Royal Dublin Society

The regulation of the recognition of professional qualifications is an oft-overlooked and generally under-explored area of EU law. However, it is a vital facilitator of access to employment, particularly in respect of vulnerable groups such as third-country nationals. Since the 2015 European Migration Crisis, the recognition of professional qualifications of third-country nationals in the EU has attracted some significant political attention. This has recently culminated in two recommendations from the European Commission on people fleeing Russia's invasion of Ukraine and third-country nationals more generally, as well as the Commission's proposal for a regulation establishing an EU Talent Pool. This note describes and analyses the current legal position in EU law, the specific rules applicable to third-country nationals and these recent developments.

There is a danger that technology in education is implemented for technology’s sake, and that not enough thought is given to designing courses that use it to facilitate more effective ways of learning that are student centred. Drawing on the Law Society Diploma Centre’s experience and on student feedback over the last four years, this article will outline how we have adapted the provision of continuing professional education to include the use of blended learning, iPads, a customised webcasting facility, an app and a “massive open online course” or MOOC. Legal professionals are using a proliferating number of mobile devices to integrate personal and professional information. As a result, accessibility to content “on the move” is one of the key factors in providing post-qualification and continuing professional development courses for busy practitioners who work full time. The blended learning design draws on Garrison’s Community of Inquiry Model, and caters for the particular learning needs of solicitors and trainees who have busy careers, and who would benefit from having flexible options in terms of engaging with their learning.The outcomes have included positive student feedback and growth in student numbers from outside Dublin. Increased student interaction has resulted in courses where there is continuous and strong evidence of “virtual handholding”, with mandatory marks awarded for participation. However, there are challenges for Course Leaders in fostering online engagement, and interactivity is not necessarily a given on mobile devices such as tablets. The implementation of the Law Society’s tailored webcasting facility as part of a technology-enhanced learning methodology has ensured the sustainability and growth of continuing professional education and provides a student centred learning approach for solicitors and trainees.

An outbreak of tuberculosis in non-human primates was successfully contained in the isolation area of Dublin Zoo. A Mayotte lemur, a lion-tailed macaque, a Patas monkey and a Siamang gibbon developed tuberculosis, and Mycobacterium bovis was isolated from all but the lemur, from which lesions were not cultured. Procedures for the prevention of tuberculosis in primate collections and for the management of outbreaks are discussed. The need for typing of the isolated pathogen is emphasized.