Integrated Training and Education Strategy

Transcription

South and East Cork Area Development
Integrated Training
and Education
Strategy
May 2009
Contents
Glossary of Terms ............................................................... 5 Acknowledgements ............................................................. 5 4.5.2 4.5.3 1 Background ................................................ 6 4.6.1 4.6.2 1.1 1.2 Plan Elements............................................................ 6 Methodology ............................................................. 6 2 Literature Review...................................... 8 2.1 Educational Disadvantage......................................... 8 2.2 Adult and Continuing Education ............................ 10 2.3 National Qualifications Authority of Ireland.......... 14 2.4 Further Education.................................................... 16 2.1.1 Early School Leaving ........................................................ 9 2.1.2 National Policy ..................................................................9 2.1.3 National Educational Welfare Board ............................. 10 2.2.1 2.2.2 2.3.1 2.4.1 2.4.2 Community Education .....................................................11 Adult and Continuing Education .....................................11 National Framework of Qualifications ........................... 15 FETAC .............................................................................16 Higher Education Links Scheme .....................................16 2.5 Higher Education and Training............................... 16 2.6 2.7 Progression to Third Level...................................... 20 Access Interventions ............................................... 21 2.8 2.9 National Skills Strategy .......................................... 25 Male Participation: Education and Training ........... 25 2.5.1 2.5.2 2.7.1 2.7.2 2.7.3 2.7.4 2.9.1 HETAC ............................................................................19 New Entrants in Higher Education .................................19 Financial Assistance........................................................ 22 Higher Education Access Route (HEAR) ........................ 23 CIT Access Service .......................................................... 23 UCC Access Programme .................................................24 Potential Solutions to Male Participation .......................26 3 Area Overview ......................................... 27 3.1 3.2 Description of Territory/Area ................................. 27 Demographic Profile............................................... 27 3.3 3.4 Special Areas of Designation.................................. 28 Economic Profile .................................................... 29 3.2.1 3.2.2 3.2.3 3.2.4 3.2.5 3.2.6 3.4.1 3.4.2 3.4.3 3.4.4 3.4.5 3.4.6 3.4.7 Older People....................................................................28 Young People...................................................................28 Lone Parents....................................................................28 People with a Disability ..................................................28 Minority Groups .............................................................. 28 Carers ..............................................................................28 Employment .....................................................................29 Unemployment .................................................................30 Agricultural Sector .......................................................... 30 Construction ....................................................................30 Manufacturing .................................................................31 Pharmaceuticals .............................................................. 31 Information and Communications Technology ...............31 4. Education and Training ......................... 33 4.1 4.2 4.3 4.4 Educational Attainment .......................................... 33 Education and Unemployment................................ 36 Education and Training Audit 2009........................ 38 Pre-School............................................................... 38 4.5 Primary and Post Primary Education...................... 41 4.4.1 4.5.1 Exodea
Training Provision in Childcare in SECAD Area ...........39 Home School Community Liaison Scheme ......................43 Youthreach.......................................................................43 YMCA...............................................................................44 4.6 Adult and Continuing Education .............................45 4.7 Training Provision ...................................................51 4.8 Third Level Education .............................................58 4.9 Library Service ........................................................61 4.7.1 4.7.2 4.7.3 4.7.4 4.7.5 4.7.6 4.8.1 4.8.2 4.8.3 County Cork Vocational Education Committee ..............45 City Based Colleges of Further Education......................50 FÁS ..................................................................................51 BIM ..................................................................................55 Coillte ..............................................................................55 Teagasc ............................................................................56 Cork County Council .......................................................56 National Learning Network .............................................57 University College Cork ..................................................59 Cork Institute of Technology ...........................................60 National Maritime College of Ireland .............................60 5 Scoping Best Practice .............................. 63 5.1 5.2 5.3 Types of Networks and Partnerships .......................63 Key Stakeholders.....................................................64 Strategic Initiatives ..................................................65 5.4 Multi-agency Plans and Strategies ..........................69 5.5 International Best Practice.......................................70 5.3.1 5.3.2 5.3.2 5.3.3 5.3.4 5.3.5 5.3.6 5.3.7 5.3.8 5.3.9 5.3.10 5.3.11 5.3.12 5.4.1 5.4.2 5.4.3 5.4.4 5.4.5 5.4.6 5.4.7 5.5.1 5.5.2 5.5.3 5.5.4 5.5.5 Co. Clare..........................................................................65 Donegal............................................................................65 Co. Dublin........................................................................66 Dublin City.......................................................................66 Ballymun ..........................................................................66 Limerick City ...................................................................67 Co. Limerick ....................................................................67 Cork .................................................................................67 Roscommon......................................................................68 County Monaghan ...........................................................68 North Offaly / North West Kildare.................................68 County Louth .................................................................68 Galway City ...................................................................69 Donegal............................................................................69 Kerry ................................................................................69 Kilkenny ...........................................................................69 Cavan...............................................................................69 Monaghan ........................................................................70 Galway City .....................................................................70 Ballymun ..........................................................................70 United Kingdom...............................................................70 USA ..................................................................................72 Australia ..........................................................................73 New Zealand ....................................................................75 Rest of the World .............................................................75 6 Local Needs .............................................. 76 6.1 Midleton and Catchment .........................................76 6.2 Passage West and Catchment ..................................78 6.1.1 6.1.2 6.1.3 6.1.4 6.2.1 6.2.2 6.2.3 6.2.4 Existing Local Provision..................................................77 Priorities for the Area......................................................77 Gaps in Services ..............................................................77 Local Contributions .........................................................78 Existing Local Provision..................................................78 Priorities for the Area......................................................78 Gaps in Services ..............................................................78 Local Contributions .........................................................79 Page 2
6.3 6.3.1 6.3.2 6.3.3 6.3.4 Ballincollig.............................................................. 79 Existing Local Provision ................................................. 79 Priorities for the Area ..................................................... 80 Gaps in Services.............................................................. 80 Local Contributions ........................................................ 80 6.4 Carrigaline and Catchment...................................... 80 6.5 Cobh and Catchment ............................................... 82 6.4.1 6.4.2 6.4.3 6.4.4 6.5.1 6.5.2 6.5.3 6.5.4 6.6 6.6.1 6.6.2 6.6.3 6.6.4 6.7 6.7.1 6.7.2 6.7.3 6.7.4 Existing Local Provision ................................................. 81 Priorities for the Area ..................................................... 81 Gaps in Services.............................................................. 81 Local Contributions ........................................................ 82 Existing Local Provision ................................................. 82 Priorities for the Area ..................................................... 83 Gaps in Services.............................................................. 83 Local Contributions ........................................................ 83 Youghal and Catchment.......................................... 83 Existing Local Provision ................................................. 84 Priorities for the Area ..................................................... 84 Gaps in Services.............................................................. 84 Local Contributions ........................................................ 85 Peri-Urban Area ...................................................... 85 Existing Local Provision ................................................. 85 Priorities for the Area ..................................................... 86 Gaps in Services.............................................................. 86 Local Contributions ........................................................ 86 7 Barriers to Progression ........................... 88 7.1 7.2 7.2.1 Barriers to Progression........................................... 88 Barriers to Employment .......................................... 91 Fifteen Employment Barriers.......................................... 91 8 Gaps in Service ........................................ 94 8.1 Information.............................................................. 94 8.2 Networking.............................................................. 95 8.3 Training ................................................................... 95 8.1.1 8.2.1 8.2.2 8.3.1 8.3.2 8.3.3 8.3.4 8.4 Adult Education Guidance .............................................. 94 Collaboration, Coordination and Referral ..................... 95 Support for Community and Voluntary Providers .......... 95 Training Needs Analysis ................................................. 96 Training for providers..................................................... 96 Use of Resources ............................................................. 96 Male Participation .......................................................... 96 Other Gaps .............................................................. 96 9 Conclusions .............................................. 98 9.1 9.2 9.3 Overview ................................................................. 98 Priorities .................................................................. 99 Establishing a Baseline and Targets........................ 99 10 Recommendations ............................... 100 10.1 Information.......................................................... 100 10.2 Networks ............................................................. 102 10.3 Research .............................................................. 104 10.4 Training and Education ....................................... 104 10.1.1 10.1.2 10.1.3 10.2.1 10.2.2 10.2.3 10.3.1 10.4.1 10.4.2 10.4.3 Exodea
Bi-annual brochure ..................................................... 101 On-line Information .................................................... 101 Information for people with literacy issues................. 101 Integrated Training and Education Strategy
10.4.4 10.4.5 Use of Local Resources ............................................... 106 Male Participation ...................................................... 107 10.5 Enterprise and Entrepreneurship......................... 107 10.6 Monitoring Progress ........................................... 109 10.7 Funding Opportunities ........................................ 112 10.5.1 10.6.1 10.6.2 10.6.3 10.6.4 10.6.5 Building on Existing Services...................................... 108 Information.................................................................. 109 Networking .................................................................. 110 Research ...................................................................... 110 Training and Education .............................................. 111 Enterprise and Entrepreneurship................................ 112 Bibliography ................................................. 114 Appendix 1 – Socio-Economic & Demographic Profile 118 A1.1 Description of Territory/Area ............................ 118 A1.1.1 A1.1.2 Regional Setting .......................................................... 118 Electoral Divisions ..................................................... 119 A1.2 Demographic Profile.......................................... 121 A1.3 Social Profile...................................................... 128 A1.4 Key Demographic Indicators ............................. 131 A1.5 Economic Profile ............................................... 142 A1.2.1 A1.2.2 A1.2.3 A1.2.4 A1.2.5 A1.2.6 A1.2.7 A1.2.8 A1.2.9 A1.2.10 A1.3.1 A1.3.2 A1.4.1 A1.4.2 A1.4.3 A1.4.4 A1.4.5 A1.4.6 A1.4.7 A1.4.8 A1.5.1 A1.5.2 A1.5.3 A1.5.4 A1.5.5 A1.5.6 A1.5.7 A1.5.7 Population Base .......................................................... 121 Population Dynamics.................................................. 122 Settlements .................................................................. 123 Midleton-Carrigtwohill and Catchment ..................... 123 Youghal and Catchment.............................................. 124 Cobh and Catchment .................................................. 125 Passage West and Catchment ..................................... 126 Ballincollig and Catchment ........................................ 126 Carrigaline and Catchment Area ............................... 127 Peri-urban Centres ................................................... 127 Relative Affluence and Deprivation Index .................. 128 Special Areas of Designation...................................... 129 Older People ............................................................... 131 Young People .............................................................. 133 Lone Parents ............................................................... 134 Farming Families ....................................................... 136 Women ........................................................................ 137 Persons with a Disability ............................................ 137 Minority Groups ......................................................... 138 Carers ......................................................................... 140 Employment ................................................................ 142 Changing Nature of Employment ............................... 143 Unemployment ............................................................ 144 Agricultural Sector ..................................................... 147 Construction................................................................ 152 Manufacturing ............................................................ 153 Pharmaceuticals ......................................................... 154 Information and Communications Technology........... 155 Appendix 2 – Childcare Facilities................................... 157 Appendix 3 - Training and Education Courses............... 161 Appendix 6 – Higher Education Links Scheme.............. 172 Appendix 7 – Consultation Sessions: Attendance .......... 174 Appendix 8 – Adult Education Resources ...................... 177 Area based network..................................................... 102 Local networks ............................................................ 102 Coordination ............................................................... 103 Local Training Needs Analysis ................................... 104 Link Training to Progression ...................................... 105 Build on Local Interest................................................ 105 Training for Local Providers ...................................... 106 Page 3
Figures
Figure 1 - Schematic Work Stages ....................................................7 Figure 2 - National Framework of Qualifications ...........................15 Figure 3 - Recognised Higher Education Institutions .....................18 Figure 4 – Persons on Live Register February 2009 .......................30 Figure 5 - Educational Attainment as a Percentage of Population ..33 Figure 6 - Population in SECAD with Third Level Education .......35 Figure 7 - Educational Levels of Unemployed................................37 Figure 8 - Breakdown on Childcare by Type and Location ............39 Figure 9 – Primary Schools in the SECAD Area ............................41 Figure 10 – Post-Primary Schools in SECAD Area ........................42 Figure 11 – Schools with Special Needs Classes ............................43 Figure 12 – Adult Basic Education Centre in the SECAD area (Co.
Cork VEC).............................................................................47 Figure 13 – Other Adult Basic Education Centres (Cork City VEC)
...............................................................................................48 Figure 14 - ESOL Classes in SECAD Area ....................................48 Figure 15 - Adult and Continuing Education Provision ..................50 Figure 16 - NFQ Courses Levels 5-7 (2008/2009)..........................50 Figure 17 - FÁS Clinics in the SECAD Area..................................52 Figure 18- FÁS Apprenticeship Figures (2006-2007).....................54 Figure 19 - Courses offered by Teagasc in East Cork.....................56 Figure 20 – National Learning Network Courses............................57 Figure 21 - Full- and Part-Time Enrolments in UCC 2007-2008 ...58 Figure 22 - Age Profile of All Students in UCC 2007-2008 ...........59 Figure 23 - Courses offered at the Maritime College......................61 Figure 24 – Consultation Respondents............................................63 Figure 25 - Networks involving VECs ............................................63 Figure 26 - Organisations in Education and Training Partnerships 64 Figure 27 - Glasgow Local Development Companies ....................71 Figure 28 - Enterprise and Training Organisations in Australia .....74 Figure 29 - Consultation Meetings 2009 .........................................76 Figure 30 - Irish Education System .................................................89 Figure 31 - Adult and Continuing Education - Barriers ..................90 Figure 32 - Fourteen Barriers to Employment ................................92 Figure 33 – Adult Guidance Funding Comparison .........................94 Figure 34 - Overall Recommendations..........................................100 Figure 35 – HELS Approved FETAC Level 5 and 6 Courses for
Consideration.......................................................................105 Figure 36 – Integrated Business Development Support ................109 Figure 37 - Project Timeline..........................................................113 Figure 38 – Electoral Divisions .....................................................119 Figure 39– Former ECAD Area Population ..................................121 Figure 40 –New Additional Population.........................................121 Figure 41 - Total Population Base.................................................122 Figure 42 – Midleton Sub-area......................................................124 Figure 43 – Youghal and Catchment.............................................124 Figure 44 – Cobh and Catchment ..................................................126 Figure 45 – Passage West and Catchment.....................................126 Figure 46 – Ballincollig and Catchment Sub-Area .......................127 Figure 47 – Ballincollig and Carrigaline Sub-Area.......................127 Figure 48 – Douglas and Glanmire Sub-Area ...............................128 Figure 49 – Total Population aged 65+, 2006 ...............................132 Figure 50 - Number of Older People Living Alone ......................133 Figure 51 – Profile of Young People 2006....................................134 Figure 52 - Lone Parents in SECAD Area ....................................135 Figure 53 – Persons with a Disability............................................138 Figure 54 - Travellers in the SECAD Area ...................................139 Figure 55 - Traveller Families in East Cork ..................................139 Figure 56 - Carers in the SECAD Area .........................................140 Figure 57 –Employment by Industry.............................................142 Figure 58 – Summary Employment % Change .............................144 Figure 59 – Labour Force Participation Rates...............................145 Figure 60 – Persons on Live Register February 2009 ...................146 Exodea
Figure 61 – Agricultural Statistics 2000....................................... 148 Figure 62 - Area Farmed by Electoral Division ........................... 150 Figure 63 – Total Sugar Beet (ha) 2000 ....................................... 152 Figure 64 – Pharmaceutical Sector in South and East Cork ......... 154 Figure 65 – ICT Sector in South and East Cork ........................... 155 Figure 66 – Chidcare Facilities..................................................... 157 Figure 67 – Certified Training Courses Delivered in SECAD Area
2009 .................................................................................... 161 Figure 68 – Uncertified Training Courses Delivered in SECAD
Area 2009 ........................................................................... 164 Figure 69 – Code FETAC Level 5 Certificate.............................. 172 Figure 70 - Code FETAC Level 6 Advanced Certificate ............. 173 Figure 71 – Statutory Providers Meeting...................................... 174 Figure 72 - Midleton and Catchment............................................ 174 Figure 73 - Passage West and Catchment..................................... 174 Figure 74 - Peri-Urban Areas ....................................................... 175 Figure 75 – Ballincollig ................................................................ 175 Figure 76 - Carrigaline and Catchment ........................................ 175 Figure 77 - Cobh and Catchment.................................................. 176 Figure 78 - Youghal and Catchment............................................. 176 Maps
Map 1 – Study Area........................................................................ 27 Map 2 - RAPID Designated Areas ................................................. 29 Map 3 - CLÁR Programme Area.................................................... 29 Map 4 - Population with No Formal or Primary Education Only .. 34 Map 5 - Third Level Education of SECAD area ............................ 36 Map 6 - Primary and Secondary Education Provision.................... 45 Map 8 - Overall Education and Training Provision 2009............... 62 Map 9 – Study Area..................................................................... 118 Map 10 - ED Distribution ............................................................. 120 Map 11 - Geographic Area of the Plan ......................................... 120 Map 12 – Developmental Areas ................................................... 123 Map 13 - Relative Affluence and Deprivation 2006 .................... 128 Map 14 – RAPID Designated Areas............................................. 129 Map 15 - CLÁR Programme Area................................................ 130 Map 16 – National CLÁR Areas .................................................. 130 Map 17 – Labour Force Participation Rate 2006.......................... 144 Map 18 - Unemployment Rate 2006 ............................................ 145 Map 19 – Economic Dependency Ratio ....................................... 147 Map 20 - Dispersion of Area Farmed 2000 .................................. 150 Page 4
Glossary of Terms
Abbreviation
ALSS
AONTAS
BNS
BTEA
BTEI
BTWEA
CCVEC
CDCD
CDP
CIT
CSO
DEIS
DETE
DSFA
EA
ED
ERNACT
ESOL
FÁS
FETAC
GAMMA
HEA
HEAR
HELS
HEI
HETAC
HSE
ICT
IT
LES
KCAN
LDSIP
NCIP
NES
NFQ
NQAI
OECD
PWD
RAPID
RTC
RTO
SCP
SECAD
SSP
UCC
VEC
VTOS
YPFSF
Description
Adult Learner Support Service (City of Limerick VEC)
Irish National Adult Learning Organisation
Barrow Nore Suir (Local Development Company)
Back to Education Allowance
Back to Education Initiative
Back to Work Enterprise Allowance Scheme
Cork County Vocational Education Committee
Community Development Project based in Castlecomer
Community Development Project
Cork Institute of Technology
Central Statistics Office
Delivering Equality of Opportunities in Schools
Department of Enterprise Trade and Employment
Department of Social and Family Affairs
Electoral Area
Electoral Division
European Regions Network for the Application of Communications Technology
English for Speakers of Other Languages
Foras Áiseanna Saothair (National Training and Employment Authority)
Further Education and Training Awards Council
Demographic Reporting Consultancy Firm
Higher Education Authority
Higher Education Access Route
Higher Educational Links Scheme
Higher Education Institute
Higher Education and Training Awards Council
Health Service Executive
Information Communications Technology
Information Technology
Local Employment Service
Kilkenny Community Action Network
Local Development Social Inclusion Programme
National Childcare Investment Programme 2006-2010
National Employment Scheme
National Framework of Qualifications
National Qualifications Authority of Ireland
Organisation for Economic Co-operation and Development
People with disabilities
Revitalising Areas by Planning Investment and Development
Regional Technical College
Regional Training Organisations (Australia)
School Completion Programme
South and East Cork Area Development (formerly ECAD)
School Support Programme
University College Cork
Vocational Education Committee
Vocational Training Opportunities Scheme
Young People’s Facilities and Services Fund
Acknowledgements
The authors gratefully acknowledge the assistance provided by community and voluntary organisations in the
SECAD area as well as the many statutory bodies and agencies that participated in the research for this Strategy.
Maps in this report are reproduced under Ordnance Survey Ireland Licence No. EN0063308, © Ordnance Survey
Ireland/ Government of Ireland.
The New Measures of Deprivation are used throughout the document, with the reference (Source: Gamma 2008).
The correct bibliographic citation for use of the data is as follows: Haase, T. & Pratschke, J. (2008) New
Measures of Deprivation for the Republic of Ireland. Dublin: Pobal.
Exodea
Page 5
1
Background
Responding to the deteriorating economic situation in 2008, SECAD sought to develop
a Strategic Integrated Education and Training Plan for the period 2009-2015, with the
aim of maximising the impact of the organisation and partners’ resources in the area of
education and training. The study was co-financed by Co. Cork VEC and the
Department of Social and Family Affairs (DSFA). The plan analysed the education and
training provision and needs and opportunities within south and east Cork. Also
identified are best practice models that can be adopted within the area and a set of
strategies agreed by key stakeholders for delivery of training and education supports
specifically designed to improve the life chances of the most disadvantaged within the
community.
1.1
Plan Elements
The research included:








1.2
A contemporary review of the particular education and training needs of the target
groups outlined;
An outline of the current levels of provision for these target groups in each of the
geographic areas outlined above;
Identification of the gaps in provision;
Identification of any structural barriers that are causing issues (such as the lack of
appropriate training facilities);
Identification of what strategies and actions (based on best practice models or
improved integration/coordination) that could be employed to meet these gaps in
each area;
Mapping these strategies against a short, medium and long term plan along with the
proposed roles and responsibilities of each of the identified key stakeholders in the
strategy;
Designing the review and coordination structures required to support the strategy
locally and regionally; and
Gaining agreement from each of the identified key stakeholders to this plan.
Methodology
The partners recognised that education and training are fundamental interventions to
support social inclusion. Low educational attainment is consistently linked to lower
socio-economic status and poorer employment choices.
The proposed methodology for undertaking the study recognised the integrated, multidimensional nature of SECAD and the range of programmes that the company delivers.
The methodology embraced the following key elements: -
Exodea

Socio-economic and demographic profile of the population of the area;

Training and education audit (update);
Page 6

Identification of recommendations to develop existing training and educational
initiatives to enhance employment opportunities and progression routes;

Identification and categorisation of the extent of educational and training provision
within the SECAD area;

Identification of potential gaps between existing training and education provision;
and

Development of recommendations for the optimisation of training and education
resources in the south and east Cork area.
Figure 1 - Schematic Work Stages
Exodea
Page 7
2
Literature Review
The current study aims to identify training and education initiatives, which can support
local people in the SECAD area to avail of future employment opportunities. The
literature review provides an overview of some of the contemporary issues and policies
which impact upon education, training and employment in the area.
2.1
Educational Disadvantage
Educational disadvantage is closely linked to poverty and social exclusion. People from
lower socio-economic backgrounds have regularly been shown to have lower levels of
educational attainment than others. According to the Combat Poverty Agency
‘Educational disadvantage’ refers to a situation whereby individuals in society derive
less benefit from the education system than their peers. In Ireland it is manifested in
many ways, most notably in low levels of participation and achievement in the formal
education system1.’ The Education Act (1998) referred to educational disadvantage as
‘the impediments to education arising from social or economic disadvantage which
prevent students from deriving appropriate benefit from education in schools.’
The Central Statistics Office (CSO) defines educational attainment as the highest level
of education attained by the respondent. In the Census of Population, persons aged 15
years and over whose full time education has ceased are classified by the highest level
of education completed (full time or part time) and by the present status, i.e. at work,
looking for first regular job, unemployed and not in the labour force.
The Department of Social and Family Affairs funded ‘A Longitudinal Study of Irish
Children and their Families’2 The study aimed to examine the social and psychological
outcomes for a group of 185 young people assessed for the original research project3 to
investigate issues such as gender, psychiatric diagnosis in the child and the mother, the
child's IQ score, the marital status of the parents and the economic circumstances of the
family. The study found that socio-economic status, based on current employment, was
strongly associated with educational outcome.
The 1998 National Assessment of English Reading revealed that one in ten children still
left primary school with significant literacy problems despite reductions in class sizes
and increases in library resources and in the availability of learning support teachers in
recent years4.
Despite significant investment in school retention, approximately 3,400 young people
leave school every year in Ireland with no formal qualification5. Early school leavers
Combat Poverty Agency (2003) Poverty Briefing 14, Educational Disadvantage in Ireland. Dublin: CPA
Cleary, A., Fitzgerald, M., and Nixon E (2000) A Longitudinal Study of Irish Children and their Families,
Dublin.
3
See Fitzgerald, M. and Kinsella, A. (1989) Behavioural deviance in an Irish urban and town sample. Irish
Journal of Medical Science, 156, 219-221.
4
Combat Poverty Agency (2003) Poverty Briefing 14, Educational Disadvantage in Ireland.CPA: Dublin
5
NESF (2002) Forum Report No. 24 Early School Leavers, Dublin: National Economic and Social Forum
1
2
Exodea
Page 8
represented 12.3% of the 18-24 age cohort in Ireland in 2006, according to the CSO6.
The unemployment rate for early school leavers in this age group was 19% in 2006
compared with an unemployment rate of 8.2% for all persons aged 18-24.
2.1.1
Early School Leaving
Early school leaving is often associated with disadvantaged circumstances. The
National Youth Council of Ireland (NYCI) defines disadvantage as 'an inability to avail
of choices or opportunities'. Causes include socio-economic conditions such as poverty,
unemployment, geographic isolation and fragmentation of traditional domestic and
community support structures. The impacts of disadvantage on young people can
include low school achievement, aggressive/anti-social behaviour, poor self-esteem and
low expectations, unemployment and feeling powerless or isolated.
The Report of the National Consultative Committee on Health Promotion, 'Promoting
the Health of Young People at Risk' emphasised the effect of lack of education on young
people's vulnerability: ‘Early school leaving has been a crucial factor for young people
who become long term unemployed, become involved in illegal activities, and engage in
high risk health behaviours. On the other hand, educational attainment has been shown
to be a major protective factor.’
Over the last number of years early school leaving has risen to the top of the social
policy agenda in Ireland. Policy on educational disadvantage and social inclusion
provides the context for the importance placed on early school leaving. The most
obvious manifestation of educational disadvantage is ‘the number of young people who
leave school early and/or without any effective educational qualifications.7’
The Expert Group on Future Skills Needs published Tomorrow’s Skills: Towards a
National Skills Strategy in 2007. The Expert Group highlighted the positive impact
participation in training and education has on earnings for employees, firms and the
economy as a whole, and the importance of state intervention in the training and
education market. Educational attainment is a proxy for skills and in 2004, Ireland
ranked 20th out of 27 OECD countries in terms of the percentage of the labour force
who had only attained up to lower secondary qualification.
2.1.2
National Policy
The issue of tackling educational disadvantage has been a priority for successive
governments since the National Economic and Social Forum (NESF) produced a report
on early school leavers and youth unemployment in 19978. The current National
Development Plan9 has a specific education sub-programme which aims to combat
disadvantage in primary and secondary schools serving communities with concentrated
levels of disadvantage. The Plan includes initiatives to reduce class sizes, increase preschool provision, provide additional resources to schools which are designated
disadvantaged, increase investment in literacy and numeracy at school level,
6
Central Statistics Office (2006) Measuring Ireland's Progress. Cork: CSO
Area Development Management Limited (1999) Preventative education strategies to counter educational
disadvantage: A compilation of case studies on themes and issues within the Local Development Programme.
InsightsSeries Number 10. Dublin: ADM.
8
NESF (1997) Forum Report No. 11 Early School Leavers and Youth Unemployment. Dublin: National Economic and
Social Forum
9
Government of Ireland (2007) National Development Plan 2007-2013, Transforming Ireland – A Better Quality of Life
for All, Dublin: The Stationery Office.
7
Exodea
Page 9
professional development for teachers, extension of home/school/community liaison
and school completion programmes and an extension of the school meals programme
for schools in the School Support Programme.
The National Action Plan for Social Inclusion 2006-201610 places a significant
emphasis on education as a key element of the life cycle approach to inclusion. The plan
has four educational goals:
Goal 1: Ensure that targeted pre-school education is provided to children from urban
primary school communities covered by the Delivering Equality of Opportunity in
Schools (DEIS) action plan.
Goal 2: Reduce the proportion of pupils with serious literacy difficulties in primary
schools serving disadvantaged communities. The target is to halve the proportion from
the current 27%-30% to less than 15% by 2016.
Goal 3: Work to ensure that the proportion of the population aged 20-24 completing
upper second level education or equivalent will exceed 90% by 2013.
Goal 4: Maintain the combined value of child income support measures at 33%-35% of
the minimum adult social welfare payment rate over the course of the plan and review
child income supports aimed at assisting children in families on low incomes.
2.1.3
National Educational Welfare Board
The National Educational Welfare Board (NEWB) was established in 2002 and has a
statutory function to ensure that every child either attends a school or otherwise receives
an education. In particular, the Board has a key role in following up on children who are
not attending school regularly, and where there is a concern about the child’s
educational welfare.
The Board also has responsibility for children who are being educated outside of
schools (e.g. at home) and 16-17 year olds who leave school to take up employment.
On the 18th of May 2009, the Minister for Education, Mary Hanafin announced plans
for further integration of education services. The NEWB will become responsible for
the Home School Liaison Programme and the School Completion Programme as well as
existing visiting teacher supports for Traveller pupils from September 2009. The move
is designed to improve delivery of services and to ensure greater integration of services
at all levels.
2.2
Adult and Continuing Education
Learning for Life11 (2000) the Government’s White Paper on Adult Education was a
seminal document on adult and community education in Ireland. It acknowledged the
contribution which adult education can make to the process of active ageing. The Paper
recognised the disproportionate number of older adults with literacy difficulties in
comparison with the rest of the population of Ireland.
Lifelong Learning provides a national commitment to on-going education from cradle to
the grave. The White Paper tried to define lifelong learning via a broad range of
10
Government of Ireland (2006) National Action Plan on Social Inclusion 2006-2016. Dublin: The Stationery Office.
Department of Education and Science (2000) Learning for Life. White Paper on Adult Education. Dublin: The
Stationery Office.
11
Exodea
Page 10
avenues such as up-skilling for industry and work, personal development, social
inclusion and consciousness raising.
2.2.1
Community Education
The Murphy Report12 (1973) defined community education as “the provision and
utilisation of facilities whereby those who are no longer participants in the full-time
school system may learn whatever they need to learn at any period of their lives.” This
form of education has a number of distinct characteristics, including some but not all of
the items listed below:
 Outreach work;
 Consultation;
 Pre-development;
 Group work;
 Flexible Provision;
 Reflective Practice; and
 Supports.
Community Education has a two-fold, interconnected aim for participants: the personal
acquisition of skills, knowledge and development of potential social and community
empowerment and advancement13. Community education works with local people, it
involves some of the most marginalised groups in society. It is local, accessible, flexible
and friendly, and most importantly it is learner-centred.
Community education in Ireland is a vital first step for many people who are
experiencing disadvantage in their lives. It provides access to a support structure and a
new network. For many people who engage in community education, there is no
motivation to use this to progress in life or into the labour market. However, for some it
becomes the beginning of a journey into lifelong learning.
The Community Education Network is a new platform for community education groups
within the AONTAS membership and it will serve as a space for promoting community
education and as a political platform for shaping policy. This work serves under the
organisational development section of the AONTAS Strategic Plan. The Community
Education Network is open to any local, self-managed, independent community
education organisation that is committed to raising the profile of, and lobbying for, a
community education sector that is committed to social change.
2.2.2
Adult Education is defined in the White Paper on Adult Education (2000) “as
systematic learning undertaken by adults who return to learning having concluded
initial education or training”. Adult and continuing education, like community
education, is often provided in a community setting, but is also provided by VEC
Colleges of Further Education, private colleges, Institutes of Technology and
Universities.
12
13
Exodea
Murphy, C.,(1973) Adult Education in Ireland. Dublin: Aontas.
AONTAS (2004) Community Education. Dublin: Aontas
Page 11
AONTAS is the National Adult Learning Organisation, a voluntary membership
organisation. It exists to promote the development of a learning society through the
provision of a quality and comprehensive system of adult learning and education, which
is accessible to and inclusive to all.
Ireland has made some progress in increasing the numbers of adult learners entering
full-time higher education from 1.6% of students in 1986 to 12.8% by 200614. However,
because of later expansion of second-level and higher education, the educational profile
of the adult population in Ireland remains poor by international standards.
Adult Basic Education
The adult basic education service is operated by the VECs around the country. The
service provides support to adult learners who want to improve their reading, writing
and maths skills. Support is provided on both a one to one and group basis. Classes are
offered free of charge and are provided in accessible community based settings. The
service is learner focused and is completely confidential.
National Adult Literacy Agency (NALA)
NALA is an independent membership organisation, concerned with developing policy,
advocacy, research and offering advisory services in adult literacy work in Ireland.
NALA has campaigned for the recognition of, and response to, the adult literacy issue
in Ireland.
NALA provides a distance learning service for people who wish to undertake literacy
support from their own homes. Support is provided utilising a panel of trained literacy
tutors who provide personalised telephone based tutoring support.
The Vocational Training Opportunities Scheme (VTOS) is a second chance education
and training programme, which provides courses of up to two years duration for
unemployed people. To be eligible for the scheme, one must be over 21 years of age,
unemployed, and at least six months in receipt of specific social welfare payments.
Courses are provided free of charge, and meal and travel allowances are available.
Courses are full-time and can last up to two years, with 30 hours attendance per week.
The scheme has proved to be a great success in opening up learning and progression
opportunities for people who have been marginalised by unemployment. Trainees on
VTOS can pursue subjects in the Junior or Leaving Certificate programmes or modules
or awards certified by the Further Education and Training Awards Council at
Foundation Level, Level 1, Level 2 or 3. Participants may also acquire a portfolio of
qualifications in line with their needs and interests.
People aged 21 or over, and in receipt of Unemployment Benefit/Assistance, OneParent Family Payment, Disability Allowance, Disability Benefit, Invalidity Pension for
at least six months are eligible for VTOS. Those signing for credits who satisfy these
conditions, and dependant spouses of eligible persons may also avail of the programme.
Persons on Unemployment Assistance or Unemployment Benefit will receive a
payment from the VEC in lieu of their welfare payment, equivalent to the maximum
rate of unemployment benefit. In the remaining cases, persons attending full-time will
retain their welfare payment. A bonus of €31.70 per week is payable to those who have
14
Exodea
HEA (2008) National Plan for Equity of Access to Higher Education 2008-2013. Dublin: Higher Education Authority.
Page 12
been in receipt of an eligible social welfare payment for at least 1 year directly prior to
starting VTOS. Childcare support is also available.
Currently VTOS is provided full-time. Part time options are currently being developed
under the Back to Education Initiative. In such cases a training allowance is not paid,
and continued welfare payment is subject to the discretion of the Department of Social,
Community and Family Affairs.
Post Leaving Certificate Courses (PLC)
Post Leaving Certificate Courses (PLC) take place in schools, colleges and adult
education centres. The courses are full time and last for one or two years. PLC courses
offer vocational and technical skills to school leavers and also adult returners who have
completed their secondary education. In general entrance to PLC courses is dependent
on completing a Leaving Certificate, however mature students may be accepted
depending on relevant work experience.
The courses are designed as a step towards skilled employment and are designed to be
closely linked to industry and employment. PLC courses adopt an integrated approach,
focusing on technical knowledge, core skills and work experience. Over 90% of PLC
courses are delivered by VECs. In 2008, more than 1,000 courses were offered in 229
centres in Ireland.
Back to Education Initiative
The Back to Education Initiative was the second pillar of the Government’s
comprehensive strategy for Second Chance and Further Education outlined in the White
Paper on Adult Education (2000). BTEI provides opportunities to return to learning for
adults and provides a re-entry route for those in the workplace who wish to upgrade
their skills in line with emerging needs. Access to information and communications
technology training, electronic technician training, language skills, enterprise
development, business, tourism, art and craft, childcare, and a broad range of disciplines
within the industry and services sector form part of the approach along with access to
the Junior and Leaving Certificate examinations and other access programmes.
A particular priority was to increase provision at Level 3 and Level 4 of the NFQ or
equivalent for those with low skills, and to ensure a progression bridge is in place for
students from the adult literacy service. In recognition of the need to ensure systematic
participation and benefit of those most affected by prolonged periods of unemployment,
a study was commissioned by the Department of Education and Science to identify and
report on the outreach, recruitment, delivery and support strategies which are most
effective in catering for those most in need.
The report highlighted the three major influences on participation among those hardest
to reach as:

A financial incentive to participate;

A job guarantee or clear evidence of improved job prospects resulting from
participation; and

