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Join Our Team as a Barista at our newly renovated Drive Thru – Brew Up a Great Career with Us! The Role: This isn’t just another job — it’s your chance to kickstart a career in a brand that values growth, development, and promoting from within. As a Barista, you’ll be part of a supportive team where learning is part of the day-to-day, and where your potential matters. Why Join Us? · Full training (no experience needed!) · A clear path to progress – many of our leaders started as Baristas · Ongoing support to help you grow in confidence and skills · A fun, energetic environment where every shift brings something new What We Offer: · Complimentary barista-made coffee on every shift · Employee discounts across all locations · Full training provided – no experience necessary · Opportunities to grow within the company · A fun, friendly, and supportive team environment Make it Yours: This role is based in Waterford Retail Park . Free on-site parking available Apply today and bring your love for coffee to life!
Senior Staff Officer
Salary: Senior Staff Officer Salary Scale: €58,476 - €71,440 (Based on rates effective 01/06/2026) Hours of Work: The appointees will be required to work 35 hours per week along with such additional hours as may be required for the proper discharge of their duties. Annual Leave: 27 days. Annual Leave will be in accordance with arrangements authorised by the Minister for Further and Higher Education, Research, Innovation and Science from time to time. A standby panel may be formed from which vacancies for this role may be filled. Information about Department/Function SETU is an internationally oriented organisation with a focus on further enhancing its role as an exceptional quality-of-life driver within the regional, national and international higher education landscape. SETU is committed to providing our learners and staff with an inclusive and positive teaching, learning and research environment. This is supported by a quality assurance and enhancement framework that embeds and validates the highest standards of quality in the development of our learners and staff, our programme offerings, our research and our professional support services. Overview of Role & Context SETU is seeking a Senior Staff Officer to assist in the University’s quality assurance and review processes. We are seeking an individual who possesses excellent organisational skills, attention to detail, and communication and interpersonal skills. The Office operates in a cross-campus capacity and travel between campuses will be required. Key Responsibilities / Duties: The successful candidate will be appointed to the Office of the Vice President for Academic Affairs, Teaching and Learning (VPAATL), and will report to the Assistant Registrar - Quality and Reviews. Their duties will be cross-institutional, and they will be required to work and engage with colleagues across all campuses. It will also require travel and work across all SETU campuses. This reporting line, as well as the duties assigned to the individual, are subject to change, based on the needs of the department and the development of the new university infrastructure, and as determined by the VPAATL. The areas currently being assigned are: The successful candidate will: Demonstrate the ability to work on their own initiative, and to provide support for and manage specific areas as required, assuming personal responsibility for delivering work successfully and to a high standard. Have knowledge of the University’s quality assurance framework, policies and processes. Have experience of contributing to policy development and its implementation. Demonstrate the Capacity to analysis data (quantitative and qualitative) and produce reports. Have experience of working with, and communicating with, a wide variety of internal and external stakeholders. Have excellent organisation skills and show evidence of the ability to manage multiple projects and tasks simultaneously and in a timely fashion, reprioritising tasks depending on the needs of the university, including contingency planning for any potential impediments. Have excellent communication and persuasive skills. Have excellent interpersonal skills. Display the ability to maintain consistent effort during busy periods and in the event of changing priorities. Demonstrate flexibility and the capacity to adapt and contribute to the implementation of change. Academic Qualifications Leaving Certificate- having obtained at least Grade D3 in five subjects in the Leaving Certificate Examination (Higher, Ordinary or vocational programmes) or equivalent or have passed an examination at the appropriate level within the QQI qualifications framework which can be assessed as being of a comparable to Leaving Certificate standard or equivalent or higher. or have appropriate relevant experience which encompasses equivalent skills and expertise. Experience At least two years in a Grade III post, or equivalent, or higher, in the Education and Training Sector. Specific Knowledge & Skills Knowledge of quality assurance requirements, frameworks, policies and processes in higher education. Strong organisational, communication, interpersonal and project management skills with excellent attention to detail.
Sales Assistant
Sales Assistant - Applegreen Lemybrien As a Sales Assistant at Applegreen, you will be a crucial part of our front-line operations. If you’re looking for a fulfilling role where you can make a difference every day and build lasting relationships, we’d love to hear from you! Apply now to join the Applegreen family and become part of a company that values community, teamwork, our customers. What will I be doing as a Sales Assistant at Applegreen?
Community Access Facilitator
Key Working Relationships: The Community Access Facilitator will work closely with people who receive a day service and with their nominated circles of support. The Community Access Facilitator works with Day Services wider team and management as well as members of the multi-disciplinary team. The Community Access Facilitator will also build and maintain working relationships with relevant community organisations, educational providers and local employers. Purpose of the Post: The Community Access Facilitator will take a lead role in supporting people within the framework of New Directions. The Community Access Facilitator will work autonomously under the general supervision of their manager. The Community Access Facilitator will: 1) Empower people to live full and meaningful lives. To build their confidence and autonomy and explore/progress their career and life goals. 2) Enable adults with a disability to gain and maintain valued social roles (student, employee, volunteer, neighbour, friend) and to be recognised as equal citizens. 3) Work with adults with a disability, key staff, their nominated circles of support, and multidisciplinary team members through a person-centred approach towards the values of New Directions: person centred; community inclusion; active citizenship and quality services. 4) Provide supports within the framework of New Directions, guided by Human Rights Based Approach principles of participation, accountability, non-discrimination, empowerment, legality and an outcomes-based individualised approach to services for adults with disabilities. 5) Promote input and co-production of how their Day Services are planned and delivered so as to ensure that adults with disabilities shape policies and supports that affect them. 6) Support participation in decision-making at both the individual and the service design/ delivery level, addressing barriers to inclusion and advocating for structural change where required. 7) Respect the dignity and autonomy of the person, ensuring rights under the United Nations Convention on the Rights of Persons with Disabilities and equality legislation are central to all actions. 8) Work in both group and individual settings in the community with adults with disabilities and their nominated circle of support, promoting equality of opportunity to access a wide range of community-based services and mainstream opportunities (education, work, leisure, civic participation) on the same basis as the general population to meet their individual needs. 9) Promote positive risk taking, supporting individuals to make their own decisions and learn from new experiences. Corlann Ethos The core values of our services have always been the dignity and humanity of each person. How these are expressed has evolved over time with our greater understanding of the rights of all people with a disability, with the changing hopes and expectations of the individuals and families with whom we work, and with the growing expertise of all associated with our services. Principal Duties and Responsibilities The Community Access Facilitator will: • Work collaboratively with the person supported, their nominated circle of support to co-produce person-centred plans with ambition and possibility. • Support the person to access mainstream opportunities (education, work, civic life) on the same basis as others, and to challenge structural barriers where they arise. • Promote advocacy and self-direction, ensuring the person’s voice is central to all planning and decision-making by supporting adults with a disability to speak up for themselves and make their own choices, making sure their views guide all planning and decisions. • Include people with a disability directly in identifying and managing risk, respecting their right to make informed choices even when those choices involve some level of risk. • Support social and community inclusion, recognising the diverse identities of people with disabilities who are supported (e.g. gender, Traveller identity, ethnicity, sexuality). • Provide respectful and dignified personal support, which may include assistance with eating, showering, dressing and toileting, when required. • Support the person with developing their skills in the areas of o Creating and maintaining valued social roles o Communication o Activities of daily living o Social Integration and the use of community facilities • Support the person to establish a circle of support and wider community connections. • Support the person to focus on outcomes/goals aligned with their person-centred plans. • Support the person to identify their strengths and areas of interest to enable active citizenship and community participation. • Support the person to identify who is best placed to support them to access valued roles in community. • Ensure that all activities and supports are monitored, maintained/reduced at an appropriate pace to ensure adults with a disability can sustain their valued social roles. • Introduce new experiences at a pace that enables the person to achieve success, addressing obstacles and other issues that may compromise achievement of agreed goals. • Seek out opportunities for the person to participate in social, work or training roles of their choice which are in socially inclusive settings and typical for a person of a similar age. • Assist the person to develop a full range of social relationships and valued social roles including developing friendships and social networks. • Empower the person to be a valued citizen in their local community, make choices and have ordinary life experiences. • Seek out opportunities for the person to experience a range of activities as a means of discovering their areas of interest, strength and conditions that will enable inclusion and citizenship. • Promote advocacy and self-direction through listening to the person’s wishes, supporting the person to make decisions and advocating on their behalf where required. • Explore and encourage the use of natural community supports by building interpersonal relationships in community with others. • Provide onsite support and mentoring to people who are accessing work experience in the local community. • Assist the person to identify and develop opportunities to experience volunteering, work experience, supported employment and pathways to full employment. • Promote and provide practical road safety awareness and travel training as required. • Facilitate the person to access mainstream educational programmes. • Identify and support the development of skills for self-directed living, including the delivery of training modules. • Assist with administration of medication, carrying out therapeutic interventions as prescribed by multi-disciplinary team /medical professionals, working collaboratively with the multi-disciplinary team. • Support the person to develop and maintain money management skills and ensure that petty cash used and any personal monies of individuals supported are properly accounted for. Administration The Community Access Facilitator will: • Establish and maintain partnerships with organisations, including advocacy groups, to strengthen systemic change for inclusion. • Attend and participate in staff meetings, multi-disciplinary team meetings, planning and review meetings as deemed appropriate. • Ensure the privacy and confidentiality of the person whilst acknowledging the needs for professional sharing of information within the relevant staff team. • Ensure records and documentation are maintained to a high standard and storage of files is in line with data protection policy at all times. • Develop and maintain good relationships with the nominated circle of support of the person supported, their support circle and uphold and support their role in the person’s life. • Work with other organisations to create networks and share resources. • Contribute to the development of quality assurance systems and procedures. • Identify and collect data to measure outcomes, prepare reports as requested. Record not only outcomes but also barriers experienced by people supported, ensuring these inform service improvement and policy advocacy • Report on rights-related indicators (access to services, discrimination experienced, progress on autonomy and inclusion • Cover for other staff as required. Education & Training The Community Access Facilitator will: • Attend and participate in all staff training as deemed relevant by organisational policy and service manager. • Undertake relevant training and be informed of current developments in services for people with disabilities e.g. Person-Centred Planning, Personal Outcome Measures, Human Rights and Citizenship, “New Directions- Review of day services and implementation Plan 2012-2016”, Supported Self Directed Living. • Participate in committees and agency forums as directed by service manager. Health & Safety / Risk Management The Community Access Facilitator will: • Stay informed of current Human Rights Based Approach developments, United Nations Convention on the Rights of Persons with Disabilities implementation, and national/international disability rights frameworks • Engage in training on anti-discrimination, cultural competence, trauma-informed practice, and intersectionality • Observe, report and take appropriate action on any matter which may be detrimental to the person’s supported care or wellbeing. • Adhere to all Corlann policies and procedures and to all relevant Health & Safety legislation. • Enable positive risk taking and ensure this is documented in line with the person’s rights under United Nations Convention on the Rights of Persons with Disabilities and service policies. • Adequately identifies, assesses, manages and monitors risk within their area of responsibility. • Have a working knowledge of the Health Information and Quality Authority (HIQA) Standards as they apply to the role for example, Standards for Healthcare, National Standards for the Prevention and Control of Healthcare Associated Infections, Hygiene Standards etc. and comply with associated Corlann protocols for implementing and maintaining these standards as appropriate to the role. • Support, promote and actively participate in sustainable energy, water and waste initiatives to create a more sustainable, low carbon and efficient health service. The above Job Specification is not intended to be a comprehensive list of all duties involved and consequently, the post holder may be required to perform other duties as appropriate to the post which may be assigned to them from time to time and to contribute to the development of the post while in office. Flexibility Employees are expected to have a high level of flexibility and a willingness and ability to develop new approaches to their work. Duties and responsibilities of any post in the Services are likely to change with the ongoing needs and developments of the Services. Employees will therefore be required to carry out such other duties appropriate to their employment as may be assigned to him/her from time to time. Confidentiality In the course of the employment the post holder may have access to, or hear information concerning the medical or personal affairs of individuals supported and/or staff, or other health service business. Such records and information are strictly confidential and unless acting on the instructions of an authorised officer, on no account must information concerning individuals supported, staff, or other health service business be divulged or discussed except in the performance of normal duty. In addition, records must never be left in such a manner that unauthorised persons can obtain access to them and must be kept in safe custody when no longer required. Essential • Possess a qualification in General Health and Social Care or Community and/or Youth Work, as recognised by Quality and Qualifications Ireland (QQI), formerly FETAC, at a minimum of QQI Level 5 on the National Framework of Qualifications (NFQ) (see Appendix 1 for list of qualifications) Or • Possess a relevant healthcare qualification at a minimum of QQI Level 5 on the National Framework of Qualifications (NFQ) Or • Hold an equivalent healthcare qualification from another jurisdiction Post Specific Requirement Essential • Minimum of 6 months’ relevant experience • Experience in completing effective reports • Experience of working as part of a team in service provision • Experience of supporting adults with varying degrees of intellectual disability • Knowledge of needs of adults with intellectual disabilities • Understanding of Health & Safety • Knowledge of the Ethos of Corlann • Good understanding of socialisation and recreational needs of people who use the services. • Knowledge of working effectively within a multidisciplinary team • Knowledge of how to support people who use services to achieve personal outcomes • Knowledge of HIQA Regulations and responsibilities. • Knowledge of current trends in intellectual disabilities services e.g. Rights Based approach to Service Provision Candidates must demonstrate: Professional Knowledge • An understanding of New Directions policy, Human Rights Based Approach, United Nations Convention on the Rights of Persons with Disabilities principles, supported decision-making, equality legislation, anti-discrimination practice, and cultural competence. • An understanding of Person-Centred Planning as being at the forefront of Day Services. • An understanding of the role of the Community Access Facilitator as an enabler of equal citizenship, not simply a provider of care. • A commitment to co-produce and demonstrate an ability to engage people with lived experience in shaping service delivery and evaluation • Capacity to monitor rights outcomes and escalate systemic issues that compromise equality and inclusion • Skills in enabling self-advocacy, independent living, and participation in civic and community life • An understanding that people can face more than one kind of disadvantage at the same time (for example, because of disability, gender, or ethnicity), and the ability to support them in ways that take all of these challenges into account. • An ability to recognise intersectional discrimination and a commitment to inclusive practices that reflect diverse experiences • A commitment to real fairness not just giving people the same opportunities, but also identify and addressing the barriers that stop them from fully taking part in society. • A commitment to ensuring that individuals with disabilities (or adults with additional support needs) can lead ordinary lives with the same opportunities and expectations as others. • Demonstrate a commitment to citizenship and community inclusion for persons with a disability. • Demonstrate knowledge of support and approaches used in the management of behaviour that challenges. • Knowledge of working effectively within a multidisciplinary team • An understanding of communicating with people who are minimally speaking/non-speaking. Planning & Organising • Demonstrate the ability to plan and organise effectively. • Demonstrate ability to manage deadlines and effectively handle multi-tasking as part of daily workload management. Team Skills & Leadership Potential • Demonstrate the ability to build and maintain relationships including the ability to work as part of a multi-disciplinary team. • Demonstrate ability to show initiative and work independently. • Demonstrate ability to create networks and establish partnerships and linkages with other community workers and organisations. • Demonstrate flexibility and openness to change and ability to support others in a changing environment. Commitment to Providing a Quality Service • Demonstrate a commitment to assuring high standards and person-centred supports. • Demonstrate ability to advocate effectively for the rights, decisions and needs of people supported and promote people’s access to resources, supports and services. • Demonstrate an awareness and skills in supporting individuals to achieve best possible health and well-being. • Demonstrate initiative and innovation in identifying areas for service improvement. • Demonstrate respect and empathy for diversity and individuality. Analysis, Problem Solving and Decision Making • Demonstrate ability to evaluate information and make effective decisions/solve problems especially with regard to the person’s overall health, wellbeing and quality of life • Demonstrate ability to be creative in terms of challenges and barriers. Communication & Interpersonal Skills • Demonstrate the ability to use active listening skills and show empathy when communicating with the person supported and their family. • Demonstrate competency in general use of information technology –computers, office functions, internet for research purposes, email, preparation of presentation materials etc. • Demonstrate effective communications and interpersonal skills including: the ability to engage collaboratively with all stakeholders. • Demonstrate ability to build collaborative relationships and networks within communities.
Operations Manager
As a result of our expansion plans and our continued ongoing success we are seeking an Operations Manager. In this role you will be a key member of the store senior management team and will report to the Store Manager. What are we looking for? To be successful in this role you will be a dedicated and experienced Operations Manager. You will lead by example and inspire our retail colleagues to maximise sales and deliver excellent customer service. You will be responsible for the following:
Supervisor
Maxi Zoo is part of the Fressnapf Group, the European market leader in pet product with 2,600 shops across Europe. Maxi Zoo is Ireland’s largest pet retailer and has over 30 shops in Ireland. Maxi Zoo Ireland are driven by the desire to make the life of pets and pets owners simpler, better and happier. We are recruiting for a Supervisor to join our Waterford store. Why join us? · Service pay- Higher rate of pay from when you reach 12 months service · Certified with Great Place to work · Employee Discount - we offer employee discount of up to 40% in our stores and 20% in our Salon · Paid leave- Sick leave, annual leave and bank holidays · Refer a friend scheme · Advancement Opportunities – At Maxi Zoo we believe in promoting from within as much as possible and developing our team to have a career path. · Community- A chance to work in an environment where employees and customers share the same passion for animals · Educational opportunities · Employee assistance programme · Cycle to work Scheme What you will bring: What you will do: · Customer Engagement- Enrich customers' experiences with personalised advice and uphold a welcoming, tidy store atmosphere. · Merchandising and Inventory- Curate an enticing shopping experience by ensuring shelves stocked with full product availability to minimise inventory discrepancies and maintain high inventory quality · Team Champion- Collaborate closely with the Store Manager, inspire and guide the sales team as a trusted keyholder by sharing your product knowledge, fostering a culture of support and open communication. · Band Integrity - Achieve targets keeping the pets needs at the forefront of everything we do.
