- Administration & Records
- Admissions Policy
- Assessments and Examinations
- Bullying Behaviour among Students
- Computer Systems
- Contingency Plan for Crisis in School
- Dignity in the workplace
- Garda Vetting Policy
- Harassment/Bullying in the Workplace
- Job Sharing/Career Breaks
- Pastoral Care
- Professional Development
- Rules & Regulations
- Staff Induction
- STUDENT WELFARE & SPORT
To maintain all aspects of administration and records within a clear-cut and uncomplicated system embracing all criteria of the college and the external bodies concerned and, at the same time, allowing the flexibility needed to accommodate the demands, interests and circumstances of the day.
Formulation of Policy
Formed in consultation with all staff and other stakeholders.
Responsibility of the secretarial & administration staff under the supervision of the director and the registrar. The following records must be kept for a minimum of three years:
• Student files
• Test results
• Student identification Records are held in the college.
Ease of access to information.
Access to all information must be controlled and available to authorised persons only. Electronic records must be securely backed up. Paper records must be protected from accidental or malicious interference.
Annual review of administration procedures by management in consultation with secretarial & administration staff.
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Moate Business College (MBC) is a College of Further Education. It is coeducational and multi-denominational. The College Admissions Policy welcomes all students for whom the College can provide appropriate education and training.
Applicants must have completed the Leaving Certificate cycle or equivalent. Leaving Certificate Applied and Leaving Certificate Vocational Programme are acceptable entry requirements on the majority of courses. Mature students (those aged 23 years or more) are exempt from academic entry requirements. Application is by means of a completed application form. Application forms are available from the college or online.
• Applicants satisfying the minimum course entry requirements will be invited to attend for an interview and/or aptitude test in August/September to assess suitability. Places on each PLC course in MBC are limited. Following the allocation of places unsuccessful applicants may be placed on a waiting list.
• Applicants for certain courses may be required to submit a portfolio of work as part of the course entry requirements.
• Applicants may be asked to submit character references.
• All students will be subject to normal Garda Vetting procedures.
• The Board of Management may cancel a course if they decide it is not a viable course. Students will have the option to transfer to other PLC courses in the college.
At interview the following will be required:
• Curriculum Vitae
• PPS Number
• Samples of Artwork for courses in the School of Art & Design.
An application form may be requested from the college or download it from our website.
Applicants will be interviewed for their preferred course. Interviews form a major part of the admission procedure.
Offers of places are made during August and September.
Note:As there are a limited number of places on many of the courses early application and prompt acceptance of place offer is advisable.
• Application deadline: May 1st each year.
• Following application a letter will be issued to the home address. This letter may be used to apply for a visa to enable the applicant visit Ireland for an interview.
• If successful at interview a place will be offered. Fees must be paid in full before a letter is issued. This letter will be required to obtain a study visa. The Non EU Economic Fee is €3,653. Exam fees will also apply – these range in price from €250 – €650.
Please Note: Moate Business College plays no part in acquiring visas for entry to Ireland. In order to study in this college it will be necessary for applicants to obtain a study visa or other relevant documentation. It is the responsibility of all overseas applicants to arrange their own study visa and documentation. Moate Business College does not have student accommodation – it is the responsibility of each student to locate their own accommodation.
The following criteria may be used in order to offer places on courses:
• Availability of places on particular courses in the year of application
• Suitability at interview
• Examination results
• Order of acceptance of offer
• Order of Applications `
• Students potential to succeed
• Proficiency in the use of the English language
Every effort will be made to ensure that an applicant receives an offer on the course of their choice, however if an offer is not made to an applicant for their course an offer may be made on their second and third choices subject to availability.
Students with a disability/special needs
The college accepts applications from persons with disability. It is the policy of the college to foster an inclusive education provision for all who wish to avail of the college services.
It is important that such applicants indicate to the college in good time the particular educational needs and support services that they are likely to require in order to plan appropriately for their particular needs. This will assist the college in applying to the DES for the appropriate learning and personal supports that may be needed by an individual learner. The college endeavours to provide learning support to students with special needs.
The availability of specialised learning support on an individual basis is dependent on the availability of resources provided to the college.
The application process for a special needs pupil will be the same as that of any other applicant. However, in order to assess the needs of a Special Educational Need student the parents/guardians will be requested to provide a copy of the students educational, medical or where appropriate, psychological reports.
The Board is aware that there may be occasions that the special treatment, facilities, personnel or resources sought and needed might not be granted. Whilst every effort will be made to accommodate an individual’s needs for support, in some circumstances it may not be possible to make reasonable adjustments. On such occasions if it were not possible or unduly difficult for a student to avail of the educational services of the College, the Board will reserve the right to refuse admission.
The Board of Management needs to be aware of any special needs as early as possible, so that these needs can be assessed and addressed if possible. In making provision for special needs students the following information is required:
Has the student had access to any of the following resources:
1 Special Needs Assistant or Classroom Assistant
2 Help, for specific needs, from any resource teacher
3 Assistance with behavioural modification
4 Psychological Assessment – report to be provided
5 Any additional resources to help with their special needs
6 Help in areas including visual impairment, hearing impairment, general learning disability or emotional disturbance.
7 Any resource in relation to travel or mobility etc.
MBC is in compliance with the Department of Education & Science directives/regulations re duration of courses/attendance.
As all our programmes are recognised by the Dept. of Education & Science there are no Course Fees. However, all students will still be liable for the payment of all examination and certification fees and charges for membership of professional bodies, where applicable.
Upon acceptance of an offer of a place applicants will receive a list of the charges relevant to the course for which they are applying. There is an acceptance/registration charge which must be paid in advance to secure a place. This fee in non-refundable. For courses commencing September 2013 this charge is €100. Students may also be liable for the Government levy of €200.
All PLC Applicants should note that they may be entitled to receive a PLC Maintenance Grant. Student Universal Support Ireland –SUSI – is the single grant awarding authority for new college entrants for the 2013/2014 academic year. Eligibility for such grants is means-tested by SUSI and not by the College. Student Grant Regulations require confirmation of satisfactory attendance updates for students in receipt of a student grant. The Maintenance Grant does not cover the acceptance/registration or examination fees.
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Moate Business College has full responsibility for the conduct of all examinations from the various awarding bodies. Students, tutors and supervisors must be fully aware of the duties imposed on them for the proper conduct of all examinations. Internal assessors at MBC should to familiar with the marking sheets for the different modules. All candidate evidence and marks awarded should be clearly laid out for external moderation. Where a portfolio of coursework forms parts of the overall assessment, candidates must attest that all work presented is their own original work. All examinations – written, oral and aural must take place under appropriate examinations conditions.
All candidates are notified of their results as soon as they arrive at MBC.
Notice of appeal must be submitted in writing within three weeks of the issue of the statement of results.
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‘Bullying is repeated aggression, verbal, psychological or physical, conducted by an individual or group against others’. (Dept. of Education & Science 93)
• To ensure the right of each student to enjoy a safe and secure environment where a sense of dignity, self-respect and self-worth is fostered.
• To promote qualities of tolerance, understanding, honesty and respect for the rights of others.
Formulation of Policy
The Director, Deputy Director, the Anti-bullying Committee, Staff and Students shall formulate the anti-bullying policy
Implementation of Policy
• Inform students on the policy and disciplinary procedures.
• Use the curriculum as a tool to raise awareness of the issue of bullying.
• Incorporate procedures into college rules and sanctions.
• Encourage all members of the college community to be vigilant in detecting and reporting incidents of bullying.
• Ask Directors of feeder colleges for information about victims of bullying.
• Treat any approach about incidents of bullying seriously and keep records of any meetings held.
The anti-bullying committee will meet regularly.
Incidents of alleged bullying will be reported to the course meetings.
The Director and Deputy Director will meet with the Anti-bullying Committee and review the programme and evaluate implementation.
In the event of bullying:
• All evidence of bullying will be reported in the first instance to any of the following:
• Any staff member
• A student council member
• The victim will be interviewed by the course co-ordinator and will be offered appropriate support in line with college ethos.
• The bully will be spoken to by the course co-ordinator and the facts as he or she sees them will be ascertained.
• All cases will be recorded and sanctions will be applied in accordance with the code of discipline.
Note: In the event that the teacher/ Director feels that the victim is confident enough, he/ she may suggest that the victim confronts the bully and initiate a discussion on what the victim feels like when bullied. The Director/ Teacher will be present at this meeting.
• A reduction in acts of physical, verbal and psychological aggression.
• Reduction in incidents of isolation, intimidation, ganging up, name-calling and gossip.
• The policy shall be reviewed annually by the Director, Deputy Director, and the Anti-bullying Team.
• The view of staff and students will be sought,
• Records of all alleged incidents and any action taken shall be kept.
• Measures will be provided to provide redress and protection for the victim in the
event of bullying.
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• That all users of College-owned computing systems must respect the rights of other computer users, respect the integrity of the physical facilities and controls and respect all pertinent license and contractual agreements.
• That all users and system administrators guard against abuses that disrupt or threaten the viability of systems.
• That all computing facilities and accounts are to be used for college-related activities for which they are assigned.
Formulation of Policy
Management & computing staff formulated the policy
Implementation of Policy
• Appoint a co-ordinator to implement a computer systems policy
• A certain code of conduct is expected for users of computer facilities in the College and is outlined clearly in the student handbook – All staff are to implement these rules
• Appoint computer staff to oversee that maintenance procedures are carried out in each computer room and recorded appropriately.
Management & Computer staff will conduct ongoing monitoring through informal and formal meetings and procedures adopted will be reviewed.
That computer systems are operating sufficiently.
The views of staff will be sought on a regular basis and regular meetings of IT staff held.
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Stage 1. Identification of Potential Crisis
• Death of student or teacher
• Violence or serious assault
• Death or injury on college outing
• Road, sea or air accident involving students or staff
• Destruction or vandalism of part of the college
Stage 2. Choosing suitable support agencies and personnel
The list of contacts and telephone numbers attached as per appendix will be worthwhile should a crisis arise. It is important to make personal contact with specialist services so that you have an established working relationship and won’t be starting from scratch in a time of crisis.
Stage 3. Action plan and responsibilities apportioned within the college
• Obtain factual and reliable information at start of crisis
• Senior management i.e. principal, deputy principal, meet with relevant personnel i.e. safety officer, first aid personnel, counselor, chaplain, sports officer and person designated to liaise with family
• The pastoral team will meet to coordinate events
• immediately, to offer sympathy and practical support
• consultation with them regarding appropriate support from college
• evaluate family circumstances
Staff meeting regarding the following issues
• suspension of normal timetable
• method of informing families
• facts of situation
• family situation and proposals for college response
• preparation of staff for student briefing
• instruction on what staff say outside the college so as not to divulge the specifics of the situation
• be aware of any teachers who may be particularly distressed e.g. those recently bereaved
• who – class/year/whole college
• by whom – class tutor/director
• what information; be sensitive to the bereaved’s family, anticipate student questions and responses, strongly discourage students from spreading rumours and explain the consequences of doing this
• designate a spokesperson
• prepare a brief statement; expressing the college’s grief, outlining the actions being taken to meet the needs of the students
• protect the family’s privacy
• prohibit staff/students from talking to media
Support for staff/students
• ensure that counselling services are available
• students at risk; close friends, peer group, relatives, neighbours
• staff needs including management
The College Community
• recognising the importance of the college as a community
• grieving as a community
Participation in funeral rite
• designated person to liaise with family to extend sympathy and clarify families wishes regarding colleges involvement in funeral/memorial service
• involvement of students/staff if agreed by family
• appropriate representation at funeral service
• request a decision from Principal and Board of Management re college closure
Medium term tasks
• providing long-term counselling
• disposing of deceased student’s possessions
• close monitoring of students
• facilitating the return of deceased siblings to college
• keeping in contact with family of deceased
• being aware of certain occasions such as, months mind, anniversaries, Christmas
• ensure new staff are aware of colleges policies and procedures and ensure they are aware of which students were affected and in which way
• review of overall college response
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A core employment value is the commitment to ensuring that each individual is guaranteed a working environment, which recognises that individual’s right to be treated with dignity both by management and work colleagues.
This approach is a positive emphasis on the importance of each individual and the contribution s/he makes to the success of the workplace. It guarantees the optimal working conditions that allow individuals to freely maximise their role in the workforce. Sound management ethos is based on providing leadership that encourages individuals in this regard. This is best achieved through the creation and maintenance of a positive working environment.
Integral to this employment value and in particular to the principle of mutual respect is the commitment to provide a workplace free from bullying.
To create and maintain a positive working environment that recognises and protects the right of each individual to dignity at work
To ensure that all individuals are aware of and committed to the principles set out in this Charter
“We at Moate Business College commit ourselves to working together to maintain a workplace environment that encourages and supports the right to dignity at work. All who work here are expected to respect the right of each individual to dignity in their working life. All will be treated’ equally and respected for their individuality and diversity. Bullying in any form is not accepted by us and will not be tolerated. Our policies and procedures will underpin the principles and objectives of this Charter.
All individuals, whether directly employed or contracted by Moate Community College have a duty and responsibility to uphold this Dignity at Work Charter.
College Management and Trade Union Representatives where applicable in the workplace have a specific responsibility to promote its provisions”
Nothing in this Charter overrules a person’s legal and statutory rights
This Charter is endorsed by:
Chairperson/Secretary Board of Management:
Teacher Union Representative(s)
Trade Union Representatives of the non-teaching:
Non Trade Union Representatives of the non-teaching staff:
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• To facilitate collaborative learning.
• To provide access to resources and expertise without reference to geography.
• To use new information technologies to extend the range of teaching approaches and the effectiveness and efficiency with which we interact with, and provide for, the students.
• To encourage students to take responsibility for their own learning.
• To offer new opportunities for teaching and learning, or change and enhance existing teaching and learning methods.
Formulation of policy
This policy has been formulated following consultation with all tutors and following guidelines from awarding bodies.
Responsibility for the efficient implementation of this policy rests with the teaching staff. Guidelines have been issued to ensure all teaching staff are familiar with all aspects of this policy.
• E-Learning technologies are becoming more available to students.
• Students are using e-tools and practices to attain their goals.
• Students are seen to take responsibility for their own learning.
The Information Technology team will meet regularly to review the progression of e-learning courses and the success of the Moate Business College website.
Quality Assurance procedures are in place and implemented
Internal and external review of procedures are carried out through:
• Internal Audit
• External Verification by Awarding Bodies for any programs that involves an element of e-learning.
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Moate Business College offers a number of educational and training programmes that require students to undertake placements, with external agencies, which will bring them into contact with children and vulnerable adults and in which they will assume positions of trust.
To ensure the protection of the public, and justify public trust and confidence, Moate Business College is committed to ensuring that only suitable candidates are allowed to undertake these programmes.
Moate Business College uses the Garda Central Vetting Unit (GCVU) vetting service with the aid of the Association of Community and Comprehensive Schools Organisation ( ACCS) to assess the suitability of such applicants, and may also require applicants to provide an enhanced disclosure by the completion of an affidavit at the time of registration.
Aims of the Policy
To ensure that the Moate Business College is a safe and secure environment for the staff and students.
That Garda Vetting is part of the wider process ensuring the protection and safety of all members of the wider community.
To ensure that suitable individuals participate in work placement programmes.
To develop trust and confidence between Moate Business College and the main businesses and organisations in the community from which our students seek work placements.
Programmes requiring vetting
Moate Business College requires all applicants for the programmes listed below to be Garda Vetted before they fully complete their registration as students of the Institute.
Certificate in Childcare (Level 5)
Advanced Certificate in Supervision in Childcare (Level 6)
Certificate in Social Studies (Level 5)
Certificate in Nursing Studies (Level 5)
Certificate in Community Development (Level 5)
Certificate in Health and Social Studies (Level 5)
Certificate in Sport and Leisure (Level 5)
Students from the courses listed below may opt to be Garda Vetted if required for work placements.
Certificate in Business Studies/Secretarial (Level 5)
Certificate in Art and Design (Level 5)
Certificate in Computer Studies (Level 5)
Higher Diploma in Administration (Level 5)
Any student that acquires a relevant conviction during any of the above programmes will be subject to consideration in accordance with this policy.
Management of Vetting Process
To manage the vetting process, Moate Business College has created an administration structure as follows to handle the various stages of the process:
Students to complete the Garda Vetting form during registration. These forms will be scrutinised by Designated Staff Member ( Garda Vetting Officer) in the College
All forms will be forwarded to the ACCS (Authorised Signatory for GCVU)
GCVU Information Evaluation Team in Moate Business College: Comprising of Director, Garda Vetting Officer, relevant Course Co – Ordinator and Placement Coordinator.
College Appeal Committee on Vetting Process: Comprising of Director, Garda Vetting Officer, relevant Course Co – Ordinator and Placement Coordinator.
For review purposes feedback can be classified and defined as follows:
No previous convictions recorded
Convictions that appear on Garda Records
Prosecutions that are pending
When deciding on the material of the offence or pending charge, the College will take into account failure to disclose by the applicant prior to the vetting process.
The Garda Vetting Process
The following sections outline the details of the various stages that are involved in the Garda
Stage 1: Completion of student section of form
Applicants who have been provisionally offered and accepted a place on the programme are sent a Garda Vetting Form and the instructions for completion of the form. This documentation highlights for students the importance of full disclosure. This document will be collected during Registration Day in the college.
Stage 2: Provisional registration
Students complete provisional registration during first year registration process. They sign a form at registration accepting that their registration process is not complete until they have satisfied Garda Vetting requirements for the programme.
Stage 3: Completion of Authorised Signatory’s section of form
The completed confidential forms are collated and then forwarded to the Authorised Signatory (ACCS) for the GCVU. The ACCS complete a batch summary form and the forms are forwarded to the GCVU in Thurles.
Stage 4: Completion of Garda Central Vetting Unit section of the form
The GCVU responds to the vetting request by ticking and signing one of the following three
sections of the form:
To be completed by the Garda Central Vetting Unit
According to Garda records there are no previous convictions recorded against the above named applicant:
OR the attached convictions appear on Garda Records:
AND/OR the attached prosecutions are pending:
The form and any attached documentation are returned in confidence to the Authorised Signatory. The following is an example of the type of information that could be attached to the returned form.
Garda Vetting, Policy and Procedures
With reference to the above our records indicate previous convictions recorded against the above named person when checked against the details supplied
Date Offence Court Result
25/06/2009 Larceny Galway City Fine €50.00
Stage 5: Confirmation of GCVU response by Authorised Signatory
Where the information supplied by the GCVU is inconsistent with the response from the student the Authorised Signatory will meet with the student to clarify whether:
(a) The student information supplied by the GCVU is correct;
(b) The student does not agree that the information supplied by the GCVU is correct in which case the Authorised Signatory will request the GCVU to review their information and confirm or review their initial response.