The availability of suitable courses.
Department of Social and Family Affairs (DSFA)
The qualifying conditions for receipt of Jobseekers Allowance or Jobseekers Benefit
require a person to be available for and genuinely seeking full-time employment. A
person pursuing a full-time course of study would not satisfy this condition and,
therefore, would not qualify for Jobseekers Allowance or Jobseekers Benefit.
Exodea
Page 13
However, under the Education, Training and Development Option of the Back To
Education Programmes, a person may continue to receive, subject to satisfying certain
conditions, his/her Jobseekers Allowance or Jobseekers Benefit while attending certain
courses of education, training or development.
It should be noted that, unlike the Back to Education Allowance Scheme, this option is
not a stand-alone scheme. Persons who qualify under the Education, Training and
Development option continue to be paid Jobseekers Allowance or Jobseekers Benefit,
as appropriate, and are deemed to be available for employment for the duration of the
course of education, training or development.
The Back to Education Allowance (BTEA) is a scheme for unemployed people, lone
parents and people with disabilities who are getting certain payments from the
Department of Social and Family Affairs. The allowance can be paid to people who
wish to do or take approved second or third level courses of education. BTEA is not an
unemployment payment. Participants get a standard rate of payment, which is not
means tested.
The BTEA is for a wide range of people who might want to return to education, so
people qualify in different ways, depending on their age and personal situation.
BTEA - Third Level Option
Individuals may attend a full time third level course of education at any university, third
level college or institution by day. For people who already have an undergraduate thirdlevel qualification, applications for BTEA while pursuing post-graduate education will
only be considered if they are pursuing certain courses.
BTEA - Second Level Option
People who are in receipt of social welfare allowance can attend a second-level course
of education at any secondary, community, comprehensive or vocational school. The
course must be full-time and to a certificate recognised by the Department of Education
and Science or approved by the Further Education and Training Awards Council, e.g.,
Junior Certificate, Leaving Certificate, Post Leaving Certificate (PLC) or a City and
Guilds Certificate.
Education, Training and Development (ET&D) Option
Under the Education, Training and Development (ET&D) Option of the Back To
Education Programmes, a person may continue to receive, subject to satisfying certain
conditions, his/her Jobseekers Allowance or Jobseekers Benefit while attending certain
courses of education, training or development.
Unlike the BTEA Scheme, this option is not a stand-alone scheme. Persons who qualify
under the ET&D option continue to be paid Jobseekers Allowance or Jobseekers
Benefit, as appropriate, and are deemed to be available for employment for the duration
of the course of education, training or development.
2.3
National Qualifications Authority of Ireland
The National Qualifications Authority of Ireland is an agency of the Department of
Education and Science and the Department of Enterprise, Trade and Employment and
was set up in February 2001. It has responsibility for developing and maintaining the
National Framework of Qualifications and has three principal objectives which are set
out in the Qualifications (Education and Training) Act 1999:
Exodea
Page 14
 The establishment and maintenance of a framework of qualifications for the
development, recognition and award of qualifications based on standards of
knowledge, skill or competence to be acquired by learners.
 The establishment and promotion of the maintenance and improvement of the
standards of awards of the further and higher education and training sector, other
than in the existing universities.
 The promotion and facilitation of access, transfer and progression throughout the
span of education and training provision.
2.3.1
National Framework of Qualifications
The National Framework of Qualification is 'the single nationally and internationally
accepted entity, through which all learning achievements may be measured and related
to each other in a coherent way and which defines the relationship between all
education and training awards15.'
Figure 2 - National Framework of Qualifications
There are ten levels within the Framework. Each level is based on specified standards of
knowledge, skill and competence. These standards define the outcomes to be achieved
by learners seeking to gain awards at each level. Awards attained in schools, the
workplace, community, training centres, colleges and universities can all be
accommodated within the Framework. The Councils will also work with providers to
validate new awards, which will be made on the basis of 'learning outcomes' defined in
terms of standards of knowledge, skill and competence. These awards are referred to as
major-award-types. Major awards are the principal class of awards made at each level
in the framework.
By 2020 it is estimated by the Expert Group on Future Skills, that there will be:
 A slight shortage at NFQ Levels 8-10;
 A significant shortage at NFQ Levels 6 and 7; and
 Surpluses at NFQ Levels 1-5, with the possibility that a large number of low-skilled
individuals will be unable to find suitable employment.
It is recommended that by 2020:
15
National Qualifications Authority of Ireland (2003) The National Framework of Qualifications - An Overview. Dublin:
NQAI
Exodea
Page 15
 48% of the labour force should have qualifications at NFQ Levels 6-10;
 45% should have qualifications at Levels 4 and 5; and
 The remaining 7% will have qualifications at Levels 1-3, but should aspire to
achieve skills at higher levels.
This requires upskilling 70,000 persons from NFQ Levels 1 and 2 to Level 3,
260,000 persons to Levels 4 and 5 and 170,000 persons to Levels 6-10.
2.4
Further Education
The term ‘Further Education’ embraces education and training which occurs after
second-level schooling but which is not part of the higher education and training
system. Further education programmes are run by a wide range of both public and
private colleges and institutions and lead to awards validated by the Irish government's
awards agency - Further Education and Training Awards Council, as well as awards
validated by a range of Irish, UK and other international awarding bodies.
2.4.1
FETAC
FETAC (Further Education and Training Awards Council) is the national awarding
body for further education and training in Ireland. It was established as a statutory body
in June 2001 by the Minister for Education and Science under the Qualifications
(Education and Training) Act, 1999. FETAC has responsibility for making awards
previously made by BIM, Fáilte Ireland (CERT), FÁS, NCVA and Teagasc. FETAC's
functions include:
 Making and promoting awards;
 Validating programmes;
 Monitoring and ensuring the quality of programmes;
 Determining standards.
Programmes leading to FETAC awards are offered nationwide by a wide range of
providers in diverse settings, including BIM, Fáilte Ireland (CERT), FÁS and Teagasc
centres, VECs, adult and community education and training centres, Institutes of
Technology and in the workplace.
2.4.2
Higher Education Links Scheme
The Higher Education Links Scheme (HELS) has been designed to link specific FETAC
Level 5 Certificates and Level 6 Advanced Certificates to reserved places on higher
education programmes. Applicants must have attained the full appropriate FETAC
major award; a component certificate (record of achievement) is not acceptable.
2.5
Higher Education and Training
A historic shift occurred in the second half of the 20th century, which saw third level
education replace secondary education as the focal point of access, selection and entry
Exodea
Page 16
to rewarding careers for the majority of young people (OECD, 1999)16. The scale of
expansion of higher education in Ireland is broadly similar to the experience in other
European countries in 1950-1997. The rate of increase for Ireland over the period was
somewhat above the European average, exceeded only by the Mediterranean countries
of Portugal, Spain and Greece17.
The 38-year period from 1965 to 2003 saw the number of students in higher education
and training grow from 18,200 to over 135,000. These rapidly growing numbers reflect
increasing retention rates at second level, demographic trends and higher transfer rates
into higher education and training18.
However, Ireland’s participation rate in continuous or non-formal learning is relatively
poor. In 2002 14% of 25-64 year olds engaged in non-formal learning, compared with
16.55 in the EU-25 and 34.5% in the UK19.
The pattern of development of higher education in Ireland conforms to the dominant
model. The main feature of the diversification was the development of a network of
Regional Technical Colleges and the expansion of the existing Technological Colleges
in Dublin and Limerick. The Dublin colleges have since been integrated to form the
Dublin Institute of Technology while the Limerick College was designated as a
Regional Technical College (RTC). More recently all RTCs have been re-designated as
Institutes of Technology. The system was further diversified by the establishment of
two National Institutes of Higher Education which have since become universities to
form the University of Limerick (UL) and Dublin City University (DCU). The most
recent addition to the higher education system has been a network of new private
colleges offering courses mainly in the business studies area.
16
OECD (1999) Redefining Tertiary Education. Paris: OECD
Clancy, P. (2001) College Entry in Focus: A Fourth National Survey of Access to Higher Education. Dublin: HEA.
18
Department of Education and Science (2006) The Higher Education and Training System in Ireland. Pg. 10. Dublin:
The Stationery Office
19
Expert Group on Future Skills (2007) Tomorrow’s Skills. Towards a National Skills Strategy. Dublin: The Stationery
Office.
17
Exodea
Page 17
Figure 3 - Recognised Higher Education Institutions
University Sector
University College Dublin; University College Cork; National University of
Ireland Galway and National University of Ireland Maynooth; University of
Dublin (Trinity College); Dublin City University; University of Limerick and the
Royal College of Surgeons.
Institute of
Technology Sector
Dublin Institute of Technology, Institutes of Technology Athlone, Carlow, Cork,
Dundalk, Galway/Mayo, Letterkenny, Limerick, Sligo, Tallaght, Tralee,
Waterford, Dun Laoghaire Institute of Art, Design and Technology, which
incorporates the former Dun Laoghaire College of Art and Design and
Blanchardstown20.
Colleges of
Education (State
aided)
St. Catherine’s, Blackrock and St. Angela’s Sligo (Home Economics Colleges)
St. Patrick’s, Drumcondra; Mary Immaculate College, Limerick;
Froebel College, Blackrock; St.Mary’s College, Marino and Church of Ireland
College, Rathmines.
Colleges of
Education (Private)
Mater Dei Institute of Education; Montessori College AMI and St. Nicholas,
Montessori College.
Other Colleges
(state aided)
National College of Art and Design; The National College of Ireland; Shannon
College of Hotel Management; the Milltown Institute of Theology and
Philosophy; the American College Dublin
Other Colleges
(Private)
Dublin Business School; Griffith College, LSB College21, Portobello College,
HIS College and Mid West Business Institute (Limerick) and Skerry’s College,
Cork22.
(Source HEA23)
The list above includes a wide range of independent private colleges and other
institutions, which offer a range of courses complementing the existing provision in the
higher education and training sector, all of which have submitted programmes for
validation to HETAC. Other higher education colleges and institutions include national
institutions, private colleges and other higher education and training institutions. Some
of these are linked to universities, which validate their programmes and award their
qualifications. According to recent legislation, any provider of education and training,
regardless of the source of that provision, whether it is in an educational institution, the
workplace or the community can apply to the HETAC for validation of a programme24.
At present, 50-55% of 17-18 year olds enter higher education25. The National Skills
Strategy has set a target of 72% by 2020. Continuing success in widening participation
is crucial to achieving this target. Widening access to higher education is now critical to
economic competitiveness. The National Access Plan 2008-2013 aims to build
increased participation and greater equality in higher education. It is aligned with the
National Development Plan 2007-2013 in terms of the high level objective of the
Student Support/Third Level Access Sub-Programme which asserts that ‘by 2013,
students with a disability, mature students and those from socio-economically
disadvantaged backgrounds, including members of the Travelling Community and
refugees, should have adequate opportunities to progress to higher education’.
20
Institute of Technology Blanchardstown established in 1999 and was not included in the Fourth National Survey cited
below.
21
Amalgamated with Dublin Business College in 2000, LSB is now DBS School of Arts
22
2005 amalgamated with Griffith College, now known as Griffith College, Cork
23
Clancy, P. (2001) College Entry in Focus: A Fourth National Survey of Access to Higher Education. Dublin: Higher
Education Authority
24
Department of Education and Science (2006) The Higher Education and Training System in Ireland. Dublin: The
Stationery Office.
25
O’Connell, P., McCoy, S. & Clancy, D. (2006) Who Went to College in 2004? A National Survey of New Entrants to
Higher Education. Dublin: Higher Education Authority
Exodea
Page 18
2.5.1
HETAC
The HETAC was established in June 2001, under the Qualifications (Education and
Training) Act 1999. It is the successor to the National Council for Educational Awards
(NCEA). HETAC is the qualifications awarding body for third-level education and
training institutions outside the university sector. HETAC awards qualifications at all
levels of higher education and training up to PhD level.
HETAC’s main functions include26:
 Setting standards for higher education and training awards;
 Validation of higher education and training programmes;
 Monitoring of institutional quality assurance procedures;
 Delegation of awarding powers to recognised institutions;
 Ensuring that student assessment procedures are fair and consistent; and
 Ensuring that arrangements are in place in commercial education and training
institutions to protect learners where programmes validated by HETAC cease to be
provided.
2.5.2
New Entrants in Higher Education
The Higher Education Authority (HEA) has commissioned four national surveys on
access to higher education. For the purpose of the surveys the HEA has defined Higher
Education as ‘Consisting of courses of study which normally demand as a minimum
entry requirement a Leaving Certificate with at least grade D in five subjects, offered in
recognised higher education Institutions.’
Clancy (2001) examined the pattern of participation in higher education in the Republic
of Ireland. The report was based on a national survey of all those who enrolled as new
entrants to full-time higher education in 43 colleges in autumn 1998. The study was
based primarily on an analysis of personal demographic and educational data, which
were abstracted from individual student record forms.
A total of 32,724 students were admitted as new entrants on the first year of an
undergraduate programme, to forty-three colleges of higher education in autumn 199827.
48% of entrants were admitted to the Institutes of Technology, with a further 45%
admitted to the university sector. 3% of entrants were admitted to the Colleges of
Education, while a further 4% were admitted to the heterogeneous ‘Other Colleges’
sector. The level of admission in 1998 was 30% greater than that obtained in 1992. It
was the first of the national surveys to register a majority (52.7%) of female entrants.
The faster growth in female enrolments has been a consistent trend over recent decades.
In 1980, 46% of higher education admissions were females; this increased to 49% in
1992. The fact that females now constitute a majority has removed an anomaly that has
persisted for many years.
The majority of new entrants were participating in technology (26%), commerce
(21.5%) and humanities (16.6%). An important feature of the diversification was the
expansion of short-cycle programmes (Clancy 2001). The main third level provision in
the RTCs was at certificate and diploma level. The sustained growth in the non-
26
27
Exodea
www.hetac.ie
Clancy (2001) National Plan for Equity of Access to Higher Education 2008-2013. Dublin: HEA
Page 19
university sector has led to a situation whereby, from a comparative perspective, Ireland
is characterised by having a high percentage of third level entrants enrolled on subdegree level programmes. While the majority (55%) of entrants to higher education in
1998 were admitted to degree level courses, 45% were admitted to certificate or
diploma programmes. This differentiation is closely linked to the type of college
attended. The vast majority of entrants to the university sector were enrolled on degree
level courses, the main exception being those admitted into Nursing Studies
programmes.
For the majority (83.1%) of entrants to higher education, their fathers’ principal
economic status was classified as being in employment. 9% were classified as
unemployed or unable to work, almost 7% as retired, and over 1% as on ‘home duties’.
In contrast with the situation for fathers, the majority (53.8%) of the mothers of new
entrants were classified as on ‘home duties’. 40% were classified as employed, with less
than 5% unemployed or unable to work and 1% were retired. At the same time, 19% of
the national population were classified as unemployed, thus substantiating the main
finding, that students with unemployed fathers are ‘under-represented’.
Another measure of social background is social class. The social class scale is designed
to classify the population according to an ordinal class structure. Clancy found that the
higher the social class, the higher the participation ratio in third level education. The
Professional Workers’ class had a participation ratio of 1.64 while the Managerial and
Technical class had a participation ratio of 1.22. The participation ratio of the Skilled
Manual class, at 1.0, was higher than that of the Non-Manual class, which stands at
0.79. Overall, 36% of entrants were in receipt of means-tested financial aid. The groups
with the highest percentages of students in receipt of financial aid were the Unskilled
(78.4%) and Agricultural Workers (75.6%) groups.
The participation rate in higher education was 44% in 1998. Over the period 1998 to
2006 the school leaving population fell. Although this is the traditional cohort from
whom new entrants to higher education are drawn, the participation rate in higher
education grew by a significant 11% over the same period. This demonstrates that
students are increasingly recognising the value of a higher education and are choosing
to participate.
Student number enrolments in higher education also grew significantly over the 1998 to
2005 period28. This increase has occurred despite a decrease in the cohort of schoolleavers. The increase in student enrolments reflects the fact that more students are
opting to go to higher education but also that more students are opting to spend longer
periods of time in higher education and achieve higher level qualifications, such as
Honours degrees, Masters degrees and PhDs.
2.6
Progression to Third Level
Participation rates in post-secondary education and employment should be analysed in
light of influences such as gender, socioeconomic status and social class, race and
ethnicity. For example, studies of low and high achieving youth and their career
aspirations are problematic when performance labels such as “at risk” are used to
describe what are actually differences based on social class, race/ethnicity and
geography29. Socio-economic factors and gender continue to influence individuals’
28
HEA (2006) Who went to College in 2004? Dublin: Higher Education Authority.
Taylor, A. (2006). “Bright Lights’ and ‘Twinkies’: Career Pathways in an Education Model.” Journal of Education
Policy 21(1).
29
Exodea
Page 20
schoolwork transitions30. School dropouts are more likely to come from low
socioeconomic status families with structural disadvantages, such as lone parents,
parents with low level of education and large family sizes, be male and come from some
ethnic minorities who may be at greater risk31.
Clancy (2001)32 analysed the ESRI’s study of 2,000 school leavers. The results revealed
that the majority of students (80.6%) attained Leaving Certificate level of education,
while fewer than 4% left without any qualification. The remaining 16% attained Junior
Certificate level of education before leaving school. The percentage of students from the
Unskilled Manual group, who left with no qualifications (9.1%), was two and half times
greater than that of the average for all groups. In contrast, fewer than 1% of those from
the Higher Professional, Lower Professional and Salaried Employees groups left
without any qualifications. Socio-economic differentials were also evident among those
who left school having completed the Leaving Certificate. While 65% of the Unskilled
Manual group had achieved this level of education, the figures were over 90% for the
Employers and Managers, Higher Professional and Lower Professional groups.
The level of achievement of those school leavers who stayed to complete the Leaving
Certificate was also examined. In respect of the lower threshold, the differences by
socio-economic status were not dramatic, although there was an 11% difference
between the Higher Professional group and the Unskilled Manual group. Of those who
remained to take the Leaving Certificate, only 43% of the Unskilled Manual group
achieved at least two honours, by comparison with 87% of the Higher Professional
group. On average 56% of students who attained at least five passes in the Leaving
Certificate were enrolled in higher education; this compares with 76% of those with at
least two grade Cs at honours level. For those with modest levels of attainment, the
comparative class differences observed in these transition rates were highly significant.
However, when the comparison was restricted to those with at least two honours in the
Leaving Certificate, the socio-economic group differences were more modest.
The progression rate to third level education will have to increase from 55% to 72% by
2020 according to the Expert Group on Future Skills if the upskilling of the Irish
population is occur successfully.
2.7
Access Interventions
The term ‘Access’ in this context has been defined as ‘the global, inclusive term of
‘equity’ refers to… policies and procedures for enabling and encouraging groups in
society at present under represented as students in higher education institutions and
programmes or study areas, to gain access to and demonstrate successful performance
in higher education and transition to the labour market33.’ The European Access
Network (EAN) says that access includes not just entry to higher education but also ‘
retention and successful completion34’ All of the main higher educational institutions in
the country operate an ‘Access’ Office to support disadvantaged students to access third
level education.
30
Lehmann, W. (2004). ‘For Some Reason, I Get a Little Scared’: Structure, Agency, and Risk in School-Work
Transitions. Journal of Youth Studies 7(4). 31
Janosz, M., LeBlanc, M., Boulerice, B., and Tremblay, R.E. (1997). “Disentangling the Weight of School Dropout
Predictors: A Test on Two Longitudinal Samples.” Journal of Youth and Adolescence 26(6).
32
Clancy (2001) National Plan for Equity of Access to Higher Education 2008-2013. Dublin: HEA
33
Skilbeck, M., and Connell, H.,(2000) Access and Equity in higher Education: An International Perspective on Issues
and Strategies. Dublin: HEA
34
Access Group on Access to Third Level Education (2001) Report of the Action Group on Access to Third Level
Education.(Pg. 14) Dublin: Stationery Office.
Exodea
Page 21
2.7.1
Financial Assistance
The Access Group on Access to Third Level Education acknowledged finance as one of
the most significant barriers to participation in Third Level Education for students from
disadvantaged backgrounds35. There are a number of national financial support
programmes in place to support students, the most notable of which is the Higher
Education Grants Scheme. The Grants Scheme provides maintenance and tuition costs
to eligible students based on a means test of parents/guardian’s income. The maximum
non-adjacent grant available in 2007/2008 was €3,240, while the maximum adjacent
rate was €1,370. The Student Service Charge of up to €825 is also paid on behalf of the
grant recipient.
The National Development Plan (pg. 250) provides for Student Support/Third Level
Access fund in the period 2007-2013. The fund is aimed at providing additional
supports for students who are deemed to be experiencing significant disadvantage. The
action is a direct result of recommendations by the Action Group on Access to Third
Level Education. The fund provides a special rate of maintenance grant for students by
reference to an income threshold and receipt of long-term social welfare payments. The
special rate of maintenance grant in 2007/2008 was €6,690 equivalent to a "special rate
grant" of €3,270 on the ordinary maintenance grant. The full adjacent rate was €2,680
equivalent to a "special rate grant" of €1,310 on the ordinary maintenance grant.
A Millennium Partnership Fund for Disadvantage was announced in 2000. The
objective of the Fund is to support students from disadvantaged areas with regard to
retention and participation in further or higher education courses. Partnership
Companies and Community Groups manage the fund locally. Area Development
Management (ADM) administers the Fund on behalf of the Department of Education
and Science. Students may contact their local Partnership or Community Group for
assistance. The Millennium Partnership Fund is funded by the Irish Government and
part-funded by the European Social Fund under the Human Capital Investment
Operational Programme 2007-2013.
To be eligible to apply to the Millennium Partnership Fund, the applicant must:
Have been accepted to participate in a recognised higher education course or a
recognised further education course with designated links to higher education;

Be normally resident in the geographic area covered by the partnership company or
community group;

Qualify for or be in receipt of a maintenance grant for further or higher education;
and

Be in one of the following status categories;
o
Hold EU nationality;
o
Have official refugee status; or
o
Have been granted humanitarian leave to remain in the State.
While the Fund is primarily aimed at supporting students on full-time courses,
applications from students participating in recognised part-time courses will also be
considered.
35
Exodea
Ibid (pg. 49)
Page 22
2.7.2
Higher Education Access Route (HEAR)
The HEAR programme is a scheme operated by a number of Higher Education
Institutions to support under-represented groups to access third level education. The
participating institutions are:

Dublin City University (DCU)

Dublin Institute of Technology (DIT)

National University of Ireland – Maynooth (NUIM)

Trinity College, Dublin (TCD)

University College Cork (UCC)

University College Dublin (UCD)

University of Limerick (UL).
The scheme targets young people who have the ability to benefit from and succeed in
higher education but who for a variety of reasons are under-represented at third level.
The range of issues taken into consideration include:

Long-term unemployment (parents);

Low family income;

Little or no family tradition of progression onto Higher Education; and

Under-represented socio-economic groups in Higher Education.
The scheme enables the higher education institutions to decide on their own entry
requirements for Access students and this varies from institution to institution. All of
the participating institutions publish a joint brochure on an annual basis; advising
students on the entry requirements for all courses eligible under the scheme. Students
who are successful in accessing Higher Education through the HEAR process will
receive a range of financial, academic, personal guidance and social supports. Students
are also advised to apply separately for the Higher Education Maintenance Grant
through their local authority or VEC.
2.7.3
CIT Access Service
The CIT Access Office organises supports such as information sessions, school visits,
parents information sessions, student shadowing, induction programmes, the Mature
Student Support Network and financial assistance. Financial assistance is available for
registered students who are in financial hardship through:
Student Assistance Fund;

Fund for Students with Disabilities;

Millennium Partnership Fund; and

Cork Chamber Science and Engineering Bursary Scheme.
Financial assistance is available for registered students who are in financial hardship
through the Student Assistance Fund, Students with Disabilities, and the Millennium
Partnership Fund. The Student Assistance Fund is funded by the Irish Government and
part funded by the European Social Fund under the Human Capital Investment
Operational Programme 2007-2013. Applicants must be students registered with CIT,
participating on a third level course of not less than one-year duration leading to an
Exodea
Page 23
under-graduate or post-graduate qualification. Resources will be targeted at
disadvantaged students most in need. Applicants on the Back to Education Allowance
for unemployed people, lone parents and people with disabilities will also be
considered. Students in hardship can apply for assistance towards childcare, rent,
transport and subsistence.
A consortium led by Cork City Partnership and including Avondhu Development
Group, Bantry Integrated Development Group, South and East Cork Area Development,
IRD Duhallow, Meitheal Mhuscrai, CIT, UCC and City of Cork VEC invite
applications for the Cost of Education Allowance Scheme from students who are
currently attending further/higher education.
Student bursaries are available to a number of first year students from the faculty of
Engineering or Science. Successful candidates will receive €1,500 per year for the
duration of their undergraduate studies (max. 4 years). Resources will be targeted at
disadvantaged students most in need.
There are a range of supports for mature students in CIT such as financial support;
learning support and social networks. The Mature Student Support Network This is a
support programme for Mature Students. The Network invites mature students to an
introductory meeting at the beginning of term. A special programme of events is then
organised annually. Topics include;

Welcome lunch for mature students;

Study skills sessions;

Improving your writing skills;

Stress management;

Maths support sessions (delivered by the Learning Support Centre);

Information on financial supports; and

Exam techniques.
Each year the Access Office organises an induction and orientation programme for first
year students. Existing students of the Institute are recruited and trained to act as
Student Leaders. At registration and during the first week on campus, student leaders
assist first year students by giving them information on student supports and services,
showing the location of facilities, talking to new students and helping new students to
settle in.
2.7.4
UCC Access Programme
UCC's Access Programme commenced in 1996 and is a priority policy of the
University's Strategic Development Plan. The Access Programme targets those students
who have the ability to benefit from and succeed in higher education, but who, for
social or economics reasons, are underrepresented at third level.
More than 500 students have graduated to date from UCC’s access programme.
Students who wished to enter the programme were assessed on economic grounds,
parental occupation and financial circumstances. UCC reserved 15% of all
undergraduate places for students from under-represented groups in 2007, with about
5% of these being set aside for students with a socio-economic disadvantage. UCC
provides bursaries of up to €2,000 for students from under-represented groups. It also
provides a drop-in service where students can call by with problems or concerns
Exodea
Page 24
2.8
National Skills Strategy
The National Skills Strategy was developed by the Expert Group on Future Skills Needs
under the auspices of the Department of Enterprise, Trade and Employment and the
Department of Education and Science. The Expert Group on Future Skills Needs
‘proposes a vision of Ireland in 2020 in which a well-educated and highly skilled
population contributes to a competitive, innovation-driven, knowledge-based,
participative and inclusive economy36.’(pg 2)
The Expert Group set out a set of objectives as part of a process to develop a National
Skills Strategy. These objectives are primarily focused on improving the educational
profile of the labour force including:
2.9

Upskilling 500,000 people in employment; and

Increasing the participation rate in upper secondary education to 90% and ensuring
the progression rate to third level increases to 72%.
Male Participation: Education and Training
Male participation in training and education initiatives has emerged as a major issue for
practitioners. The gender split in participation rates in all areas of community and adult
education is approximately 70% female, 30% male37. This pattern is compounded when
age is added as a variable, with older men being less likely again to participate in
training and education.
Aontas first examined the issue of male participation in training and education; in a
report commissioned in 200038 they found that men are less likely to engage in return to
education for the following reasons:

Inner personal barriers, including feelings of powerlessness and worthlessness;

Construction of masculinity – resulting in unrealistic expectations;

Negative school experience; and

Sense of identity.
Drudy and Lynch39 found that the reasons for low male participation rates included:

Inadequate information and publicity about courses;

Fear of loss of Social Welfare payments;

Travel costs; and

Irrelevant courses.
They concluded that “We begin to realise that male detachment from adult education
may have its roots not in some kind of inherent ‘male’ indifference to education but
rather in the irrelevance of many adult education options (including those offered by
FÁS) to people who are basically looking for a credential that has real labour market
36
Expert Group on Future Skills Needs (2007) Tomorrow’s Skills – Towards a National Skills Strategy. Dublin:
Stationery Office.
37
O’ Connor, M. (2007) Sé Sí – Gender in Irish Education. Dublin: Department of Education and Science.
38
Owens, T. (2000) Men on the Move: A Study of barriers to participation to male participation in education and
training initiatives. Dublin: Aontas.
39
Drudy and Lynch (1993) Schools and Society in Ireland. Dublin: Gill and Macmillan.
Exodea
Page 25
currency.” (Drudy and Lynch, 1993, p267). Other reasons stated were more to do with
the ‘self’ rather than external ones; bad school experiences; embarrassment that other
people will find out they are on an adult education or literacy course and permeating all
other reasons: “fear of ridicule by the male peer group” (Corridan, 200240).
Various researchers, including Owens and Corridan have found that males are deeply
affected by the perceptions of other males and are not good at discussing issues with
each other. Therefore the successful model used by various women’s groups in
Community and Adult Education will not work with men. Cousins (1997)41 postulates
that “Perhaps one of the weaknesses of much work in men’s development has been an
assumption that models which have worked with women’s groups can simply be
transferred to men’s groups, The record to date would suggest that this is not the case”
(Cousins, 1997, p39)
Fitzpatrick (2007)42 found that by considering male pedagogical paradigms it is possible
to develop courses, which will appeal to the male audience within the context of adult
and continuing education. He believes that the use of ICT is a useful tool in developing
more ‘male-centric’ learning environments.
2.9.1
Potential Solutions to Male Participation
Interventions to improve male participation rates need to acknowledge that strategies
that work for women will not necessarily transfer to men. Specifically courses need to
be developed which will take into consideration research in the area:

Courses should be ‘men only’;

Courses should not be provided in a school environment;

Extensive use of ICT should be incorporated into training courses;

Specialised literacy software should be used where there are literacy issues43;

If possible participants should be paid an allowance to attend;

Peer support should be built into course development;

Courses should have well defined timetable and rules; and

Progression routes should be clear.
40
Corridan, M. (2002) In from the Margins. Dublin: DALC
Cousins, M. (1997) Review of the scheme of grants to locally based Men’s Groups. Dublin: Department of Social,
42
Fitzpatrick, A. (2007) The extensive integration of ICT can increase participation and retention rates of long term
unemployed males in community and adult education. Unpublished MSc Technology and Learning: Trinity College
Dublin.
43
NALA have developed a full on-line resource library for this purpose: www.literacy.ie
41
Exodea
Page 26
3
Area Overview
A full socio-economic and demographic profile of the area is provided in appendix one
to this report. This section provides an overview of the area in general terms.
3.1
Description of Territory/Area
Located to the south of Cork City, and extending linearly across east Cork, the area
served by SECAD is bordered by West Cork, Cork City to the immediate north, the
Atlantic to the south and on the east by County Waterford. The area stretches from
Ballincollig to Youghal Bridge and includes Douglas, Glanmire, Carrigaline, Cobh,
Carrigtwohill, Midleton and surrounding areas.
Map 1 – Study Area
(Map source: Exodea)
3.2
Demographic Profile
The geographical area administered by SECAD incorporates forty-seven CSO defined,
Electoral Divisions (EDs).
In 2006, there were a total of 361,877 persons living in County Cork. Of this, 148,786
persons were living in the SECAD area, representing 41.1% of all persons living in the
county. The SECAD area has experienced rapid population growth with a 44.5%
increase in population since 1996.
Exodea
Page 27
3.2.1
Older People
There are 10,985 persons in the South and East Cork area aged over 65 years of age,
representing 7.6% of the total population in the area. This is slightly higher than the
national level of people in this cohort, at 6.7%.
3.2.2
Young People
A large percentage of the population in the East and South Cork area (22.5%) are in the
0-14 age cohort based on Gamma (2008) and 13.9% of the population are in the 15-24
age cohort.
3.2.3
Lone Parents
There were 5,449 family units headed by lone parents in 2006. This represented 20.4%
of all family units in the SECAD area. The EDs with the greatest levels of lone parents
were in the urban areas of Midleton Urban (35.3%), Youghal Urban (30.6%) and Cobh
Urban (29.7%).
3.2.4
People with a Disability
In the SECAD area in 2006 there were 11,000 persons with a disability. The majority of
these persons were in the 45-64 years age cohort (29.6%) and the 65+ age cohort
(27.6%). 23.3% of persons were in the 25-44 year age cohort.
3.2.5
Minority Groups
The Census of Population 2006 for the first time identified the nationality of all
respondents. The majority of people living in the SECAD area were Irish nationals
(89.8%), while 12.7% are non-Irish nationals. Of these, 5.8% were from the UK, 2%
from Poland, 0.5% from Lithuania, 1.5% from another EU-25 country and 2.9% from
the rest of the world.
There were 161 Irish Travellers in 19 EDs in the SECAD area in 2006. This represented
a very low percentage of the population in the area at 0.1%. The majority of Travellers
were living in Lehenagh and Douglas.
3.2.6
Carers
In the SECAD area in 2006, there were 5,335 carers and the majority of carers (61%)
provided 1-14 hours of unpaid help per week. A large number of carers (23.8%)
provided in excess of 43 hours unpaid help per week.
3.3
Special Areas of Designation
Two significant national designations with respect to social development exist within
South and East Cork. Youghal and the county part of Togher are both designated
Exodea
Page 28
RAPID44 areas. The Electoral Division of Kilcronat, Ardagh and Dangan comprise the
designated CLÁR area.
Map 2 - RAPID Designated Areas
RAPID Designations
Youghal RAPID Area
Map 3 - CLÁR Programme Area
3.4
Economic Profile
3.4.1
Employment
There were 69,007 persons over the age of 15 years at work in the SECAD area in 2006.
The majority of these persons were employed in the commerce and trade (19,014),
manufacturing (12,476) and professional services sectors (11,497). There were 1,731
persons employed in the agriculture, fishing and forestry sector. The majority of persons
44
Exodea
Revitalising Areas through Planning Investment and Development
Page 29
in the urban areas were employed in Commerce and Trade, with the least amount of
persons in rural areas such as Kilcronat and Clonpriest being employed in this sector.
3.4.2
Unemployment
In 2006 there were 3,455 persons in the SECAD area unemployed. The main areas of
unemployment in the south and east Cork area were in the urban centres of Youghal
(6%), Midleton (4.94%), Cobh (4.4%) and Carrigaline (4.2%). In 2002 both Cobh
(5.2%) and Youghal (5.8%) areas were returning a percentage of the population who
were unemployed as being above the relative SECAD area of 4.1%. By 2006 however,
both areas had increased employment levels. This is reflective of the economic
environment seen at present in the State as a whole.
There has been a steady increase in the number of people signing on the live register in
2008 and into 2009. The losses recorded in February 2009 brought the seasonally
adjusted number on the Live Register to 354,437, a level not seen since January 1975.
In the period to February 2009, there was an unadjusted increase of 164,952 (+165%).
26,700 people joined the live register in February 2009 alone.
In February 2009 there were 6,515 persons signing on the Live Register in the
Carrigaline, Cobh, Midleton and Youghal offices. The majority (64.5%) were males.
Carrigaline and Midleton showed increases of 117% and 93.1% in the numbers of
persons on the Live Register in the period February 2008- February 2009. Cobh and
Youghal also recorded large increases in the same period of 77.8% and 62.4%
respectively.
Figure 4 – Persons on Live Register February 2009
Area
February 2008
February 2009
Total Males
Total Females
815
461
1,277
898
1,770
820
2,466
1,459
1143
539
1608
918
627
281
858
541
Carrigaline
Cobh
Midleton
Youghal
Total %
increase
+117%
+77.8%
+93.1%
+62.4%
(Source: CSO 2008)
3.4.3
Agricultural Sector
According to the 2000 Census of Agriculture there were 3,312 persons in the South and
East Co. Cork area working in agriculture. The majority of these persons (47.7%) were
the householders, while 42.7% were spouses or other family members.
Only 11.9% of farms in the East Cork area were involved in the Rural Environmental
Protection Scheme (REPS) programme and only 29% of farmers have a formal
agricultural education.
3.4.4
Construction
Employment in private firms (with five or more persons engaged) in the construction
industry decreased by 20.2% in November 2008 by comparison with November 200745.
The monthly employment index decreased from 99.8 in November 2007 to 79.6 in
November 2008.
45
Exodea
CSO (2009) Index of Employment in Construction, January 2009. Cork: Central Statistics Office.
Page 30
In the SECAD area there were 7,781 persons employed in the construction sector,
representing 11.28% of all employment in the area in 2006. The majority of persons
employed in the construction sector, as a percentage of total employment, were resident
in the Mogeely (18.1%), Clonpriest (15.3%), Midleton Urban (15.2%), Youghal Urban
(15.1%) and Carrigaline (15.1%) EDs.
A very significant downturn has occurred in the house-building sector over the past
twelve months. This downturn is caused by unsustainable levels of new house
construction over recent years, and is seen as a severe corrective action.
Unemployment in the construction sector has been visible from the beginning of 2008,
and is expected to rise. Some non-Irish national members of the sectoral labour force
have now settled in the area, and their integration and up-skilling will be a major
challenge to SECAD. A significant number of farmers have also enjoyed employment
in the construction industry. It is anticipated that many of these, particularly the
unskilled and semi-skilled, will have their income negatively affected by the decline of
the local construction industry.
3.4.5
Manufacturing
There were 12,476 people employed in the manufacturing sector in the SECAD area in
2006. Employment in the manufacturing sector, as a percentage of total employment in
EDs, was highest in Bishopstown (22.7%), Caherlag (22.3%), Carrigtohill (22.3%),
Carrigaline (22%), Midleton Rural (21.4%) and Knockraha (21.0%). Employment in
this sector has been decreasing and the majority of employment opportunities in the area
are dependent on the large number of large scale manufacturing plants currently
operating in the region.
3.4.6
Pharmaceuticals
The pharmaceutical sector makes an enormous contribution to the generation of wealth
in the Irish economy and has experienced significant growth in recent years. It
contributes €29.7 billion to total exports (40% of total manufacturing exports) and
directly employs 17,000 persons. Currently 13 of the top 15 sectoral companies in the
world have substantial operations in Ireland.
Since the 1970s Cork Harbour has emerged as the primary national location for
pharmaceutical companies. Today, Cork Harbour represents one of the largest
concentrations of pharmaceutical industries in the world. The majority of
pharmaceutical companies in the South and East Cork area are based in Little Island.
There are twenty-three pharmaceuticals companies in County Cork and 19 of these
companies are in the South and East Cork area. These companies are concentrated
mainly in this area because of the excellent port facilities and access to the national road
network, which is important, as these multinational pharmaceutical companies are
critically dependent on the efficient movement of goods in and out of the country.
3.4.7
Information and Communications Technology
Ireland has been very successful in attracting overseas investment in ICT (Information
Communications Technology) and five of the top ten ICT companies in the world have
substantial operations here. Today this sector of over 220 companies accounts for €50bn
exports and generates €500m in corporate tax annually. Functions such as shared
services, supply chain management, technical support, software development and R&D
Exodea
Page 31
are increasingly included in the range of operations carried out by ICT companies in
Ireland.
There are forty-one ICT companies in Cork and twelve of these companies are in the
south and east Cork area, representing 29.27% of all ICT firms operating in the county.
Predominantly these companies are based in Little Island, with some in Ballincollig,
Ringaskiddy, Midleton and Carrigtohill.
There are also three consumer products companies in the area operating under IDA
supports within the SECAD area of operation. There are only 11 such companies in the
county as a whole, showing 27.3% are located in South and East Cork. In total there are
119 IDA-supported international firms operating in County Cork and 37.8% of these are
in SECAD’s area of operation.
Exodea
Page 32
4.
Education and Training
This section provides an overview of the current education and training provision in the
SECAD area. It outlines the formal educational system including pre-school, primary,
post primary and third level educational opportunities as well as the range of other
training and education services offered in the area.
4.1
Educational Attainment
The level of educational disadvantage in an area may be regarded as a proxy for social
and/or economic deprivation. Long-term investment in education can lead to high levels
of economic expansion and social change. Low educational attainment can limit a
person’s ability to find employment opportunities and is a particularly strong indicator
of social exclusion and deprivation.
In the SECAD area in 2006, 11.1% of the population had no formal education or
primary education only. This was lower than the county and national averages of 15.7%
and 18.9% respectively. The EDs with the lowest levels of educational attainment were
Ballintemple (23.8%), Youghal Urban (21.6%) and Dangan (21/6%).
Ardagh
Ballincollig
Ballintemple
Ballycotton
Ballyfoyle
Ballygarvan
Ballyspillane
Bishopstown
Caherlag
Carrigaline
Carrigaline
Carrigtohill
Castlemartyr
Clonmult
Clonpriest
Cloyne
Cobh Rural
Cobh Urban
Corkbeg
Dangan
Douglas
Dungourney
Farranbrien
Garryvoe
21.1%
18.3%
23.8%
19.7%
17.3%
16.9%
16.2%
19.4%
16.9%
20.0%
18.2%
17.9%
21.8%
13.7%
23.6%
24.8%
22.5%
26.3%
17.9%
18.1%
13.5%
22.4%
18.8%
19.8%
20.5%
23.3%
19.5%
20.3%
17.8%
22.4%
24.5%
23.9%
22.2%
22.5%
22.7%
23.2%
23.4%
30.8%
18.6%
20.7%
23.1%
22.6%
21.9%
20.7%
22.4%
21.1%
20.5%
19.0%
10.1%
9.6%
8.4%
9.5%
8.1%
8.8%
9.3%
13.4%
9.8%
7.8%
12.2%
11.5%
10.9%
9.4%
11.2%
8.6%
11.7%
11.1%
11.2%
6.0%
8.2%
11.2%
8.5%
10.0%
27.6%
39.4%
24.5%
35.2%
38.4%
41.4%
29.9%
29.9%
41.0%
29.4%
39.6%
35.3%
29.9%
26.5%
25.4%
31.1%
32.2%
26.0%
37.6%
33.6%
49.1%
33.9%
33.1%
32.2%
11.3%
5.0%
14.6%
9.1%
14.6%
6.4%
13.7%
13.4%
6.0%
11.0%
4.5%
8.6%
8.0%
12.0%
9.2%
8.5%
5.9%
7.1%
7.9%
7.8%
4.3%
6.7%
13.7%
8.9%
Age Education
Ceased > or =
20
Age Education
Ceased < or =
15
Pop 3rd Level
Education
Pop Technical
or Vocational
Education
20.8%
9.4%
23.8%
15.2%
18.4%
10.5%
20.1%
13.4%
10.2%
20.2%
7.3%
12.1%
14.0%
19.7%
21.3%
14.9%
10.4%
14.0%
11.4%
21.6%
6.9%
11.5%
19.1%
19.0%
Pop Upper
Secondary
Education
337
10,121
323
925
185
1,012
204
67
4,057
6,820
1,149
3,279
586
117
564
2,048
3,962
4,297
1,366
116
11,561
313
293
369
Pop Lower
Secondary
Education
Pop No Formal
or Primary
Education
Only
ED
Pop Education
Ceased (Excl
Not Stated)
Figure 5 - Educational Attainment as a Percentage of Population
24.6%
33.5%
18.6%
27.0%
33.0%
33.9%
28.4%
26.9%
35.3%
25.5%
33.8%
33.0%
26.1%
22.2%
20.6%
25.0%
27.0%
22.2%
29.9%
26.7%
42.1%
30.4%
32.1%
27.6%
/continued
Exodea
Page 33
Ightermurragh
Inch
Inishkenny
Kilcronat
Killeagh
Kilmacdonogh
Kilpatrick
Knockraha
Lehenagh
Liscleary
Lisgoold
Midleton Rural
Midleton Urban
Mogeely
Monkstown R
Monkstown U
Riverstown
Rostellan
Templebodan
Templebreedy
Templenacarriga
Youghal Rural
Youghal Urban
SECAD
Cork
South-West
S and E
National
1,200
273
3,281
89
670
510
219
740
5,817
2,113
470
4,320
2,686
300
497
3,188
2,760
618
291
2,013
339
509
4,094
91,068
234,130
402,722
1,991,547
2,720,096
11.3%
12.5%
7.1%
21.3%
17.0%
19.2%
10.5%
9.3%
7.8%
7.6%
13.0%
9.6%
19.2%
13.7%
10.9%
10.7%
12.0%
12.3%
15.8%
10.5%
19.2%
14.3%
21.6%
11.1%
15.7%
17.9%
17.5%
18.9%
18.6%
18.7%
14.6%
22.5%
21.2%
24.5%
15.5%
19.7%
17.1%
20.2%
21.1%
17.8%
24.1%
24.0%
14.9%
19.9%
16.8%
19.3%
25.8%
17.9%
18.6%
20.8%
24.1%
18.8%
21.3%
22.0%
20.6%
21.1%
22.7%
18.3%
19.1%
23.6%
22.7%
22.0%
24.2%
20.9%
22.0%
23.6%
21.9%
21.3%
22.0%
23.3%
23.5%
19.5%
21.5%
21.8%
20.3%
25.0%
20.4%
22.8%
22.6%
22.2%
21.2%
20.7%
20.7%
20.6%
8.4%
15.8%
10.1%
6.7%
11.5%
11.4%
16.9%
9.5%
9.5%
10.1%
8.1%
12.4%
11.0%
10.7%
10.5%
10.3%
9.0%
10.0%
9.3%
9.4%
12.1%
11.0%
8.1%
10.0%
10.1%
9.4%
9.0%
9.0%
39.0%
34.8%
49.1%
25.8%
27.6%
22.9%
32.9%
40.5%
43.7%
38.5%
36.0%
39.0%
23.7%
28.3%
40.2%
39.6%
40.7%
36.6%
28.9%
37.2%
29.8%
31.0%
23.6%
37.9%
31.8%
30.0%
32.2%
30.5%
Age Education
Ceased > or = 20
Age Education
Ceased < or = 15
Pop 3rd Level
Education
Pop Technical or
Vocational
Education
Pop Upper
Secondary
Education
Pop Lower
Secondary
Education
Pop No Formal or
Primary
Education Only
ED
Pop Education
Ceased (Excl Not
Stated)
/continued
8.3%
8.1%
4.4%
6.7%
9.1%
16.1%
6.4%
5.8%
4.2%
4.4%
7.9%
5.7%
9.4%
6.0%
5.6%
6.4%
7.4%
7.4%
12.7%
6.1%
10.6%
8.1%
12.1%
6.4%
9.4%
10.8%
10.9%
11.9%
31.1%
30.4%
44.1%
23.6%
22.4%
18.4%
26.5%
32.7%
37.0%
30.3%
27.9%
34.3%
21.9%
21.7%
33.4%
33.9%
33.4%
27.3%
25.4%
32.4%
22.7%
23.6%
19.1%
32.2%
27.3%
26.0%
26.9%
25.6%
(Source: GAMMA 2008)
The EDs highlighted above show percentage of population with below average
educational attainment, as is generally the case in the SECAD area.
Map 4 - Population with No Formal or Primary Education Only
The EDs in the SECAD area where there were low levels of educational attainment
among men were Ballintemple (26.3%), Clonpriest (25.7%) and Ardagh (24.6%). The
Exodea
Page 34
lowest levels of educational attainment among females were seen in Clonmult (21.8%),
Youghal Urban (21.5%) and Ballintemple (21.2%).
In the SECAD area, 37.9% of the total population had completed third level education.
This compares favourably with levels for Cork County as a whole (31.8%) and the
national average (30.5%). The EDs where third level educational attainment was highest
were Inishkenny (49.1%), Douglas (49.1%) and Lehanagh (43.7%). The lowest levels
of third level qualifications were found in Kilmacdonagh (22.9%), Youghal Urban
(23.6%) and Midleton Urban (23.7%). Third level education was higher among females
(40.4%) than males (35.3%).
Ardagh
Ballincollig
Ballintemple
Ballycottin
Ballyfoyle
Ballygarvan
Ballyspillane
Bishopstown
Caherlag
Carrigaline
Carrigaline
Carrigtohill
Castlemartyr
Clonmult
Clonpriest
Cloyne
Cobh Rural
Cobh Urban
Corkbeg
Dangan
Douglas
Dungourney
Farranbrien
Garryvoe
Ightermurragh
Inch
Inishkenny
Kilcronat
Killeagh
Kilmacdonogh
Kilpatrick
Knockraha
Lehenagh
Liscleary
Lisgoold
Midleton Rural
Midleton Urban
Mogeely
Monkstown R
Monkstown U
Riverstown
93
3,985
79
326
71
419
61
20
1,664
2,702
338
1,156
175
31
143
636
1,276
1,119
514
39
5,676
106
97
119
468
95
1,611
23
185
117
72
300
2,540
814
169
1,683
637
85
200
1,261
1,123
45
1,473
32
135
24
150
24
6
584
1,098
129
444
59
15
79
278
563
515
217
17
1,776
51
48
45
207
38
496
9
75
62
26
129
851
335
58
664
250
41
89
452
454
10
807
23
62
16
92
11
5
360
502
61
243
36
6
30
117
236
176
79
8
1,268
22
19
23
95
16
392
5
41
16
12
60
566
155
33
315
108
12
40
259
204
8
303
3
34
7
38
9
1
141
224
31
109
15
2
11
58
95
101
45
6
462
7
8
12
20
10
128
2
9
15
17
17
218
58
16
132
56
8
13
123
96
8
474
3
25
9
37
7
1
211
289
43
130
25
2
6
64
116
100
56
2
742
11
10
13
48
15
207
1
23
14
7
22
291
93
22
175
69
7
19
149
127
12
438
12
44
6
49
5
2
177
298
32
127
20
3
9
54
128
113
65
2
622
11
6
14
54
5
184
3
25
4
6
35
296
83
20
216
79
13
17
128
139
Pop Third Level
Education
(Doctorate)
Pop Third Level
Education (Post
Grad Degree)
Pop Third Level
Education (Post
Grad Cert/Dip)
Pop Third Level
Education (Degree
& Prof
Qualification)
Pop Third Level
Education (Prof
Qualification)
Pop Third Level
Education
(Primary Degree)
Pop Third Level
Education (Non
Degree)
ED
Pop Third Level
Qualification
Figure 6 - Population in SECAD with Third Level Education
9
392
6
23
6
43
4
2
164
233
28
89
16
3
7
51
107
87
44
3
657
4
6
6
35
8
165
3
9
5
4
32
266
73
18
134
65
2
18
123
92
1
98
3
3
10
1
3
27
58
14
14
4
1
14
31
27
8
1
149
6
9
3
39
3
1
5
52
17
2
47
10
2
4
27
11
/continued
Exodea
Page 35
Rostellan
Templebodan
Templebreedy
Templenacarriga
Youghal Rural
Youghal Urban
SECAD
Cork
South-West
S and E
National
226
84
749
101
158
966
34,512
74,367
120,730
640,688
829,102
96
45
260
45
73
429
12,991
29,771
47,189
223,787
301,327
44
15
136
16
27
158
6,937
14,270
23,493
131,830
166,524
19
3
89
10
10
102
2,901
6,379
10,408
56,695
73,052
24
6
69
7
18
86
3,883
8,256
13,837
77,271
98,217
22
9
96
10
19
128
3,840
8,141
13,070
69,592
90,942
Pop Third Level
Education
(Doctorate)
Pop Third Level
Education (Post
Grad Degree)
Pop Third Level
Education (Post
Grad Cert/Dip)
Pop Third Level
Education (Degree
& Prof
Qualification)
Pop Third Level
Education (Prof
Qualification)
Pop Third Level
Education
(Primary Degree)
Pop Third Level
Education (Non
Degree)
ED
Pop Third Level
Qualification
/continued
17
3
78
8
9
54
3,211
6,136
10,426
69,489
84,628
4
3
21
5
2
9
749
1,414
2,307
12,024
14,412
Map 5 - Third Level Education of SECAD area
4.2
Education and Unemployment
Studies have shown that families can become trapped in unemployment due to low
levels of education. This is particularly true in local authority housing estates as many
of local authority tenants are unemployed and dependent on social welfare benefits.
When the educational attainment of those who are unemployed is examined, it can be
seen that a total of 499 persons who are unemployed in the area have little or no
education. This trend was particularly evident in Dangan, where 80% of those
unemployed had no formal education or primary education only, Templeboden (50%)
and Carrigaline (44.4%). A number of EDs also had high numbers of unemployed with
lower secondary education only. In Kilcronat, 66.7% of all those unemployed had lower
secondary education only. Templeboden, Farranbrien and Clonmult all reported that
50% of persons who were unemployed had only lower secondary levels of education.
What can be seen from this is that EDs like Templeboden show 100% of those who are
unemployed have lower secondary education only. Other EDs where this trend is
Exodea
Page 36
evident include Ballintemple, Carrigaline, Clonmult, Carrigtohill, Cloyne, Cobh Urban,
Corkbeg, Dangan, Farranbrien, Ightermurragh, Kilcronat, Kilmacdonagh, Mogeely,
Monkstown Urban, Riverstown, Templenacarriga and Youghal Urban where more than
50% of all unemployed people had lower secondary education or below.
Figure 7 - Educational Levels of Unemployed
ED
Unempl
Education
Ardagh
Ballincollig
Ballintemple
Ballycottin
Ballyfoyle
Ballygarvan
Ballyspillane
Bishopstown (Pt.)
Caherlag
Carrigaline
Carrigaline
Carrigtohill
Castlemartyr
Clonmult
Clonpriest
Cloyne
Cobh Rural
Cobh Urban
Corkbeg
Dangan
Douglas
Dungourney
Farranbrien
Garryvoe
Ightermurragh
Inch
Inishkenny
Kilcronat
Killeagh
Kilmacdonogh
Kilpatrick
Knockraha
Lehenagh
Liscleary
Lisgoold
Midleton Rural
Midleton Urban
Mogeely
Monkstown Rural
Monkstown Urban
Riverstown
Rostellan
Templebodan
Templebreedy
Templenacarriga
Youghal Rural
Youghal Urban
SECAD
Cork
South-West
S and E
National
8
339
7
25
8
23
4
2
115
185
57
108
21
4
16
74
136
203
49
5
288
8
5
10
36
11
95
3
25
17
6
10
195
52
12
132
148
10
16
131
77
18
4
85
11
21
276
3,091
7,809
16,954
96,201
133,719
Total
Unempl No
Formal or
Primary
Education
Only
14.3%
12.0%
28.6%
16.0%
0.0%
18.2%
0.0%
0.0%
13.3%
10.2%
40.4%
18.1%
28.6%
0.0%
26.7%
27.8%
10.9%
17.9%
20.5%
80.0%
11.9%
37.5%
0.0%
12.5%
13.9%
0.0%
10.6%
0.0%
12.0%
37.5%
33.3%
0.0%
19.2%
6.4%
9.1%
12.9%
27.8%
20.0%
7.1%
16.0%
21.9%
16.7%
50.0%
6.0%
36.4%
26.3%
26.4%
16.9%
19.5%
22.4%
24.8%
25.8%
Total
Unempl
Lower
Secondary
Education
Total Unempl
Upper
Secondary
Education
0.0%
25.9%
42.9%
12.0%
28.6%
18.2%
0.0%
0.0%
26.7%
26.1%
21.1%
26.7%
19.0%
50.0%
20.0%
34.7%
36.4%
32.7%
29.5%
0.0%
22.7%
0.0%
50.0%
0.0%
38.9%
36.4%
23.4%
66.7%
24.0%
25.0%
0.0%
40.0%
22.0%
31.9%
36.4%
29.5%
25.7%
30.0%
28.6%
35.1%
28.8%
22.2%
50.0%
32.5%
27.3%
21.1%
33.9%
27.9%
30.2%
31.3%
31.5%
31.7%
28.6%
23.8%
28.6%
36.0%
42.9%
31.8%
33.3%
100.0%
22.9%
26.1%
15.8%
31.4%
47.6%
25.0%
6.7%
16.7%
22.5%
19.9%
20.5%
20.0%
22.4%
37.5%
50.0%
12.5%
30.6%
18.2%
21.3%
33.3%
32.0%
18.8%
33.3%
10.0%
23.2%
27.7%
27.3%
26.5%
25.0%
40.0%
21.4%
17.6%
21.9%
22.2%
0.0%
26.5%
18.2%
15.8%
23.2%
23.6%
22.3%
20.6%
19.8%
19.6%
Total
Unempl
Technical
or
Vocational
Education
0.0%
10.8%
0.0%
4.0%
14.3%
9.1%
0.0%
0.0%
10.5%
16.5%
5.3%
7.6%
4.8%
0.0%
20.0%
9.7%
13.2%
13.8%
13.6%
0.0%
11.9%
25.0%
0.0%
0.0%
5.6%
27.3%
14.9%
0.0%
16.0%
12.5%
16.7%
20.0%
7.3%
10.6%
0.0%
12.1%
6.3%
10.0%
7.1%
7.6%
9.6%
11.1%
0.0%
9.6%
0.0%
21.1%
6.3%
10.4%
9.0%
8.3%
7.6%
7.4%
Total
Unempl
3rd Level
Education
57.1%
27.5%
0.0%
32.0%
14.3%
22.7%
66.7%
0.0%
26.7%
21.0%
17.5%
16.2%
0.0%
25.0%
26.7%
11.1%
17.1%
15.8%
15.9%
0.0%
31.0%
0.0%
0.0%
75.0%
11.1%
18.2%
29.8%
0.0%
16.0%
6.3%
16.7%
30.0%
28.2%
23.4%
27.3%
18.9%
15.3%
0.0%
35.7%
23.7%
17.8%
27.8%
0.0%
25.3%
18.2%
15.8%
10.2%
21.2%
18.9%
17.5%
16.3%
15.6%
Exodea
Page 37
The EDs highlighted in the table above demonstrate greater levels of unemployment
than is generally the case in the SECAD area.
4.3
Education and Training Audit 2009
This section provides an overview of the current education and training provision in the
SECAD area. It outlines the formal educational system including pre-school, primary,
post primary and third level educational opportunities as well as the range of other
training and education services offered in the area.
4.4
Pre-School
There are 111 childcare facilities in 27 locations in the SECAD area registered with
Cork County Childcare Committee. A full list of registered childcare facilities is
included as Appendix One to this report. Of the 111 registered childcare facilities in the
SECAD area, 38 (34%) are flexible and cater for additional needs of parents and
children. A variety of different childcare options are currently being provided for in the
SECAD area46.

