Careers rarely develop the way we plan them. Our career path often takes many twists and turns, with particular events, choices and people influencing our direction.

We asked Lisa Berry from McDonald's to give some advice for people considering this job:

Lisa Berry

Restaurant Manager


Read more

Lisa Berry

My advice would be it is definitely a job where if you work hard and maintain your ambition you can have a satisfying career.

I think the biggest misconception is that McDonald's is only a job and stop gap to something else.

You will need patience, drive and commitment and be able to adapt to change. The skills you will learn with this job will be lifelong skills.


The Investigative person will usually find a particular area of science to be of interest. They are inclined toward intellectual and analytical activities and enjoy observation and theory. They may prefer thought to action, and enjoy the challenge of solving problems with clever technology. They will often follow the latest developments in their chosen field, and prefer mentally stimulating environments.
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Organisation Profile - Department of Education and Skills

Department of Education and Skills 

Department of Education and Skills

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Teacher - Special Needs
Padraig Parle

Padraig Parle
Secondary School Teacher
Mary Joyce

Mary Joyce
Aoife Mc Dermott

Aoife Mc Dermott
Resource Teacher
Paul Galvan

Paul Galvan
Primary School Teacher
Brian Cadigan

Brian Cadigan
Guidance Counsellor
Brian Howard

Brian Howard
School Principal
Paul Meany

Paul Meany
Primary School Teacher
Deirdre Sayers

Deirdre Sayers
Contact Details


Education is the kindling of a flame ...

... not the filling of a vessel.

Education is the kindling of a flame ...

... not the filling of a vessel.

Career Opportunities... header image
What are the main occupations in this sector?

Occupations in the education sector comprise of the Teachers, Lecturers and Trainers operating in the Primary, Post-Primary and Tertiary education system.

In addition, the Department itself is staffed by Civil Servants under the management of a Secretary General. These staff work in various units, such as:

  • Primary Allocations
  • Post-Primary Teachers Allocations
  • Further Education
  • Higher Education
  • Teacher Education
  • Social Inclusion
  • Special Education
  • Information Technology
  • International
  • Planning and Building Unit
  • Department Inspectorate
  • School Transport

Additional information on the structure of the Department can be found on the Department’s website 


What are the typical earnings of these occupations?

The basic salary for a new teacher is in the range from €29,888 to €61,155 [@ 1/4/17] but there are also some additional allowances payable.

Employment in primary and post primary schools is mainly full time, but there are opportunities for part-time work particularly in second level schools. Primary schools close in July and August for holidays, and post primary schools are closed for most of June, and July and August.

At second level, teachers can avail of seasonal opportunities to work as examiners for the State Examinations Commission to assist in the management of the Junior and Leaving Certificate examinations.

Information on pay scales can be obtained by accessing the relevant circulars at


Education and Training... header image
What qualifications are required?


HEI Colleges of Education offering primary Initial Teacher Education (ITE) courses which are recognised by the Teaching Council for primary school teaching are as follows:
Institution Weblink
Marino Institute of Education, Dublin 9 click here
Mary Immaculate College Limerick click here
DCU Institute of Education, St. Patrick's Campus click here
DCU Institute of Education - Church of Ireland College of Education click here
Froebel Department of Primary and Early Childhood Education, NUI Maynooth, Kildare click here

Becoming a Primary School Teacher

There are two routes to primary school teaching - the concurrent or undergraduate route (Bachelor of Education) and the consecutive or postgraduate route (Masters in Education):

Undergraduate - B.Ed. Programme

A full-time course leading to a Bachelor of Education degree is held in each of the state funded Colleges of Education for primary teachers - see list above. Persons who successfully complete the course may then be registered with the Teaching Council.

Post-Graduate Courses

Certain Colleges of Education also offer a two-year postgraduate Professional Masters in Education (PME):

- Mary Immaculate College - Course Details

- DCU Institute of Education - St Patrick's College - Course Details

- Marino Institute of Education - Course Details

Specific prior academic qualifications are required for entry - see individual course details.

Online Primary Teacher education

An online Higher Diploma in Arts in Primary Education, accredited by the Higher Education and Training Awards Council (HETAC), is provided by Hibernia College. Hibernia College is a privately-owned, non-state-funded, company. This is a part-time blended learning course which takes place over 2 years and the Higher Diploma is recognised by the Teaching Council for the purposes of primary teaching.

Entry Requirements for Primary Teaching

To view the entry requirements for the most recent Bachelor of Education and post-graduate courses click on the following links:

Entry Requirement CAO

Entry Requirement Post Grad [pdf]

Entry Requirements Mature Students [pdf]

Garda Vetting

All teachers must also comply with current Garda Vetting requirements - see Teaching Council Garda Vetting requirements here.


Post-primary Initial Teacher Education (ITE) is also provided on an undergraduate/concurrent or postgraduate /consecutive basis.

The more common route to qualification is the consecutive route, where an undergraduate degree in a particular subject area is completed, followed by a teacher education qualification.

Suitable degrees must be from a state-recognised university or similar third-level college and the content or modules in the programme must enable the holder to teach at least one curricular subject to the highest level within the post-primary school's curriculum. For most subjects, this means to Leaving Certificate Higher Level.

Suitable ITE qualifications must incorporate three specific elements:

  • Foundation Studies
  • Professional Studies and
  • School Placement directed towards the 12 to 18 age range (first year to sixth year).

The ITE programme must be at least 2- years of full-time study or equivalent.

Note: Postgraduate programmes of ITE accredited by the Teaching Council have been extended to two years full-time study or 120 ECTS credits.

The Teaching Council website provides details of the individual subject requirements (subject criteria) for all post-primary curricular subjects.

It also provides a list of degrees which have in the past been deemed to meet the requirements for named curricular subjects. Because degree programmes and the elective modules within them can change over time, this list should only be considered as a guide.

The following institutions in Ireland currently provide Post Primary Initial Teacher Education (ITE) programmes, more commonly called the Profressional Master's in Education (PME):
University College Cork
Concurrent &
University College Dublin
NUI Galway
NUI Maynooth
Trinity College Dublin
Concurrent &
DCU Institute of Education

University of Limerick
Concurrent &
St. Angela's College, Sligo

National College of Art & Design
(NCAD), Dublin
Concurrent &
Crawford School of Art & Design,
Limerick Institute of Technology,
School of Art & Design
St. Patrick's College,
Galway Mayo Institute of Technology,
Hibernia College


Registration and Recruitment Process for Teachers

Registration with the Teaching Council is essential for those wishing to work in State-funded teaching positions in the primary, post-primary and further education sectors as only registered teachers can be paid from State funds. 

Primary Teacher Posts - these are advertised by the Boards of Management of individual schools. Selection is by interview.

Second Level Teacher Posts -  Voluntary Secondary Schools and Community and Comprehensive Schools: Teaching posts are advertised by the Boards of Management of individual schools and selection is by interview. In order to be entered onto the Register of Teachers on the basis of qualifications in post-primary teaching, applicants must comply with the requirements as set out in Regulation Four of The Teaching Council [Registration] Regulations:

Candidates must hold:

  • A recognised third level degree, consisting of at least three years of full-time study or equivalent (180 ECTS credits), and,
  • An approved initial teacher education qualification directed towards First to Sixth Years (typically students in the 12 to 18 year age range).

Vocational schools - Teaching posts are advertised by the Education and Training Board. Teachers are appointed as teachers of a specific subject and must have a qualification to Degree level in the relevant subject area. In the past, it was not essential for a graduate to have professional teacher training.


There is no Irish language requirement for appointment as a Post-Primary teacher in the case of the majority of teachers (i.e. those who do not need to use Irish to carry out their daily duties). There is still an Irish language requirement in the case of teachers in the following categories:

1. Those employed in Gaeltacht schools 
2. Those employed in schools in which Irish is the daily teaching medium (in the case of subjects other than Irish) 
3. Those who teach any subject (except Irish) through Irish in any school.

Teachers in these three categories are required to hold the An Teastas Gaeilge do Mhúinteoirí Iarbhunscoile (TGMI) certified by the State Examinations Commission Exemptions, as follows, apply to those who:

  • Hold a degree in Irish, with Irish as a subject in the final examination, from a recognised degree-awarding authority
  • Have passed the Oral Irish Examination for registration as a Secondary Teacher
  • Have passed the Oral Examination in the Certificate for Teaching Irish
  • Have passed the Oral Examination in the Vocational Certificate for Irish. 
For Primary School teaching: applicants to the programmes of Initial Teacher Education must meet the entry requirements in Irish i.e. a Grade C3 /H5 on a Leaving Certificate Higher Level or a recognised equivalent. 

Note: Where an applicant for registration as a Primary teacher with the Teaching Council has completed a programme of teacher education outside Ireland, an Irish Language Requirement (ILR) condition normally applies to his/her registration. The applicant can either complete an Aptitude Test (SCG – An Scrúdú le hAghaidh Cáilíochta sa Ghaeilge) or an Adaptation Period (OCG – Oiriúnú le hAghaidh Cáilíochta sa Ghaeilge), which confirms the applicant's competence to teach the Irish language as well as a range of primary school curricular subjects through the medium of Irish. 

Conditional registration is granted to those in the process of completing this requirement. A maximum period of three years is permitted to satisfy this condition. 

Both the SCG (Aptitude Test) and OCG (Adaptation Period) are administered by Institiúid Oideachais Marino, Dublin 9. Full information is available here.

Montessori Teaching

Applicants wishing to be registered on the basis of qualifications as a Montessori teacher must meet the qualifications requirements set out in Regulation Three of the Teaching Council [Registration] Regulations [click here to view]. 

Under Department of Education and Skills regulations, such teachers are eligible for employment as a teacher in restricted school settings, i.e. in certain categories of special schools and in certain classes in mainstream schools where Irish is not a curricular requirement.


What are the typical routes into this sector?

In general, teachers are recruited by the school board of management, or by the local Education and Training Board (ETB).

Teaching posts are usually advertised in the national and local press. Lists of schools may be obtained from:

  • Government Publications, 52 St Stephen’s Green, Dublin 2.
  • Department of Education and Skills website at

Approved websites for teaching vacancies and substitute panels:

Career Structure

At Primary level, a teacher will be required to teach all the subjects across the Primary Curriculum.  It is possible to start in a temporary capacity or as a substitute for another teacher who is on leave or to enter a permanent post directly.

Teachers can be promoted into Posts of Responsibility where they undertake duties delegated by the Principal Teacher in addition to their teaching activities.

The next level of progression is to Vice Principal or Principal. The Principal Teacher manages the day-to-day operations of the school.

Learning/language support and resource teachers are also employed in schools with a particular focus on providing additional support to children experiencing learning difficulties, pupils with special needs or children needing additional language assistance.

Second level schools are generally larger than Primary schools. Teachers usually provide classes in a particular subject area. Individuals can aspire to posts of Assistant Principal, Principal and Deputy Principal.

At second level, learning/language support teachers and resource teachers are also employed. There are also opportunities within second level schools for part time work for teachers in particular subject areas.

Teachers registered with the Teaching Council and working in a school where the post is full-time may apply through an open selection process for secondment to the various Support Teams which form part of the curriculum support services funded by the Department of Education and Skills which provide professional development for teachers, usually based in the network of 21 Education Centres. These teams work for a period designing and delivering training programmes to teachers around the country, for example when a syllabus is revised, or in a key area of policy, such as assessment, addressing disadvantage, catering for children with special needs etc.

Teachers may apply for career opportunities in the Inspectorate Section of the Department. The role of the Inspector is to contribute to the improvement of the quality of teaching and learning for children and young people in Irish schools, centres for education and other settings and to support the development of the Irish education system. It does this through providing high-quality evaluation, analysis and advice.

Professional development

All teachers are expected to engage in continuing professional development (CPD). This can be through in-service courses provided by the Department and through summer and local courses offered by the network of education centres, or through pursuit of formally certified higher education programmes.  In some cases, substitution may be granted and appropriate levels of expense are met. Teachers may also seek unpaid leave and longer term sabbaticals.

Information on pay scales can be obtained by accessing the relevant circulars at Please see information section above for detail of entry routes and recruitment process. You can also visit


Meet our People...
"A lot of organisation goes with delivering a PE lesson as you must take into consideration equipment, location and safety issues"
Secondary School Teacher
Mary Joyce
"The workload is massive but the job is rewarding. In a sense it is still a vocation"
School Principal
Paul Meany
"there is great satisfaction from helping young people make important decisions on their journey through school life"
Guidance Counsellor
Brian Howard
"While I work hard, I do so in my own office, organise my own time, and am free to do so once I do my job well."
Aoife Mc Dermott
"I feel I am good at dealing with people and teaching is all about human interaction"
Primary School Teacher
Brian Cadigan
"Last year our school did very well in our Whole School Evaluation. Whenever I receive positive feedback from an inspector, I feel great pride"
Teacher - Special Needs
Padraig Parle

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Main challenges...
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Global Opportunities... header image
Are there opportunities in this sector for non-Irish nationals?

The Teaching Council is the statutory body that sets the standard of academic achievement and professional training required for teaching at post-primary school level. Qualifications that have general recognition by the Council are awarded by institutions in Ireland, with a small number being awarded by UK educational institutions. If your qualification does not have general recognition by the Council, you must submit a detailed statement of your third-level education and qualifications for assessment on an individual basis.

English Language Requirement

To be eligible to teach in the school system in Ireland at either primary or post-primary level, you must be competent to teach the various aspects of the curriculum in the English language. In the event that English is not your first language, or if your teaching qualification was granted from a country where English is not the first language, The Department of Education and Skills require that you take an oral and/or written test. You must establish your competence in English in order to be granted recognition for teaching in Ireland.

Recognition of Qualifications

Primary level or post-primary school teachers who qualified outside Ireland must apply to the Teaching Council for recognition. Teachers who qualified in an EU member state can get recognition in Ireland. Qualifications obtained from outside the EU must be acceptable to the Teaching Council.

Primary Teachers who trained in another EU member State

Currently, primary school teachers who completed their training either in an EU state or outside the EU may teach (for up to 5 years) in an Irish school if they have been assessed by the Department of Education and Skills. They will be granted provisional recognition for teaching, subject to working towards meeting the Department's Irish language requirements, within the 5-year time frame.

Post-primary Teachers who trained in another EU member State

According to EU law, an EU citizen who is recognised as a post-primary teacher in another EU/EEA country may seek similar recognition in Ireland. While they are awaiting a decision on their application for full recognition, they will be granted provisional recognition, while the suitability of their qualifications is being assessed. Any shortfall in terms of qualifications can be bridged by taking an aptitude test or by undergoing an adaptation period.


About this Sector... header image
Please give an overview of your sector?

Source: Ireland's Education & Training Sector ~ Overview of Service Delivery and Reform, DES, 2015.

Education affects all citizens and the Department faces many challenges in ensuring that it meets the needs of many stakeholders – students, parents, teachers, management, schools and further and higher education providers, employers, and society generally.

It plays a major role in shaping the values and skills of our young people, in equipping learners for participation in social and economic life, in promoting equality, social inclusion and citizenship, and in providing a skills base in the knowledge society which will support competitiveness and growth.

Some  1 million full-time students use the education system in Ireland each day, attending first level, second level, further and higher education institutions aided by the Department of Education and Skills. There are some 870,000 students following first and second level programmes in schools, with approximately 112,000 sitting the Junior Certificate and Leaving Certificate examinations each year.

There are some 870,000 students following first and second level programmes in schools, with approximately 112,000 sitting the Junior Certificate and Leaving Certificate examinations each year.

Over 59,000 teachers are paid from funds administered by the Department across first and second level schools.

Key concerns within the system are to

  • Ensure the supply of school places for the expanding population
  • Promote social inclusion, address educational disadvantage, and provide supports for the successful integration to the optimum extent of students with special needs into mainstream settings at every level of the system
  • Ensure a broad and balanced education which meets personal, social, and economic needs and provides a range of choices to meet the diverse needs and interests of students
  • Promote intercultural education, the integration of newcomer pupils and addressing the needs of those for whom English is not the mother tongue
  • Strengthen ICT, vocational and language skills and promote increased participation in mathematics, science, engineering and technology in second level education, and encourage more students to seek third level and career options in this area
  • Promote the national strategy for Science Technology and Innovation, enhancing third level industry collaboration, promoting excellence and strategic innovation, significantly increasing the numbers of post graduate students and researchers in the system, and promoting world class transnational research and development capability in areas critical to economic and social development
  • Promote and market Ireland as a centre of excellence for international students in further and higher education and in English language training centres.

Our education system must continue to evolve in order to maintain quality relevance and inclusion in a changing world.

The Irish education system is structured as follows:

Early childhood education ~ This applies to children aged 0-6. In general, early childhood education is provided in the private sector in crèches, naíonraí (through the medium of Irish) and childcare settings, and in child care programmes funded by the Department of Children and Youth Affairs.   These programmes include a free pre-school year for children aged from 3 years and 2 months to 4 years and 7 months, which was introduced in January 2010. The Department of Education and Skills funds intervention programmes for children at risk of educational disadvantage and for children with special needs. The provision in primary schools for children aged 4-6 is classified as pre-primary education.

The Department has funded the development of Aistear a curriculum framework for early learning which was developed by the National Council for Curriculum and Assessment and Síolta, a quality framework for early childhood development, which was developed by the Centre for Early Childhood Development and Education.

Primary level ~ Nearly 40% of four-year-olds and almost all five-year olds are enrolled in infant classes in primary schools.  They complete 8 years in primary school.  There are some 3,300 primary national schools, catering for of the order of 536,317 pupils.  Approximately 32,800 teachers are employed at primary level.

Post Primary level ~ The post-primary education sector comprises secondary, vocational, community and comprehensive schools.  Secondary schools are privately owned and managed.  Vocational schools are state-established and administered by Education and Training Boards (ETBs), while community and comprehensive schools are managed by Boards of Management of differing compositions.

Post-primary education consists of a three-year Junior Cycle (lower secondary), followed by a two or three-year Senior Cycle (upper secondary), depending on whether the optional Transition Year (TY) is taken.

Students usually begin the Junior Cycle at age 12.  The Junior Certificate examination is taken after three years.  The main objective of the Junior Cycle is for students to complete a broad and balanced curriculum, and to develop the knowledge and skills that will enable them to proceed to Senior Cycle education. A new Framework for Junior Cycle is being implemented on a phased basis beginning in September 2014 with the introduction of a new specification in English.

The Senior Cycle caters for students in the 15 to 18 year age group.  It includes an optional Transition Year, which follows immediately after the Junior Cycle.  TY provides an opportunity for students to experience a wide range of educational inputs, including work experience, over the course of a year that is free from formal examinations.

During the final two years of Senior Cycle students take one of the three programmes, each leading to a State Examination: the traditional Leaving Certificate (LCE), the Leaving Certificate Vocational Programme (LCVP) or the Leaving Certificate Applied (LCA).

  • The Leaving Certificate ~ The traditional Leaving Certificate examination is the terminal examination of post-primary education and is taken when students are typically 17 or 18 years of age.  Syllabuses are available in more than 30 subjects and students are required to take at least five subjects, one of which must be Irish.
  • The Leaving Certificate Vocational Programme ~ The Leaving Certificate Vocational Programme (LCVP) is similar to the traditional Leaving Certificate Programme, with a concentration of technical subjects and some additional modules which have a vocational focus.
  • The Leaving Certificate Applied Programme ~ The Leaving Certificate Applied (LCA) Programme is a self-contained two-year course, intended to meet the needs of those students who are not adequately catered for by other Leaving Certificate programmes.  It is a person-centred course involving a cross-curricular approach rather than a subject based structure.

Related Links:

Syllabuses and Prescribed material

Curriculum and Syllabus 

Further Education and training ~ courses are available in a wide range of disciplines covering such areas as business administration, ICT, electronics, multi-media, art craft and design, journalism, tourism and catering, childcare, construction, film, radio and sound, animation and equestrian studies. Certification is provided through the National Framework Qualifications.

SOLAS operates under the aegis of the Department of Education and Skills and, in conjunction with the Education and Training Boards, is responsible for the integration, coordination and funding of a wide range of further education and training programmes. Some 34,000 learners participate in Post Leaving Certificate Programmes annually.

Third Level or Higher Education ~ 31 Third Level colleges are funded by the Department providing services to over 164,800 full-time students (7 Universities, 14 Institutes of Technology, including the Dublin Institute of Technology (DIT) and 7 Colleges of Education*).

*Since 2013 Teacher Education is part of the university sector as follows:

  • DCU—St. Patricks College, Drumcondra—Mater Dei Institute of Education—Church of Ireland College of Education (full merger)
  • NUIM—Froebel College (full merger)
  • TCD—UCD—Marino Institute of Education—NCAD (collaborative centre)
  • UL—MIC—LIT (collaborative centre)
  • UCC—CIT (collaborative arrangements)
  • NUIG—St. Angela’s College—GMIT teacher education programme (full merger)

A number of other third level institutions additionally provide specialist education in such fields as art and design, medicine, business studies, rural development, theology, music and law.

Click here for a full list of these institutions.


What is the size and scope of the sector?

There are over 4,000 schools in Ireland, between primary and second, employing over 59,000 Teachers. Schools also employ almost 12,000 Special Needs Assistants as well as Secretaries and Care-takers.

In Higher Education, 31 colleges provide services to over 173,000 full-time students and employ over 23,000 staff.

Source: Ireland's Education & Training Sector ~ Overview of Service Delivery and Reform, DES, 2015.

Education policy in Ireland is the responsibility of the Department of Education and Skills. The Department is headed by a Minister who may be assisted by a Minister(s) of State. 


