Entry requirements are a Level 8 degree, with a minimum of Second Class Honours, Grade 2 or equivalent in the following areas:

Early Childhood Education and Care
Applied Social Studies
Social and Community Studies
Youth and Community Work
Social Sciences or cognate area
Candidates with significant relevant work experience (as determined by SETU Carlows Recognised Prior Learning (RPL) policy), in addition to an honours primary degree in another discipline area may also be considered for entry.

Applicants applying for entry via routes other than those listed above will be considered on a case-by-case basis and in accordance with SETU Carlows Recognised Prior Learning (RPL) policy.

All Non-EU applicants should refer to the internationalsection of the SETU website for further information.

Next intake: September 2025.

This course is typically suited for people with the following Career Interests. If these interests do not describe you, this course may prepare you for work you may not find satisfying.

Enterprising

Enterprising people like situations that involve using resources for personal or corporate economic gain. Such people may have an opportunistic frame of mind, and are drawn to commerce, trade and making deals. Some pursue sales and marketing occupations. Many will eventually end up owning their own business, or in management roles in larger organisations. They tend to be very goal-oriented and work best when focused on a target. Some have an entrepreneurial inclination.

Social

The Social person's interests focus on interacting with the people in their environment. In all cases, the Social person enjoys the personal contact with other people in preference to the impersonal dealings with things, data and ideas found in other groups.

Many will seek out positions where there is direct contact with the public in some advisory role, whether a receptionist or a counsellor. Social people are motivated by an interest in different types of people and like diversity in their work environments. Many are drawn towards careers in the caring professions and social welfare area, whilst others prefer teaching and other 'informing' roles.