Childminding: Childminders look after children in their own home. They offer this
service all year round for the full working day or for different periods during the
day. Parents and Childminders negotiate their own terms. A single handed
childminder should look after no more than six children including their own who
are under 6 years of age and no more than 3 of these should be under 1 year of age.
A Childminder is allowed to care for 3 pre-school children, before they are required
to notify their local Health Board.

Full Day Care: A Full Day Care service means the provision of a structured day
care service for children for more than 3.5 hours per day. Services such as those
currently described as day nurseries and crèches are included in this definition.

Sessional Service: Sessional Pre School Service means the provision of a service
offering a programme to pre school children and a service of up to 3.5 hours per
session. Services covered by the definition may include pre schools, playgroups,
crèches, Montessori groups, naionrai or similar services which generally cater for
children in the 2-6 year age bracket.

School Age Service: Outside the remit of the Childcare (Pre School Services)
Regulations, a School Age Service or (After School Care) is one which caters for
children of school going age, out of school hours. This may be on a sessional or full
day basis.
The majority of childcare facilities in the SECAD area are pre-school (76% of all
childcare facilities) and Full day care (25% of all childcare facilities). Sessional
childcare facilities are available in all locations except for Donnybrook. Half of the
towns and villages (13) provide childcare facilities on a part-time basis. There are no
part-time options in Ballinhassig, Bishopstown, Cloyne, Crosshaven, Donnybrook,
Glanmire, Glounthane, Inch, Killeagh, Ladysbridge, Minane Bridge, Old Youghal
Road, Riverstown and Upper Glanmire. There are only three Parent and Toddler groups
in the area, one in Cobh and two in Midleton. Community playgroups are available in
46
The definitions are from the Childcare (Pre School Services) Regulations 1996, Explanatory Guide.
Exodea
Page 38
Glanmire, Midleton and Minane Bridge. The only drop-in service in the area is in
Midleton.
Ballincollig
5
1
2
1
2
1
Balinhassig
Ballygarvan
Bishopstown
Carrigaline
1
5
3
1
1
1
1
1
1
4
1
1
Carrigrohane
Carrigtwohill
Cloyne
Cobh
Crosshaven
Donnybrook
Douglas
Glanmire
Glounthane
Inch
Killeagh
Ladysbridge
Leamlara
Little Island
Midleton
1
1
2
3
2
1
1
6
1
3
2
8
1
5
5
1
1
1
2
1
3
9
1
3
2
5
1
1
6
4
1
1
1
2
4
Other
Summer Camp
Community Playgroup
Full day care
4
1
1
3
2
1
1
3
3
2
1
School age
Montessori
Drop-in
Parent and Toddler
Pre-school
Crèche
Sessional
Part-time
Childminding
Figure 8 - Breakdown on Childcare by Type and Location
1
4
5
1
1
2
1
2
1
1
2
2
1
2
1
1
1
2
2
1
1
1
2
1
1
1
2
1
2
1
5
1
6
1
1
1
1
2
1
1
1
1
1
4
1
2
1
3
Minane Bridge
Monkstown
Old Youghal Road
Passage West
Riverstown
Upper Glanmire
Youghal
1
1
2
3
3
1
1
1
4
1
2
7
8
1
1
1
3
1
1
4
8
1
9
1
4.4.1
1
1
3
7
1
1
1
2
4
1
2
3
7
1
1
1
3
8
Training Provision in Childcare in SECAD Area
The Cork County Childcare Committee was established in 2000 as part of the National
Childcare Policy to 'reinforce, enhance and assist in the development of a co-ordinated
approach to quality childcare at local level.' The Committee is made up of
representatives from the HSE, County Development Board, VEC, FÁS, parents,
partnership organisations, local development agencies, social partners, trade unions,
farming, community/voluntary sector, National Voluntary Childcare Collaborative,
community childcare providers and self-employed childcare providers. The Cork
County Childcare Committee is committed to training in the Childcare Sector. Although
it is not a training organisation the Committee can advise on the training that is
available in the county at all levels.
The training sub-group of the Cork County Childcare Committee organised and ran a
series of subsidised training courses in three locations in Co. Cork in autumn 2008. The
Exodea
Page 39
4
courses offered included Manual Handling, Food Hygiene and Paediatric First-Aid. 85
childcare workers availed of these courses.
The County Childcare committee does not directly provide training at FETAC Level 5
in Childcare, which is the basic requirement to undertake work in the area. This training
is provided in the main by Co. Cork VEC under the BTEI programme. In 2008, 222
students participated in FETAC Level 5 childcare courses in: Youghal; Carrigtowhill;
Ballincollig; Midleton; and Cobh.
The Committee are currently putting together a database or census of childcare in
County Cork. The 2003 report by UoneR Partnership Solutions47 found that transport
and finance were problems and in some cases imposes severe barriers on parents. Cork
County Childcare Committee should work with other agencies to explore the potential
of providing a mini-bus service or other forms of transport to minimise the barriers for
those wanting to achieve educational qualifications and to ensure that every effort is
being made to overcome money issues that prevent parents from accessing services.
Irish Pre-school Play Association (IPPA), the Early Childhood Organisation is an
approved training centre with both the Further Education and Training Awards Council
(FETAC) and City and Guilds. The IPPA developed a language and literacy training
programme aimed at supporting children’s language development and literacy skills.
The course is a ten-hour programme delivered over five sessions. Participants explore
the significant role that language and literacy plays in the childcare setting. The Cork
County Childcare Committee organised courses throughout Co. Cork in conjunction
with the IPPA in 2008.
The Government's National Childcare Investment Programme (NCIP) 2006-2010 is a
major programme of investment in childcare infrastructure. €575 million has been
allocated to the five-year Programme, including €358 million for capital investment. It
is anticipated that the Programme will create up to 50,000 new childcare places, with
the objective of assisting parents to access affordable, quality childcare. The Programme
seeks to:
Create 5,000 after-school and 10,000 pre-school education places;

Support childcare facilities for disadvantaged parents and their children;

Support quality measures for Childminders and Parent and Toddler Groups; and

Education measures for children and adults in areas of disadvantage.
As part of the National Childcare Strategy, a strategic programme for standards and
training in childcare is to be developed. A significant factor in the expansion of the
childcare infrastructure is the additional childcare places expected to be created by the
capital investment in the Childcare Programme. It is estimated that approximately
10,000 additional childcare workers will be needed to staff these new places. The new
Training Programme aims to increase the number of trained childcare personnel by
17,000, by the end of 2010.
The main aim of the Men in Childcare Network is to work towards an increased
representation of men in the childcare sector, with particular emphasis on the benefits of
the child. The Network aims to achieve this by:
Informing and supporting men who may be interested in a career in the childcare
sector and enable male workers in childcare to support each other;
47
UoneR Partnership Solutions (2003) Barriers to Access, Partnership and Inclusion in Childcare Provision. Cork: Cork
City Childcare Committee
Exodea
Page 40
4.5

Supporting and encouraging men to source quality childcare qualifications;

Informing the childcare sector and broader society of the benefits and unique
qualities men have to offer to the childcare profession;

Helping childcare centres who wish to recruit and support male childcare workers;
and

Providing resources and media for men/students/tutors offering childcare as a “real”
career choice.
Primary and Post Primary Education
There are 68 primary schools and 17 post-primary schools in the SECAD area of
operation. There are also a number of primary and post-primary schools around the
periphery of the area drawing young people living in the SECAD area. These areas
include Bishopstown, Ballyphehane, Blackrock, Watergrasshill and Carrignavar.
According to Census 2006, there were 11,569 students in the SECAD area, representing
10.4% of the total population under the age of 15 years.
Figure 9 – Primary Schools in the SECAD Area
Exodea
Name Of School
Address
Our Lady Of Good Counsel Ns
Scoil Barra Naofa
Scoil Naomh Mhuire
S N Naomh Eoin
Gael Scoil Ui Riordain
Gogginshill N S
Ballyheeda N S
Scoil Realt Na Mara
Ballygarvan N S
Cobh N S
St. Mary’s N S
St. Johns Girls N S
Gaelscoil Carrigaline
Scoil Mhuire Lourdes
Sonas Special School
Carrigaline Educate Together NS
St Marys Convent
Naomh Mhuire B
Castlemartyr N S
Ballintotas N S
Cloyne B N S
S N Baile Ui Chroinin
Gaelscoile Cobh
Rushbrook Con Mercy N S
Walterstown N S
S N Seosamh Cobh
St Marys Convent National School
S N Bun An Tsabhairne
Templebrady N S
Scoil Cros Tseáin
Douglas N S
Scoil An Athair Tadhg O Murchu
St. Luke’s NS
St Columbas NS
Dungourney Central N S
Lower Glanmire N S
Riverstown N S
S N Cill Ruadhain
Scoil Na Nog
Glounthaune Mixed N.S.
S N Inis
Ballincollig
Ballincollig
Ballincollig
Ballincollig
Cul Rua, Ballincollig
Ballinhassig
Ballinhassig
Ballycotton
Ballygarvan
Bellevue, Cobh
Carrigaline
Ballea Rd, Carrigaline
Cork Road, Carrigaline
Carrigaline
Carrigaline
Ballea Road, Carrigaline
Carrigtwohill
Carrigtwohill
Castlemartyr
Castlemartyr
Cloyne
Cloyne
Cobh
Cobh
Cobh
Cobh
Cobh
Crosshaven
Crosshaven
Crosshaven
Douglas
Douglas
Douglas
Douglas
Dungourney
Glanmire
Glanmire
Glanmire
Glanmire
Glounthaune
Killeagh
Enrolment
‘08
64
84
384
398
331
157
130
105
212
27
214
508
414
456
24
20
226
197
127
105
177
30
153
517
102
253
403
164
73
137
671
309
212
635
132
226
669
382
56
348
116
Pupils
Mixed
Mixed
Girls
Boys
Mixed
Mixed
Mixed
Mixed
Mixed
Mixed
Mixed
Girls
Mixed
Boys
Mixed
Mixed
Girls
Boys
Mixed
Mixed
Mixed
Mixed
Mixed
Mixed
Mixed
Boys
Senior Girls/Infant Mixed
Girls
Mixed
Boys
Boys
Mixed
Mixed
Girls
Mixed
Mixed
Mixed
Mixed
Mixed
Mixed
Mixed
Page 41
S N Fearghail Naofa
Scoil Mhuire
Name Of School
Killeagh
Knockraha
Address
S N Cill Criodain
Leamlara NS
Little Island NS
Midleton Convent N S
Scoil Na Mbraithre
St John The Baptist N S
Knocknamanna NS
Monkstown N S
Gaelscoil Ui Drisceoil
Star Of The Sea Primary School
Ringaskiddy Lower Harbour
Shanbally N S
S N Ath Fhada
S N Na Scairte Leithe
Shanagarry N S
S N B Togher Cork
S N Athair Maitiu
Scoil Naomh Micheal
Ladysbridge, Castlemartyr
Leamlara
Little Island
Midleton
Midleton
Midleton
Minane Bridge
Monkstown
Rathcooney, Glanmire
Passage West
Ringaskiddy
Ringaskiddy
Rostellan
Saleen Cloyne
Shanagarry
Togher
Togher
Upper Glanmire, Whites
Cross
Waterfall
Whitegate
Youghal
Youghal
Youghal
Youghal
Youghal
S N Baile Nora
Whitegate Mixed N S
Clonpriest N S
S N An Phairc
Kyle N S
South Abbey Ns
Bun Scoil Muire
Total Enrolment 2008
130
84
Enrolment
‘08
227
68
134
571
311
185
121
220
22
284
95
208
115
196
75
288
265
243
Mixed
Mixed
Pupils
Mixed
Mixed
Mixed
Senior Girls/Infant Mixed
Boys
Mixed
Mixed
Mixed
Mixed
Mixed
Mixed
Mixed
Mixed
Mixed
Mixed
Boys
Girls
Mixed
274
109
90
18
35
47
481
14,844
Mixed
Mixed
Mixed
Mixed
Mixed
Mixed
Mixed
(Source: Department of Education and Science)
Figure 10 – Post-Primary Schools in SECAD Area
Location
Ballincollig
School
Coláiste Choilm
Male
599
Female
570
Ballincollig
Carrigaline
Carrigtwohill
Cobh
Cobh
Ballincollig Community School, Innishmore
314
296
Carrigaline Community School, Waterpark Road
St Aloysius College
Coláiste Muire, Bishop’s St.
Cobh Community School, Carrignafoy
428
292
140
499
695
226
167
Crosshaven
Douglas
Colaiste Muire
Douglas Community College, Clermont Avenue
151
600
191
-
Glanmire
Glanmire Community College
433
294
Glanmire
Midleton
Midleton
Midleton
Midleton
Colaiste an Phiarsaigh
Christian Brothers School
Midleton College
St Mary’s High School
St Colman’s Community College, Youghal Road
232
456
180
377
297
120
496
211
Passage West
St Peter’s Community School
175
212
Rochestown
St Francis Capuchin College
296
-
Youghal
Youghal Community School
430
453
5,103
4,727
Total Enrolment
2008
A new action plan for tackling educational disadvantage, announced by the Minister for
Education and Science in May 2005, required the identification of primary and postprimary schools with high levels of disadvantage. It was decided that the identified
schools would become part of an integrated School Support Programme (SSP) under the
Delivering Equality of Opportunities in Schools (DEIS) programme that would build on
existing interventions.
The SSP covers the following schools in the SECAD area:-
Exodea
Page 42

Ringaskiddy Lower Harbour National School;

Cobh Community College; and

St. Colman’s Community College, Midleton.
The UCC and CIT Access Officers work closely with DEIS designated secondary
schools in County Cork.
4.5.1
Home School Community Liaison Scheme
The Home School Community Liaison Scheme (HSCLS) is concerned with establishing
partnership and collaboration between parents and teachers in the interests of the child’s
learning. The HSCL Scheme also operates transfer programmes to help primary school
pupils to make the transition to post primary level.
The Home School Liaison Officers are drawn from an educational/teaching background.
The role of such personnel is to liaise with parents of school going children to
encourage parental involvement in their own child’s learning. They also liaise with
teaching personnel in the school to foster a greater understanding of the benefits and
need for parental involvement in school activities by organising developmental courses
for parents in the school catchment areas.
The primary schools in the SECAD area that are involved in the HSCLS are:
S N Athair Maitiu, An Tochair; and

Boys National School Togher.
There are two post-primary schools offering the HSCLS. These are:-

Cobh Community College; and

Special Needs Education
A number of schools in the SECAD area cater for children with special needs.
Figure 11 – Schools with Special Needs Classes
School
Glounthaune Mixed N.S.
Sonas Special Primary School
S N Na Scairte Leithe
Bun Scoil Muire
Our Lady Of Good Counsel NS
Scoil Barra
Rushbrook Con Mercy NS
Douglas NS
Riverstown NS
St Columbas NS
St. Mary’s Special School
Location
Glounthaune
Carrigaline
Midleton
Youghal
Ballincollig
Innishmore
Cobh
Douglas
Glanmire
Douglas
Rochestown
Early Intervention Class – Autism
Mild General Disabilities
4.5.2
Youthreach
Youthreach is a central element of the national programme of second-chance education
and training in Ireland and is a central part of the Government's contribution to the
achievement of a lifelong learning society. The progamme is operated through the
county VECs. The programme is directed at unemployed young early school leavers
aged 15-20. It offers participants the opportunity to identify and pursue viable options
Exodea
Page 43
within adult life, and provides them with opportunities to acquire certification. It
operates on a full-time, year-round basis.
Youthreach is funded by the Exchequer under the National Development Plan. It is a
joint programme between two Government Departments - Education and Science and
Enterprise, Trade and Employment. Management is through an Inter-Departmental
Committee. Its implementation is animated, supported and co-ordinated by the
Youthreach National Co-ordinators. The following Youthreach centres are in the
SECAD area:
Youthreach, East Cork Centre for Further Education and Youthreach, Youghal; and

Youthreach, Unit 4/5, Great Island Enterprise Park, Inishmore, Ballincollig;
Youthreach Ballincollig can cater for 35 full time students and offers programmes at
both FETAC levels 4 and 5, with options for progression. Youthreach Centre East Cork
offers programmes at FETAC Foundation, Level 1 and Level 2.
4.5.3
YMCA
STEP has been operating since 1989. It is a ‘Second Chance’ programme lasting 23
weeks, which is based on a participative and learner centered approach. The STEP
programme seeks to raise motivation and to build the self-esteem of young people
through developing a number of core skills such as communications and personal
effectiveness. It seeks to introduce participants to the world of Information and
Communications Technology and to prepare them for the workplace. STEP is also
actively involved in the process of seeking certification for participants through the
Further Education Training and Awards Council and trains and tests them to acquire the
European Computer Driving License.
The YMCA STEP Programme provides training in areas such as computers and health
and safety and gives practical assistance on how to apply for jobs. The new programme,
I.T. STEP includes two days per week I.T. training with ECDL certification, a further
two days are spent on Preparation for the World of Work and Communication Skills
(FETAC Level 1). Groups vary in size from 6 -10 young people who work together and
share their good and bad experiences of unemployment and look at ways to make
progress. The ECDL course provided through the STEP Programme is funded by the
Early School Leaver's Initiative of the Department of Education and FÁS provide
training allowances to participants.
There are two YMCA STEP programmes in the SECAD area:
YMCA STEP Programme, Cobh; and

YMCA STEP Programme, Ballincollig.
The map below identifies all of the primary and secondary schools in the SECAD area,
as well as Youthreach and YMCA provision.
Exodea
Page 44
Map 6 - Primary and Secondary Education Provision
4.6
Courses offered by community and voluntary groups are generally aimed at those who
have left school early or who have particular education needs best met in the
community. Some courses are for particular target groups; women immigrants, senior
citizens, former substance abusers, parents of school students (through Home School
Liaison Officer), people experiencing mental health difficulties and homeless people
wishing to engage in training and education. Courses range from basic reading and
writing skills to art, cookery, drama, childcare, computers and parenting. Many courses
are FETAC accredited.
4.6.1
County Cork Vocational Education Committee
County Cork Vocational Education Committee (CCVEC) is a statutory authority which
provides education and training throughout Cork County in accordance with the
Vocational Education Acts 1930-2001 and the Education Act 1998. The CCVEC
Education Plan 2006-2010 aims to meet the requirements of those most in need and
seeks to be proactive in the development and delivery of a high quality educational
service at all levels. The Plan also aims to encourage and support educational
partnerships with other groups and agencies with similar interests, to advance
educational provision and opportunity within the county region. One of the main
objectives of the Plan is to broaden and deliver a high quality Adult and Community
Education Service.
County Cork VEC is one of the largest schemes in the country, providing an extensive
range of educational services from second-level education across 21 schools and
colleges to Youthreach, Adult Basic Learning and Outdoor Education. The CCVEC
have established the East Cork Further Education and Youthreach Centre in Youghal.
The centre is the main provider of VTOS in the SECAD area, with a small number
Exodea
Page 45
allocated to St. Coleman’s in Midleton (1) and 6 in Cobh Community College. The
VEC has recently established Adult Education Networks in Youghal and Cobh. There
are 5 adult basic education centres run by the VEC in the SECAD area: Youghal;
Midleton; Cobh; Ballincollig; and Carrigaline.
The CCVEC offers Junior and Leaving Certificate Courses along with the Leaving
Certificate Vocational Programme (LCVP) and Leaving Certificate Applied Programme
in four post-primary schools in the SECAD area:
Coláiste Choilm, Ballincollig;

Carrignafoy Community College;

Glanmire Community College; and

Other post-primary programmes offered by the CCVEC or linked to the VEC include:
School Retention Initiative (Carrignafoy and Midleton);

Junior Certificate Schools Programmes (Midleton and Carrignafoy);

Post Leaving Certificate (PLC) Courses (Carrignafoy and Midleton);

VTOS (Carrignafoy and Midleton);

School Completion Programme (Carrignafoy and Midleton); and

Adult Evening Courses (Carrignafoy, Glanmire, Carrigaline, Ballincollig, Passage
West, Youghal and Midleton).
Back to Education Initiative (BTEI)
The Back to Education Initiative is delivered by the VEC and provides part time courses
for adults and young people who wish to return to learning. Anyone can take part in
these courses, but they are primarily aimed at those with little or no formal educational
qualifications. There are no fees for anyone in receipt of a medical card or their
dependents or for anyone with less than upper second level education. BTEI can be
offered in colleges and communities under the formal VEC strand or in a community
setting under the community strand. The BTEI is coordinated from the East Cork
Further Education and Youthreach Centre in Youghal, but it is run throughout East
Cork. There are currently no community BTEI courses operating in the SECAD area
under the community strand.
Courses are run in the following centres:

Family Resource Centres in Ballincollig, Cobh and Carrigtwohill;

East Cork Further Education and Youthreach Centre in Youghal; and

Carrigaline Parish Centre.
Courses run include Childcare, IT Skills, Carers Skills, Art and Business Studies. All
courses are accredited through FETAC and there are no course fees for those with less
than upper second level education, a medical card or a social welfare payment.
In 1998 the National Adult Literacy Agency (NALA) found that only 1% of people with
literacy difficulties were participating in literacy schemes48. Some of the causes for this
48
Exodea
NALA (1998) Access and Participation in Adult Literacy Schemes. Dublin: NALA
Page 46
low participation rate were identified as a general lack of information about literacy
courses, lack of interest/motivation, negative attitudes towards school settings, negative
experiences of compulsory education, low self-esteem and, shame and embarrassment
and fear of stigmatisation. Participation in VEC adult literacy services increased from
5,000 to 35,000 students between 1998 and 200549. As part of the general national
literacy service, the VECs will provide an additional 7,000 places by 2009 from the
current level of 35,000 participants annually. The Workplace Basic Education Fund will
register 2,000 learners during the period 2007-2010. 1,424 tutors are employed on a
full- or part-time basis within the VEC adult literacy service and 3,622 persons work as
voluntary tutors.
The Ault Basic Education Service offers one-to-one tuition in basic reading and writing
and a range of group tuition including:
FETAC accredited courses in communications, maths and basic computers;

Intensive adult basic education;

Driving theory test;

Return to education training courses for FÁS Community Employment participants;

Intensive programmes for people with dyslexia;

Family learning courses;

Workplace learning; and

English as a Second Language.
County Cork VEC also provides a training course in ‘Basic Education in the
Workplace’ and a ‘Skills for Work’ course in Cork Business and Technology Park.
The Adult Basic Education Service provides learning opportunities for adults returning
to education, particularly those that did not complete secondary education. Group
tuition is given in FETAC accredited courses in Communications, maths, Basic
Computers, Personal Development and Preparation for Work. Other group tuition
includes the driving theory test, return to education training courses for FÁS
Community Employment participants, intensive tutoring for adults with dyslexia, family
learning courses, Leaving Certificate English and workplace learning.
Individual tuition can be given in writing skills, form filling, spelling, reading, maths
and learning support.
The VEC provides one to one literacy support as well as group classes through Adult
Basic Education Centres, these are listed below. The 5 centres worked with a total of
590 students in 2008.
Figure 12 – Adult Basic Education Centre in the SECAD area (Co. Cork VEC)
Youghal Adult Learning
Ballincollig Adult Basic Education Service
Carrigaline Adult Learning Centre
Midleton Adult Learning Centre
Cobh Adult Learning Group
Cork City VEC also offers a range of services many of which are accessed by people
living in the SECAD area.
49
NALA (2007) Level definitions for the Department of Education and Science VEC Adult Literacy Returns. Dublin:
NALA
Exodea
Page 47
Figure 13 – Other Adult Basic Education Centres (Cork City VEC)
VTOS Centre Cork, Coláiste Stiofán Naofa, Tramore Road
Cork Traveller Adult Literacy Scheme, Tukey Street
Mahon Basic Adult Education Support
VTOS Cork City, College of Commerce
Adult Educational Guidance Service
The aim of the Adult Education Guidance Service is to provide a quality adult
educational guidance service to participants and those interested in attending literacy
and adult and community education programmes. There are two VEC Adult Guidance
Counsellors for Co. Cork and one information officer. One of the counsellors is based in
Fermoy and provides services to BTEI participants in Youghal.
Community Education in East Cork by CCVEC
Co. Cork VEC provides support to community groups and organisations to provide
training within the local community. The VEC works with a wide range of
organisations including family resource centres, day care centres, disability groups,
active retirement associations, women’s groups and other community associations. In
2008, the CCVEC in the East Cork and Harbour area worked with 1,429 students, 1,237
of whom were female and 192 male.
English for Speakers of Other Languages (ESOL)
English for Speakers of Other Languages (ESOL) classes are currently being run in the
SECAD area in Bishopstown, Ballincollig, Carrigaline, Carrigtohill, Cobh, Youghal,
Douglas, Ashbourne House in Glounthaune, the Kinsale Road Accommodation Centre
and Midleton.
Figure 14 - ESOL Classes in SECAD Area
Location
Level
Cost
Ballincollig Adult Basic Education
Service
Beginner/Improver/FETAC Level 3
Free - €100
Ballincollig Family Resource Centre
Free - €100
Carrigaline Adult Basic Education
Service
Free - €100
Carrigaline Parish Centre
Free - €100
Cobh Adult Learning Centre
Free - €100
Cobh Family Resource Centre
Free - €100
Carrigtohill Family Resource Centre
Free - €100
St. Colman’s College Midleton
Beginner/Intermediate
Free - €50
Oakwood Lodge, Midleton
Free - €50
Douglas Community College
€100
Kinsale Road Accommodation Centre
Free
Ashbourne House, Glounthaune
Free
Free
East Cork Centre for Further Education
and Youthreach
Free - €100
Youghal International College is an English language school specialising in courses for
students aged from 6 to 21 years old. Each year hundreds of Spanish students come to
Youghal and spend three weeks in the college learning and improving their English.
Exodea
Page 48
East Cork Further Education and Youthreach Centre
The East Cork Further Education and Youthreach Centre was established in 2006 by
County Cork VEC and is a multipurpose education centre for adults and young people.
The Further Education section provides a range of classes for adults who wish to
improve their skills and increase employment prospects.
The East Cork Further Education and Youthreach Centre aims to provide high quality
education opportunities for adults returning to education in the Youghal area. All
courses offer progression to further education or employment in line with the objectives
set out in the 2007 National Skills Strategy. A range of courses are offered at the centre
including:

VTOS Second Chance Education for Adults;

National Certificate in Art, Craft and Design;

National Certificate in Business and Secretarial Studies;

National Certificate in Childcare (including Special Needs Training);

Horticulture;

Payroll Accounting – Manual and Computerised;

European Computer Driving License – ECDL;

Care in the Home Training Programme;

English for Speakers of Other Languages (ESOL); and

Computers for Complete Beginners.
East Cork Youthreach offers three strands of academic achievement: 
Junior Certificate;

FETAC Levels 3 and 4; and

Leaving Certificate Applied.
Programmes are open to students from Youghal and surrounding areas including
Tallow, Killeagh, Inch, Midleton, Clashmore and Ardmore. County Cork VEC funds
the programme and students receive an allowance depending on age. Childcare and
training allowances may also be received where applicable.
The map below identifies community, adult and continuing education provision, as well
as English for Speakers of Other Languages and areas where PLC courses are offered.
Exodea
Page 49
Figure 15 - Adult and Continuing Education Provision
4.6.2
City Based Colleges of Further Education
There are three Colleges of Further Education in Cork City, which is surrounded by the
SECAD area to the south, east and north. These colleges are:

The Cork College of Commerce;

St. John’s College; and

Coláiste Stiofáin Naofa.
Between them, these three colleges offer an extensive range of courses from short term
courses up to HETAC Level 7 (Cork College of Commerce). The table below shows the
number of courses offered from NFQ levels 5 to 7 in the three colleges.
Figure 16 - NFQ Courses Levels 5-7 (2008/2009)
Name of College
NFQ Level 5
NFQ Level 6
NFQ Level 7
Coláiste Stiofáin Naofa
50
6
0
Cork College of Commerce
43
13
3
St. John’s Central College
75
13
0
Total
168
32
3
Many of these are offered as Post Leaving Certificate Courses. VTOS is also offered in
each of the Colleges.
Exodea
Page 50
4.7
Training Provision
The principal agencies and organisations that provide training services (outside of the
school-based educational system) are VECs, principally in the context of life-long
learning and adult education provision, and FÁS, the National Training and
Employment Authority,
The National Employment Service (NES) consists of two strands, Employment Services
operated by FÁS, and the Local Employment Service (LES).
The objective of the LES is to focus on the provision of services to those most
disadvantaged in the labour market. Key Services include: -
4.7.1

Labour Market information;

Mediation and Guidance;

Group Guidance;

Client-Employer Liaison;

Post-Employment Programme Assistance; and

Post-Training/Education Programme Assistance.
FÁS
In recognition and support of the requirements of the Qualifications (Education and
Training) Act 1999, the FÁS Statement of Strategy 2006-2009 gives a clear
commitment to “...provide higher quality, more innovative and flexible services to
customers… by embracing a culture of quality and service excellence, by providing
Programmes and Services that are approved and accredited by the Awards Councils
and by seeking customer feedback and continuous improvement”.
Building on existing good practice, FÁS developed a Quality Assurance (QA) policy
framework. This policy approach interprets and reflects HETAC and FETAC
requirements in a FÁS context, builds in FÁS’ own QA requirements, and augments
existing organisational quality assurance policies and practice. In this way, the approach
is a process that builds on the FÁS quality ethos.
Ireland’s ability to sustain economic growth increasingly depends on the availability of
relevant, flexible and accredited training programmes. FÁS promotes training that is
cost-effective, efficient and customer-focused. FÁS enhances the skills and
competencies of individuals and enterprises in order for Ireland to further develop as a
competitive, inclusive, knowledge-based economy. It strives to do this through the
provision of tailored training and employment programmes that suit everyone's needs.
FÁS and Enterprise Ireland have jointly created a National Register of Trainers
database making it easy to find qualified and approved training providers.
FÁS offers training courses suited to needs of both jobseekers looking for employment
and employees wishing to take One Step Up and improve their skills. Specially
designed training programmes allow apprentices to qualify as craftspeople and eCollege
facilitates self-paced distance learning through the Internet.
Employees wishing to further their training and improve their knowledge, skills base
and competence can undertake Employee Training in a range of industries from
clothing to transport according to demand. FÁS encourages this education in the
workplace and the improvement of skills for work, or 'upskilling', through its One Step
Exodea
Page 51
Up initiative. Other sectoral training includes the Construction Skills Certification
Scheme and Safe Pass for those interested in construction and Screen Training Ireland
for those seeking a career in the film industry.
Under certain conditions, FÁS provides financial support in the form of Allowances to
assist with its programmes, for example Training, Travel, Accommodation and Meals
and Childcare.
There are currently no Employment Services offices or Training Centres in the SECAD
area. However, Cork Training Centre Bishopstown is located on the periphery of the
area and FÁS provide the following clinic services: Figure 17 - FÁS Clinics in the SECAD Area
Location
P.O.
Venue
Frequency
st
rd
Time
Ballincollig
Elizabeth
Beckom
Youthreach Centre
Unit 5 Great Island
Enterprise Park
Innishmore
1 &3
Tues
10.00-12.30
Carrigaline
Edel Powell
The Parish Centre
2nd and 4th
Mon
10.00-12.30
Carrigtwohill
Frances Power
Family Resource Centre,
Fred’s Fashions
Main Street
2nd and 4th
Thurs
10.00-12.30
Cobh
Helen Baldwin
Employment Office
Lynch’s Quay
2nd and 4th
Tues
9.30-12.00
Midleton
Tracey Murphy
Employment Office
Dwyer Road
1st and 3rd
Weds
9.30-12.00
Passage
West
Noreen Bates
PACE Centre
2nd Fri
10.00-12.30
Youghal
Maria O’Brien
Town Council Offices
Mall House
1st and 3rd
Thurs
10.00-12.30
Local Training Initiative
The Local Training Initiative programme is a project-based training and work
experience programme carried out in the local community run by local community
groups. The programme allows local communities to carry out valuable and necessary
projects of benefit to their communities, while at the same time training participants in
areas related to the project work so that they can go on to gain employment or progress
to further training. People who are unemployed and over the age of 16, with any level of
literacy are eligible to participate.
Currently, the Local Training Initiative is supporting many organisations engaged in a
wide range of initiatives including genealogy, environmental, heritage, tourism, theatre,
sports, and coaching. Some projects are targeted at specific groups in society, such as
women, early school leavers, men, people who are homeless, recovering addicts,
prisioners and Travellers.
Traineeship Programme
The FÁS National Traineeship programme is an occupational skills development
programme, which combines formal training with FÁS and workplace coaching with an
employer. The training content and occupational standards for all traineeships are based
on consultation with employers, trade union, regulatory bodies and interest groups.
Exodea
Page 52
On successful completion of all written and practical assessments for both on- and offthe-job training, all FÁS learners receive a FETAC Award at either Certificate or
Advanced Certificate level. This serves as a nationally recognised qualification through
the National Qualification Authority of Ireland (NQAI).
Carrigaline Training Facility
FÁS developed a Biopharmaceutical/Pharmaceutical Training Facility at Estuary
Industrial Park, Crosshaven Road, Carrigaline. The facility was opened in April 2007.
The training facility enables operations personnel to gain the hands on practical skills
required in the biopharmaceutical/pharmachemical industries. In the facility, heavy
emphasis on production scale equipment and vocational skill development. The target
audience for the training facility include: existing operators/crafts people who require
updating or cross skilling, redundant workers from related industries and new entrants
to the labour market who aspire to work in these sectors.
FÁS has signed a memorandum of understanding with NIBRT (National Institute for
Bio – processing Research and Training), CIT and UCC. NIBRT and FÁS will support
each other’s activities and link where necessary to provide complementary programmes.
Various interested parties in the sector such as Centocor, Eli Lilly, GE Healthcare, GSK
and Novartis also support the centre.
Employee Training
Employees wishing to further their training levels and improve their knowledge, skills
base and competence can undertake Employee Training in a range of industries from
clothing to transport, according to demand. FÁS encourages this education in the
workplace and the improvement of skills for work, or 'upskilling', through its One Step
Up initiative. The range of courses/programmes is designed to reflect the needs of local
businesses and carry FETAC certification up to degree level.
Community Employment
Community Employment is an employment and training programme that helps longterm unemployed people to re-enter the active workforce by breaking their experience
of unemployment through a return to work routine. The programme assists them to
enhance and develop both their technical and personal skills, which can then be used in
the workplace.
The Community Employment Programme is sponsored by groups that wish to benefit
the local community; namely voluntary organisations and public bodies involved in notfor-profit activities. FÁS gives financial support in the form of Allowances and Funding
to assist with the Community Employment programme, for example participant wages,
supervisor grants, materials grants, and specific skills training grants. The training
provided through Community Employment is delivered within a Quality Assurance
framework.
Travellers Initiative
FÁS were invited by the Department of Enterprise, Trade & Employment to develop a
special initiative to explore practical approaches to redressing the imbalance in traveller
unemployment, support Travellers that are already engaged in the Traveller economy,
and provide a Special Training Fund (small grants) to address the training needs of adult
Travellers.
The pilot focused on job ready Travellers and supported their access into employment,
enterprise development and training. Four pilot regions were targeted - Clare, Cork,
Exodea
Page 53
Dublin and Galway, while the Special Training Fund focused on the training needs of
adult Travellers nationally. In 2007, FÁS proposed to facilitate the expansion of the
initiative for Travellers to other counties and to develop the 4 pilot regions for a further
two years in order to commence mainstreaming key aspects of the work.
Apprenticeships
The national apprenticeship programme is operated by FÁS. Pre-specified standards for
each craft are determined and agreed by FÁS and industry and are used to build the
curriculum for each apprenticeship programme. Apprenticeships are aimed at
developing the skills of the apprentice to meet the needs and demands of industry and
the labour market. The minimum entry standard for apprenticeship recruitment is the
Junior Certificate, but FÁS estimates that about 63% of registered apprentices hold a
Leaving Certificate qualification50. Programmes combine workplace, classroom and
laboratory learning and are educational and training programmes for employed people.
CIT provide for the Off-the-Job Phases 4 and 6 of the programme. Apprentices are
released by employers to attend Institutes of Technology for Phases 4 and 6 of their
apprenticeship. These releases normally take place in the apprentice’s second and third
year of apprenticeship. The Institutes (and two Colleges of Further Education) provided
11,336 places on these courses in 2007. On successful completion of an apprenticeship,
a FETAC Level 6 Advanced Certificate is awarded. This is recognised nationally as the
requirement for craftsperson status and has international status. There was an increase in
total recruitment from 1,857 apprentices in 1995 to 8,290 in 2006 reflecting the strong
growth in the construction sector over that time period.
Figure 18- FÁS Apprenticeship Figures (2006-2007)
(Source: from HEA (2006) Facts and Figures 2006/2007 – original source Skills Initiative Unit analysis of FÁS
recruitment figures)
On December 28th 2008 the Tánaiste and Minister for Enterprise, Trade & Employment
Mary Coughlan TD, announced that FÁS was to implement an Employer Based
50
Exodea
HEA (2006), Key Facts and Figures 2006/2007. Dublin: Higher Education Authority
Page 54
Redundant Apprentice Rotation scheme in January 2009. Employers who have a past
record of providing consistent systematic training will be asked to provide redundant
apprentices with an opportunity to complete their on-the-job phase in the following
trades:





Carpentry and Joinery;
Electrical;
Plastering;
Plumbing; and
Bricklaying.
Employers participating in the scheme are required to pay the apprentice the agreed
industry rates for the specific apprenticeship trade and FÁS will make a contribution of
€340 per week towards employment costs incurred based on a 39-hour working week.
The total cost of this scheme will be in the order of €4.0m, which will in turn support
the provision for up to 500 redundant apprentices depending on the actual phase
mix/duration mix of apprentices over the period of the scheme. The scheme will operate
until the 31st December 2009.
4.7.2
BIM
Bord Iascaigh Mhara (BIM) is the statutory agency responsible for the development of
the sea fishing industry. Its development functions are fleet development, aquaculture
and planning, market development and marine services. The aim of the company’s
strategy is to provide a comprehensive manpower development service. A keystone of
this strategy is the implementation of education and training courses in the fishing
industry.
4.7.3
Coillte
Coillte is the agency in Ireland responsible for managing state forests and any related
commercial activities. Coillte works closely with those involved in timber production
and provides services in Ireland in the areas of forestry, landscape and arboriculture. It
is also involved in training, research engineering, forest nurseries, Christmas tree farms
and the development of leisure facilities. Its training facility is based at its headquarters
in Mountrath, Co. Laois and they have a Southern Division representative. However all
education and training is facilitated through Mountrath.
Coillte Training Services provide particular expertise in the areas of Machinery and
Equipment, with emphasis in Agricultural and Forestry sector applications. Coillte
Training Services offer a wide range of other courses including Chainsaw and Chemical
handling. The courses are typically run out of the training centre in Mountrath, Co.
Laois.
Coillte Training Services offer the following courses: 






Exodea
Chainsaw Course
Advanced Chainsaw Course
Pesticide Application
Landscaping
Manual Handling Operator's Course
Manual Handling Instructor's Course
Safety Reps
Page 55








Abrasive Wheels
Basic Tractor Course
Polepruner
Brushcutter Strimmer
Hedgetrimmer
Lawnmower
Ride on Lawnmower
Safety Awareness Days
Coillte "Certificates of Competence" are issued to successful candidates on completion
of the course. National Proficiency Test Council (NPTC) Certificates can be obtained
through Coillte. To receive an NPTC Certificate a separate assessment is required.
Coillte is recognised as a training body by both FÁS and the Department of Education.
4.7.4
Teagasc
Teagasc provide a number of higher and further education courses in the East Cork area.
The Advanced Certificate in Agriculture is a two-three year course for part-time farmers
and participants must be at least 23 years of age on entry. On successful completion of
the course participants are awarded FETAC Level 6 Advanced Certificate in
Agriculture. The course is run in the local Teagasc office in Farranlea Road. A Higher
Certificate in Agriculture can also be completed in CIT, with some course time spent in
Clonakilty Agricultural College. The course duration is two years and applicants must
apply through the CAO system. HETAC accreditation is awarded on completion.
Participants can progress from this course to the add-on Bachelor of Science in
Agriculture (Level 7) in CIT or Bachelor of Agri-Science (Level 8) in University
College Dublin.
Teagasc also provide adult and continuing education courses. The Advanced Certificate
in Agriculture is offered in the East Cork Local Centres and is FETAC Level 6
accredited. The course is offered on a part-time basis for a period of one-two years.
Figure 19 - Courses offered by Teagasc in East Cork
Part-time Courses
Advanced Certificate in Agriculture
Bachelor of Science in Agriculture (Teagasc and CIT)
Bachelor of Agri-Science (Teagasc and UCD)
Full-time Courses
Higher Certificate in Agriculture
Advanced Certificate in Agriculture
4.7.5
Cork County Council
Cork County Council provide training in the Regional Training Centre in Inishmore,
Ballincollig for their own staff. The council is occasionally involved in planning or
supporting training initiatives linked to specific initiatives, for example the Arts Officer
may arrange training or seminars in conjunction with the resident artist scheme.
Cork County Council do not routinely offer training programmes.
Exodea
Page 56
4.7.6
National Learning Network
National Learning Network is Ireland's largest non-Government training organisation
with more than 50 purpose built training and employment units nationwide catering for
over 4,500 students each year.
Its objective is to assist people at a disadvantage in the labour market to learn the skills
they need to build lasting careers in jobs that reflect their interests and abilities. This is
achieved through a brand of training, education, employment access and enterprise
development that is respected and often replicated across Europe. Within Ireland these
services have already enabled more than 20,000 people, many of whom had never
previously been employed, to join the workforce in careers as diverse as agriculture and
architecture.
The majority of National Learning Network's student body is made up of people with
disabilities, although other groups and individuals facing obstacles in the search for
work are increasingly using its services. The organisation offers over 40 different
vocational programmes which carry nationally and internationally recognised
certification and are designed to lead either directly to jobs or progression to further
education. No fees apply to any National Learning Network courses. There are also no
formal entry requirements, although students must be aged over 16 years. Under the
National Development Plan the majority of courses are funded through FÁS and the
Health Service Executive.
In 2006 the Network launched the innovative ‘Step Up’ training course to provide
employers with the opportunity to develop and enhance the performance of their less
experienced staff members. The course, which is free to employers, is specifically
designed for entry-level employees who want to acquire new skills and gain FETAC
certification.
In the SECAD area, the National Learning Network offers a Focus programme in both
Carrigaline and Ballincollig. Focus is a programme for adults with a mental health
issue or intellectual disability. The programme is funded by the HSE.The other courses
are offered through the National Learning Network centres in Holyhill and Model Farm
Road in Cork City. When a learner initially approaches the service, the Disability
Support Officer conducts a needs identification process to ensure the learner receives
the support he/she needs. This includes areas such as transport, assistive technologies,
benefits, class and study support.
Figure 20 – National Learning Network Courses
Exodea
Course and Duration
Employer Based
Training
Up to two years
Description
A flexible course that enables
learners to acquire practical
skills with a host company in a
skill area of their choice. The
course is a combination of onthe-job & in-centre training.
Focus
Up to 12 months
For learners with experience of
mental ill health who want to
enhance their levels of personal
development, community
integration and physical and
mental well being. The course
supports learners in clarifying
their future options using a
range of centre and community
based activities.
Fresh Start
Designed for those who would
List of Modules
Job Seeking/Employment
Skills, IT Skills, Career
Planning, Personal
Development, Health & Safety,
& Manual Handling. The onthe-job training allows the
learner to gain skills in their
chosen area.
Coping Strategies, Managing
Change & Transition, Leisure
Activities, Mental Health
Management, Assertiveness,
Home
Management/Independent
Living Skills, Understanding
the World of Work, Job Search
Skills, Computers, Time
Management, Cultural
Activities.
Career Planning, Personal
Certification
FETAC Level 35, ECDL,
Microsoft Office
Specialist.
FETAC Level 3
FETAC Level 3
Page 57
Up to 12 months
Introductory to Skills
Training (PACES)
Up to 18 months
IT/Business Studies
Up to 2 years
4.8
like an opportunity to make a
new beginning & start a new
career after a period out of the
workforce. It provides an
opportunity to achieve greater
levels of personal development,
to develop IT skills & to
explore vocational opportunities
in order to progress to further
education and/or employment.
Designed to enable learners to
develop the knowledge, skills
and attitudes necessary to make
realistic vocational choices for
training, or employment, based
on their own needs and
strengths.
To enable learners to develop
the necessary knowledge &
skills to obtain employment as
Payroll/Accounts Assistant,
Administrator, Keyboard
Operator, Receptionist,
Database Administrator or Web
Designer, or to progress to
further training or education in
related fields.
Development, Computer Skills,
Introduction to ECDL, Healthy
Lifestyles, Health and Safety,
CV Preparation and Job
Seeking Skills
Preparation for Work, Career
Information, Personal &
Interpersonal Skills, Personal
Effectiveness, Computer Skills,
Use of Culture & Leisure
Activities.
FETAC Level 3
Web Design; Internet & Email,
Personal Effectiveness, IT
Concepts, Operating Systems,
Keyboard Skills, Database;
Computerised Payroll,
Spreadsheets, Computerised
Accounts, Media Presentations,
Job Seeking Skills.
ECDL, Microsoft
Office Specialist,
FETAC Level 3.
Third Level Education
There are two third level colleges on the periphery of the SECAD area: Institute of
Technology (CIT) is within 1km of the area and University College Cork (UCC) Cork
is 4.5km from the SECAD area. The National Maritime College of Ireland is located in
Ringaskiddy. Cork College of Commerce is also located 4.7km from the SECAD area.
CIT currently has in the region of 12,000 registered students with approximately 2,000
new entries year on year. Of these approximately 6,000 are full-time and the remaining
are part-time. The part-time student population consists of a wide variety of students
including access, evening and continued professional development students as well as a
significant number studying music and drama at all levels. CIT currently has 1,544 staff
members of which 1,237 are academic staff. The academic staff consists of 471
permanent whole-time, 112 pro-rata part-time and 654 hourly-paid part-time members.
The non-academic staff is composed of technical support, library, administrative and
services staff. The 307 non-academic staff members break down as follows: 103
administrative, 23 library, 81 technical support and 100 service staff.
UCC has 16,000 full-time students. 13,000 are undergraduate students while 3,000 are
on postgraduate programmes. UCC’s diverse student-body includes 2,000 international
students representing 80-plus countries worldwide. In addition, the university’s Centre
for Adult Continuing Education has 2,000 students. 2,800 people work at UCC
including more than 800 faculty. UCC is one of the leading research institutions in the
State and its research income is consistently one of the highest in the country. The
university offers a research-led curriculum that attracts the highest calibre of students.
The university has over 120 degree and professional programmes given through some
60 departments.
Figure 21 - Full- and Part-Time Enrolments in UCC 2007-2008
Full-time
Enrolments
Part-time
Enrolments
Male
Undergraduate
Degrees
Exodea
4588
Female
6820
Undergraduate
Degrees
Male
Female
124
160
Page 58
Diplomas &
Certificates
Occasional
Undergraduate
Total
Postgraduate
Ph. D.
Masters
(Research)
Masters (Taught)
Postgraduate Dip.
& Cert.
Occasional
Postgraduate
Total
Full-time Total
1
30
187
4776
448
7298
362
71
352
87
413
533
179
468
8
1033
12
1452
5809
8750
Diplomas &
Certificates
Occasional
Undergraduate
Total
Postgraduate
Ph. D.
Masters
(Research)
Masters
(Taught)
Postgraduate
Dip. & Cert.
Occasional
Postgraduate
Total
240
163
15
379
28
351
27
19
25
13
134
188
51
126
3
234
3
355
Part-time
Total
613
706
(Source: HEA)
4.8.1
University College Cork
Adult and Continuing Education Courses
The Centre for Adult Continuing Education in UCC provides a number of short term,
Certificate, Diploma, Higher and Postgraduate Diplomas and Masters courses, covering
a broad range of subject areas.
Figure 22 - Age Profile of All Students in UCC 2007-2008
AGE
M
F
17 and under
73
111
18
519
904
19
951
1572
20
1075
1769
21
890
1413
22
569
703
23
303
371
24
202
271
25-29
575
810
30 and over
426
656
Age Unknown*
TOTALS
0
2
5583
8582
(Source: HEA)
The Cork College of Commerce is the largest Post Leaving Certificate College in
Ireland and is also the biggest provider of Vocational Preparation and Training courses
in the country.
Short Term Courses
All short-term courses are held one evening per week for 2 hours. A full listing of all
short term courses is included as Appendix One to this report.
Exodea
Page 59
Part Time Courses
UCC offers a wide range of certificate, diploma and post graduate courses on a part
time basis. Full details of all courses operating in the 2008/2009 academic year are
included in Appendix One to this report.
4.8.2
Cork Institute of Technology
Adult and Continuing Education Courses
CIT offer a range of evening and weekend courses at their campus in Bishopstown. .
Full details of all courses operating in the 2008/2009 academic year are included in
Appendix Two to this report.
4.8.3
National Maritime College of Ireland
A €51 million National Maritime College of Ireland (NMCI) was opened in October
2004 in Ringaskiddy, Cork. This new state-of-the-art College provides education and
training facilities that will service the needs of both Cork Institute of Technology (CIT)
and the non-military needs of the Irish Naval Service (INS). It is a national facility and
the only such one on the island of Ireland.
The NMCI provides services of the highest quality, including infrastructure to meet the
classroom, laboratory and workshop facilities requirements of the INS and CIT.
Specialist spaces including survival facilities, seamanship and shipwrights’ workshops,
fire fighting/ damage control, jetty and lifeboat facilities and engine room are provided.
The College also provides specialised simulation equipment in the areas of navigation,
bridge training, communications, engineering-machinery operations, liquid cargo
handling/ damage control and vessel traffic systems. These facilities fully comply with
the most up to date international standards and requirements. A multi-purpose hall and
sporting facilities are also included in the new college.
The National Maritime College of Ireland provides a wide range of education and
training programmes, both full-time and part-time. There are three full-time courses
leading to Bachelor of Science in Nautical Studies, Bachelor of Engineering in Marine
Engineering and Certificate in Seamanship. Part-time courses have strong emphasis on
continuing professional development for those pursuing careers at sea.
The National Maritime College of Ireland is located in Ringaskiddy and is a constituent
college of Cork Institute of Technology in partnership with the Irish Naval Service and
Focus Education. Through the CAO system potential students can apply for the
following courses:



Bachelor of Engineering in Marine Engineering Degree (3 Years Ab-Initio);
Bachelor of Science in Nautical Science Degree (3 Years Ab-Initio); and
Bachelor of Science Honours in Nautical Science (Honours) Degree (add-on).
Entry requirements for these programmes include Leaving Certificate Grade D3 in five
subjects at Ordinary or Higher level including Mathematics and either English or Irish.
Applicants for these courses must be capable of passing the approved Medical Fitness
and Eyesight tests and are requested to attend a Career Advisory Session. Offer of a
place on the course will be subject to passing the medical and eyesight tests.
A Certificate in Navigational Studies in Seamanship is offered by direct application to
the college and is three years in duration, including sea service. Postgraduate courses
are also offered for professional seafarers and modular courses. These courses are
Exodea
Page 60
available to professional seafarers who have completed one of the above courses at the
NMCI or who have completed similar courses at another approved establishment and
who are pursuing further study to progress in both rank and salary towards a senior
management role on board ship. Certificates of Competency are required under the
Merchant Shipping Acts for personnel in positions of responsibility on board ships. The
National Maritime College of Ireland offers preparatory courses for the mandatory
certification examinations that are conducted by CIT on behalf of the Department of
Transport. Courses for senior or post degree personnel and other modular courses are
available for those who require to progress from the Officer of the Watch Level to the
Chief Engineer or Master Level of Certificates of Competency. These are the highest
management ranks on board ship.
Figure 23 - Courses offered at the Maritime College
Full-time Courses
Bachelor of Engineering in Marine Engineering
Bachelor of Science in Nautical Science
Bachelor of Science Honours in Nautical Science
Part-time Courses
Certificate in Navigational Studies in Seamanship
Postgraduate
Modular Courses
Courses for Professional Seafarers
(Source: National Maritime College of Ireland)
4.9
Library Service
Cork County Council has 28 branches and six mobile libraries throughout the county.
There are 7 branches of Cork County Libraries in the SECAD area:
Ballincollig;

Carrigaline;

Cobh;

Glanmire;

Midleton;

Passage West; and

Youghal.
The library network provides a wide range of services to the public, from book lending
to services for the visually impaired, business information, local studies materials, online resources and internet facilities.
Exodea
Page 61
Map 7 - Overall Education and Training Provision 2009
Exodea
Page 62
5
Scoping Best Practice
There were two main targets of the best practice review, VECs from around the country
and local development partnerships from around the country. A pro-forma questionnaire
was developed and disseminated to all VECs; these were then followed up by
telephone.
Twelve VECs and nine Partnerships completed the consultation process regarding best
practices in partnership working and integrated planning for education and training.
Figure 24 – Consultation Respondents
VECs
Partnerships
West Cork
Ballymun Whitehall Area Partnership
County Limerick
Donegal Local Development Company
County Kerry
Dodder Valley Partnership
County Sligo
Galway City Partnership
County Laois
County Kilkenny LEADER Partnership
County Kilkenny
Louth LEADER Partnership
County Carlow
OAK Partnership
County Donegal
Monaghan Integrated Development Limited
County Dublin
IRD Duhallow
City of Limerick
County Cavan
County Westmeath
County Clare
5.1
Types of Networks and Partnerships
The consultees referenced a wide range of local and strategic initiatives, which have
been developed in partnership with local stakeholders. In some cases these have been
developed in response to a particular issue, for example An Tua Nua is a 3rd level-led
response to redundancies in Limerick City. Other strategies have been put in place to
support specific target groups for example an interagency Traveller education strategy
in Co. Kerry.
Other examples of networks in which the VECs and Partnerships participate are listed
below.
Figure 25 - Networks involving VECs
Community Fora
FÁS Jobs Club and Jobs
Initiative Programme
Millennium Partnership Fund for
Disadvantage
ERNACT Network
Childcare Network
Adult Education Network
Learning Support Network
Youth and Sports Development
Service
Local Music Education Service
Partnership
Lifelong learning through sport
Regional Drugs Task Force
/continued
Exodea
Page 63
/continued
5.2
Educational Fora
Training and Education Fora
Traveller strategy group
SIM Working Groups
Community Development
Network
Community Action Network
Recreation and Sports
Partnership
An Tua Nua
Education Centres
Adult Guidance Partnership
(Limerick)
Youth Counselling Initiative
Youth Sport West
Arts Education programme
Access Ireland
Inter-agency Alliance
Inter-agency Strategy for
development of Traveller
Community
County Consultative Education
Forum
Lifestart Advisory Committee early education
Early School Leaving Network
Local Area Education and Youth
Committee
County Education Initiative
Strategic Learning Network
Adult Learning Network
English Language Second Level
Teachers Network
Key Stakeholders
The VECs and Partnerships cited a wide range of organisations and agencies with
whom they collaborate. The table below shows the range of partners involved in
education and training across the country.
Figure 26 - Organisations in Education and Training Partnerships
Partnerships
LEADER companies
IFA
IBEC
County Childcare Committees
HSE
Local Schools
County Development Boards
Strategic Policy Committees
Expanded Electoral Area
Committees
Local Authorities
FÁS
Irish Sports Council
Sports Partnerships
Probation Services
DSFA
Fáilte Ireland
Networks of PWD
Third Level Colleges
RAPID
Irish Wheelchair Association
Community Games
Youth Services
Addiction Support Services
FÁS social economy working
groups
Department of Education and
Science Regional Office
Primary & Secondary School
Principals
NEWB
Teachers Union of Ireland
ASTI
Neighbourhood Youth Project
INTO
Youth Work Ireland
Atlantic Corridor
Acorn
Barnardos
Foróige
An Cosan
Drugs Task Force
The VECs also cited particular sources of funding, including LDSIP, INTERREG,
Millennium Partnership fund and the Dormant Account funds as additional funding
streams for strategic alliances.
Exodea
Page 64
5.3
Strategic Initiatives
5.3.1
Co. Clare
The Clare Lifelong Learning Network (CLLN) is facilitated by Clare VEC Community
Education Service and its members include all Clare VEC Adult Education Programmes
as well as many other adult & community education providers in Co Clare. It supports
learners and learning providers in working together.
The aim of the Clare Lifelong Learning Network (CLLN) was to develop an innovative
lifelong learning system through the development of a formal structure of promoter
collaboration and through use of ICT to develop alternative modes of programme
delivery. This model enables a wide variety of community groups, voluntary
organisations and state agencies to collaborate in the provision of a continuum of
lifelong learning opportunities for learners in all parts of County Clare with
programmes providing progression from FETAC Level 1 to Level 6.
The group put in place a formal partnership development programme to support the
members of the CLLN to build communication, capacity, commitment and trust
between all members. The network is built on the 5 Area Learning Networks.
The CLLN is proactively working together to develop and deliver initiatives to improve
the educational outcomes of learners across Co. Clare and to support progression. For
example, the group has:

Developed a joint website – www.clarelearningnetwork.org, which includes a
database of all courses in the county, information for learners and tutors, listings of
adult education providers and downloadable forms and resources;

Organise joint events and open days and information sessions;

Provided shared resources for tutors across the county;

Provided training for tutors;

Developed access courses together with NUI Galway (Access 21); and

Accessed funding for workplace based training through the Skillnet Programme
(Clare Campus Skillnet).
The group worked very hard to develop and sustain a vibrant and dynamic partnership,
which they feel is essential to ensuring positive outcomes through the network.
5.3.2
Donegal
Donegal Local Development Company worked with primary schools to access and pay
for educational assessments for children with learning difficulties and special education
needs in 2005-2006. This was funded through LDSIP.
‘Lets Hear it For Rural Women – A Donegal Perspective,’ Donegal Local Development
Company carried out research to explore the increasing difficulties/social barriers
experienced by rural women in Co. Donegal. The publication explored issues such as
financial pressures, rural depopulation, in-country migration and the fragmentation of
families, problems of access to education and training, and the lack of employment
opportunities for rural women. The study proved effective in developing a series of
recommendations and localised strategies to address social exclusion issues experienced
Exodea
Page 65
by rural women in Co. Donegal. One of these strategies focused on progression paths
through training and education for rural women.
The Jobs Club, which has been delivering job-seeking skills training programmes
throughout the DLDC catchment area since 2000, forms part of an integrated approach
between Donegal Local Development Co. Ltd and FÁS meeting the needs of the
unemployed in Donegal.
5.3.2
Co. Dublin
County Dublin VEC works with HSE, FÁS and Fáilte Ireland to provide externally
funded training and education programmes. The VEC and FÁS work together to
provide the Workplace Basic Education programme. The Adult Community Education
Network is made up of seven voluntary groups who provide adult education classes in
the south and west of the county.
Youth Programmes: Key activities include youth information, local voluntary youth
groups, special projects and services for disadvantaged young people, late night drop-in
facilities, youth information centres and programmes that target specific needs and
issues such as early school leaving and drug prevention.
Childhood Development Initiative: ‘A Place for Children, Tallaght West’. The funding
of up to €15 million comes from the Prevention and Early Intervention Programme,
which is cosponsored by the Government and The Atlantic Philanthropies.
Local Music Education Partnerships aim to provide instrumental/vocal tuition in all
genres of music (Classical, Traditional, Rock/Pop and Jazz), at reasonable rates, to
children and young adults.
5.3.3
Dublin City
The VEC leads a strategic initiative, which centres on an adult education network. The
Liberties College in the south inner city acts as the hub of the network. A part time
coordinator is funded through the Dormant Account funds. The network host a website,
which presents all of the adult education initiatives being offered in the area. In
addition, training is provided to trainers and tutors. The most important role of the
network is to share information between providers to work towards more effective
progression paths for adult learners.
In the north inner city a strategic training and education plan has just been completed
for the Grangegorman areas of the city. Dublin Institute of Technology will relocate to
the site of St. Brendan’s hospital over the coming years. The plan has been designed to
maximise the benefit of the development to the local community, central to this was
matching training and education initiatives to actual employment opportunities within
the new campus. The group are currently establishing what will be known as the ‘North
West Learning hub’ incorporating an adult education network.
5.3.4
Ballymun
Ballymun Education Working Group facilitates opportunities for Ballymun education
stakeholders to meet together to share information and to debate and discuss important
education issues and developments affecting Ballymun. The working group then
provides strategic guidance to Ballymun Whitehall Area Partnership informing the
education work plan, including specific actions set to address education challenges and
development opportunities.
Exodea
Page 66
The group has undertaken a range of events and activities including a monthly book
exchange, annual education fair, learning promotion campaigns and events. The group
also established a programme to support Traveller retention in secondary schools. As
part of the regular network meetings, they host training activities such as FETAC
seminars and equality training.
5.3.5
Limerick City
In conjunction with Limerick Community ICT Steering Group and funded by the Paul
Partnership, ALSS took responsibility for the running of the Family IT programme in
several communities in the City. This was a new venture for the ALSS, and followed a
very successful pilot phase run by the Limerick Community ICT Steering Group in
2006.
A Community Education programme is in place in Limerick city under the banner of
Learn Local. Partners work in an integrated way with other CLVEC communitybased/outreach programmes (ALSS, BTEI, Adult Educational Guidance Service and the
Drugs Prevention Initiative).
Limerick City Drugs Strategy was developed by City of Limerick VEC in 1999, in
consultation with all the relevant community, voluntary and statutory partners. The
strategy is funded under the Young Peoples Facilities and Services Fund (YPFSF)
through the Department of Education and Science and the Department of Community
Rural and Gaeltacht Affairs who have responsibility for the National Drug Strategy.
5.3.6
Co. Limerick
Limerick County Childcare committee and Co. Limerick VEC are running quality
assured childcare courses. FÁS, the HSE and Co. Limerick VEC are running a
‘Primary Health Care Programme’.
A pilot Traveller education and development initiatives is taking place in the RAPID
areas.
5.3.7
Cork
The West Cork Education Institute for Rural Development founded by the VEC
works in cooperation with a wide range of State and semi-state agencies, voluntary
organisations, business firms and financial institutions to plan training programmes, to
research resources and to promote and develop the enterprise concept.
Open Door Men's Centre is a drop-in centre for men. Men can come in and chat, avail
of education and training, be referred to other agencies or avail of counselling.
Community Training Centres: cater for young people aged 16-21 to enable them to
enter or re-enter the workforce. Courses are available in home and garden maintenance,
childcare, catering, customer care, hairdressing, multimedia, work experience and sport.
These are funded by FÁS.
National Learning Network: Projects such as ‘Stepping out’ and ‘Fresh Start’, are
rehabilitation and employer based training and transition programmes.
Irish Wheelchair Association: training and education programmes, examinations, job
coach, assist in finding work experience and finding employment.
Exodea
Page 67
Skill VEC is an education programme for employees of the HSE delivered in
partnership with VEC.
Fáilte Ireland: arranged computer training for the owners of B&Bs with a focus on
using email and Internet to improve marketing efforts.
5.3.8
Roscommon
Athlone VTOS engaged with adult education centres in Sweden, Netherlands and
Lithuania to develop innovative approaches to attract early school leavers back to
education.
An Post funded a return to learning programme for its employees in Athlone in January
2008.
5.3.9
County Monaghan
The County Monaghan Consultative Education Forum is a mechanism for all education
stakeholders, both formal and informal, to share information, network and disseminate
learning. It aims to identify gaps in provision of educational services and devise
solutions to bridge these gaps with a particular focus on educational disadvantage and
social exclusion.
5.3.10
North Offaly / North West Kildare
OAK Partnership is involved in a number of networks and partnerships in the North
Offaly and North West Kildare area. These include the Lifestart Advisory Committee,
Kildare Early School Leaving Network, Edenderry School Completion Programme,
Acorn Advisory Committee, Education and Drug Prevention Network and the Lifelong
Learning Committee in Offaly.
These networks and partnerships allow for the provision of services, sharing of
resources, information sharing, identification of gaps in service and addressing needs.
The networks also worked together to identify additional funding for joint initiatives.
The Acorn Advisory Committee provides education programmes for young people out
of school. OAK Partnership provides basic education programmes for women who want
to return to work. The Lifestart Advisory Committee provide home-based early
education programmes and the Local Drug Network looks at awareness raising and drug
prevention.
5.3.11
County Louth
The Drogheda Area Education and Youth Committee provide a range of LDSIP funded
and other actions/activities.
There is also a Drogheda-wide anti-racism and intercultural initiative in schools.
The ‘All Project - Delivering the Incredible Years Series to Schools, Parents and the
Children’.
Exodea
Page 68
5.3.12
Galway City
The networks and partnerships that Galway City Partnership are involved in look at
supporting young people at risk of leaving school early, developing specific approaches
to tackle youth related issues in Galway City and promote inter-agency work in relation
to Education and Training in Galway City.
5.4
Multi-agency Plans and Strategies
5.4.1
Donegal
ERNACT provide a cross border-training portal which is a one-stop-shop internet portal
allowing adult education users to search for courses and educational information on all
courses offered and colleges within a particular region.
There is a North West Regional Educational Project made up of a range of local
stakeholders.
5.4.2
Kerry
Partners established the Kerry Education Services Community Education Forum in
collaboration with the Community and Voluntary Forum of the Kerry County
Development Board, with agreed terms of reference relating to the development of
community based education programmes in the county.
5.4.3
Kilkenny
The Community and Voluntary Interagency group is made up of BNS, KCAN, The
VEC, Kilkenny County Council, FÁS, Community Enterprise, Castlecomer District
Community Development Network and the South Eastern Health Board. The group are
prioritising the Callan and Urlingford areas at present.
There is an Education Working Group in Kilkenny that is made up of representatives
from the local authority, VEC, training providers and the Department of Education and
Science, which is coordinated by the local authority.
5.4.4
Cavan
Lone Parents Initiative: The agencies involved in this initiative include Co. Cavan
VEC, Cavan County Childcare Committee, Cavan County Council, FÁS, the
Department of Social and Family Affairs, Collane HR (a recruitment company) and
South West Cavan Community Development Partnership, Teach Oscail Family
Resource Centre and Cavan Partnership. The issues being addressed by this multiagency group include education, training, welfare allowances, childcare issues and other
issues of relevance to the target group of lone parents.
Ex-Prisoners re-integration Initiative: The purpose of this initiative is to explore
ways to support ex-prisoners from County Cavan on their release from detention centres
throughout the country. The agencies involved in this initiative include Co. Cavan VEC,
Cavan Drug Awareness, FÁS and Cavan Partnership, Cavan County Council, the HSE,
the Probation Services and the Gardaí. A sub-committee comprising Co. Cavan VEC,
Exodea
Page 69
Cavan Drug Awareness and FÁS has been formed to address the education and training
needs of these individuals.
5.4.5
Monaghan
The County Monaghan Consultative Education Forum and Pobal jointly commissioned
research that was published in 2007 entitled “Addressing Educational Inequality in a
Rural Setting”. The Education Forum are working through the recommendations of this
research and have since set up a Principals Network and a steering committee which is
developing a project to support parents.
5.4.6
Galway City
A strategy is being developed to tackle early school leaving in Galway City at present.
The City Development Board has developed specific objectives under the City
Development Plan which local education related agencies link in with.
5.4.7
Ballymun
The Ballymun Education Working Group has developed a strategic action plan, which
includes four immediate start actions to address poor levels of school attendance
community wide. Actions include:

Use of poor school attendance as an early indicator of risk for referral to Ballymun
Network for Assisting Children and Young People;

Community Mobilisation and Awareness;

Guidelines for Health Services staff in relation to school attendance promotion; and
Adoption of a School Attendance Promotion Model across all Ballymun Schools
The group has developed an interagency protocol for working together which includes
case meetings, referrals and individual plans. Through the strategic plan the group
hopes to improve educational outcomes for Ballymun children and young people.
5.5
International Best Practice
5.5.1
United Kingdom
The Good Practice Network for global school partnerships and links is a UK-wide
network of education practitioners and advisers engaged in the development of learning
partnerships between schools in the UK and in Africa, Asia, Latin America and the
Caribbean.
The network brings together practitioners and advisers of educational school
partnerships and links that seek to promote a global dimension in school curricula, raise
young people’s awareness of global development issues, and develop equity-based
relationships.
The network aims to:

Exodea
Explore, share and define good practice in global school partnerships and links;
Page 70

Create a dialogue to share UK and Southern perspectives;

Provide a forum for specific interest and practitioner groups; and

Consider the effectiveness of learning partnerships between UK and Southern
schools in supporting young people.
The British Learning Council recommends that in education partnerships, learners on
both sides should be moving towards more active participation at the same time.
Scotland
The eight Glasgow Local Development Companies operate in the most deprived parts
of Scotland where there are some of the lowest levels of educational achievement and
highest levels of poverty. These eight companies are:
Figure 27 - Glasgow Local Development Companies
Glasgow South East Regeneration Agency
Opportunities
Greater Easterhouse Development Company
Glasgow North Limited
East End Partnership
Greater Pollok Development Company
The Initiative
Glasgow South West Regeneration Agency
Together they form the Glasgow Local Development Company Network. The Network
contributes to key partnerships such as: 





Local Community Planning Partnership Boards;
Glasgow Community Planning Partnership;
Welfare to Work Forum;
Working for Families Steering Group;
Glasgow Local Economic Forum; and
Equal Access to Employment Partnership.
Greater Pollok Development Company’s 20% increase in the number of people into
jobs has been attributed to the success of Greater Pollok Working; a strategic
recruitment partnership set up to ensure local residents gain maximum benefit from the
new £350million Silverburn Shopping Centre. To achieve this Greater Pollok Working
has negotiated a local accord, which guarantees at least 150 local people will be
employed in addition to 20 apprenticeships during the two year build programme.
Over the year Opportunities Cyberspace facility has supported 343 young people
against a target of 200 and their success is down to the development of fun learning
materials that have the serious aim of enhancing literacy and numeracy skills. Once on
the path to learning young people are encouraged to gain qualifications and improve
their skills, moving into the world of work and education when they are ready. In
recognition of their work, Opportunities were awarded the Objective 3 Innovation
Award for developing learning materials through research.
East End Partnership’s Community Academy is a £1million state-of-the-art learning
facility sponsored by Cisco Systems. The focus of the Academy is on the long-term
unemployed, women returners, asylum seekers and those experiencing mental and other
health related issues. Local residents are benefiting from the Academy’s numerous
practical courses – helping them to take the first step on the road to learning and the
Exodea
Page 71
world of work. The building is also a feature of the Parkhead Cross Townscape Heritage
initiative and forms a key element within the East End Connected network, which
supports eight other community learning centres across the East End.
Daring to be Different is a programme of outdoor activities for disengaged young
people (17-24) in South East Glasgow. The programme also offers ‘soft’ careers advice
and referral onto a wide range of support activities to promote individual development.
Glasgow South East Regeneration Agency is lead partner in a partnership of youth
organisations, outdoor activity providers and NHS Health Promotion.
The Peer Advocacy Project provides practical assistance and support to newly arrived
or isolated asylum seekers, by utilising the skills and experience of existing refugees
and members of the host communities. It is unique in Scotland and regarded as a good
practice example by the Executive. The project also delivers community training
sessions to groups and organisations about issues surrounding asylum seekers and
refugees. The Project aims to:




Identify and increase referral numbers from new partner agencies;
Improve Community Awareness Training workshops;
Develop a business plan for the project and generate income from the Community
training session; and
Develop support for specialist client groups, such as unaccompanied minors and
torture victims.
Glasgow South East Regeneration Agency worked with Glasgow City Council to help
families source and fund childcare enabling them to access or sustain employment,
education or training.
5.5.2
USA
The National Council of State Directors of Adult Education in the USA published
research in December 2008 on what would make integrated education and training work
in the context of economic recovery. Eleven states participated in the research. It was
found that:

Exodea
A state-wide partnership is needed that includes the agency heads responsible for
adult education, post-secondary education, post-secondary job training (community
colleges or technical institutes), state level business and labour representatives, and
other adult education and training interests. Each must commit to:
o
Entering into an agreement to support integrated services;
o
Adjusting policies that might impede the provision of integrated services;
and
o
Instructing local agencies and affiliates to commit to integrated services and
job placement.

Education and training would lead to industry-based certification in region-specific
high demand jobs that provide a family-sustaining wage.

Young adults participating in integrated programmes benefit greatly from a staff
person devoted to helping them resolve any number of personal issues, develop
career plans, as well as make the connection to the new job and follow through for
up to twelve months once employed. In various states the role is titled ‘counsellor,’
‘mentor,’ ‘coach,’ or ‘transition specialist.’
Page 72
5.5.3

Early efforts at integrated programmes have produced leading edge states that can
provide curricula and programme design short cuts. In addition, the National
Centre for Education and the Economy (NCEE) is finishing a guide entitled One
Step Forward to be released in the spring of 2009. The National Council of State
Directors of Adult Education used NCEE’s draft programme components and
quality elements and added state level decision points to guide creating or
expanding integrated programme services.

The providers of adult education, occupational training, job placement and support
services vary in each locality in a state. Rather than one provider trying to be all
things to all students, local or regional partnerships should enable providers with
particular expertise to contribute to the integrated education and training system. At
a minimum, the partnership must include the adult education provider, the
occupational training provider(s), and job placement/support service personnel.
Australia
The Australian vocational education and training (VET) system is recognised as among
the most sophisticated in the world because:

Employers and industry representatives define what outcome is required from
training;

The system is jointly managed by state, territory and Australian governments; and

It is flexible and relevant and responsive to client needs.
The Provision of Intermediary Services to Enterprises by Registered Training
Organisations project was established to provide advice to the Enterprise and Training
Provider Working Group of the Australian National Training Authority (ANTA) Board
about models of intermediary services provided by Registered Training Organisations
(RTOs) to enterprises.
The project identified three key areas for the development of intermediary services:

Enterprise and Industry Demand: Demand has been created for quick and efficient
service provision by RTOs, through the establishment of strategic partnerships and
of resource sharing.

Community Demand: Community demand has generated many intermediary
services with an emphasis on access and equity, as well as employment and skills
development. The latter is particularly the case in rural and remote areas where
employment and skills development are critical to community wellbeing.

Government Policy and Legislative Requirements: Training and regulatory reform
facilitated by Government has generated a number of intermediary services. In
particular, the National Training Framework (NTF) has led RTOs to form closer
relationships with industry, the structure of Training Packages has necessitated
RTOs re-examining training and assessment services and aligning them more
closely to industry outcomes, User Choice has stimulated competition to a greater
extent, the introduction of New Apprenticeships has stimulated demand from
employers for assistance with interpreting, explaining and negotiating the New
Apprenticeships system, and regulatory changes within industry have driven change
in relation to the scope of RTO operations.
Most of the larger RTOs have established a business development group responsible for
developing new opportunities both for training and assessment services and for
intermediary services. Another way intermediary services are driven is through a team
Exodea
Page 73
development approach within the RTO. RTOS identified a range of consistent outcomes
for their organisations:







Growing business for the RTO;
Developing employer/enterprise training;
Developing a whole of industry training response;
Developing communities;
Addressing access and equity issues;
Linking expertise between RTOs and industry as well as amongst RTOs; and
Developing national training.
Figure 28 - Enterprise and Training Organisations in Australia
The National Strategy, Shaping Our Future 2004-2010 outlined key strategies for the
National Training Authority. These strategies will:
Exodea

Increase participation and achievement in education and training, particularly
by existing workers;

Improve the value, brand, language and image of vocational education and
training and public recognition of its employment outcomes;

Make a sustained investment in Registered Training Organisations;

Implement flexible funding models and planning and accountability
approaches; and

Allow for Partnerships between vocational education and training and schools,
universities and adult and community education organisations join up education
and training pathways.
Page 74
5.5.4
New Zealand
Skills New Zealand has married a long-term view about developing a quality world
class system with very practical methods of supporting learning in the workplace and
helping unemployed people acquire skills through Relationship staff whose remit
includes the sharing of information between these two groups.
5.5.5
Rest of the World
Singapore through Manpower 21 (Ministry of Manpower) has created a very clear and
powerful framework for promoting learning, which is based on the work of a wide
range of agencies, institutions and interests. For example, the role of trades unions in
taking a lead is well shown in Singapore where the NTUC has taken a leading role in
promoting training and learning opportunities for the workforce helping them
modernise and acquire new skills. The NTUC has made the vital connection of arguing
that Life Long Learning is Life Long Employability.
Hong Kong shows how taking a customer focused approach based on recognising the
worth of each individual (building on strengths and not breaking barriers), treasuring
innovation and promoting cost effectiveness can make significant progress in helping
people who have limited educational attainment at school achieve employment through
promoting a market driven approach to training.
Exodea
Page 75
6
Local Needs
A central part of the research underpinning the integrated training and education
strategy was a series of local consultation meetings with education and training
stakeholders from across the area. An initial meeting with the key statutory providers
was held to plan the community-based consultations and to discuss service provision at
a regional level. The table below presents the meetings held, a full list of consultees is
included as an appendix to this report.
Figure 29 - Consultation Meetings 2009
Date
rd
23 February 2009
th
Location of Meeting
Key Statutory Providers (Midleton)
9 March 2009
Midleton and Catchment
10th March 2009
Passage West and Catchment
th
Peri-urban centres (Togher, Douglas and Glanmire)
th
11 March 2009
Ballincollig and Catchment
11th March 2009
Carrigaline and Catchment
10 March 2009
th
Cobh and Catchment
th
Youghal and Catchment
18 March 2009
19 March 2009
The focus of the community-based consultations was:
6.1

To consider existing local provision;

Identify gaps in provision;

Identify barriers to access and progression; and

To consider potential solutions.
For the purposes of this analysis, Midleton and catchment refers to the following areas:










Exodea
Midleton;
Carrigtohill;
Ballycotton;
Castlemartyr;
Cloyne;
Rostellan;
Shanagarry;
Knockraha;
Dungourney; and
Leamlara.
Page 76
6.1.1
Existing Local Provision
There are 16 primary schools and 5 post primary schools in the catchment. Scoil
Naisunta na Scairte Leite provides a specific special needs class. St. Coleman’s
Community College in Midleton is part of the integrated School Support Programme
(SSP) and offers a range of services to disadvantaged students including the Home
School Community Liaison Scheme (HCLS).
St. Coleman’s has a further education department, which offers a range of services and
courses to adult learners:
PLC day time courses51; and
 Short term courses (fee paying and self-financing).
There are approximately 150 short term courses run per year, serving between 2,000
and 3,000 people annually.
Midleton Basic Education Service offers adult literacy services, ESOL and related
supports for basic education: 114 students attended the basic education (adult literacy
service) in 2008.

Carrigtohill FRC provides adult education courses, most of which are funded by the
VEC. At the time of carrying out the consultation the FRC was running courses in
childcare and caring.
Midleton FRC mainly provides short-term courses based on the demand from the
community.
English for Speakers of Other Languages (ESOL) courses are being offered in
Carrigtohill FRC and St. Coleman’s College Midleton as well as the Adult Basic
Literacy Centre in Midleton.
6.1.2
Priorities for the Area
1. Training and upskilling for people who have been made redundant from the
construction sector.
2. Confidence building and general community education is very important.
3. Training for entrepreneurship and start your own business courses.
4. Basic literacy and numeracy.
5. Improve access to adult and continuing education for men.
6. Improve access to information through brochures and up to date website.
6.1.3
Gaps in Services
1. No Money Advice and Budgeting Service (MABS) in Midleton catchment.
2. There is a serious lack of daytime training provision in the area. Need for BTEI
courses and VTOS places.
3. Lack of coordination and collaboration between providers. Any referrals,
collaboration is ad hoc and mainly based on personal relationships.
51
Exodea
FETAC Level 5 courses in Business Studies, Business and Secretarial Studies, Multimedia Production and Childcare.
Page 77
4. Lack of courses that appeal to men to encourage participation.
6.1.4
Local Contributions
SECAD website could be used as training and education portal, with a full update of all
courses and programmes available.
Local Midleton and catchment network should be established along the lines of the
existing adult education networks in Cobh and Youghal.
6.2
For the purposes of this analysis, Passage West and catchment refers to the following
areas:
6.2.1

Passage West;

Monkstown; and

Ringaskiddy.
There are 4 primary schools and 1 post primary schools in the catchment. St. Mary’s
special school in Rochestown caters for children with mild general disabilities. The
National Maritime College of Ireland is based in Ringaskiddy. St. Peter’s Community
School in Passage West has 378 pupils. Ringaskiddy Lower Harbour National School is
designated disadvantaged under the School Support Programme (SSP). St. Peter’s
Community School offers FETAC Level 5 Business-Secretarial Course as a PLC
course. The college also offers a range of evening courses for adult learners; these are
self-financing and fee paying short term courses. The
A range of community education courses are offered by Passage West Association of
Care for the Elderly (PACE) and Ringaskiddy Active Retirement. Ringaskiddy Bay
Sailing Club offers summer sailing courses.
6.2.2
A number of suggestions were made by the group about possible training opportunities
for people in the catchment including:

Horticulture; and

Energy engineering.
It was also suggested that the FÁS focus on bio-pharmaceuticals and pharmaceuticals
should continue.
There is a renewed need to focus on enterprise supports and entrepreneurship.
6.2.3
Gaps in Services
1. There are no training resources in Monkstown. Existing community facilities are
inadequate to cater for any training courses.
Exodea
Page 78
2. Adult and continuing education and provision.
6.2.4
Local Contributions
Harbour area network. The network should link closely to the rural transport scheme to
ensure that transportation is provided to the training courses.
The VEC should ensure that training funding provides an adequate provision for
ancillary costs incurred by the community in delivering local courses.
6.3
Ballincollig
Ballincollig is a stand-alone town with a population of 16,339. For the purposes of this
analysis Ballincollig is treated individually.
6.3.1
There are 5 primary schools and 2 post primary schools in Ballincollig. Our Lady of
Good Counsel national school and Scoil Barra national school both provide specific
special needs classes.
Youthreach operates a centre in Ballincollig catering for 35 full time students and
offering programmes at both FETAC level 4 and 5.
YMCA offer a STEP programme in Ballincollig, this is a second chance programme,
which lasts for 23 weeks. Participants generally undertake basic awards at FETAC level
1 and 2. There is a significant waiting list for places on the Youthreach scheme.
The Ballincollig Family Resource Centre (FACT) offer computer courses and FETAC
Level 5 training in Childcare in partnership with Co. Cork VEC.
The Adult Basic Education Centre in Ballincollig worked with 163 students in 2008,
through one to one and small group tuition.
Headway52 provides rehabilitation and training courses to people who have acquired
brain injuries. These courses are funded by the VEC through the BTEI.
Foróige are commencing53 an IT course for young people at risk.
Ballincollig Community College offer a range of adult education courses by night.
These courses are fee paying and self-financing. The College delivers training to
approximately 2,500 people per year, running 70+ courses per term. The College prints
a brochure and posts it to all houses in the catchment.
The Social and Health Education Project is based in Ballincollig. They run counselling
and personal development courses, which are open to people from across Cork and
Kerry. They have two training rooms in their new centre. Training facilities are also
available through the St. Vincent de Paul, FACT (IT Training room) and the Westgate
foundation.
A new inter-cultural network is being established in Spring 2009. The network aims to
improve community relations and integration through inter-cultural activities. The
52
53
Exodea
Organisation providing support to people affected by brain injury.
Spring 2009
Page 79
network currently comprises the FRC (FACT), Community gardaí and members of the
non-Irish national community.
The National Learning Network offers a Focus programme for adults with intellectual
disabilities or with mental health issues. The programme receives funding from the
HSE.
Ballincollig has a newsletter called the Ballincollig Advertiser, this is well read
throughout the area and all providers are currently using this to advertise and
disseminate information on courses. The newsletter has an on-line component
www.ballincolligonline.ie.
6.3.2
1. Focus on community development and community education.
2. Strategy should focus on people who are most marginalised.
3. Network of adult education providers.
4. School Completion Programme.
5. Programme for young people who leave school before the age of 16, legally these
people do not exist and there are no services for them.
6. Need for one to one mentoring and support for early school leavers and also adult
learners.
7. Need for additional adult guidance services.
6.3.3
Gaps in Services
1. Lack of courses and services: Danger that people who are newly unemployed may
‘swamp’ the services and will leave those people who are most distanced from
education, training and the labour market even further behind.
2. Local providers in the community and voluntary sector need support to develop
their own plans and strategies.
3. Lack of resources and in particular staff.
4. Clearer information on progression paths (for tutors and staff)
6.3.4
Local Contributions
Training for volunteers to assist in literacy and numeracy. The volunteer programme
operated by the Irish Guide Dogs for the Blind is seen as a good model and could be
emulated by a local network.
Strategy should be long term and look at structures.
Strategy should focus strongly on ‘target groups’ and marginalised people.
6.4
For the purposes of this analysis, Carrigaline and catchment refers to the following
areas:
Exodea
Page 80
6.4.1

Carrigaline;

Ballinhassig;

Ballygarvan;

Crosshaven;

Belgooly; and

Minane Bridge.
There are 14 primary schools and 2 post primary schools in the catchment. Sonas
Special Primary School in Carrigaline offers an early intervention service for children
with autism. Carrigaline Community School runs a wide range of evening and short
term courses. The courses are fee paying and self financing. The school is an outreach
centre for U.C.C for the provision of the Diploma in Social Science and the Certificate
in Health and Safety. FETAC (Level 5) courses are available in both Childcare and Soft
Textiles /Crafts.
Carrigaline Parish Centre host a range of adult and community education courses at the
community centre mainly funded by Co. Cork VEC:

FETAC Level 4 Foundation for Further Education Course;

ECDL; and

IT Training (Level 3 and 4).
The Carrigaline Basic Education Service worked with 55 students in 2008.
The National Learning Network offers a Focus programme for adults with intellectual
disabilities or with mental health issues. The programme receives funding from the
HSE.
The active retirement groups run hobby and special interest courses for members. These
are normally funded by the HSE.
The Parish centre runs some courses, such as computer courses in the mornings.
6.4.2
1. Need for re-training for people who are 50+ who have been made redundant or who
have taken early retirement.
2. Clear support for adult education providers around progressing adult learners.
Progression paths are very important for adult learners.
3. Support and programmes to encourage entrepreneurship and business start ups.
4. There is a need to ensure that rural transport provision links in with training
provision.
6.4.3
Gaps in Services
1. Need for additional vocational training.
2. Adult education guidance services.
Exodea
Page 81
3. Lack of availability of courses. Courses are full in the area and even in the city.
4. Lack of collaboration, referrals and coordination of provision.
6.4.4
6.5
Local Contributions

The ‘Timebank’ concept could be used to assist people to share skills in return for
other services in the community.

A ‘Skillsring’ could be developed, whereby skilled people and trades people could
register on a database, which is managed by a community enterprise. The trades
people could provide low cost services to older people and community groups. This
would enable them to provide low cost services and keep their skills up to date.

There should be a focus on training for tourism and hospitality, given the proximity
of the ferry port.

A local area network of adult education providers should be established.
Cobh and Catchment
For the purposes of this analysis, Cobh and catchment refers to the following areas:
6.5.1

Cobh (Great Island); and

Little Island.
There are 7 primary schools and 2 post primary schools in the catchment. Rushbrook
Convent of Mercy National School offers a special needs class.
Carrignafoy
Community College in Cobh is designated disadvantaged under the SSP and has a home
school community liaison scheme in place.
There is an adult education network in Cobh, which is facilitated by Co. Cork VEC and
which includes all adult and continuing education providers. The group meets twice a
year to share information about courses and to discuss opportunities for collaboration.
There is a significant amount of informal networking between the meetings. The Family
Resource Centre in Cobh maintains an email group to disseminate information to all
members. The FRC also facilitate a Family Support Network, which meets every two
months. This group includes 50+ groups on the island.
Carrignafoy Community College, Cobh provides a range of adult education courses.
They have 77 approved PLC places covering three main courses Business/secretarial,
Tourism and Art, Craft and Design. All courses are accredited at FETAC Level 5. The
College also runs adult short-term courses by night; these are self financing and fee
paying courses.
YMCA offer a STEP programme in Cobh, this is a second chance programme, which
lasts for 23 weeks. Participants generally undertake basic awards at FETAC level 1 and
2. There is a significant waiting list for places on the Youthreach scheme.
There is a VEC adult basic education service in Cobh. This service provides one to one
and group classes in literacy and numeracy. The service also supports people to look at
other training and education opportunities.
Exodea
Page 82
6.5.2
1. Improved information systems, there are still a lot of people who are not aware of
what is going on.
2. Improved cooperation with all agencies. Partnership between the main statutory
bodies and community and voluntary sector is very important.
3. Focus on training and education for men. Men traditionally do not participate in
training, but they represent a much higher proportion of people on the live register
than females.
4. Focus on individuals; adopt a client centred approach, whereby the services could
work together with the individual to develop a tailored progression plan.
5. Community education agenda should continue to be pursued.
6. Focus on the new poor and the short term unemployed.
6.5.3
Gaps in Services
1. Need for additional vocational training.
2. Adult education guidance services.
3. Lack of availability of courses. Courses are full in the area and even in the city.
4. Lack of collaboration, referrals and coordination of provision. Need to integrate
existing services even further: building on existing adult education network.
5. Childcare is a major barrier for people who want to return to training and education.
There is no full time community based crèche in Cobh.
6. There is a gap for FETAC Level 4 courses, there is provision at Level 5 but for
those people who have no formal education, it is a big step to go directly into a
Level 5 course.
6.5.4
6.6
Local Contributions

Improved structures and processes for deciding on which courses to run. At the
moment the courses are demand led, rather than focusing on the potential
progression routes and possible job opportunities.

Use school facilities to run taster courses in vocational subjects during the summer.

There is a need to establish a full Youthreach service in Cobh.

Provide a guidance-counselling course to tutors and service providers.
For the purposes of this analysis, Youghal and catchment refers to the following areas:
Exodea

Youghal; and

Killeagh.
Page 83
6.6.1
There are 7 primary schools and 1 post primary schools in the catchment. Bun Scoil
Muire offers a specific special needs class.
Youthreach operates a service from the East Cork Centre for Further Education and
Youthreach: the service accommodates 25 young people per year. They have a waiting
list for entry onto the course.
ESOL is delivered in Youghal through the BTEI. There are three providers of ESOL,
Cumann na Daoine, the VEC basic adult literacy Service and the East Cork Further
Education and Youthreach Centre. The three centres offer a joint registration system.
The East Cork Further Education and Youthreach Centre is located in Colaiste Eoin in
Youghal. The centre was established in 2006 by Co. Cork VEC and is a multi-purpose
education centre for adults and young people. The centre offers VTOS second chance
education for adults and a range of BTEI courses.
Youghal has an adult education network, which grew out of an action under the
Equality for Women programme. The network was set up and is facilitated by the Adult
Education Officer of Co. Cork VEC. The network meets twice a year to discuss plans
and to plan events. They prepare a brochure twice a year and distribute this across the
area. In 2009 the group ran an exhibition in conjunction with the Cork City Festival for
Lifelong learning. They also hold an adult education exhibition in the Walter Raleigh
hotel in September to promote the winter schedule of events and training. The network
has a window in a shop in the town that has all of the up to date information on training
and education in Youghal.
6.6.2
1. Maintain and build on existing adult education network. Improve representation
from some of the statutory agencies.
2. Formalise networking and referral systems.
3. Increased and improved adult guidance service.
4. Literacy is a big issue, including literacy in the home.
6.6.3
Gaps in Services
1. Difficult to provide information to people with low literacy skills. They cannot
access websites and cannot read the brochures.
2. DSFA are referring people to the Colleges of Further Education in the city, but
these colleges have limited capacity to deal with the upsurge in demand.
3. Demand for FÁS courses, limited availability of courses.
4. There are very few CE workers in Youghal; this leads to under-resourcing of
community facilities.
5. No services for young people who leave school before the age of 16. Young people
between the age of 12-16 fall between the cracks and need support.
6. Family learning supports. There is a need for a service to support family literacy in
the home.
7. Knowledge of service providers and tutors on progression routes.
Exodea
Page 84
8. Childcare is a continuous barrier to training and education.
9. Significant demand from people who wish to become national school teachers. Poor
Irish language skills represent a major barrier for these people.
10. Many people with poor literacy cannot do the theory test for their driving licence.
Formalised support in this area would be useful.
6.6.4
6.7
Local Contributions

Needs analysis should be undertaken in Youghal each year. It is important to link
training and education to employment in the surrounding area.

