on skill development will prompt students to reflect on how physical education meets affective and cognitive aspects of child development also.
Module 3: Health, Wellbeing and Physical Education moving forward
Current issues in physical education will be examined including children’s participation in physical activity and physically active play. A key focus of this module will be to help teachers to support children to make connections between their learning in physical education and their wider participation in physical activity. Participants will examine how they might increase physical activity levels within the physical education lesson and within the school day. The role of physical education within outdoor learning will be explored. There will be a focus on using outdoor environments to explore the variety of opportunities for learning within physical education that they offer.
Co-ordinator: Dr Frances Murphy
The Special Option Leadership in Science Education will provide participants with opportunities to engage with and reflect on a range of issues relevant to the teaching and learning of science. Students will be encouraged to implement current developments in science educational research in their own practice-based contexts and will be supported in developing the requisite knowledge and expertise to become leaders in science education in schools and the wider education community. A range of methodologies will be utilised throughout the three modules including: workshops, lectures, fieldwork, discussions, debate, student presentations and action research. The Leadership in Science Education Module comprises three modules;
- Leadership in Science Education: Addresses issues around professional development, role of the science coordinator in schools, assessment, resources, and whole school planning.
- Creative Pedagogy: Affords participants with opportunities to engage with and reflect on a range of innovative methodologies for teaching science aimed at supporting the development of children’s scientific skills and knowledge and promoting greater interest and more positive attitudes towards science.
- Current Issues in Science Education: Introduces participants to the literature and pedagogies relating to a range of current issues in science education. For example: Education for Sustainability, Outdoor learning, Nano-Science.
Co-ordinator: Dr Cliona Murphy
The special option is taught by experts in Geography Education, History Education and Local Studies, to support you in creating and leading excellence in practice in these essential areas of the curriculum. The course is suitable for teachers at all levels as well as those working in education roles other than in schools. This option is aimed at all but will be particularly useful if you are working on new programmes, such as the revised Junior Certificate Programmes as well as the changing Primary School Curriculum.
The modules are both thought-provoking and active; collaborative activity between lecturers and students both in and outside of the classroom is a particular feature. We have flexible options regarding timing and delivery of the modules, depending on your needs.
You will engage with key issues in teaching and learning Geography, History and Local Studies and will be enabled to develop your practice through engagement with enquiry-based approaches and learning activities, which promote creative, active and participatory learning. The theory and research underpinning History and Geography Education will be critically examined, with particular emphasis on understanding how children and young people think about the world, locally, globally, past, present and future. The modules are practical in orientation and you will be facilitated in applying that theoretical and research-based body of knowledge to classroom practice and to develop the knowledge and skills needed to develop classroom and whole school practice in your local context.
The Geography, History and Local Studies options will also build your capacities for post-graduate research and on completion of your modules you will design and execute a research study in an area of your choice which will deepen your understanding and expertise in the area.
On completing this special option you will be equipped to take on roles in your work setting with a focus on pedagogical leadership. Previous students of this Special Option have taken on leadership roles as subject leaders in their schools, school principals and teacher educators.
Co-ordinator: Dr Susan Pike
Module 1 - Computation Thinking: Design and Build to Learn
This module focuses on designing and constructing using computation materials and programming environments such as Scratch, BeeBots. WeDO / EV3 Lego Education materials. The emphasis will be on reflective learning practices as students engage in hands-on experimentation and critical analysis of construction-oriented learning experiences to explore strategies for supporting interest-driven, project-based, collaborative approaches to learning through the lens of interaction design and constructivist/ constructionist learning theory. This is supported by readings, school visits and ongoing dialogue centred on how these experiences connect to theory and classroom practice. Case studies of innovative teaching and learning initiatives are also used to provide a focus for critical evaluation.
Module 2 – Gaming to Learn
While the use of games in education is not new, the use of digital games is comparatively recent. Increased broadband, ubiquitous availability of a wide range of devices and the growth of online communities presents us with a “unique set of engaging tools and techniques, based upon games mechanisms such as competition, narrative, missions and quests” (Whitton, 2014, p. xiii). This module will explore game theory, thinking and practices as a set of tools, approaches, methods and frameworks for learning. Critical engagement with the literature as well as hands on experience of playing with and designing of games will form a core part of this module which will enable participants recognise the power of play using these new tools and will extend their current understanding of how games can be used for learning.
Module 3 – Confronting Change: Designing for "Deep Learning" in the 21st Century
This module is designed to challenge participants’ understandings of what being digital in learning can look like in the 21st century. Through exploration and interrogation of international and national policy documents, change theory, international frameworks, and research literature, participants will be guided to a) identify, understand and design learning environments that provide learners with opportunities to build 21st century skills; and b) draw on key concepts related to change theory & policy to design effective and relevant eLearning Plans for their school/education contexts.
Coordinator: Dr Deirdre Butler
MEd (Socially Inclusive Music Education) Dr Regina Murphy Dr Francis Ward Dr Marie Louise Bowe Integrating a range of perspectives spanning philosophy, psychology, sociology and extant research, this special option provides a broad theoretical framework that paves the way for deeper understanding and engagement with music education in socially inclusive contexts at all levels, from early childhood through to further education. Individual modules explore avenues to overarching dimensions of music in education contexts—listening, performing and composing music, as well as various forms of musical representation—through critique of theoretical frameworks, relevant research and applications of music education in various formal, informal and non-formal educational settings, including virtual and real learning environments. Modules are presented in a blended format, enabling participants to participate in real musical encounters while maintaining further opportunities for extended critique through synchronous and asynchronous online modes.
- Module 1 : Socially inclusive musical encounters through listening, movement and dance Module 2: Theories and practices to support social inclusion in performing and notating music Module 3 : Socially inclusive models of composing and creativity
Co-ordinator: Dr Francis Ward
This option will enable you to develop your understanding, knowledge and skills in global citizenship and human rights education, with special emphasis on the Convention on the Rights of the Child and its application to children and young people in formal and informal educational settings. The course is targeted at teachers, school leaders and other education practitioners who wish to apply democratic and human rights principles in their practice and to empower children and young people to engage critically with global issues. In your second year, you will engage in research relating to global citizenship and/or human rights education.
Module 1: Children's rights and human rights: A framework for education
This module offers the opportunity to develop your understanding of how international human rights frameworks influence the lives of children and young people and frame local and global approaches to education. Through an engagement with contemporary issues and the latest research in the field, the module will explore multiple perspectives on human rights and children’s rights. It considers how international human rights frameworks, such as the United Nations Convention on the Rights of the Child, have implications for developing classroom practice, managing educational organisations such as schools, and for organising education systems as a whole. Using active and participatory methodologies, this module investigates the synergies between children’s rights education and social constructivism. It explores concepts such as child-led learning and enquiry-based learning as approaches offering authentic contexts for children’s decision-making. The module provides a critical exploration of the different models of child participation such as student councils and green school committees. The module models rights-based practice which can inform the planning, practice and promotion of children’s rights in education settings.
Module 2: Teaching and learning the big local and global issues
This module will examine the field of global citizenship education and engage with big issues of the 21st century such as climate change, sustainability, migration, conflict, poverty and gender. The role of education in responding to these critical current issues will be discussed. The module will draw on key theories and research in the related fields of development education, citizenship education and social justice education and consider underpinning and crosscutting theoretical frameworks and concepts. Participants will have opportunities to explore their own perspectives and positions on these big issues, in addition to examining the role of teachers in bringing local and global justice-based issues to classrooms and schools.
Module 3: Human rights and global citizenship education in practice.
This third module will focus on human rights and global citizenship education as practice in schools and other educational settings. It will foreground participative pedagogies and critical thinking and will explore whole school approaches which promote local and global citizenship and human rights education. Global justice content will be explored in the context of different curriculum areas and as an opportunity for cross-curricular integration. The module will consider how to scaffold and progress key concepts in this area with exploration of methodologies used from preschool to adulthood. Assessment and inclusion in teaching and learning in this area will also be explored. Engagement with different agencies supporting human rights and global citizenship education including, governmental and non-governmental organisations, will also be considered.
Coordinator: Rowan Oberman
The Special and Inclusive Education Option focuses on professional and theoretical knowledge and understanding in the area of special educational needs and inclusive education. It allows participants to explore concepts, policies, issues and practices relevant to teaching and learning of students with special educational needs and disabilities. This option welcomes applicants from primary and post-primary contexts and has a blended mode of delivery. There are three modules in the option.
Module 1: Concepts and Contexts of Special and Inclusive Education looks at key concepts and theoretical perspectives associated with special educational needs, disability and inclusion, and the attendant implications for policy, legislation and practice. International frameworks, understanding and provision in relation to inclusive education in different countries are examined.
Module 2: Assessment and Planning for Individually Relevant Learning concentrates on practice and works with participants to develop their diagnostic assessment skills in order to accurately identify an individual student’s current level of performance, strengths and priority learning areas and to plan appropriately to address these learning areas in varying contexts and school settings.
Module 3: Leadership for Special and Inclusive Education looks at the challenges of inclusion and implications for leaders and leadership in schools. Managing and sustaining change, teams and team building, conflict, working with parents and inter-agency collaboration are explored.
Two of the modules (first and third above) are delivered through a blended mode of delivery where participants can choose to attend on campus or via live classroom online, with an online mode of delivery for the second module. Participants undertaking this option will experience a variety of pedagogical approaches and have ample opportunity to relate course material to practice, with online access to supportive module-related resources.
Course coordinator: Órla Ní Bhroin
MEd in Educational Leadership is for teachers at all levels who seek, or are currently in, leadership roles. This course offers participants the opportunity to undertake a general study of the theory and practice of educational leadership. The course aims at enabling participants to understand and critique theories and practices of educational leadership in light of both current research and professional experience. The integration of theory and practice is fundamental to the course. Students will study three modules in educational leadership: Unpacking Leadership and Management in Education; Leading Learning in Schools and Leading in an Age of Accountability: Exploring Policy and Practice.
Co-ordinator: Professor Catherine Furlong
The MEd special option provides three complementary perspectives on teaching and learning that enable practitioners to gain a deeper understanding of their everyday work in schools. First, the sociological lens prompts teachers to consider the issues presented to them in their classroom that may be within or outside their locus of control. Psychology provides the second avenue to teaching and learning, and addresses how teachers may apply psychological theories to implement transformational strategies in their classrooms and schools. Finally, the module on teacher identity requires teachers to consider how their personal experiences, relationships and societal influences shape who they are and consequently, how they teach.
Co-ordinator : Dr Regina Murphy
The Master of Education in Literacy Professional Practice is designed for classroom teachers who are seeking to develop deep expertise in literacy theory, research and evidence-based practices. The programme of study draws on a wide variety of theoretical models and processes, perspectives, instructional models, curricular frameworks, and policies in relation to literacy. There is a particular emphasis on preparing participants to take on leadership roles in literacy, to promote schools as collaborative learning environments that support teachers as critical and creative literacy practitioners and to lead schools in developing a responsive evidence-based comprehensive balanced literacy framework for the inclusive primary school and classroom. Opportunities will be presented to participants throughout the course to focus on Literacy Professional Practice in the Irish language if they wish to do so. The programme addresses five key areas of knowledge and practice:
- Theoretical perspectives underpinning literacy development and instructional models to develop the cognitive, creative, aesthetic and affective dimensions of literacy in L1 and L2
- Disciplinary knowledge, practice and perspectives on developing literacy across the curriculum
- Prevention and early intervention of literacy difficulties
- An inquiry stance to literacy planning, teaching, learning and assessment and research skills required to engage in inquiry
- Literacy leadership skills to support schools in developing effective and culturally responsive whole school approaches to literacy
Next intake to the programme: September 2017.
Application deadline: 31 July 2017.
The Master of Education in Specific Learning Difficulties (Dyslexia) provides teachers with a high-quality level of professional knowledge and understanding, which enables them to teach students with dyslexia as well as carry out assessments for students who have a specific reading or writing difficulty and may have dyslexia. On completion of course requirements, students are also eligible for associate membership of the British Dyslexia Association (AMBDA). The programme addresses three core areas of knowledge and practice:
- understanding the development of language and literacy learning
- identifying and assessing specific learning difficulties/dyslexia
- managing curriculum-based interventions and evidence-based practice and support.
Next intake to the programme: September 2017.
Application deadline: 16th June 2017.
This qualification is designed for serving teachers seeking master’s level accreditation for the highest standards of structured, evidence-based teaching, reflection and action in their own classrooms and schools. The MTeach provides a learning opportunity in which the study of teaching, and in particular, the study of one’s own teaching, can be an evolving, fulfilling and collaborative experience where practitioners theorise their practices, generate personal theories of practice, and learn to articulate the importance and significance of doing so.
