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Terms of Reference for Programmatic Review Scope These terms of reference apply to the following programme offered by Gaelchultúr which is due for Programmatic Review: Dioplóma Iarchéime san Aistriúchán. Tá faomhadh cláir ag teastáil ón 1 Meán Fómhair 2016. Programme approval is required from 1st September 2016. Programme(s) under review The programmes under review are due for review and require review to conform with recent policies.

Programmes for which programmatic review is required Last intake approved

Level Title Credits 9 Dioplóma Iarchéime san Aistriúchán 60 Meán

Fómhair 2015 / September 2015

Cuireadh tús leis an gcúrsa Dioplóma Iarchéime san Aistriúchán i mí Mheán Fómhair 2013 agus chríochnaigh dhá chohórt mac léinn an clár go dtí seo. Tá an tríú cohórt i mbun an chláir faoi láthair. Bunaíodh an cúrsa go príomha le mic léinn a ullmhú do phoist aistriúcháin in institiúidí na hEorpa ach tá sé tar éis daoine a mhealladh ó réimse leathan cúlraí. The Dioplóma Iarchéime san Aistriúchán course began in September 2013 and two cohorts of students have completed the programme to date. A third cohort is currently engaged in the programme. The course was set up primarily to prepare students for translation positions in the European institutions but it has attracted people from a wide range of backgrounds. Seo iad na figiúirí rollaithe go dtí seo: Here are the enrolment figures to date:

Number of applicants

accepted on the course

The number of students who left the course early

The number of students who have completed the

course

Group 1 (2013-14)

11

0

11

Group 2 (2014-15)

14

2

12

Group 3 (2015-16)

14

2

This group of students is currently undertaking the

course

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Tá liosta le feiceáil thíos ina luaitear na daoine a rachaimid i gcomhairle leo le linn dúinn an tuarascáil féinmheastóireachta a scríobh. Tá eolas ann freisin maidir leis na slite a ndéanfar an t-eolas sin a bhailiú. Below is a list of the people whom we intend to consult during the writing of the self-evaluation report. Also included is information regarding the means by which Gaelchultúr intends to gather this information.

Déanfaidh Riarthóir Acadúil Ghaelchultúir, Niamh Ní Chadhla, staitisticí, aiseolas, torthaí, miontuairiscí, tuarascálacha agus ábhar ábhartha eile a bhaineann leis an gcúrsa go dtí seo a bhailiú agus déanfaidh sí anailís orthu, agus beidh an t-eolas sin, mar aon le gach cáipéis ábhartha de chuid QQI, ina áis tagartha i ngach céim den phróiseas féinmheastóireachta. Gaelchultúr’s Academic Administrator, Niamh Ní Chadhla, will collect and analyse statistics, feedback, results, minutes, reports and other relevant material relating to the course since its foundation and this information, along with all relevant documentation from QQI, will be available as reference material through the self-assessment process. Déanfar teagmháil leis na mic léinn ar fad ó gach ceann de na trí chohórt go dtí seo agus iarrfar orthu suirbhé cuimsitheach a chomhlánú maidir leis gcúrsa. All students from each of the three cohorts to date will be contacted and asked to complete a comprehensive anonymous survey in relation to the course. Reáchtálfar cruinnithe agus grúpaí fócais i measc léachtóirí an chúrsa. The course lecturers will be asked to partake in meetings and focus groups. Ceapfar painéal saineolaithe seachtracha, a mbeidh an tOllamh Alan Titley mar chathaoirleach air, chun grinnscrúdú a dhéanamh ar an gclár ar fad. An external panel of experts, chaired by Professor Alan Titley, will be appointed to conduct an extensive analysis of the programme. Gairfear foireann bhainistíochta Ghaelchultúir chun cruinnithe agus iarrfar orthu leasuithe a mholadh ar an gclár i bhfianaise a mbeidh foghlamtha acu ón bpróiseas féinmheastóireachta. Gaelchultúr’s management will be called to a meeting to discuss proposed changes to the programme arising from the programmatic review.

Beidh na baill seo a leanas sa ghrúpa piarmheastóireachta: The peer review group will be made up of the following members:

Cathaoirleach/Chairperson: Alan Titley Ollamh Emeritus, Roinn na Nua-Ghaeilge, Coláiste na hOllscoile, Corcaigh / Emeritus Professor, Department of Modern Irish, University College Cork Tá BA agus MA aige ón gColáiste Ollscoile, Baile Átha Cliath, mar aon le PhD, a bhronn Ollscoil na hÉireann air sa bhliain 1990. Professor Titley has a BA and an MA from University College Dublin as well as a PhD, which he was awarded by the National University of Ireland in 1990.

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Ceapadh ina léachtóir é i gColáiste Phádraig (Ollscoil na hÉireann, Ollscoil Chathair Bhaile Átha Cliath) i 1974 agus bhí sé ina Cheann Roinne ansin ó 1981 go 2006. Ina dhiaidh sin, bhí sé ina Ollamh le Nua-Ghaeilge in Ollscoil na hÉireann, Corcaigh, go dtí go ndeachaigh sé ar scor. He was appointed as a lecturer in St Patrick’s College (National University of Ireland, Dublin City University) in 1974 and was Head of Department there from 1981 until 2006. After that, he held the role of Emeritus Professor in the Department of Modern Irish, National University of Ireland, Cork, until his retirement. Is scríbhneoir agus iriseoir aitheanta é; tá úrscéalta agus gearrscéalta foilsithe aige agus bíonn sé ag scríobh go rialta san Irish Times agus i bhfoilseacháin eile. Tá duaiseanna liteartha náisiúnta agus idirnáisiúnta buaite aige as a chuid scríbhneoireachta. Ina measc siúd, tá duaiseanna Oireachtais, Duais Pater an Australian Academy for the Broadcasting Arts and Sciences, Duais an Bhuitléirigh de chuid an Irish-American Cultural Institute, Duais Éilís Dillon agus Duais Stewart Parker an BBC. He is an acclaimed writer and journalist; he has published novels and short stories and regularly appears in The Irish Times as well as other publications. He has also won numerous national and international literary awards, including Oireachtas na Gaeilge awards, a Pater Award from the Australian Academy for the Broadcasting Arts and Sciences, Duais an Bhuitléirigh from the Irish-American Cultural Institute, the Éilís Dillon Award and the Stewart Parker Award (BBC). Tá aistriúcháin déanta ar a shaothar i mórtheangacha agus mionteangacha, lena n-áirítear an Ghaeilge, an Rúisis, an Fhraincis, an Iodáilis, an Béarla, an Bhulgáiris, an Pholainnis, Gaeilge na hAlban agus an Albáinis. He has translated works in a good number of languages, including Gaeilge (Irish), Russian, French, Italian, English, Bulgarian, Polish, Gàidhlig (Scottish Gaelic) and Albanian. Bhí sé ina bhall de Bhord na Gaeilge, de Bhord na Leabhar Gaeilge agus de Choiste Chló Ollscoile Chorcaí. Bhí sé ina eagarthóir Gaeilge ar Books Ireland, ar Anois agus ar An Léitheoir freisin. Is ball d’Idirmhalartán Litríocht Éireann é faoi láthair. Chaith sé tréimhsí ina scrúdaitheoir seachtrach ar an Nua-Ghaeilge i gColáiste na hOllscoile, Corcaigh; in Ollscoil na hÉireann, Gaillimh; agus corrthréimhse in Ollscoil na Ríona; i gColáiste na Tríonóide, BÁC; i gColáiste San Aingeal, Sligeach; agus in Sabhal Mòr Ostaig na hAlban. He was a member of Bord na Gaeilge, Bord na Leabhar Gaeilge and a committee member of Cork University Press. He also served as Irish language editor of Books Ireland, Anois and An Léitheoir. He is a member of Ireland Literature Exchange at present. Previously he worked as an external examiner for Modern Irish in the National University of Ireland, Cork; National University of Ireland, Galway; as well as periods in Queen’s University, Belfast; Trinity College, Dublin; St Angela’s College, Sligo; and Sabhal Mòr Ostaig in Scotland.

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Ba é a cheap, a dhréachtaigh agus a bhunaigh an chéad chéim i Staidéar an Aistriúcháin in Éirinn i gcomhar le Scoil na dTeangacha Feidhmeacha in Ollscoil Chathair Bhaile Átha Cliath. In conjunction with the Applied Languages School in DCU, he designed and founded the first degree programme in Translation Studies in Ireland. Rúnaí taifeadta/Recording Secretary: Éilis Nic Aodhagáin MA Teagascóir, Scoil na Gaeilge, an Léinn Cheiltigh agus an Bhéaloidis, An Coláiste Ollscoile, Baile Átha Cliath / Tutor, School of Irish, Celtic Studies and Folklore, University College Dublin Is teagascóir Gaeilge í Éilis sa Choláiste Ollscoile, Baile Átha Cliath, áit ar bhain sí amach BA Idirnáisiúnta sa Spáinnis agus sa Ghaeilge (2009-2013) agus MA sa Nua-Ghaeilge (2013-14). Tá spéis ar leith aici i nualitríocht na Gaeilge, agus is faoi chuid filíochta Nuala Ní Dhomhnaill a scríobh sí a tráchtas MA. Chaith Éilis bliain ag múineadh na Gaeilge agus an Cheoil Ghaelaigh in Ollscoil Montana mar chuid de scoláireacht Fulbright (2014-15). Ar fhilleadh go hÉirinn di i mí Lúnasa na bliana seo caite, thosaigh sí ag múineadh ranganna Gaeilge i gcoláistí éagsúla. Éilis is an Irish tutor at University College Dublin, where she graduated with a BA International in Spanish and Irish (2009-2013) and an MA in Modern Irish (2013-14). She has a particular interest in modern Irish literature, and wrote her MA thesis on the poetry of Nuala Ní Dhomhnaill. Éilis spent a year teaching Irish and traditional Irish music at the University of Montana as part of a Fulbright scholarship (2014-15). On returning to Ireland last August, she began teaching Irish classes in various colleges. Beirt saineolaithe ábhair/Two subject matter experts:

Dr Deirdre Nic Mhathúna Léachtóir, Roinn na Gaeilge, Coláiste Phádraig, Droim Conrach / Lecturer, Department of Modern Irish, St Patrick’s College, Drumcondra Chaith Deirdre roinnt blianta (2002-2007) mar theagascóir i Roinn na Gaeilge, Coláiste na hOllscoile, Corcaigh. Deirdre spent a number of years (2002-2007) as a tutor in Roinn na Gaeilge, National University of Ireland, Cork. Tá BA sa Nua-Ghaeilge agus sa Ghearmáinis aici ó Choláiste na Tríonóide, Baile Átha Cliath (2002) mar aon le Ph.D. a bhain sí amach i gColáiste na hOllscoile, Corcaigh (2008). She has a BA in Modern Irish and German from Trinity College, Dublin (2002), as well as a PhD, which she attained in University College Dublin (2008).

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Is iad na sainréimsí taighde atá aici ná filíocht an seachtú haois déag, léamh lámhscríbhinní agus eagarthóireacht ar théacsanna iarchlasaiceacha. Her specific areas of study ar seventeenth century poetry, manuscripts and editing postclassical texts. Tá spéis mhór aici i nGaeltacht Chorca Dhuibhne agus i dtraidisiúin bhéil agus scríofa an cheantair, go háirithe sna scéalta beatha agus i scríbhinní Thomáis Uí Chriomhthain. Tá Deirdre ina Rúnaí ar Chumann Merriman agus bhí sí mar stiúrthóir ar Scoil Gheimhridh Merriman in 2016. Is ball í de Bhord Eagarthóireachta Studia Hibernica agus tá sí mar Chisteoir Idirnáisiúnta ag an gComhdháil Mheiriceánach do Léann na hÉireann (ACIS). Deirdre is interested in the west Kerry Gaeltacht and in the area’s oral and written traditions, especially the writings of Tomás Ó Criomhthain. Deirdre is Secretary of Cumann Merriman and directed the Merriman Winter School in 2016. She is a member of the board of editors of Studia Hibernica and works as International Treasurer for the American Conference for Irish Studies. Pól Ó Muireasáin Iaraistritheoir le hArd-Stiúrthóireacht an Aistriúcháin, an Coimisiún Eorpach, an Bhruiséil; Soláthraí seirbhísí aistriúcháin / Former translator with Directorate-General for Translation, European Commission, Brussels; Translation service provider Chaith Pól Ó Muireasáin roinnt blianta ag obair le hArd-Stiúrthóireacht an Aistriúcháin, an Coimisiún Eorpach, an Bhruiséil. Tá sé ag obair mar shaoraistritheoir agus mar chomhairleoir teanga faoi láthair. Is aistritheoir creidiúnaithe é Pól (an Séala Creidiúnaithe d’Aistritheoirí). Pól Ó Muireasáin spent a number of years working with the Directorate-General for Translation of the European Commission in Brussels. He now works as a freelance translator and language advisor. Pól is an accredited translator (An Séala Creidiúnaithe d’Aistritheoirí).

Ionadaí tionscail/fostóirí / Industry/employer representative: Seosamh Ó Murchú Eagarthóir Sinsearach, An Gúm; Léachtóir páirtaimseartha, Scoil na Gaeilge, an Léinn Cheiltigh agus an Bhéaloidis, An Coláiste Ollscoile, Baile Átha Cliath / Senior Editor, An Gúm; Part-time lecturer, School of Irish, Celtic Studies and Folklore, University College Dublin Ina Eagarthóir Sinsearach sa Ghúm ó 1998. Roimhe sin bhí sé ina Eagarthóir Cúnta ann ó 1986. Seosamh Ó Murchú has been Senior Editor in An Gúm since 1998 (An Gúm was transferred from the auspices of the Department of Education to Foras

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na Gaeilge in 1999.) Before then he had been an Assistant Editor in An Gúm (since 1986). Chaith sé tamall (1985-1986) ina léachtóir i Roinn na Gaeilge i gColáiste Phádraig, Droim Conrach. Tá bunchéim agus MA sa Nua-Ghaeilge aige ó Ollscoil Mhá Nuad. He spent a period (1986-1986) as a lecturer in Roinn an Gaeilge, St Patrick’s College, Drumcondra. He has a degree and an MA in Modern Irish from the Maynooth University. Chaith sé dhá bhliain (1985-1987) ina eagarthóir ar an iris mhíosúil Comhar. Bhí sé ar dhuine de bhunaitheoirí an stáisiúin raidió pobail Raidió na Life. Bhí sé ina bhunaitheoir agus ina chomheagarthóir ar an irisleabhar critice Oghma (1988-1998). He was editor of the monthly magazine Comhar for two years (1985-1987). He was a founding member of the public radio station Raidió na Life as well as an editor and founding member of the literary journal Oghma (1988-1998). Is léachtóir páirtaimseartha é i Scoil na Gaeilge, an Léinn Cheiltigh agus an Bhéaloidis, An Coláiste Ollscoile, Baile Átha Cliath. Ina ról mar Eagarthóir Sinsearach sa Ghúm, bhí dlúthbhaint ag Seosamh le forbairt an Fhoclóra Nua Béarla-Gaeilge le blianta beaga anuas (www.focloir.ie). He is a part-time lecturer in the School of Irish, Celtic Studies and Folklore, University College Dublin. As editor of An Gúm, Seosamh has been heavily involved in the development of the New English-Irish Dictionary in recent years (www.focloir.ie). Ionadaí na mac léinn / Learner representative: Seán Mistéil Thug Seán Mistéil faoin Dioplóma Iarchéime san Aistriúchán le Gaelchultúr le linn na tréimhse 2014-2015. I measc na gcáilíochtaí eile atá aige, tá Dioplóma Teastaithe san Idirghabháil (UCD, 2000) agus MSc sa Bhainistíocht (Coláiste na Tríonóide, 1987). Seán Mistéil undertook the Dioplóma Iarchéime san Aistriúchán with Gaelchultúr during 2014-2015. Among his other qualification are a Certified Diploma in Mediation (UCD, 2000) and an MSc in Management (Trinity College, 1987). Chaith sé breis is 35 bliana sa tseirbhís phoiblí. I measc na ról a bhí aige, bhí sé seal (2009-2014) mar Bhainisteoir Réigiúnach ar an mBord um Fhaisnéis do Shaoránaigh agus seal mar Cheannasaí Bainistíochta Eagrúcháin agus Forbartha leis an Combat Poverty Agency (2000-2009). Chuaigh sé ar scor in 2014. Tá Seán ina bhall de Bhord Bainistíochta Choláiste Eoin ó bhí 2009 ann. He spent over 35 years working in the public service. During this time, his roles included Regional Manager in the Citizens Information Board (2009-2014) and Head of Organisational Management and Development for

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Combat Poverty Agency (2000-2009). He retired in 2014. Seán has also been a member of the Board of Management of Coláiste Eoin since 2009.

Deimhníonn Gaelchultúr go bhfuil baill uile an ghrúpa thuasluaite neamhspleách ar an institiúid agus nach bhfuil coimhlint leasa ar bith i gceist i gcás aon duine acu. Gaelchultúr confirms that all members of the above group are independent of the institution and that no conflict of interest issue arises. Roghnaíodh an grúpa piarmheastóireachta de réir na dtéarmaí tagartha agus na treorach a fuair Gaelchultúr ó QQI. This peer review group was selected in accordance with terms of reference and guidelines given to Gaelchultúr by QQI. Tá tuilleadh eolais faoi na critéir roghnúcháin a bhaineann leis an ngrúpa piarmheastóireachta le fáil sa rannóg dar teideal ‘Membership of peer review group (membership to be proposed by provider and agreed with QQI’ thíos. More information in relation to the selection criteria for this peer review group can be found below in the section entitled ‘Membership of peer review group (membership to be proposed by provider and agreed with QQI’.

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Programmes excluded from programmatic review and being discontinued

Level Title Credit

Objectives of programmatic review1 The objective of a programmatic review is to review the development of programmes over the previous five years, with particular emphasis on the achievement and improvement of educational quality2. The focus is principally on the evaluation of quality and the flexibility of the programmes’ responses to changing needs in light of the validation criteria (Section 3 of HET Core Validation Policy and Criteria, revised 2013) and relevant awards standards. The specific objectives of a programmatic review are to:

Analyse the effectiveness and efficiency of each validated programme, including detail of learner numbers, retention rates and success rates

Review the development of the programmes in the context of the requirements of employers, industry, professional bodies, the Irish economy and international developments

Evaluate the response of the provider/school/department to market requirements and educational developments

Evaluate the feedback mechanisms for learners and the processes for acting on this feedback

Evaluate the physical facilities and resources provided for the provision of the programme(s)

Evaluate the formal links which have been established with industry, business and the wider community in order to maintain the relevance of its programmes

Evaluate feedback from employers of the programmes’ graduates and from those graduates

Review any research activities in the field of learning under review and their impact on teaching and learning

Evaluate projections for the following five years in the programme(s)/field of learning under review

Make proposals in relation to updating programmes and modules; proposals in relation to the discontinuation of programmes/ modules and the development of new programmes3.

