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Youth Work (GrDip)
Program overview Program structure Admission requirements Application process Tuition & funding
The Graduate Diploma in Youth Work gives you an understanding of the various approaches and practices used in the field, combining the latest principles of youth development with training in clinical interventions. You will develop the skills needed to support young people aged 10 to 30 while gaining exposure to a variety of professional settings. Under the guidance of our faculty members you will learn about a wide range of clinical approaches with young people, including an emphasis on relational, emancipatory and psycho-educational techniques. Montreal’s culturally diverse population offers work opportunities with groups in need such as First Nations and refugee youth, as well as programs in addiction and residential care. Our courses are designed to help you build a portfolio for an application to Quebec's Ordre des psychoéducateurs et psychoéducatrices, based on their "application par equivalences" program.
Degree requirements, degree requirements.
Fully-qualified candidates are required to complete a minimum of 33 credits.
Please see the Applied Human Sciences Courses page for course descriptions.
Youth Work Graduate Diploma (33 credits)
Youth work graduate diploma electives (12 credits), youth work graduate diploma required fieldwork, internship in youth work i and ii, extended internship, admission requirements, admission requirements.
- Bachelor’s degree with a minimum GPA of 3.00.
- Prerequisites at the undergraduate level include at least three credits in adolescent development and three credits in social science research methods.
- Evidence of some volunteer or work experience with children or youth is required.
- Candidates must be aware that a Police Check is required prior to an internship placement.
- Proficiency in English. Applicants whose primary language is not English must demonstrate that their knowledge of English is sufficient to pursue graduate studies in their chosen field. Please refer to the English language proficiency page for further information on requirements and exemptions.
Priority will be given to complete applications submitted by the deadline. In some cases, programs may continue to accept applications as long as there is space available.
International students: Considering the waiting period involved in meeting the entry requirements to Canada and Quebec , we strongly encourage international applicants to apply early and submit supporting documents prior to the deadline.
Tuition & funding
The tuition fees of the program may differ depending on your student status. To estimate the cost of your education at Concordia, go through five (5) easy steps.
Awards and funding
Funding packages are generally available for students in thesis-based programs. Course-based students may be eligible for a number of donor awards, and may consult with their department for program-specific opportunities.
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This certificate will be attractive to anyone with a personal or professional interest in exploring different aspects of children and young people’s worlds and who wish to develop critical analysis skills. It is relevant for graduates working with children or young people who wish to advance academically and professionally or those with a background in childhood and youth studies; youth work; youth justice; sociology; health and social care; social work; nursing; anthropology; psychology; education and the voluntary sector including charities and NGOs. It also gives those not currently working with children and young people, the opportunity to move into the profession or move between professions.
Key features of the course
- Suitable if you already work with children and young people or hope to move into the profession.
- Explores diverse perspectives on childhood and youth and strategies designed to promote their welfare.
- Examines the links between theory and practice, with a strong emphasis on your own context.
This certificate is the first stage of a study programme that progresses to a postgraduate diploma and finally a masters degree. You can step off at any point or study the whole programme.
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1 year Read more about how long it takes
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To gain this qualification, you need 60 credits as follows:
60 credits from:
You should note that the University’s unique study rule applies to this qualification. This means that you must include at least 20 credits from OU modules that have not been counted in any other OU qualification that has previously been awarded to you.
Learning outcomes, teaching and assessment
The learning outcomes of this qualification are described in four areas:
- Knowledge and understanding
- Cognitive skills
- Practical and professional skills
Credit transfer is not available for this qualification.
On successfully completing this course, we’ll award you our Postgraduate Certificate in Childhood and Youth Studies. You’ll be entitled to use the letters PG Cert CYS (Open) after your name.
You can progress from this Postgraduate Certificate in Childhood and Youth Studies to our Postgraduate Diploma in Childhood and Youth Studies (E93) or our MA in Childhood and Youth (F55) .
To claim all three qualifications you must study them in sequence (postgraduate certificate, postgraduate diploma and then the MA) and you can only gain all three if you do not use credit transfer towards the MA.
As a student of The Open University, you should be aware of the content of the qualification-specific regulations below and the academic regulations that are available on our Student Policies and Regulations website.
We regularly review our curriculum; therefore, the qualification described on this page – including its availability, its structure, and available modules – may change over time. If we make changes to this qualification, we’ll update this page as soon as possible. Once you’ve registered or are studying this qualification, where practicable, we’ll inform you in good time of any upcoming changes. If you’d like to know more about the circumstances in which the University might make changes to the curriculum, see our Academic Regulations or contact us . This description was last updated on 15 March 2022.
You must have a bachelors degree from a UK University (or equivalent) to study this course. Your degree can be in any subject, although childhood and youth studies, sociology, health and social care, anthropology, psychology or education are particularly relevant.
Your spoken and written English must be of an adequate standard for postgraduate study. If English is not your first language, we recommend that you will need a minimum score of 7 under the International English Language Testing System (IELTS). Please see their website for details.
How long it takes
The minimum time to complete this qualification is one year.
This qualification will be attractive to anyone with a personal or professional interest in exploring different aspects of children and young people’s worlds. It is aimed at those who are graduates and seeking to advance academically and professionally. It will also enable those with a related degree but not currently working with children and young people the opportunity to move into the profession and will help those people considering a move between professions within the sector. It could also be of interest to people in a managerial or supervisory role, to senior members of the workforce, or those seeking to move into senior or managerial positions.
The content of the qualification will be particularly relevant to graduates working with children or young people for example in early years provision or with a background in childhood and youth studies; youth work; youth justice; sociology; health and social care; social work; nursing; anthropology; psychology; education and the voluntary sector including charities and NGOs. It will be of particular interest to those who have completed the BA (Hons) in Childhood and Youth Studies, BA (Hons) Early Years or Early Childhood, BA (Hons) Education Studies (Primary) or the BA (Hons) in Health and Social Care. You should ensure that you check entry requirements for specific professional areas before embarking on study.
