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This exciting Level 6 Higher Certificate teaches students about the latest technological developments in the IT industry and presents them with the opportunity to pursue a career in IT or progress onto a higher award in computing at Griffith College.
Designed specifically with the needs of industry in mind, the Higher Certificate in Computing at Griffith College aims to equip students with the fundamentals of computer science. Delivered on a full-time basis, as a graduate of this course, you will:
The aim of the module is to teach the learner how to design high-quality computer programs in a systematic way. All the relevant concepts and techniques are explained and exemplified in the clearest, simplest language. The objectives are to facilitate the learner to understand the theory underlying programming as a concept and to enhance the logical step by step approach to problem-solving required. The basic concepts of command sequences, iteration and selection are introduced, and the constructs used in a modern programming language to implement these.
The main objective of this course is to introduce learners to the concepts, notations and operations of mathematics that provide a basis for working in the field of computing. The material covered extends the knowledge of learners who have completed courses in mathematics at secondary level.
Learners are given practical experience of developing web sites using these technologies, as well the processes behind researching and planning user-centred web applications.
Learners are helped to develop their knowledge and understanding of how computer hardware is constructed and how the hardware can be made to implement logic and arithmetic and to run programs. Since computing is showing itself to be both pervasive and fast evolving, the module emphasizes the key principles that continue to apply while allowing the scope of the learning to benefit from the broad base envisaged in the module.
Learners are expected therefore to apply the principles of computer hardware to both current and developing technologies. Further, they are helped to cultivate an understanding of how the insights and practice from computer hardware technology contribute to the current state of the art in the wider Computer Science landscape.
The objective of the module is to assist the learner in the transition to third level education by providing them with the necessary academic support and development skills. Learners are expected to develop adaptable competencies that support them throughout their learning journey. This module equips learners to optimise their learning experience in college, and provides them with personal and professional lifelong skills and competencies.
The world is constantly changing with new and emerging digital technologies bringing many challenges to the commercial world. This module aims to support learners as they develop a broadly based and intellectually challenging framework in the area of systems analysis and development. Learners gain an awareness of current technologies, literature, and research in the area. Learners are expected to apply the principles to both current and developing technologies. Learners achieve this through developing knowledge and skills in the area. Further, they cultivate an understanding of how the insights and practice contribute to the current state of the art in the wider Computer Science landscape.
This module focuses on the concepts involved in the design of an operating system; an understanding of its complexity and its many requirements. It introduces the learner to some fundamental algorithms used in operating systems. It introduces the concept of concurrency in an OS and explores the concept of multiprocessing and resource management strategies.
In the Software Development 1 module the learners complete a large piece of work, encompassing both independent learning and development. They get the opportunity to work on a large-scale project in a team dynamic. They are required to produce complete a software application, host said software on a code repository and to document the process.
They not only learn new technical skills such as code management but also learn how to develop a software product while working as part of a team. This module focusses on code management using version control systems such as Git and GitHub.
Teaching in this module is conducted mainly through between the team of learners and the lecturer. However, in the early stages of the process the Faculty organise a number of relevant seminars. Topics for these will outline the correct usage of code repositories such as GitLab and BitBucket, as well as industry expectations when working with code management software in a team of developers.
The skills that the learners develop in this module benefit them as they progress through their degree and into their professional life.
This module builds on the work completed in the first year Computer Programming module and extends the learners knowledge of programming by giving a comprehensive analysis of object-oriented programming. This paradigm leads to software architectures based on the objects every system or subsystem manipulates. In this view software systems are operational models of real or virtual world activities based around the objects that populate these worlds: people, cars, houses, stacks, sets, queues. As in all programming modules, a key objective is the acquisition, on behalf of the learner, of good software engineering skills and the application of these skills to the design and implementation of software components.
This module is a continuation module and introduces you to the fundamental concepts of object-oriented program design and how to use modelling for constructing complex software systems. As a result, learners develop skills such as communication literacy, critical thinking, analysis, reasoning, and interpretation, which are crucial for gaining employment and developing academic competence. A big emphasis is placed on using UML to module systems and produce designs.
The aim of this module is to teach the theoretical and practical underpinnings of modern database management systems by teaching the design and implementation of Relational Databases. Learners study techniques such as entity-relationship modelling and normalisation in order to more effectively design a database. Learners are also exposed to practical application of structured query language (SQL) in order to implement, populate, query, and manipulate a database design into a relational database management system (RDBMS).
The objectives of the module are to give learners the skills to model databases using E-R diagrams and ensure database designs do not have redundancy through the process of normalisation. Through the practical application of SQL, learners are able to create, update, retrieve, and delete data from databases that implement their database designs. We also enable learners to integrate their databases with other components (self-developed programs) as part of the software development process.
This module aims to support learners as they develop a broadly based, and intellectually challenging framework in the area of Probability & Statistics. Learners have an awareness of current statistical techniques, literature, and research in the area. Learners are expected to apply the principles of probability and statistics to solve problems and inform decision making. Learners achieve this through developing knowledge and understanding of probability and statistical principles, while applying these principles in typical real-world scenarios.