1 HET Provider Monitoring Policy and Procedures2 The provider’s quality assurance procedures should provide the framework for conducting the review3 All changes should be identified and a rationale provided

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Special considerations (complete as appropriate) 1. The introduction of new programme structures for each of the following

programmes:

Dioplóma Iarchéime san Aistriúchán Tá na modúil seo a leanas mar chuid den chúrsa faoi láthair: The course currently consists of the following modules:

Semester Module Credits

Semester 1 Cruinneas na Gaeilge 1 10 ECTS Semester 1 Teoiric agus Gairm an Aistriúcháin 5 ECTS Semester 1 Scileanna Aistriúcháin 1 5 ECTS Semester 2 Cruinneas na Gaeilge 2 5 ECTS Semester 2 Teicneolaíocht an Aistriúcháin 1 5 ECTS Semester 2 Aistriúchán Dlíthiúil 1 5 ECTS Semester 2 Scileanna Aistriúcháin 2 5 ECTS Semester 3 Teoiric agus Taighde an Aistriúcháin 5 ECTS Semester 3 Teicneolaíocht an Aistriúcháin 2 5 ECTS Semester 3 Aistriúchán Dlíthiúil 2 5 ECTS Semester 3 Scileanna Aistriúcháin 3 5 ECTS

Ba mhaith le Gaelchultúr go mbeadh naoi modúl mar chuid den chúrsa, seachas aon mhodúl déag ach déanfar grinnanailís ar an gcoincheap seo leis na geallsealbhóirí éagsúla mar chuid den phróiseas féinmheastóireachta. Seo thíos an struchtúr a bheadh ar an gcúrsa dá nglacfaí leis an moladh sin: Gaelchultúr would like the course to consist of nine modules, rather than eleven. This proposal will be rigorously and robustly considered by all stakeholders as part of the internal evaluation process. If accepted, this would be the structure of the revised course:

Semester Module Credits

Semester 1 Cruinneas agus Scríobh na Gaeilge 1 10 ECTS Semester 1 Scileanna Aistriúcháin 1 5 ECTS Semester 1 Teoiric an Aistriúcháin 1 5 ECTS Semester 2 Cruinneas agus Scríobh na Gaeilge 2 10 ECTS Semester 2 Scileanna Aistriúcháin 2 5 ECTS Semester 2 Teoiric an Aistriúcháin 2 5 ECTS Semester 3 Cruinneas agus Scríobh na Gaeilge 3 10 ECTS Semester 3 Scileanna Aistriúcháin 3 5 ECTS Semester 3 Aistriúchán Dlíthiúil 5 ECTS

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Nótaí / Notes: Thabharfaí na hainmneacha nua Cruinneas agus Scríobh na Gaeilge 1 agus 2 ar Cruinneas na Gaeilge 1 agus 2. Bheadh na torthaí foghlama agus formhór ábhar an chúrsa díreach mar an gcéanna. I gcás Chruinneas agus Scríobh na Gaeilge 2, áfach, de bharr go mbeadh an líon ECTS á ardú go 10, chuirfí le méid an ábhair mar aon leis na huaireanta teagaisc agus staidéir, agus an líon measúnuithe. Bhunófaí na hathruithe seo ar an múnla atá i bhfeidhm i gcás Chruinneas na Gaeilge 1, ar modúl é a bhfuil 10 ECTS ag dul leis. Cruinneas na Gaeilge 1 and 2 would be renamed Cruinneas agus Scríobh na Gaeilge 1 and 2. The learning outcomes and most of the course material would be exactly the same. However, in the case of Cruinneas agus Scríobh na Gaeilge 2, because that module would be increased to 10 ECTS, the course material would be increased as well as the teaching and study hours, and the number of assessments. These changes would be based on the format of Cruinneas na Gaeilge 1, which carries 10 ECTS. Thairgfí an modúl seo sna trí sheimeastar seachas sa chéad dá sheimeastar amháin. Bheadh ábhar nuafhorbartha in Cruinneas agus Scríobh na Gaeilge 3. The module would be offered over three semesters rather than two. Cruinneas agus Scríobh na Gaeilge 3 would contain newly-developed material. Thabharfaí na hainmneacha nua Teoiric an Aistriúcháin 1 agus Teoiric an Aistriúcháin 2 ar na modúil Teoiric agus Gairm an Aistriúcháin agus Teoiric agus Taighde an Aistriúcháin. Thairgfí an dá mhodúl seo i seimeastar 1 agus 2, faoi seach, seachas i seimeastar 1 agus 3. Bheadh ábhar an chúrsa, na torthaí foghlama, etc., díreach mar an gcéanna. Teoiric agus Gairm an Aistriúcháin and Teoiric agus Taighde an Aistriúcháin would be renamed Teoiric an Aistriúcháin 1 and Teoiric an Aistriúcháin 2 and be offered in semesters 1 and 2 rather than semesters 1 and 3. The course material, learning outcomes, etc. would remain the same. Modúil roghnacha a bheadh in Teicneolaíocht an Aistriúcháin 1 agus Teicneolaíocht an Aistriúcháin 2, agus ní bheadh creidiúint ar bith ag dul dóibh. Teicneolaíocht an Aistriúcháin 1 and Teicneolaíocht an Aistriúcháin 2 would be offered as optional modules with no credits. Ní thairgfí Aistriúchán Dlíthiúil ach i seimeastar 3, seachas i seimeastar 2 agus 3. Aistriúchán Dlíthiúil would be offered in semester 3 only rather than in semesters 2 and 3.

Rationale for the changes to the programme structure:

Bunaíodh an cúrsa Dioplóma Iarchéime san Aistriúchán chun freastal orthu siúd a bhfuil spéis acu i bpost i gceann d’institiúidí an Aontais Eorpaigh ach tá an cúrsa tar éis daoine a mhealladh ó réimse leathan cúlraí. Níl ach cúpla rannpháirtí tar éis spéis a léiriú go dtí seo ina bheith ag obair i gceann d’institiúidí an Aontais Eorpaigh. The Dioplóma Iarchéime san Aistriúchán course was set up to cater for those interested in a career in one of the EU institutions but the course has attracted students from a wide range of backgrounds. Only a few participants to date have shown an interest in working in one of the EU institutions.

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Tá Gaelchultúr den tuairim, i bhfianaise aiseolas atá faighte againn agus a bhfuil foghlamtha againn ó cuireadh tús leis an gclár i Meán Fómhair 2013, go bhféadfadh an clár freastal níos fearr a dhéanamh ar riachtanais na mac léinn atá ag cur isteach air ach roinnt leasuithe a chur i bhfeidhm. Tá spéis ag formhór na mac léinn sin a gcuid scileanna aistriúcháin a fhorbairt agus cur lena gcuid scileanna scríofa sa Ghaeilge, mar shampla, ach níl an oiread céanna spéise acu sna modúil ina bhfuil an bhéim ar theanga níos sainiúla agus ar scileanna sainiúla, i.e. Aistriúchán Dlíthiúil agus Teicneolaíocht an Aistriúcháin. Ní dóigh linne gur athruithe radacacha iad seo mar nach mbeadh aon athrú ar na príomhscileanna ná ar na torthaí foghlama sa chúrsa. Chuirfeadh na hathruithe seo ar ár gcumas, áfach, níos mó béime a chur ar fhorbairt na bpríomhscileanna i gcás na teanga agus an aistriúcháin. D’fhágfadh na hardscileanna seo go mbeadh níos mó roghanna agus solúbthachta ag na mic léinn sa mhargadh saothair ar chríochnú an chúrsa dóibh ach, fós féin, go mbeadh na scileanna cuí acu le tabhairt faoi ghairm an aistritheora dá mba mhian leo. Tríd an mbéim ar ábhair thar a bheith sainiúil a ísliú (is é sin Aistriúchán Dlíthiúil agus Teicneolaíocht an Aistriúcháin) agus a stádas mar mhodúil éigeantacha a bhaint, d’fhéadfadh na mic léinn an cúrsa a chur in oiriúint dá gcuid riachtanas féin agus dá gcuid mianta fostaíochta féin, mar aon le réimse scileanna níos forbartha agus níos solúbtha a bhaint amach. Gaelchultúr believes, based on student feedback and on what we have learned since the course was first offered in September 2013, that the course might better cater for the needs of the students we’re attracting were we to make some changes. Those students are interested in developing general translation skills, for example, and adding to their written Irish skills but don’t have the same level of interest in the modules in which the focus is on more specialised language and skills, i.e. Aistriúcháin Dlíthiúil and Teicneolaíocht an Aistriúcháin. We do not believe these changes to be radical as the core skills and learning outcomes of the programme would remain largely unchanged. However, these proposed changes would allow for greater focus and development of core language and translation skills (i.e. on profound learning outcomes). These enhanced skills would offer students more options and flexibility in the employment market after completing the course, yet still give them the necessary skills to pursue a career in translation. By reducing the focus on highly specialised subjects such as Legal Translation and Translation Technology (a transient learning outcome in the case of the latter), students would be able to tailor the course to their own requirements and career goals, and attain a more developed and flexible set of core skills. Cé nach mbeadh Teicneolaíocht an Aistriúcháin 1 ná Teicneolaíocht an Aistriúcháin 2 ina modúil éigeantacha ar an gclár a thuilleadh, chuirfí acmhainní breise ar fáil i gcás an dá modúl sin (físeáin agus cleachtaí ar líne, mar shampla) agus reáchtálfaí ceardlanna roghnacha freisin ionas go mbeadh siad ar fáil mar mhodúil bhreise (gan ECTS). Chuirfeadh na hathruithe seo ar chumas Ghaelchultúir freastal ar riachtanais na mac léinn uile atá muid ag mealladh, gan béim ná torthaí foghlama an chúrsa a athrú. Although Teicneolaíocht an Aistriúcháin 1 and Teicneolaíocht an Aistriúcháin 2 would no longer be mandatory modules on the programme, additional resources

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(videos and online exercises, for example) and workshops would be offered so that students could study these as optional modules (without ECTS). These changes would enable Gaelchultúr to cater for the needs of all the students we are attracting without changing the course focus or its learning outcomes. Maidir leis an Aistriúchán Dlíthiúil, creidimid go bhféadfaimis cuid mhaith den ábhar ó Aistriúchán Dlíthiúil 2 a chomhdhlúthú agus a chuimsiú sa mhodúl Aistriúchán Dlíthiúil 1, gan na torthaí foghlama a athrú ná cur go mór leis an ualach oibre a bheadh ar na mic léinn i gcás an mhodúil sin. In the case of Aistriúchán Dlíthiúil, we believe that a good amount of material from Aistriúchán Dlíthiúil 2 could be incorporated into Aistriúchán Dlíthiúil 1 without changing the learning outcomes for that module or greatly increasing the workload for the students. Taitníonn na modúil Cruinneas na Gaeilge 1 agus 2 leis na mic léinn agus síleann siad go bhfuil siad an-phraiticiúil agus an-áisiúil. Léirítear san aiseolas ó na rannpháirtithe gur mhaith leo an deis a bheith acu díriú isteach ar an ngramadach agus ar scileanna ginearálta scríofa sna trí sheimeastar seachas sa chéad dá sheimeastar amháin. Cruinneas na Gaeilge 1 and 2 are popular modules and are regarded by students as being extremely practical and useful. Feedback from participants has shown that they would like to have the opportunity to focus on grammar and general writing skills over three semesters rather than two. Tá Bord Rialachais Ghaelchultúir tagtha ar an tuairim, i ndiaidh dóibh plé agus anailís chuimsitheach a dhéanamh ar an gclár, go bhfuil an iomarca modúl sa chúrsa agus go mbeadh an cúrsa níos fócasaithe dá laghdófaí líon na modúl. Tá an t-aiseolas ó léachtóirí an chúrsa agus ó na mic léinn ag tacú leis an tuairim seo. Gaelchultúr’s Bord Rialachais (Governance Board) has formed the opinion, after extensive discussion and analysis of the programme, that the course has too many modules and that the programme would be more focussed if there were fewer modules. Feedback from course lecturers and students support this opinion. Is mian le Gaelchultúr, i bhfianaise a bhfuil luaite sa rannóg seo, na hathruithe molta seo a fhiosrú mar chuid den phróiseas athbhailíochtaithe agus tionchar na n-athruithe sin, dá gceadófaí iad, a scrúdú agus a thástáil go criticiúil. Creidimid gur deis mhaith í seo chun na moltaí seo a scrúdú agus a thástáil i gcomhairle leis na mic léinn, le QQI agus le saineolaithe seachtracha. Based on all the above evidence, Gaelchultúr, as part of the programme revalidation process, would like investigate the possibility of implementing these changes and critically examine the possible outcomes were these proposals to be implemented. We believe this to be a good opportunity to examine and assess these suggested changes in consultation with students, with QQI and with external experts.

2. Changes in Programme Title: The following changes to programme titles are proposed: Current Title Proposed Change of Title

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Dioplóma Iarchéime san Aistriúchán Gan athrú / No change 3. The implementation of Assessment & Standards, revised 2013

The programmes under review will comply with QQI HET Assessment and Standards (revised 2013). A programme and module assessment strategy will be provided for each programme enabling the learning outcomes to be assessed. The review of assessment strategies for each programme will ensure validity, reliability, consistency and fairness of the assessment methods employed. The inclusion of a capstone module in the award stage of the programmes will be reviewed with a view to providing learners with an opportunity to integrate learning attained in other modules and/or stages.

Organisation of the programmatic review Is faoi stiúir Niamh Ní Chadhla, Riarthóir Acadúil Ghaelchultúir, atá an t-athbhreithniú cláir agus an chuairt suímh. Baileoidh sí eolas ó na foinsí seo a leanas le linn an athbhreithnithe cláir agus déanfaidh sí anailís orthu: The programmatic review and site visit is being coordinated/managed by Niamh Ní Chadhla, Gaelchultúr’s Academic Administrator. She will collect and analyse data and information from the following sources during the programme review:

suirbhéanna comhlánaithe ag na trí chohórt mac léinn maidir leis na modúil éagsúla agus leis an gcúrsa go ginearálta surveys completed by the three cohorts of students regarding the various modules and the course in general miontuairiscí chruinnithe an Bhoird Rialachais ó 2014 ar aghaidh the minutes of the Governance Board meetings held since 2014 miontuairiscí chruinnithe bhord na scrúduithe go dtí seo the minutes of the exam board meetings held to date tuarascálacha an scrúdaitheora sheachtraigh the reports of the external examiner miontuairiscí chruinnithe an choiste cláir (i.e. idir foireann an choláiste agus ionadaithe na mac léinn) the minutes of the programme committee meetings (i.e. between college staff and the student representatives) staitisticí agus figiúirí maidir leis na mic léinn ar fad a thug faoin gcúrsa go dtí seo statistics and figured in relation to all students who have undertaken the course to date aiseolas agus comhfhreagras ar bith eile ó mhic léinn agus ó fhoireann teagaisc an chláir any other feedback and correspondence from students or teaching staff

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na cáipéisí dar teideal ‘HET Core Validation Policy And Criteria 2010, Revised 2013’ agus ‘HET General Programme Validation Manual, Revised 2013’ mar aon le foilseacháin ar bith de chuid QQI a bhaineann leis an bpróiseas seo the documents entitled ‘HET Core Validation Policy And Criteria 2010, Revised 2013’ and ‘HET General Programme Validation Manual, Revised 2013’ as well as any other QQI publications relating to this process cáipéisí ábhartha ar bith de chuid Ghaelchultúir a bhaineann le bunú nó le riar an chláir seo (e.g. cáipéisí crediúnúcháin, iarratais agus comhfhreagras le QQI, polasaithe agus nósanna imeachta maidir le dearbhú cáilíochta, etc.) any relevant documents produced by Gaelchultúr in relation to the foundation or administration of the programme (e.g. validation documents, applications and correspondence with QQI, quality assurance procedures and policies, etc.)

Beidh na foinsí ar fáil d’fhoireann Ghaelchultúir agus don ghrúpa saineolaithe le linn an athbhreithnithe cláir. These sources will be available to Gaelchultúr and to the panel of experts throughout the programme review. Beidh sí freagrach freisin as na cúraimí seo a leanas a bhaineann leis an gcuairt suímh: She will also be responsible for the following duties in relation to the site visit:

an chuairt suímh a eagrú (teagmháil a dhéanamh leis an bpainéal agus an próiseas agus a ról a mhíniú dóibh, fáil amach cathain a bheidh siad saor don chuairt suímh, etc.) organisation of the site visit (contacting the panel and explaining the process and their role to them, finding out when they are free to undertake the site visit, etc.) teagmháil a dhéanamh le baill an phainéil roimh an gcuairt suímh (cur isteach na tuarascála féinmheastóireachta, etc.) correspondence with panel members prior to the site visit (submission of SER, etc.) a bheith freagrach as na nithe a eascróidh as sin agus a bhainfidh le comhaontú faoi thuarascáil an phainéil responsibility for follow-up actions involving agreement of the panel report an painéal a chur ar an eolas maidir le freagra an tsoláthraí agus maidir leis an gcaoi a gcuirfear tuarascáil an phainéil i bhfeidhm informing the panel of the provider’s response and how the panel report will be implemented tuarascáil an athbhreithnithe cláir a chur isteach chuig QQI, mar aon le freagra agus plean feidhmithe an tsoláthraí, agus iarratas foirmiúil ar athbhailíochtú. submission of the programmatic review report to QQI, together with the response and implementation plan of the provider, and a formal request for revalidation

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Membership of peer review group (membership to be proposed by provider and agreed with QQI Typical membership to include: ( Name, title/ position – Institution/Organisation ) Tá cuntas beathaisnéiseacha ar bhaill uile an ghrúpa le le fáil thuas (leathanaigh 2-7). A short biographical account on all group members can be seen above (pages 2-7)

Chairperson: Alan Titley, Ollamh Emeritus, Roinn na Nua-Ghaeilge, Coláiste na hOllscoile, Corcaigh / Alan Titley, Emeritus Professor, Department of Modern Irish, University College Cork Tá an tOllamh Titley á mholadh mar Chathaoirleach mar gheall ar an seasamh an-ard acadúil atá aige agus an taithí leitheadach atá aige san oideachas tríú leibhéal. Bhí dlúthbhaint aige freisin le bunú an chéad chúrsa céime i Staidéar an Aistriúcháin in Éirinn (in Ollscoil Chathair Bhaile Átha Cliath). Mar Cheann Roinne, tá eolas an-fhairsing aige ar gach gné den oideachas tríú leibhéal, dearbhú cáilíochta, measúnú, agus forbairt agus bainistiú cláir san áireamh. Chomh maith leis sin, tá sé neamhspleách ar Ghaelchultúr agus níl aon bhaint aige le haon chúrsa aistriúcháin a d’fhéadfadh bheith in iomaíocht leis an Dioplóma Iarchéime san Aistriúchán. Tá sé saor ó choimhlint leasa, mar sin. Professor Titley is being suggested as Chairperson due to his high academic standing and extensive experience in third-level education. He was also heavily involved in the foundation of the first degree programme in Translation Studies in Ireland (in DCU). As a Head of Department, he has comprehensive knowledge of all aspects of third-level education, including quality assurance, assessment, and programme development and management. As well as this, he is independent of Gaelchultúr and is not involved in any translation courses which would be considered to be in competition with the Dioplóma Iarchéime san Aistriúchán. He is therefore free of conflicting interests. Secretary: Éilis Nic Aodhagáin MA, Teagascóir, Scoil na Gaeilge, an Léinn Cheiltigh agus an Bhéaloidis, An Coláiste Ollscoile, Baile Átha Cliath / Éilis Nic Aodhagáin, Tutor, School of Irish, Celtic Studies and Folklore, University College Dublin Éilis Nic Aodhagáin Tá Éilis Nic Aodhagáin ilteangach (Gaeilge, Béarla agus Spáinnis) agus tá cúlra acadúil láidir aici ina gcuimsítear réimse leathan ábhar agus institiúidí (in Éirinn agus thar lear). Tá sí neamhspleách ar Ghaelchultúr agus níl aon choimhlint leasa aici. Éilis Nic Aodhagáin is multilingual (Gaeilge, English and Spanish) and has a strong academic background incorporating a range of different subjects and institutions (both in Ireland and abroad). She is also independent of Gaelchultúr and therefore free of conflicting interests.

