HIV & AIDS education and prevention plan 2008-2012. Mid-term review.

In 2008 a 4-year plan for HIV and AIDS Education and Prevention in Ireland was published. The plan aimed to contribute to a reduction in new infections of HIV and AIDS through education and prevention measures. It also aimed to guide and inform the development of policy and services in the statutory and non-statutory sectors with responsibility in this regard. This report is produced as a response to a letter from the Secretariat of the National AIDS Strategy Committee (NASC). The letter requested “feedback from the Education and Prevention Sub-Committee on prevention activities currently in place and on progress to date on the Education and Prevention Action Plan (2008-2012).” In addition, action 2 under Action Area 5: Monitoring and evaluation states that “a mid-term review of the implementation of this action plan should be published”. We note from the HPSC data that there has been a slight decrease in the overall number of new HIV infections however; there has been a huge concern over the large increase in new diagnoses in men who have sex with men (MSM). Although we cannot provide the evidence for the reason for this increase, it is stipulated that there has been a huge increase in the education and prevention programmes targeted at MSM and the report will show the evidence of that increase (Action Area 3: Preventing new infections: population group MSM). There is a presumption that because of increased awareness, access and confidence of MSM and improved treatment that there are more MSM being tested and more diagnoses. This report presents an update on the progress of the implementation of the actions in the HIV and AIDS Education and Prevention Plan 2008-2012.This resource was contributed by The National Documentation Centre on Drug Use.

Explanatory Note on the General Scheme of the Further Education and Training Authority (SOLAS) Bill 2012

1. Interpretation. The purpose of this provision is set out some commonly used terms to be used in the Bill. 2. Establishment day. The purpose of this provision is to require the Minister to specify a day as the establishment day for the purposes of the Bill. This will be the day on which the new authority, to be known as SOLAS, will come into existence. 3. Establishment of SOLAS. The purpose of this head is to provide for the formal establishment of SOLAS and to define its status as a corporate body with the usual consequent powers. 4. Functions of SOLAS. The purpose of this head is to set down the statutory functions of the new further education and training authority. SOLAS is to have overall strategic responsibility for the provision of further education and training in the country. It will be responsible for deciding what further education and training programmes are provided. A core part of its role will be to ensure the referral of jobseekers to appropriate courses which may be delivered by VECs or by other, including private, providers. It will provide the funding stream to VECS and those other bodies for the provision of this training.

Further Education and Training Strategy 2014-2019

he first ever strategy for the Further Education and Training (FET) sector is being launched by the Minister for Education and Skills, Ruair�_ Quinn T.D., and Minister of State for Training and Skills Ciarn Cannon T.D. The overall aim of the Strategy is to develop a world-class integrated system of further education and training in Ireland, which will promote economic development and meet the needs of all citizens. The new strategy was developed by SOLAS with assistance from the ESRI which was commissioned to carry out evidence based research and assist in the development of the Strategy. Five high level strategic goals have been identified: -Skills for the Economy: to address the current and future needs of learners, jobseekers, employers and employees and to contribute to national economic development -Active Inclusion: to support the active inclusion of people of all abilities in society with special reference to literacy and numeracy -Quality Provision: to provide high quality education and training programmes and to meet the appropriate national and international quality standards -Integrated Planning and Funding: FET provision will be planned and funded on the basis of objective analysis of needs and evidence of social and economic impact -Standing of FET: to ensure a valued learning path leading to agreed employment, career, developmental, personal and social options. The Strategy follows a radical overhaul of the structure of the sector by the Government which includes the streamlining of 33 existing VECs into 16 Education and Training Boards (ETBs), the abolition of F́S and creation of SOLAS, the Further Education and Training Authority. Speaking at the launch in the Chester Beatty li

General Scheme of a Further Education and Training Authority (SOLAS) Bill 2012

General Scheme of a Further Education and Training Authority (SOLAS) Bill 2012. Provided by the Department of Education and Skills, Ireland.

HEA Report to the Minister for Education and Skills on Irish higher education

This report to the Minister for Education and Skills from the Higher Education Authority is the culmination of a series of consultations and reports aimed at addressing the challenges and recommendations outlined in the National Strategy for Higher Education(the National Strategy), in particular as these relate to the structure or configuration of the Irish higher education system. This advice builds on other major changes announced since the publication of the strategy, including the agreement of the Process and Criteria for Designation as a Technological University setting out how institutions can become designated as technological universities and the significant role these new institutions can play in Irish higher education. At the same time it must be recognised that other elements of the implementation of the strategy (for example, those relating to sustainability) are still under way. This report to the Minister is concerned with the structure and institutional disposition of the system.

HEA Report to the Minister for Education and Skills on Irish higher education (Response Letter)

HEA Report to the Minister for Education and Skills on Irish higher education (Response Letter). Provided by the Department of Education and Skills, Ireland.

Management Framework Agreement between the Department of Education and Skills and City of Dublin ETB

Management Framework Agreement between the Department of Education and Skills and City of Dublin ETB. Provided by the Department of Education and Skills, Ireland.

Medical Education in Ireland A New Direction - Report of the Working Group on Undergraduate Medical Education and Training

Ireland can be justly proud of the history and quality of its medical education. Graduates of Irish medical schools are accepted globally as being of international standard and many of the most eminent of Irish medical professionals have returned to Ireland after periods of distinguished service in other countries. This high international standing is reflected in the large number of North American, African and Asian students attending medical school in Ireland. Indeed, the ability of Irish medical schools to successfully compete at an international level in terms of attracting students to Ireland, and to establish a range of strategic relationships with Universities and Governments in other countries is to be commended.