Adult Education Officer
The starting salary for this role is €64,218 per annum pro-rata 35 hours per week 35 days per annum pro-rata Job Summary The role of the AEO is an integral part of the FET Management Team. The role of the AEO is to assist the Chief Executive and the Director of FET in the leadership and management of WWETB’s services in the areas of Further Education and Training. The AEO will have responsibility for the effective management of staff, financial and other resources and their effective use in the delivery of agreed and appropriate support and services as require by stakeholders. In the interest of organisational effectiveness and flexibility, members of the management team, including AEO’s, may be required to rotate within the general FET management team as needs arise. Key Responsibilities ▪ Strategic leadership and accountability: Manage, coordinate and be accountable for assigned FET and Youth Affairs programmes and support services, in line with WWETB’s Strategy Statement, relevant national FET and youth policies and strategies, and annual Service Plans. ▪ Strategic and service planning: Contribute to the development, implementation and review of the educational elements of WWETB’s strategic plans, annual Service Plans and Annual Reports, taking a leadership role as required. ▪ Needs assessment and responsive provision: Identify the further education and training needs of adults and relevant young people across Waterford and Wexford, and support the development of appropriate responses. ▪ Learner inclusion and participation: Promote inclusive provision and ensure learner voice informs programme planning, delivery and review, addressing barriers to access, retention and achievement. ▪ Access and progression: Strengthen access, transfer and progression pathways within FET and into higher education, apprenticeships and employment, working collaboratively with relevant colleagues and partners. ▪ Staff leadership and development: Lead, support and line-manage assigned staff, promote professional development and contribute to workforce planning and performance management. ▪ Integration and coordination: Work collaboratively with colleagues to strengthen the integration and coordination of FET programmes and support services, in line with WWETB priorities and service requirements. ▪ Service development and change: Lead assigned service development initiatives and organisational change to improve provision, learner outcomes and organisational effectiveness. ▪ Safeguarding and risk management: Oversee implementation of applicable safeguarding, health and safety, data protection and risk management policies within the assigned portfolio, ensuring significant concerns are escalated appropriately. ▪ Quality assurance and improvement: Support the development, implementation and review of WWETB’s quality assurance arrangements, programme evaluation and continuous improvement processes, in accordance with its obligations under the Qualifications and Quality Assurance (Education and Training) Act 2012. ▪ Financial and resource management: Manage assigned budgets, funding agreements and resources, ensuring effective financial controls, expenditure monitoring and accountability. ▪ Youth funding and service oversight: Oversee assigned youth funding schemes and funded services, ensuring compliance with applicable scheme requirements, funding agreements, quality standards and reporting arrangements. ▪ Partnership development: Develop effective partnerships with statutory agencies, community organisations and employers, including the Department of Social Protection, to support learner engagement and coordinated provision. ▪ Stakeholder engagement: Liaise with local and regional stakeholders to develop programmes that respond to learner, community and employer needs, in line with Government policy. ▪ Evidence-informed planning: Monitor and analyse PLSS and other relevant data to identify trends, inform strategic responses and improve programme planning and service delivery. ▪ Reporting and evaluation: Prepare statistical analyses, reports and recommendations to inform strategic priorities, resource allocation and effective service provision. ▪ Funding-body requirements: Fulfil applicable SOLAS, DFHERIS and other funding-body requirements for programme planning, monitoring and reporting, including FARR, PLSS and European Social Fund reporting, as required. ▪ Representation and communication: Represent WWETB as required and lead communication and promotional initiatives that strengthen awareness of its programmes, services and learner opportunities. ▪ Delegated accountability: Carry out the lawful instructions of the Board and Chief Executive and fulfil any formally assigned Sub-Accounting Officer responsibilities, including accountability for designated budgets and the property, equipment and assets entrusted to the role. ▪ Other assigned duties: Undertake other duties appropriate to the AEO grade as assigned by the Chief Executive or Director of FET. This job description offers a broad outline of the role’s key duties and is designed to be flexible and adaptable. It will be reviewed periodically to ensure it remains aligned with organisational needs. Essential Requirements The following outlines the essential qualifications, skills, and competencies required for candidates applying for the Adult Education Officer position. These criteria are designed to ensure that applicants possess the necessary foundation to excel in the role and contribute effectively to the organisation’s goals. The successful candidate will: ▪ Have management experience at an appropriate senior level, including leading teams and managing resources. ▪ Have relevant experience in the following: o Leadership of teaching or learning or training in adult education or further education or training or community or voluntary sectors; o Governance and management; o Performance management. ▪ Demonstrate the capacity to work as part of a management team, contribute to the implementation of strategic plans, organisational policies and procedures; ▪ Demonstrate the ability to manage and lead change and to fulfil reform requirements within the ETB; ▪ Have strong interpersonal and collaborative skills including the ability to work effectively with a range of stakeholders and to represent the ETB as required; ▪ Demonstrate that they possess the skills/competencies identified as being important for the role. These include: o Leadership: Supporting, developing, leading and managing FET staff. o Analysis & Decision Making: Programme planning, monitoring and