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Community Youth Work
2023/24 part-time postgraduate course.
Postgraduate Diploma, Master of Science
Faculty of Arts, Humanities and Social Sciences
School of Applied Social and Policy Sciences
- September 2023
- Apply Now
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Standard entry conditions
Careers & opportunities.
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The overall aim is to produce qualified Community Youth Workers to undertake key roles to the required professional standard.
Successful completion of the level 7 PgDip Community Youth Work equips the graduate with the professional qualification. They will have developed a critical understanding of a complex body of knowledge. The graduate will have developed reflective, analytical and problem-solving skills suitable for a range of employment opportunities in the profession. The graduate will be able to evaluate evidence, arguments and assumptions, to reach sound judgements, and to communicate effectively. Completion of the PgDip Community Youth Work enables graduates to complete the MSc by dissertation (1 year).
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Please contact Ulster University with any queries or questions you might have about:
- Course specific information
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For any queries regarding getting help with your application, please select Admissions in the drop down below.
For queries related to course content, including modules and placements, please select Course specific information.
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About this course
In this section
- Teaching, Learning and Assessment
Our vision is for a shared society where young people are equal partners. Community Youth Work training aims to provide educational experiences through a purposeful, relational presence between youth workers, young people and their communities which enables young people to have meaningful opportunities, resources and support to exert influence individually and collectively in their society.
After successful completion of the level 7 PG Dip Community Youth Work graduate will have the professional qualification and graduates will have developed a critical understanding of a complex body of knowledge. The graduate will have developed reflective, analytical and problem-solving skills suitable for a range of employment opportunities in the profession. The graduate will be able to evaluate evidence, arguments and assumptions, to reach sound judgements, and to communicate effectively.
One day weekly, currently Tuesday at Magee campus
The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.
Each course is approved by the University and meets the expectations of:
- the relevant generic national Qualification Descriptor
- the applicable Subject Benchmark Statement
- the requirements of any professional, regulatory, statutory and accrediting bodies.
Attendance and Independent Study
As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until near the start date and may be subject to change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days of attendance will often be included in the letter of offer. A course handbook is also made available.
Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10- or 20-credit modules and postgraduate course typically 15- or 30-credit modules.
The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.
Postgraduate Masters courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.
Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.
Assessment methods vary and are defined explicitly in each module. Assessment can be via one method or a combination e.g. examination and coursework . Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessment. The precise assessment will depend on the module and may be subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification and the assessment timetable. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Normally, a module will have four learning outcomes, and no more than two items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised.
Calculation of the Final Award
The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6 (which correspond to the second and third year of full-time attendance).
Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Masters degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.
All other qualifications have an overall grade determined by results in modules from the final level of study. In Masters degrees of more than 200 credit points the final 120 points usually determine the overall grading.
Figures correct for academic year 2019-2020.
The University employs over 1,000 suitably qualified and experienced academic staff - 59% have PhDs in their subject field and many have professional body recognition.
Courses are taught by staff who are Professors (25%), Readers, Senior Lecturers (20%) or Lecturers (55%).
We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic staff (81%) are accredited fellows of the Higher Education Academy (HEA) by Advanced HE - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.
The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.
Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.
Figures correct for academic year 2021-2022.
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Here is a guide to the subjects studied on this course.
Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.
Context of Youth Work
This module assists students to develop a deeper understanding of the backdrop and context within which youth work operates. To understand the backdrop, students will grapple with a historical perspective on how the youth work sector has developed; to include the impact of 'the troubles' on the shape of youth work responses. This understanding of youth work policy will equip students to understand the current structures and funding mechanisms of the youth sector. This module brings together local and global influences, perspectives and drivers that impact upon the direction and practice of youth work. This is foundational in understanding the guiding principles of the youth work discipline.
SUMMARY Assessed Practice offers students the opportunity to build their vocational skills in the work setting and test out theoretical principles in practice. This is done across two placements, whereby the focus of each assessed practice is distinct at level 7. Students also carry out work-related tasks to build discipline-specific competence.
The purpose of each level of training for postgraduate students is based on an empowering process of reflective learning whereby students will move through a Foundation and Preparatory , Development and Embedding stage that will take each student to more depth and broader perspective of youth work and heighten the professional formation process and Autonomy and independent learning and the deliberate move towards professional formation and academic development required to enable the qualifying student to enter the field as qualified youth workers.
The Pedagogy and Practice of Community Youth Work
This module asks students to critically engage with the pedagogic models that underpin a community youth work approach. It is essential that community youth workers can locate their educational practice within relevant philosophical tradition, educational systems and available evidence. Students are also expected to be able to understand models of human development to ensure their educational practice is suitable for different stages and/or age groups. The module emphasises how informal education and effective individual and group work can support experiential learning and positive change, can address issues of power in education and support positive change and resilience, reduce risk and contribute to the effective participation of young people in democratic society. Increasingly community youth workers are expected to evidence young people's learning and the outcomes associated with youth work practice and make links to wider social change and impact. Outcome based practice is prevalent, though contested, community youth workers should be mindful with these debates and their impact on practice and young people. This module address the key knowledge concerning 'learning and development' located within the QAA subject bench marks.
Power,Inequality and Anti-Oppressive Practice
This module offers students the opportunity, as Community Youth workers and educators, to reflect on the position they often have of working with the most vulnerable and excluded young people, groups and communities. Driving principles underpinning practice include those of social justice and democratic participation therefore a social and educational vision of justice and equality is required as grounding for practice. Working towards the greater inclusion of young people and their communities necessitates those entering the profession to critically engage with the concepts of equality and diversity. Working with diversity requires the recognition of individual and group difference and the impact of difference on identity, territory and culture. Equality is about creating a fairer society, where everyone can participate and have opportunity to fulfil their potential. This requires identification of patterns of experience, understanding multi complex social, economic and political contexts and challenging processes that limit life chances. Community Youth work respects and values diversity and difference; challenges oppressive and discriminatory actions and attitudes addresses power imbalances between individuals, groups and societies commits to civil and human rights for all and seeks to promote policy and practice that enhance equality and challenge those that don't.
Ethical Leadership, Management and Supervision
This module is designed to help students understand the essential nature of leadership and management and their relationship to each other. It will also examine supervision skills and how they can be used to develop people and practice.
Critical Thinking and Professional Development
The module is designed to enable students to engage in critically thinking and reflection concerning practice and to use this as a tool for professional development and the development of practice in youth work settings. It will enable students to consider their future professional development and how they share practice and influence the development of practice and policy in youth work settings.
Dissertation (Community Youth Work)
The dissertation is the culmination of the MSc in Community Youth Work. It is a sustained piece of independent research focusing on the practice, knowledge and understanding in a given youth work context. The research approach, promoted throughout the module has endeavoured to improve participants' ability to become more critically reflective practitioners. To that end, it has sought to improve the quality of their personal and professional understandings and the excellence of their practice so that they can increase their understanding and knowledge of youth work.
We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements .
English language requirements.
- International/non-EU applications
An Honours or non-Honours degree from a University of the United Kingdom or the Republic of Ireland, from the Council for National Academic Awards, the National Council for Educational Awards, or the Higher Education and Training Awards Council or from an institution of another country which is recognized as being of an equivalent standard; or an equivalent standard in a Postgraduate Certificate, Graduate Certificate or Graduate Diploma or an approved alternative qualification; and
Applicants must hold a degree or equivalent or demonstrate their ability to undertake the course through the accreditation of prior experiential learning. Specific requirements for admission are detailed below. Applicants must satisfy the University’s general entry requirements as set out in the prospectus or demonstrate their ability to undertake the course through the accreditation of prior experiential learning (APEL).
It is a requirement of the course that students are working 16 hours per week in a Community Youth Work setting.
English language requirements for international applicants The minimum requirement for this course is Academic IELTS 6.0 with no band score less than 5.5. Trinity ISE: Pass at level III also meets this requirement for Tier 4 visa purposes.
Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.
- English language requirements
- Your country
There are a range of career options available to graduates and these include opportunities across the statutory and community and voluntary sectors. The following key duties for professional youth workers are identified in the JNC Report (Extract from Joint Education Services Circular (JESC) No 166 JNC Report Appendix IV, pg 56): Performing all the duties in the First and Second Levels for Youth Support Workers; Managing and developing a range of services; Developing staff and facilities; Working with other agencies to develop services across the community; Leading project development and implementation; Management responsibility for staff. The NSETS Committee will expect that all submissions for professional endorsement will build the necessary capacity to meet the requirements listed above.
A graduate should have the qualities needed for employment in situations requiring the exercise of personal responsibility, and decision making in complex and unpredictable circumstances. At this exit point graduates will be qualified Community Youth Workers equipped to undertake key roles to the required standard.
North/South Education and Training Standards Committee for Youth Work (NSETS)
Endorsed by the North/South Education and Training Standards Committee for Youth Work (NSETS) (JNC Recognised) for the purpose of professional qualification.
Fees and funding
Our postgraduate fees are subject to annual increase and are currently under review. See our tuition fees page for the current fees for 2022/23 entry.
Fees (total cost)
The price of your overall programme will be determined by the number of credit points that you initiate in the relevant academic year.
For modules commenced in the academic year 2023/24, the following fees apply:
NB: A standard full-time PGCert is equivalent to 60 credit points per year. A standard full-time PGDip is equivalent to 120 credit points per year.
Where the postgraduate course selected offers multiple awards (e.g. PG Cert, PG Dip, Masters), please note that the price displayed is for the complete Masters programme.
Postgraduate certificates and diplomas are charged at a pro-rata basis.
Find out more about postgraduate fees
Additional mandatory costs
It is important to remember that costs associated with accommodation, travel (including car parking charges) and normal living will need to be covered in addition to tuition fees.
Where a course has additional mandatory expenses (in addition to tuition fees) we make every effort to highlight them above. We aim to provide students with the learning materials needed to support their studies. Our libraries are a valuable resource with an extensive collection of books and journals, as well as first-class facilities and IT equipment. Computer suites and free Wi-Fi are also available on each of the campuses.
There are additional fees for graduation ceremonies, examination resits and library fines.
Students choosing a period of paid work placement or study abroad as a part of their course should be aware that there may be additional travel and living costs, as well as tuition fees.
See the tuition fees on our student guide for most up to date costs.
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UCC Postgraduate courses
Why Choose This Course
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About This Course
Arts, Celtic Studies and Social Sciences
€6,130 See Fees and Costs for full details.
See Requirements for full details.
Open for EU applications, check rounds closing under How to Apply
Non-EU Closing Date
30 June 2023
4 September 2023
The Postgraduate Diploma in Youth Work is ideally suited to enthusiastic, fun-loving, critical-thinking, and creative people who are motivated to impact positively young people’s lives.
Youth work encompasses a broad and diverse range of social, cultural, educational, and political activities, which are based on young people’s voluntary participation in leisure time activities that emphasise social inclusion and support civic engagement. The Postgraduate Diploma in Youth Work prepares students for exciting, meaningful, and challenging careers in youth work and related organisations that aim to promote young people’s well-being and to empower young people as active, critical citizens who can contribute to positive social change at local, national, and global levels. This is a professionally accredited course that provides practice-based training to aspiring professional youth workers and continuing professional development for existing youth workers (who do not already hold a JNC -recognised qualification). The course may be undertaken on a full-time basis only.
The course includes a variety of taught modules that focus on youth work professional training and continuing professional development in youth work. All modules are delivered through the School of Applied Social Studies . The course comprises five taught modules, two placement modules, and individual and group tutorials worth 60 credits in total as detailed below:
Semester 1 (35 credits)
- SS6020 Principles and Practice of Youth Work (10 credits)
- SS6036 Youth Work: Working with Individuals and Groups (10 credits)
- SS6022 Youth, Ethics and Welfare (5 credits)
- SS6037 Youth Work, Informal and Non-Formal Learning (5 credits)
- SS6030 Practice Placement I (5 credits)
Semester 2 (25 credits)
- SS6031 Practice Placement II (20 credits)
- SS6023 Project Planning, Management and Leadership Skills (5 credits)
Successful completion of all modules awards a Postgraduate Diploma in Youth Work, which is professionally accredited ( JNC -recognised) and endorsed by the North-South Education and Training Standards Committee for Youth Work ( NSETS ).
Further details on the modules listed above can be found in our Book of Modules . Any modules listed above are indicative of the current set of modules for this course but are subject to change from year to year.
You can find the full academic content for the current year of any given course in our University Calendar .
The Postgraduate Diploma in Youth Work is available on a full-time basis only and is delivered over one academic year from the date of first registration for the programme. Students take modules to the value of 60 credits. Lectures normally take place on Tuesday and Wednesday evenings from 5.30-7.30 pm, though this may vary at specific times of the year. Students are also required to attend a 5-day induction session in the week preceding Semester 1 and two intensive week-long workshops at the end of Semesters 1 and 2.
Students are required to complete two practice placements in separate locations including:
- A short practice placement of 100 hours ( Placement I )
- An intensive, block practice placement, which is a minimum of 10 weeks in duration, comprising 30 hours per week ( Placement II )
Students undertake a variety of academic and practice assessments, including essays and placement reports. There are no formal written examinations on this course.
Our lecturers are experts in youth work practice, with significant research experience and expertise in working with young people and youth organisations in various local, national and international contexts.
Staff members include:
- Pat Leahy (Coordinator)
- Cindy O’Shea
- Michael O hAodain
- Hilary Jenkinson
- David O’Donovan
- Nora Furlong
Students are also supported through individual and group tutorials with tutors who are professional youth workers and experienced in offering learning support to a variety of students/learners. Many of our staff members also hold professional qualifications in teaching and learning in higher education.
We are proud that University College Cork is the highest-ranked institution in the world (Times Higher Education Rankings) providing Youth Work Education and Training.
In addition, our Postgraduate Diploma in Youth Work is professionally endorsed by the North/South Education and Training Standards Committee for Youth Work (NSETS). This means that on completion our graduates qualify as professional youth workers in less than one year.
This programme is ideally suited to graduates who have completed undergraduate studies within a related discipline, and who have a keen interest in impacting positively the lives of young people.
Placement or Study Abroad Information
Students undertake two placements on the projects, which are located in a wide range of community-based youth organisations and students may undertake the second placement abroad in a suitable youth work agency. Community-based learning is a very important feature of the course, which allows our students to develop their practice skills and build their confidence.
Skills and Careers Information
What can I do after I graduate with a Postgraduate Diploma in Youth Work?
On this programme you are encouraged to engage in high-level professional education through academic study and work placements, ensuring that the skills you develop will be at the forefront of professional youth work practice. Through participation in the programme, our students develop skills in critical policy analysis, youth advocacy, policy advocacy, ethical engagement with young people, individual and group work facilitation, informal and non-formal education, and reflective practice.
Occupations associated with Youth Work
Our graduates find employment in youth work and youth justice organisations, in the public sector, in the voluntary/community sector, in local authorities, and in community-based organisations where expanding youth participation is a priority.
What are our graduates doing?
Recent graduates are working in various youth work organisations across the region through Youth Work Ireland and Foroige , which are the two largest youth work bodies in Ireland. Our graduates are also working in other related roles, including school completion projects, youth justice projects, organisations for the homeless, support for asylum seekers and refugees, family support organisations, youth arts organisations, etc.
Applicants will normally have achieved a minimum grade of a Second Class Honours Grade II in a primary honours degree (NFQ, Level 8). Applicants will normally be graduates from cognate disciplines, including but not limited to Social Science, Education (incl. Sports Studies), Social Work, Early Years and Childhood Studies, Social Care (NFQ, Level 8), Sociology and Psychology.
In exceptional circumstances, and subject to the approval of the College of Arts, Celtic Studies and Social Sciences, applicants who hold a primary degree (NFQ, Level 8) which is unrelated to youth work practice may also be considered if they can evidence a high level of relevant youth work practice-related experience.
In exceptional circumstances, and subject to the approval of the College of Arts, Celtic Studies and Social Sciences, applicants who hold a primary degree (NFQ, Level 8), which is lower than a Second Class Honours, Grade II standard, and who demonstrate a high level of relevant work experience, may also be eligible for entry to the course under Recognition of Prior Learning (RPL). Applicants may be required to submit a piece of writing which demonstrates their academic ability to undertake a Level 9 postgraduate programme and this will be assessed by members of the Selection Panel.
All applicants who meet the entry requirements will be invited for an interview.
Applicants who do not hold a primary degree will not be accepted into the programme. Applicants who hold an NFQ, Level 7 degree/qualification will not be accepted onto the programme. The School of Applied Social Studies offers a very successful undergraduate programme which allows students to access professional training in youth work. Potential applicants who do not hold an undergraduate degree are advised to apply to this programme.
All applicants for the programme will be interviewed as part of the selection process.
Garda Vetting Please note that as part of this programme students will require Garda Vetting as they will take part in a placement or UCC-related activity where they will be working in an unsupervised capacity with children and/or vulnerable adults. For more information on this process please read the UCC Student Garda Vetting Policy .
Fitness to Practise This programme is subject to the University's Fitness to Practise Policy .
English Language Requirements
Applicants that are non-native speakers of the English language must meet the university-approved English language requirements. Please visit our PG English Language Requirements page for more information.
For applicants with qualifications completed outside of Ireland
Applicants must meet the required entry academic grade, equivalent to Irish requirements. For more information see our Qualification Comparison page.
