Traveller mentors: an evaluation of the Certificate in Mentoring in Education

Brennan, Rebekah; Leane, Máire; Ó Súilleabháin, Fiachra; Horgan, Aoife; McGovern, Sheila

Traveller mentors: an evaluation of the Certificate in Mentoring in Education

Files

Box-8.-PDF-Traveller-Mentors-Report.pdf(826.63 KB)

Published Version

Date

2025

Authors

Brennan, Rebekah

Leane, Máire

Ó Súilleabháin, Fiachra

Horgan, Aoife

McGovern, Sheila

Publisher

SOAR Project, Access UCC, University College Cork

Abstract

The Certificate in Mentoring in Education, a one-year part-time QQI Level 6 course, was delivered during the 2021/22 academic year at MTU Kerry Campus. The course was cocreated with the local Traveller community through dedicated, long-term consultation which began in 2019. Feedback from the community was sought at every stage of course design from writing the modules and course documentation, through to the inclusion of a member of the Traveller community on the external validation committee. Transformative change is clearly needed within the relationship between the Traveller community and the Irish education system. The Certificate in Mentoring in Education was developed to address some of these needs, through focusing on educating Traveller adults to become mentors and advocates for all members of the Traveller community as they navigate the education system. The course was divided into two modules: ‘The Irish Education System’ and ‘Mentoring for Education’. ‘The Irish Education System’ covered the pathways for progression for all Irish citizens from primary to third level education, including information on supports such as grants and bursaries, and legislation which protects the rights of students and families within the system. The second module, ‘Mentoring for Education’, focused specifically on advocacy and mentoring for Travellers in education through provision of support and positive role-modelling (see Appendices 6 and 7 for module descriptors). There were three members in the teaching team including two lecturers and an academic tutor to support students with their assignments. A considerable amount of support was provided through a person-centred, flexible and committed teaching and learning model which facilitated staged feedback from the students to inform ongoing course delivery. A continuous assessment model was used. Assignments included practical elements, namely an oral presentation and roleplays, to demonstrate mentorship skills. Written elements involved creation of portfolios and reflective writing pieces. Students were given the option to submit audio recordings in place of written pieces for one module. The course was held two mornings a week. The time commitment involved for students was three hours per week for ‘The Irish Education System’ and four hours per week for ‘Mentoring for Education’. Initially, sixteen female mature students enrolled on the course, however one student needed to step out before the course commenced due to personal reasons and two did not complete. Thirteen students graduated with a Special Purpose Award.

Keywords

Certificate in Mentoring in Education , QQI Level 6 course , Irish education system , Kerry Travellers Health , University-community partnerships

Citation

Brennan, R., Leane, M., Ó Súilleabháin, F., Horgan, A., and McGovern, S. (2025) Traveller mentors: an evaluation of the Certificate in Mentoring in Education. Cork: SOAR Project, Access UCC, University College Cork.