Note: Upcoming events will be posted prominently at the site as they arise.
A new brand has now been developed to promote and underpin Ireland’s International Education Strategy: “Education in Ireland – World Class Standards Warmest of Welcomes”. The tag line suggests a very high opinion of Ireland’s current educational and cultural offering but are we really delivering a world class experience to international students? What could and should we be doing to encourage and maintain high standards? And is our welcome really as warm as we like to think it is? The 2011 ICOS seminar asked these and other questions.
The 2010 ICOS seminar asked important questions amid pressure on resources both at national and institutional level - such as what type of student supports are necessary, as benchmarked against competitors, and what could be termed good practice in student support?
The Union of Students in Ireland (USI) and the Irish Council for International Students (ICOS) worked together to provide forums for international students to discuss their experiences and issues and learn more about proposed student immigration reforms.
» Read More about the Dublin Forum
The 2009 ICOS seminar provided a forum for stakeholders to move forward discussion on the internationalisation of Irish education services as the country entered challenging times.
ICOS' 2008 annual seminar explored what internationalisation means for higher education institutions and also what it can mean for students from the Developing World.
In November 2007, ICOS held a major forum on the integration of International Students in Ireland, entitled 'Diverse Voices'.
It celebrated the contribution of international students to growing diversity, both within the educational system and wider society, while exploring the realities of their experiences, the continuing barriers they face and the steps necessary to improve policy and practice.
Extensive feedback was obtained from the forum and a report was subsequenly published in 2008. All supporting documents can be accessed via the links below: