Tutor training courses & professional development

In addition to the training that NALA offers to organisations, NALA also works with a number of partners to develop training programmes for literacy practitioners. The NALA/ WIT Accreditation Project was established in 1997 as a partnership between the Department of Adult and Continuing Education in Waterford Institute of Technology (WIT) and NALA. The Project currently supports and delivers the following programmes: the Higher Certificate in Arts in Literacy Development, the B.A. Ordinary in Adult Education and the B.A. (Hons) in Adult Education

• NUI Maynooth Certificate Course in Integrating Literacy
  This course is designed for teachers and trainers in any subject who wish to increase their ability to help learners develop the language, literacy and numeracy needed for the course and for the vocational or workplace practices. The course is delivered over 100 hours.
• WIT Higher Certificate in Arts in Literacy Development
  This programme is offered to literacy tutors and managers; Students complete a total of twelve modules over a period of two years. Six modules are completed in year one and a further six in year two. Each module is supported by a number of workshops, which are delivered at various locations throughout Ireland.
• B.A. (Ordinary) in Adult Education
  Graduates of the Higher Certificate in Arts in Literacy Development can progress to the B.A. (Ordinary) in Adult Education. The programme consists of six modules and is completed over a period of approximately eighteen months.
• B.A. (Hons) in Adult Education
  Graduates of the B.A. (Ord) in Adult Education can progress to the B.A. (Hons) in Adult Education. The programme consists of six modules and is completed over a period of approximately eighteen months.
• Extending Literacy: Single Module from the Higher Certificate in Literacy Development
  This is a 35-hour module, intended for literacy tutors who work as part of a multi-disciplinary team in education and training centres. It aims to assist them to work in partnership with teachers and trainers from a range of subjects, to identify the literacy practices embedded in the courses and to jointly plan ways to assist learners with those.