East Cork Further Education and Youthreach facilities could be used during summer
period to provide vocational and academic courses.

The labour market has reverted to become a buyers market once again. It is
important that all people who become unemployed receive immediate intervention to
keep their licences and tickets up to date.

Need to provide basic literacy, numeracy and IT training for people who have been
made redundant, especially from the construction industry.

Need for improved communication with some of the statutory providers.

There is a need for a home school liaison officer in Youghal. The Community
School in Youghal is one of the biggest secondary schools in the country.

Increase the number of voluntary adult literacy tutors, this could be done by working
with the newly unemployed. It would give them a new skill and would keep them
occupied while job seeking.

Support for enterprise support and entrepreneurship.

Training or seminar on progression routes for providers.
Peri-Urban Area
For the purposes of this analysis, the peri-urban area refers to the following areas:






6.7.1
Togher;
Bishopstown (part of);
Douglas;
Glanmire;
Glounthane; and
White’s Cross.
There are 16 primary schools and 5 post primary schools in the catchment54. Special
needs classes are provided in Glounthane National School, Douglas National School,
54
Only schools which are strictly within the boundary in the peri-urban areas are included in the analysis, although it
should be noted that many people from the catchment will travel to schools outside of the area and the schools from the
area produce a significant pull factor from surrounding areas also.
Exodea
Page 85
Riverstown National School, St. Columba’s National School in Douglas and St. Mary’s
Special School in Rochestown.
Douglas and Glanmire Community Colleges provides a range of adult and community
education course. Most courses are short term and are offered at night. All course a selffinancing through fees.
There are three very significant Colleges of Further Education on the border of the area:
St. John’s Central College, Sawmill Street, Colaiste Stiofain Naofa, Tramore Road and
Cork College of Commerce.
Adult literacy services are provided by Co. Cork VEC in Douglas, Glanmire and
Glounthaune. In Togher and Bishopstown, services are provided by the City of Cork
VEC Adult Literacy Service: Bishopstown Literacy Scheme and Read Write Now in
Ballyphehane.
ESOL is delivered in the colleges of further education and Douglas Community
College.
The community associations in the community centres in Douglas, Bishopstown,
Togher and Glanmire deliver a variety of short and community education courses.
These are funded through the VEC community education programme or by the HSE or
other funders.
6.7.2
1. The implementation of an adult education network, similar to that which operates in
Youghal.
2. Improve the level and nature of referral systems.
3. Reduce waiting lists for access to key education and training courses.
4. Provision of computers for use by jobseekers.
5. Childcare provision needs to be improved to allow greater access to education and
training opportunities.
6.7.3
Gaps in Services
1. A network, ideally with a statutory basis, that is designed to engage the state
agencies in the creation of local education solutions.
2. Local Employment Service required to cover the area, integrating with the services
available in Cork city.
3. Barriers to the progression of individuals within the system are being experienced
due to the lack of integration between providers.
4. Lack of adult guidance.
6.7.4
Local Contributions
1. Establish training and education structures such that the community of Douglas will
be able to access education and training services of an identical level to those
enjoyed in adjacent Cork city.
Exodea
Page 86
2. Establish an education network, ideally on a statutory footing, to serve the needs of
the area.
3. Improve the access to IT training for jobseekers and others.
4. Improve after school hours access to potential training resources currently
unutilised in existing schools throughout the area.
5. Improve the access to affordable childcare supports for people wishing to engage in
education and training initiatives, thereby removing a significant barrier to
participation for many.
6. Integrate the starting times of FÁS courses with available public transport options
and with childcare provisions.
7. Modulate the supply of migrant education courses, including English for Speakers
of Other Languages, to track the likely diminishing needs in the changing local
society. Use the resources liberated to focus on the training and skilling needs of
the unemployed.
Exodea
Page 87
7
Barriers to Progression
Access to training and education is dependent on many variables. For the purposes of
this report we have focused on barriers to progression as well as specific gaps in
provision in the SECAD area. This section focuses on the barriers to progression.
The Irish educational system provides a number of progression routes to further and
higher education.
Route One: Community Based Education. Adult learners can continue to learn in a
community setting. In the SECAD area there is a wide range of adult and continuing
education courses. Many of these courses are delivered up to FETAC Level 4. Awards
at this level are not sufficient to enable learners to progress directly (or through the
Higher Education Links Scheme) to higher education.
Route Two: Further Education. Learners may engage in further education up to FETAC
Level 5 or 6 in a community setting or by attending a College of Further Education.
From this, learners can apply through the Higher Education Links Scheme to one of the
Higher Education Colleges and Institutes. There are 83 FETAC Level 5 Certificates and
21 FETAC Level 6 Advanced Certificates approved under the Higher Education Links
Scheme.
Route Three: Pre-Access and access courses. These courses are often offered through
the mechanism of adult basic education. The pre-access courses provide basic literacy
and numeracy awards up to FETAC Level 3 as well as confidence building, study skills
and time management modules. The access courses may be offered through the
mechanism of BTEI, they are specifically designed to support adult learners to progress
to higher education, they provide taster courses in particular college/university courses.
Participants graduate with a FETAC level 5 award, which is accepted by certain
participating colleges.
Route 4: Mature students (over 23) may access a range of third level courses by
applying as a mature student. The entry requirements are flexible and the institutions
take into consideration individual circumstances.
7.1
Barriers to Progression
A number of specific barriers exist within the current model of adult and continuing
education, some of which are peculiar to the SECAD area. The diagram below
graphically illustrates the particular barriers, which prevent people from progressing
from community-based education to higher education and availing of the related
employment opportunities.
Exodea
Page 88
Figure 30 - Irish Education System
Exodea
Page 89
Figure 31 - Adult and Continuing Education - Barriers
Exodea
Page 90
Barrier One: There is a shortage of provision at FETAC Level 4 and Level 5 in the
area.
Barrier Two: There is no College of Further Education in the SECAD area, this limits
access to a full range of integrated services. There are no PLC courses offered in the
East Cork Further Education and Youthreach Centre.
Barrier Three: The Higher Education Links Scheme has a limited number of
programmes approved, which restricts access to many courses.
Barrier Four: Limited provision of pre-access and access courses providing direct
access to UCC and CIT.
Barrier Five: For people with low levels of educational attainment and high levels of
deprivation and disadvantage, there are multiple barriers to accessing any form of adult,
further or higher education, including financial, childcare and cultural obstacles.
Barrier Six: Notwithstanding the quality of the existing service provision in the area,
there is a dearth of collaboration and co-ordination within the sector. Nationally there
are very poor systems for supporting adult learners in a systematic way. There is no
system in place for monitoring learner’s progress and sharing information between
providers.
Barrier Seven: Although mature students can access third level education by applying
through the ‘mature applicants’ route, if the candidate does not have the required
educational attainment either through the formal leaving certificate or through achieving
FETAC qualifications up to level 5 or level 6, they may have trouble performing at the
level required by the Higher Education Institute.
There is a range of other barriers which prevent people from progressing into and
through the educational system, these include social, personal and cultural issues. There
are also structural barriers, which preclude participation, specific rules about retaining
benefits while accessing education can be prescriptive and can limit adult learners
options when they are trying to juggle education and a family.
7.2
Barriers to Employment
There are a number of recognised barriers to employment facing people who are outside
the labour market. These include a range of vocational, educational, social and personal
issues.
7.2.1
Fifteen Employment Barriers
Socially excluded long-term unemployed people often experience multiple barriers and
challenges in relation to employment. “The range of expertise of employment support
services personnel, and the staff of their partner agencies, needs to be sensitively
activated, in a partnership-style collaborative format, so as to maximise the benefits of
presenting a tailor-made response to each unemployed client’s needs55”.
55
Dublin Inner City Partnership (2008) Employability Barriers Information, Unpublished.
Exodea
Page 91
Figure 32 - Fourteen Barriers to Employment
1.
Duration of Unemployment / Negative Work History
2.
Deficit of Appropriate Job Qualifications
3.
Undeveloped Natural Skills & Talents / Early School Leaving Issues
4.
Protracted Literacy/ Numeracy Challenges
5.
Communication Skills Deficit
6.
Age-Related Challenges
7.
Health /Addiction /Illness/Disability Status Difficulties
8.
Mobility Issues
9.
Home/Family Circumstances & Commitments
10.
Benefit Dependency /Fear of Work-Related Failure
11.
Personal Confidence/ Work-Related Motivational Issues
/continued
Exodea
Page 92
/continued
Exodea
12.
Personal Problems / Personal Presentation
13.
Attitude to the World-of-Work / Over Ambitious Employment Aspirations
14.
Criminal Record Disclosure Fears
15.
Racism and discrimination experienced by people of other nationalities
Page 93
8
Gaps in Service
This section provides an overview of the gaps in provision, which have emerged
following the research into the development of a strategic integrated training and
education plan for South and East Cork. It is based on the following data packages:



8.1
Desk research;
Training and Education audit; and
Community based consultations.
Information
Information about courses, services and support is sporadic and ad hoc at best. There
are particular initiatives at local level, however these information sources are hard to
find and do not support people with low literacy levels.
8.1.1
Adult Education Guidance
The VEC Adult Education Guidance Service has three full time workers for County
Cork, one adult guidance coordinator/counsellor based in Skibbereen, one adult
guidance counsellor based in Fermoy and one information officer based in Skibbereen.
The guidance counsellor based in Skibbereen covers West Cork only. The guidance
counsellor in Fermoy covers Mallor, Fermoy and Youghal only. She is able to see
clients from outside of these areas, but only in one of these three centres. The VEC has
on occasion bought in additional services for areas such as Carrigaline and Cobh.
This is completely inadequate provision and leaves many areas with no service. The
adult education guidance counsellor only provides guidance for one course servicing
eight students in Cobh.
A comparision of funding for the adult guidance service nationally with Co. Cork shows
that the allocation for Co. Cork is just over one third of the national allocation. The
guidance service received exchequer funding of €7million in 2008, of which €210,000
was allocated to Co. Cork. The allocation per person in Co. Cork is €0.58 compared
with €1.65 per person nationally.
Figure 33 – Adult Guidance Funding Comparison
Exodea
Page 94
8.2
Networking
In the two areas where there are active adult education networks, information sharing
and collaborative action is much improved among partners in Youghal and Cobh. This
networking and support function is missing throughout the rest of the area.
8.2.1
Collaboration, Coordination and Referral
Across the area there is a lack of meaningful collaboration, coordination and referral
systems and processes. Adult education providers recognise this as a genuine need for
their clients and are anxious to work towards improved services in this regard.
8.2.2
Support for Community and Voluntary Providers
The community and voluntary sector has a significant role to play in training and
education provision across the area. These organisations in turn require support,
capacity building and animation to enable them to respond appropriately to the needs of
their community and to develop and grow as organisations.
8.3
Training
There are some significant systemic gaps in the area of training and education provision
in the SECAD area. Most notably the lack of a College of Further Education means that
PLC courses cannot be offered from the centre. The East Cork Further Education and
Youthreach Centre offers limited BTEI and VTOS courses. There is a particular lack of
day-time provision, which would suit people who have lost their jobs and for vocational
training.
There are only 100 VTOS places allocated for all of County Cork. This is inadequate
provision, particularly in the current situation with rapidly increasing levels of
unemployment.
There are 87 accredited courses being delivered in the SECAD area. Of these a number
are the same course (National Certificate in Childcare [9], National Certificate in Art,
Craft and Design [2], National Certificate in Business and Secretarial Studies [4] and
ESOL [6]) being delivered in a number of locations. There are a number of courses
being delivered which offer minor awards or component awards. There are 7 full
FETAC Level 5 Certificates being offered and of these 5 are approved for the Higher
Education Links Scheme. There is only one full FETAC Level 6 advanced certificate
being offered in the SECAD area (Certificate in Navigational Studies and Seamanship)
and this is not approved for the Higher Education Links Scheme.
Exodea
Page 95
8.3.1
Training Needs Analysis
The community and voluntary sector and the post primary schools have responded in a
very significant way to the lack of training and education provision in the area,
providing courses to thousands of learners every year. In most cases training courses are
run based on a demand led paradigm, where courses are offered based on previous
demand. Alternatively courses are offered, and if there is sufficient demand to fill a
class, the course is offered. This mechanism for planning training and education
provision is not capable of responding to the specific skills needs in the rapidly
changing economy. There is a clear gap in terms of planning on an area basis for
training and education, through local networks.
8.3.2
Training for providers
There are many excellent providers of community, adult and continuing education
across the SECAD area. These providers and tutors are hampered by specific
knowledge gaps, including:

Overview of education and training system;

Progression paths for adult learners; and

Provision by other services.
These information deficits reduce the ability of providers to provide on-going and
progression based support to adult learners.
8.3.3
Use of Resources
Many providers commented on the increased demand for training and upskilling due to
the increased number of people on the live register. This is resulting in a significant
demand for training and education, which cannot be met. There are resources and
facilities available in many areas at night-time and especially during the summer period
which are currently lying vacant. Increased collaboration and coordination could result
in these resources being used to provide increased vocational training courses, taster
courses and part time BTEI courses.
8.3.4
Male Participation
Men comprise more than 70% of the live register, however they account for less than
25% of all participants on adult, continuing and further education courses. There is a
need to provide incentives and to develop creative techniques for engaging men in
training and re-skilling.
8.4
Other Gaps
A number of other gaps in provision and service emerged through the consultation
phase, these include:

Exodea
There are no pre-access or access courses offered in the SECAD area. This is a
significant barrier to anyone wishing to progress to higher education in the area.
Page 96
Exodea

Subsidised community based childcare remains a significant barrier to people who
want to return to education and training.

Lack of CE schemes in some areas leads to under-resourcing of some community
and voluntary groups.

Need for support service for young people who leave school between the ages of 12
and 16. These young people cannot enter Youthreach, so effectively fall between the
gaps.
Page 97
9
Conclusions
The strategic integrated training and education plan involved a lengthy and
comprehensive consultation process, involving all of the main stakeholders in the area.
SECAD and the VEC, FÁS and the DSFA have reviewed possible strategies and
recommendations based on the following research packages:
 Socio-Economic and Demographic Profile of the Area;
 Training and Education Audit;
 Economic Profile; and
 Consultation outcomes.
The recommendations should be implemented using a multi-agency partnership
approach. This approach is critical to ensure that those people who are educationally
disadvantaged and who are distanced from the labour market can participate. The
recommendations and action plan agreed by the partners should be designed so that it
can be easily monitored and evaluated.
9.1
Overview
The SECAD area is influenced to a significant extent by its proximity to Cork City.
Many mainstream services including educational facilities are offered in the city. This is
a welcome resource, however it also presents challenges for those people who are
distanced through access issues or personal circumstances from travelling to avail of
these services.
There is a significant number of community and voluntary providers of community
based training and education in the SECAD area, ranging from active retirement hobby
courses to fully accredited certificates up to FETAC Levels 5 and 6. This greatly
supports the mainstream provision from the VEC and FÁS. Despite this, provision of
community adult and continuing education in local areas remains ad hoc in some cases.
There can be a lack of strategic planning at local level, resulting in training provision
being based on client demand rather than on supply side demand from employers.
There are two local adult education networks, one in Cobh and one in Youghal. These
networks have greatly improved information transfer, delivery of courses and referral of
clients. There are no networks operating in any of the other areas.
There is an extreme shortage of adult education guidance services in the area.
There are four services providing one to one mentoring and support around education,
training and employment, DSFA, FÁS, VEC adult education guidance and SECAD. All
of these services are under-resourced and finding significant increases in demand for
services due to the current economic downturn. There is a real need to meaningful
engagement between these services to ensure that there is no duplication and that formal
referral systems are put in place.
Exodea
Page 98
9.2
Priorities
Overall the priority for SECAD and the other training and education partners in the area
are to support the government agenda as expressed in the National Skills Strategy. The
strategy states that at least 500,000 people within the workforce will have to progress by
at least one level on the National Framework of Qualifications.

70,000 will have to be upskilled from Levels 1 and 2 to Level 3;

260,00 will have to be upskilled to Levels 4 and 5; and

170,000 will have to be upskilled to Levels 6 -10.
Within these broad parameters the priority education and training issues for the area
were ascertained through the consultation process. These priorities are listed below:
9.3

The need for improved information for stakeholders, but especially for users of
services.

Improving co-ordination in the provision of education and training activities within
the SECAD area, in particular in areas targeting adult learners.

The need to balance the demands presented by the economic downturn with the
needs of people who have been and remain most distanced from training and
education and the labour market.

Maintaining a focus on literacy and numeracy as a core skill for all people living in
the area.

The need to assume an integrated approach to training and education to include the
main barriers to access, including childcare and transportation.
Establishing a Baseline and Targets
Using the figures from the education profile in this report, a baseline of current
educational attainment has been established based on the National Skills Strategy
targets.
10,108 (11%) were at Level 1 or 2 on the NFQ in 2006;
17,120 (18.8) were at Levels 3 or 4 on the NFQ in 2006; and
20,217 (22%) were at Level 5 on the NFQ in 2006.
In order to achieve the National Skills Strategy Targets in the SECAD area, the
following number of people would have to be upskilled in each category:
1,374 people will have to be upskilled from Levels 1 and 2 to Level 3;
7,755 people will have to be upskilled to Levels 4 and 5; and
6,138 people will have to be upskilled to Levels 6 -10.
Exodea
Page 99
10
Recommendations
The recommendations of this report have been divided into a number of strategic
headings:

Information;

Networks;

Research;

Training and Education; and

Enterprise and Entrepreneurship.
Figure 34 - Overall Recommendations
10.1
Information
Information is at the core of the integrated training and education strategy. It is clear
from the consultation process that information provision is a key issue. Provision and
access to information is ad hoc and patchy in some areas. Even in areas, where
providers have information channels, it is not clear that the information is readily
available to the general public.
Exodea
Page 100
10.1.1
Bi-annual brochure
In Cobh and Youghal the adult education networks develop bi-annual brochures, which
sets out all of the training and education courses for the coming period. These brochures
are sent to all households in the catchment. This approach is useful and it is
recommended that the newly established local area networks develop this approach.
This will reduce costs for some providers who are currently developing their own
brochures and arranging their own mailshots.
10.1.2
On-line Information
Qualifax www.qualifax.ie is Ireland’s national learner’s database. It is designed to be a
one-stop shop for learners. It provides information on further and higher education and
training courses. Co. Cork VEC information officer is also working on a website for Co.
Cork which will include all of the courses being offered locally. Given these resources
are developed or being developed, it is not recommended to develop another web based
resource.
The adult education coordinator and all partners on the local and area-based network
should ensure that the full range of courses and programmes are provided to the two
websites on a regular basis. Information about these websites should be very widely
disseminated through the SECAD, VEC, FÁS websites and through any printed
documentation presented by the SECAD and/or local adult education networks.
It is recommended that the www.qualifax.ie website is widely advertised and publisised
throughout the area. One-page flyers and posters should be printed and placed in a wide
range of public facilities including school, doctors surgeries and health clinics, post
offices and other public buildings.
Training should be provided to staff in the local libraies and Citizen’s Information
Centres in adult and continuing education and about the use of the various on-line
resources to assist them to support people who may present who are interested in
returning to education.
10.1.3
Information for people with literacy issues
There is a continuous challenge to develop and disseminate information to people who
have low literacy skills. The normal techniques of using print or web-based media will
not engage people with low literacy levels.
It is recommended that a joint marketing budget be agreed by all statutory providers
every year to run a radio campaign on the two main local radio stations, 96/103 FM and
RedFM to coincide with the launch of the bi-annual brochures. Coupled with this, all
staff who interact with people in the course of their daily work should be orally
providing literacy and numeracy contacts to people and encouraging them to use the
local services.
Exodea
Page 101
It is further recommended that the SECAD Adult and Continuing education network
should participate actively in the NALA National Adult Literacy Awareness Week
(normally run in September). This week would provide an opportunity to highlight
‘family based’ literacy through the schools and would use local events to raise
awareness of literacy and the services available for people with low literacy levels
across the area.
10.2
Networks
There is a need to provide clear and supported progression routes to people with low
educational attainment across the area.
10.2.1
Area based network
It is recommended that a ‘South and East Cork Adult Education Network’ should be
established, which will act as a focal point for adult and continuing education in the
SECAD Area. In the interim period it is recommended that the research steering
committee remain in place to ensure that the recommendations of the report begin to be
implemented.
The concept involves an integrated approach to adult education, training and
progression. SECAD should appoint a coordinator/adult education officer to develop
projects that aim to increase the capacity of the community to overcome obstacles to
educational progression by gathering and organising members of the community and
key stakeholders around a common purpose: improved progression for adult
learners.
Resources permitting, an individual holistic model of individualised support would be
provided for adult learners who wish to progress into further or higher education, and on
into the labour market.
10.2.2
Local networks
Where there are no local networks presently operating, it is recommended that the
education and training coordinator should work with the VEC, FÁS and local providers
to establish a local network. It is recommended that the
Role of the Local Networks
The overall aim of the local networks should be to promote access to education among
adults in their catchment. The exact terms of reference for the networks should be
agreed by the partners to the network, but should include as a minimum: -
Exodea

The provision of a structured mechanism for adult and continuing education
providers to meet;

The sharing of information;

The sharing of resources;

Agreeing progression paths;

Identify gaps and avoid duplication of services;

Sharing training courses for providers;
Page 102

Ensuring that job related courses are delivered locally;

Working to develop a system to support progression of adult learners; and

Monitoring and tracking progression paths.
The VEC should ensure that each network receives an annual report, which includes
information about the courses delivered in the area in the previous year, number of
participants on each course and outcomes for participants if available.
10.2.3
Coordination
Role of the Coordinator
It is recommended that SECAD use resources from the LDSIP and from other statutory
partners to employ an education and training coordinator for the area.
The coordinator of the SECAD Adult and Continuing Education Network is a key role.
The list of indicative duties of the coordinator is provided below. This list is not
exhaustive, and the members of the network should work out a comprehensive job
description.

Facilitating the SECAD network and the local areas based networks;

Identifying funding for the network;

Coordinating adult and continuing education providers;

Gathering and disseminating information about adult and continuing education in the
area;

Sharing information between providers;

Working with providers to establish mechanisms for supporting progression of
learners;

Establishing training for providers to understand and support learners progression
routes; and

Liaising with community providers to arrange suitable venues for training courses.
The network should include representatives from the following organisations:

CCVEC;

SECAD;

FÁS;

DSFA; and

Community and Voluntary Training and Education Sector.
If appropriate the local schools, and in particular career guidance teachers should be
encouraged to participate in training initiatives organised through the hub.
It is recommended that local networks should be established in the following areas:
Exodea

Ballincollig;

Carrigaline and Catchment; and

Midleton and Catchment.
Page 103
It is recommended that an incremental approach should be taken to establishing the
networks with one put in place in 2009 and the final two established in 2010. The
networks should have clear terms of reference and a facilitator if the adult education
coordinator is not available in the short term.
10.3
Research
Based on the feedback from the consultation process, it is clear that training provision is
largely based on:

Tradition of delivering the same course;

Availability of resources; or

Demand from learners.
There is very little local analysis being undertaken of employment trends or availability
or the needs of local employers, even in a declining market. It is imperative that each
local network undertake a root and branch review of the training provision in their local
area and to honestly assess the extent to which these courses:


10.3.1
Have a clear progression path to further or higher education; or
Will have a reasonable chance of leading to employment (based on skills needed in
the area).
Local Training Needs Analysis
It is recommended that each local adult education network should be supported by the
adult education coordinator to carry out a local training needs analysis. The training
needs analysis will involve:

Reviewing feedback from
requirements;
potential clients about their training/education

Contacting local employers to ascertain their current skills needs56;

Reviewing progression paths for all courses being offered;

Coordinating with statutory providers around course provision.
The review of training and education provision and the training needs analysis will be
closely linked to the provision of training for local providers so that they have a clear
understanding of the education system in which they are working and the possible
progression routes for various courses.
10.4
Training and Education
Training and education for people living in the SECAD catchment and for providers of
community, adult and continuing education is central to the strategic plan. The partners
and local networks need to work together to ensure that scarce resources are maximised
and that there is no duplication or waste of these resources. In particular the partners
56
Exodea
A database of employers in the area can be attained from Data Ireland www.dataireland.ie
Page 104
should consider creative ways of employing under-utilised resources such as school
buildings at night and during holiday breaks.
10.4.1
Link Training to Progression
The South and East Cork Training and Education Network and associated stakeholders
should work together to deliver FETAC Level 5 and 6 courses which link directly into
the Higher Education Links Scheme (HELS) and which are appropriate to the main
employment sectors in the area. Planning and promotion for these courses should be
done jointly by the network and all partners in the networks should proactively refer
clients to these courses. SECAD should support learners to travel to courses, which are
distant from them utilising the ‘Going Places’ rural transport initiative.
The table below provides an overview of courses, which provide specific skills needed
by employers in the SECAD area (based on the economic profile). The courses, which
are shaded, are already provided in the SECAD area. Courses such as horticulture and
tourism could be promoted by SECAD through the National Rural Development
Programme as part of the overall strategy for the company.
Figure 35 – HELS Approved FETAC Level 5 and 6 Courses for Consideration
FETAC Level 5 Certificate Courses
BBSAX Administration
BEBXX eBusiness
AACDX Art, Craft and Design
CELTX Electronic Technology
BBSBS Bilingual Secretarial Studies
BRSXX Retail Studies
BBSSX Business and Secretarial Studies
CREXX Rural Enterprise
CCPXX Chemical Processing
CENGT Engineering Technology
DCHSC Childcare
CASFX Food Science
CFDXX Commercial Fishing
DTXXX Tourism
ACADX Computer Aided Design
CSPXX Seafood Processing
CCNMX Computer and Network Maintenance
EYXXX Youthwork
DHSXX Healthcare Support
FETAC Level 6 Advanced Certificate Courses
CASHX Horticulture
BALBX Applied Languages and Business
CHXXX Horticulture
CCNTX Computer Network Technology
DHCXX Hotel and Catering
CETXX Electronic Technology
BIPXX Information Processing
CHORT Horticulture
CITXX Information Technology
EMXXX Multimedia
BBSIT International Trade
EMMWD Multimedia and Web Development
CASLT Laboratory Techniques
CNSSX Networks and Software Systems
BMXXX Marketing
CSOAX Security Operations and Administration
DCHSN Nursing Studies
BSCRM Strategic Customer Relationship Management
DOREC Outdoor Recreation
DCXXX Supervision in Childcare
EMMPX Multimedia Production
10.4.2
Build on Local Interest
Appendix 4 to this report lists the short and uncertified courses being provided in the
SECAD area in 2009. A number of courses are consistently popular and are being
offered by providers across the area. It is reasonable to assume that certified courses in
these areas might likewise attract a significant number of learners. Sample topics
include:

Exodea
Computers;
Page 105

Holistic and Complementary Therapies;

Art;

Interior Design; and

Languages.
The SECAD adult education and training network should work together to deliver
FETAC Level 5 or 6 courses in these topics where possible. Tutors delivering short
courses in these topics should be supported through training and information seminars
to encourage participants to progress to the certified courses across the area.
10.4.3
Training for Local Providers
A clear gap has been identified through the research for training for local education
providers, both from the management and administration side and for tutors. The need is
for these providers to have a detailed understanding of the current educational situation
and in particular the progression paths within the system to enable them to support adult
learners.
It is recommended that all trainers, tutors and support staff should be provided with
training in the areas listed below. This would provide them with the skills and
knowledge to advise and support learners on their next step.
10.4.4

Basics of adult education guidance;

Understanding the education system; and

Progression paths for adult learners.
Use of Local Resources
There are significant local resources, which are being under-utilised at the current time.
These include schools, Youthreach facilities and other training facilities, which may be
empty particularly during the summer period. This is coupled with the frustration of
people who wish to avail of training courses and find that they have to adhere to strict
‘academic’ schedules.
It is recommended that a range of vocational and taster courses should be held in the
community colleges and Youthreach centres during the summer period. The vocational
training should be based on the local training needs analysis. Taster courses should
focus on providing participants with partial modules from NFQ Level 5 and Level 6
courses. These students could then identify which course/programme they may be
interested in. Learners could then be encouraged to attend PLC courses at Level 6 in
Colleges of Further Education in Cork.
Where possible SECAD should collaborate with UCC and CIT to deliver courses on an
outreach basis in the area.
FÁS should deliver a range of courses in the local area, for example wood work and
metal work rooms would be available for FÁS courses across the area.
Exodea
Page 106
10.4.5
Male Participation
The research and consultation process identified a significant issue around male
participation in training and education. Although men represent 67.5%57 of all people on
the live register in the SECAD area, they represent between 20-25% of all participants
in adult and continuing education. This situation leads to an increasing skills gaps for
men who are unemployed. Based on the literature review, it is clear that creative
solutions are required to increase male participation rates.
It is recommended that the local networks focus on developing courses, which meet the
specific needs of male adult learners, taking into consideration some key findings from
the literature:
10.5

Courses should be ‘men only’;

Courses should not be provided in a school environment;

Extensive use of ICT should be incorporated into training courses;

Specialised literacy software should be used where there are literacy issues58;

If possible participants should be paid an allowance to attend;

Peer support should be built into course development;

Courses should have well defined timetable and rules; and

Progression routes should be clear.
Enterprise and Entrepreneurship
In an economic downturn, there will be a number of people who are made redundant
from their jobs. There is an opportunity for some of these people to develop indigenous
businesses, which will in term stimulate the economy.
The Forfás Enterprise Strategy Group published a report called ‘Ahead of the Curve’59
in 2004. In it the group identified five sources of competitive advantage to support the
development of sustainable enterprises in Ireland. Of these three were based on skills,
trainind and education:

Expertise in Markets:

Expertise in technology – product and service development; and

World-class skills, education and training.
The report reinforces the critical link between education and training and enterprise and
employment.
Where new training initiatives are being planned directly by SECAD through the
National Rural Development Programme cognisance should be paid to the
recommendations of the National Skills Strategy and recommendations from Ahead of
the Curve. Training in marketing, technology, product and service development should
be prioritised and organised in consultation with local businesses.
57
58
59
Exodea
CSO (2009) Live Register Figures for February 2009
NALA have developed a full on-line resource library for this purpose: www.literacy.ie
Enterprise Strategy Group (2004) Ahead of the Curve. Dublin: Forfás.
Page 107
Figure 36 - Competitiveness Pyramid
(Source: Forfás Ahead of the Curve Report)
10.5.1
Building on Existing Services
There is significant expertise among the stakeholders on developing and delivering
enterprise support. FÁS have experience of delivering ‘Start Your Own Business’
courses. SECAD provide enterprise support through the LDSIP and National Rural
Development Programmes. South Cork Enterprise Board provides information, advice,
training, mentoring, networking and, in some cases, financial assistance to new
businesses.
The Department of Social and Family Affairs offer income support to people who are
interested in setting up their own business or becoming self-employed through the Back
to Work Enterprise Allowance scheme (BTWEA). People taking part in the BTWEA,
keep a percentage of their social welfare payment for 2 years60.
There is an opportunity for all stakeholders in the area to support people who are
interested in the BTWEA to look strategically at the enterprise options avaible in the
area and to the education and training supports, which may support his/her enterprise
endeavour.
60
For people receiving BTWEA before 1 May 2009 a percentage of social welfare payment can be retained for up to 4
years.
Exodea
Page 108
Figure 37 - Integrated Business Development Support
All of this expertise should be captured in a focused business support programme for
local entrepreneurs. The programme could include a combination of some or all of the
following:
10.6

Business Development Training;

One to One mentoring and support;

Financial and Business Planning and Advice;

Technical Support61 (if appropriate);