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Two subject matter experts: Dr Deirdre Nic Mhathúna, Léachtóir, Roinn na Gaeilge, Coláiste Phádraig, Droim Conrach / Dr Deirdre Nic Mhathúna, Lecturer, Department of Modern Irish, St Patrick’s College, Drumcondra Is saineolaí í an Dr Nic Mhathúna sa teanga agus tá sársheasamh acadúil aici. Tá sí neamhspleách ar Ghaelchultúr agus tá sí fostaithe ag institiúid nach gcuireann cúrsa san Aistriúchán ar fáil. Níl aon choimhlint leasa aici, mar sin. Dr Nic Mhathúna is an expert in the language and has excellent academic standing. She is also independent of Gaelchultúr and employed at a third level institution which does not offer a Translation course. She is therefore free of conflicting interests. Pól Ó Muireasáin, Iaraistritheoir le hArd-Stiúrthóireacht an Aistriúcháin, an Coimisiún Eorpach, an Bhruiséil; soláthraí seirbhísí aistriúcháin / Former translator with the Directorate-General for Translation, European Commission, Brussels; Translation service provider Is saineolaí sa teanga é an tUasal Ó Muireasáin agus is aistritheoir agus comhairleoir teanga aitheanta é. Tá cáilíocht tríú leibhéal aige san Aistriúchán chomh maith leis an Séala Creidiúnaithe d’Aistritheoirí. Ina chuideachta sin, chaith sé seal ag obair mar aistritheoir sa Choimisiún Eorpach agus, mar sin, fágann an taithí seo gur féidir leis tuairimí praiticiúla a thabhairt ó dhearcaí éagsúla. Tá sé neamhspleách ar Ghaelchultúr agus níl aon choimhlint leasa aige. Mr Ó Muireasáin is an expert in the language and is a well-respected freelance translator and language advisor. He holds a third level qualification in Translation as well as the Séala Creidiúnaithe d’Aistritheoirí qualification. As well as this, he has worked as a translator in the European Commission so is well placed to offer practical opinions from different perspectives. He is also independent of Gaelchultúr and free of conflicting interests. Industry/employer representative: Seosamh Ó Murchú, Eagarthóir Sinsearach, An Gúm; Léachtóir páirtaimseartha, Scoil na Gaeilge, an Léinn Cheiltigh agus an Bhéaloidis, An Coláiste Ollscoile, Baile Átha Cliath / Senior Editor, An Gúm; Part-time lecturer School of Irish, Celtic Studies and Folklore, University College Dublin Tá ardmheas ar Sheosamh Ó Murchú i réimsí éagsúla a bhaineann leis an nGaeilge, go háirithe i ngoirt na foclóireachta agus na foilsitheoireachta. Is léachtóir páirtaimseartha é i Scoil na Gaeilge, an Léinn Cheiltigh agus an Bhéaloidis, An Coláiste Ollscoile, Baile Átha Cliath. Ina ról mar Eagarthóir Sinsearach sa Ghúm, bhí dlúthbhaint ag Seosamh le forbairt an Fhoclóra Nua Béarla-Gaeilge le blianta beaga anuas (www.focloir.ie), ar tionscadal é faoinar fostaíodh go leor aistritheoirí agus eagarthóirí Gaeilge le blianta beaga anuas. Tá sé neamhspleách ar Ghaelchultúr agus níl aon choimhlint leasa aige. Mr Ó Murchú is very highly regarded in various different fields relating to the Irish language, especially lexicography and publishing. He is a part-time lecturer in the School of Irish, Celtic Studies and Folklore, University College Dublin and, as editor of An Gúm, he has been heavily involved in the

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development of the New English-Irish Dictionary in recent years (www.focloir.ie). This project has been a major employer of Irish language translators and editors in recent years. Mr Ó Murchú is also independent of Gaelchultúr and free of conflicting interests.

Learner representative: Seán Mistéil Chuir Seán Mistéil an Dioplóma Iarchéime san Aistriúchán le Gaelchultúr i gcrích in 2015 and bhí sé ina Ionadaí Ranga le linn an chúrsa sin. Tá cúlra láidir acadúil aige ina gcuimsítear réimse ábhar agus institiúidí. Ina shaol oibre go dtí seo, tá an tUasal Mistéil tar éis a bheith ina bhall de bhoird éagsúla, mar atá le feiceáil óna chuntas beathaisnéiseach thuas. Tá sé neamhspleách ar Ghaelchultúr agus níl aon choimhlint leasa aige. Mr Mistéil completed the Dioplóma Iarchéime san Aistriúchán with Gaelchultúr in 2015 and held the role of Class Representative for the duration of that course. He has a strong academic background across a range subjects and institutions. Mr Mistéil has also been a member of various different boards throughout his career, as shown in the biographical account above. He is independent of Gaelchultúr and free of conflicting interests.

Note: The provider must make arrangements for the peer review group report to be drafted and agreed with the Chair of the Panel. The provider must ensure that where required, Protection for Enrolled Learners (PEL) arrangements comply with QQI’s protocols.

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Proposed timeline

Review Phase For Completion by An tuarascáil féinmheastóireachta le hullmhú (Aguisín 2) Preparation of the self-evaluation report (SER) (Appendix 2)

26/04/16

An tuarascáil féinmheastóireachta le meas agus le faomhadh ag an gComhairle Acadúil Consideration and approval of the SER by the Academic Council

29/04/16

An tuarascáil féinmheastóireachta le cur faoi bhráid an ghrúpa piarmheastóireachta Submission of SER to the peer review group

03/05/16

Cruinniú an ghrúpa piarmheastóireachta Meeting of peer review group

09/05/16

Tuarascáil an ghrúpa piarmheastóireachta (tuarascáil athbhreithnithe an chláir) le cur isteach, ina mbeidh moltaí don soláthraí (le cur isteach taobh istigh de mhí amháin) Submission of a report by the peer review group (programmatic review report), to include recommendations for the provider (to be issued within one month)

11/05/16

Tuarascáil an ghrúpa piarmheastóireachta le meas ag an gComhairle Acadúil, agus ansin freagra foirmiúil agus plean feidhmithe le hullmhú Consideration of the report of the peer review group by the Academic Council, followed by the preparation of a formal response and implementation plan

13/05/16

Tuarascáil an athbhreithnithe cláir le cur faoi bhráid QQI, mar aon le freagra agus plean feidhmithe an tsoláthraí agus iarratas foirmiúil ar athbhailíochtú Submission of the programmatic review report to QQI, together with the response and implementation plan of the provider, and a formal request for revalidation

16/05/16

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Appendix Cuirfear na cáipéisí seo a leanas faoi bhráid an phainéil athbhreithnithe: The following documentation will be provided to the review panel:

suirbhéanna comhlánaithe ag na trí chohórt mac léinn maidir leis na modúil éagsúla agus leis an gcúrsa go ginearálta surveys completed by the three cohorts of students regarding the various modules and the course in general miontuairiscí chruinnithe an Bhoird Rialachais ó 2014 ar aghaidh the minutes of the Governance Board meetings held since 2014 miontuairiscí chruinnithe bhord na scrúduithe go dtí seo the minutes of the exam board meetings held to date tuarascálacha an scrúdaitheora sheachtraigh the reports of the external examiner miontuairiscí chruinnithe an choiste cláir (i.e. idir foireann an choláiste agus ionadaithe na mac léinn) the minutes of the programme committee meetings (i.e. between college staff and the student representatives) cóipeanna de na páipéir scrúdaithe a úsáideadh ó thús an chláir copies of exam papers used since the beginning of the programme cóipeanna de thascanna measúnaithe leanúnaigh a tugadh do mhic léinn ó thús an chláir copies of the continuous assessment tasks given to students since the beginning of the programme briseadh síos ar na torthaí a fuair mic léinn go dtí seo. a breakdown of the results achieved by students to date. cóip den cháipéis seo ina bhfuil cur síos ar na hathruithe atá á moladh ag Gaelchultúr ar an gclár a copy of this document, outlining the changes which Gaelchultúr is proposing to the programme na foilseacháin seo a leanas de chuid QQI: HET General Programme Validation Manual, Revised 2013; HET Core Validation Policy and Criteria 2010, Revised 2013 the following QQI publications: HET General Programme Validation Manual, Revised 2013; HET Core Validation Policy and Criteria 2010, Revised 2013 leagan comhlánaithe den doiciméad taiscthe creidiúnúcháin don chúrsa, atá faofa ag QQI the completed programme validation form for the programme, approved by QQI

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Appendix 1 HET Core Validation Policy and Criteria – Section 3 The review of programmes should include a review of:

Minimum intended programme learning outcomes and their compliance with the relevant awards standard(s) as determined by QQI The prerequisite learning for participation in the programme and any other assumptions relating to the programme’s target learners Module learning outcomes and prerequisite requirements Programme and module assessment strategies Teaching and learning strategies employed The operation of access, transfer and progression Relevant research activities Links with relevant industry and/or professional bodies Profile and qualifications of teaching staff Level and appropriateness of resources available Benchmarking against other similar programmes

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Appendix 2 Self-Evaluation Report (SER) The SER should contain wide ranging information on the unit/programme(s) being evaluation including:

A statement of its strategic objectives A review and critical analysis of the quality systems and processes which are in place to enable the achievement of its objectives The views of teaching staff, past and current learners, administrative staff servicing the programme, views of other staff that have any association with the programme or those involved with/on the programme An analysis of its strengths and weaknesses The identification of potential opportunities and threats, together with the possible actions to be taken An analysis of the success of the programme to date, including access statistics, performance of learners at each stage (including grade profiles and trends), completion rates by stage, graduate performance, etc. The identification of resources required for the delivery of its programmes A review of reports from programme boards and student feedback forms A review of employment/advancement opportunities for learners A review of the teaching, assessment and learning strategy of the provider in the relevant field A review of the assessment strategies for each programme An analysis of all research activity within the unit and future plans in that regard A review of its links with employers, industry, professions, the business and wider community Detail of programme changes proposed and the rationale for same A review of all modules included in the programme(s) under review Draft programme schedules, incorporating the proposed changes

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Confidential

Revalidation of programme approved by QQI/DCCÉ:

Postgraduate Diploma in Translation

Self-evaluation Report

May/June 2016

© Gaelchultúr Teoranta, 11 Clare Street, Dublin 2

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PAEC/A19/5.1.1

Programme

1. Introduction to Self-Evaluation Report 1

2. Executive Summary 3

3. Background of Gaelchultúr Teoranta 6

4. Panel of ExternalExperts 7

5. Postgraduate Diploma in Translation: Background 8

6. Postgraduate Diploma in Translation: General 13

7. Work Method for Preparing this Report 16

8. Core statistics 18

9. Feedback from Students and Interested Parties 20

Comprehensive surveyKey findingsConclusions in relation to the modulesRemarksStudents’ focus groupProgramme meetingsGovernance BoardExam Review Reports

10. Staff Feedback 30

Lecturers' focus groupExternal examiner

11. Management Observations 36

12. Conclusions reached from Core Statistics and Feedback 40

13. Recommendations for Improvement 42

14. Report by the Panel of External Experts 43

15. Gaelchultúr's Response to the Report by the Panel of ExternalExperts 47

16. Plan for Course Improvement 49

17. Formal Application for Revalidation to QQI/DCCÉ 55

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APPENDIX 1: QQI/DCCÉ guidelines in relation to the Aims and Objectives of the Internal Review 56

APPENDIX 2: Sample Minutes from the Programme Committee Meetings for the Postgraduate Diploma in Translation

57

APPENDIX 3: Sample of Exam Review Reports62

APPENDIX 4: Sample of the External Examiner Report and Minutes of Meetings between the examiner and Gaelchultúr Teoranta

71

APPENDIX 5: Survey of Students of the Postgraduate Diploma in Translation 85

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1. Introduction to Self-Evaluation Report

When HETAC authorised Gaelchultúr Teoranta to proceed with the Postgraduate Diploma in Translation course in 2013 a limit of three cycles (2013/14, 2014/15 and 2015/16) was applied to that recognition. Subject to that arrangement, Gaelchultúr Teoranta must undertake a specific process to seek revalidation if the organisation wishes to continue providing the course. This recognition is now being sought through an application to QQI/DCCÉ (HETAC's successor).

As part of that process Gaelchultúr is required to conduct a self-evaluation of that course and present a report in that regard to QQI/DCCÉ.

This report gives an insight into the core statistics relating to the course as well as feedback from students, members of the teaching staff and the management of Gaelchultúr. Among other sources of information used in the preparation of this report were all the core statistics from Gaelchultúr's administrative and academic records, information from surveys/questionnaires distributed to students and staff members; review of records and reports; meetings and focus groups with management, with those engaged in teaching the course, with students and with other interested parties.

A panel of external experts was appointed to provide an independent assessment of the course and to make recommendations which would help with its development. A draft of this report was presented to that panel of experts, in addition to other relevant Gaelchultúr and QQI documents. An account of their views and recommendations is included in the final report.

Gaelchultúr aimed to conduct a comprehensive and thorough assessment which would benefit the students, the quality of the course and the reputation of the college. Gaelchultúr thanks those who assisted in this work.

What is in this report, therefore, are the results of the self-evaluation, an insight into the strengths and weaknesses of the course as well as recommendations with regard to how the course may be improved. It should be stated that Gaelchultúr is committed to implementing these recommendations.

1 A list of those documents and that material is available (on pages 13-14) of the “Terms of Reference for Programmatic Review” which were agreed with QQI/DCCÉ in May 2015.

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2. Executive Summary

When Gaelchultúr Teoranta was given permission by QQI in 2013 to offer the Postgraduate Diploma in Translation, it was on the condition that the recognition would last for three academic cycles only and that a formal process of revalidation would be undertaken if Gaelchultúr wished to continue to offer the programme.

This self-assessment report – which is part of the revalidation process – has been prepared in accordance with best international practice; with QQI’s guidelines; with the Qualifications (Education and Training) Act, 1999; and with the Qualifications and Quality Assurance (Education and Training) Act, 2012.

The sources of information used in preparing this report included all the core statistics from Gaelchultúr’s administrative and academic records; information from surveys/questionnaires completed by students and staff members; a review of records and reports; and meetings and focus groups with management, with those engaged in lecturing on the course, with students and other interested parties.

The core statistics and feedback have been used to give an insight into the course’s strengths and weaknesses, into the opportunities that are available and the challenges that need to be overcome. The report’s conclusions and the recommendations for improvement are derived from the interaction between the statistical facts and the measured opinions contained in the feedback. The course improvement recommendations come from that examination.

Of the 51 people who applied for a place on the course since it was first offered, 39 (76%) were accepted. The first cohort of students (2013-14) to undertake the Dioplóma Iarchéime san Aistriúchán course all succeeded in gaining the qualification, and 79% of those who attended the second course (2014-2015) were awarded the qualification. The third cohort of students, 12 people in total, is undertaking the course at the moment.

Of the students who have gained the Dioplóma Iarchéime san Aistriúchán to date, 40% were awarded a distinction, 40% a merit and 8% a pass; 11% of the total number of students left the course before completing it.

96% of the course students who took part in a comprehensive survey said that they were “very satisfied” or “satisfied” with the general structure of the course. The same number, 96%, were “very satisfied” or “satisfied” with the lectures and the tutorials held in the classroom.

92% of the students praised the way in which course material was presented in the classroom and 88% praised the teaching approach. 92% were of the opinion that the standard of material used in the classroom was “excellent” (60%) or “very good” (32%) and the same was true as regards the online classes.

There were four modules – Teicneolaíocht an Aistriúcháin 1 agus 2, agus Aistriúchán Dlíthiúil 1 agus 2 – from the eleven that comprise the course with

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which the students were less satisfied.

The course lecturers were given an opportunity to express their opinions through a focus group chaired by an independent facilitator. The focus group was very positive and very satisfied with the course. That said, the lecturers stated that they are often under pressure to cover all the material during the time allotted for lectures. Two of the lecturers also stated that they thought the workload was excessive in the sense that they thought the number of modules undertaken by the students in semesters 2 and 3 was too high. It was also mentioned, in the case of Teicneolaíocht an Aistriúcháin, that it can be difficult to cater for the wide range of requirements and levels of technological proficiency among students. An account of the lecturers’ recommendations and opinions can be found in Section 10 of this document.

Gaelchultúr’s management believes that the number of modules being offered should be reduced and that the entrance policy should be amended slightly to ensure that students who would benefit from the course and who would be capable of completing it successfully would not be refused entry.

The management also believes that it would be appropriate to facilitate more students to undertake the course in the future (perhaps in three years’ time). A maximum of 15 students was allowed in the case of the first three cycles but it is Gaelchultúr’s opinion that it would benefit the company, the students and the learning outcomes of the course if that limit was gradually increased to 30 students. Gaelchultúr does not intend to seek approval for this change at present but the proposal is being assessed and considered as part of the college’s long-term development plans, and practical modifications to facilitate this change will be explored over the coming years. Gaelchultúr will contact QQI should these plans progress and will submit a formal application to that body in the future. Under the proposed changes (should they be approved and implemented), the students could be divided into two groups and different models could be applied as regards the provision of the course, e.g. lectures during the week rather than at the weekend.

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A panel of external experts was appointed to provide an independent assessment of the course and to make recommendations which would help in its development. That panel’s recommendations have been incorporated into this report.

The Panel of External Experts recommended that:(i) the Dioplóma Iarchéime san Aistriúchán entrance system be more flexible;(ii) the part of the entry process called “béaltriail” (“oral exam”) should be called “agallamh” (“interview”) from now on and that every applicant should be asked to undertake such an interview;(iii) a particular mark should be stated in the entrance exam as the minimum to gain a place on the course;(iv) Gaelchultúr be allowed to reduce the number of modules from 11 to nine;(v) Gaelchultúr be allowed to offer Teicneolaíocht an Aistriúcháin 1 and Teicneolaíocht an Aistriúcháin 2 as optional modules without ECTS credits; to change the titles of the modules Teoiric agus Gairm an Aistriúcháin and Teoiric agus Taighde an Aistriúcháin to Teoiric an Aistriúcháin 1 and Teoiric an Aistriúcháin 2 and to offer them in i semesters 1 and 2 instead of semesters 1 and 3; to change the title of the module Cruinneas na Gaeilge to Cruinneas agus Scríobh na Gaeilge and to offer it in semester 3, in addition to semesters 1 and 2;(vi) Gaelchultúr be given permission to allow two groups of students to undertake the Dioplóma course simultaneously when the college has adequate resources and staffing levels to do so.

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3. Background of Gaelchultúr Teoranta

Gaelchultúr was established in 2004, with the aim of promoting the Irish language and Gaelic culture, from music to singing and dance, in Dublin and around the country.

