Report of the Action Group on Access to Third Level Education

In line with a commitment under the Programme for Prosperity and Fairness the Minister for Education and Science, Dr Michael Woods, established the Action Group on Access to Third Level Education, in September 2000, to advise the Minister on the development of a co-ordinated framework to promote access by mature and disadvantaged students and students with disabilities to third level education.

Tourism education in Ireland : an analysis of the provision of third level tourism education in Ireland focusing on the needs of the public, private and voluntary sectors

Tourism education in Ireland has witnessed a transformation within the last four decades since CERT introduced the first fundamentals of training in the 1960’s. An analysis of the provision of tourism education in Ireland, focusing on the needs of the public, private and voluntary sectors was the main focus of this study and concentrates mainly on third level provision of tourism education within the island of Ireland. The study examines the role of tourism education in Ireland, establishing any current or emerging trends in third level tourism provision. It identifies and analyses the main stakeholders in the public, private and voluntary sectors and investigates if any requirements exist in the provision of third level education. The multi-faceted nature of the tourism industry has resulted in the provision of a diverse range of educational courses. As a result of this diversity, a question hangs over the status of tourism as a professional discipline within itself. Other issues identified through this study are the over provision of tourism courses and the current and future disparity within tourism education. The qualitative nature of the research involved questioning of major stakeholders and educators who influence tourism education provision and developing an overview of the current status of tourism education provision in Ireland identifying the present needs of each sector. Finally several strategies are suggested which may enhance third level tourism education in the future.

Supporting A Better Transition From Second Level To Higher Education: Key directions and Next Steps

Supporting A Better Transition From Second Level To Higher Education. Provided by the Department of Education and Skills, Ireland.

Smoking, depression, and suicide risk in the nursing staff of a Third-Level Hospital

Objective: To determine the association between smoking, depression and suicide risk in the Nursing Staff of a University Hospital. Materials and method: this was a non-experimental, correlational cross-range study with observational analysis carried out between May 2012 and May 2013. We studied 232 nurses of the “Dr. José Eleuterio gonzález” University Hospital. two self-administered scales were applied, one for depression and one for suicide risk. Another hetero-applied scale of nicotine dependency was also used, and the subjects’ socio-demographic records were reviewed. Results: A total of 527,232 nurses were studied. A smoking prevalence of 22.8% (53 subjects), an operational depression prevalence of 15.1% (35 subjects), and a suicide risk of 5.1% (12 subjects) were found. Gender and age, speciically being male and young (mean age 29.2 years) were found to increase the risk of smoking. We also found that those nurses who had a partner and had a higher level of education smoked less compared to those who did not have a partner or had a lower degree of education. there were hospital departments where there was a higher prevalence of smoking, such as Internal Medicine and Shock trauma. No association between smoking and the presence of depression was found. Regarding depression, we found that those nurses who worked in the Department of Pensioners were more likely to develop operational depression than those working in any other department. We also found that the risk of presenting operational depression decreases as age increases. About suicide risk, a statistically signiicant association between smoking and suicide risk was found. We also found an association between operational depression and suicide risk.Conclusions: It is recommended to consider nicotine dependence as a fundamental part of psychopathology assessment because of its strong association with suicide risk. this study emphasizes the complexity of the issue of the comorbidity of smoking and psychopathology and the need to continue research lines.