Naming the Reformed Junior Cycle Proposals for the Minister for Education and Skills - Irish Second Level Students Union (ISSU)

It was important to us to engage with as many students as possible throughout the process of developing a new name for the reformed junior cycle. In this vein, we used a wide variety of methods to engage with students in order to capture as many ideas as possible; text messaging, Facebook, Twitter, email and consultation sessions. We circulated posters to all schools via post and/or email, and contacted schools in catchment areas for the consultation sessions by phone. In our consultation sessions, we had discussions with the participating students about what the new junior cycle would be, closely guided by the content of “Towards a Framework for Junior Cycle” from the National Council for Curriculum and assessment. In these sessions, students then gave feedback on what they thought of the reformed junior cycle, developed their own ideas, and identified what they thought should be reflected in the name of the reformed junior cycle

OECD Review of Early Childhood Education and Care Policy in Ireland - Information Note

Thematic reviews of early childhood policy originated in response to a significant change in Western societies in the latter part of the 20th century. In effect, the care and education of young children in the industrialised world had shifted from the private to the public sphere, to become a shared responsibility of families and the state. Not only was the provision of equal access to women to the labour market an important goal in this development, but also the issue of giving every child a fair start in life and at school.

OECD Thematic Review of Early Childhood Education and Care Policy in Ireland

Ireland is one of the smallest countries in Europe and occupies the most westerly, peripheral position. Geographically, the entire island is comprised of 32 counties, 26 of which make up the Republic of Ireland, (commonly referred to as the South), and 6 of which go to make up Northern Ireland (usually called the North), which forms part of the United Kingdom. This report is concerned with the Republic of Ireland only, which will be referred to as Ireland in the remainder of this report for ease of reading.

Association between education and quality of diabetes care in Switzerland

PURPOSE: Low socioeconomic status is associated with higher prevalence of diabetes, worse outcomes, and worse quality of care. We explored the relationship between education, as a measure of socioeconomic status, and quality of care in the Swiss context. PATIENTS AND METHODS: Data were drawn from a population-based survey of 519 adults with diabetes during fall 2011 and summer 2012 in a canton of Switzerland. We assessed patients and diabetes characteristics. Eleven indicators of quality of care were considered (six of process and five of outcomes of care). After bivariate analyses, regression analyses adjusted for age, sex, and diabetic complications were performed to assess the relationship between education and quality of care. RESULTS: Of 11 quality-of-care indicators, three were significantly associated with education: funduscopy (patients with tertiary versus primary education were more likely to get the exam: odds ratio, 1.8; 95% confidence interval [CI], 1.004-3.3) and two indicators of health-related quality of life (patients with tertiary versus primary education reported better health-related quality of life: Audit of Diabetes-Dependent Quality of Life: β=0.6 [95% CI, 0.2-0.97]; SF-12 mean physical component summary score: β=3.6 [95% CI, 0.9-6.4]). CONCLUSION: Our results suggest the presence of educational inequalities in quality of diabetes care. These findings may help health professionals focus on individuals with increased needs to decrease health inequalities.

Natural abundance of stable isotopes (15N and 13C) and isotopic fractionation of sea bream muscle as markers of food and culture conditions and its relationship with metabolic and proteomic analyses

Els isòtops estables com a traçadors de la cadena alimentària, s'han utilitzat per caracteritzar la relació entre els consumidors i els seus aliments, ja que el fraccionament isotòpic implica una discriminació en contra de certs isòtops. Però les anàlisis d'isòtops estables (SIA), també es poden dur a terme en peixos cultivats amb dietes artificials, com la orada (Sparus aurata), la especie más cultivada en el Mediterráneo. Canvis en l'abundància natural d'isòtops estables (13C i 15N) en els teixits i les seves reserves poden reflectir els canvis en l'ús i reciclatge dels nutrients ja que els enzims catabòlics implicats en els processos de descarboxilació i desaminació mostren una preferència pels isòtops més lleugers. Per tant, aquestes anàlisis ens poden proporcionar informació útil sobre l'estat nutricional i metabòlic dels peixos. L'objectiu d'aquest projecte va ser determinar la capacitat dels isòtops estables per ser utilitzats com a marcadors potencials de la capacitat de creixement i condicions de cria de l'orada. En aquest sentit, les anàlisis d'isòtops estables s'han combinat amb altres metabòlics (activitats citocrom-c-oxidasa, COX, i citrat sintasa, CS) i els paràmetres de creixement (ARN/ADN). El conjunt de resultats obtinguts en els diferents estudis realitzats en aquest projecte demostra que el SIA, en combinació amb altres paràmetres metabòlics, pot servir com una eina eficaç per discriminar els peixos amb millor potencial de creixement, així com a marcador sensible de l'estat nutricional i d'engreix. D'altra banda, la combinació de l'anàlisi d'isòtops estables amb les eines emergents, com ara tècniques de proteòmica (2D-PAGE), ens proporciona nous coneixements sobre els canvis metabòlics que ocorren en els músculs dels peixos durant l‟increment del creixement muscular induït per l'exercici.