implementation. o Management and delivery of results: Reviewing, reporting and evaluating FET programme and service delivery. o Interpersonal and communication skills: Promote, establish and maintain effective communications across all FET provision and with relevant voluntary and statutory bodies. o Specialist Knowledge, Expertise and Self-development: Possess a clear understanding of the role and how it fits into the work of the ETB and maintain a focus on self-development, seeking feedback and opportunities for growth to help carry out the specific role requirements. o Drive & Commitment to Public Service Values: Develop, manage and implement an ETBwide framework approach to the delivery of further education and training provision and service. Desirable Requirements The following outlines the desirable requirements for candidates applying for the Adult Education Officer position and may be used to facilitate shortlisting: ▪ Experience leading education, training, youth or community services; ▪ Demonstrated success in implementing strategic and operational plans, managing budgets and funding agreements, and improving service quality and outcomes. Experience overseeing publicly funded services would be advantageous. ▪ A record of building effective partnerships with statutory agencies, community organisations, employers or education providers. Strong consultation, negotiation, report-writing and presentation skills. ▪ A relevant third-level qualification in education, youth work, community development, management or a related discipline. Knowledge of FET and youth policy, quality assurance, safeguarding and funding arrangements. A leadership or management qualification would be advantageous. Eligibility to Apply Candidates must, by the date of job offer, be: ▪ A citizen of the European Economic Area. The EEA consists of the Member States of the European Union, Iceland, Liechtenstein and Norway; or ▪ A citizen of the United Kingdom (UK); or ▪ A citizen of Switzerland pursuant to the agreement between the EU and Switzerland on the free movement of persons; or ▪ A non-EEA citizen who is a spouse or child of an EEA or Swiss citizen and has a stamp 4 visa; or ▪ A person awarded international protection under the International Protection Act 2015 or any family member entitled to remain in the State as a result of family reunification and has a stamp 4 visa; or ▪ A non-EEA citizen who is a parent of a dependent child who is a citizen of, and resident in, an EEA member state or Switzerland and has a stamp 4 visa
Grade IV Assistant Staff Officer
Salary: The gross salary applicable to the post of Assistant Staff Officer is currently €39,490 - €56,015 p.a. (rates effective 01/06/2026) Hours of Work: The appointee will be required to work 35 hours per week together with such additional hours as may be required from time to time for the proper discharge of their duties. Annual Leave: 23 days annual leave per annum. The ‘annual leave year’ operates from September to August. Annual Leave will be in accordance with arrangements authorised by the Minister for Further and Higher Education, Research, Innovation and Science from time to time. For part-time contracts or contract durations of less than 12 months, the annual leave entitlement will be calculated on a pro rata basis. Overview of Role & Context South East Technological University (SETU) is Ireland’s newest TU, designated in May 2022. The university has designed an organisational change programme that will support elevated performance in the delivery of educational programmes, in research and innovation, in mobilising regional alliances, and in building institutional capacity, resilience and sustainability. The Office of the Vice President Academic Affairs, Teaching and Learning plays a critical leadership role in the delivery of the change programme, with assessment enhancement and capacity building an important part of this. Grade IV Assistant Staff Officer – Academic Unit Review Capacity Building are Technological Enhancement Fund (TEF) posts, one for each faculty within the University, to support faculties in the development, production and review stages of the Academic Review Process (AUR). Reporting to the Academic Unit Review (AUR) Lead, the appointee will provide a key supporting role in the planning, organising, administration and submission of academic unit reviews. This could include, but not be limited to, aspects around or related to project management governance, meeting and administrative organization, communication, training, quality assurance support and document editing and production. The administrative officer may also be required to provide support to senior staff across the areas of the VP for Academic Affairs, Teaching and Learning including deputising for more senior administrative staff as the occasion demands. The appointees will support and assist with developing and maintaining working relationships with key stakeholders across all areas and campuses relevant to the role. The role will be supported by the Targeted Enhancement Fund (TEF), which provides targeted support for initiatives that are critical to the strategic development of eligible higher education institutions (HEIs), including Technological Universities (TUs). Key objectives of the TEF include: • Contribute towards enhancement initiatives that will strengthen the performance of established TUs, Institutes of Technology, and specialist colleges. • Provide support for eligible HEIs to determine or consolidate their position in the higher education landscape. • Facilitate the development and/or continuation of initiatives that further national policy and priorities in the technological sector and in specialist colleges. • Support the implementation of the recommendations set out in the TURN report and OECD review of Technological University academic career paths, contracts and organisation in Ireland. Key Responsibilities / Duties: Please note that the Office of the VP for Academic Affairs, Teaching and Learning (within which the appointee and Academic Unit Review Lead are situated) may undergo a period of re-structure during the term of this post and therefore the following responsibilities are an indication of the type of duties currently assigned to the post and may be altered. The principal duties will include but are not restricted to: • To support the work of the AUR Leads in terms of planning, reporting and implementing the AUR process. • To assist the AUR Lead with any other roles that come within their remit. • To assist with the development of relevant plans and reporting on