Addressing High Level ICT Skills Recruitment Needs

Ireland is a successful major centre for ICT operations with ten of the top ICT companies in the world having substantial operations here. The large talent pool of ICT professionals that exists here is valuable both for foreign-owned and Irish companies. The cluster of internationally renowned firms and Irish companies offer a range of attractive career opportunities for professionals. A range of skills recruitment difficulties have been raised through the work of the Expert Group on Future Skills Needs (EGFSN), specifically the immediate issue of high-level ICT skills within both the ICT sector and from other sectors such as international financial services, banking and business services. Forfs, with the support of IDA Ireland and Enterprise Ireland, engaged in discussions with a selected range of foreign–owned and Irish companies employing approximately 30,000 employees to establish the nature of positions involved, the reasons for recruitment difficulties and to identify measures to help address them. Consultations were also held with key stakeholders including IDA Ireland, Enterprise Ireland, ICT Ireland, Software Ireland, IT@Cork, Engineers Ireland and Dublin Chambers of Commerce. Discussions were held with the heads of the computing departments of all Universities and Institutes of Technology at a meeting chaired by the Higher Education Authority. An in-depth analysis of third-level ICT supply statistics and trends was undertaken to inform the research.

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.

Ireland's International Education Strategy 2010 - 2015: Investing in Global Relationships

Ireland, as a small, open European economy, relies fundamentally on international engagement. An internationalised education system in Ireland has a crucial role to play in maintaining Ireland’s international profile and attractiveness by educating the next generation of leaders, entrepreneurs and decision-makers in our partner-countries, by giving our own students the intercultural expertise demanded in the global economy, and by enhancing the direct link with Ireland for members of our global diaspora who choose to come home to study. The High-Level Group on International Education takes the view that, from a national perspective, the most compelling rationale for internationalisation is investment in future global relationships: with students educated in Ireland who will become our advocates overseas, with educational institutions that will be the research and teaching partners of the future, and with the countries that will be Ireland’s next trading and business partners

Ireland's International Education Strategy 2010 - 2015: Investing in Global Relationships Summary Report

Ireland, as a small, open European economy, relies fundamentally on international engagement. An internationalised education system in Ireland has a crucial role to play in maintaining Ireland’s international profile and attractiveness by educating the next generation of leaders, entrepreneurs and decision-makers in our partner-countries, by giving our own students the intercultural expertise demanded in the global economy, and by enhancing the direct link with Ireland for members of our global diaspora who choose to come home to study. The High-Level Group on International Education takes the view that, from a national perspective, the most compelling rationale for internationalisation is investment in future global relationships: with students educated in Ireland who will become our advocates overseas, with educational institutions that will be the research and teaching partners of the future, and with the countries that will be Ireland’s next trading and business partners. Internationalisation also provides a means of enhancing the quality of learning, teaching and research in Ireland and makes a significant contribution to our broader ambition as a global innovation hub.

Ireland's International Education Strategy 2010 - 2015: Investing in Global Relationships Summary Report - Arabic

Ireland's International Education Strategy 2010 - 2015: Investing in Global Relationships Summary Report - Arabic. Provided by the Department of Education and Skills, Ireland.

Ireland's International Education Strategy 2010 - 2015: Investing in Global Relationships Summary Report - Chinese

Ireland's International Education Strategy 2010 - 2015: Investing in Global Relationships Summary Report - Chinese. Provided by the Department of Education and Skills, Ireland.

Ireland's International Education Strategy 2010 - 2015: Investing in Global Relationships Summary Report - Korean

Ireland's International Education Strategy 2010 - 2015: Investing in Global Relationships Summary Report - Korean. Provided by the Department of Education and Skills, Ireland.

Ireland's International Education Strategy 2010 - 2015: Investing in Global Relationships Summary Report - Portuguese

Ireland's International Education Strategy 2010 - 2015: Investing in Global Relationships Summary Report - Portuguese. Provided by the Department of Education and Skills, Ireland.

Ireland's International Education Strategy 2010 - 2015: Investing in Global Relationships Summary Report - Russian

Ireland's International Education Strategy 2010 - 2015: Investing in Global Relationships Summary Report - Russian. Provided by the Department of Education and Skills, Ireland.

Ireland's International Education Strategy 2010 - 2015: Investing in Global Relationships Summary Report - Spanish

Ireland's International Education Strategy 2010 - 2015: Investing in Global Relationships Summary Report - Spanish. Provided by the Department of Education and Skills, Ireland.