Gaelchultúr provides Irish-language courses and learning resources of the highest standard, which are aimed at adults around the world who are interested in the language. Gaelchultúr aims to offer world-class services to learners and fluent speakers to encourage them to improve and enrich their Irish. Gaelchultúr runs Irish courses around Ireland, which are taught by skilled teachers. The e-learning website www.ranganna.com provides opportunities to learners around the world to boost their Irish.

Éamonn Ó Dónaill and Darren Ó Rodaigh are the directors of Gaelchultúr.

Eamonn Ó Dónaill is from the Gaoth Dobhair Gaeltacht. He worked as Director of the Teanglann (Language Library) in the Department of Modern Irish, University College Dublin from 1996 to 2002, and after that spent some time working as a language advisor. Éamonn was editor of the online journal Beo! from when it was established in 2001 up to September 2007. He was also a director of Sult Teoranta, the company which ran an Irish club, Sult, in Dublin between 1999 and 2007. He was one of the founders of Raidió na Life in 1992 and spent some years broadcasting at the station on a voluntary basis. Éamonn has been the Educational Director of Gaelchultúr since 2005.

Darren Ó Rodaigh is from Bray, County Wicklow. After the Leaving Certificate, he spent a year working with the Irish language organisation Coláiste na bhFiann. After that, he obtained an honours degree in Finance, Computing and Enterprise with Fiontar, Dublin City University. Darren and his fellow student Eoin Ó Ceallacháin established the company zamano in 2000. Zamano PLC is listed on the Irish and British stock exchange.

Gaelchultúr has five full-time staff, as well as many part-time teachers around the country.

Gaelchultúr is based at 11 Clare Street, Dublin 2 and the company's events and classes that take place in Dublin are held in this building.

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4. Panel of ExternalExperts

Gaelchultúr Teoranta invited a group of external experts to participate in the review of the course. These experts were asked for independent observations and recommendations which would assist in the development of the course. The following are the group members:

Chairperson: Professor Alan Titley, Professor Emeritus, Department of Modern Irish, University College Cork

Secretary: Éilis Nic Aodhagáin M.A., Tutor, School of Irish, Celtic Studies and Folklore, University College Dublin

Subject expert: Dr Deirdre Nic Mhathúna, Lecturer, Department of Irish, St. Patrick's College, Drumcondra

Subject expert: Pól Ó Muireasáin, former translator at the Directorate-General for Translation, the European Commission, Brussels; translation services provider

Industry/employers' representative: Seosamh Ó Murchú, Senior Editor, An Gúm; part-time lecturer, School of Irish, Celtic Studies and Folklore, University College Dublin

Student representative: Seán Mistéil

Further information about these experts, as well as the criteria used in their selection, can be found on pages 2–7 and 15– 17 of the “Terms of Reference for Programmatic Review” agreed with QQI/DCCÉ in May 2016.

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5. Postgraduate Diploma in Translation: Background

In July 2013 the government body Quality and Qualifications Ireland (QQI, or HETAC, as it was called) awarded third-level institute status to Gaelchultúr.

On Tuesday, 3 September 2013 the Postgraduate Diploma in Translation was officially launched in Gaelchultúr and the first course commenced at the end of September 2013. Eleven (11) students from every corner of the country took part in that first course; including a person from Tory and another person from the Kerry Gaeltacht.

Since then two other cycles of the course have been held (they commenced in September 2014 and September 2015) and in all 39 students have attended the three courses up to now.

Lectures and tutorials are held one Saturday a month ag Gaelchultúr's headquarters in Dublin city centre and the students have access to a lot of the course material on Gaelchultúr's e-learning website, ranganna.com.

The course is aimed at those who already have good Irish skills but who want tolearn translation skills or add to their skills in that field. It is also suitable for people working through Irish on a daily basis – for example teachers and journalists – whowant to perfect their written Irish skills.

5.1 Aims and objectives

The following are the aims and objectives of the Postgraduate Diploma in Translation:

to provide language training at a high level in the Irish language in order to meet the requirements for a greater number of graduates who have specific Irish-language skills;to provide certification for students who will attain a high level of ability in the written language, grammar and translation, which will increase their ability to get a job in the translation sector, in the Irish-language sector and in other sectors;to provide training and transferable skills for students, which will help them work independently on a long-term basis;to provide training in legal translation from English to Irish, so that enough people have the appropriate specific skills to undertake work as Irish translators in the European Union;to teach the technical skills to students, which they will require to work effectively as professional translators.

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5.2 Learning outcomes

The following are the learning outcomes which apply to students who succeed in completing the programme to a satisfactory level:

They have a comprehensive knowledge of Irish grammar and advanced writing skills in the language.They are able to translate a range of English texts to Irish and they know how to translate legal texts from English to Irish.They are able to review their own texts and those of others.They have a knowledge of a broad range of useful technological resources related to Irish and translation, and they can use them effectively.They understand the theory of translation.They have acquired an insight into the translation profession and they understand the practical aspects of that work.They can use a range of research and inquiry techniques.They can operate professionally in a broad range of roles in the translation sector and the Irish-language sector.

5.3 Duration and general structure of the course

Each cycle of the Postgraduate Diploma in Translation course lasts three semesters or fifteen months in total. The programme is at level 9 of the National Framework of Qualifications (www.nfq.ie) and is worth 60 ECTS credits.

This course involves blended learning, i.e. a mixture of online study, live online classes and lectures and tutorials in the classroom. The lectures and tutorials take place one Saturday a month.

5.4 Coursework

The students have access to interactive courses on Gaelchultúr's e-learning website, ranganna.com, and they can use this material to prepare for the classroom sessions and live online classes.

Students are given written tasks to do regularly and they have to send these exercises by e-mail to their tutor. They are given detailed feedback via e-mail. Some live online classes are also involved each semester; these classes take place at night.

5.5 Venue and teaching approach

Only a limited number of people undertake the Postgraduate Diploma in Translation and, as a result, it is easier for the participants to ask the lecturers and tutors questions.

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Working in pairs and groupwork is involved in both the lectures and tutorials and, as a result, the students have an opportunity to play an active role in those sessions.

The course lectures and tutorials take place in Gaelchultúr, 11 Clare Street, Dublin 2.

5.6 Tuition fees

The fee for course participants is p1pppp per semester ppppppp in totapp ppt tap repief is available from the Revenue Commissioners in respect of those fees. One of the students secured a scholarship (i.e. a fee-free course) in cycle 3 of the course.

5.7 Entry requirements

Only people who have the following qualifications are accepted on the course:

(1) primary degree in Irish, or its equivalent (e.g. B.Ed.), at level 8 of the National Framework of Qualificationsora primary degree in another discipline at level 8 of the National Framework of Qualifications.(2) At least a B grade (ordinary level) or D grade (higher level) in English at Leaving Certificate level or its equivalent .

5.8 Entrance exam / Oral

Every applicant must take an entrance exam to demonstrate their suitability for the programme. This written exam involves translation and grammar questions and certain applicants take an oral exam as part of the entry process.

5.9 Decision with regard to places

The following aspects are considered when making a decision with regard to offering places to course applicants: academic qualifications, responses on the application form, result in the entrance exam and in the oral exam.

5.10 Course modules

There are 11 modules in total during the three semesters in each course, over a period of 15 months.

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Irish Language Skills (1 and 2)(15 ECTS)This module focuses on the most important and central elements of Irish grammar. The aim is to improve the participants Irish-language ability by giving them a range of grammar exercises to do which focus on difficult linguistic aspects. The richnessof Irish and the importance of avoiding 'béarlachas' (anglicisation of the language) is strongly emphasised. There is also a focus on punctuation and editing and the students are given information about the technological resources available to those who write in Irish.

Translation Theory and Profession (5 ECTS)In the first part of this module, the main aspects of contemporary translation theory are explored and the various types of translation which are suited to various genres of texts are discussed. There is also a focus on translation critique in order to give the students a better understanding of what is a “good translation” or a “bad translation”.

In the second half of the module, the focus is on the translation profession and students are given practical information about that profession, e.g. employment opportunities in Irish and European Union institutions, the work being undertaken by translation companies, practical advice for the potential translator, etc.

Translation Skills (1, 2 and 3)(15 ECTS)The aim of this module is to develop and improve the students' translation ability.The student is given the ability to deal in a critical and analytical way with issues which frequently occur in translation from English to Irish, e.g. anglicisation,register, semantic gaps and syntax differences between the two languages. Emphasis is placed on anglicism and how to avoid it, and the challenges of modern Irish terminology and the translation of a concept from English to Irish are discussed. Particular emphasis is placed on intelligibility and the importance of considering the audience at whom the text is aimed when translating.

The developments which have taken place in the translation sector in the past twenty years are discussed, as are their implications for someone who is translating on a professional basis. The students are also informed about disputes regarding the “Caighdeán Oifigiúil Athbhreithnithe” (Reviewed Official Standard).

There is a focus on the types of texts which are most frequently translated to Irish in professional contexts - annual reports and television scripts, for example - and the students have the opportunity to try translating a broad range of texts as well, including literary texts.

Translation Technology (1 and 2)(10 ECTS)The aim of this module is to inform students about the most important technological resources available to those who are working through the medium of Irish and in the translation sector.

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The goal of the module is to enable students to seek information about Irish grammar and terminology online and achieve a higher standard of writing in Irish as a result of that. Strong emphasis is placed on technological developments which have occurred in the last ten years and which have implications for those working as translators. The students are taught how to effectively use terminology databases and there is also a focus on translation memory packages (OmegaT and memoQ).

Legal Translation (1 and 2)(10 ECTS)The aim of this module is to inform students about legal translation in Ireland and in European Union institutions. The module focuses on the difficulties associated with translating texts of this type, on register and style, on constitutional issues, on precedents and on decisions regarding terminology and intelligibility.

Translation Theory and Research (5 ECTS)This module builds on the material from the module The Theory and Profession of Translation. Students also do further study on translation critique and translation theories. They have to conduct a critical analysis of various types of translated texts in the context of those theories to establish how good they are as translations and as target language texts. The students use the material from the two modules to undertake a research project – a critical essay on the various literary works which were translated from English to Irish.

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6. Postgraduate Diploma in Translation: General

In developing the Postgraduate Diploma in Translation (PGIT) in the years before itcommenced in 2013, Gaelchultúr was determined to create a course which would enable the participants to acquire advanced language skills which would greatly benefit them in seeking employment.

6.1 Jobs in European Union Institutions

The PGIT was launched in order to cater for those who might be interested in a career in one of the European Union (EU) institutions and some of the students who have undertaken this course up to now have obtained jobs in those institutions.

There will be many jobs available in EU institutions in the coming years and Gaelchultúr feels that it is important to highlight this to those who have a good standard of Irish and encourage them to do the PGIT.

In recent years, many Irish speakers have participated in the competitions run by EU institutions and EPSO (European Personnel Selection Office) to recruit translators, but many of those failed the translation exams which were part of those competitions. In the last few years, Gaelchultúr through the PGIT has sought to prepare such candidates for these competition exams and provide them with the technical skills and other skills to help them when working in EU institutions. We now feel however, that it is far more important to help them obtain a pass in the exams and that they can gradually learn the skills they will require for the job itself. This is one of the reasons why we are interested in restructuring the PGIT as set out in Section 16.

Since the start of this year, Gaelchultúr has been a member of the National Centre for Excellence (NCE), a structure established by the various colleges who are providing courses to prepare people for jobs in EU institutions. Gaelchultúr employees have attended a few NCE meetings and information sessions to date and have obtained important information about the institutions' recruitment systems and their requirements with regard to employment.

6.2 Other types of jobs

It was Gaelchultúr's goal from the outset to teach advanced language skills to PGIT students to ensure that they would have more options and flexibility in the labour market on completion of the course and yet still have the appropriate skills to undertake a career as a translator should they so wish.

To date, some participants in the PGIT have received promotions as a result of the skills they learned on the course. One person succeeded in getting a job as principal in a Gaeltacht primary school, despite competing with native speakers from the area (she herself was from another county). Three other students stated that the course helped them obtain employment; one of these students was appointed part-time editor of a magazine, another as an Irish-language officer with a community group and the third as a part-time Irish lecturer.

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6.3 Market requirements and developments in education

Many people are very busy nowadays, especially due to work pressure, and it is important to cater for these people's requirements with regard to education. The PGIT involves a brand new model, i.e. a combination of learning in the classroom, e-learning and live online classes, to provide study opportunities to those who have time constraints due to family or work duties and to those who live far away from a third-level college. Gaelchultúr decided on the model having researched the market requirements.

6.4 College Facilities

A new model is used to deliver the PGIT and, as a result, it was necessary to develop an infrastructure to ensure that model was successful. Gaelchultúr decided, therefore, to emphasise online resources rather than the types of resources involved in a traditional college. Since the start of 2016, Gaelchultúr has spent nearly a million euro on the e-learning website ranganna.com and it has been adapted to the needs of the college students. We have developed a range of courses for the PGIT and we are continuously adding to those courses, with regard to material, exercises, videos, sound files, etc.

Students of the course can use this material to prepare for the sessions in the classroom and live online classes. It is also useful when reviewing course work.

All the written exercises in the courses on ranganna.com are interactive; when you have completed an exercise you can press the “Send” button and receive feedback immediately. You are informed which of your answers were correct and which ofyour answers were incorrect, the correct answers are provided and you are given a score.

After every PGIT session (which takes place one Saturday a month), material (videos and interactive exercises, for example) are made available on ranganna.com, whichare based on what has taken place in the classroom. This is an effective way to reinforce what has been taught during the lectures and is a great help also for those who miss a day session – due to illness, for example.

6.5 Contact with employers

Gaelchultúr is in regular contact with various employers to ensure that the modules, which are part of the PGIT, cater for their needs. Here are some of the employers with whom we have had contact for some time:

Seán Hade, Head of the Irish-Language Unit, Council of the European Union, BrusselsColmcille Ó Monacháin, Head of the Irish-Language Unit, European Commission, BrusselsSeosamh Ó Murchú, Senior Editor, An Gúm

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Gaelchultúr has been part of the National Centre for Excellence since the beginning of 2016 and participation in that centre ensures that we are aware of the employment opportunities which arise in EU institutions and that we understand the requirements of those institutions with regard to Irish.

6.6 Research

All of the PGIT lecturers are experts in their own fields who have done years of research and who have extensive and valuable experience in the field of education and/or translation.

One staff member, the Educational Director of Gaelchultúr, has extensive knowledge of the research conducted in applied linguistics over the previous generation and this research is a basis for the development of resources for the company's courses, including the PGIT.

In the last few years Gaelchultúr has gone to great lengths to develop the PGIT material, particularly the interactive online material. We have been using those resources for the past three years and we are continuously amending them, based on feedback from the lecturers and students. When we have completed that work in a few years time, we would like to commence original research, particularly in the field of language acquisition.

The Educational Director of Gaelchultúr was a member of the committee which recently brought the Translation Department together to review the Official Standard. This work was of great benefit to himself and to the college's lecturers and gave a much more indepth understanding of written Irish.

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7. Work Method for Preparing this Report

This self-evaluation report was prepared in accordance with international practice, with HETAC (now called QQI/DCCÉ) guidelines, with the Qualifications Act (Education and Training), 1999 and with the Qualifications and Quality Assurance Act (Education and Training), 2012. The various aspects of the evaluation process ensured that feedback was obtained, which illustrated the strengths and weaknesses of the course.

Conclusions were obtained from that feedback and these were used to arrive at recommendations for improvement.

As good practice in the self-evaluation process, due attention was given to the following items:

- Participation: It was necessary to inform everyone involved in the course, from staff to students, about self-evaluation before it took place, and encourage them to participate in the process.

- Positive attitude: It was important to mention Gaelchultúr's strengths; not to focus on weaknesses alone.

- Base results on evidence: It was necessary to base the results of self-evaluation on evidence.

- Quantitative data: An effort was made to use quantitative data as evidence of other procedures.

- Confidentiality and anonymity: It was necessary to focus on the processes and procedures associated with the course and not on individuals.

- Excellence: The goal of the self-evaluation process was to improve the course and in that regard recommendations were made which would improve the course if implemented.

Among the other information sources used in the preparation of this report was information from surveys/questionnaires distributed to students and staff members; review of records and reports; meetings and focus groups with management, with those engaged in teaching the course, with students and with other interested parties.

All the core statistics were collected from Gaelchultúr's administrative and academic records associated with the Postgraduate Diploma in Translation. Those core statistics are presented in the next section of this report.

After this, there is the feedback from course participants presented as illustrated in a comprehensive survey in which a significant percentage of them participated (two out of every three who attended the course).

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The staff feedback came from a focus group of course lecturers who gave their opinions to an independent facilitator and from the opinions of management in a meeting with an independent chairperson. In addition, the minutes of regular meetings by the Programme Committee of the Postgraduate Diploma in Translation and the minutes of meetings by the Gaelchultúr Governance Board were examined. The review reports of the various semesters' exams and the external examiner reports were also screened.

Conclusions were drawn from all the core statistics and feedback to give an insight into the strengths and weaknesses of the course, into the opportunities that are available there and the challenges which have to be overcome. The conclusions of the report and the recommendations for improvement are based for the most part on the statistical facts and the educated opinions of the feedback. The plan for course improvement arose from that investigation

A draft of the self-evaluation report was presented to the group of external experts under the chairpersonship of Professor Alan Titely to obtain their independent input and take their professional advice into consideration before a final version of this report was prepared.

We believe that the outcome of this work will benefit the students, the standard of the course and the reputation of the college.

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8. Core statistics

Number of students

The following are the facts about the students of the course since the time it was established in 2013:

The number of people who

applied for the course

The number of people who received a place on

the course

The number of people who left the course

The number of people who successfully

completed the course

Group 1(2013-14) 13 11 0 11

Group 2(2014-15) 20 14 3 11

Group 3(2015-16) 18 14 2

The students in this group are in

semester 2 and 12 are still doing it.

The number of people who applied for the course

The number of people who received a place on the course

The number of people who left the course

The number of people who successfully completed the course

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51 people have applied to attend the course since it commenced and 39 of those (76%) were accepted.

All those (100%) who got a place on the first course (2013-14) succeeded in reaching their goal and obtaining a Postgraduate Diploma in Translation.

79% of those who started on the second course (2014-2015) obtained the Diploma. Three students (21%) left the course without completing it.

This means that 22 people in total have now obtained the Postgraduate Diploma in Translation; This is equal to 88% of those who registered for the course in 2013 and 2014.

The various grades achieved in the course to date (March 2016) and the amount of people who succeeded in achieving those grades is illustrated below:

Distinction (70-100 marks) 10 (40%)Merit (60-69 marks) 10 (40%)Pass (40-59 marks) 2 (8%)People who left the course 3 (12%)

The following are the results of the second cycle of the course which has been completed to date:

Group 1 – (2013-2014)

Distinction (70-100 marks) 7 (64%)Merit (60-69 marks) 3 (27%)Pass (40-59 marks) 1 (9%)People who left the course 0

Group 2 – (2014-15)

Distinction (70-100 marks) 3 (21%)Merit (60-69 marks) 7 (50%)Pass (40-59 marks) 1 (7%)People who left the course 3 (21%)

12 of the 14 students who registered for the third course (2015-16) are still studying and they aim to obtain the qualification later this year. The following are the results of the students in this group at present (the end of semester 2):

Distinction (70-100 marks) 3 (27%)Merit (60-69 marks) 5 (45%)Pass (40-59 marks) 3 (27%)

Note: One student who was ill during the semester still has to do the exams.

P