Stage 6: Evaluation of information
Once the information has been confirmed it is then reviewed by the relevant Garda Vetting Officer and if applicable the Director and the Course Coordinator Head of Department, Programme Chairperson and Authorised Signatory and classified as follows:
a) No previous convictions recorded
b) Minor Offence
c) Serious Offence
d) Very Serious Offence
Thereafter, the College will deal with the information as outlined in Stage 7.
Stage 7: Moate Business College response to information provided by GCVU
No previous convictions recorded
The names of all students where no previous convictions have been recorded are forwarded to the relevant Course Coordinators. Then the information is provided to student so that it can be forwarded to the placement agency.
Minor Offence and Convictions
With regard to minor offences, and convictions which, within the absolute discretion of the College, are not considered to pose any risk to children or vulnerable adults, the College response is different depending on whether or not the student openly disclosed the offence:
If the offence has not been disclosed, the Garda Vetting Officer will meet with the student to seek an explanation for the non-disclosure.
If a satisfactory explanation is received the information will be provided to the student and then the placement agency
If a satisfactory explanation is not received, the offence will be deemed to be a serious offence and be dealt with as outlined in section c (ii) below.
If the offence has been disclosed the information will be provided to the student and then the placement agency.
With regard to serious offences and convictions, i.e. offences, the nature of which could potentially indicate a risk to children or vulnerable adults, the College response will be different depending on whether or not the student openly disclosed the offence
If the offence has not been disclosed the Garda Vetting Officer will meet with the student. Other than in very exceptional circumstances, the student will be advised that their offence is being treated as a very serious offence
and the procedure outlined in section (d) below will be followed.
If the offence has been disclosed the Garda Vetting Officer will meet with the student to discuss the circumstances of the offence:
If there has been evidence of significant rehabilitation and/or evidence of appropriate behaviour modification by the student since the event took place, then the student will be advised that he/she will be allowed to continue in the programme but that all placement agencies, whether or not they request the information, will be advised of the offence.
If there is no evidence of significant rehabilitation and/or evidence of appropriate behaviour modification by the student, the student will be advised that their offence is being treated as a very serious offence and the procedure outlined in section (d) below will be followed.
Very Serious Offence
With regard to very serious offences, i.e. offences, the nature of which could potentially indicate a serious risk to children and vulnerable adults or other members of the public, the student will be required to meet with the Director, the Garda Vetting Officer and the relevant Course Coordinator and advised that owing to the nature of their conviction(s) they cannot continue in that programme of study.
Following the meeting the student will be advised in writing of the College’s decision. The student may, within two weeks of the date of the letter, make an appeal to the Board of Management of the College to have their case reviewed by an Appeal Committee on Garda Vetting comprising of the Director, The Garda Vetting Officer and the Course Coordinator.
Students who have satisfactorily completed Garda Vetting (and any other requirements of the registration process) will be deemed to be fully registered as students of Moate Business College. However students should be aware, that given the duration of programmes, the College reserves the right, at its discretion, to require certain groups of students to undergo a further Garda Vetting process or alternatively to provide an enhanced disclosure by the completion of an affidavit during the course of their studies.
This document is modelled on others agreed in the Irish Education context.
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1.A staff member, who feels that s/he has been or is being harassed, should keep a detailed record of the times and dates of incidents of harassment, and request witnesses, if any, to note them too.
2. Every effort should be made to resolve the matter informally and confidentially through the intervention of the Director, Deputy Directors or other staff member, if such informal intervention is deemed appropriate.
3. If it is not possible to resolve the matter informally, for example because of the severity or continuation of the harassment. (Then a formal complaints procedure should be invoked incorporating the following steps:
- Staff members subjected to harassment should made a formal written complaint to the Director, Deputy Directors or the Chairperson, Board of Management, as appropriate.
- Prior to the commencement of the formal investigation, the alleged harasser should be given a copy of the formal written complaint and advised that an investigation may ensue which may lead to disciplinary action.
- A written report should be made by the complainant or an authorised person, to whom the complaint is made, and signed by the complainant.
- The complaint must be investigated as quickly and as confidentially as possible and with due regard to the rights of both the complainant and the alleged harasser.
- Both parties may be accompanied/represented at all interviews/meetings held and these must be recorded.
- Where a complaint is found to be substantiated, the extent and nature of the harassment will determine the form of disciplinary action to be taken. Where a complaint is deemed to be false appropriate action may also be taken. These actions may include a verbal warning, a written warning, and suspension from some duties with or without pay, suspension from full duties with or without pay or dismissal. In the case of suspension or dismissal, the Department of Education and Science should be informed of the proposed sanction in advance of implementation. However, in cases where the complaint is deemed to be valid, it is vital that prompt action be taken by the Board of Management.
- Where disciplinary action is taken, the harasser has the right to appeal against the decision in accordance with normal disciplinary procedures and the rules of natural justice.
- Where a staff member is victimised as a result of invoking or participating in any aspect of the complaints procedure, including acting as a witness for another staff member, such behaviour is also subject to disciplinary action
- No record of any complaint should be recorded on a staff member’s file unless the formal procedure has been invoked.
- It is the responsibility of the Board of Management, and not the complainant, that complaints of harassment are investigated.
- It is the responsibility of the Board of Management to ensure that all staff members are aware of the Code of Practice on harassment and of the complaints procedure described above.
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Our College endeavours to strive for teaching excellence by recognising the value of integrating ICT into teaching and learning methodologies in the classroom.
Adapting our classrooms and equipping our staff with modern, up to date Technologies provides our students with greater opportunities to acquire diverse skills in keeping with the modern world.
To extend and build upon the IT skills of students entering our college.
To engage students to learn using ICT as an integrated teaching methodology in their subject.
To encourage responsible use of using ICT in their studies at home
To embed technology into everyday learning in our classrooms.
To enhance the teaching and learning in a subject.
To encourage and support teachers in the use of ICT in education.
To build on our current model of open teacher access of shared subject information on our common server in an organised way.
To use assistive Technologies with students with Special Educational needs.
Four fully equipped large computer labs with networked PC’s in each. All have Windows 7 Professional, High Speed Broadband Internet Access and a range of applications software including MS Office 2010, Photoshop, Moviemaker etc. All rooms also have a fixed digital projector and a shared printer. All classes are timetabled for the computer rooms as much as possible there is open access for students at four times each day
ICT in Course Areas
The classrooms are well equipped with ICT resources, all classrooms have a fixed digital data projector, all teachers have access to a laptop (either provided by the college or their own personal one) and all have internet access through our wireless network. This facilitates the use of ICT in all classes.
Students have individual usernames and passwords for privacy, security and accountability.
Students and Staff use our VLE Moodle on a daily basis to support face-to-face teaching and learning
A good range of resources has been developed across the various departments. Individual teachers have also collated some very good resources and are sharing these resources through a shared staff drive on the colleges network.
A range of digital devices such as digital cameras and digital video (DV) cameras are readily available.
ICT as means of Communication
Our college website www.moatebusinesscollege.com reflects all aspects of college life and is updated on a regular basis. Information relevant to all partners in our educational system is contained on the website.
Inside the college two plasma screens are used to communicate with students, teachers and visitors.
College Policy on Internet Usage
As set out by Moate Business Colleges Internet Usage Policy. This can be downloaded and students from the college website www.moatebusinesscollege.com.
The proper use and respect of the facilities is monitored by teachers and the policy is reviewed on a regular basis.
The internet service is filtered and it is and the college rules state that no student is unsupervised in either of the Computer labs and no food or drink is allowed in any computer lab.
Roles and Responsibilities
When using the college’s facilities, all students must comply with the rules and regulations of the college and the computer room and must accept the internet usage policy.
Endeavour to incorporate ICT into their teaching and learning in the classroom.
Avail of the educational website that is available for college wide use
Professional Development IT training was provided by the IT staff to all staff; this included training on how to use data projectors, Moodle and how to create and enhance power-point presentations.
Special Needs / Learning Support Teachers
Plan, encourage and engage with students to increase their learning outcomes in required subject areas.
Use assistive technologies where available for students with special educational needs.
Effectiveness of the Policy
Accreditation given to college – ECDL Centre
Computer Rooms 1, 2 and 3 are accredited ECDL testing centres.
Number of students completing various modules, projects etc
Increased use of internet, data projects and laptops.
Teachers attending various ICT courses to update their skill set for using computers and software.
Review of policies in College Development and Planning.
Course department meetings to review and plan.
Certification for students.
End of use electrical items are recycled locally.
Ink and toner cartages are donated to the Jack & Jill Foundation and recycled.
Energy saving procurers includes:
Logging off PC’s in each of the computer rooms and in the staffroom throughout the day and shutting them down at the end of last class scheduled for the rooms in the day.
Data Projects are to be turned off when not in use.
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The Board of Management recognises the need for job sharing and career break schemes and will do its utmost to co-operate in the implementation of both schemes. Where circumstances allow, the Board will consider favourably applications from both teaching and non-teaching staff.
Formulation of Policy
In these matters, the Board of Management has a responsibility to students, parents, teachers and other staff members and must at all times protect their interests. In light of recent experiences the Board feels it must draw up a policy in relation to Job Sharing and Career Breaks for both Teaching and Non-Teaching staff so that both schemes can be administered in a fair and consistent manner, recognising the interests of all parties.
Implementation of Policy
The policy falls under the guidelines as directed by the Department of Education & Science guidelines.
The Board of Management will be prepared to allow Teaching and Non-teaching staff avail of both options, subject to conditions outlined below, on the understanding that a full replacement is supplied by the Department of Education & Science.