For full details of the non-EU application procedure visit our how to apply pages for international students.
- In UCC, we use the term programme and course interchangeably to describe what a person has registered to study in UCC and its constituent colleges, schools, and departments.
- Note that not all courses are open to international/non-EU applicants, please check the fact file above. For more information contact the International Office .
The EU fee for this course is €6,130 .
The Non-EU fee for this course is €16,700 .
If your course required a deposit, that figure will be deducted from your second semester fee payment in January.
EU student fee payment
Fees for EU students are payable in two equal instalments. First payment is at registration in August and the second in January.
International student fee payment
International Students can pay in two equal instalments once they have paid the appropriate deposit. The initial payment is due on registration and the balance usually by the end of January.
How can I pay?
You can pay by Credit/Debit card online or by credit transfer.
If you have any questions on fee payment email our Fees Office at [email protected]
How Do I Apply
1 . Check Dates : Check the opening and closing dates for the application process in the fact file boxes at the top of the page.
- For Irish and EU applicants we operate a rounds system and you can check the rounds closing dates here .
- Note that not all our programmes are subject to the rounds system so check the opening and closing dates for your specific programme in the fact file boxes above.
2 . Gather Documents : Scanned copies of supporting documents have to be uploaded to the UCC online application portal and include:
- Original qualification documents listed on your application including transcripts of results from institutions other than UCC.
- Any supplementary items requested for your course if required.
3 . Apply Online : Apply online via the UCC online application portal . Note the majority of our courses have a non-refundable €50 application fee.
- Any questions? Use our web enquiry form to contact us.
Additional Requirements (All Applicants)
Please note you will be required to provide additional information as part of the online application process for this programme. This will include the following questions:
You may enter the details of professional or voluntary positions held. We strongly encourage you to complete this section with all relevant work experiences that will support your application.
In addition to your previously declared qualifications, please outline any additional academic courses, self-learning and professional training relevant to this programme.
Please describe your motivation and readiness for this programme.
- Please enter your voluntary work and placement experience relevant to this programme. Please enter the following items for each volunteering/placement experience: name of organisation: role/title; summary of duties; start/end dates; the number of hours per role.
- Please outline what you believe to be the three most important issues for young people (13 to 21 years of age) in contemporary Ireland (350–400 words).
- Please enter the names and email addresses of two referees. You will also be required to send a reference request to each of your Referees after submitting the online application, via the online reference request on the application portal. One reference MUST be a third-level academic reference and, b. A second reference MUST be a current or former employer/supervisor/agency contact worker who can comment on your personal suitability for youth work professional training.
In addition to the above mentioned procedures, applicants are selected through an interview process. Applicants who have been shortlisted through a review of written applications are offered an individual interview lasting approximately 30 minutes. The selection panel for each individual interview is comprised of staff from the School of Applied Social Studies. The interview process is designed to elicit information on each applicant regarding their knowledge of and commitment to youth work and young people, and their personal suitability for youth work as a profession.
The closing date for non-EU applications is 30 June 2023
Contact details for this course
- Dr Pat Leahy
- [email protected]
- +353 (0)21 490 2228
Social Work (MSW)
Voluntary and Community Sector Management (MA)
Social Policy (MSocSc)
Welcome to UCC
International students, for queries regarding course content or timetables please contact.
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Youth and community work (advanced practice) - msc.
Many of our students are eligible for a Postgraduate Loan of over £10,000.
You will be required to have:
- an undergraduate degree of second-class honours or above
- GCSE English at grade C/4 minimum, or Key Skills Communication Level 2 and Numeracy Level 2, or equivalent
- NYA and ESB recognition and be able to provide evidence of your registration and accreditation
In addition to the above, you'll also need to pass a Disclosure and Barring Service (DBS) check and a university interview.
International students and English language requirements
Due to statutory requirements, we are not able to offer sponsorship under the Student visa route for this course. We will be happy to consider those falling into this category for an alternative suitable course on request. Overseas nationals may be considered for admission who already hold an alternative visa in a suitable category or have been granted permission to remain in the UK indefinitely, but please note that an additional international enhanced police check will be required.
Accreditation of Prior Learning
Any university-level qualifications or relevant experience you gain prior to starting university could count towards your course at London Met. Find out more about applying for Accreditation of Prior Learning (APL) .
The modules listed below are for the academic year 2022/23 and represent the course modules at this time. Modules and module details (including, but not limited to, location and time) are subject to change over time.
Year 1 modules include:
- autumn semester - Monday evening
This module provides a critical perspective on youth and community issues. It focuses on contemporary issues, placing these within historical context of struggle and empowerment. You will critically engage with key concepts such as power, class, ethnicity and gender, applying relevant theory to current events and debates. You will benefit from a range of perspectives of staff who are working at the cutting edge of policy and practice in fields such as community and youth work, housing, education, crime, health and migration. You will be able to place your own community and youth practice in the context of long-term changes in society, and be able to respond to the challenges that face young people and communities today in an effective way, informed by current research and best practice
The aims of the module are to: • identify current challenges in youth and community work, placing these in the context of long term changes in society and policy; • critically evaluate current policy and practice responses to community and youth work issues; • identify power relationships between the state, the market and individuals in communities, and how individuals may be empowered; • reflect on the professional values of youth and community workers, and how these can be used to address complex challenges in policy and practice; and • enable students to engage in anti-discriminatory practice to address policy and practice issues.
- spring semester - Monday afternoon
The module aims to enable students to develop an understanding of philosophical, practical and ethical aspects of social research methods and skills for designing and conducting social research in the field of youth and community development. A specific focus on this module is on action research – understood as a form of social enquiry which aims to bring together action and reflections on practice with disadvantaged communities.
The module provides training on research design - developing an answerable research question, identifying aims and objectives of the research, identifying an appropriate methodology and developing a critical appreciation of ethical research practice. It also develops the skills required for reviewing and appraising published research and for developing arguments and making conclusions on the basis of evidence.