The overall outcome of the MTeach is to ensure that educational practitioners are better equipped to address the challenges of pedagogy in the 21st century whilst the principles that underpin the MTeach mean that schools will be better placed to meet individual pupils’ learning needs as teachers take a practice-based qualification that is tailored to their personal and professional needs. DC985 Master of Teaching (Standard Route) running in 2017.
The Standard Route through the MTeach provides opportunities for teachers and other educators to consider their work as dynamic, reflective practitioners from a broad perspective throughout each of the modules. The programme begins with the core modules: 1, 2 and 3 where the focus lies on the teacher as an inquiry-oriented, reflective practitioner and self-directed professional who seeks to improve his or her practice. In Modules 4, 5 and 6 stimulating explorations of curriculum theory, assessment, and the workplace as a learning community encourage the practitioner to consider aspects of teaching from theoretical vantage points that are then applied to classroom contexts in accessible ways. Thus, the everyday work of teachers in their planning, interactions with curriculum documents or textbooks, assigning of homework, engaging with parents, assessing and reporting on pupil progress are all topics for exploration and discussion. Lastly, modules 7 and 8 concentrate on the teacher as a practitioner-researcher. Participants take a course in research methods and complete a dissertation that is located primarily in their own teaching context and based on a topic of their choice. .
The Masters in Special Educational Needs (MSEN) is a blended programme open to qualified experienced teachers working in primary and post-primary schools, in special schools or classes or in other recognised educational centres. Applicants must already have completed a recognised postgraduate diploma programme of continuing professional development for teachers involved in learning support, inclusive or special education. The aim of the programme is to develop teachers' knowledge and skills in analysing, critiquing and applying research literature in the area of special and inclusive education and in carrying out research relevant to children and young people with learning difficulties or special educational needs.
The MSc. in Education and Training Management (eLearning) is a two-year part-time programme. Current participants on the programme are drawn from the widely varying fields of education (primary, post-primary, third level, adult education), corporate training, industry, health, professional organisations, NGO's, government departments and state agencies.
Previous participants, who took part in a recent programme survey, highlighted the safe and collaborative learning environment; a supportive structure enabled participants to flourish creatively and become leaders of change in their organisations. The practical and student-centered approach to learning was also revealed insofar as the course is tailored to meet practitioners' needs in the workplace.
Return on Investment
Past graduates have highlighted the following benefits:
- Career development i.e. promotions or opening up of new career opportunities
- Application of multi-media and digital skills
- Specialist knowledge: theories of learning, philosophy, implications of brain research to learning, instructional design, change management, reflective practice and computational thinking
- Personal development i.e. increased confidence and sense of well-being
Participants are invited to participate in the research activities organised by the International Centre for Innovation and Workplace Learning.
The Institute offers the two-year part-time M.Sc. in Education and Training Management Leadership programme. . It is suitable for those working as, or aspiring to be, leaders in education and training contexts. In the current context the strategic leadership of education and training will be vital to the economic and social goals that have been established for Ireland. Current participants on the programme are drawn from the widely varying fields of education (primary, post-primary, third level, adult education), corporate training, industry, nursing, government departments and other state agencies.
Course Information » PAC Code DC900
The overall aim of the M.Sc. in Guidance Counselling two year part-time programme is to provide students with a standard of excellence in the knowledge, skills and understanding necessary for practice in the field of personal, education and career guidance and counselling. This professional programme will suit those already working indirectly in these three areas, without a recognised qualification and those seeking to establish a career and therefore need to undergo initial education and training. Students come from a diverse range of backgrounds, including second level teaching, adult education and HR.
Course Information » PAC Code DC906 | 2016 Application Information
The Professional MA in Healthcare Chaplaincy offers students a multidisciplinary approach to Healthcare Chaplaincy. It provides academic, pastoral, spiritual, personal and professional education for people who wish to work in Healthcare settings. The programme is designed for those wishing to pursue a career in Healthcare Chaplaincy in a variety of approved healthcare contexts including: Hospitals, Hospices, Rehabilitation Facilities, Nursing Homes and Care Facilities
Course Information » PAC Code DC982 (Full-time)
The aim of the course is to help teachers to plan and deliver effective education for these pupils and to feel confident about their work.