In the case of teaching staff, all applications will be dealt with at the same time i.e. February meeting.
The interests and needs of the school will be the criteria for decision at all times.
Suitable replacements must be found before any application is approved.
In the case of Job Sharing, whereas every effort will be made to accommodate individual needs, the job sharer will be required to attend school on the five working days, with the needs of the school being the primary determinant.
No more than three teachers, one non-teacher will be allowed in any one year, except in exceptional circumstances.
Applications to be submitted to Board of Management for approval.
This policy will be monitored by the Board of Management and will be subject to Department of Education & Science guidelines.
The Board of Management will review this policy on an ongoing basis.
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Moate Business College believes that students can derive a great deal of educational benefit from participating in well planned college/European mobility projects. Such activities give students the opportunity to engage in experiences not available in the classroom, and help develop a student’s imaginative skills, encourage greater independence and enhance the student’s social and intercultural development.
Erasmus+ is a European Funded programme that allows students in further education to travel to and work in a European country in order to improve and develop individual’s personal, social and professional skills. It offers placements and exchanges and targets those in initial vocational training, people available on the labour market and professionals in vocational education and training
Moate Business College has been involved with Erasmus+ over the past number of years. The college has brought students to Europe on projects such as Tourism Awareness and Business International. During these placements students travelled to a European city, lived with a host family and worked in various work settings.
Moate Business College applies annually to Leargas, the Irish agency charged with administering the European Erasmus+ Mobility Fund. As all applications are not guaranteed to secure funding annually this document will set out a serious of guidelines.
This Plan is designed to outline the various procedures involved in the application, administering and evaluation of the projects. This therefore will help staff Board of believes that students can derive
Management members and others to ensure that students stay safe and healthy as they enjoy the educational experiences.
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Moate Business College has a pastoral care approach which seeks to respect and nuture the quality of all relationships in the college community. It promotes effective and caring leadership and partnership among all the members.
Pastoral care is taken as a whole college responsibility engaging students and all staff members. The essence of our policy is to ‘promote the moral, spiritual, social and personal development of students’, as stipulated in The Education Act (1998).
Our pastoral care policy has been drawn up in the context of our college/college mission statement, code of discipline and other policies. Pastoral care is integrally linked with our guidance counselling.
Responsibilities & Procedures
Reporting and reviewing the progress of students and identifying any apparent difficulties, and any strategies or interventions that may be required to be put in place
Liaising with external support agencies and services – Community Guards, social workers
Arranging seminars and programmes for the personal development of both pupils and staff
The College maintains a broad based curriculum and extracurricular activities to cater for a wide range of individual needs.
Personal students information will be shared only in a ‘need to know’ basis as laid out in the ‘Child Protection Guidelines’.
Critical Incident Plan, Response and guidelines
A critical incident may be defined as the traumatic death of a student or staff member. Whether by suicide or major incident, recognising natural death can be traumatic to an individual or whole college community.
A response plan will be put into action involving the particular skills of the pastoral care team, college chaplain and counsellor, and the necessary support of external community agencies – i.e. local GP’s, an Garda Siochana, HSE, Department of Education and Science.
Certain issues are beyond our competence and recognise our limitations. Particular issues will necessitate the intervention and support of external community agencies. Good communication by informing the staff first, then breaking the bad news to the students in an appropriate way, by assembly or class groups. Acknowledging the loss followed by a short prayer. Reactions or shock to the tragedy may vary from person to person, requiring keeping extra vigilance and providing immediate and ongoing support.
Timetable changes and availability of rooms may be required, providing a focus for grief where symbols and flowers can be placed. After appropriate time holding a mass or prayer service to bring closure.
The Role of the Guidance Counsellor in Pastoral Care Provision
The Guidance Counsellor helps students to make decisions, solve problems, change behaviour or effect changes in their lives. Counselling is offered on an individual or small group basis. The focus of counselling may be on personal, educational and career issues, individually or in combination. The Guidance Counsellor engages in a two way process of consultation with students, tutors, college management and referral agencies.
The following are the key elements of referral and counselling:
College management, tutors, the chaplain may refer students to the Counsellor. Students may also self-refer and friends sometimes consult the Counsellor resulting in the issue of an appointment.
The voluntary participation in counselling of the referred student must be respected by all concerned.
The Guidance Counsellor may recognize that an individual student needs assistance from other qualified helpers outside of college and organizes the provision of such assistance following agreed procedures with the college and local agencies.
The college employs a Counselling Psychologist. As well as her own referrals, the Counsellor manages referrals from the variety of sources outlined above.
Particular care is taken to involve all interested in the student’s welfare and information will be shared as appropriate on a need-to-know basis.
Recommendations are made about appropriate agencies.
Where a referral is made, a detailed referral document is prepared and forwarded to the appropriate agency. The Counsellor liaises with the individual psychologist/psychiatrist and provides subsequent support for the student.
