scholarly journals An Evaluation of the Training Needs of Staff in the Further Education Sector in the Republic of Ireland

2005 ◽  
Vol 11 (2) ◽  
pp. 155-169
Author(s):  
Gerry McNamara ◽  
Carmel Mulcahy ◽  
Joe O'Hara
Keyword(s):  
Personal Development ◽  
Training Needs ◽  
Leonardo Da Vinci ◽  
Further Education ◽  
The European Union ◽  
Republic Of Ireland ◽  
Interpersonal Communications ◽  
Complex Picture ◽  
Communications Skills ◽  
The Republic

This article examines the training needs of educators working in the further education (FE), adult education, and Second Chance sectors in the Republic of Ireland. The research on which it is based was funded jointly by the European Union Leonardo da Vinci Programme and the Department of Education and Science of Ireland and took place from 1998 to 2003. It consisted of a survey of the coordinators of 162 further education (FE) centres and follow up interviews with 13 of these coordinators. The paper concentrates largely on the skills and competencies identified as the key to providing a quality service for the clientele of FE in Ireland. It begins by describing the different types of provision which the FE label refers to in Ireland and then presents some quantitative data which establishes the training deficit suffered by staff in the system. The main part of the paper is based on the interview data obtained, which offers a very complex picture of the skills and competencies perceived as vital in delivering a service which meets the needs of the clientele. The purpose of this paper is to illustrate the extent to which further and adult educators perceive personal development and interpersonal communications skills to be the most vital tools in their work. In consequence, it is argued, programmes of professional development for staff in this field must find ways to enhance these skills.

scholarly journals ФОРМУВАННЯ ПРОФЕСІЙНИХ ТА ЖИТТЄВИХ КОМПЕТЕНЦІЙ В КОНЦЕПЦІЇ LIVELONG LEARNING: ДОСВІД ПСИХОЛОГІВ

2019 ◽  
pp. 8-39
Author(s):  
В. Бочелюк
Keyword(s):  
Lifelong Learning ◽  
Personal Development ◽  
Social Activity ◽  
Cognitive Activity ◽  
Well Being ◽  
Further Education ◽  
Political Strategy ◽  
The European Union ◽  
Professional Career ◽  
The World

Relevance of the problem: The concept of lifelong learning is the leading educational and political strategy of the advanced countries around the world. Attracting adults into training helps to cope with life crises, enhances their well-being and health, contributes to their personal development, social activity, and cultural growth. This eventually determines the economic and social well-being of the entire society. But in Ukraine the implementation of this model is not fully effective, which fact entails a scientific discussion. Aim: to analyze the ways of introducing adult education in Ukraine and in the world; to determine the ways of forming professional and life competencies in the qualified psychological community. Methods: analysis of documentation that governs the implementation of the lifelong learning concept in the European Union and in Ukraine; a written survey of psychologists (131 persons with professional experience of 3 to 35 years) concerning specific ways of expanding and deepening of competencies; content analysis, frequency analysis, phenomenological method. Research results. The main mission of the lifelong learning is the expansion and renewal of life prospects in the framework of the transformational social environment. The leading role in these processes belongs to the individuals themselves: their cognitive activity, responsibility for building their own life paths, the ability to learn. Governmental and public institutions create opportunities for education in various forms that are tailored to individual interests and capabilities. In Ukraine, similarly to other countries, adult learning is actively taking place in formal, informal, and independent education, but the form and content, the theoretical and normative substantiation is considerably lagging behind the experience of the advanced countries. The survey of psychologists has demonstrated a steady need for a lifelong learning, which has a professional specificity according to the field of activity. Further education has a beneficial effect on professional career, as well as on psychological well-being and social processes. However, cognitive activity is occurring in a spontaneous, not in a planned way; it is difficult for professionals to find educational offers meeting their needs.

scholarly journals Exploring the Portrayal of Institutional Translators and Interpreters in the Republic of Ireland’s English-Language Print Media

2021 ◽  
pp. 28-38
Author(s):  
Antony Hoyte-West
Keyword(s):  
Media Coverage ◽  
English Language ◽  
Print Media ◽  
Qualitative Content Analysis ◽  
Official Language ◽  
The European Union ◽  
Republic Of Ireland ◽  
The Republic ◽  
Using Data ◽  
The Eu

 Although the Republic of Ireland has been a member of the European Union for nearly five decades, the country’s first official language, Irish, was only recognised as an official EU language on 1 January 2007. However, a lack of appropriately qualified linguistic personnel means that the language is currently subject to a derogation on its use in the EU institutions, which is scheduled to be lifted in 2022. Interviews conducted previously with interpreters in the Republic of Ireland (Hoyte-West 2020a) noted that practitioners generally viewed media coverage of the derogation as contributing to a positive image of the translational professions within the EU context; however, further research needed to be carried out on the topic. Accordingly, this article looks at how institutional translators and interpreters have been depicted in the Republic of Ireland’s English-language print media from 2007 to 2019. Using data obtained through a qualitative content analysis of the country’s three major English-language newspapers, an overview of the current situation is provided through analysis of the attitudes and opinions expressed.

scholarly journals Interpreter Training in the Republic of Ireland: An Overview

Verbum ◽  
2020 ◽  
Vol 11 ◽  
pp. 8
Author(s):  
Antony Hoyte-West
Keyword(s):  
Tertiary Education ◽  
Relevant Information ◽  
Official Language ◽  
The European Union ◽  
Republic Of Ireland ◽  
Irish Context ◽  
Postgraduate Level ◽  
Interpreter Training ◽  
The Republic ◽  
State Of Affairs

 Although the Republic of Ireland is a bilingual country,this study illustrates that there are comparatively few domestic training options available for interpreters of spoken languages. In providing an overview of the present state of affairs, this article contextualises the current linguistic situation both within the country and at the European level. Attention is paid to the recognition of Irish as an official language of the European Union (EU), as well as tothe corresponding implications for interpreter training. In addition, the domestic situation regarding community interpreters is also outlined, with the lack of official regulation of the interpreting profession also noted. Subsequently, the options for interpreter training in tertiary education are outlined, both at the undergraduate and the postgraduate level. In addition, relevant information regarding the structure and content of the modules and courses is provided. To conclude, some thoughts regarding potential developments of interpreter training in the Irish context are outlined.

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