The ultimate purpose of this module is to equip students with necessary conceptual understanding and the practical tools for conducting social enquiries on issues of their choice which seeks to bring about positive social change. The module feeds the dissertation project and the placement component of their degree programme.
The specific aims of the module are to:
1. Enable students to appreciate the importance of scientific (systematic, rigorous and academic) research in the practice of youth and community development work. 2. Introduce students to the principles of social research methods with particular focus on qualitative research and specifically of action and emancipatory research. 3. Enable students to develop relevant skills to formulate their research questions that are informed by theoretical insights and translated into the design of conducting a social research. 4. Enable students to appreciate an ethical approach to research and demonstrate a critical application of ethical practice. 5. Provide students with skills to appraise published research, design an appropriate interview schedule, conduct in-depth interviews, observe social phenomenon and reflect on their own practice and values. 6. Develop students’ capacity to analyse qualitative data and develop arguments on the basis of evidence 7. Enable students to develop skills in reporting and applying research.
- summer studies
The module aims to provide students with a detailed understanding of: 1. Conventional and co-productive policy development approaches 2. Challenges of Complexity, design and governance in public services 3. Design thinking in policy making and public sector innovation
The aim of the course is to develop an understanding of the role of design thinking in assisting public and non-for profit sector transformation.
- autumn semester
This module will identify what Trauma is and how it can affect a young person’s life. It will be suitable for front line practitioners and managers. It is designed to encourage students to be reflective and to demonstrate a knowledge base relating to legislations and a theoretical underpinning of the approaches and critiques associated with Trauma mental health and well-being. It will critically examine methods of support and supervision for practitioners. It will examine the personal, cultural and structural impact on the individual and community. Aims 1 A critical analysis of the predisposing, precipitating and perpetuating factors impacting on a young person's mental health and experience of trauma 2 Explore the extent and forms of trauma in child and adulthood 3 Critically examine theoretical, conceptual and explanatory frameworks 4 locate support services and policy development in comparative contexts 5 Critically examine the impacts and consequences for young people and their communities 6 Critically examine the support networks for practitioners.
- all year (September start)
- spring semester
This module provides the opportunity for students to:
• Advance their knowledge and understanding by the undertaking of a sustained and detailed dissertation that critically examines and evaluates an aspect of youth and community work theory, policy and/or practice of particular interest to the student and approved by their supervisor.
• Select and apply the principles of social research to inform their chosen methodology
• Apply appropriate skills of analysis and critique existing research in the exploration of current issues relating to Youth and Community Work theory, policy and practice.
• Reflect critically on the process of developing and executing a sustained piece of work.
- spring semester - Monday evening
The module aims to provide students with a detailed understanding of: 1. Public service commissioning in a changing world; 2. Commissioning for social value and local economic development 3. Outputs, outcomes and evaluation in public procurement
The aim of the course is to develop a critical understanding of the role of commissioning in developing services that meet local needs and improve people’s lives.
- spring semester - Tuesday afternoon
The module aims to provide students with a detailed understanding of: 1. The relationship between community and youth activism and professional practice 2. Conceptual frameworks for understanding and critically evaluating citizenship 3. Practical approaches to supporting lobbying, single issue and political campaigning including use of social media
The aim of the course is to develop a critical understanding of the role of activism in changing policy, meeting local needs and improving people’s lives.
- spring semester - Monday morning
Students will learn to place their skills in, and understanding of, journalism in relation to today’s digital environment. They will develop their writing, production and design skills to a professional level, learning how to adopt creative approaches to creating journalistic stories across different media platforms, (including social networks, such as Twitter TikTok, Facebook Live, Snapchat). Students will be asked to build multimedia packages, blogs, websites and develop ways of working that engage the audience in interactive and participatory ways.
Specifically, the module will introduce students to the writing skills and technical demands of online, audio and visual journalism. Students will be asked to develop and deliver news stories working individually and as part of a team.
- spring semester - Tuesday morning
This module explores how the forms of written narrative, historically rooted in printed literature, may now be reimagined through the exciting potentials of digital media. It stimulates students to experiment with how their own writing practice and ideas about literature, storytelling and persuasive communication might take new directions in response to the many ongoing innovations in online and electronic platforms for textual production and publication. The module supports students to enhance their individual profile, range and critical self-awareness as a writer in contemporary creative and/or professional domains.
The module will provide opportunities for students to develop their own writing practice in relation to digital transformations of narrative and rhetorical technique, form and effect. It will also develop students' conceptual, critical and experiential understanding of the current state of the field of electronic literature and digital forms of narrative writing.
- autumn semester - Monday afternoon
This module provides students with practical experience in the production of digital video. It will serve as an introduction to the topic but is also suitable for those with some experience in this area. Students will develop professional practices working individually or in small groups to produce a short documentary, promotional video, or mockumentary. They will be required to research, pitch, and develop a documentary proposal following industry guidelines and legal frameworks. The module will give an overview of the commissioning process and will include input from industry professionals. There will be an emphasis on how to film and work with documentary subjects (or characters) in an ethical way. Students will learn about a range of documentary modes, genres and techniques via screenings, discussion, and practice. Key figures and films will be explored as well as emerging styles and formats.
- autumn semester - Tuesday afternoon
This module introduces students to the role of digital games in the digital media industry. It explores various applications of digital games in entertainment, education, business, marketing and advertising, analysing gamification practices as well as key game design practices and game design theories.
The module addresses issues in game ethics, game genres and gaming cultures, the evolution of technologies and delivery platforms, and the impact of the games industry on interaction design practices. Students will explore current trends in game design and game research, gamification approaches and applications. They will evaluate game designs and gamification methods in relation to specific applications. Students will apply these principles and theories to the design and conceptualisation of an interactive game or a gamified experience.
- To enable students to evaluate the ethical, technological and theoretical frameworks in game design and gamification theory and practice.