There are a number of programmes with a strong link to the Pastoral Care Programme of
College Mentoring Programme.
This programme is organised annually by a designated staff member. Students who are experiencing some difficulties with their courses are invited to attend a weekly mentoring session. In this session another student ( if applicable from the second year of the same course) will aid the student with any difficulties regarding course work, assessment, and exam work.
Student Welfare Week
Organised by the Student Welfare officer this week long annual welfare week provides information to students on a range of topics. Such topics include Drug & Alcohol awareness, mental health, sexual health, financial issues, tax, housing and rent topics. The week is presented through a variety of mediums including talks, posters, leaflet handouts, guest speakers etc.
Policy Monitoring and Evaluation
Effective policy requires constant monitoring and evaluation to ensure successful implementation and to review what adjustments may be necessary from time to time.
The Director will be responsible for monitoring the implementation of this policy and will inform the Board of Management annually of this.
At specified times during the life of the policy an evaluation of its effectiveness is required. This review will have the following elements:
The Pastoral Care Team is charged with leading the evaluation of the Pastoral
The evaluation will include consultation with students and staff as to it effectiveness in meeting its stated aims.
Leading a process to articulate and implement new developments in the pastoral care area with particular reference to the Pastoral Care Policy. Such a review should occur every two years.
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To enhance the skills and expertise of the teaching staff.
Implementation of Policy:
The objectives of this Professional development Policy may be achieved through:
Identifying the developmental needs of teachers through feed back gathered from subject meetings.
To identify suitable sources of in-service for teachers through contacts developed with Colleges of Education, Department of Education, and Second Level Support Service.
Through subject facilitators, encourage teachers to become active members of their subject associations.
Through subject facilitators who will identify sources of material
(magazines/websites etc) which may be useful to teachers in the preparation of classes for state examinations.
Through the development of a system of coaching /mentoring
This policy has been formulated by the Principal, Deputy Principals and subject co-ordinators.
At the end of each programme on In-service/Coaching, management/or programme facilitator will survey participating teachers, in an attempt to monitor the perceived effectiveness of the provision.
An effective Professional Development Policy will result in:
improved classroom management skills
lower level of work related stress
monitor through surveys
The Principal, Deputy Principals, Senior Management and subject co-ordinators will review this policy through staff surveys.
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To introduce the minimum number of rules and regulations necessary for the smooth running of a college, which deals exclusively with the education and training needs of adults.
Formulation of Policy
Formed in consultation with all staff and other stakeholders.
It is the responsibility of the director, the registrar and all tutors and teachers, to ensure that college rules and regulations in relation to the safe and efficient conduct of the business of the college be implemented in full.
Rules and regulations are outlined in the student handbook which is distributed to all students in September of each year during the induction procedure.
Smooth and efficient running of the business of the college.
Monitored through constant implementation.
Rules and regulations are reviewed at all course meetings and at all staff meetings.
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To help the new teacher to feel that he/she is a valuable member of staff with an important contribution to make, no matter how long or short his/her stay is in the college.
To help new staff members become familiar with their surroundings and the day-to-day running of the college in order to carry out their work successfully.
Formation of policy:
The principal, deputy principals and the board of management shall formulate policy on induction of new staff members.
Implementation of policy:
The new staff member:
Should be introduced when all the staff members are present
Should be given a copy of the timetable, the college rules and practical advice on the day-to-day running of the college, disciplinary procedures, etc, by the relevant head of the department.
Should be given a guided tour or the college
Should be formally introduced to his/her classes (by the principal?)
Should be given a list of class names and relevant information pertaining to particular students.
Each new teacher will be provided with a mentor who will provide continuing help and support during the new teachers first year in the college.
The principal, relevant department head, the social committee and all staff have a part to play in the integration of new staff members.
The mentor, who shall report to the principal as required, shall monitor the operation of the policy.
Success can be judged by direct feedback from the new staff members
The principal, deputy principal shall review the policy annually, following feedback.
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That a holistic approach is adapted to the education of all students
That all students are encouraged to become actively involved in sports and recreational activities within the College
That all students are encouraged to become involved in social events and other extra curricular activities on a regular basis in order to develop and promote a sense of community.
FORMULATION OF POLICY
Management & student welfare officer with the help and co-operation of all staff
IMPLEMENTATION OF POLICY
Appointment of a student welfare officer
Develop a students union – the aims of which are to facilitate communication between students and staff on a personal and an academic level
Liase with sports co-ordinator
The College will provide a counselling service if necessary or desirable.
Management & Student welfare officer with the help & co-operation of all staff will conduct ongoing monitoring through informal and formal meetings. Information is also sought from student’s through various media e.g. Questionnaire
That student’s goals both personal, social and academic are being achieved.
Through meetings the views and experience of staff will be sought.