progress against plans and targets. • To provide necessary administrative support to the AUR Lead in undertaking their role, including (but not limited to): research activities and information sourcing and summarising; data gathering and analysis; development of documents; maintaining accurate records; arranging and co-ordinating meetings and events; note and minute taking and production; and managing communications and responses. • To assist in the design, development, co-ordination, delivery and analysis of training sessions as required. • To provide ongoing cross cover for, and support to, other administrative staff within the areas of the VP for Academic Affairs, Teaching and Learning, particularly at peak times. • Other duties as may be assigned by the CBL and/or other management members. • To identify improvements to the effectiveness of the area and to liaise with relevant stakeholders in the development and implementation of resulting changes to both policy and process. • To encourage, maintain and develop excellent communicative channels with internal and external stakeholders. Academic Qualifications • Leaving Certificate- having obtained at least Grade D3 in five subjects in the Leaving Certificate Examination (Higher, Ordinary or vocational programmes) or equivalent. or • have passed an examination at the appropriate level within the QQI qualifications framework which can be assessed as being of a comparable to Leaving Certificate standard or equivalent or higher. or • have appropriate relevant experience which encompasses equivalent skills and expertise. Experience • At least 2 years relevant administration experience. Specific Knowledge & Skills • Excellent written, numerical and analytical skills. • Excellent organisational skills. • Self-motivated and proactive. • Sound judgement and problem solving skills. • Be capable of getting through high volumes of work and prioritising tasks. • Ability to multi-task, accurately receive and record information, and professionally, succinctly and clearly communicate with internal and external stakeholders in a fast paced environment. • Positive team player that works effectively with and supporting others. • Administrative experience gained in complex environment. Specific Personal Qualities • Excellent interpersonal and communication skills. • Ability to prioritise tasks. • Ability to deal with students and staff in a sensitive manner.
Customer Assistant (Festive)
Fancy a festive in-store role? We’ve got all kinds of shifts and roles available. Across the country, customers are counting on us to make the magic happen – and that’s why we need your help. Working in store, you’ll tackle a range of tasks, from serving customers and stocking shelves, to picking orders for home delivery. You’ll feel your impact every day, as you send customers home with a smile. Experience isn’t essential – all you need is the right attitude. Because here, it all comes down to helping people: customers, colleagues, communities. If you’re warm and welcoming, you’ll fit right in with our caring, friendly bunch. It all adds up to a role where you can do good, and feel good, while enjoying great flexibility. Let’s make every day a little better. Especially at Christmas. #tescoxmas What is in it for you We offer excellent benefits that help make Tesco a great place to work. These include but aren’t limited to: About us Our vision at Tesco is to become every customer’s favourite way to shop, whether they are at home or out on the move. Our core purpose is “Serving our customers, communities and planet a little better every day”. Serving means more than a transactional relationship with our customers. It means acting as a responsible and sustainable business for all stakeholders, for the communities we are part of, and for the planet. Through initiatives like the Tesco Community Fund, our association with Children’s Health Foundation, our partnership with FoodCloud and our Stronger Starts programme, we have supported over 21,000 community groups, raised over €7.5 million for medical equipment, and provided almost 15 million meals nationwide, to those living in food insecurity. Tesco has operated in the Irish retail market since 1997, and with 170 stores nationwide, we employ over 13,000 people in cities and towns around Ireland, supporting almost 45,000 jobs directly and indirectly. We partner with over 500 Irish suppliers - of which almost three-quarters are small and medium enterprises - which in turn supports almost 13,000 farming families around Ireland. Tesco is the single largest buyer of Irish food and drink in the world, buying €1.6 Billion a year; more than any other single country in the European Union, more than even the USA which you perceive as a massive buyer of Irish food. We work closely with suppliers across Ireland who are dedicated to making the best products for our customers and this is reflected in the numerous awards our products have won over the years including Blás Na hÉireann, World Steak Challenge and Great Taste Awards. We are proud to have an inclusive culture at Tesco where everyone truly feels able to be themselves. It is embedded in our values: we treat people how they want to be treated. At Tesco, we not only celebrate diversity, but recognise the value and opportunity it brings. We always want our colleagues to feel they can be themselves at work and we are committed to helping them be at their best. We know life looks a little different for each of us. That’s why at Tesco, we always welcome chats about flexible working. Some people are at the start of their careers, some want the freedom to do the things they love. Others are going through life-changing moments like becoming a carer, nearing retirement, adapting to parenthood, or something else. So, talk to us throughout your application about how we can support. Tesco is committed to celebrating diversity and everyone is welcome at Tesco. We're committed to providing a fully inclusive recruitment process, allowing candidates the opportunity to thrive and inform us of any reasonable adjustments they may require. For further information on the accessibility support we can offer, please click http://roi.tesco-careers.com/accessibility/ How can I let Tesco know I need additional support? Please let us know you need additional support by emailing tescoireland.recruitment@tesco.ie This will allow us to understand more about you and how we can best support you through the recruitment process. CLICK THE APPLY BUTTON TO GO TO THEIR CAREERS PAGE WHERE YOU CAN CHECK THIS JOB AND ALL OTHER OPPORTUNITIES AVAILABLE.
Customer Assistant (Festive)
Fancy a festive in-store role? We’ve got all kinds of shifts and roles available. Across the country, customers are counting on us to make the magic happen – and that’s why we need your help. Working in store, you’ll tackle a range of tasks, from serving customers and stocking shelves, to picking orders for home delivery. You’ll feel your impact every day, as you send customers home with a smile. Experience isn’t essential – all you need is the right attitude. Because here, it all comes down to helping people: customers, colleagues, communities. If you’re warm and welcoming, you’ll fit right in with our caring, friendly bunch. It all adds up to a role where you can do good, and feel good, while enjoying great flexibility. Let’s make every day a little better. Especially at Christmas. #tescoxmas What is in it for you We offer excellent benefits that help make Tesco a great place to work. These include but aren’t limited to: About us Our vision at Tesco is to become every customer’s favourite way to shop, whether they are at home or out on the move. Our core purpose is “Serving our customers, communities and planet a little better every day”. Serving means more than a transactional relationship with our customers. It means acting as a responsible and sustainable business for all stakeholders, for the communities we are part of, and for the planet. Through initiatives like the Tesco Community Fund, our association with Children’s Health Foundation, our partnership with FoodCloud and our Stronger Starts programme, we have supported over 21,000 community groups, raised over €7.5 million for medical equipment, and provided almost 15 million meals nationwide, to those living in food insecurity. Tesco has operated in the Irish retail market since 1997, and with 170 stores nationwide, we employ over 13,000 people in cities and towns around Ireland, supporting almost 45,000 jobs directly and indirectly. We partner with over 500 Irish suppliers - of which almost three-quarters are small and medium enterprises - which in turn supports almost 13,000 farming families around Ireland. Tesco is the single largest buyer of Irish food and drink in the world, buying €1.6 Billion a year; more than any other single country in the European Union, more than even the USA which you perceive as a massive buyer of Irish food. We work closely with suppliers across Ireland who are dedicated to making the best products for our customers and this is reflected in the numerous awards our products have won over the years including Blás Na hÉireann, World Steak Challenge and Great Taste Awards. We are proud to have an inclusive culture at Tesco where everyone truly feels able to be themselves. It is embedded in our values: we treat people how they want to be treated. At Tesco, we not only celebrate diversity, but recognise the value and opportunity it brings. We always want our colleagues to feel they can be themselves at work and we are committed to helping them be at their best. We know life looks a little different for each of us. That’s why at Tesco, we always welcome chats about flexible working. Some people are at the start of their careers, some want the freedom to do the things they love. Others are going through life-changing moments like becoming a carer, nearing retirement, adapting to parenthood, or something else. So, talk to us throughout your application about how we can support. Tesco is committed to celebrating diversity and everyone is welcome at Tesco. We're committed to providing a fully inclusive recruitment process, allowing candidates the opportunity to thrive and inform us of any reasonable adjustments they may require. For further information on the accessibility support we can offer, please click http://roi.tesco-careers.com/accessibility/ How can I let Tesco know I need additional support? Please let us know you need additional support by emailing tescoireland.recruitment@tesco.ie This will allow us to understand more about you and how we can best support you through the recruitment process. CLICK THE APPLY BUTTON TO GO TO THEIR CAREERS PAGE WHERE YOU CAN CHECK THIS JOB AND ALL OTHER OPPORTUNITIES AVAILABLE.