Incubation space (if appropriate); and

Financial Assistance.
Monitoring Progress
A clear set of targets for upskilling people who are on Levels 1-5 of the NFQ has been
set out in section 9.3 of this report. In order for the SECAD training and education
network to know whether they have been successful in meeting these targets a clear
process for monitoring and tracking process needs to be put in place. The VEC are
already working on a system to monitor learners progress using the learners individual
PPS number.
It is recommended that all partners should agree a common data collection template. All
partners, especially service delivery partners should record all learners who engage in
accredited training using a PPS based database system.
The SECAD training and education networks should use the following causal logic
frameworks as a basis for monitoring progress under each of the main recommendation
headings.
10.6.1
Information
The main issue or problem identified through the research around information was the
lack of readily available information on training and education opportunities and how to
access them. The recommendations set out a number of clear pathways to improve
information flows and availability, especially focusing on people with local basic
educational attainment.
61
Provided through SECAD and SCEB.
Exodea
Page 109
Figure 38 - Information Causal Logic Framework
10.6.2
Networking
Networking has been identified as a key element of improving collaboration,
cooperation and coordination of activities among statutory providers and community
and voluntary training and education providers.
Figure 39 - Networking Causal Logic Framework
10.6.3
Research
In order to progress adult learners through the training and education system and into
sustainable employment, it is important that the training and education provided is
relevant to the skills needs of local employers. This link between training and education
Exodea
Page 110
providers and business is critical to support enterprise creation and development as well
as the personal development of trainees and potential employees of these businesses.
Figure 40 - Research Causal Logic Framework
10.6.4
Training and Education
The current research does not make specific recommendation about training courses
which should be run in the SECAD area, however it is clear that there is a need for a
strategic link with business to ensure that their skills needs are met and the need to
ensure that there are as many progression paths as possible open to adult learners. It is
also critical that those people who interface with adult learners have as much knowledge
and information as possible available to them to support learners to make informed
decisions about their training and education path and potential employment.
Figure 41 – Training and Education Causal Logic Framework
Exodea
Page 111
10.6.5
Enterprise and Entrepreneurship
The integrated training and education strategy for SECAD should compliment the
existing company strategy of SECAD and associated enterprise and business support
strategies of flanking agencies such as the South Cork Enterprise Board and Enterprise
Ireland. Enterprise support is also provided through FÁS in the form of Start Your Own
Business Courses and through DSFA through income support. The current strategy aims
to provide a clear impetus for linking training and education to enterprise creation and
maintenace.
Figure 42 - Enterprise and Entrepreneurship Causal Logic Framework
10.7
Funding Opportunities
There has been a significant decline in the level of funding which is available from the
Irish exchequer in late 2008 and into 2009. Given the crisis in the public finances, it will
be prudent for SECAD and the other partners to the Integrated Training and Education
Strategy to jointly identify sources of funding to implement the actions.
It is recommended that the group consider applying for funding for elements of the plan
to the EU Lifelong Learning Programmes, in particular the Grundtvig programme
which supports adult education may be relevant. The partnership should work during
2009 to develop proposal and partnerships in time for the next call for Grundtvig which
will be in Spring 2010.
Exodea
Page 112
Figure 43 - Project Timeline
Exodea
Page 113
Bibliography
Exodea
Page 114
Access Group on Access to Third Level Education (2001) Report of the Action Group on Access to Third Level
Education.(Pg. 14) Dublin: The Stationery Office.
Area Development Management Limited (1999) Preventative education strategies to counter educational
disadvantage: A compilation of case studies on themes and issues within the Local Development Programme.
Insights Series Number 10. Dublin: ADM.
Central Statistics Office (2006) Measuring Ireland's Progress. Cork: CSO
Clancy, P. (2001) College Entry in Focus: A Fourth National Survey of Access to Higher Education. Dublin: HEA.
Cleary, A., Fitzgerald, M., and Nixon E (2000) A Longitudinal Study of Irish Children and their Families, Dublin.
Combat Poverty Agency (2003) Poverty Briefing 14, Educational Disadvantage in Ireland. Dublin: CPA
Corridan, M. (2002) In from the Margins. Dublin: DALC.
Cousins, M. (1997) Review of the scheme of grants to locally based Men’s Groups. Dublin: Department of Social,
Department of Education and Science (2000) Learning for Life. White Paper on Adult Education. Dublin: The
Stationery Office.
Department of Education and Science (2006) The Higher Education and Training System in Ireland. Pg. 10.
Dublin: The Stationery Office.
Drudy and Lynch (1993) Schools and Society in Ireland. Dublin: Gill and Macmillan.
Enterprise Strategy Group (2004) Ahead of the Curve. Dublin: Forfás.
Expert Group on Future Skills (2007) Tomorrow’s Skills. Towards a National Skills Strategy. Dublin: The
Stationery Office.
See Fitzgerald, M. and Kinsella, A. (1989) Behavioural deviance in an Irish urban and town sample. Irish Journal
of Medical Science, 156, 219-221.
Fitzpatrick, A. (2007) The extensive integration of ICT can increase participation and retention rates of long term
unemployed males in community and adult education. Unpublished MSc Technology and Learning: Trinity
College Dublin.
Government of Ireland (2006) National Action Plan on Social Inclusion 2006-2016. Dublin: The Stationery Office.
Government of Ireland (2007) National Development Plan 2007-2013, Transforming Ireland – A Better Quality of
Life for All, Dublin: The Stationery Office.
HEA (2006) Who went to College in 2004? Dublin: Higher Education Authority.
HEA (2008) National Plan for Equity of Access to Higher Education 2008-2013. Dublin: Higher Education
Authority.
Janosz, M., LeBlanc, M., Boulerice, B., and Tremblay, R.E. (1997). “Disentangling the Weight of School Dropout
Predictors: A Test on Two Longitudinal Samples.” Journal of Youth and Adolescence 26(6).
Lehmann, W. (2004). ‘For Some Reason, I Get a Little Scared’: Structure, Agency, and Risk in School-Work
Transitions. Journal of Youth Studies 7(4). National Qualifications Authority of Ireland (2003) The National Framework of Qualifications - An Overview.
Dublin: NQAI
NESF (1997) Forum Report No. 11 Early School Leavers and Youth Unemployment. Dublin: National Economic
and Social Forum
NESF (2002) Forum Report No. 24 Early School Leavers, Dublin: National Economic and Social Forum
O’Connell, P., McCoy, S. & Clancy, D. (2006) Who Went to College in 2004? A National Survey of New Entrants
to Higher Education. Dublin: Higher Education Authority
O’ Connor, M. (2007) Sé Sí – Gender in Irish Education. Dublin: Department of Education and Science.
OECD (1999) Redefining Tertiary Education. Paris: OECD
Exodea
Page 115
Owens, T. (2000) Men on the Move: A Study of barriers to participation to male participation in education and
training initiatives. Dublin: Aontas.
Skilbeck, M., and Connell, H.,(2000) Access and Equity in higher Education: An International Perspective on
Issues and Strategies. Dublin: HEA
Taylor, A. (2006). “Bright Lights’ and ‘Twinkies’: Career Pathways in an Education Model.” Journal of Education
Policy 21(1).
Exodea
Page 116
Appendices
Exodea
Page 117
Appendix 1 – Socio-Economic & Demographic Profile
A1.1
Description of Territory/Area
Located to the south of Cork City, and extending linearly across east Cork, the area
served by SECAD is bordered by West Cork, Cork City to the immediate north, the
Atlantic to the south and on the east by County Waterford. The area stretches from
Ballincollig to Youghal Bridge and includes Douglas, Glanmire, Carrigaline, Cobh,
Carrigtwohill, Midleton and surrounding areas.
Map 8 – Study Area
A1.1.1
Regional Setting
County Cork is the largest in the country, covering some 745,400 hectares. The largely
enveloping proximity to Cork City serves to define much of the characteristics of the
area. Youghal, located on the county boundary is some 50.7 km by road from Cork
City, 76 km from Waterford City and 69 km from Clonmel.
Given its very significant size, Cork County is divided into three divisions for the
purposes of local authority administration. The SECAD area falls within the Cork South
Rural Division, which covers an area of 201,500 hectares. The division headquarters are
located at County Hall, in Cork City, whilst the administrative area comprises the
electoral areas of Midleton, Macroom and Bandon.
Town Councils administer the towns of Passage West, Midleton, Youghal and Cobh. In
Town Council areas, the senior executive or executive engineer also serves as the town
Exodea
Page 118
engineer, which facilitates cooperation and coordination between the Town Councils
and the County Council.
The mainstays of the local economy are agriculture, food processing, manufacturing,
pharmaceuticals and a developing tourism sector. Crafts and services are also becoming
increasingly important. The small-scale manufacturing sector forms a relatively small
but significant sector of manufacturing industry in South and East Cork.
A1.1.2
Electoral Divisions
The former geographical area administered by ECAD incorporated twenty-nine, CSO
defined, Electoral Divisions (EDs). Following local agreement reached through a
process overseen by Cork County Development Board, the extent of ED coverage for
SECAD has now increased to include a further eighteen EDs.
Figure 44 – Electoral Divisions
Original East Cork Area
CSO Ref.
ED
CSO Ref.
ED
CSO Ref.
ED
2
Cobh Urban
249
Carrigtohill
260
Midleton Rural
8
Midleton Urban
250
Castlemartyr
261
Mogeely
10
Youghal Urban
251
Clonmult
262
Rostellan
81
Caherlag
252
Cloyne
320
Ardagh
85
Cobh Rural
253
Corkbeg
321
Clonpriest
95
Knockraha62
254
Dangan
322
Kilcronat
101
Rathcooney
255
Dungourney
323
Killeagh
102
Riverstown
256
Garryvoe
324
Kilmacdonagh
246
Ballintemple
257
Ighterrmurragh
325
Youghal Rural
247
Ballycotton
258
Inch
Extended Area
78
Bishopstown (part)
Liscleary
186
Farrenbrien
75
Ballincollig
193
82
Carrigaline
180
Ballyfoyle
92
Innishkenny
188
Kilpatrick
263
Templeboden (Pt)
76
Ballygarvan
98
Monkstown
Rural
259
Lisgoold
96
Lehenagh
99
Monkstown
Urban
264
Templenacarriga
86
Douglas
Templebreedy
248
Ballyspillane
195
(Source: CSO)
62
It should be noted that operations in the EDs of Knockraha, Rathcooney, Riverstown and Templeboden will be shared
between the Avondhu-Blackwater Integrated Company and South and East Cork Area Development. For the purposes of
data analysis and the production on the GAMMA report, the full ED of Rathcooney was configured to AvondhuBlackwater and the remaining EDs to SECAD.
Exodea
Page 119
Map 9 - ED Distribution
(Source: CSO)
For this report, SECAD’s area of operation has been divided into seven areas:
1.
Ballincollig and catchment
2.
Cobh and catchment
3.
Carrigaline and catchment
4.
Midleton-Carrigtwohill and catchment
5.
Passage West and catchment
6.
Youghal and catchment
7.
Peri-Urban Centres (Togher, Douglas and Glanmire)
Map 10 - Geographic Area of the Plan
Exodea
Page 120
A1.2
Demographic Profile
A1.2.1
Population Base
Figure 45– Former ECAD Area Population
CSO Ref.
2
8
10
81
85
95
101
102
246
247
249
250
251
252
253
254
255
256
257
258
260
261
262
320
321
322
323
324
325
District
Cobh Urban
Midleton Urban
Youghal Urban
Caherlag
Cobh Rural
Knockraha
Rathcooney
Riverstown
Ballintemple
Ballycottin
Carrigtohill
Castlemartyr
Clonmult
Cloyne
Corkbeg
Dangan
Dungourney
Garryvoe
Ighterrmurragh
Inch
Midleton Rural
Mogeely
Rostellan
Ardagh
Clonpriest
Kilcronat
Killeagh
Kilmacdonagh
Youghal Rural
2002
Persons
6,767
3,798
6,203
5,270
4,614
781
6,593
4,285
441
1,293
3,507
873
158
2,512
1,845
160
479
536
1,323
382
4,675
362
798
461
799
114
893
739
801
61,462
2006
Persons
6,517
3,914
6,420
6,553
6,370
1,138
7,141
4,436
454
1,421
4,869
871
183
3,195
2,217
203
530
560
1,821
420
6,422
455
938
525
906
131
1,063
783
775
71,231
Actual
Change
-250
116
217
1,283
1,756
357
548
151
13
128
1,362
-2
25
683
372
43
51
24
498
38
1,747
93
140
64
107
17
170
44
-26
9,769
% Change
2002
Persons
2006
Persons
Actual
Change
% Change
-3.8
3.0
3.4
19.6
27.6
31.4
7.7
3.4
2.9
9.0
28.0
-0.2
13.7
21.4
16.8
21.2
9.6
4.3
27.3
9.0
27.2
20.4
14.9
12.2
11.8
13.0
16.0
5.6
-3.4
13.7
(Source: CSO 2006)
Figure 46 –New Additional Population
CSO Ref.
District
75
Ballincollig
15,119
16,308
1,189
7.8
76
Ballygarvan
1,335
1,617
282
21.2
78
Bishopstown (Part)
113
104
-9
-8.0
82
Carrigaline
9,343
10,976
1,633
17.5
86
Douglas
15,999
18,182
2,183
13.6
92
Inishkenny
4,914
5,314
400
8.1
96
Lehenagh
8,102
9,534
1,432
17.7
98
Monkstown Rural
779
832
53
6.8
99
Monkstown Urban
4,184
4,818
634
15.1
180
Ballyfoyle
234
274
40
17.1
/continued
Exodea
Page 121
/continued
CSO Ref.
District
2002
Persons
2006
Persons
Actual
Change
% Change
186
Farranbrien
460
492
32
6.9
188
Kilpatrick
362
371
9
2.5
193
Liscleary
3,282
3,614
332
10.0
195
Templebreedy
2,696
3,061
365
13.5
248
Ballyspillane
283
317
34
12.0
259
Lisgoold
609
762
153
25.1
263
Templeboden (Part)
399
490
91
22.8
264
Templenacarriga
498
535
37
7.4
68,711
77,601
8,890
12.1
(Source: CSO 2006)
Figure 47 - Total Population Base
2002
Persons
2006
Persons
Actual
Change
% Change
Former ECAD Area Population
61,462
71,231
9,769
13.7
New Area Population
68,711
77,601
8,890
12.1
130,173
148,832
18,659
14.3
Total SECAD Area Population
In 2006, there were a total of 361,877 persons living in County Cork. Of this, 148,832
persons were living in the SECAD area, representing 41.1% of all persons living in the
county.
The EDs with the highest population levels were those of Douglas (18,182), Ballincollig
(16,308), Carrigaline (10,976) and Lehenagh (9,534). The EDs with the lowest
population levels were those of Bishopstown Part (101), Kilcronat (131), Clonmult
(181) and Dangan (203).
A1.2.2
Population Dynamics
Ireland has experienced a population growth of 20.3% over the past fifteen years and
County Cork’s population has increased even more, by 27.8% over the same period. In
terms of the Partnership areas, the fastest growing area is that of South and East Cork
(44.5%)63.
The profile of population change is shown above, indicating the strongest growth being
experienced in the middle zone of the area. This pattern is likely to reflect the strategic
importance of the N25 arterial road corridor that traverses the area running east-west.
The EDs that experienced the greatest population changes in the period 2002-2006 were
Knockraha, which increased by 31.4%, Carrigtohill (28%), Ightermurragh (27.3%),
Cobh Rural (27.6%) and Midleton Rural (27.2%). The EDs that experienced the greatest
levels of population decline for the same period were Bishopstown Part (-8%), Youghal
Rural Part (-3.4%), Cobh Urban (-3.8%) and Castlemartyr (-0.2%).
For the period 1996-2006 the greatest levels of population growth were experienced in
the Knockraha (100.7%), Ightermurragh (80.4%), Liscleary (76.9%), Cobh Rural
63
Exodea
Source: GAMMA 2008
Page 122
(76.6%) and Midleton Rural (72.2%). The greatest declines in population were
experienced in Bishopstown (-1.9%), Cobh Urban (1.1%) and Castlemartyr (3.2%).
A1.2.3
Settlements
Examination of the settlement patterns of the integrated south and east Cork area have
led to the development of a spatial model that groups the major characteristics of an
area. This approach builds on the community patterns identified over successive years
within the former ECAD area.
Map 11 – Developmental Areas
(Map Source: Exodea)
A1.2.4
Midleton-Carrigtwohill and Catchment
The sub-area comprises largely of communities that have previously formed the bulk of
the former ECAD area, with much that is deeply rural or coastal in nature. Midleton is a
substantial and self-contained historic town of 9,000 inhabitants with an identity wholly
distinct from that of Cork. The distillery is a significant tourist attraction, as are the
local Ballymaloe Cookery School and hotel and the nearby coast.
Carrigtwohill, with a population of over 6,000 is smaller and less self-contained than
Midleton, but is closer to Cork and has proved itself able to attract employment on welllocated industrial estates. Amenity landscape and areas of nature conservation
importance surround both Midleton and Carrigtwohill.
Exodea
Page 123
Figure 48 – Midleton Sub-area
CSO Ref.
8
95
246
247
248
249
250
251
252
255
258
259
260
261
263
264
District
Midleton Urban
Knockraha
Ballintemple
Ballycotton
Ballyspillane
Carrigtohill
Castlemartyr
Clonmult
Cloyne
Dungourney
Inch
Lisgoold
Midleton Rural
Mogeely
Templeboden (Part)
Templenacarriga
2002
Persons
3,798
781
441
1,293
283
3,507
873
158
2,512
479
382
609
4,675
362
399
498
21,050
2006
Persons
3,914
1,138
454
1,421
320
4,869
871
183
3,195
530
420
762
6,422
455
491
531
25,976
Actual
Change
116
357
13
128
37
1,362
-2
25
683
51
38
153
1,747
93
92
33
4,926
% Change
3.0
31.4
2.9
9.0
18.1
28.0
-0.2
13.7
21.4
9.6
9.0
25.1
27.2
20.4
23.1
6.6
(Source: CSO 2006)
The sub-area has a population of 25,976 persons in 2006, marking an increase of 19%
for the period 2002-2006.
A1.2.5
Youghal, which has a population of over 7,000 inhabitants. The town is a local service
and tourist centre that has attracted a number of relatively high-technology based
industries. However, the town was unable to sustain high numbers of these industries
and this is a worrying trend in the area. It is a noted historical town situated within a
landscape of high amenity value, much of which is also of ecological importance.
The Cork Strategic Retail Study states that the town has witnessed its retail function
being steadily eroded over many years. This has been accelerated recently by rapid
increases in shopper mobility, the much improved retail provision in centres such as
Midleton and Douglas and the very poor quality of the shopping environment.
Figure 49 – Youghal and Catchment
CSO Ref.
10
254
256
257
320
321
322
323
324
325
District
Youghal Urban
Dangan
Garryvoe
Ighterrmurragh
Ardagh
Clonpriest
Kilcronat
Killeagh
Kilmacdonagh
Youghal Rural
2002
Persons
6,203
160
536
1,323
461
799
114
893
739
801
12,029
2006
Persons
6,420
203
560
1,821
525
906
131
1,063
783
775
13,187
Actual
Change
217
43
24
498
64
107
17
170
44
-26
1,158
% Change
3.4
21.2
4.3
27.3
12.2
11.8
13.0
16.0
5.6
-3.4
(Source: CSO)
The sub-area has a total population of 13,187 persons (CSO 2006), which increased by
9.6% over the period 2002-2006.
Exodea
Page 124
A1.2.6
Cobh and Catchment
Cobh and Cork Harbour comprises of the EDs that border Cork Harbour. Cork Harbour
is recognised as a unique natural environment, with a rich and diverse heritage and use.
Sheltered and deep-water channels make the Harbour an ideal location for shipping and
water-based activities. The Harbour area is the focus for key industries, including
pharmaceuticals and Ireland’s only oil refinery at Whitegate.
The topography of the landscape is gently undulating, with a mixed coastline consisting
of built infrastructure, shallow cliffs, inter-tidal mudflats, reed beds, shingle and rocky
foreshores. The western extent of the Harbour is characterised by estuarine influences
where the River Lee discharges to the complex estuary zone. Cork Harbour has been
described as a “thriving mixed coastal zone in a distinctive landscape setting”64. Most of
the landscapes within Cork Harbour contain a coastal element and there exists an
obvious inter-visibility between land and sea components. Landscape characteristics
include cliff coastlines with open and expansive sea views at the Harbour mouth, to
rocky or muddy shores backed by urban industrial settings further inshore.
Much of the coast is characterised by agricultural land use or protected habitats,
including internationally important mudflats, of major significance to waders.
The Harbour area is characterised by a strong concentration of development, where
increasing economic prosperity and population growth have occurred over the past
decade. Projected rises in population for the Greater Cork Area will continue to have
repercussions for urban areas around the Harbour, which are in prime locations relative
to Cork City. Quality of life for residents living around the Harbour is enhanced by
opportunities for employment in coastal sectors such as shipping, marine services,
petro-chemicals, power generation and marine recreation. The Harbour itself provides a
natural public amenity. Natural assets enjoyed by local communities include an
attractive coastline and a rich maritime heritage.
Cobh provides shopping facilities for a limited and localised catchment, constrained by
its island location and performs a neighbourhood-shopping role. In comparison to the
other Cork Metropolitan towns, Cobh has very limited convenience goods floorspace
provision. Cobh attracts a significant amount of tourist spending, which is mainly
directed to local pubs and restaurants rather than specialist tourist retail facilities.
The sub-area is composed of the EDs of Cobh Rural and Urban, Rostellan, and
Corkbeg. The area had a total population of some 16,042 (CSO 2006), which increased
by 14.4% over the period 2002-2006.
64
Exodea
Cork Harbour Integrated Harbour Management Strategy, May 2008
Page 125
Figure 50 – Cobh and Catchment
CSO Ref.
2
85
253
262
District
2002 Persons
2006 Persons
6,767
4,614
1,845
798
14,024
6,517
6,370
2,217
938
16,042
Cobh Urban
Cobh Rural
Corkbeg
Rostellan
Actual
Change
-250
1,756
372
140
2,018
% Change
-3.8
27.6
16.8
14.9
(Source: CSO)
A1.2.7
Passage West, Glenbrook and Monkstown are three sister towns on the western shores
of Cork Harbour. Passage West and Glenbrook overlook the West Channel, through
which Lough Mahon funnels into the Lower Harbour. Monkstown, further downstream
at the mouth of the West Channel, overlooks the huge expanse of water that is Lower
Cork Harbour.
The towns are 19 km south of Cork City and 6 km from the south Cork City suburbs.
They are on the regional R610 route running from South Cork City along the western
shores of Cork Harbour to Ringaskiddy. They are adjacent to the South City Ring Road
linking the southern and western suburbs of Cork City. They are next door to the
national N25 route serving the industrial zone at Ringaskiddy. The cross-river ferry
from Glenbrook to Carrigaloe provides easy access to Great Island and East Cork.
Due to their setting, Passage West, Glenbrook and Monkstown have ancient maritime
links. All three have historically been seafaring towns and the relics of the past remain
to be enjoyed. The main streets have been designated as Architectural Conservation
Areas by virtue of their special character. The environment is mature and leafy. The
birdlife of the Harbour is an everyday feature. Two primary schools and one community
school serve the young people.
Figure 51 – Passage West and Catchment
CSO Ref.
98
99
195
District
2002 Persons
2006 Persons
779
4,184
2,696
7,659
851
4,824
3,072
8,747
Monkstown Rural
Monkstown Urban
Templebreedy
Actual
Change
72
640
376
1,088
% Change
9.2
15.3
13.9
(Source: CSO)
The sub-area was made up of 8,747 persons in 2006, an increase of 12.4% on Census
2002.
A1.2.8
The Ballincollig sub-area is defined by relatively high population density, and a largely
professional social structure. The area is delineated by the road infrastructure, with road
links to Cork City, and to the east and west being of prime importance for commuting.
The Ballincollig and catchment sub-area comprise of the EDs of Ballincollig,
Ballygarvan, Bishopstown (Part), Carrigaline, Innishkenny, Kilpatrick and Liscleary. In
2006 the population of the area was 21,481 (CSO 2006), indicating an 8.8% increase
over the 2002 population.
Exodea
Page 126
Figure 52 – Ballincollig and Catchment Sub-Area
CSO Ref.
75
76
78
92
District
Ballincollig
Ballygarvan
Bishopstown (Part)
Inishkenny
2002
Persons
15,119
1,335
113
4,914
21,481
2006 Persons
16,339
1,618
104
5,302
23,363
Actual
Change
1,220
283
-9
388
1,882
% Change
8.1
21.2
-8.0
7.9
(Source: CSO)
A1.2.9
Carrigaline and Catchment Area
The Carrigaline and catchment area also exhibits a relatively high population density,
and a largely professional social structure, based on its close proximity to the city
centre.
The Carrigaline sub-area comprise of the EDs of Carrigaline, Ballyfoyle, Kilpatrick,
Farranbrien and Liscleary. In 2006 the population of the area was 15,714 (CSO),
indicating a14.9% increase over the 2002 population.
Figure 53 – Ballincollig and Carrigaline Sub-Area
CSO Ref.
82
188
193
180
186
District
Carrigaline
Kilpatrick
Liscleary
Ballyfoyle
Farranbrien
2002
Persons
9,343
362
3,282
234
460
13,681
2006 Persons
10,976
371
3,610
274
483
15,714
Actual
Change
1,633
9
328
40
23
2,033
% Change
17.5
2.5
10.0
17.1
5.0
(Source: CSO)
A1.2.10
Peri-urban Centres
Douglas and Glanmire are the two main centres within SECAD’s peri-urban sub-area.
The sub-area is generally characterised by relatively high population densities, and
strong association with the major national service centre of Cork city.
Cork Strategic Retail Study identifies that the southern suburbs of Cork city have
experienced rapid expansion in recent years. In the southeast Suburbs there has been
very significant population expansion in the Douglas, Maryborough and Rochestown
areas. Douglas Court and Douglas Village Shopping Centre/Douglas Old Village have
become the prime convenience and comparison retail focus for this area. Douglas
Village Shopping Centre/Old Douglas Village function as the traditional District Centre
for Douglas Village.
Glanmire, Riverstown and Sallybrook lie in the valley of River Glashaboy, forming a
single linear settlement. Although they have been expanded recently, their character is
enriched by the original, historic hamlets and the complex topography of the area.
The area generally has excellent access to the main arterial road network. The existing
Cobh/Cork railway lies at the southern edge of the area, with stations at Glounthaune
and Little Island. Little Island itself is a major, and growing employment area.
The CASP indicates that there is little future growth potential in the centre of the area
without threatening the landscape. The land north of Glounthaune together with Little
Exodea
Page 127
Island might have some potential as rail-commuter settlements via a bus feeder service
and a Park and Ride facility.
The sub-area is composed of the EDs of Riverstown, Rathcooney, Caherlag, Douglas,
and Lehenagh. Whilst the three EDs to the east were formerly within the ECAD area,
Lehenagh and Douglas are new. The sub-area has a total population of some 45,757
(CSO 2006), which increased by 13.7% over the period 2002-2006.
Figure 54 – Douglas and Glanmire Sub-Area
CSO Ref.
81
86
96
101
102
District
Caherlag
Douglas
Lehenagh
Rathcooney
Riverstown
2002 Persons
2006 Persons
5,270
15,999
8,102
6,593
4,285
40,249
6,553
18,192
9,435
7,141
4,436
45,757
Actual
Change
1,283
2,193
1,333
548
151
5,508
% Change
19.6
13.7
16.5
7.7
3.4
13.7
(Source: CSO)
A1.3
Social Profile
Social exclusion is experienced by individuals and groups in the face of linked problems
of unemployment, poor skills, low incomes, badly maintained housing, high crime, bad
health and family breakdown. It results in the inability of people and some communities
to exercise their social, economic and political rights as citizens and so they are
excluded from society, experience disadvantage and are disempowered.
A1.3.1
Relative Affluence and Deprivation Index
The Measures of Deprivation Index for Ireland draws on recent data from the 2006
Census in order to provide an up-to-date analysis of the changes in deprivation that have
occurred in each local area over the past fifteen years.
Map 12 - Relative Affluence and Deprivation 2006
(Source: Gamma 2008)
The SECAD area had an absolute index score in 2006 of 16.4, a figure above the county
level of 13.8. The relative deprivation index for the area stood at 10.4 in 2006,
Exodea
Page 128
compared to 6.9 for the county. The most affluent areas were Douglas (22.4),
Inishkenny (19.7) and Kilpatrick (19.2). The most deprived areas were Youghal Urban
(5.6), Midleton Urban (6.6) and Ballintemple (7.9).
A1.3.2
Special Areas of Designation
Two significant national designations with respect to social development exist within
South and East Cork.
The RAPID Programme is a Government initiative, which targets 45 of the most
disadvantaged areas in the country. The Programme aims to ensure that priority
attention is given to the designated areas by focusing State resources available under the
National Development Plan. The Programme also requires the Government departments
and state agencies to bring about better co-ordination and closer integration in the
delivery of services.
In 2006 the Census of Population recorded that there were some 40,000 persons in the
lower social classes living in South and East Co. Cork. Differences at local level are
pronounced, with concentrations of the lower social classes to be found in Midleton
Urban (27.2%) and Youghal Urban (26.7%).
The CLÁR Programme is a targeted investment programme in rural areas. CLÁR
provides funding and co-funding to Government Departments, State Agencies and
Local Authorities in accelerating investment in selected priority developments. These
investments support physical, economic and social infrastructure across a variety of
measures.
RAPID and CLÁR are seen to be complimentary initiatives by the Department of
Community, Rural and Gaeltacht Affairs, and are both administered through Pobal.
RAPID Programme
The RAPID Programme in South and East Cork serves Youghal Town, and an area of
Togher-Mahon that partly impinges on the area.
Map 13 – RAPID Designated Areas
Youghal RAPID Area

Exodea
Youghal RAPID (Strand II) area encompasses the town of Youghal. Youghal
RAPID Area Implementation Team (AIT) published a Socio-Economic Needs
Analysis in 2006. A survey of needs was carried out during 2004 by the Youghal
Page 129
Town Council Tenant Liaison Officer. The Analysis concludes that ‘Youghal is
severely disadvantaged. If there is to be a genuine commitment to improving the
various measurements around standards of living for all people in Youghal, more
focussed initiatives, development work, integrated local strategising and
resourcing around employment creation needs to be located and prioritised in
Youghal’.

Togher-Mahon RAPID falls predominantly within the catchment of Cork City. A
small element of the area lies within the SECAD area. ‘Stepping Stones towards
Fairness’, the RAPID Plan for Togher-Mahon identifies numerous prioritised
community needs.
CLÁR Programme
The Electoral Division of Kilcronat, Ardagh and Dangan comprise the designated
CLÁR area.
Map 14 - CLÁR Programme Area
CLÁR designation particularly references population decline during the recent past and,
therefore, defines rural communities that are threatened by a lack of population-related
critical mass.
Map 15 – National CLÁR Areas
When viewed in isolation the east Cork designation makes
little sense. The pattern is much clearer when viewed in the
national context. At this level the spheres of influence of Cork
City and Waterford City on the regional settlement profiles can
more clearly be seen.
The designated CLÁR area extends both to the north of the
SECAD area into north Co. Cork, and west into Co.
Waterford.
The CLÁR area can thus clearly be seen to be an element of
the more disadvantaged West of Ireland area.
Exodea
Page 130
A1.4
Key Demographic Indicators
The following analysis of the SECAD area has been developed from the CSO Census of
Population 2006, and references the relevant ‘Gamma Statistics’ 2008. The analysis
references the information contained in the preceding sections of this report. To aid the
analysis the following key indicators have been used. These key indicators are
generally recognised to be particularly pertinent to socio-economic factors in rural
areas.








A1.4.1
Older People;
Younger People;
Lone Parents;
Farming Households;
Minority Groups;
People with a Disability;
Carers; and
Women.
Older People
The Cork County Development Board strategy; ‘Integrated Strategy for the Economic,
Social and Cultural Development of County Cork 2002-2011’, is framed around four
key themes:




Infrastructure;
Balanced and sustainable development;
Quality of life; and
Education and training.
Each of the key themes has a number of sub-themes, each of which have a number of
goals, objectives and subsequent actions. Actions for older people are evident under two
out of the four key themes.
In its position paper, An Age Friendly Society, the National Council on Ageing and
Older People promotes the concept of an age friendly society in Ireland and endorses
the UN call for “a society for all ages”. Older people should “be treated with equal
dignity and respect by the organs of the State, as well as by their fellow citizens. Their
independence will not be compromised by inequality of opportunity and their
participation in the activities of society will not be denied by differential conditions of
access based on age.”
There are 10,985 persons in the South and East Cork area aged over 65 years of age,
representing 7.6% of the total population in the area. This is slightly higher than the
national level of people in this cohort, at 6.7%.
Exodea
Page 131
Figure 55 – Total Population aged 65+, 2006
ED
Total Pop 2006
Cobh Urban
Midleton Urban
Youghal Urban
Ballincollig
Ballygarvan
Bishopstown (Pt.)
Caherlag
Carrigaline
Cobh Rural
Douglas
Inishkenny
Knockraha
Lehenagh
Monkstown Rural
Monkstown Urban
Ballyfoyle
Carrigaline
Farranbrien
Kilpatrick
Liscleary
Templebreedy
Ballintemple
Ballycotton
Ballyspillane
Carrigtohill
Castlemartyr
Clonmult
Cloyne
Corkbeg
Dangan
Dungourney
Garryvoe
Ightermurragh
Inch
Lisgoold
Midleton Rural
Mogeely
Rostellan
Templebodan
Templenacarriga
Ardagh
Clonpriest
Kilcronat
Killeagh
Kilmacdonogh
Youghal Rural (Pt.)
Riverstown
SECAD
Cork County
South-West
National
6,541
3,934
6,393
16,308
1,617
104
6,555
10,969
6,339
18,182
5,314
1,132
9,534
832
4,818
274
1,708
492
371
3,614
3,061
455
1,407
317
4,875
872
181
3,196
2,206
203
536
567
1,829
421
762
6,381
457
943
490
535
528
904
131
1,061
781
774
4,451
143,355
361,877
621,130
4,239,848
Pop Aged 65-74
2006
451
276
468
612
65
7
258
342
259
802
158
32
263
41
245
20
103
26
18
119
237
32
86
25
216
50
11
152
76
6
21
37
85
22
40
276
23
44
38
32
35
48
10
65
47
64
161
6,504
21,240
41,655
262,548
Pop Aged 75
Plus 2006
309
261
334
396
58
8
178
209
160
522
84
21
123
21
162
17
47
21
13
57
154
34
63
13
111
49
7
103
63
8
34
26
65
20
64
158
18
60
55
22
33
48
9
50
38
44
131
4,481
16,671
32,451
205,378
Pop Aged
65-74
6.9%
7.0%
7.3%
3.8%
4.0%
6.7%
3.9%
3.1%
4.1%
4.4%
3.0%
2.8%
2.8%
4.9%
5.1%
7.3%
6.0%
5.3%
4.9%
3.3%
7.7%
7.0%
6.1%
7.9%
4.4%
5.7%
6.1%
4.8%
3.4%
3.0%
3.9%
6.5%
4.6%
5.2%
5.2%
4.3%
5.0%
4.7%
7.8%
6.0%
6.6%
5.3%
7.6%
6.1%
6.0%
8.3%
3.6%
4.5%
5.9%
6.7%
6.2%
Pop Aged 75
Plus
4.7%
6.6%
5.2%
2.4%
3.6%
7.7%
2.7%
1.9%
2.5%
2.9%
1.6%
1.9%
1.3%
2.5%
3.4%
6.2%
2.8%
4.3%
3.5%
1.6%
5.0%
7.5%
4.5%
4.1%
2.3%
5.6%
3.9%
3.2%
2.9%
3.9%
6.3%
4.6%
3.6%
4.8%
8.4%
2.5%
3.9%
6.4%
11.2%
4.1%
6.3%
5.3%
6.9%
4.7%
4.9%
5.7%
2.9%
3.1%
4.6%
5.2%
4.8%
The Electoral Divisions highlighted in the above table contain a higher percentage of
population of over 75 years of age than is the case generally in the SECAD area.
The HSE reports that demographic changes mean that people are now living longer. It is
also noted that increasing longevity also raises the potential for increased dependency in
the later years of life. The ability of older people to remain in their own homes and lead
a life commensurate with their capacity and potential as they become more dependent is
a function of the complex interrelationship of many factors, including: 
Exodea
The extent of any disability and functional impairment;
Page 132

The support of family carers; and

The availability of community-based services, and the accessibility of these services
to people who need them.
The application of existing and new technologies, medical and otherwise, to some of
these areas has the potential to enhance the independence, and ultimately the well being,
of older individuals and increase their probability for remaining in their own homes
within the community. It follows that improved access to public transport must be an
important aspect of maintaining the independence of older people.
Age Action Ireland note that social isolation is a particular problem for older people
living in rural areas. Social changes such as rural depopulation have added to the
problem. Social isolation as a result of rural depopulation can be a particular problem
for older people living in rural areas. The Government has made a commitment to
support older people to continue living in their own homes. A commitment was also
made in the Programme for Government to support the education and retraining of older
people.
Figure 56 - Number of Older People Living Alone
SECAD
Cork
South-West
S and E
National
Total Private Households
2006
48,382
123,295
215,344
1,079,332
1,469,521
Persons Living Alone
65+
2,801
9,611
19,047
84,289
121,157
Persons Living Alone
65+ (%)
5.8%
7.8%
8.8%
7.8%
8.2%
The Templeboden ED had an age dependency rate of 40.6%. Other EDs with high rates
of age dependency were Dangan (37.9%), Kilcronat (37.4%) and Ballyspillane (36.6).
The EDs with the lowest age dependency rates were Inishkenny (22.5%), Carrigaline
(27.1%), Lehenagh (27.6%) and Riverstown (27.9%).
A1.4.2
Young People
A ‘young person’ refers to an individual who has not attained the age of twenty-five.
The size of the youth population, in proportional terms, is diminishing. While South and
East Cork has, proportionally, a larger youth population than the European average, it
shares, in the longer term, a trend towards an ageing of society as a whole.
The National Youth Work Development Plan 2003–2007 notes that ‘the need for social
cohesion, stability and equity in the future, when the dependency ratio will be
substantially greater than at present (i.e. the numbers of “economically active” will be
proportionally much lower) makes the social, civic and political education of young
people, in formal and informal settings, much more important, not less’.
In recognition of the thoroughly researched issues of isolated young people, Action 1.2
of the National Youth Work Development Plan 2003–2007 makes provision for
‘additional support that should be provided for youth work in geographical areas which
research has shown to be under-resourced in relative terms. Specifically, a programme
for the development of rural youth work should build on the learning from recent
research, and should include a pilot “independent transport initiative” for rural young
people’.
A large percentage of the population in the East and South Cork area (22.5%) are in the
0-14 age cohort based on Gamma (2008) and 13.9% of the population are in the 15-24
age cohort.
Exodea
Page 133
Figure 57 – Profile of Young People 2006
ED
Total Pop 2006
Cobh Urban
Midleton Urban
Youghal Urban
Ballincollig
Ballygarvan
Bishopstown (Pt.)
Caherlag
Carrigaline
Cobh Rural
Douglas
Inishkenny
Knockraha
Lehenagh
Monkstown Rural
Monkstown Urban
Ballyfoyle
Carrigaline
Farranbrien
Kilpatrick
Liscleary
Templebreedy
Ballintemple
Ballycotton
Ballyspillane
Carrigtohill
Castlemartyr
Clonmult
Cloyne
Corkbeg
Dangan
Dungourney
Garryvoe
Ightermurragh
Inch
Lisgoold
Midleton Rural
Mogeely
Rostellan
Templebodan
Templenacarriga
Ardagh
Clonpriest
Kilcronat
Killeagh
Kilmacdonogh
Youghal Rural (Pt.)
Riverstown
SECAD
Cork
South-West
S and E
National
6,541
3,934
6,393
16,308
1,617
104
6,555
10,969
6,339
18,182
5,314
1,132
9,534
832
4,818
274
1,708
492
371
3,614
3,061
455
1,407
317
4,875
872
181
3,196
2,206
203
536
567
1,829
421
762
6,381
457
943
490
535
528
904
131
1,061
781
774
4,451
143,355
361,877
621,130
3,105,532
4,239,848
Aged 0 to 14
2006
1,316
717
1,302
3,623
354
21
1,548
2,667
1,583
4,134
954
263
2,248
185
1,047
47
313
117
93
1,003
646
72
280
78
1,073
194
40
799
590
63
139
118
421
102
152
1,360
102
192
106
136
113
199
30
252
186
153
1,154
32,285
78,863
124,275
622,847
864,449
Aged 15 to 24
2006
952
573
762
2,725
233
16
831
1,503
827
2,510
1,083
125
1,348
125
640
34
272
71
64
535
353
67
173
36
625
104
29
356
253
18
61
75
200
44
102
820
45
123
57
55
76
129
16
119
92
81
550
19,888
48,603
90,121
468,733
632,732
Aged 0 to 14
2006
20.1%
18.2%
20.4%
22.2%
21.9%
20.2%
23.6%
24.3%
25.0%
22.7%
18.0%
23.2%
23.6%
22.2%
21.7%
17.2%
18.3%
23.8%
25.1%
27.8%
21.1%
15.8%
19.9%
24.6%
22.0%
22.2%
22.1%
25.0%
26.7%
31.0%
25.9%
20.8%
23.0%
24.2%
19.9%
21.3%
22.3%
20.4%
21.6%
25.4%
21.4%
22.0%
22.9%
23.8%
23.8%
19.8%
25.9%
22.5%
21.8%
20.0%
20.1%
20.4%
Aged 15 to 24
2006
14.6%
14.6%
11.9%
16.7%
14.4%
15.4%
12.7%
13.7%
13.0%
13.8%
20.4%
11.0%
14.1%
15.0%
13.3%
12.4%
15.9%
14.4%
17.3%
14.8%
11.5%
14.7%
12.3%
11.4%
12.8%
11.9%
16.0%
11.1%
11.5%
8.9%
11.4%
13.2%
10.9%
10.5%
13.4%
12.9%
9.8%
13.0%
11.6%
10.3%
14.4%
14.3%
12.2%
11.2%
11.8%
10.5%
12.4%
13.9%
13.4%
14.5%
15.1%
14.9%
population of 15 - 24 years of age than is the case in the SECAD area generally.
A1.4.3
Lone Parents
Recent years have seen considerable changes in family structures and formation.
Generally, it has been found that: -
Exodea
Page 134




The majority of one-parent families, four out of five, are headed by women;
Unmarried lone parents tend to be younger and have fewer children than those who
are separated;
Lone parents have low levels of educational attainment (almost 60% have only
Primary Level education); and
The majority of lone parents depend on social welfare payments as their main or
only source of income.
There were 5,449 family units headed by lone parents in 2006. This represented 20.4%
of all family units in the SECAD area. The EDs with the greatest levels of lone parents
were in the urban areas of Midleton Urban (35.3%), Youghal Urban (30.6%) and Cobh
Urban (29.7%).
Figure 58 - Lone Parents in SECAD Area
ED
Cobh Urban
Midleton Urban
Youghal Urban
Ballincollig
Ballygarvan
Bishopstown
(Pt.)
Caherlag
Carrigaline
Cobh Rural
Douglas
Inishkenny
Knockraha
Lehenagh
Monkstown
Rural
Monkstown
Urban
Ballyfoyle
Carrigaline
Farranbrien
Kilpatrick
Liscleary
Templebreedy
Ballintemple
Ballycotton
Ballyspillane
Carrigtohill
Castlemartyr
Clonmult
Cloyne
Corkbeg
Dangan
Dungourney
Garryvoe
Ightermurragh
Inch
Lisgoold
Midleton Rural
Mogeely
Rostellan
Total
Family
Units
With
Children
1,241
640
1,167
3,177
327
21
Lone
Parent
Lone Parent,
All Children
< 15
Percent
Lone
Parent
369
226
357
651
63
1
Lone
Parent,
Min One
Child <
15
204
114
212
369
27
-
29.7%
35.3%
30.6%
20.5%
19.3%
4.8%
Percent
Lone
Parent,
Min One
Child < 15
26.8%
28.8%
29.3%
18.5%
14.3%
0.0%
Percent
Lone
Parent, All
Children <
15
13.3%
13.4%
15.1%
9.3%
7.0%
0.0%
165
86
176
297
23
-
1,250
2,148
1,205
3,308
800
221
1,690
157
207
408
270
591
144
27
311
27
113
232
175
298
78
10
184
9
85
185
150
236
64
8
154
6
16.6%
19.0%
22.4%
17.9%
18.0%
12.2%
18.4%
17.2%
13.5%
15.6%
20.4%
13.5%
15.4%
6.7%
15.4%
9.8%
6.8%
8.6%
12.4%
7.1%
8.0%
3.6%
9.1%
3.8%
932
242
131
105
26.0%
21.9%
11.3%
47
357
100
71
755
583
96
248
59
874
173
36
621
342
43
105
108
325
83
143
1,155
97
178
5
100
20
8
129
128
18
43
8
152
26
4
136
68
8
15
15
54
18
18
224
20
36
39
2
4
74
59
3
14
3
80
5
3
74
39
3
4
5
30
6
6
125
7
16
32
2
2
53
52
3
12
2
75
4
2
63
32
1
3
2
25
4
6
109
5
15
10.6%
28.0%
20.0%
11.3%
17.1%
22.0%
18.8%
17.3%
13.6%
17.4%
15.0%
11.1%
21.9%
19.9%
18.6%
14.3%
13.9%
16.6%
21.7%
12.6%
19.4%
20.6%
20.2%
0.0%
21.0%
3.6%
8.7%
13.9%
16.6%
6.8%
9.5%
8.1%
13.6%
5.2%
13.6%
17.7%
15.9%
9.7%
6.1%
8.2%
12.4%
11.1%
6.8%
16.0%
12.5%
15.4%
0.0%
9.0%
2.0%
2.8%
7.0%
8.9%
3.1%
4.8%
3.4%
8.6%
2.3%
5.6%
10.1%
9.4%
2.3%
2.9%
1.9%
7.7%
4.8%
4.2%
9.4%
5.2%
8.4%
/continued
Exodea
Page 135
/continued
ED
Templebodan
Templenacarriga
Ardagh
Clonpriest
Kilcronat
Killeagh
Kilmacdonogh
Youghal Rural
(Pt.)
Riverstown
SECAD
Cork County
South-west
South and East
National
Total
Family
Units
With
Children
93
107
Lone
Parent
Lone Parent,
All Children
< 15
Percent
Lone
Parent
18
11
Lone
Parent,
Min One
Child <
15
4
3
19.4%
10.3%
Percent
Lone
Parent,
Min One
Child < 15
7.0%
4.3%
Percent
Lone
Parent, All
Children <
15
2.2%
1.9%
2
2
97
173
27
214
155
149
16
33
5
45
20
24
6
15
19
9
11
3
13
16
5
10
16.5%
19.1%
18.5%
21.0%
12.9%
16.1%
10.7%
14.6%
0.0%
14.7%
8.4%
12.6%
3.1%
7.5%
0.0%
7.5%
3.2%
6.7%
840
26,738
66,861
110,191
548,087
749,557
130
5,449
14,053
26,438
141,991
189,171
74
2,898
6,691
12,823
75,079
98,304
56
2,351
5,360
10,247
59,687
78,209
15.5%
20.4%
21.0%
24.0%
25.9%
25.2%
12.0%
16.5%
16.0%
19.3%
22.3%
21.3%
6.7%
8.8%
8.0%
9.3%
10.9%
10.4%
lone parents than is the case in the SECAD area generally.
A1.4.4
Farming Families
According to the Census of Agriculture 2000, there were 3,312 persons in the SECAD
area working in agriculture. 47.7% of these were householders, while 42.7% were
spouses or other family members. This shows that farming in the SECAD area is
predominantly a family-centred industry.
The Teagasc ‘Options’ Programme encourages farm families to examine on-farm and
off-farm options for income generation. Some 300 former full-time farmers in County
Cork have progressed to part-time farming through this support mechanism. The most
important issue for agriculture in the SECAD area is that over 75% of farms are reliant
on low-income enterprises.
The Department of Community, Rural and Gaeltacht Affairs established the Rural
Social Scheme (RSS) in mid-2004. The aim of the scheme is to provide income support
for farmers and fishermen who are in receipt of long-term social welfare payments. In
return, those participating in the scheme will provide certain services that benefit rural
communities.
RSS is aimed solely at low-income farmers and fishermen/women unable to earn an
adequate living. In order to participate in the scheme individuals must be currently in
receipt of: -
Exodea

Farm Assist or,

Have a herd or flock number and be in receipt of one of the following social welfare
payments, Jobseeker's Allowance, Jobseeker's Benefit (if previously on Community
Employment),
Disability
Allowance,
One-Parent
Family
Payment,
Widow's/Widower's Contributory Pension, Widow's /Widower's Non-Contributory
Pension or under 66 years of age and getting an Increase for a Qualified Adult as
part of their spouse's State Pension (Non-Contributory);

Be a self-employed fisherman/woman on a fishing boat that is entered in the
Register of Fishing Boats or have been issued with a fishing licence for fishing for
Page 136
salmon at sea. In this case, the individual must also be in receipt of one of the social
welfare payments listed above;

A1.4.5
Be a child or sibling of a qualifying herd or flock owner. The child or sibling must
be getting a qualifying social welfare payment and be resident or working on the
farm.
Women
The Gender Equality Unit defines Gender as a “concept that refers to the social
differences, as opposed to the biological ones, between women and men that have been
learned, are changeable over time and have wide variations both within and between
cultures”.
According to the CSO 2006, 52.4% of all females over the age of 15 years in the
SECAD area are in employment. 2.6% of the female population are unemployed and
22.2% are on home duties.
When the figures for women at work by industry are compared to figures for men at
work by industry, it can be seen that there is a variance in industries that men and
women dominate. There are more men at work than women in the SECAD area at
39,616 and 29,391 persons respectively. The majority of females are employed in
Commerce and Trade, Professional Services and Other industries. In comparison, the
majority of males are employed in the Commerce and Trade, Manufacturing and
Construction.
A1.4.6
Persons with a Disability
The National Disability Authority in its report "Disability and social Inclusion in
Ireland", states that people with disabilities face many barriers to full participation, and
are thus likely to face a heightened risk of social exclusion across various dimensions. A
new survey carried out by Association for Higher Education Access and Disability
found that only one in four businesses employ a graduate with a disability.
The Disability Legislation Consultation Group (DLCG) recommends that organisations
should take into account the following principles when organising activities and
developing programmes:

Advance the dignity and freedom of people with disabilities;

Enhance the quality of life for people with disabilities within a framework of
equality and social justice, and economic and social rights;

Enable people with disabilities to live with maximum independence and autonomy,
with privacy, bodily integrity and dignity and realising his/her potential to the full;
and

Ensure that people with disabilities have full and effective participation in all areas
of society, including recognition of multiple discrimination.
In the SECAD area in 2006 there were 11,000 persons with a disability. The majority of
these persons were in the 45-64 years age cohort (29.6%) and the 65+ age cohort
(27.6%). 23.3% of persons were in the 25-44 year age cohort.
Exodea
Page 137
Figure 59 – Persons with a Disability
ED
Cobh Urban
Midleton Urban
Youghal Urban
Ballincollig
Ballygarvan
Bishopstown (Pt.)
Caherlag
Carrigaline
Cobh Rural
Douglas
Inishkenny
Knockraha
Lehenagh
Monkstown Rural
Monkstown
Urban
Ballyfoyle
Carrigaline
Farranbrien
Kilpatrick
Liscleary
Templebreedy
Ballintemple
Ballycotton
Ballyspillane
Carrigtohill
Castlemartyr
Clonmult
Cloyne
Corkbeg
Dangan
Dungourney
Garryvoe
Ightermurragh
Inch
Lisgoold
Midleton Rural
Mogeely
Rostellan
Templebodan
Templenacarriga
Ardagh
Clonpriest
Kilcronat
Killeagh
Kilmacdonogh
Youghal Rural
(Pt.)
Riverstown
SECAD
Persons with a
disability:
aged 1-14
6.9%
5.7%
9.1%
9.5%
9.1%
11.1%
13.7%
12.6%
13.2%
12.0%
12.9%
13.3%
15.4%
15.4%
10.7%
Persons with a
disability: aged
15-24
6.4%
5.7%
6.6%
10.7%
8.3%
0.0%
7.4%
9.1%
7.6%
7.2%
10.6%
17.3%
8.7%
9.6%
9.0%
Persons with a
disability:
aged 25-44
18.3%
16.3%
18.3%
23.9%
19.8%
22.2%
26.4%
28.5%
23.0%
24.5%
31.9%
22.7%
30.5%
21.2%
23.6%
Persons with a
disability:
aged 45-64
35.6%
28.0%
35.9%
31.5%
21.5%
11.1%
26.6%
28.3%
29.0%
27.4%
27.1%
29.3%
29.6%
25.0%
29.9%
Persons with a
disability:
aged 65+
32.7%
44.3%
30.2%
24.4%
41.3%
55.6%
25.9%
21.5%
27.2%
28.9%
17.4%
17.3%
15.9%
28.8%
26.8%
4.8%
8.2%
19.4%
11.1%
19.4%
6.9%
7.9%
4.1%
34.5%
8.5%
11.4%
30.8%
17.6%
23.7%
44.4%
7.4%
12.8%
15.0%
6.7%
10.5%
10.0%
14.3%
7.6%
13.8%
28.0%
14.6%
17.3%
0.0%
17.8%
19.5%
6.8%
14.3%
6.9%
11.1%
22.2%
12.0%
5.5%
5.3%
9.8%
3.4%
10.3%
2.9%
15.4%
6.6%
5.9%
0.0%
3.7%
5.1%
7.5%
3.3%
13.2%
9.0%
0.0%
7.6%
13.8%
8.0%
2.4%
6.7%
0.0%
8.9%
4.9%
3.4%
14.3%
26.4%
19.4%
5.6%
25.5%
16.9%
15.8%
22.8%
13.8%
27.0%
21.4%
0.0%
21.1%
19.3%
22.2%
29.6%
20.5%
27.5%
20.0%
18.4%
27.7%
31.4%
13.9%
20.7%
16.0%
12.2%
25.3%
30.8%
15.6%
9.8%
18.2%
33.3%
35.8%
19.4%
27.8%
25.5%
35.2%
26.3%
34.1%
31.0%
27.0%
28.6%
15.4%
28.1%
29.6%
11.1%
18.5%
30.8%
20.8%
33.3%
34.2%
32.0%
22.9%
26.6%
13.8%
20.0%
22.0%
25.3%
15.4%
24.4%
24.4%
34.1%
33.3%
22.6%
30.6%
33.3%
17.6%
35.5%
44.7%
29.3%
17.2%
27.0%
35.7%
38.5%
26.6%
21.5%
22.2%
40.7%
30.8%
29.2%
36.7%
23.7%
21.4%
31.4%
44.3%
37.9%
28.0%
48.8%
25.3%
53.8%
33.3%
41.5%
37.5%
10.4%
11.4%
5.7%
8.0%
21.5%
23.3%
28.6%
29.6%
33.8%
27.6%
The table above indicates those EDs where the percentage of people with disabilities
exceeds the overall SECAD figure. In this table every ED is showing in excess of the
SECAD figure for people with disabilities in one or more of the age ranges.
A1.4.7
Minority Groups
The Census of Population 2006 for the first time identified the nationality of all
respondents. The majority of people living in the SECAD area were Irish nationals
(89.8%), while 12.7% are non-Irish nationals. Of these, 5.8% were from the UK, 2%
Exodea
Page 138
from Poland, 0.5% from Lithuania, 1.5% from another EU-25 country and 2.9% from
the rest of the world.
There were 161 Irish Travellers in 19 EDs in the SECAD area in 2006. This represented
a very low percentage of the population in the area at 0.1%. The majority of Travellers
were living in Lehenagh and Douglas.
Figure 60 - Travellers in the SECAD Area
ED
008 Midleton Urban
010 Youghal Urban
075 Ballincollig
White Irish Traveller
9
1
12
081 Caherlag
5
082 Carrigaline
4
085 Cobh Rural
1
086 Douglas
19
092 Inishkenny
2
096 Lehenagh
58
099 Monkstown Urban
4
102 Riverstown
1
193 Liscleary
4
195 Templebreedy
1
247 Ballycotton
1
249 Carrigtohill
2
252 Cloyne
5
255 Dungourney
16
260 Midleton Rural
15
321 Clonpriest
Total
1
161
(Source: CSO 2006)
The All Ireland Traveller Health Study 2007-2010, which is being carried out by UCD
School of Public Health and Population Science. The study uses the standard CSO
census format but uses Traveller peer researchers to visit each Traveller home in the
country and to support the family to complete the standard census form. The study also
records homeless and institutionalised Travellers. Although the study is not yet
published, preliminary findings show that there was 137 Traveller families identified in
East Cork and of these 91% participated in the study. This figure is substantially higher
than the comparable CSO figures.
Figure 61 - Traveller Families in East Cork
Location
Number of Families
Youghal
20
Midleton
38
Cobh
14
Carrigtwohill
27
Glanmire
12
Others (Castlemartyr, Cloyne,
Dungourney, Killeagh,
Shanagarry, Little Island)
26
Total
137
(Source: All Ireland Traveller Health Study)
Exodea
Page 139
A1.4.8
Carers
In the SECAD area in 2006, there were 5,335 carers and the majority of carers (61%)
provided 1-14 hours of unpaid help per week.
Exodea
24
14
20
54
11
-
19
14
12
33
4
1
67
29
73
146
14
2
54.0%
55.8%
52.9%
61.9%
54.7%
57.1%
10.0%
10.9%
9.0%
8.8%
17.2%
0.0%
7.9%
10.9%
5.4%
5.4%
6.3%
14.3%
28.0%
22.5%
32.7%
23.9%
21.9%
28.6%
237
387
190
739
206
29
393
43
150
246
117
470
133
14
250
30
23
34
16
70
25
5
40
3
13
16
11
34
13
1
18
2
51
91
46
165
35
9
85
8
63.3%
63.6%
61.6%
63.6%
64.6%
48.3%
63.6%
69.8%
9.7%
8.8%
8.4%
9.5%
12.1%
17.2%
10.2%
7.0%
5.5%
4.1%
5.8%
4.6%
6.3%
3.4%
4.6%
4.7%
21.5%
23.5%
24.2%
22.3%
17.0%
31.0%
21.6%
18.6%
162
99
15
6
42
61.1%
9.3%
3.7%
25.9%
10
77
30
9
145
144
15
51
13
169
46
10
98
73
7
18
19
74
31
28
200
13
38
19
16
22
36
5
40
31
33
9
43
13
7
88
96
10
24
8
112
20
5
50
49
6
14
10
43
20
16
122
6
21
12
12
11
17
4
19
14
18
8
5
1
15
14
2
6
1
14
3
2
13
5
1
1
1
8
3
4
13
2
6
4
2
6
10
6
3
1
3
8
1
4
1
10
7
4
3
1
2
3
4
12
1
1
1
1
2
4
5
-
1
25
12
1
39
26
2
17
3
33
16
3
31
16
3
7
21
5
4
53
4
10
6
8
11
1
7
6
12
90.0%
55.8%
43.3%
77.8%
60.7%
66.7%
66.7%
47.1%
61.5%
66.3%
43.5%
50.0%
51.0%
67.1%
85.7%
77.8%
52.6%
58.1%
64.5%
57.1%
61.0%
46.2%
55.3%
63.2%
75.0%
50.0%
47.2%
80.0%
47.5%
45.2%
54.5%
0.0%
10.4%
16.7%
11.1%
10.3%
9.7%
13.3%
11.8%
7.7%
8.3%
6.5%
20.0%
13.3%
6.8%
14.3%
5.6%
5.3%
10.8%
9.7%
14.3%
6.5%
15.4%
15.8%
0.0%
25.0%
9.1%
16.7%
0.0%
25.0%
19.4%
9.1%
0.0%
1.3%
0.0%
0.0%
2.1%
5.6%
6.7%
7.8%
7.7%
5.9%
15.2%
0.0%
4.1%
4.1%
0.0%
0.0%
5.3%
2.7%
9.7%
14.3%
6.0%
7.7%
2.6%
5.3%
0.0%
4.5%
5.6%
0.0%
10.0%
16.1%
0.0%
10.0%
32.5%
40.0%
11.1%
26.9%
18.1%
13.3%
33.3%
23.1%
19.5%
34.8%
30.0%
31.6%
21.9%
0.0%
16.7%
36.8%
28.4%
16.1%
14.3%
26.5%
30.8%
26.3%
31.6%
0.0%
36.4%
30.6%
20.0%
17.5%
19.4%
36.4%
155
5,335
14,783
25,530
115,803
160,917
110
3,255
8,845
14,875
68,005
93,363
16
529
1,578
2,752
12,267
17,093
5
281
777
1,453
6,770
9,578
24
1,270
3,583
6,450
28,761
40,883
71.0%
61.0%
59.8%
58.3%
58.7%
58.0%
10.3%
9.9%
10.7%
10.8%
10.6%
10.6%
3.2%
5.3%
5.3%
5.7%
5.8%
6.0%
15.5%
23.8%
24.2%
25.3%
24.8%
25.4%
43+
43+ (%)
29-42 (%)
129
72
118
379
35
4
29-42
239
129
223
612
64
7
15-28
15-28 (%)
Cobh Urban
Midleton Urban
Youghal Urban
Ballincollig
Ballygarvan
Bishopstown
(Pt.)
Caherlag
Carrigaline
Cobh Rural
Douglas
Inishkenny
Knockraha
Lehenagh
Monkstown
Rural
Monkstown
Urban
Ballyfoyle
Carrigaline
Farranbrien
Kilpatrick
Liscleary
Templebreedy
Ballintemple
Ballycotton
Ballyspillane
Carrigtohill
Castlemartyr
Clonmult
Cloyne
Corkbeg
Dangan
Dungourney
Garryvoe
Ightermurragh
Inch
Lisgoold
Midleton Rural
Mogeely
Rostellan
Templebodan
Templenacarriga
Ardagh
Clonpriest
Kilcronat
Killeagh
Kilmacdonogh
Youghal Rural
(Pt.)
Riverstown
SECAD
Cork
South-West
South and East
National
Hours of
unpaid help
per week - 114 (%)
Total No of
Carers
ED
Hours of
unpaid help
per week - 114
Figure 62 - Carers in the SECAD Area
Page 140
A large number of carers (23.8%) provided in excess of 43 hours unpaid help per week.
The highlighted EDs show a higher percentage of unpaid hours per week than is
generally the case in the SECAD area.
Exodea
Page 141
A1.5
Economic Profile
A1.5.1
Employment
There were 69,007 persons over the age of 15 years at work in the SECAD area in 2006.
The majority of these persons were employed in the commerce and trade (19,014),
manufacturing (12,476) and professional services sectors (11,497). There were 1,731
persons employed in the agriculture, fishing and forestry sector. The majority of persons
in the urban areas were employed in Commerce and Trade, with the least amount of
persons in rural areas such as Kilcronat and Clonpriest being employed in this sector.
The greatest numbers of persons at work in professional services as a percentage of total
employment were found in the EDs of Ballyfoyle (23.5%), Inishkenny (23.5%),
Youghal Rural (21.8%) and Ballincollig (21.5%). Employment in Public Administration
is consistent in all EDs with the exception of Cobh Rural where a large number of
persons (429) are employed in this sector. This represented 13.9% of all employment in
the ED and is far above the SECAD area average of 4.4% of total employment.
Cobh Urban
Midleton Urban
Youghal Urban
Ballincollig
Ballygarvan
Bishopstown
Caherlag
Carrigaline
Cobh Rural
Douglas
Inishkenny
Knockraha
Lehenagh
Monkstown R
Monkstown U
Ballyfoyle
Carrigaline
Farranbrien
Kilpatrick
Liscleary
0.8%
0.8%
0.8%
1.6%
4.9%
0.0%
1.2%
1.0%
1.3%
0.9%
1.4%
5.4%
1.1%
3.8%
1.4%
16.0%
4.1%
12.4%
11.7%
2.6%
16.2%
20.5%
16.5%
15.4%
17.5%
22.7%
22.3%
22.0%
19.3%
17.2%
14.3%
21.0%
17.2%
17.5%
15.5%
16.8%
18.2%
14.7%
16.6%
20.7%
10.8%
15.2%
15.1%
12.2%
9.5%
6.8%
8.4%
12.2%
10.1%
8.0%
11.7%
10.3%
8.9%
9.4%
13.2%
6.7%
15.1%
12.9%
8.0%
11.6%
23.0%
24.6%
21.7%
27.6%
26.5%
36.4%
28.7%
29.6%
23.7%
34.0%
27.6%
28.0%
30.2%
28.2%
32.4%
21.0%
24.2%
23.5%
22.1%
30.1%
6.7%
4.9%
4.5%
4.4%
6.1%
2.3%
5.5%
5.2%
5.8%
5.3%
4.4%
5.5%
6.2%
4.8%
6.0%
5.0%
3.4%
4.6%
6.7%
5.3%
9.5%
2.9%
3.5%
6.0%
4.3%
4.5%
4.8%
4.3%
13.8%
4.4%
4.2%
3.8%
4.6%
7.3%
4.4%
5.0%
3.4%
2.8%
5.5%
4.3%
Persons 15+ at work - Other
Persons 15+ at work - Prof Services
Persons 15+ at work - Public Admin
Persons 15+ at work - Transport And
Comms
Persons 15+ at work - Commerce And
Trade
Persons 15+ at work - Construction
Persons 15+ at work - Agri, Fish,
Forestry
ED
Persons 15+ at work - Manufacturing
Figure 63 –Employment by Industry
13.9%
13.8%
14.2%
21.5%
19.5%
20.5%
14.2%
13.6%
12.9%
19.1%
23.5%
15.3%
17.9%
14.0%
16.1%
23.5%
13.6%
9.2%
15.3%
15.4%
19.1%
17.5%
23.7%
11.2%
11.7%
6.8%
14.9%
12.0%
13.1%
11.2%
12.9%
10.6%
13.8%
15.1%
11.1%
5.9%
18.0%
19.8%
14.1%
10.0%
/continued
Exodea
Page 142
Templebreedy
Ballintemple
Ballycotton
Ballyspillane
Carrigtohill
Castlemartyr
Clonmult
Cloyne
Corkbeg
Dangan
Dungourney
Garryvoe
Ightermurragh
Inch
Lisgoold
Midleton Rural
Mogeely
Rostellan
Templebodan
Templenacarriga
Ardagh
Clonpriest
Kilcronat
Killeagh
Kilmacdonogh
Youghal Rural
Riverstown
SECAD Area
2.2%
17.6%
6.5%
13.8%
3.2%
10.9%
18.3%
3.4%
2.8%
20.7%
12.4%
10.3%
5.4%
14.5%
11.5%
2.4%
7.5%
4.9%
20.9%
10.8%
21.2%
12.5%
31.6%
9.3%
9.5%
6.3%
1.9%
2.5%
16.0%
14.4%
13.6%
17.9%
22.3%
15.1%
15.9%
18.5%
19.0%
17.2%
17.5%
17.6%
19.3%
19.5%
19.4%
21.4%
14.1%
18.1%
16.5%
15.4%
13.1%
11.8%
14.0%
15.4%
19.6%
17.0%
18.7%
18.1%
12.2%
12.5%
12.1%
9.7%
12.6%
13.8%
13.4%
13.6%
11.6%
14.9%
13.9%
12.5%
10.7%
13.5%
11.8%
13.5%
18.1%
12.3%
10.2%
11.6%
10.4%
15.3%
8.8%
12.1%
14.7%
11.3%
9.9%
11.3%
30.0%
22.7%
21.1%
18.6%
27.0%
26.6%
18.3%
25.0%
20.6%
18.4%
23.5%
21.2%
25.4%
23.5%
20.0%
28.0%
26.9%
22.8%
19.9%
25.9%
20.7%
16.0%
14.0%
17.3%
18.3%
18.5%
26.3%
27.6%
4.1%
5.6%
5.3%
6.9%
6.3%
3.9%
3.7%
4.0%
6.2%
4.6%
3.6%
5.5%
5.5%
3.5%
4.5%
4.1%
5.7%
4.7%
7.8%
2.7%
1.8%
3.0%
3.5%
4.8%
5.7%
4.2%
5.2%
5.2%
4.5%
2.8%
2.2%
6.9%
4.4%
3.6%
3.7%
5.0%
4.1%
0.0%
4.0%
2.9%
4.6%
3.5%
4.8%
4.2%
3.1%
3.8%
5.3%
3.5%
1.8%
4.5%
3.5%
4.5%
3.0%
3.9%
6.4%
5.2%
15.3%
10.6%
16.0%
12.4%
14.4%
18.5%
17.1%
13.2%
14.8%
20.7%
15.5%
16.8%
14.5%
12.5%
18.6%
14.6%
11.5%
14.1%
12.6%
19.3%
10.4%
16.8%
14.0%
15.2%
15.8%
21.8%
18.6%
16.7%
Persons 15+ at work Other
Persons 15+ at work - Prof
Services
Persons 15+ at work Public Admin
Persons 15+ at work Transport And Comms
Persons 15+ at work Commerce And Trade
Persons 15+ at work Construction
Persons 15+ at work Manufacturing
ED
Persons 15+ at work - Agri,
Fish, Forestry
/continued
15.7%
13.9%
23.3%
13.8%
9.9%
7.6%
9.8%
17.4%
20.7%
3.4%
9.6%
13.2%
14.6%
9.5%
9.3%
12.0%
13.2%
19.2%
6.8%
10.8%
20.7%
20.1%
10.5%
21.4%
13.4%
17.0%
13.0%
13.6%
The EDs highlighted above show a higher percentage of population employed in the
different industries than is generally the case in the SECAD area.
A1.5.2
Changing Nature of Employment
During the period 1996-2006 the SECAD area demonstrated marginal changes in the
nature of the employment base. The area saw a continuing decline in Agriculture,
Manufacturing, Transport, Public Administration and Professional Services. The
greatest decreases in employment were seen in the Manufacturing (6.6%) and
Agricultural (3.3%) sectors. However, the Trade and Commerce and Construction
sectors began to note increases in employment levels. In the inter-censal period 19962002 however, there was a reduction in agricultural employment of 26.5%, while at the
same time the area saw a 104% increase in construction employment. These trends have
been more balanced in the ten-year time frame.
Exodea
Page 143
SECAD
Cork
National
Other
Prof Services
Public Admin
Transport &
Comms
Commerce &
Trade
Construction
Agri, Fish,
Forestry
Persons at
Work 15+
yrs
Manufacturing
Figure 64 – Summary Employment % Change
-3.3%
-6.6%
4.7%
6.3%
-0.3%
-1.9%
-2.5%
3.5%
8.9%
-5.6%
-5.4%
-6.8%
5.5%
4.5%
5.7%
6.3%
0.1%
-0.5%
-0.6%
-0.7%
-0.5%
-2.0%
4.0%
4.8%
The greatest changes in the labour force participation rates in the period 1996-2006
were seen in the rural EDs of Knockraha (15.2%), Midleton Rural (12.8%) and
Ightermurragh (12.3%).
Map 16 – Labour Force Participation Rate 2006
A1.5.3
Unemployment
Unemployment is the largest single cause of poverty in Ireland. The link between
unemployment and poverty is particularly strong in the case of long-term
unemployment and those who are excluded from the labour market. Unemployment
rates throughout Ireland have broadly halved over the past 15 years. Household heads
are likely to have dependents, consequently there is a high risk of poverty when the
household head is long-term unemployed, when no other person in the household is in
paid work, and when there are a number of dependents.
Unemployment is caused by a variety of factors such as: -
Exodea

Low educational attainment level making it difficult to obtain employment due to
lack of skills;

Long-term unemployment making it difficult to return to the workforce after a long
absence, known as ‘discouraged workers’;
Page 144

History of unemployment in families/communities: many families with a long
history of unemployment can often be accustomed to depending on social welfare
and other benefits;

Poverty Trap: where those unemployed do not apply for jobs because of financial
disincentives created by the interaction of the income tax and state benefits system;

Technological change can lead to a reduction in an area’s traditional industry;

Reduction in agricultural/fishing employment (particularly relevant in Co. Cork);
and

Economic downturn: loss of lower skilled jobs and higher levels of national
unemployment.
In 2006 there were 3,455 persons in the SECAD area unemployed. The main areas of
unemployment in the south and east Cork area were in the urban centres of Youghal
(6%), Midleton (4.94%), Cobh (4.4%) and Carrigaline (4.2%). In 2002 both Cobh
(5.2%) and Youghal (5.8%) areas were returning a percentage of the population who
were unemployed as being above the relative SECAD area of 4.1%. By 2006 however,
both areas had increased employment levels. This is reflective of the economic
environment seen at present in the State as a whole.
Figure 65 – Labour Force Participation Rates
Unemploy
ment Rate
SECAD
Cork
National
5.8%
5.9%
8.5%
Unemployment
Rate Males
5.7%
5.8%
8.8%
Unemployment
Rate Females
5.9%
6.1%
8.1%
Labour Force
Participation
Rate
66.0%
62.7%
62.5%
Labour Force
Participation
Rate Males
76.4%
73.7%
72.3%
Labour Force
Participation
Rate Females
55.7%
51.7%
52.8%
When First Job Seekers are included in the unemployment rate it can be seen that
Youghal Urban (11%), Midleton Urban (9.7%), Carrigaline (8.7%) and Ballyfoyle
(8.7%) all have very high unemployment rates. The unemployment rate for the SECAD
area is 5.8%, with the unemployment rate for males at 5.7% and for females at 5.9%.
These levels of unemployment are marginally below the Cork County levels and
similarly are below the national levels. The national unemployment level at present is
8.5%.
Map 17 - Unemployment Rate 2006
Exodea
Page 145
There has been a steady increase in the number of people signing on the live register in
2008 and into 2009. The losses recorded in February 2009 brought the seasonally
adjusted number on the Live Register to 354,437, a level not seen since January 1975.
In the period to February 2009, there was an unadjusted increase of 164,952 (+165%).
26,700 people joined the live register in February 2009 alone.
In February 2009 there were 6,515 persons signing on the Live Register in the
Carrigaline, Cobh, Midleton and Youghal offices. The majority (64.5%) were males.
Carrigaline and Midleton showed increases of 117% and 93.1% in the numbers of
persons on the Live Register in the period February 2008- February 2009. Cobh and
Youghal also recorded large increases in the same period of 77.8% and 62.4%
respectively.
Figure 66 – Persons on Live Register February 2009
Area
February 2008
February 2009
Total Males
Total Females
Total %
increase
Carrigaline
815
1,770
1143
627
+117%
Cobh
461
820
539
281
+77.8%
Midleton
1,277
2,466
1608
858
+93.1%
Youghal
898
1,459
918
541
+62.4%
(Source: CSO 2008)
In 2006, the EDs returning the lowest levels of unemployment were Templeboden (1%),
Knockraha (1.2%) and Farranbrien (1.6%). In 2002, the area returning the lowest
percentage unemployment rate was Rural North East at 2.6%, significantly below the
comparative rate for the ECAD area, or for Cork.
A number of EDs in the area reported low levels of educational attainment among those
unemployed in 2006. A total of 499 persons who were unemployed in the area had little
or no education. This trend was particularly evident in Dangan, where 80% of those
unemployed had no formal education or primary education only. Templeboden and
Carrigaline also demonstrated this trend at 50% and 44.4% respectively. A number of
EDs also had high numbers of unemployed with lower secondary education only. In
Kilcronat, 66.7% of all those unemployed had lower secondary education only.
Templeboden, Farranbrien and Clonmult all reported that 50% of persons who were
unemployed had only lower secondary levels of education. EDs like Templeboden
showed 100% of those who were unemployed had lower secondary education only.
Other EDs where this trend was evident included Dangan (80%), Ballintemple (71.5%),
Kilcronat (66.7%) and Templenacarriga (63.7%).
On the other hand, Garryvoe (75%), Ballyspillane (66.7%) and Ardagh (57%) had high
levels of unemployment among those with third level education. Forfás predict that 68%
of new employment in the period 2004 to 2010 will require third level qualifications.
The economic dependency ratio is the ratio of those who are out of work to those who
are in work, regardless of age. That is the number of inactive persons to every one
active person. This measure is affected by the age shift in the population. However, it
will also be affected by other changes such as employment rates and the ages at which
people start and stop employment.
The national average economic dependency ratio was 1.2 in 2006. All EDs in the
SECAD area had economic dependency ratios of less than 1.4. Bishopstown and
Ardagh had the highest economic dependency ratios at 1.4, while Riverstown and
Inishkenny had the lowest ratios at 0.8.
Exodea
Page 146
Map 18 – Economic Dependency Ratio
In the South and East Cork area there were 111,070 persons aged 15 years and over. Of
this, 69,007 persons were currently employed. The majority of the population aged 15
years and over were participating in the labour force (61.2%), which was only slightly
lower than the labour force participation rate for the County (62.7%) and the state
(62.5%).
The SECAD area had a favourable employment trend since 1996. The areas that saw the
greatest increases in the labour force participation rates in the intercensal period 19962006 were in Knockraha (15%), Carrigtohill (14%), Midleton rural (13%) and
Ightermurragh (12%). In the same time period Templeboden and Ballyspillane were the
only EDs to experience negative growth.
A1.5.4
Agricultural Sector
The influence of the Gulf Stream gives the area a benign climate with high
precipitation. This is advantageous for agriculture, allowing a longer growing season
and fewer days of frost. Rich mineral soils found throughout the area tend to produce
excellent grasslands, supporting arable crops and forestry.
Agriculture continues to be an important sector in South and East Cork’s economy but it
has not been immune from changes at national and EU level. Despite the suitable
conditions there is evidence of low incomes and disengagement from farming and the
future is uncertain for many farms. However, a number of alternative pathways exist
including alternative and organic agriculture, part-time farming, agri-tourism and
working spouses. These alternatives are particularly important for smaller, low-income
farmers.
Exodea
Page 147
The nature and extent of agricultural activity in Co. Cork is relatively intense. This is
indicated by the following statistics from the latest available CSO Census of
Agriculture65, which was enumerated in June 2000.
Figure 67 – Agricultural Statistics 2000
Co. Cork
Co. Cork as
percentage of
Ireland
Ireland
Number of farms
14,240
10.06%
141,527
Average size of farm
37.5ha
-
31.4ha
533,785ha
12%
4,443,071ha
66,838ha
16%
401,124ha
Total grassland
466,947ha
11.60%
4,041,947ha
Total cattle
1,026,168
14.60%
7,037,435
5,679
21.60%
26,292
278,715
23.70%
1,177,452
1,153,038,445
24.70%
4,670,352,824
364,080
21.10%
1,722,108
Agricultural area used
Total crops, fruit and horticulture
Specialist Dairy Farms
Dairy cows
Operating milk quota (litres)
Pigs
(Source: CSO)
Industry Demographic
The average age of farmers in the SECAD area was 50 years and 32.4% of farmers were
beyond retirement age66. Some 14% of farmers were less than 40 years of age and for
many of the new generation of farmers, the workplace was their first experience67. This
contrasts with older farmers whose first experience of making a living was farming,
followed by off-farm work in later years.
A typical week for many of this new generation of landowners is comprised of 40 hours
working off-farm for the farm operator and his/her partner plus a further 15 hours
devoted to farming activities. Such a workload is deemed not to be sustainable by many
in this group.
50% of off-farm employment is in traditional industries and construction68. Reliance on
off-farm jobs in vulnerable sectors such as the construction industry must be reduced.
With the development of computerisation and broadband networks, rural isolation is no
longer a major barrier to countryside business development. However planning still
remains an issue. Irish farm families have the potential to increase their household
revenue by 25 percentage points through improving technical efficiency on both farm
work and off-farm work69.
Educational attainment levels are a good indicator to the ability to attain non-farm
employment in the changing economy. Agricultural education is low in the area and
there is a low uptake of schemes from the Department of Agriculture.
65
Much of the statistical data contained in the Census of Agriculture does not lend itself to desegregation. Where
possible this has been done of the south and east Co. Cork area, otherwise the information is presented as being typical of
the area.
66
ECAD: Prospects for the Future-Options for Creating and Sustaining Viable Farm Families in East Cork
67
Teagasc Rural Development Advisory Service
68
Teagsasc (2004) National Farm Survey. Galway: Teagasc.
69
Rural Economy Research Centre 2007: Part-time farming: off-farm and on-farm household efficiency measurement of
Ireland farm households
Exodea
Page 148
Agricultural Employment
According to the 2000 Census of Agriculture there were 3,312 persons in the South and
East Co. Cork area working in agriculture. The majority of these persons (47.7%) were
the householders, while 42.7% were spouses or other family members.
Only 11.9% of farms in the East Cork area were involved in the Rural Environmental
Protection Scheme (REPS) programme and only 29% of farmers have a formal
agricultural education.
The REPS programme offers farmers payment in return for environmental management
of the land and can be an important source of income for low-income farmers. Just 18%
of farmers in the survey reported incomes of greater than €15,000 per annum from
farming alone. Additionally, 42% of farmers earn less than €15,000 per annum from
farming activities and have no other source of income.
The greatest numbers of persons employed in agriculture were in the Carrigtohill,
Clonpriest, Midleton Rural, Ballincollig and Ardagh EDs. The total number of Annual
Work Units (AWU) in the area for agriculture in 2000 was 2,183.
Agriculture remains a highly stressed sector of the economy. The National Farm
Survey 200670 identified that, nationally, farm incomes declined to their traditional
levels in 2006, following a once-off boost in 2005 due to increased direct payments
arising from the changeover to the Single Farm Payment (SFP) system. The impact
being that Family Farm Income (FFI) decreased from €22,459 per farm in 2005 to
€16,680 in 2006 – a decrease of 25.7%. Gross output per farm declined by 11% with
direct and overhead costs each declining by 2% and 0.3% respectively in 2006, resulting
in a decline of 1.2% in total costs. When the decline of 25.7% in 2006 is combined with
the increase of 44.4% in 2005, the net effect is that farm incomes have increased by
7.2% from 2004 to 2006.
In recent years some 300 farmers in Cork County have progressed through the Teagasc
‘Options’ Programme. This programme enables farm families to examine their present
situation in some detail, including an assessment of current Family Farm Income and
living expenses. The various options open to the family, for future development, both
on-farm and off-farm are then analysed. Significant numbers of former full-time
farmers have progressed to part-time farming through this support mechanism,
reflecting the industry-wide difficulties caused by low FFI levels.
SECAD’s role will be to cooperate with Teagasc to increase the numbers of farm
families participating through the Options Programme, and to enhance the support
provided through business mentoring, training and capital investment schemes.
Agricultural Land Use
The average size of farms in South and East Cork area was 104 acres (42 hectares)71.
This was slightly above the national and county averages. Only 27.4% of farms in the
area were below the national average size. In 2000 there were 1,590 farms in the East
and South Cork area. Of these, the majority (54%) were farms between 30 and 100
hectares. Agricultural use of the land has in recent times come under considerable
pressure from declining levels of FFI, coupled with increased demand for industrial and
particularly residential growth along the key economic corridors.
70
71
Exodea
Teagasc – July 2007
ECAD: Prospects for the Future-Options for Creating and Sustaining Viable Farm Families in East Cork
Page 149
The Carrigtohill ED had the largest number of farms at 156, followed by Midleton
Rural at 138. Lehenagh and Templebreedy had the lowest number of farms at 28 and 12
respectively. However, Templebreedy had the greatest number of farms that are under
20 hectares (35.7% of all farms). Second to this was Caherlag where 31.7% of all farms
were under 20 hectares and Carrigaline (28.6%). Knockraha (24.4%) and Riverstown
(23.3%) had the highest proportion of farms greater than 100 hectares in size.
According to the Census of Agriculture 2000, the EDs where the greatest amount of
land was farmed were in Carrigtohill, Midleton Rural, Rathcooney (Pt.) and Ardagh.
The least amount of land was farmed in Clonmult (711), Kilcronat (830) and Dangan
(864). These areas also had the lowest number of persons living in the ED.
Figure 68 - Area Farmed by Electoral Division
Electoral Division
Area Farmed (Ha)
Greatest Area Farmed
Carrigtohill
3,201
Midleton Rural
2,884
Rathcooney (pt.)
2,769
Ardagh
2,708
Ballincollig
2,595
Ightermurragh
2,449
Dungourney
2,428
Least Area Farmed
Clonmult
711
Kilcronat
830
Dangan
864
Templebreedy
891
Ballyfoyle
935
Ballyspillane
942
Youghal Rural (pt)
999
Dairying was the most predominant type of farming in South and East Cork, with
between 35-40% of farms involved. Tillage, beef and mixed farming were the other
important industries for farmers in the area. 70% of farmers were involved in extensive,
low-income farming systems such as cattle and sheep. Less than 20% of farmers had
milk quotas greater than 35,000 gallons.
Map 19 - Dispersion of Area Farmed 2000
Exodea
Page 150
(Source: CSO)
Whilst now being very productive and efficient, Teagasc report that the dairy industry is
entering a further period of considerable change. The immediate challenge for local
dairy farmers will be to further increase competitiveness. Steps to improve profit and
further increase the competitiveness of milk production through innovation,
productivity gain and increased scale are necessary to take advantage of the abolition of
milk quota in Europe.
The future for dairy farming can be seen to be very positive based on the current strong
world demand for dairy products and the possibility for expansion. This may be
tempered somewhat by any downturn in the global economy. Nonetheless, there is
large commercial impetus for local dairy farms to increase milk production while the
outlook for milk price is good. Teagasc note that, in future, systems of milk production
will have to take cognisance of greater fluctuations in milk price.
It is widely accepted that the factors that will influence the profitability of the herd in
the future will include the productivity and quality of grassland pastures on farms, the
genetic potential of the herd and the availability of high quality replacements. The
relative cost of alternative feeds will also be a significant factor.
Most of the farmland in south and east Co. Cork was used for pasture, silage and
cereals. Besides wheat, oats and barley there were no other cereals grown in the area,
according to the Census of Agriculture. The most wheat was grown in Cloyne, Inch and
Ightermurragh. Wheat was most commonly grown in Cloyne, Lilleagh and
Templebodan. The most land was dedicated to growing barley in Midleton Rural,
Garryvoe and Carrigtohill. The most cereals were grown in Cloyne, Midleton rural and
Carrigtohill.
Horticulture was most common in Carrigtohill, Midleton Rural and Inch. The most
amount of land used for hay were in the Templeboden, Midleton Rural and Cloyne EDs.
For pasture, the most land used was in Rathcooney, Templeboden and Carrigtohill.
Rathcooney, Carrigtohill and Ardagh had the most land dedicated to silage. Rough
grazing was most commonly used in Midleton Rural and Kilcronat.
In May 2006 Cork County Council commissioned a study to evaluate ethanol
production at the former Mallow Sugar Factory72. This has affected the income of some
tillage farmers. In the South and East cork area this has affected farmers in 24 EDs,
covering 3,192 ha. With the average farm size of 104 ha, this impacts on a minimum of
31 farming households.
These farmers are now growing beet on a small scale, mainly as a cash crop for dairying
and cattle production. This is a high-risk production system as it depends heavily on
demand levels and fodder scarcity. Other farmers have reduced farm acreage by
stacking entitlements, and in many cases this land has averted to grassland and
supporting extensive systems, such as cattle and sheep. The remaining farmers have
increased the cereal acreage on farms, such as wheat and barley and this has reduced
profitability by 60%.
72
This followed the decision by Greencore in March 2006 to renounce its full sugar quota in accordance with European
Council Regulation (EC) 318/2006, thereby ending the 80-year sugar production history at the Mallow plant.
Exodea
Page 151
Figure 69 – Total Sugar Beet (ha) 2000
ED
Ballincollig
Ballygarvan
Cobh Rural
Knockraha
Riverstown
Ballyfoyle
Kilmonoge
Liscleary
Ballintemple
Ballycotton
Carrigtohill
Castlemartyr
Sugar Beet
15
53
93
27
53
39
45
25
201
142
218
208
ED
Dungourney
Garryvoe
Ightermurragh
Inch
Midleton Rural
Rostellan
Templenacarriga
Clonpriest
Killeagh
Kilmacdonogh
Cloyne
Corkbeg
Sugar Beet
58
215
237
237
252
130
37
110
122
158
295
222
(Source: CSO)
The single most important issue for farming in the south and east Cork area is that over
75% of farms are reliant on low-income enterprises such as suckler, beef and sheep
farming. These farmers must be encouraged to participate in the Options Programme
and REPs in order to identify ways of generating a sustainable income.
The relatively greater level of intensity of agricultural activity in south and east Co.
Cork has resulted in some difficulties in respect of declining water quality in some
water courses, caused by phosphate pollution. With increasing demand on productivity,
the systems introduced at farm level will be required to operate within an improving
environmental quality framework.
A1.5.5
Construction
Employment in private firms (with five or more persons engaged) in the construction
industry decreased by 20.2% in November 2008 by comparison with November 200773.
The monthly employment index decreased from 99.8 in November 2007 to 79.6 in
November 2008.
In September 2007, the construction sector employed 26,000 migrant workers,
representing 20% of all migrant workers. With around 13% of the construction
workforce made up of foreign nationals, who are considered more mobile than other
construction workers, a portion of this group may relocate to Britain.
The average wage in the construction industry in Ireland increased by over 2% from
June 2007-June 2008. An increase of almost 2.5% in the hourly rate paid to all grades
was recorded, and there was a slight drop in the number of hours worked in the same
period. Wage packets for unskilled workers in the Irish construction industry rose 2.5%
from €790 to €810 per week.
In the SECAD area there were 7,781 persons employed in the construction sector,
representing 11.28% of all employment in the area. The majority of persons employed
in the construction sector, as a percentage of total employment, were resident in the
Mogeely (18.1%), Clonpriest (15.3%), Midleton Urban (15.2%), Youghal Urban
(15.1%) and Carrigaline (15.1%) EDs.
A very significant downturn has occurred in the house-building sector over the past
twelve months. This downturn is caused by unsustainable levels of new house
construction over recent years, and is seen as a severe corrective action. Whilst the
73
Exodea
CSO (2009) Index of Employment in Construction, January 2009. Cork: Central Statistics Office.
Page 152
Government has stated an intention to continue the NDP investment in capital projects,
some of which can be expected to create employment in the construction sector, the
ESRI has noted that the economy is entering a phase of recession. Increased levels of
public sector construction under the NDP, a buoyant commercial sector and a surge in
home improvement will help counterbalance the downturn in housing.
Unemployment in the construction sector has been visible from the beginning of 2008,
and is expected to rise. Some non-Irish national members of the sectoral labour force
have now settled in the area, and their integration and up-skilling will be a major
challenge to SECAD. A significant number of farmers have also enjoyed employment
in the construction industry. It is anticipated that many of these, particularly the
unskilled and semi-skilled, will have their income negatively affected by the decline of
the local construction industry.
A1.5.6
Manufacturing
Employment in the manufacturing sector, as a percentage of total employment in EDs,
was highest in Bishopstown (22.7%), Caherlag (22.3%), Carrigtohill (22.3%),
Carrigaline (22%), Midleton Rural (21.4%) and Knockraha (21.0%). Employment in
this sector has been decreasing and the majority of employment opportunities in the area
are dependent on the large number of large scale manufacturing plants currently
operating in the region.
Providing manufacturing incubation space has been identified by SECAD as being
important for the area to continue to attract and maintain high levels of Foreign Direct
Investment (FDI) to benefit the economy and local employment. Incubators provide an
essential transitional space between the research and business worlds, in which the
commercial potential of the scientific research undertaken in Irish third level institutions
can be maximised. Companies applying to use the centres generally include those
involved in manufacture, software, communication technologies, biotechnology,
biomedical and digital media. There is currently very little incubation space available
for businesses and entrepreneurs in the SECAD area and this is an area that needs to be
addressed.
The Small Firms Association has noted that just 8,875 new jobs were created in Ireland
in 2008, whilst redundancies to the end of May were already running 27% ahead of last
year at 13,564 jobs lost74. Therefore, it is important to foster and promote the
indigenous small firms sector. In 2004 four out of every five industrial enterprises
(82%) were small firms employing less than 50 people. These firms employed 53,000
people, just under a quarter of total industrial employment75. It is estimated that 98% of
all firms in Ireland are small firms and 94% of these are Irish owned businesses.
Industry and jobs have been created in the county through the support of the NDP
funded County and City Enterprise Boards (CEBs). Total funding for the Cork CEBs in
2007 was over €2 million and 43 different projects were grant aided during the year.
Companies supported include Seftec Limited in Carrigaline.
74
75
Exodea
SFA (2008) National Employment Survey. Dublin: Small Firms Association.
CSO (2007) Small Business In Ireland. Cork: Central Statistics Office
Page 153
A1.5.7
Pharmaceuticals
The pharmaceutical sector makes an enormous contribution to the generation of wealth
in the Irish economy and has experienced significant growth in recent years. It
contributes €29.7 billion to total exports (40% of total manufacturing exports) and
directly employs 17,000 persons. Currently 13 of the top 15 sectoral companies in the
world have substantial operations in Ireland.
Since the 1970s Cork Harbour has emerged as the primary national location for
pharmaceutical companies. Today, Cork Harbour represents one of the largest
concentrations of pharmaceutical industries in the world. The majority of
pharmaceutical companies in the South and East Cork area are based in Little Island.
There are twenty-three pharmaceuticals companies in County Cork and as can be seen
from the table below, 19 of these companies are in the South and East Cork area. These
companies are concentrated mainly in this area because of the excellent port facilities
and access to the national road network, which is important, as these multinational
pharmaceutical companies are critically dependent on the efficient movement of goods
in and out of the country.
Figure 70 – Pharmaceutical Sector in South and East Cork76
Company Name
Product/Service
Location
Company
Origin
Boc Gases Ireland
Bulk Gases
Little Island
United Kingdom
Cara Partners
Bulk Pharmaceuticals
Little Island
France
Centocor Biologics
(Ireland) Limited.
Therapeutic and diagnostic human
healthcare products
Ringaskiddy
United States
Corden PharmaChem
Fine Chemicals and Pharmaceutical
Intermediates
Little Island
Germany
FMC International AG
Micro crystalline Cellulose
Little Island
United States
Pepsi Cola
Concentrate
Little Island
United States
Fournier
Formulation, tablet production
Carrigtohill
Belgium
GE Healthcare
Contrast Media Agents
Carrigtohill
United States
GlaxoSmithKline (Cork)
Limited
Currabinny
United Kingdom
Janssen Pharmaceutical
Limited
Little Island
United States
Johnson Matthey
Pharmaceutical Materials
Limited.
Active Pharmaceutical Ingredients
Little Island
United Kingdom
Novartis Ringaskiddy
Limited
Ringaskiddy
Switzerland
Nycomed Limited.
Pharmaceutical
Carrigtohill
Switzerland
Pfizer Cork Limited..
Pharmaceuticals
Little Island
United States
Pfizer Drug Product Plant
Finished Pharmaceuticals
Lough Beg
United States
/continued
76
Exodea
IDA Ireland 2008
Page 154
/continued
Company Name
Product/Service
Location
Company
Origin
Pfizer Ireland Pharma
Fine Chemicals
Lough Beg
United States
Pfizer Organisational
Support Group
Finance and administrative support
services
Shanbally
United States
Recordati Ireland Limited.
Pharmaceutical
Ringaskiddy
Italy
Wexport Limited
Heparin
Little Island
Denmark
There are six chemicals companies in County Cork and four of these are located in the
south and east Cork area. This represents 20% of all chemicals companies in Ireland.
These are located in Cobh, Carrigaline, Little Island and Whitegate. There are also five
medical technologies companies in the south and east Cork area. Three of these
companies are located in Carrigtohill, with one each in Ringaskiddy and Youghal.
South and east Co. Cork is an established area of worldwide excellence in the
pharmaceutical and chemicals sector.
This fact recognises the infrastructural
advantages afforded by the area. It is notable that a considerable proportion of the
companies in the pharmaceutical and chemicals sector are multinationals. This may give
rise to some concern, particularly given the problems experienced by Amgen, and will
focus the importance on maintaining competitiveness in the world economy.
A1.5.7
Information and Communications Technology
Ireland has been very successful in attracting overseas investment in ICT (Information
Communications Technology) and five of the top ten ICT companies in the world have
substantial operations here. Today this sector of over 220 companies accounts for €50bn
exports and generates €500m in corporate tax annually.
Figure 71 – ICT Sector in South and East Cork
Exodea
Company Name
Product/Service
Location
Company
Origin
Advanced Technology
Forwarding Co. Ltd
Superluminescent Diodes
Carrigtohill
Russia
Dow Corning Ireland Ltd
Plasma Equipment for
Semiconductor Industry
Midleton
United States
Logitech Ireland Services Ltd
Shared Services and R&D
Ballincollig
Switzerland
LSI Storage Ireland Ltd
(formerly Engenio)
Supply Chain Management - Data
Storage Systems
Little Island
United States
McAfee Ireland Limited
Enterprise Network Security
Little Island
United States
Moldflow Ireland Limited
Software for plastic's manufacturing
and machine control
Little Island
United States
Moog Limited
Electro-Mechanical Servo Valves
Ringaskiddy
United States
Transas Limited
Shared Service Centre and
Technical Support
Little Island
United
Kingdom
Transistor Devices Europe
Ltd
Power Supplies
Ballincollig
United States
Tyco Electronics
RF/Microwave Components
Little Island
United States
VMware International
Limited
Virtualisation Software
Ballincollig
United States
Xilinx Ireland
Integrated Circuit Designs
Little Island
United States
Page 155
Functions such as shared services, supply chain management, technical support,
software development and R&D are increasingly included in the range of operations
carried out by ICT companies in Ireland.
There are forty-one ICT companies in Cork and twelve of these companies are in the
south and east Cork area, representing 29.27% of all ICT firms operating in the county.
Predominantly these companies are based in Little Island, with some in Ballincollig,
Ringaskiddy, Midleton and Carrigtohill.
There are also three consumer products companies in the area operating under IDA
supports within the SECAD area of operation. There are only 11 such companies in the
county as a whole, showing 27.3% are located in South and East Cork. In total there are
119 IDA-supported international firms operating in County Cork and 37.8% of these are
in SECAD’s area of operation.
The Enterprise Boards support business and innovation in micro-enterprises at local
level, through direct grant aid and indirect, non-financial support. During 2008, the
Cork County and City Enterprise Boards were allocated over €3.3 million. Companies
supported include IKITSystems Ltd. in Carrigrohane, Genesis Circuits Ltd in Waterfall
and Midleton’s Sigtec Ltd., winner of the County Enterprise Award.
Enterprise Ireland’s Community Enterprise Centre Scheme stimulates the growth of an
enterprising and innovative culture and provides practical support in terms of space and
facilities for the development of new businesses in urban and rural locations. In the
SECAD area, capital grants were received by Cobh Harbour Chamber in 2008.
Enterprise Ireland also provides both advice and financial assistance to High Potential
Start-Up companies with a business plan underpinned by realistic projections of rapid
growth in exports or sales which in Cork includes EnBIO in Carrigtwohill, a
manufacturer of medical device surface modification technologies.
Exodea
Page 156
Appendix 2 – Childcare Facilities
Figure 72 – Chidcare Facilities
Name
Type of Facility
Opening Times
Ballincollig
Aylsbury Pre-school Playgroup
Montessori, Part-time, Pre-school
Bizzie Babies Nursery Day
Care Centre
Bright Sparks
Crèche, Full day care, Part-time, Preschool, Sessional
Pre-school, Sessional, Summer camp
Open 9.30-12.00:
Mon, Wed, Thurs,
Fri
Mon-Thurs 9-12,
12-4; Fri 9-1
Mon-Fri 9-12,
12.15-3
Brothers of Charity Services
Eileens Playschool
Highcare Childcare
Other, Sessional
Part-time, Pre-school, Sessional
Crèche, Full day care, Montessori,
Part-time, Pre-school, School age
childcare, Sessional
Pre-school, Sessional
Full day care, Pre-school, School age
childcare
childcare
Innishmore Family Centre
Kindercare
Leesdale Pre-School and
Crèche
Little Dreams Pre-school
Michelle McHugh
Noreen's Pre-School Playgroup
Pauline's Playgroup
Teach na nOg Pre-school
Tir Na Nog
Ballinhassig
Farleys Rusks Montessori
Kay McCarthy
Little Rascals
Ballygarvan
Babytalk Creche,
Tiny Tot Community Preschool
Bishopstown
Horizons Montessori
Carrigaline
A Breadth of Fresh Air
Aghamarta Montessori School
Amanda Buttimer
An Naoinra
Ann Fitzgerald
Ardeen Playgroup
Bridgemount Montessori
Enas Montessori
Ferryview Childcare Centre
First Steps Pre-school
Mary Cleary
Starting Point Montessori PreSchool
The Tree House Playschool
The Wishing Well
Mon-Fri 9-12
Mon-Fri 07.3018.30
Additional Needs
Catered for
No
No
No
No
Yes
Yes
Mon-Fri 9-12, 1-4
Mon-Fri 07.45-12,
12-6
Mon-Fri 8-12, 12-6
No
No
Yes
Part-time, School age childcare
Mon-Fri 8.4512.15, 12.30-3.45
Mon-Fri 12.30-6
Mon-Fri 10-12.30
Tues-Fri 9.15-12.15
Mon-Thurs 9.30-12
Mon-Thurs 9-12
Montessori, Pre-school, Sessional
Mon-Fri 9.30.12.30
Mon-Fri 9.30-12
Mon-Fri 9.30-12
Yes
Yes
No
Full day care, Montessori, Part-time,
Pre-school
Mon-Fri 8-6
Yes
Mon-Fri 9.30-12.30
No
Montessori, Sessional
Mon-Fri 9-12, 1-4
Yes
Full day care, Part-time, Pre-school
Mon 8-12, 12-6
No
Other, Sessional
Montessori, Naoinra, Pre-school,
Sessional
Montessori, Part-time, Sessional
Full day care, Part-time, Pre-school,
School age childcare, Summer camp
Full day care, Other, Part-time, School
age childcare, Sessional
childcare
Mon-Fri 9-12,
12.30-3
Mon-Fri 8.45-12,
12.30-3.15
Mon-Fri 9.30-12.30
Mon-Fri 9.30-12
Mon-Fri 9.30-12.30
Mon-Fri 8-12, 12-6
No
Yes
No
No
No
Yes
No
Yes
Yes
No
No
No
No
No
No
Mon-Fri 9-12
No
Mon-Fri 9.30-12.30
Yes
No
/continued
Exodea
Page 157
/continued
Name
Type of Facility
Opening Times
Tots & Co Childcare
Creche, Full day care, Montessori,
childcare, Summer camp
Mon-Fri 8-6
Mon-Fri 9.30-12
No
Mon-Fri 9.30-12.15
Yes
Una's Playschool
Carrigrohane
Marys Pre-school
Carrigtwohill
Able Little Ones Montessori
School
Carrigtwohill Creche and
Playschool
Nuala's Playgroup
Cloyne
Meadow Farm Montessori
New Beginnings
Cobh
Catherine's Playschool
Additional Needs
Catered for
Yes
No
Creche, Full day care, Part-time, Preschool, School age childcare, Sessional
Mon-Fri 8-12, 12-6
Yes
Tues-Fri 9.15-12.15
No
Mon-Fri 9-12
Mon-Fri 9.30-12.30
No
No
Other, Pre-school, Sessional
Tues-Fri 9.30-12,
12.30-3
Mon-Fri 9-12, 1-6
No
Yes
Parent and toddler, Part-time, Preschool, School age childcare, Sessional
Cobh Pre-school and Childcare
Centre
Flower Hill Pre-school
Iosagan Pre-school
Norwood Playschool
Ringlee House Creche
Sessional
Mon-Fri 9.30-1
Yes
Sessional
Sessional
School age childcare, Sessional
Mon-Fri 9.15-12
Mon-Fri 9.30-12.30
Mon-Fri 9.30-12.30
Mon-Fri 8-12, 12-6
No
Yes
Yes
Yes
Mon-Fri 9-12
No
Mon 9.15-12,
12.30-6.15; Tues,
Thurs, Fri 9.15-12;
Wed 9.15-12,
12.30-3.15
Yes
Full day care, Pre-school
Mon-Fri 8-12, 12-6
No
childcare, Sessional, Summer camp
No
Pre-school
Mon-Fri 9-12,
12.30-5
Mon-Fri 9.3012.30; closed
Wednesdays
Tues-Fri 9.30-12.30
Mon-Fri 9-12
No
Part-time, Pre-school, School age,
Sessional, Summer
Mon-Fri 8-1, 1-6
Yes
Mon-Fri 8-12, 12-6
No
Sessional
Community play group, Pre-school,
Sessional
Full day care
Other, Sessional
childcare
Mon-Fri 9-12
Mon-Thurs
11.30, 12-2.30
Yes
Yes
Watergrasshill Montessori PreSchool
Crosshaven
Caterpillars Montessori
Donnybrook
The Children's Centre
Douglas
Bright Beginnings Montessori
School
Douglas Community Playgroup
Pre-School
Little Stars Montessori PreSchool
Maryborough Montessori
School
Pathways Childcare
Springbrook Montessori &
Crèche
Glanmire
Breda's Pre-School
Brooklodge Community
Playschool
Catherine Walters
Dolores Ui Eolaithe
Joan O'Sullivan Pre-school
Robin Hill Daycare Centre
9-
Mon-Fri 9-12
Mon-Fri 07.45-12,
12-6
No
No
No
No
No
No
/continued
Exodea
Page 158
/continued
Name
Type of Facility
Opening Times
Teresa McCarthy
Mon-Fri 9.1511.45, 12-2
Full day care, Pre-school
Sessional
Mon-Fri 8-12, 12-6
Tues-Fri 9-12.15
Glounthane
The Childrens Centre
Jellytots Playschool
Inch
Inch High Scope Community
Playgroup
Killeagh
Tricia's Montessori
Ladysbridge
Little Giants Playschool
Scamps & Rascals Playgroup
Leamlara
Lisgoold Community Childcare
Centre
Little Island
Panda Paws Pre-school and
Childcare Centre
Play & Learn Pre-school
No
Mon-Fri 8.45-1
Yes
Mon 9.30-12
Mon-Fri 9.30-1
No
No
Mon-Fri 9.20-12.20
Yes
Full day care, Other, Part-time, School
age childcare, Sessional
Other, Sessional
EYC Early Years Centre
Jack and Jill Childcare Centre
Full day care, Other
Community play group, Sessional
Little Acorns at Midleton
Community Forum
Creche, Drop in, Full day care, Parent
and toddler, Part-time, Pre-school,
Little Angels Creche & Pre
school
Little Stars Montessori
Midleton Montessori
Moire McGuiness
Rainbow Montessori
Creche, Full day care, Part-time, Preschool, School age childcare
Childminding
Singing in the Rain Pre-School
and Afterschool Service
Small Ones Playschool and
After School Care
Pre-school, School age childcare,
Sessional
childcare, Full day care, Parent and
toddler
Willowbank Pre-School
Playgroup
Minane Bridge
Tracton Community Playgroup
No
Yes
The Little Island Sports
Complex
Midleton
Aghada Parish Community
Playgroup
Anita Archer
Ballymacoda
Bramble Cottage Pre-school
The New Beginnings
Montessori School
Tiny Tots
Additional Needs
Catered for
No
Childminding
Full day care, Part-time, Pre-school
School age childcare
Community play group, Pre-school,
Sessional
No
Mon, Wed, Fri
9.15-12
No
No
Mon-Fri 9.15-12;
Wed-Fri 12.30-3.15
Mon-Fri 07.4512.30, 12.30-6
Mon-Fri 9-12.30,
1-4.30
Mon-Fri 8.3012.15, 1.15-5.45
Mon-Fri 07.30-12,
12-6
Mon-Fri 9-12.15
Mon, Fri: 09:0012:00; Tue, Wed,
Thurs: 09:00-12:00,
13:00 - 16:00
Mon-Fri: 08.30-12,
1-6
Mon-Fri: 07.30-1,
1-6.30
No
No
No
No
No
Yes
Yes
Yes
No
No
No
Yes
Yes
No
Mon-Fri: 07.30-1,
1-6.30
Mon-Fri: 08-12.30,
12.30-6.30
Mon-Fri: 9.1512.15
Yes
Mon-Fri: 09.3012.30
No
No
No
/continued
Exodea
Page 159
/continued
Name
Monkstown
Footprints Montessori and Day
Care
Little Acorns Montessori
School
Old Youghal Road
Little Cherubs
Passage West
Ardmore Playgroup
Giggles Childcare Services Ltd
Riverview Pre School
Opening Times
Mon-Fri: 07.50-12,
12-6
Mon-Fri: 9-12.15
No
Wed, Thurs, Fri 912
No
Creche, Full day care, Montessori,
childcare, Sessional, Summer camp
Mon-Fri 9.15-12
Mon-Fri: 07.45-6
No
Yes
Mon-Fri (excl
Wed): 08.45-12
Mon-Fri: 9-12
No
Small World Montessori
Riverstown
Glanmire Area Association
Riverstown Community Centre
Crèche
Upper Glanmire
Naoinra - Playgroup
The Old School House
Montessori
Youghal
Gortroe Community Playschool
Happy Days Crèche
Happy Days Playschool
Montessori
Rocking Horse
Sessional
Tír na nÓg
Youghal Family Resource
Centre
Youghal Family Centre
Exodea
Type of Facility
Other, Sessional
Pre-school
Naoinra, Sessional
Sessional
Sessional
Pre-school, School age childcare,
Sessional
Other, Part-time, Sessional
Additional Needs
Catered for
No
No
No
No
Mon-Fri (excl
Wed): 09.30-12
Mon-Fri: 09.30-12
No
Mon-Thurs: 9-12
Mon-Fri: 9.3012.30
Mon-Fri: 9.1512.30
Mon-Fri: 08.30-12,
12-6
Mon-Fri: 9-12.30
Mon-Fri: 9-11.45
No
Yes
No
Yes
Yes
Yes
No
No
Page 160
Appendix 3 - Training and Education Courses
The tables presented below provide an overview of the training and education provision
being offered in the SECAD area in May 2009. The listings are subject to change and
should be treated as an overview of the type of delivery at the present time. A number
of community providers who deliver short term customised courses have not been
included in the listings.
Figure 73 – Certified Training Courses Delivered in SECAD Area 2009
Category
Art,Craft and Design
National Certificate in Art, Craft and
Design
National Certificate in Art, Craft and
Design
Art Design
Training Organiser
NFQ Level (If Any)
Cobh Community College (PLC)
NFQ Level 5
East Cork Further Education and Youthreach
Centre (BTEI)
St. Coleman’s Community College
NFQ Level 5
Painting
Irish Wheelchair Association (run in SECAD
offices in Midleton) (BTEI)
Ballincollig FACT
Crochet
Business/Law
National Certificate in Business and
Secretarial Studies
Secretarial Studies
Secretarial Studies
Secretarial Studies
Legal Studies
NFQ Level 5
NFQ Level 5
St. Peter’s Community School (PLC)
NFQ Level 5
Centre (BTEI)
NFQ Level 5
Payroll – Manual and Computerised
National Certificate in Childcare
Food Safety – Primary Course
National Certificate in Childcare – After
School care
Supervision
National Certificate in Childcare –
Understanding Special Needs
Nursing – Introduction
St. Coleman’s Community College/ Carrigaline
Community School (P/T night)
St. Coleman’s College (PLC)/ Cobh Community
College (PLC)/ St. Peter’s Community School
(Cork County Childcare Committee)/ East Cork
Further Education and Youthreach Centre
(BTEI)/ Carrigtwohill Family Resource Centre
(BTEI)/Ballincollig Family Resource Centre
(BTEI)
St. Coleman’s Community College (P/T night)
Carrigaline Community School
Safety and Health at Work
Carer’s Course
Carrigtwohill Family Resource Centre (BTEI)/
Cobh Family Resource Centre (BTEI)
Construction
Building Energy Rating Assessors
Green House Gas Management
Engineering
Exodea
St. Coleman’s Community College (PLC)
Bookkeeping & Accounts
Childcare/Health/Caring
Care for the Older Person
NFQ Level 5 (minor
award)
NFQ Level 5 (minor
award)
NFQ Levels 3 to 4
(minor awards)
Community School/ Ballincollig Community
School
NFQ Level 5 (minor
award)
NFQ Level 5 (minor
awards)
NFQ Level 5 (Minor
award)
NFQ Level 5 (Minor
awards)
NFQ Level 5
HACCP Certificate
NFQ Level 5
NFQ Level 6 (Minor
Award)
NFQ Level 6 (Minor
Award)
NFQ Level 5 (Minor
Award)
NFQ Level 5 (Minor
Award)
NFQ Level 5 (Minor
award)
City and Guilds
NFQ Level 6 (Minor
Award)
ISO
Page 161
Marine Engineering
Solar Domestic Hot Water Systems
National Maritime College
Community School/Ballincollig Community
School
English for Speakers of Other Languages
ESOL Beginner/Improver77
(BTEI)
ESOL Beginner/Improver
Cobh Family Resource Centre (BTEI)
Carrigtwohill Family Resource Centre (BTEI)
Midleton Adult Learning (BTEI)
ESOL – Beginner/Improver
Centre (BTEI)
St Coleman’s Community College
ESOL – Improver
General Education
General Learning Studies
General Studies
Centre (VTOS)
Centre (VTOS)
Carrigtwohill Family Resource Centre
General Studies
General Studies
Adult Basic Education Centres:
Midleton Adult Learning
Cobh Adult Learning
Carrigaline Adult Learning
General Vocational Studies
IT/Communications
Basic Computers
CCVEC
Basic Computers (Farmers)
Teagasc
Communication Skills
Database Methods
Adult Basic Education Centres:
Midleton Adult Learning
Cobh Adult Learning
East Cork Further Education & Youthreach
Centre
St Coleman’s College Midleton
St Coleman’s Community College
Centre
Headway Ireland
ECDL Advanced
Text Production
Multi-media Production
Spreadsheets
Computers
St. Coleman’s’ College (PLC)
FÁS in East Cork Further Education and
Youthreach Centre
St Coleman’s
St Coleman’s Community College/Carrigaline
Parish Centre/ Cobh Family Resource Centre/
Centre
Ashbourne House
Other
Communications
YMCA STEP - Cobh and Ballincollig
FETAC Foundation
Youthreach Ballincollig and Youghal
ECDL
Computer Literacy
Information Technology Skills
Exodea
NFQ Level 7 & 8
NFQ Level 6 (Minor
Award)
NFQ Level 3/4
(Minor Award)
NFQ Level 3/4
(Minor Award)
NFQ Level 3/4
(Minor Award)
NFQ Level 3/4
(Minor Award)
NFQ Level 3/4
(Minor Award)
NFQ Level 4 (minor
award)
NFQ Level 3
NFQ Level 4
NFQ Level 4 (Minor
Award)
NFQ Level 4 (Minor
Award)
NFQ Levels 1 - 3
NFQ Levels 3
(Minor Award)
NFQ Level 3 (Minor
Award)
NFQ Levels 1-3
ECDL & NQF
Level 5 (Minor
Award)
NFQ Level 3 (Minor
Award)
NFQ Level 5 (minor
award)
ECDL & NFQ
Level 5 (minor
award)
NFQ Level 5 (minor
award)
NFQ Level 5
NFQ level 4 (Minor
Award)
NFQ Level 4 (Minor
Award)
NFQ Level 4 (Minor
award)
NFQ Level 4 & 5
(Minor Awards)
NFQ Levels 1-3
Page 162
FETAC Foundation
NFQ Levels 1-3
Focus
NFQ Level 3
Health & Safety at Work
National Learning Network (in Carrigaline and
Ballincollig)
St Coleman’s
Journalism
St Coleman’s
Occupational First Aid
St Coleman’s
Personnel Practice
National College of Ireland (through Douglas
Community School)
YMCA STEP- Cobh and Ballincollig
Centre
St Coleman’s
St. Coleman’s College (Community Ed)
Preparation for World of Work
Horticulture
Sign Language
Tourism
Train the Trainer
Science
Biopharmaceutical
FÁS
Certificate in Navigational Studies in
Seamanship
Nautical Science
Pharmachemical
FÁS
VTOS - General Studies
Centre
VTOS
St. Coleman’s College (1 place)
VTOS
Cobh Community College (6 places)
Exodea
NFQ Level 5 (minor
award)
NFQ Level 5 (minor
award)
NFQ Level 5 (minor
award)
CIPD Certificate in
Personnel Practice
NFQ Level 4 & 5
(Minor Awards)
NFQ Level 4 (Minor
Award)
CACDP
NFQ Level 5
NFQ Level 6 (Minor
Award)
NFQ Level 5
NFQ Level 6
NFQ Level 7
NFQ Level 5
NFQ Level 4
NFQ Level 5
NFQ Level 5
Page 163
Figure 74 – Uncertified Training Courses Delivered in SECAD Area 2009
Category
Childcare/Health/Caring
Care in the Home
First Aid – AED and CPR
First Aid - Basic
First Aid – Emergency
First Aid – Occupation
Food Hygiene
Health and Safety at Work
Manual Handling
Special Needs in Children and Teenagers
Computers/IT/Communications
Adobe Photoshop
AutoCAD 2D
Computers
Computer Applications –Introduction
Computers – Beginners
Computers – Beginners for Men
Computers – Beginners – Level 2
Computers – Beginners – Level 3
Computers Continuation
Computers - Email & Internet - Beginners
Computers for Complete Beginners
Computers Introduction
Computers – Improvers
Computer Literacy
Computer Literacy - Intermediate
Computers – Over 55
Computers – Taking a Step Further
Confidence through Speech
ECDL
ECDL
ECDL
ECDL Advanced
ECDL Advanced – Powerpoint
ECDL Webstarter
Email, Internet and 3D Cad
Exploring the Possibility of Past Lives
Information Technology – Intermediate
Internet and Email – Beginners
Exodea
Training Organiser
Duration
Carrigaline Adult Learning Centre
Midleton Adult Learning Centre
Various
Various
Various
Various
Various
East Cork Further Education/ Carrigaline
Community School
St. Coleman’s Community College /St. Peter’s
Community School/Douglas Community
School/Pobalscoil na Trionoide Youghal
Ballincollig Community School
St. Coleman’s Community College/Ballincollig
Community School
St. Peter’s Community School
St. Peter’s Community School/
9/10 weeks
St. Coleman’s Community College /Carrigaline
Community School
Pobalscoil na Trionoide Youghal
St. Colemans’ College (PLC)
St. Coleman’s Community College/ Ballincollig
Community School/St. Peter’s Community School/
Pobalscoil na Trionoide Youghal/ Carrigaline
Parish Centre/Cobh FRC/Killeagh, Inch Monday
Club/St. Raphael’s Youghal/Tracton Community
Council/Westgate Foundation/ Young at Heart
Group (Douglas)
Cumann na Daoine
Douglas Community School
Centre
Carrigaline Community School/
Ballincollig Community School/
Carrigaline Community School/Douglas
Community School
YMCA STEPS
Centre
Carrigaline Community School/ Carrigaline Parish
Centre
St. Coleman’s Community College/
10 week course
5 week course
8/9 week course
4 week course
10 week course
8 week course
12 week course
10 week course
8 week course
1 week course
10 week course
8 week course
10 week course
F/T One Year
10 week course
8 or 10 weeks
10 week course
10 week course
10 week course
5 week course
5 week course
5 week course
8 week course
10 week course
8 week course
5 week course
10 wee course
10 week course
10 week course
10 week course
8 week course
Full time
30 weeks
30 weeks
10 weeks
10 weeks
8 week course
8 week course
10 week course
10 week course
Page 164
Internet and Email – Beginners
Microsoft Excel
Office Skills – Professional
Photography – Digital
Public Speaking
Silver Surfers
Talk the Talk
Typing/Beginning on a computer
Web –Enable me
Web Design – Introduction
Business/Law
Accounts – Sage Line 50
Accounts – Small Business Manual
Accounts and Taxation – Small Business
First Line Management
Investing in the Stock Market
Irish Law
Legal Studies for Small Business
Marketing in Practice
Marketing Sales
Payroll/Accounting
Starting a Small Business
Start Your Own Business
Special Interest
Acting – Art of
Acupress Massage and Stress
Management
Aging – Combat the Effects of
All About Wine
Alternative Therapy
Archaeology - Beginners
Aromatherapy, Reflexology and Massage
Art
Art - Advanced
Art – Beginners
Arts & Crafts
Art & Design
Art & Design RT
Art & Design DS
Art, Drawing and Acrylics
Art for Relaxation
Art – Improve your drawing
Art – Learn to Draw
Art – Oil and Watercolours (Beginners,
Primary and Advanced)
Art, Painting – Introduction
Art, Painting and Drawing
Art – Painting with Acrylics
Art, Painting with Oils – Beginners
Art, Painting with Oils – Continuation
Art, Pastels - Beginner
Exodea
Community School/
Pobalscoil na Trionoide Youghal/
Cobh FRC
SECAD
Community School
Ballincollig Community School/ Glanmire
Community College
10 week course
Douglas Community School/Glanmire Community
College
Centre
10 week course
10 week course
10 week course
10 week course
10 week course
10 week course
10 week course
Crosshaven Active Retired
St. Coleman’s Community College/ Douglas
Community School/ Carrigaline Community
School
Ballincollig Community School/ Owenacurra Day
Centre/ Riverstown Senior Citizens/Tosnú
Crosshaven Active Retired/ PACE/ Westgate
Foundation
Ballincollig FACT/ Youghal Family Support
Group
Carrigaline Day Centre/
Castlemartyr/Mogeely Community Alert/
McAuley Day Centre, Midleton
Headway Ireland/
Headway Ireland
Community School
10 week course
8 week course
8 week course
10 week course
10 week course
10 week course
10 week course
7 week course
8 week course
6 week course
10 week course
Various
10 week course
10 week course
8 week course
10 week course
8 week course
10 week course
10 week course
8 week course
8 week course
10 week course
8 week course
10 week course
8 week course
6 week course
10 week course
10 week course
8 week course
10 week course
10 week course
10 week course
8 week course
10 week course
10 week course
10 week course
8 week course
10 week course
10 week course
10 week course
10 week course
10 week course
Page 165
Art, Watercolours - Beginner
Art, Watercolours - Continuation
Assertiveness Development
Baking – Basic Beginners
Baking – Improvers
Batik
Beauty – Midleton and Youghal
Bereavement
Bridge (Beginners)
Cake decoration and sugar craft (Levels 1
and 2)
Calligraphy
Calligraphy for Beginners
Cantairí Mhuscraí
Car Maintenance
Car Maintenance for Women
Care and repair of hurleys
Ceramic Painting and Clay Work
Choral
Complementary Therapies – introduction
Cooking - Flavours of the World
Cookery - Healthy
Cooking - Introduction
Cookery Men’s Course
Cooking – Practical
Cookery – Practical Improver
Cookery – Practical Intermediate
Cookery - Quick & Easy Cooking for
Everyone
Cooking – Simple and Delicious
Cooking – vegetarian
Cooking – vegetarian intermediate
Cookery – What’s for dinner?
Counselling Skills – Introduction
Crafts
Creative Writing
Creative Writing - Level 2
Crime in Ireland
Crochet
Curtain Making
Curtain Making, Knitting and Cross Stitch
Dog Training
Do-it-yourself (DIY)
Drama for teachers, SNAs and
Childcarers
Drama Therapy
Dressmaking
Dressmaking for beginners
Dressmaking for Improvers and
Advanced
Dyslexia
e-bay – Introduction & buying goods on
the internets
Effective Parenting Skills
Embracing Change
Exodea
Douglas Community School/ Glanmire Community
College
Midleton Community Forum
Travellers East Cork
Cobh FRC
Community School
Community School/ St. Peter’s Community School
Westgate Foundation
Ballincollig Community School/St. Peter’s
Community School
10 week course
Irish Wheelchair Association/
Killeagh, Inch Monday Club
St. Coleman’s Community College/ St. Peter’s
Community School
Douglas Community School/St. Coleman’s
Community College/ Ballincollig Community
School
10 week course
5 week course
5 week course
6 week course
8 week course
8 week course
Owenacurra Day Centre
Carrigaline Community School/Douglas
Community School/
St Peter’s Community School
Community School/
10 week course
10 week course
6 week course
8 week course
10 week course
8 week course
10 week course
10 week course
8 week course
8 week course
4 week course
6 week course
10 week course
10 week course
4 week course
8 week course
14 week course
10 week course
10 week course
5 week course
10 week course
8 week course
10 week course
6 week course
8 week course
8 week course
8 week course
10 week course
5 week course
8 week course
8 week course
8 week course
7 week course
8 week course
10 week course
10 week course
10 week course
10 week course
10 week course
8 week course
8 week course
8 week course
8 week course
8 week course
10 week course
10 week course
Page 166
Enneagram
Felt making
Figurative Life Drawing
Floristry, Bridal – Introduction
Floristry, Funeral – Introduction
Floristry– Introduction
Flower Arranging Beginners and
Improvers
Flower Arranging – Creative Expression
Flower Arranging – Modern and
Traditional
Flowers - Wild
Food and Healthy Lifestyle
Food Pane e Vino
Forensic Psychology – Introduction
Free your inner artist
Fun with Flowers
Furniture Restoration – Beginners
Gardening
Gardening - Beginners
Gardening for Pleasure
Gardening, Window Boxes and
Vegetables
Guitar – Acoustic – Beginners
Guitar – Acoustic – Improvers
Guitar – Electric – Blues
Guitar – Electric - Rock
Harmony in Energy
Health – Introduction
Healing with angels
Holistic Massage
Home Management
Hypnotherapy
Indian Head Massage
Interior design
Jewellery Making – Beading
Lace Making
Life and Business Coaching
Life Coaching
Massage & Aromatherapy - Introduction
Meditation
Middle East – What to know
Mind, Mood and Food
Mosaic Making
Music - Bodhrán - The Irish Drum
Music – Recorder/flute
Music – Tin Whistle – Beginners
Navigation and Seamanship
Nutrition and Weight Management
Painting
Paper Flower Making
Parenting
Exodea
8 week course
8 week course
10 week course
6 week course
6 week course
10 week course
5 week course
8 week course
6 week course
5 week course
Community School
Respond, Midleton
10 week course
10 week course
10 week course
8 week course
10 week course
10 week course
10 week course
6 week course
8 week course/
6 week course
6 week course
10 week course
8 week course
School/ Douglas Community School
Community School/Douglas Community School/
Loretto Convent, Youghal
Community School/
Carrigaline Community School/ St. Peter’s
Community School/
10 week course
Community School/Douglas Community School
Carrigaline Community School/Ballincollig
Community School
St. Peter’s Community School/ Glanmire
Community College
Irish Wheelchair Association
10 week course
8 week course
10 week course
8 week course
10 week course
10 week course
10 week course
10 week course
8 week course
8 week course
6 week course
10 week course
4 week course
10 week course
10 week course
8 week course
8 week course
10 week course
10 week course
8 week course
N/A
8 week course
10 week course
8 week course
8 week course
8 week course
8 week course
10 week course
8 week course
8 week course
4 week course
Page 167
Parenting and Teenagers
Parenting of Self & Children - Effective
Peace Conflict and Human Rights
Personal Development
Personal Grooming
Photography
Photography – Beginners and
Intermediate
Pottery Introduction
Pottery – Firing and Glazing
Psychology for Life
Psychology –Sports and Performance
Rediscovering your spiritual nature
Relaxation and Stress Management
Screenwriting – Introduction
Self Esteem and Assertiveness
Sing – Learn to
Skincare and Make up tips
Skin Care, Nails and Make Up
Application
Social Care Introduction
Sports Journalism
Sports Psychology Applications
Storytelling
Stress Management and Life Skills
Style and Image
Style Coaching
Sugar Craft
Sustainability – Introduction
The River Lee and its heritage
Tracing your family history
Traditional Irish Music – Improvers
Traditional Singing and Sean Nos
Understanding Interculturalism
Wine Appreciation
Wine – Master your knowledge
Wood carving
Wood turning
Wood Turning
Woodwork
World of Wine
Science
Pesticide Application
Agriculture
Bee-keeping
Fruit & Vegetables Organic Growing
Garden Design and Horticulture
Grow Your Own
Horticulture
Sports/Fitness/Dance
Aerobics
Aerobics – Stability Ball
Aerokick
Archery
Badminton for Beginners
Ballroom Dancing -Beginners
Exodea
Glanmire Community College/
Cobh FRC
Cobh FRC
6 week course
8 week course
8 week course
10 week course
Westgate Foundation
Cobh FRC
Community School/
Cobh Community College
8 week course
10 week course
10 week course
8 week course
8 week course
6 week course
8 week course
7 week course
8 week course
6 week course
6 week course
8 week course
10 week course
6 week course
10 week course
8 week course
9 week course
6 week course
10 week course
10 week course
Coillte
N/A
St. Coleman’s Community College/Douglas
Community School
Centre
6 week course
8 week course
10 week course
7 week course
St. Coleman’s Community College / Ballincollig
Community School/ Douglas Community School/
St. Peter’s Community School/ Douglas
Community School
School/St Peter’s Community School/Douglas
10 week course
10 week course
8 week course
8 week course
10 week course
10 week course
6 week course
4 week course
10 week course
10 week course
8 week course
10 week course
10 week course
10 week course
5 week course
8 week course
6 week course
8 week course
8 week course
1 year
12 week course
10 week course
10 week course
8 week course
8 week course
10 week course
8 week course/
10 week course
9/10 week course
Page 168
Ballroom Dancing - Intermediate
Be Active – Be Fit – Over 55
Body Conditioning
Bums and Tums
Circuit Training
Circuit Training –intermediate and
advanced
Dance
Dance - Ballroom & Latin American
Sequence Dance Aerobics
Dancing Ceili and Set
Dance- Jive, Salsa and Ballroom
Dance- Jive, Salsa and Ballroom Improvers
Dance – Modern Line Dancing
Dancing – Salsa and Latin American
Level 1
Dancing – Salsa and Latin American
Level 2
Dance – Tribal Belly Dance
Golf – Beginners
Golf – Improvers
Golf – Ladies Only
Health – Be Active Be Fit
Irish Set Dancing - Beginners
Irish Set Dancing – Improvers
Keep Fit
Kickboxing
Kick Fit
LTI/FÁS/FAI Soccer Training
Programme
Marathon 101
Movement to Music
Navigation and Hill Walking
Pilates
Pilates - advanced
Salsa Dancing – Level 1
Salsa Dancing – Level 2
Tai Chi
Tai Chi – Improvers
Tennis Coaching
Tennis – Continuation
Yoga
Exodea
Community School
Community School
Ballincollig Community School/ Douglas
Community School/ Glanmire Community College
Carrigaline Community School/ Ballincollig
Community School/ St Peter’s Community
School/Douglas Community School
10 week course
10 week course
10 week course
10 week course
8 week course
8 week course
10 week course
10 week course
Westgate Foundation
8 week course
10 week course
Carrigaline Community School /Ballincollig
Community School/St Peter’s Community
School/Douglas Community School
8-10 week course
8 week course
8 week course
8 week course
Carrigaline Community School/ Douglas
Community School/
Carrigaline Community School /Douglas
Community School/
FÁS – Nemo Rangers Sports Complex –Douglas
8 week course
10 week course
Headway Ireland
Ballincollig Community School/ Glanmire
Community College
St. Coleman’s Community College/Carrigaline
School/Douglas Community School/
Carrigtwohill Family Resource Centre/
Community School
School/St. Peter’s Community School/Douglas
Community School/
Pobalscoil na Trionoide Youghal/Glanmire
Community College
Carrigaline Community School/St. Peter’s
Community School/Douglas Community School
Carrigaline Community School/ Glanmire
Community College/Tosnú
8 week course
10 week course
5 week course
8 week course
10 week course
10 week course
8 week course
5 week course
10 week course
8 week course
8 week course
10 week course
10 week course
10 week course
4 week course
10 week course
10 week course
34 weeks
10 week course
8 week course
6 week course
10 week course
10 week course
10 week course
10 week course
10 week course
8 week course
10 week course
10 week course
Page 169
Yoga
Yoga Contemporary
Yoga – Continuation
Yoga Hatha
Yoga – Hatha and Iyanger
Yoga – Relaxation and meditation
Yoga Vinyasa Flow
Carrigaline Community School/ Glanmire
Community College/Tosnú
Pobalscoil na Trionoide Youghal/ Carrigtwohill
Family Resource Centre
Ballintotis Tuesday Club
St. Coleman’s Community College /
Douglas Community School/
Yoga – Vinyasa Flow Continuation
Construction
Renewable and Energy Efficient
Buildings
Self Building – Advantages
Self Building – A Practical Guide
Welding
Preparing for Work
Career Changing in Challenging Times
CV Preparation and Interview Skills
Managing your interview
English for Speakers of Other Languages (ESOL)
Angielski Dla Polakow
ESOL
Community School/Douglas Community School/
ESOL
Carrigaline Adult Basic Education Service
ESOL
Oakwood Lodge, Midleton
ESOL Beginner/Intermediate
Kinsale Road Accommodation Centre
ESOL Beginner/Intermediate
ESOL - Intermediate and Advanced
English for non nationals – Advanced
English for Polish Speakers – Beginners
English for Polish Speakers – Level 1
English for Polish Speakers – Level 2
English Writing for English Learners
Languages
French –Beginners
French Conversational
French Conversation – Continuation
French
French Conversation – Leaving Cert
French Intermediate
French – Level 1
French – Level 2
French – Continuation
Gaeilge Conversational
German – Beginners
German Conversational
German – Improvers
Irish – Conversational – Basic
Irish Sign Language
Italian – Beginners
Italian – Communicative – Level 1
Exodea
10 week course
8 week course
6 week course
8 week course
8 week course
10 week course
10 week course
10 week course
8 week course
10 week course
8 week course
10 week course
6 week course
10 week course
8 week course
10 week course
10 week course
10 week course
8 week course
10 week course
10 week course
Various
Various
Various
Ashbourne House, Glounthaune
Ballincollig Community School/Douglas
Community School
Various
10 week course
8 week course
10 week course
8 week course
8 week course
Community School
St. Coleman’s Community College /Ballincollig
Community School
Community School
Carrigaline Community School/Pobalscoil na
Trionoide Youghal/
St. Coleman’s Community College/ Glanmire
Community College
5 week course
8 week course
10 week course
10 week course
8 week course
10 week course
10 week course
10 week course
10 week course
10 week course
8 week course
10 week course
10 week course
10 week course
10 week course
10 week course
8 week course
8 week course
10 week course
10 week course
10 week course
Page 170
Italian – Continuation
Italian Holiday Kit
Italian – Intermediate
Latin – A Beginners Guide
Polish – Beginners
Polish for Irish Nationals
Polish for Irish Nationals - Continuation
Polish - Improvers
Sign Language – Beginners
Sign Language – Level 1
Sign Language 101
Spanish - Advanced
Spanish - Beginners
Spanish Conversational
Spanish - Intermediate
Spanish - Level 1
Spanish - Level 2
Turkish – Beginners
Other
Poster and Business Card Design
Exodea
Ballincollig Community School/Douglas
Community School/
Douglas Community School /
Community School
Community School/ Douglas Community School/
Community School
Community School/St. Peter’s Community School
10 week course
10 week course
8 week course
10 week course
8 week course
8 week course
10 week course
8 week course
8 week course
10 week course
10 week course
20 week course
10 week course
10 week course
10 week course
8 week course
10 week course
10 week course
10 week course
10 week course
Page 171
Appendix 6 – Higher Education Links Scheme
The Higher Education Links Scheme (HELS) links specific FETAC Level 5 certificates
and Level 6 Advanced Certificates to reserved places on a variety of higher education
programmes. Participants must have obtained a full FETAC major award. There are
over forty higher education institutions offering progression through the HELS
including UCC and CIT. The courses which are currently offered in the SECAD area
are highlighted below.
Figure 75 – Code FETAC Level 5 Certificate
Exodea
BBSAX Administration
AGDXX Graphic Design
CAGXX Agriculture
DHXXX Hairdressing
CASAC Animal Care
DHSXX Healthcare Support
CAXXX Aquaculture
CHTXX Horsebreeding and Training
AAXXX Art
CHMSX Horsemanship
AACDX Art, Craft and Design
CASHX Horticulture
EAHXX Arts and Heritage Resource Studies
CHXXX Horticulture
BBSBS Bilingual Secretarial Studies
DHCXX Hotel and Catering
BBSSX Business and Secretarial Studies
BIPXX Information Processing
BBSXX Business Studies
CITXX Information Technology
CBSXX Butchering Skills
AIDXX Interior Design
BCCOX Call Centre Operations
BBSIT International Trade
CCPXX Chemical Processing
CASLT Laboratory Techniques
DCHSC Childcare
ELESX Language and European Studies
CFDXX Commercial Fishing
ELSXX Language Studies
DCHSX Community and Health Services
ELAXX Liberal Arts
ECAXX Community Arts
BMXXX Marketing
DCHCC Community Care
EMEXX Media Engineering
ECDXX Community Development
EMPXX Media Production
ACADX Computer Aided Design
CMTXX Motor Technology
CCNMX Computer and Network Maintenance
EMMPX Multimedia Production
CCONT Construction Technology
EPAMX Music
CCTXX Control Technology
DCHSN Nursing Studies
COESX Co-operative Entrprise Studies
COAXX Organic Agriculture
ACXXX Creative Craft
DOREC Outdoor Recreation
ECMXX Creative Media
EPAXX Performing Arts
CCMXX Crystal Manufacturing
EPAAX Performing Arts - Administration
ECHSX Cultural and Heritage Studies
CPPXX Pig Production
EPADX Dance
CPIMX Plastics Injection Moulding
ADESX Design
EPJXX Print Journalism
BEBXX eBusiness
ERPXX Radio Production
EETXX Education and Training
BRSXX Retail Studies
CELTX Electronic Technology
CREXX Rural Enterprise
CENGT Engineering Technology
CSPXX Seafood Processing
AFDXX Fashion Design
CSSXX Security Studies
CFLOR Floristry
CFXXX Forestry
CASFX Food Science
CSSTX Security Systems Technology
AFURX Furniture Design
DSRXX Sport and Recreation
Page 172
EPATP Theatre Performance
ATLOX Trompe l'Oeil
EPATD Theatre Production
ETFPX TV and Film Production
CTTXX Transport Technology
EYXXX Youthwork
DTXXX Tourism
Figure 76 - Code FETAC Level 6 Advanced Certificate
BACXX Administration - Construction
CGKXX Greenkeeping
CAGRI Agriculture
CHBTX Horsebreeding and Training
BALBX Applied Languages and Business
CHORT Horticulture
AATDX Architectural Technology and Design
BITSX International Teleservices
ECACT Classical Acting
EMXXX Multimedia
CCSSD Commercial Surface Supplied Diving
EMMWD Multimedia and Web Development
ECAPX Community Arts Practice
CNSSX Networks and Software Systems
ECDEV Community Development
CSOAX Security Operations and Administration
CCNTX Computer Network Technology
BSCRM Strategic Customer Relationship Management
CETXX Electronic Technology
DCXXX Supervision in Childcare
AFMRX Furniture Making and Restoration
Exodea
Page 173
Appendix 7 – Consultation Sessions: Attendance
Figure 77 – Statutory Providers Meeting
23rd February 2009
SECAD Offices, Midleton
Name
Representing
Sean Lenihan
FÁS
Sean Murphy
DSFA
John Dooley
DSFA
Niamh Kenny
Exodea Europe Consulting
Nuala Glanton
Co. Cork VEC
Martina Burke
FÁS
Suzanne Kearney
SECAD
Sinead Conroy
SECAD
Ryan Howard
SECAD
Nuala O’Connell
SECAD
Figure 78 - Midleton and Catchment
9th March 2009
SECAD Offices, Midleton
Name
Representing
Tom Carey
Carrigtowhill Family Resource Centre
Susanne McDonnell
Midleton Adult Basic Education Service
Colin Manning
St. Colman’s Community College, Midleton
Nora McSherry
Midleton Library
Sean Ahern
Donal Cronin
St. Mary’s High School, Midleton
Tom Hughes
St. Colman’s Community College, Midleton
Tony Lee
St. Aloysius’ College, Carrigtowhill
JJ Harty
Teagasc
Nuala O’ Connell
SECAD
Niamh Kenny
Exodea Europe Consulting (Facilitator)
Figure 79 - Passage West and Catchment
Exodea
10th March 2009
PACE Centre, Passage West
Name
Representing
Cathy Concannon
Harbour Parishes Assembly
Norma Morrison
Cariosa Lynch
HSE
Nuala O’ Connell
SECAD
Niamh Kenny
Page 174
Figure 80 - Peri-Urban Areas
10th March 2009
Douglas Community Centre
Name
Representing
Nuala Glanton
Cork County VEC
Caitriona Doyle
Togher LES
Mary Macropolous
Mahon LES
Mike Lyons
Kinsale Road Accomodation Centre
Nuala O’ Connell
SECAD
Bill Thorne
Figure 81 – Ballincollig
11th March 2009
Westgate Foundation, Ballincollig
Name
Representing
Julie Murphy
South Lee Community Worker, HSE
Sharon O’Connell
YMCA
Aisling Carroll
Foroige Action Project
Karen Hogan
FACT Ballincollig FRC
Niamh Buckley
Headway
Phil Mortell
Mary Collins
Westgate Foundation
Sharon O’Callaghan
Ballincollig Adult Basic Education
Ann Marie Daly
Eve Phillips
FACT Ballincollig FRC
Nuala O’ Connell
SECAD
Niamh Kenny
Figure 82 - Carrigaline and Catchment
Exodea
11th March 2009
Carrigaline Community Complex
Name
Representing
Gertie O’Driscoll
Ringaskiddy Active Retirement Group
Ian Thomas
Carrigaline FAS project Supervisor
Frances McInerney
Dave McCarthy
National Learning Network / Focus Programme, Carrigaline
Michael Wall
Carrigaline Community Complex
Nuala O’ Connell
SECAD
Niamh Kenny
Page 175
Figure 83 - Cobh and Catchment
18th March 2009
Carrignafoy Community College, Cobh
Name
Representing
Nuala Glanton
County Cork VEC
Frank Donovan
Cobh Community College
James Bilson
YMCA
Helen Doyle
Fionnuala Hegarty
Aislinn Hegarty
Community Development Outreach Worker, Cobh FRC
Nuala O’ Connell
SECAD
Niamh Kenny
Figure 84 - Youghal and Catchment
Exodea
19th March 2009
Cumann na Daoine CDP, Youghal
Name
Representing
Shirley Deane
Co Cork Adult Guidance Service
Joe Higgins
Cork County Library (HQ, Cork)
Maria O’Halloran
Youghal Library
Stacey Quinlivan
Cumann na Daoine CDP
Noreen O’Brien
East Cork Travellers
John Dooley
DSFA
Sr Carmel
Youghal Family Support Group
Yvonne Fitzgerald
Adult Basic Education Services
Elmarie McCarthy
Cumann na Daoine
Cora O’Donnell
SECAD / Cumann na Daoine one to one support
Cathy O’Mahony
Youghal Adult Learning Group
Sharon Lupton
Equality for All
Eugene O’Connor
HSE
Catherine Ryan
Youghal Garda Youth Project - Foroige
Carol Newman
East Cork Youthreach
Nuala O’ Connell
SECAD
Niamh Kenny
Page 176
Appendix 8 – Adult Education Resources
Organisation
Contact Person
Role
Address
Contact Details
Ann Marie Daly
Adult Education
Coordinator
Innismore, Ballincollig, Co. Cork
021-4871740
[email protected]
[email protected]
Coláiste Choilm
Pat Kinsella
Principal
Poulavone, Ballincollig, Co. Cork
021-4873308
[email protected]
Ballyphehane/Togher CDP
Cathy Kelly
Coordinator
Friars Road, Ballyphehane, Cork
021-4319085
[email protected]
Ballincollig Basic Education
Service
Phil Mortell
Coordinator
Roselawn Cottage, Poulavone, Ballincollig,
Co. Cork
086-8808057
[email protected]
Youthreach Centre,
Unit 4/5 Great Island Enterprise Park,
Ballincollig, Co. Cork
021-4856200
Unit 4/5 Great Island Enterprise Park,
021-4875432
[email protected]
m
FÁS Ballincollig Clinic
Exodea
Youthreach Ballincollig
Eric Mc Nally
Coordinator
Togher LES
Catríona Doyle
Unit 2, Greenwood Estate, Togher, Cork
021-4320428
[email protected]
Adult Basic Education Centre
Michael Lyons
Kinsale Road Accommodation Centre,
Kinsale Road, Cork
021-4318149
[email protected]
YMCA Ballincollig (STEP
Programme)
Sharon O’ Connell
Coordinator
Innishmore Industrial Estate, West Village,
021-4877770
[email protected]
Ballincollig Action Project
Nessa Hartnett
Coordinator
5 Great Island Industrial Estate,
Innishmore,
021-4878682
Ballincollig Family Resource
Centre
Eve Philips
Coordinator
Station Way, Ballincollig, Co. Cork
021-4874626
086-82065799
FACT Ballincollig Family
Resource Centre
Eve Philips
Coordinator
134 Castlepark, Ballincollig, Co. Cork
021-487295
[email protected]
Page 177
Social and Health Education
Project
Jim Sheehan
Headway Ireland
Niamh Buckley
Westgate Foundation
Noel Byrne
(Focus Programme)
Kevin Healy Long
Manager
Village Chambers, Station Road,
Ballincollig,
Co. Cork
021-4666180
[email protected]
Unit B3 Link Road Business Park,
021-4871303
CEO
West Village, Ballincollig, Co. Cork
021-4873648
[email protected]
Programme Coordinator
Unit 6 Great Island Enterprise Park,
021-4214651
[email protected]
The Village Shopping Centre,
Ballincollig,
Co. Cork
021-4873024
[email protected]
Ballincollig Library
Exodea
Arthur Twomey
Director of Adult Education
Waterpark, Carrigaline, Co. Cork
021-4373767
[email protected]
Ted Coakley
Director of Adult and
Community Education
Clermont Avenue, Douglas, Co. Cork
021-4294201
[email protected]
Blánaid Quane
Course Director
Passage West, Co. Cork
021-4841599
[email protected]
Centre
Frances McInerney
Coordinator
Parish Centre, Main Street, Carrigaline,
Co. Cork
086-8238757
[email protected]
FÁS Carrigaline Clinic
Co. Cork
021-4856200
FÁS Passage West Clinic
PACE Centre, Passage West, Co. Cork
021-4856200
Passage West Library
Community Centre, Passage West, Co.
Cork
021-4863727
[email protected]
Carrigaline Library
Main Street, Carrigaline, Co. Cork
021-4371888
[email protected]
No 2 Hayfield House, Cloverhill,
Carrigaline, Co. Cork
021-4375420
[email protected]
Co. Cork
021-4371109
Dave Mc Carthy
Sr. Noirín
Coordinator
Page 178
Cobh and Catchment
Fionnula
Hegarty/Helen
Doyle
Cobh Adult Education Centre,
Harbour Hill,
Cobh, Co. Cork
021-4855472
086-8238772
[email protected]
Carrignafoy Community College
Frank Donovan
Adult Education Department,
Carrignafoy Road, Cobh, Co. Cork
021-4811325
FÁS Cobh Clinic
Cobh Social Welfare Office, Lynch’s Quay,
Cobh, Co. Cork
021-4856200
Cobh Public Library
Arch building, Casement Square,
Cobh, Co. Cork
021-4811130
[email protected]
Principal
YMCA Cobh
James Bilson
Coordinator
YIC, Convent of Mercy, Cobh, Co. Cork
Anneline
Weinmann
Coordinator
Park House, Cloyne Terrace, Cobh, Co.
Cork
021-4816103
[email protected]
Colin Manning
Adult Education
Department
Youghal Road,
Midleton,
Co. Cork
021-4631696
[email protected]
FÁS Midleton Clinic
Midleton Social Welfare Office,
Enterprise Park,
Dwyer Road,
Midleton,
Co. Cork
021-4856200
FÁS Carrigtohill Clinic
Family Resource Centre, Main Street,
Carrigtohill,
Co. Cork
021-4856200
4 Old Cork Road,
Midleton,
Co. Cork
021-4621567
086-8238769
Main Street,
Carrigtwohill,
Co. Cork
021-4533971
086-8693333
info@carrigtwohillresourcecentre
.com
Hazelwood Shopping Centre,
021-4821627
St. Coleman’s College
Midleton Adult Learning Support
Service
Geraldine Murphy
Carrigtwohill Family Resource
Centre
Mary Carey
Glanmire Public Library
Exodea
Coordinator
Page 179
Midleton Public Library
Nora Sherry
St. Mary’s High School
Donal Cronin
Principal
St. Aloysius College
Glanmire,
Co. Cork
[email protected]
Main Street, Midleton,
Co. Cork
021-4613929
[email protected]
Presentation Convent,
Midleton,
Co. Cork
021-4631973
[email protected]
Carrigtwohill,
Co. Cork
021-4883341
[email protected]
Padraic Kelleher
Principal
Glanmire,
Co. Cork
021-4822377
[email protected]
Sean Aherne
Coordinator
Community Building, Oakwood Lodge,
Youghal Road,
Midleton,
Co. Cork
021-4633522
[email protected]
(Focus Programme)
Deb Courtney
Old CBS Monastery,
Rosary Place,
Midleton,
Co. Cork
021-4639459
[email protected]
Youghal
Exodea
East Cork Youthreach
Carol Newman
Coordinator
Golf Links Road, Youghal, Co. Cork
021-93869
[email protected]
East Cork Further Education and
Youthreach Centre
Patrick Callinan
BTEI Coordinator
024-92804
086-8532143
[email protected]
Cumann na Daoine
Sharon Lupton
Equality for All
Coordinator
Catherine Street, Youghal, Co. Cork
024-90644
087-0506644
Pobalscoil na Trionóide
Pat Nolan
Adult Education
Department
Youghal, Co. Cork
024-25836
[email protected]
Cathy O’ Mahony
Youthreach Centre, Golf Links Road,
Youghal, Co. Cork
086-8238746
[email protected]
Youghal IT Training Group
Melissa Flavin
Nelson’s House, Emmet Place, Youghal,
024-20164
Page 180
Co. Cork
FÁS Youghal Clinic
Town Council Offices, Mall House,
Youghal, Co. Cork
021-4856200
Youghal Public Library
Rivergate Shopping Mall, North Main
Street,
Youghal, Co. Cork
024-93459
[email protected]
4 Catherine Street, Youghal, Co. Cork
021-91900
[email protected]
St. Raphael’s Centre
Youghal
024-92422
Youghal Family Support Group
c/o Presentation Sisters, Front Strand,
Youghal, Co. Cork
024-93039
Cumann na Daoine
Elmarie Mc Carthy
Coordinator
General Contacts for South and East Cork
Exodea
Co. Cork VEC
Nuala Glanton
Director of East Cork
Further Education and
Youthreach Centre and
Adult Education Officer
Return to Education Centre,
Lower Beecher Street, Mallow, Co. Cork
022-50982
087-9879942
[email protected]
Co. Cork VEC
Marian O’ Mahoney
Adult Literacy Organiser
Fermoy Adult Learning, College Road,
Fermoy, Co. Cork
025-33225
086-2312257
[email protected]
Co. Cork VEC
Patrick Callinan
BTEI Coordinator
Youthreach Centre,
024-92804
086-8532143
[email protected]
Co. Cork VEC
Shirley Deane
Information Officer
Co. Cork Adult Guidance Service,
Sutherland Centre, North Street,
Skibereen,
Co. Cork
028-40294
[email protected]
Co. Cork VEC
Patricia Walter
Adult Guidance Counsellor
North Cork Adult Education Centre,
College Road,
Fermoy,
Co. Cork
086-8287570
[email protected]
East Cork Traveller Advocacy
Group
Noreen O’ Brien
Advocate
c/o HSE Ellis House, Ballyvolane, Cork
021-4529023
Page 181
South and East Cork Area
Development
Exodea
Nuala O’ Connell
Midleton Community Enterprise Centre,
Owenacurra Business Park,
Knockgriffin,
Midleton,
Co. Cork
021-4613432
[email protected]
Page 182

Integrated Training and Education Strategy

Transcription

Similar documents

lugdine park - Sherry FitzGerald

April pt1

CORECORK applications guide and case studies

Communities of Learning and Professional Development

Any craic – May 2013Free Issue

Design ed by:Ra ven Design • Prin ted by:W aterm an s, Little Island

A Pictorial Essay of the Diaphragmatic Crura and the Retrocrural

Corkscrews for Sale 46

here - KnowInG Project

Layout 1 (Page 1)