- To enable students to plan and conceptualise a digital game or a gamified experience.
The module focuses mainly on the micro level of management with the focus on developing team management and leadership skills. Management issues are addressed in the context of values-based organisations whether in the public, voluntary, or community sectors or social enterprises. Participants are introduced to management and leadership theories and relevant policy frameworks in order to facilitate critical reflection on aspects of their management and leadership role. In addition, participants will explore key practice areas, drawing from relevant theories and reflecting on their relevance to their own experience. Particular attention will be paid to health and wellbeing in the workplace, time management, leadership, and communication and negotiation skills. Students will also review their developmental role as a leader and manager, and the module will critically explore current ideas and practices regarding when working with teams, networks, and inter-professional working groups.
The aims of this module are: To provide an overview and introduction to management within organisational contexts encompassing both community and voluntary organisations and the wider public sector. To enable participants to apply an analytical and reflective approach to their personal management skills and leadership styles. To explore the relevance and application of current theories and concepts in the management and organisational studies field to participants’ own experience, work context and roles. To explore a range of strategies and approaches to improve performance across diverse organisational contexts.
The module provides an advanced examination of the management of public services principally in the United Kingdom, as well as an introduction to current issues and developments in public finance and the budgetary process in public sector and non-for-profit contexts. It places the current public management reform agenda within a broader historical, theoretical, and institutional framework. The module examines key components of, and developments in, the management of public services including: finance; regulation; performance and quality management; human resources; and ethics.
This module aims to: - Explore theoretical and practical implications of the emergence of new public management (NPM) - Provide a context within which to understand the contemporary design, resourcing and delivery models in the public services - Examine developments which aim to improve the efficiency, effectiveness, legitimacy, sustainability and social impact of public service transformation. - Introduce basic concepts around budgetary planning, execution and control.
Where this course can take you
This course is designed to prepare you for career progression within the youth and community work sector. Once you successfully complete the course, you should feel confident to progress into higher-level management positions or roles that require a greater level of expertise.
Our alumni work for various organisations, including local authority social services departments, mental health trusts, drugs and alcohol services, children’s centres, social prescribing and in A&E with young victims of knife crime, among others.
If you demonstrate research potential on this course, you may also be encouraged to undertake doctoral studies.
Stay up to date
You can follow Youth Studies and Youth Work at London Met on Twitter to stay up to date with everything that's happening in our community.
How to apply
Use the apply button to begin your application.
If you require a Student visa and wish to study a postgraduate course on a part-time basis, please read our how to apply information for international students to ensure you have all the details you need about the application process.
When to apply
We advise applying as early as possible as applications will only be considered if there are places available on the course.
Apply for this course
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Meet the team
Dr Julius Elster
Professor Diana Stirbu
Professor of Public Policy and Governance
News and success stories
London Met academic working with London local authorities to enhance social work methods
Kevin Brazant’s social work research and fatherhood training model picked up by local council authority after being presented at London Met Conference.
Mistrust of national employment services, and structural barriers, fuelling BAME employment gap
Research participants reported feeling pressured into taking on unsuitable work.
Five reasons (and 10 numbers) why the Right to Buy for housing association tenants is a bad idea
Patrick Mulrenan, Course Leader for Community Development and Leadership BSc, breaks down the flaws behind the Prime Minister's latest housing policy.
Diversity and difference in everyday life
Dr Julius Elster discusses his research into the experiences of young people in Tottenham, finding ‘super-diversity’ to be integral to the area’s cultural identity.
Providing a safe space within trauma-informed work with young people
A discussion event will provide an opportunity to hear those working on the ground about providing a safe space for young people to process their experiences and develop resilience.
Connecting through care
A new podcast from Youth Studies student Sancia Williams offers a platform for care leavers to challenge stereotypes and share their stories.
How can we respond to the challenges of homelessness?
A recent conference at London Met explored the causes and consequences of homelessness, and how it has been exacerbated by the Covid-19 pandemic.
The shocking normalisation of child homelessness
Recent history has seen things that previously provoked outrage become disturbingly 'normal' says Patrick Mulrenan. This Christmas, let's make sure child homelessness isn't one of them.
Is the age of ownership over?
"In a society where we are encouraged to take ownership of our future, we’re renting it instead," says Patrick Mulrenan, Course Leader in Community Development.
London Met to deliver innovative social integration programme
As a result of a grant from the Greater London Authority, the University will deliver the 2020 Social Integration & Regeneration Learning Network.
Students invited to make a difference
On 20 January, speakers from local government, voluntary organisations and employers will come to London Met to discuss how we can tackle poverty and inequality locally.
London Met hosts social care conference with Hammersmith and Fulham council
The various speakers, who work in social care, discussed adopting a strengths-based approach to their work.
Social work student shortlisted for top national award
Eric Konadu was nominated by Dr Denise Turner, senior lecturer for Social Work at London Met
Expert comment: Impeachment of Trump
Dr Andrew Moran, Head of International Relations and Politics, provides insight on the latest call for the US President's impeachment from Speaker of the House, Nancy Pelosi
Alumnus appointed as new Somalian Ambassador to the United States
Ali Sharif Ahmed presented his credentials to US President Donald Trump at the White House
Get into teacher training – online open event
Mini Open Day – Holloway campus – 25 April 2023
You may also like..., social work - msc, youth and community work (with jnc recognition) - msc.
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Through our partnerships with Allied Golf Associations, nearly 2,000 courses are part of the Youth on Course network offering $5 rounds for YOC members spanning across all 50 U.S. states and Canada. Our community of golf courses support our mission and the journeys of our members. To find a participating YOC course in your area, visit our interactive map or download our app.
YOC Internship Program
Access to affordable play is just part of what we do. Youth on Course partners with golf courses to offer deserving high school students work experience through our internship program at no cost to the course.
Mobilize your golf club's membership to support Youth on Course members in your community. Clubs pick a given month during the year to add a small donation to their membership bill towards Youth on Course. For the price of one cart fee each year, your members can make a huge impact on the lives of youth in their area.
General Manager - Riverside Golf Course - Fresno, California
“Riverside Golf Course has a long history of junior golf in the central valley. Youth on Course has not only created new opportunities for these young golfers, it has created a fresh new environment at Riverside where the customers and staff have a new found passion for junior golf in the community.”
PGA Director of Golf- Georgia Southern University Golf Course - Statesboro, Georgia
“Youth on Course is a great way to encourage play for children and promotes a sport they can play for the rest of their lives. We’re seeing more juniors and parents play together now than ever before it’s awesome to see a parent and child (also grandparents and grandchildren) spending time together on the course and sharing the love for our great sport.”
PGA Director of Golf - Haggin Oaks Golf Complex - Sacramento, California
“The juniors in the Sacramento Area (and their parents) LOVE Youth on Course. The program absolutely drives more youth onto the golf course, and is creating more lifelong golfers in our area.”
Course Manager- Emerald Lakes golf Course - Elk Grove, California
“Once we began, it took no time at all for our youth rounds to grow. Our youth play has increased three fold and continues to do so. Another benefit is we are seeing more families coming out versus individuals. Our demographics have begun to change to a younger clientele and there is no doubt in my mind Youth on Course has a hand in that change.”
News & Updates
“just a regular dude who loves golf” – yoc ambassador, roger steele.
Youth on Course Welcomes Roger Steele as an Ambassador for the 100 Hole Hike
Youth on course welcomes taylormade chief financial officer rick paschal to board of directors, youth on course awards 20 deserving high school students with support for college tuition.
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- Qualification Title: Master of Arts in Child, Youth & Family Studies
- Award Type: NFQ Level 9
- Closing date for applications: Full details available on the Admissions-postgraduate pages
- Recognition of Prior Learning: For full details, go to Admissions- Recognition of Prior learning
- Schedule: 1 Year Full-Time/2 Years Part-time (7.00pm - 10.00pm - 2 evenings per week (Indictive))
- Location: Carlow/Wicklow/Wexford
- Exit award: Postgraduate Diploma in Arts in Child, Youth and Family Studies (Level 9 - 60 credits)
- Further Study & Careers
- PAC Codes & Fees
The Master of Arts in Child, Youth and Family Studies provides learners with a range of critical and analytical tools to enable them to manage and lead services that develop the potential of children, youth and families and envision new possibilities for better service provision in the sector. The programme is designed to provide the knowledge, skills and competencies required by the sector and to provide future leaders of Child, Youth and Family services in Ireland and abroad. The programme aims to educate learners to high levels of contemporary and comparative theoretical awareness in fields central to services provision (transitions across the lifespan, cultural diversity, youth and families) and to create an atmosphere of rigorous academic enquiry and writing.
Learners will develop a deep and integrated knowledge of contemporary child, youth and family theory and practice, and the sector within which child, youth and family services operate.
Note : Please be aware that some of the modules on this programme are taught in the evening. If you wish to complete the programme as a full-time student, you must complete both the day and evening modules in one academic year.
What will I be able to do when I finish the programme?
Graduates may also adopt research and advisory roles in relation to the development and planning of such services. Graduates will be in a position to critically evaluate existing services and programmes and to visualise future possibilities for better service provision.
The programme will meet the needs of professionals who are already working in the area of social care/work, early education, youth and family work and related areas. It will also serve to provide new graduates with a unique opportunity to gain a competititve edge prior to embarking on a career in these fields or in the field of academia.
What subjects will I study?
- Contemporary Issues in Childhood and Youth Studies
- Psychology in Practice
- Perspectives on Family and Society
- Leadership, Strategy and Governance
- Research Methods and Dissertation Elective Subjects
- Addiction Studies
- Adult & Community Education
- Youth Justice Interventions and Practice Approaches
- Children Rights and Child Protection
Programme participants are required to hold a Level 8 degree (with a minimum of 2nd Class Honours) in the following areas:
- Early Childhood Education and Care
- Applied Social Studies
- Social and Community Studies
- Youth and Community
or a primary Level 8 degree in Social Sciences or cognate area (minimum 2nd class honours).
Candidates with significant experience in the social sciences (as determined by SETU Carlow’s Recognised Priorn Learning (RPL) policy), in addition to an honours primary degree in another discipline area may also be considered for entry. Applicants applying for entry via routes other than those listed above will be considered on a case-by-case basis and in accordance with SETU Carlow’s Recognised Priorn Learning (RPL) policy.
All Non-EU applicants should refer to the International section of the SETU website for further information.
Study & Career Opportunities
Graduates of the programme may progress to a PhD programme of study in the discipline areas, in Ireland or abroad. Graduates of the programme may also be eligible to progress to a professional doctorate in the field of Child, Youth and Family Studies in both Irish and international Institutions.
Potential employment opportunities:
- Community based organisations and projects both at a voluntary and statutory capacity
- National rights focused organisations and advisory groups
- Family support services
- Services catering for the care, education and advocacy of children and families in society
Graduates may also adopt research and advisory roles in relation to the development and planning of services. Graduates will be in a position to critically evaluate existing services and course and to visualise future possibilities for better service provision.
Programme Codes & Fees
- Research & choose your programme from our wide range of postgraduate offerings on our website or in our prospectus.
- Check all of the relevant programme information including entry requirements, programme code and closing dates, taking time to read t he Application Instructions.
- Get started on your postgraduate journey at SETU Carlow!
For admissions queries from Irish or European applicants, please email: [email protected]
Full-time applicants may contact:
Dr Eileen Doyle-Walsh BA, MLitt, PhD Head of Department- Humanities E: [email protected] Part-time applicants may contact:
Eoin O'Brien BA, DBS, CBS, Cert Mgmt, MBA Faculty of Lifelong Learning Manager E: [email protected]
International (Non-EU) applicants may contact: E: [email protected] P: 00353 59 9175205
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