What changes are anticipated over the next 5 years

Teacher Training ~ The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011-2020 and the work of the Teaching Council is the driving force for a number of reforms affecting Initial Teacher Education (ITE). This is important work which will benefit future generations and society as a whole.

A major programme of reform of ITE courses as part of the Literacy and Numeracy Strategy is taking place. Significant and substantial improvements have been made to primary and post primary ITE courses, which include both the reconfiguration of the content and increasing the duration of many courses.

Digital Strategy  ~ A new Digital Strategy has also been published that will transform our approach to using technology to improve teaching and learning.

Junior Cycle ~ The New Framework for Junior cycle is being implemented in a phased manner.

Senior Cycle ~ A new CAO points system has been implemented removing some of the unnecessary pressure on students and encouraging them to be ambitious with their learning.

Further Education and Training ~ The Further Education and Training Strategy 2014-2019 outlines the changes in this sector.  16 local Education and Training Boards (ETBs) have been established to replace the existing 33 Vocational Education Committees. As part of the establishment of the ETBs, 19 training centres have been transferred from SOLAS to the ETBs. 

Apprenticeship ~ New apprenticeships have been identified and developed, including some at degree level, with others coming on stream in the coming months and a further call for proposals issued in 2017.

Higher Education ~ A major reform programme is being advanced in line with the Higher Education Strategy, to improve the quality of the experience of students, to improve the quality of the outcomes from the system and to enhance accountability and the efficient use of resources.

Institutes of Technology ~ The Technological Universities Bill continues to be the subject of Government decision. It provides the legal underpinning for the proposed merger of Institutes of Technology, the establishment of Technological Universities and the reform of governing bodies in the Institutes of Technology.


Are there any areas in your sector currently experiencing skills shortages?


Teaching at primary and second level is a much sought after career. Certain skill shortages are being experienced, partly due to the number of newly qualified teachers who opt to teach abroad, and partly due to the demand of skills in specific subject areas such as Physics and Irish.

The work is challenging and teachers are expected to continue to engage in continuing professional development to keep pace with changing needs, curriculum reform, integration of ICT and innovation in teaching and learning approaches.


The Expert Group on Future Skills Needs (EGFSN) plays a key role in advising on future enterprise skills needs and any emerging gaps. Recent reports published by the EGFSN indicate that the current needs of enterprise are in the areas of High-Level ICT and Manufacturing; Skills to Trade Internationally combined with a Foreign Language; International Financial Services and Entrepreneurship.


In supporting unemployed people to upskill and reskill the Department of Education and Skills has launched two new competitive funding streams at higher education level that address the specific skills needs of industry and support job seekers into employment - Springboard and the ICT Skills Conversion programme.

Springboard is a specific initiative that strategically targets funding of free part-time higher education courses to enable unemployed people who have lost jobs in sectors where employment levels will not return, to upskill or reskill in areas where there are identified labour market skills shortages or employment opportunities. The courses, which are at level 6 (higher certificate) to level 9 (master’s degree) on the National Framework of Qualifications, are delivered in public and private higher education providers around the country. All courses approved for funding under Springboard are in areas of identified skills needs and are selected by an independent panel with industry and educational expertise, following a competitive call for proposals. Details of Springboard courses and the eligibility criteria for participation are available on the dedicated information and applications website

ICT Skills Conversion Programme

The ICT Skills Conversion programmes are provided as part of the joint Government-Industry ICT Action Plan. Jobseekers with a Level 8 qualification are eligible to apply for the conversion programmes. The courses, which are free of charge to participants, are all highly intensive and lead to an honours degree award (NFQ level 8) in computer science. Courses are designed and delivered in partnership with industry and include a work placement of 3 to 6 months duration. Further information is available at 


About Us... header image

The principle functions of the Department are outlined in its Mission Statement.

"The mission of the Department of Education and Skills is to provide high-quality education, which will:

  • Enable individuals to achieve their full potential and to participate fully as members of society and
  • Contribute to Ireland’s social, cultural and economic development.”

In pursuit of this mission, the Department has the following high-level goals:

  • To promote equity and inclusion.
  • To promote quality outcomes.
  • To promote lifelong learning.
  • To plan for education that is relevant to personal, social, cultural and economic needs.
  • To enhance the capacity of the Department of Education and Skills for service delivery, policy formulation, research and evaluation.

In support of these high-level goals, the Department is engaged in a wide range of activities covering the key elements of policy planning, quality assurance, resourcing, regulation and evaluation, as well as providing a broad range of support services for the education sector.