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An example of a work organization in my vocational area of Education & Teaching is: The SEC
(State Examinations Commission).
The State Examinations Commission is body built up by statutory request in March 2003. The
Commission accepted accountability for the operation of the State Certificate Examinations
from the Department of Education and Skills from 2003 onwards. The Commission deals with
the provision and quality of the Irish State Examinations. The organization is committed to
working in partnership with school authorities and education providers in order to deliver a
high quality examination and assessment system that is efficient, fair and accessible and to
ensure that the system is operated in an environment of openness, transparency and
Some of the key features of this work organization include:
Sector: The public sector. The SEC is run and by the Department of Education & Skills under the
control of Minister for Education & Skills Richard Burton. The organization is staffed by civil
servants and there are five commissioners appointed by Richard Burton.
Nature of work/core business: The nature and core business of the work that the SEC does is
being responsible for the operation of all parts of the set up including, Leaving Certificate,
Leaving Certificate Vocational Program, Leaving Certificate Applied and Junior Certificate
Examinations including composed, oral, aural and viable segments and evaluated course work
in a few subjects. Two million parts are analyzed every year. The individual capacities
associated with the operation of the examinations include:
1. Preparing examination papers and other examination materials.
2. Deciding methods for the lead and supervision of examinations.
3. Enrolling contract staff to draft and stamp examination parts and to superintend at the
4. Orchestrating stamping of work introduced for evaluation and examinations.
5. Issuing the aftereffects of examinations.
6. Deciding methods to empower the survey and interest of aftereffects of
7. examinations at the demand of competitors.
8. Charging and gathering expenses for examinations.
9. Assigning places where examinations might be held.
Educational requirements of staff/ Skills needs/shortages:
The delivery of the state certificate examinations would not be conceivable without the cooperation
of the large number of teachers in Ireland who are selected every year to regulate
and check the examinations. The SEC relies upon skilled educators for the polished
methodology; duty and steadiness with which they approach these basic parts every year.
Appointments are made on the basis of the information supplied by examiners on their
application forms, and is subject to confirmation of the accuracy of this information. The Chief
Examiner considers the following factors when recommending suitable applicants for first
appointment to a particular position.
• Registered with the Teaching Council as a teacher of the subject concerned, or holding
qualification sufficient for such registration.
• Further qualifications (in the subject or in education).
Applicants with the necessary qualification in the subject but not yet qualified as teachers will
be considered only if vacancies remain after all suitable and fully qualified applicants have been
offered appointment.
Relevant teaching experience
• Teaching experience in a recognised second-level school
• Recent experience will be regarded as more relevant than less recent experience.
Beyond ten years’ aggregate teaching experience, further experience will not reckon.
Relevant experience is categorised as follows.
• Experience teaching the specification concerned at the level concerned
• Experience teaching the specification concerned at another level (Higher, Ordinary,
Relevant experience as an examiner
• Recent experience will be regarded as more relevant than less recent experience.
Relevant experience is categorised as follows.
• Satisfactory service as an examiner for the SEC
• Satisfactory service as an examiner of the subject concerned at another level on the
same programme
• Satisfactory service as an examiner of the same or corresponding subject on another
In some areas of concerned subjects there can be a shortage of examiners as they subject may
not be as popular as other subjects therefore there is a demand for skilled examiners in the
respective subject area, eg Irish.
Career opportunities: as well as the ability to earn extra income there are many other positive
benefits to becoming an examiner, which include gaining a deeper understanding of the
assessment process, enhancing your teaching practice and improving your professional
development and career prospects. The SEC have recently published a poster and information
leaflet which provide further information about the reasons why you should consider applying.
The SEC welcome applications from all suitably qualified teachers regardless of their level of
teaching experience and encourage newly qualified and recently qualified teachers to apply.
Examiners are selected on the basis of a number of factors and teaching experience is only one.
They are also interested in an applicant’s assessment experience and qualifications. Full training
is provided and a support network is available throughout the marking process. Decisions on
appointment are made by the SEC having regard to the cohort of applicants and the demand of
the particular subject.
Part 2
Educational requirements:
In the vocational area of Education, the curriculum for Ireland’s primary and post-primary
schools is determined by the Minister for Education and Skills who is advised by the National
Council for Curriculum and Assessment (NCCA). The curriculum sets out, not only what is to be
taught to the students of Ireland but how learning in the particular subject area is to be
assessed. The NCCA leads developments in curriculum and assessment and supports the
implementation of changes resulting from this work. The Department supports the
development of overall policy relating to assessment, curricula and guidance by providing
syllabuses, guidelines for teachers, circulars to schools and prescribed material for the
examinations which take place each June.
New legislations/regulations:
Some recent legislations in the vocational area of Education include: The Teaching Council
(Amendment) Act 2015 “An Act to amend the Teaching Council Act 2001; to amend the
Education Act 1998 and to provide for related matters. 27th July, 2015 Be it enacted by the
Oireachtas” &
Education (Miscellaneous Provisions) Act 2015 “An Act to enable an education provider to
describe itself in certain circumstances as a university; to amend the Universities Act 1997; to
amend the Education Act 1998; to amend the Student Support Act 2011 and to provide for
related matters.”
Economic shifts: since the recession there has been a great economical shift in education in
Ireland with the recession having a major effect on Ireland’s young people. The benefits of
rising educational attainment are highlighted in the recent employment figures published by
the Central Statistics Office. They show that, since the recovery in employment began at the
beginning of 2012, a majority of the net jobs created have been for graduates and there has
been no net new jobs for those who had not completed the Leaving Certificate. It is to be
hoped that the evolving nature of the economic recovery will see growth in jobs for those with
more limited educational attainment too but it is also clear that the bulk of the employment
being created requires quite a high level of education.
Part 3
Health and safety legislation: The principle legislation accommodating the wellbeing and
security of individuals in the working environment of my vocational area are the Safety, Health
and Welfare at Work Acts 2005 and 2010. The Acts set out the rights and obligations of both
employers and employees and provides for substantial fines and penalties for breaches of the
health and safety legislation. It is the employers responsibility to:
• Give and keep up a protected work environment which utilizes safe plant and hardware.
• Keep dangers from utilization of any article or substance and from introduction to
physical agents ,noise and vibration.
• Keep any ill-advised direct or conduct liable to put the wellbeing, wellbeing and welfare
of workers in danger.
• Give guideline and preparing to representatives on wellbeing and security.
• Give defensive apparel and hardware to workers.
• Selecting an equipped individual as the association’s Safety Officer.
All to prevent workplace injuries and ill health.
Equality legislation: The Employment Equality Acts 1998–2015 outlaw discrimination in my
vocational area. These include recruitment and promotion; equal pay; working conditions;
training or experience; dismissal and harassment including sexual harassment. The legislation
defines discrimination as treating one person in a less favourable way than another person
based on any of the following 9 grounds:
• Gender: this means man, woman or transsexual
• Civil status: includes single, married, separated, divorced, widowed people, civil partners
and former civil partners
• Family status: this refers to the parent of a person under 18 years or the resident
primary carer or parent of a person with a disability
• Sexual orientation: includes gay, lesbian, bisexual and heterosexual
• Religion: means religious belief, background, outlook or none
• Age: this does not apply to a person aged under 16
• Disability: includes people with physical, intellectual, learning, cognitive or emotional
disabilities and a range of medical conditions
• Race: includes race, skin colour, nationality or ethnic origin
• Membership of the Traveller community.
Maternity leave: Maternity leave is a statutory leave of absence from employment for
teachers. All pregnant teachers, who reach their 24th week of pregnancy, are entitled to 26
weeks maternity leave and 16 weeks additional unpaid maternity leave. Maternity Leave will
ordinarily begin on such day as the pregnant teacher selects, unless medically certified that the
leave should commence on a particular date. However, the commencement date must not be
later than 2 weeks before the end of the week of the baby’s expected birth and four weeks
must be taken after the end of the week of the baby’s birth. For these purposes, Saturday is
regarded as the end of a week. If the birth occurs in a week before a teacher has commenced
her Maternity Leave then the Maternity Leave must commence immediately and the employer
must be informed.
3 basic rights of employees in my vocational area:
1. Join a Union. (TUI Teachers Union of Ireland) Every teacher is entitled to join their
respective union and have them represent them if necessary. “Education Act 1998”
2. Protection from unfair dismissal. It is a right of every teacher to be protection from
unfair dismissal in their school workplace no matter the circumstance. In accordance
with the “Unfair Dismissals Act, 1977”
3. Not to have deductions made from salary without permission. No pay cuts shall be
made to any teachers’ salary without permission of the DES (Department of Education &
Skills) in association with the “Protection of Employees (Fixed Term Work) Act, 2003”
3 basic rights of employers (principal) in my vocational area:
1. Employers are responsible for ensuring that all their employees receive certain basic
employment rights.
2. In my vocational area the Principal is responsible for the welfare of the pupils in their
school Protection of Young Persons (Employment) Act, 1996
3. The Data Protection Act set out the rights and responsibilities of individuals and
organisations regarding the collection, processing and storing of personal data. It is the
principals job to protect the personal data of their students

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