This module builds on the work completed in the Object-Oriented Programming module and will apply the methods learned there to the design of classes that implement data structures. As in all programming modules, a key objective is the acquisition, on behalf of the learner, of good software engineering skills and the application of these skills to the design and implementation of software components. At the heart of all software design is the implementation of appropriate data structures that provide efficient data models for the problem at hand. Learners develop an in-depth knowledge of the standard generic data structures: stacks, queues, sets, bags and maps; and also learn to implement these using both linear (linked lists, arrays) and non-linear (binary search trees, avl trees, B-trees) data structures. Learners will also study Graph Theory and the fundamental graph searching algorithms. Unit testing will be used throughout to build test models for classes developed to implement data structures.
The Software Development 2 module builds on the work completed in Software Development 1. In that module the focus was on source code management using version control systems. In this module the focus is again on developing a large piece of work, using the learning from Software Development 1, but with a focus on software testing and testing suites. They get the opportunity to work on a large-scale project in a team dynamic. They are required to complete requirements analysis, produce complete a software application, host said software on a code repository, implement a testing suite, and to document the process.
They not only learn new technical skills such as software testing and requirements analysis but also work as part of a team to develop a software product.
Teaching in this module is conducted mainly between the team of learners and the lecturer. However, in the early stages of the process the faculty organise a number of relevant seminars. Topics for these will outline how to perform requirement analysis for the project, and how to systematically test the project to assure it is performing to specification.
This module introduces the learner to the fundamentals behind server-side web development. They are introduced to the core concepts behind dynamic, database-driven web development, through server-side scripting and database integration and learn how to design and build web applications that deliver database information through server-side HTML pre-processing.
Learners are given practical experience of developing dynamic web sites using these technologies.
A key objective of this module is to give learners an in-depth understanding of those areas of discrete mathematics that are relevant to the study of computing. It builds on the work covered as part of the first year foundations module.
Sample Timetable - Year 1
Sample Timetable - Year 2
CAO application process - candidates are required to obtain 5 O6/H7 grades, to include a language (English, Irish or another language) and maths (or equivalent).
For Mature, Advanced Entry and Part-Time students - please apply directly and a member of our admissions team will be in contact with you directly. Please see the ‘How to Apply’ tab for more information.
Applicants under 23 years
Applicants under 23 years of age on 1st of January, 2018 must apply through the CAO system www.cao.ie. Please consult the CAO website for information on important dates for 2018 applications.
Applicants over 23 years
Applicants over 23 years of age on 1st January 2018 must apply to Griffith College directly online using the Apply Online facility on the website homepage. Mature applicants will be asked for a copy of their passport.
If English is not your native language, you must show that your English level is of a suitable standard. For further information please contact a member of the Admissions Team.
An Academic Administration Fee of EUR250.00 and a 2% Learner Protection Charge is applicable each academic year in addition to the fees quoted below. The fees below relate to Year 1 fees only.
Irish/EU living in Ireland: EUR 5,550.00
Irish/EU living in Ireland: EUR 4,150.00
Irish/EU living in Ireland: EUR 4,200.00
An Academic Administration Fee of EUR250.00 and a 2% Learner Protection Charge is applicable each academic year in addition to the fees quoted below.
Non-EU students: a Medical Insurance, Student Services and Administration fee of EUR300 is payable each academic year in addition to the fees quoted below.
Non-EU Living in Ireland or abroad: Please refer to our Non-EU Tuition Fees section.
EU Living Abroad: EUR 6,350.00
Non-EU Living in Ireland: EUR 7,000.00
Non-EU living Abroad: Please refer to our Non-EU Tuition Fees section.
EU living Abroad: EUR 6,000.00
Non-EU Living in Ireland: EUR 5,240.00
EU living Abroad: EUR 4,200.00
Students wishing to pay for their fees monthly may avail of our direct debit scheme. Please download our Fee Payment Information document to review the payment plan schedule and how to apply.
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They will need to complete a Griffith College Sponsorship Form and send this to the Student Fees Office:
All QQI accredited programmes of education and training of 3 months or longer duration are covered by arrangements under section 65 (4) of the Qualifications and Quality Assurance (Education and Training) Act 2012 whereby, in the event of the provider ceasing to provide the programme for any reason, enrolled learners may transfer to a similar programme at another provider, or, in the event that this is not practicable, the fees most recently paid will be refunded.
Please note that a QQI Award Fee applies in the final year of all QQI courses. To find the relevant fee for your course level, please see the Fees page.
Upon successful completion of the Higher Certificate in Computing, graduates will have the opportunity to progress onto the BSc in Computing or the BSc (Hons) in Computing Science at Griffith College. To discuss the progression options available to you, please contact our admissions team.
On completion of the Higher Certificate in Computing, graduates will have gained invaluable technical skills crucial for a successful career in the ICT sector. Typical roles for our graduates include: