Springboard+ Certificate in Science in e-(Bio)Pharma Chem with Facility Design – 11-Month Online Programme

Retrain for a higher-paying career in Ireland’s pharmaceutical and medical device manufacturing industry. Developed with input from Pfizer and MSD.

100% Springboard+ funded for unemployed, returners and self employed
90% Springboard+ funded if you are working
🏆 Winner of Best Online Learning Experience – Irish Education Awards
🎓 University Accredited by TU Dublin, Ireland | Level 7 | 20 ECTS credit
Delivered by TU Dublin and GetReskilled

Why Pharma?

The industry is growing – 6,000 MORE jobs expected by 2028
Well-paid job – salaries 25% more than the national average
Ideal for those thinking of a mid-career switch
Application Deadline: Friday, 27th June

Study Part-Time Online
Course materials are available 24/7. There are NO ZOOM classes!
15 hrs/week for 50 weeks
Join 3500 learners and growing

Apply Now on the Springboard Website

Get a more interesting job with a higher salary.

Contact Details For This Course

Sinead Creaner

+353 (0)21 240 9016

Course Price →

Springboard+ Certificate in Science in e-(Bio)Pharma Chem with Facility Design – 11 Month Online Programme

Retrain for a higher-paying career in Ireland’s pharmaceutical and medical device manufacturing industry. Developed with input from Pfizer and MSD.

Why Pharma?

The industry is growing – 6,000 MORE jobs expected by 2028
Well-paid job – salaries 25% more than the national average
Ideal for those thinking of a mid-career switch
Application Deadline: Friday, 27th June

Study Part-Time Online
Course materials are available 24/7. There are NO ZOOM classes!
15 hrs/week for 50 weeks
Join 3500 learners and growing

Course Price

Apply Now on the Springboard Website

Get a more interesting job with a higher salary.

Contact Details For This Course

Geraldine Creaner

+353 (0)21 240 9016

+1 (617) 901 9268

+44 078 0237 0554

Our graduates work for the world’s biggest pharma and medical device companies

This Program is Right For You If;

You are fed up with your current job with little chance of a pay rise or a promotion.
You want to get a university certificate and give yourself a competitive edge in the job market.
You are a working parent with (young) kids or have other family and caring commitments.

Eligibility for Springboard Funding

Springboard+ courses are designed to help you gain the skills necessary to either get a new job in industry areas where there is an increasing need or to upskill in your current job.

To take a course through Springboard+ you will need to:

Be living fulltime in the Republic of Ireland
Have your own, valid PPS Number
Meet the nationality/visa requirement:
- You are an EU/EEA/UK/Swiss national or:
- You have Stamp 4/Stamp 4 EU FAM, Stamp 5, or Stamp 6 on your Irish Residence Permit (IRP) card. This includes:
  - Permission to remain as a family member of an EU citizen
  - Refugee/Subsidiary Protection status
  - Refugee family reunification
  - Humanitarian Leave to Remain (pre-1999)
  - Permission to remain following a non-deportation decision
Have lived in the EU, EEA, UK, or Switzerland for at least 3 out of the last 5 years
- Any period counted by the Department of Justice towards Citizenship (excluding Stamp 2 & 2A)
- For Refugees/Subsidiary Protection: residency is counted from the date of International Protection application
- Note 1: DSP recipients don’t need to meet nationality/residency requirements
- Note 2: Eligibility is determined by the third-level institution

When applying for a course through Springboard+ you will also need to apply on the basis of being:

Employed – working for yourself or someone else
Unemployed – not currently working, receiving a qualifying DSP payment (unless formerly self-employed), and actively seeking work
A Returner – a homemaker, carer, or economically dependent on a partner/spouse for at least 9 of the last 12 months

Please Note: International Protection Act

From the 2022/2023 academic year, eligibility includes qualified persons under Section 60 of the International Protection Act 2015 in accordance with the EU Temporary Protection Directive 2001/55/EC.

Only the letter from the Department of Justice granting Temporary Protection provides proof.

The Irish Government is applying these rights to:

Ukrainian nationals residing in Ukraine before 24 February 2022
Third Country Nationals with permanent residency in Ukraine before that date
Stateless persons or third-country nationals with international/national protection in Ukraine before that date
Family members of the above groups

Our Education Partners

What new roles could I retrain for?

If you have no experience, you could apply for:

Process Technician – Some companies call this role:

Chemical Process Technician
BioProcess Technician
Process Operator

Manufacturing Technician – Some companies call this role:

Production Technician
Manufacturing Operator
Production Operator

Packaging Operator – Some companies call this role:

Packaging Technician

And with more experience

Senior Process Technician
Production Supervisor

If you have a few years work experience and want to move away from manufacturing roles:

Quality Assurance Specialist – Some companies call this role:
- Quality Assurance Associate
- Quality Assurance (QA) Technician
Documentation Specialist – Some companies call this role:
- Document Controller
- Documentation Coordinator
Validation Technician – Some pharma companies call this role:
- Associate QA Validation Specialist
- Equipment Validation Specialist
CQV Specialist – Some pharma companies call this role:
- C&Q Specialist
- C&Q Junior Project Manager

Study all the way to a degree

Once you have completed the Certificate in Science in e-(Bio)Pharma Chem with Facility Design, take the next steps to build your qualification all the way to a degree.

STEP 2: Then you can take our Level 7 Certificate in Validation program to move into more senior validation roles with a higher salary. Typical roles

Senior Validation Technician
CQV Technician

And with more work experience

Validation Engineer
Process Validation Engineer
Cleaning Validation Engineer

STEP 3: If you have completed our University Certificate in eBioPharmaChem Manufacturing and University Certificate in Validation which are standalone programs, you are already halfway to a Level 7 Degree. Take 6 more modules to get a BSc degree in Degree in Manufacture of Medicinal Products (DT 291)

Graphic of a jigsaw puzzle showing how GetReskilled courses work together to build a degree

Your 11-month class schedule

Module 1 – Fundamentals of Pharmaceutical Manufacturing Technologies

This module will give you a broad understanding of pharmaceutical manufacturing technologies, the rules that govern manufacturing and the guidelines on how these rules are applied along with the risk management tools to be used when making decisions that could impact the safety of the medicines being manufactured.

Week 1 – Manufacturing Safe Medicines

1-1 Finished Medicinal Products
In this lesson, we learn about medical products and the various ways drug products are administered.
1-2 Introduction to Quality Risk Management (QRM)
In this lesson, we will develop an understanding of the history and the crucial importance of risk management as well as the basic steps involved in its application.
1-3 Fault Tree Analysis (FTA) – step 4 “Workshop’ exercise
In this lesson, we learn about the risk management tool ‘Fault Tree Analysis’ and see an example of where and how we can use it.
1-4 Clinical Trials
In this lesson, we will gain an understanding of the purpose of clinical trials and learn about their four phases.
1-5 Focus on Patient Safety and Product Quality
In this class, we will develop a deeper understanding of the importance of patient safety and product quality for medicines and medical devices.
1-6 Process Validation
In this lesson, we will learn about the various definitions of ‘validation’, as well as for ‘commissioning’, ‘qualification’, and ‘verification.

Deliverables

Complete a workshop on Fault Tree Analysis (FTA).
Complete a question booklet that will summarise what you have learnt for the week and help ensure you retain and understand the information.

Week 2 – GMP’s and Quality Management Systems

2-1 ISPE Baseline Guide 5 – Commissioning Practices
In this lesson, we learn about the commissioning and qualification of manufacturing equipment systems in the pharmaceutical industries and about the importance of doing system impact and component impact assessments.
2-2 ISPE Baseline Guide 5 – Qualification Practices
In this lesson, we look again at system and component impact assessment and specifically describe the qualification practices associated with direct impact systems that directly impact on product quality and patient safety.
2-3 ISPE Baseline Guide 5 – Enhanced Design Review (EDR) / (DQ)
In this lesson, we learn how to do a documented review of the design of the overall process and facility systems for conformance to operational and regulatory expectations.
2-4 Cause and Effect – step 4 ‘Workshop’ exercise
In this lesson, we learn about the risk management tool ‘Cause and Effect’ and see an example of where and
how we can use it.
2-5: ISO 9001:2008
This lesson is about the key requirements of quality management systems.
2-6: Good Engineering Practices (GEP)
In this presentation, we will develop an understanding of good engineering practices, and learn about some various organizations that produce them.
2-7: ASTM E 2500 – Standard Guide for Specification, Design and Verification
In this lesson, we will describe a specification, design, and verification approach for equipment systems associated with the pharmaceutical, biopharmaceutical and medical device industries.

Deliverables

Complete a workshop on Cause and Effect (Fishbone Diagram).
Complete a question booklet that will summarise what you have learnt for the week and help ensure you retain and understand the information.

Week 3 – Good Automated Manufacturing Practices (GAMP)

3-1: GAMP5 – Software Category
This lesson, looks at the various GAMP categories of software and a ‘v-model’ approach to software projects? It also recommends a method on how to describe a critical computerized system to the regulatory authorities.
3-2: GAMP5 – Scalable Validation Deliverables
In this lesson, the general content of a computerized validation plan and a summary report is described. Described also is the ‘system implementation lifecycle’ (SILC) and the ‘software development lifecycle’ (SDLC) with associated validation deliverables.
3-3: GAMP5 – Operation Activities
This lesson describes the typical procedural activities associated with all commercial computerized systems in the operational stage of the lifecycle
3-4: Failure Mode, Effects (and Criticality) Analysis (FMEA / FMEAC) – step 4 ‘Workshop’ exercise
This presentation shows an example of the main steps in performing a ‘Failure Mode, Effects Analysis’ (FMEA) and describes how this risk management technique summarizes the important modes of (a) failure, (b) factors causing these failures, and (c) the likely effects of these failures.
3-5: GAMP5 – Risk-Based Decision Making
This lesson explains how to apply risk-based decisions, making over the lifecycle of a computerized system: from the concept phase and through the project phase, into the operational phase and finally to the decommissioning stage.
3-5: Product Quality and Current Good Manufacturing Practices [ cGMP]
In this lesson, we learn how to scientifically define product quality. This lesson also gives an insight into the high-level principles of current good manufacturing practices (cGMP).

Deliverables

Complete a workshop on Failure Mode Effect Analysis (FMEA).
Complete a question booklet that will summarise what you have learnt for the week and help ensure you retain and understand the information.

Week 4 – API Manufacturing Technologies

4-1: Chemical Reactions
In this lesson, we describe chemical reactions and list the substances involved, and explain what the rate-controlling steps are.
4-2: Separation Technologies
In this lesson, we explain how to purify a dissolved compound from a mixture of substances using ‘liquid-liquid extraction’, ‘phase separations’ and ‘crystallization’.
4-3: Batch Organic Chemical Synthesis
In this lesson, we describe the typical equipment and process stages of the manufacture of active pharmaceutical ingredients (API) using batch organic chemistry synthesis.
4-4: Preliminary Hazard Analysis (PHA) – step 4 ‘Workshop’ exercise
This lesson, explains when and how to do a Preliminary Hazard Analysis (PHA) study on a project to analyze hazards, and suggests how to document the process and who should conduct the study.
4-5: Multi-Stage Sequence API Synthesis
In this lesson, we explore the typical sequence of deriving an API product using batch organic chemical synthesis and the types of facilities used
4-6: API Regulatory Guidelines
In this lesson, we describe the characteristics of a GMP that can be followed to manufacture an API.
4-7: Relationship Between BPC and API
In this lesson, we describe the similarities and differences between the terms ‘Active Pharmaceutical Ingredients’ (API) and ‘Bulk Pharmaceutical Chemicals’ (BPC), and we mention some typical material controls?

Deliverables

Complete a workshop on Preliminary Hazard Analysis (PHA).
Complete a question booklet that will summarise what you have learnt for the week and help ensure you retain and understand the information.

Week 5 – Biopharmaceutical Manufacturing Technologies

5-1: Biopharmaceuticals Manufacturing, Upstream, Fermentation
This lesson describes a conventional biotechnological process and introduces the following process sequences:

Stage-I – Upstream Processing
Stage-II – Fermentation / Bio-reaction
Stage-III – Downstream Processing
5-2: Cellular Protein Synthesis
This lesson explains the sequence of how a protein is created at a cellular level in terms of its contents and folded structure, and explains the template information necessary for its assembly process.
5-3: Hazard Operability Analysis (HAZOP) – step 4 ‘Workshop’ exercise
In this lesson, we will watch a practical application of HAZOP that will identify process risk events that are caused by deviations from a system’s design or operating intentions. It is a systematic brainstorming technique for identifying hazards using so-called “guide-words” (e.g., No, More, Other Than, Part of, etc.) and applying them to relevant parameters (e.g., contamination, temperature) to help identify potential deviations from normal use or design intentions.
5-4: Downstream Processing – Column Chromatography
This lesson describes the basic principle behind the following column chromatography techniques:
- Size Exclusion Chromatography (SEC).
- ‘Ionic Exchange Chromatography (IEX).
- Hydrophobic Interaction Chromatography (HIC).
- ‘Affinity Chromatography
5-5: Biopharmaceuticals Manufacturing: Special Considerations
This lesson looks at general considerations for a conventional biopharmaceutical process in terms of cell line preservation and viral barrier and viral clearance techniques.

Deliverables

Complete a workshop on Hazard Operability Analysis (HAZOP).
Complete a question booklet that will summarise what you have learnt for the week and help ensure you retain and understand the information.

Week 6 – Cleaning Validation

6-1: Engineering Aspects of Cleaning, and Cleaning Equipment
This lesson discusses how to clean and decontaminate surfaces using CIP (clean-in-place), agitated Immersion, static Immersion (Soaking), automated parts washers, ultrasonic cleaning, high-pressure spraying, and manual cleaning.
6-2: Chemistry Aspects of Cleaning
This lesson explores chemistry aspects of cleaning in terms of solubility, solubilisation, emulsification, dispersion, wetting, hydrolysis, oxidation and physical removal.
6-3: Event Tree Analysis (ETA) – step 4 ‘Workshop’ exercise
This lesson explores the application of Event tree analysis (ETA). Event tree analysis is an analysis technique for identifying and evaluating the sequence of events in a potential accident scenario following the occurrence of an initiating event. ETA utilizes a visual logic tree structure known as an event tree. The objective of ETA is to determine whether the initiating event will develop into a serious mishap or if the event is sufficiently controlled by the safety systems and procedures implemented in the system design.
6-4: Cleaning Validation
This lesson takes a high-level look at a typical cleaning validation sequence. It looks at how to determine the basis for quantification limits and explains how to determine cleanliness levels on the basis of the analytical testing of representative samples. Sampling is described in terms of sampling-equipment, sampling -locations, and sampling –procedures.
6-5: ISO-9001 ‘Continual Improvement’ & ICH Q10 Pharmaceutical Quality System
This lesson explains the concept of ‘continual improvement’ as part of a company’s quality management system and describes an effective corrective action process and a preventive action process (CAPA). It also gives details on the product-lifecycle for a pharmaceutical product and describes the monitoring of process performance and product quality.

Deliverables

Complete a workshop on Event Tree Analysis (ETA).
Complete a question booklet that will summarise what you have learnt for the week and help ensure you retain and understand the information.

Week 7 – Medical Devices and Sterile Manufacturing

7-1: Tablet Manufacturing
In this lesson, we will explore the critical process parameters and quality attributes associated with the manufacture of medicinal tablets.
7-2: Vial Filling & Freeze Drying
In this lesson, we will explore the critical process parameters and quality attributes associated with the filling of a medicinal vial and its subsequent freeze-drying.
7-3: FDA Medical Device Rules – CFR 820
In this lesson, we look at how the FDA classifies medical devices and explore the basis of that classification system.
7-4: Hazard Analysis and Critical Control Points (HACCP) – step 4 ‘Workshop’ exercise
In this lesson, we are going to look at a full risk management process called Hazard Analysis and Critical
Control Points (HACCP) and develop an understanding of the seven steps involved.
7-5: Medical Devices – EU Classification
In this lesson, we look at how medical devices are classified in the European Union, and we explore the basis of the classification system.
7-6: Aseptic & Sterile Manufacturing
In this lesson, we look at critical process parameters and quality attributes associated with aseptic processing and terminal sterilization products for parenteral products.
7-7: Medical Device Regulations and Guidelines – ISO 13485 / CFR 820
In this lesson, we look at some GMP regulatory and ISO guidance documents that are associated with the manufacture of medical devices.

Deliverables

Complete a workshop on Hazard Analysis and Critical Control Points (HACCP).
Complete a question booklet that will summarise what you have learnt for the week and help ensure you retain and understand the information.

Week 8 – PQ OQ IQ

8-1: PQ, OQ and IQ
In this lesson, we are going to define the terms installation qualification (IQ), operational qualification (OQ) and performance qualification (PQ), and we will also list what typical project design documents are required to prepare such testing protocols.
8-2: Documenting the Quality Risk Management Process
In this lesson, we take a practical look at managing a complete risk management process in terms of identifying risk, analyzing risk, evaluating risk and controlling risk.
8-3: Product Realization & Pharmaceutical Development
In this lesson, we define the pharmaceutical product lifecycle in terms of development, technology transfer, commercial manufacturing and discontinuation.

Weeks 9-12 - Complete an End of Module Assignment

Write a paper on “Why cGMPs are required for the manufacture of a life sciences product”. (in conjunction with writing skills training)

Module 2 – Advanced Writing Skills

This module will give you the written communications skills to properly write reports and reference and cite source material in a manner that is consistent with the professional norms of this industry.

Weeks 9-12 - Complete Fundamentals of Pharmaceutical Manufacturing Technologies assignment

Write a paper on “Why cGMPs are required for the manufacture of a life sciences product”. (in conjunction with writing skills training)

Module 3 – Commissioning & Qualification of Equipment and Systems (VOMP 3002)

This program explains the engineering documentation used to specify and design equipment or systems in a manufacturing facility – and how to develop an IQ OQ PQ validation test protocols to ensure that it operates as intended and meets the regulatory requirements.

Week 13 – Interpreting P&ID’s

1.1 Design Documents Required for Generation of Installation and Functional Tests
In this lesson, you will get an overall concept of the course. We will learn about the design of equipment, instrumentation, piping and control elements of a typical process system. We will also learn about the development of a testing verification protocol that we could present to the regulatory authorities demonstrating the system is fit for its intended use.
1.2 User Specification for a Reactor
In this lesson, we will see the basic equipment configuration for a typical reactor system used for industrial chemical processing.
1.3 Equipment Configuration and Process Sequence for a Reactor
In this lesson, we will go through a typical process sequence when using a reactor for chemical processing.
1.4 Generation of Piping and Instrumentation Diagrams (P&ID)
In this lesson, we are going to look at a P&ID as a controlled document that is the basis of any process design. This is the first look we take at our ‘Hot Detergent and Hot PUW Generation and Distribution Skid System’. During the remainder of this course, we will extensively explore all design elements and generate an appropriate testing verification protocol.
1.5 URS for Hot Detergent and Hot PUW Generation and Distribution Skid System
We’ve already taken a first look take at our ‘Hot Detergent and Hot PUW Generation and Distribution Skid System’. Now we are going to examine the main equipment components and describe the major interconnectivity between them.
1.6 Equipment List
In this lesson, we are going to align the project equipment list against the P&ID.
1.7 Instrument List
In this lesson, we are going to align the project instrument list against the P&ID.
1.8 Inline Components List
In this lesson, we are going to align the project inline component list against the P&ID.

Deliverables

Complete a question booklet that will summarise what you have learnt for the week and help ensure you retain and understand the information.

Week 14 – System Impact Assessment & Traceability Matrix

2.1 Protocol Content – Part-1: Objective, System Description and Scope
In this lesson, we’ll start the process of developing a testing verification (qualification) protocol beginning with objective, system description and scope.
2.2 System Impact Assessment
The objective of this lesson is to determine whether or not our ‘Hot Detergent and Hot PUW Generation and Distribution Skid System’ is a direct impact system in the context of product quality and patient safety.
2.3 cGMP Testing Principles
This lesson considers high-level requirements when preparing a standard testing document.
2.4 Valves
In this lesson, we take a look at valves as part of inline pipe fittings.
2.5 Piping (Line) List
In this lesson, we are going to align the project piping (line) list against the P&ID.
2.6 Testing Traceability Matrix for Equipment System – First Pass
In this lesson, we take our first look at the traceability matrix. This is a mechanism for tracing requirements through to the testing documents. Here we are using the matrix as a method to help plan necessary installation and functional/operational tests. We will also reference the project validation plan.

Deliverables

Complete a Component Level Impact Assessment workshop.
Complete a question booklet that will summarise what you have learnt for the week and help ensure you retain and understand the information.

Week 15 – Installation Tests & Equipment Verification

3.1 Protocol Content – Part-2: Responsibilities and Installation Testing
Resuming with the process of developing our testing verification (qualification) protocol we continue with responsibilities and introduce installation-testing.
3.2 Minimum Elements of a Test Script
Having already considered high-level requirements when preparing a standard testing document, this document proposes a formatting structure for a test script.
3.3 Good Documentation and Records Management
The objective of this lesson is to give guidance on how to complete any written record, e.g. test script, batch sheet, training record, etc., to ensure the present and future integrity of that record.
3.4 Component Level Impact Assessment: Part-1 – Product Contact Components
In order to begin determining the content of our testing verification (qualification) protocol, we need to establish which components have an impact on product quality and product safety. Here
we begin by first taking a look at product-contact critical components.
3.5 Installation Test: P&ID Walk-Down
The objective of this lesson is to describe a visual-installation test for equipment, instrumentation, piping and inline components in the form of a ‘P&ID Walkdown’.
3.6 Installation Test: Equipment Verification
The objective of this lesson is to describe an installation test for equipment in terms of both visual and documentation checks.
3.7 Pumps
In this lesson, we look at certain pumps used in the process industry and describe their operation.

Deliverables

Complete an Equipment Installation Verification workshop.
Complete a question booklet that will summarise what you have learnt for the week and help ensure you retain and understand the information.

Week 16 – Piping Isometrics & Checksheets

4.1 Piping Components
This lesson is an introduction to the various components that make up a complete section of the pipeline.
4.2 Relating P&IDs and Piping Isometrics
This lesson describes piping isometric as a detailed design specification providing information for fabrication and installation of pipes.
4.3 Relating Piping Isometrics and 3D CAD Images
In this lesson, we overlay the P&ID content and the isometric details onto the CAD (computer-aided design) design.
4.4 Material Traceability
The objective of this lesson is to demonstrate how a mechanical contractor would keep a material record of all piping components during the fabrication and installation of a pipeline section.
4.5 Piping Tests
The objective of this lesson is to describe a range of non-destructive testing (NDT) routinely conducted on newly installed piping.
4.6 Heat Exchangers
This lesson is an introduction to heat exchangers where we use a thermal utility service to heat or cool a process fluid.
4.7 Instrumentation Symbols and Identification
In this lesson, we are going to look at how most industries tag an instrument using alphabetical identifiers.
4.8 Installation Test: Piping Verification
The objective of this lesson is to describe an installation test for piping in terms of both visual and documentation checks.

Deliverables

Complete a Piping Installation Verification workshop.
Complete a question booklet that will summarise what you have learnt for the week and help ensure you retain and understand the information.

Week 17 – Instrument Loops & Checksheets

5.1 Process Control
This lesson is an introduction to conventional process control using one-way digital and analog signals.
5.2 P&ID Instrumentation Identification
In this lesson, we are again going to identify the instrumentation type on the P&ID but this time using the alphabetical identifiers.
5.3 Input-Output (I/O) List
In this lesson, we are going to align the project Input-Output (I/O) list against the P&ID and identify signal types.
5.4 Process Control Hardware Panels
In this lesson, we take a look inside a traditional process control cabinet and identify the various components within. We also look at digital and analog wiring diagrams.
5.5 Loop Signal Verification
In this lesson, we learn how to ‘tune’ control loops, typically, during the commissioning phase of the project.
5.6 Installation Test: Instrument Verification
The objective of this lesson is to describe an installation test for instrumentation in terms of both visual and documentation checks.
5.7 Proportional–Integral–Derivative Controller (PID controller)
This lesson describes how a PID controller is used to adjust a dynamic process via a control element to maintain the desired process value.

Deliverables

Complete an Instrument Installation Verification workshop.
Complete a question booklet that will summarise what you have learnt for the week and help ensure you retain and understand the information.

Week 18 – URS & Functional Testing

6.1 Protocol Content – Part-3: Operational/Functional Testing
This is our third lesson on the development of our testing verification (qualification) protocol where we consider operational/functional testing.
6.2 Component Level Impact Assessment: Part-2 – Operationally Critical Components
Determining the content of our testing verification (qualification) protocol we also need to establish which functions have an impact on product quality and product safety. In this lesson, we establish those operationally critical components.
6.3 Operational Testing: Primary Functions
The objective of this lesson is to determine the primary/critical functions of the ‘hot detergent’ and ‘hot PUW2 process water’ generation and distribution systems.
6.4 Testing Traceability Matrix for Equipment System –Second Pass
In this lesson, we take our second look at the traceability matrix – a mechanism for tracing requirements through to the testing documents. At this stage we can add the details of our already established installation tests; and we now also use the matrix as a method to further plan and refine the necessary functional/operational tests.
6.5 Functional Design/Requirement Specification
In this lesson, we look at the functional design/requirement specification that will describe the necessary automated functions needed to meet the desired user’s performance requirements.

Deliverables

Complete a Functional Verification Test workshop.
Complete a question booklet that will summarise what you have learnt for the week and help ensure you retain and understand the information.

Week 19 – Assembling the Validation Protocol

7.1 Protocol Content – Part-4: Protocol General Attachments, and Deviation and Change Control Procedures
This is our fourth and final lesson on the development of our testing verification (qualification) protocol where we introduce protocol general attachments, and deviation and change control procedures.
7.2 General Contents of a Validation (Master) Plan
This lesson describes typical high-level corporate / site validation policy documents. It also describes the typical content and structure of a validation master plan (VMP), subordinate level validation plans, and validation reports to conclude the planning activities.
7.3 Protocol General Attachments
This lesson describes the process for compiling and completing the protocol’s general attachments, and advises on how to making entries by hand into the protocol script?
7.4 Protocol Deviation Procedure
This lesson describes how and where to use a verification protocol’s deviation procedure and associated deviation log.
7.5 Project Specific Change Control Procedure
This lesson describes how and where to use a verification protocol’s change control procedure and associated change control log.
7.6 Protocol Template
Ultimately, having studied in-depth both our process system and the content of protocols, we are now in a position to formulate a template for our very own verification/qualification protocol – that will incorporate both installation and functional/operational tests – to prove that our ‘Hot Detergent and Hot PUW Generation and Distribution Skid System’ is fit for its intended use.
7.7 Testing Traceability Matrix for Equipment System –Third Pass
In this lesson, we take our third and final look at the traceability matrix – a mechanism for tracing requirements through to the testing documents. Having now formalized our protocol template we can now add the specific document-section details to the matrix for both our established installation and functional/operational tests.

Week 20 – Validation Protocol Final Review

8.1 Conclude List of Installation Tests
The objective of this lesson is simply to review the verification protocol template to ensure that we’ve made provisions for all the required installation test procedures and GMP checksheets.
8.2 Conclude List of Functional Tests
The objective of this lesson is simply to review the verification protocol template to ensure that we’ve made provisions for all the required functional test procedures and GMP checksheets.
8.3 Final Protocol Template Review
The objective of this lesson is simply to review the verification protocol template to ensure that we’ve made provisions for all the required installation and functional tests and included all the necessary protocol attachments.

Weeks 21 -24 – Complete an End of Module Assignment

Write an IQ OQ PQ protocol for a Clean-in-Place system.

Complete the Following Activities and Workshops

You will become familiar with a range of documents used in projects including piping and instrumentation diagrams (P&ID), equipment specifications, instrument specifications, line lists, piping isometrics, 3D layouts, electrical and hardware control – panel diagrams, and wiring and loop diagrams. These design documents are used to generate IQ OQ PQ commissioning and qualification protocols.

You will also become familiar with:

User Requirement Specifications (URS)
cGMP impact-assessments
cGMP design reviews
Design Qualification (DQ) reports
Specification and testing traceability matrices
Typical testing IQ OQ PQ protocol templates

Module 4 – Pharmaceutical Facility Design

In this module, you will receive a strong grounding in the modern pharmaceutical science and engineering concepts of the environmental controls (air) and clean utility systems design that underpins an aseptic manufacturing facility and the quality systems used in this highly regulated environment to ensure the manufacture of safe and effective medicines for the public.

Week 25 – Controlling Air Quality and Clean Utilities Part 1

1.1 Manufacturing Logistics Calculations
In this lesson, we learn how to determine the size and capacity of primary processing equipment based on patient dosage requirements and the number of potential patients.
1.2 Process Flow Diagram (PFD)
1.3 Controlling Air Quality In this lesson, we take our first look at an air handling unit (AHU) and describe its functions.
1.4 Heating, Ventilation, and Air Conditioning (HVAC) Systems In this lesson, we take a look at an overall heating and ventilation control (HVAC) system and explain its primary attributes.
1.5 Basic Biopharmaceutical Unit Operations
1-5-1 In this presentation we look at the basic biopharmaceutical unit operations that make up a typical drug substance manufacturing operation.
1-5-2 In this presentation we look at the basic biopharmaceutical unit operations that make up a typical drug product formulation/fill-finish and packaging/labelling manufacturing operation.
1.6 Pharmacopeia Grade Waters
1.7 Process Support and Utilities
In this lesson, we take a look at the clean utilities requirements for a biopharmaceutical drug substance manufacturing process.

Week 26 - Controlling Air Quality and Clean Utilities Part 2

2.1 Introduction to ISO 9001:2008 and ISO9001:2015
This lesson is about the key requirements of a quality management system.
2.2 Typical GMP list for drug substance
This lesson explores the content of ICH Q7 “Good Manufacturing Practice Guide for Active Pharmaceutical Ingredients”.
2.3 Operational Activities
In this lesson, we take a look at how to maintain a critical computerized system in a state of operational control using standard procedures.
2.4 GMP for Personnel
2.5 Quality Systems Approach to Pharmaceutical cGMP Regulations – The Quality Systems Mode
In this lesson, we describe a quality system model in accordance with management responsibilities, resources, manufacturing operations and evaluation activities.
2.6 Maintenance: Good and Best Practices
In this lesson, we describe basic and good practices associated with maintenance in a regulated environment.

Week 27 – Purified Water Generation and Distribution Part 1

3.1 Project Lifecycle for New and Modified Facilities
In this lesson, we describe the typical phases of a project lifecycle: conceptual design, tender contract analysis, basic engineering, detailed design, and project realization.
3.2 Plant Layout
In this lesson, we explore the vertical distribution of process equipment for a bulk process building, the horizontal layout for a bulk process building, and an entire site layout for an integrated biopharmaceutical manufacturing site.
3.3 Zoned Air-Conditioning Systems
In this lesson, we look at a practical example where a HVAC system can be dynamically operated to control the temperature of a room (space
3.4 Isolator Technology
In this lesson, we explain the principles behind the use of ‘isolators’ and Restricted Access Barrier Systems (RABs) for critical ‘open processing’ operation.
3.5 Cell Breakage
In this lesson, we describe a mechanism for bacterial cell disruption for the recovery of intracellular products.

Week 28 – Purified Water Generation and Distribution Part 2

4.1 Purified Water (PUW) Generation, Storage and Distribution
In these lessons, we look at methodologies to generate, store and distribute pharmacopeia grade purified water (PUW).
4.2 Clean Room and Clean Air Device monitoring
4.3 Good Engineering Practices Procedures
In this lesson, we will develop an understanding of good engineering practices, and learn about some various organizations that produce them.
4.4 GMPs for Buildings and Facilities
4.5 Quality Systems Approach to cGMP Regulations – Management Responsibilities
In this lesson, we outline management’s role in the design, implementation, and management of the quality system.
4.6 Maintenance Program
In this lesson, we describe the key aspects of a typical maintenance program.

Week 29 – Clean Steam and Sterilization

5.1 Conceptual Design – Part-1
In this lesson, we begin to explore a quantified effort in how to size, shape, program, and cost an investment.
5.2 HVAC Requirements for Non-Sterile API Manufacturing
In this lesson, we look at how to use airflow direction as a means of a containment barrier between operational areas in a non-sterile multi-product active pharmaceutical ingredient (API) manufacturing facility.
5.3 Plant Automation
This lesson is an introduction to conventional process control using one-way digital and analogue signals.
5.4 Plant Steam
In this lesson, we describe a process for generating and distributing plant steam to various processes within a manufacturing facility, and also describe how to manage any resultant condensate.
5.5 Clean Steam Generators
The objective of this lesson is to demonstrate how we produce clean steam using ‘Single-Effect Distillation’ ‘Multiple-Effect Distillation.
5.6 Steam Sterilization in Place
In these lessons, we look at the mechanism behind sterilization of process equipment using saturated steam.
5.7 GMPs for Process Equipment
5.8 Quality Systems – Resources
In this lesson, we describe what resources need to be allocated for a quality system and operational activities.

Week 30 – Controlling Material and Personnel Flows

6.1 Conceptual Design – Part-2
This lesson describes what influences the layout of a facility in terms of: Layers, Preliminary Layout, Process Layouts, Media and Buffer Preparation, Clean Utilities and CIP, Access Corridors, Warehouse / Material Movements, Personnel Movements, Decisions on Height, Air Handling, General Utilities, Electrical, Controls & Automation, Finishes, Structural / Civil, Cost Estimate, and Schedule.
6.2 Air Flow Patterns
In these lessons, we look at laminar air-flow patterns in the context of filling open vessels aseptically, and at the configuration and operation of both a laminar flow booth and a laminar flow cabinet typically found in the biopharmaceutical industry.
6.3 Cleanroom Layout
In this lesson, we take a high-level look at a common cleanroom configuration and discuss items such as airflow direction, filter arrangements, cleanroom garments, and personnel and material flows. Another objective of this lesson is to also gain an understanding of personnel and material flows in a controlled airflow environment designed to contain high potency chemicals.
6.4 Filter Ratings
In these lessons, we look at the particle retention efficiencies of air filters of various grades rated in accordance with European normalisation standards EN779 and EN1822. We also look at the particle arrestance efficiency of air filters of various grades rated in accordance with the ASHRAE standard 52-2 ‘Minimum Efficiency Reporting Value (MERV Rating)’.
6.5 Logic Gates Functions and PLC
6.6 WFI Storage and Distribution
In this lesson, we take a look at a process for the storage and distribution of pharmacopeia grade water for injection (WFI) and how to maintain its specification.
6.7 Good Engineering Practices Procedures
6.8 Quality systems Approach- Manufacturing
In this lesson we describe Manufacturing’s responsibilities for (a) designing, developing, and documenting product and processes, (b) examining inputs, (c) performing and monitoring operations, and (d) addressing nonconformities.
6.9 Maintenance- Work Executions
In this lesson we describe the following Maintenance tasks and activities: (a) work request, (b) work order management, (c) information requirements for work orders, and (d) performance measurement.

Week 31 – Aseptic Processing and Vial Filling

7.1 Site Master Planning – Part-I
In this lesson, we take our first look at site master planning based on: planning rationale, assumptions, prerequisites, typical bulk production unit, site scope, flexibility, expandability, & future-proofing, determining size requirements, sizing & shaping, and broad rules.
7.2 Classification of Clean Areas – Vial Filling
In these lessons, we look at: (1) how to classify areas for aseptic operations, (2) typical configurations of air handling units (AHU’s), terminal filters, zone air-inlets and -exhausts to support various classified environments, (3) filter arrangements in air handling units and in their supply air ducting, (4) particles limits associated with various classified air environments, and (5) viable microbial limits, measured as Colony Forming Units (CFU), associated with various classified air environments.
7.3 Area Classification Protection
In this lesson, we observe a range of airlock configurations typically used in combination under operational conditions to maintain the specification of critical environmental zones, such as those used in open processing, that have a major impact on product quality and patient.
7.4 Compress Air and Pneumatics
7.5 Aseptic Filling
In this lesson, we describe the process equipment for the filling of medicinal vials aseptically in the sequence of: washing, dehydrogenation, filling and their subsequent inspection.
7.6 Cleanroom Gowning
In this lesson, we describe clothing that will minimize dispersion from skin and clothing for personnel working within a cleanroom environment.
7.7 Aseptic Processing
In these lessons, we look at various manual and automated processes and facility layouts for vial filling operations.
7.8 Cleanroom Monitoring – Physical Tests
In this lesson, we discuss typical physical tests to monitor cleanroom environments: non-viable particle counts, pressure differentials, airflow velocity, air change rate, and filter integrity testing.
7.9 Quality System – Evaluation Activities
7.10 Maintenance Management
This lesson describes the processes and controls used in the delivery of maintenance services and work execution.

Week 32 – Controlling Cleanrooms and Automation

8.1 Site Master Planning – Part-II
We continue in this lesson exploring the configuration philosophy for a site specifically layering configuration options, fermentation/bioreactor, media and buffer preparation. We also look at the shaping and sizing options for fermentation, media preparation, buffer preparation, downstream processing, process and general utilities, buildings, and expansion.
8.2 Open Versus Closed Processing
8.3 Facility Layout Concept
8.4 Blow/Fill/Seal Technology
8.5 PLC Programming
In this lesson, we describe how to program a PLC to automate a machine using ladder logic diagrams.
8.6 PLC Program Case Studies
8.7 Cleanroom Monitoring – Microbiological Tests
In this lesson, we look at a range of typical microbiological measurements to monitor a cleanroom environment for conformance to specifications.
8.8 Cleanroom Monitoring – Cleanrooms Cleaning Procedures
8.9 Terminally Sterilised Products
8.10 EU Guidelines on Cleanroom Aseptic Preparation

Week 33 – Quality Systems for Cleanrooms

9.1 HVAC Critical Parameters for Sterile and Non-Sterile Manufacturing
9.2 Batch Process Control
In this lesson, we discuss the ISA-88.01 modularization software standard for segmenting a process into physical entities, and into procedural models for instructional recipes. The physical model is used to describe equipment, and the procedural model used to describe recipes (process sequencing).
9.3 Nitrogen Supply and Distribution
9.4 Environmental Monitoring Program
In this lesson, we describe how to monitor a cleanroom environment in order to identify actual and potential sources of contamination using both physical and microbiological techniques.
9.5 ICH Q10 – Pharmaceutical Quality System
This lesson explains the concept of ‘continual improvement’ as part of a company’s quality management system and describes an effective corrective action process and a preventive action process (CAPA). It also gives details on the product-lifecycle for a pharmaceutical product and describes the monitoring of process performance and product quality.
9.6 FDA Guidance on Aseptic Processing

Week 34 – Construction Lifecycle for New and Modified Facilities

10.1 Construction Lifecycle
In the first lesson for construction lifecycle, we explore the following: choosing a construction type, substructure, options for super-structure, internal building fabric, mechanical installation, electrical & instrumentation, construction sequence for new build, constructability, construction management, construction safety, construction costs, schedule, and quality management. In the second lesson, we look at the contents of clean utility piping test packs. In the third lesson, we look at modular construction and sustainable construction.
10.2 Software Functional Block Diagram (FBD)
10.3 ASTM E 2500
In this lesson, we review the ASTM International standard E 2500 – 07 ‘Standard Guide for Specification, Design, and Verification of Pharmaceutical and Biopharmaceutical Manufacturing Systems and Equipment’.

Complete the Following Activities & Workshops

You will produce a number of deliverables during the course including:

Calculating Mass Balances and Equipment Sizing
Designing a Clean Utility generation and distribution system
Defining the cleanroom layout for safe material and personnel flows
Describing the Quality System necessary for manufacturing safe medicines

Week 35 - 37 Complete an End of Module Assignment

Develop a site master plan for an aseptic manufacturing process and the design of its environmental control and clean utility systems.

Module 5 – Chemistry for API’s (VOMP 3003)

This module will provide a foundation in the general chemistry necessary to understand the fundamental concepts involved in the chemistry of API (Active Pharmaceutical Ingredients) required for the manufacture of medicinal products.

Please note: This module is run as a group module (3 times a year) and you will be required to keep pace with the class during the running of this module. This is the only module that you won’t be able to control the pace of your study on.

Theory
Week 38 – Chemistry and Matter; Atomic Theory
Week 39 – The Periodic Table and Bonding
Week 40 – Stoichiometry
Week 41 – Acids and Bases Recrystallisation
Week 42 – Introduction to Organic Chemistry

Laboratory – Due to Covid 19, all laboratory sessions have been modified to be delivered 100% online.

Week 43 – Overview of Safety in Chemical Laboratories
Week 44 – Virtual Practical 1 – Separation of a 3 component mixture
Week 45 – Virtual Practical 2 – Synthesis of Aspirin
Week 46 – Virtual Practical 3 – Preparation for Volumetric Analysis
Week 47 – Virtual Practical 4 – Analysis of Baking Soda

Week 48 – Revision Week
Week 49 – Online Exam

Price & Start Dates

100% Springboard+ funded for unemployed, returners and self employed
90% Springboard+ funded if you are working

Application Deadline: Wednesday 27th June

Program Starts: 7th July

Apply Now on the Springboard Website

Hear from people who taken this program

Regina McNamara

Previous Background:
Professional Painter

“I can study around work and family commitments”

I’d recommend this course to anyone that wants to work in the Pharmaceutical and Medical Device Manufacturing industry and is interested in building a successful career in this area. The online experience is working well for me as I study around work and family commitments.

The companies I applied for were very impressed. I am currently working in Boston Scientific manufacturing Balloon Catheters for Gallstone patients.

Mehmet Hascan

Previous Background:
Technical Support

“Material was delivered in an engaging, interesting and supportive way”

Having faced a career change in the middle of an economic downturn, I lost some of myself confidence and needed a major boost. The area of Biopharmaceutical operations and validation was of interest to me as it does play an important role in the pharmaceutical industry at present.

I have now been working at Johnson and Johnson Vision Care as a Validation Engineer and I look forward to putting what I have learned into practice.

Sharon Egan

Previous Background:
Food Manufacturing

“Structurally well planned with the opportunity for practical application”

I found the course to be interesting, and structurally well-planned with the opportunity for practical application of the course modules through various assignments.

I have worked in the Medical Device/Pharmaceutical and Food industries and found the course to be extremely relevant to all industries.

Agnes Hove

Domagoj Wunderlich

Patricia Radulescu

Kieran Mac Namara

Read over 81 reviews and graduate success stories like these.

Delivered by industry experts

Dr. Joe Brady

Full-Time Validation Lead
Lecturer, Technological University Dublin
Senior Associate, GetReskilled

Dr. Joe Brady is a full-time practicing Validation Lead and an assistant lecturer with Technological University Dublin (TU Dublin), in the School of Chemical and Pharmaceutical Sciences. Joe is a certified trainer and highly experienced in competency-based training. He designs and prepares educational modules and full academic programs ranging from MSc, MEngSc. BSc, to Certificate level, for a range of academic institutions.

He is also a supervisor for MSc/MEngSc and Ph.D. theses. Joe has over twenty years of project experience in the pharmaceutical, biopharmaceutical, and medical device industries in Ireland, Singapore, China, The Netherlands, France and the USA.

Professor Anne Greene

Senior Lecturer, Technological University Dublin

Professor Anne Greene is a Senior Lecturer in Pharmaceutical Technology, Validation and Pharmaceutical Quality Assurance to undergraduate and postgraduate students and a Pharmaceutical Projects Manager at Technological University Dublin, Ireland.

In addition, Anne is the Director of the Pharmaceutical Regulatory Science Team and is also secretary of the Parenteral Drug Association (PDA) Secretary, Irish Chapter. Her experience ranges from a technical service chemist, Sterling Wintrop Dungarvan, (now GSK), validation manager at startup Wyeth Newbridge, (now Pfizer) and is a Training Director at NIBIRT in Ireland.

How We Deliver Our Online Courses without ZOOM Classes

With every GetReskilled ONLINE program:

We use one centralized platform (Moodle) where you can log into your classroom anytime. Each week, you’ll watch videos and complete quizzes, tests, interactive activities, and projects. Course materials are available 24/7, and there are no scheduled Zoom classes, so you can study whenever it suits you—for example, after the kids have gone to bed, on the weekend, or whenever you have free time.
Your working schedules are unpredictable, so we offer flexible delivery. Slow down, speed up, or pause the delivery of the program as needed.
We release only one week’s worth of material at a time and manually check your activity logs at the beginning of every week to make sure you’re on track.
You’ll also get a dedicated course leader who will:
- Help you create a weekly study plan
- Answer any questions
- Check your progress every Monday
- Follow up regularly to support you through to completion

This all helps us to spot any potential issues early and helps you completely finish the program.

Meet your online classroom support team

We have a team of in-house experts to provide guidance and support, whenever you need it.

Career Coaching

Meet Claire who runs GetReskilled’s Advanced Career Coaching Programme – our specially devised job hunting course that helps our trainees take that final step into employment by leading them through the job hunting process.

Classroom Support Team

Your Course Leaders, Coordinators, and members of the Classroom Support Team are here to provide you with answers, tips, and are going to check your progress weekly to keep you on track and will reach out to you by email or even by phone if you fall behind!

9 frequently asked questions

What is Springboard+?

Springboard+ began in 2011 as part of the Government’s Jobs Initiative. Its aim is to provide free and heavily subsidised upskilling and reskilling opportunities through higher education in areas where there is an identified skills need. A particular emphasis of the initiative is upskilling people who are unemployed or in receipt of a social welfare payment.

GetReskilled has been delivering our “Certificate in Science in e-(Bio)Pharma Chem with Facility Design” as part of the Springboard+ programme since 2012 and has helped thousands of people move into a new career in the pharmaceutical and medical device manufacturing sector.

How much of my course fee will Springboard+ pay?

If you are currently in employment, Springboard+ will pay 90% of the Certificate in Science in e-(Bio)Pharma Chem with Facility Design programme fee – which means you will need to pay the balancing 10%.

The Certificate in Science in e-(Bio)Pharma Chem with Facility Design programme is normally €3,440. Springboard+ will pay €3,096 and if you are successful with your application, will need to ONLY PAY €344. This is due within one week of starting the course.

If you are currently unemployed or a returner, Springboard+ will pay 100% of your Certificate fee – which means you won’t have to worry about paying any course fees at all.

What documentation will I need to produce?

The documents everyone will need to produce are:
1. be living fulltime in the Republic of Ireland (Submit any one of the following):

Current Utility Bill,
Employer Letter
Redacted Bank Statement
In the case of Qualified Persons: a Dept. of Justice Permission Letter

2. have your own, valid PPS Number (Submit any one of the following):

Current Payslip,
Revenue documents,
DSP Services Card

3. meet the nationality/visa requirement (Submit any one of the following):

Current Irish or European Passport
Irish Birth Certificate
Driver’s License
National Identity Card
Stamp 4 on Passport,
Stamp 4 EU FAM on Passport
Stamp 5 or Stamp 6 on your GNIB or Irish Residency Card
Garda National Immigration Bureau (GNIB) Card
Dept. of Justice Permission Letter Noting Refugee Status (must be valid for the next 6-months)

4. have lived in either the EU, the EEA, the UK or Switzerland for at least 3 out of the last 5 years (Submit any one of the following for each year):

Utility Bills
P60,
P21,
End of Year Statement (Revenue),
Mortgage/Bank Statement,
Employer letter (showing 3 years in the same firm)
Lease/Rental Agreement
Stamp 4

As an Employed person, you will also need to produce:

Recently Dated Payslip (dated no more than 6-weeks from course commencement)

As a Self-Employed person, you will also need to produce:

Recent letter from revenue/solicitor/accountant confirming your self-employed status (dated no more than 6-weeks from course commencement)

As an Unemployed person, you will also need to produce:

DSP Payment receipt (dated no more than 2-weeks from course commencement)
or
Letter from DSP/INTREO on headed paper (dated no more than 2-weeks from course commencement)

As a Formerly Self-Employed person, you will also need to produce:

A letter/statement from Revenue confirming you are no longer trading or a similar letter from your (former) accountant. (dated no more than 6-weeks from course commencement)

As a Returner, you will also need to produce:

Signed Declaration in front of a Commissioner of Oaths or Commissioner of the Peace. (dated no more than 6-weeks from course commencement). The form can be view here
https://springboardcourses.ie/pdfs/Declaration%20for%20Returners%20(2024-2025).pdf

You can view the full list of eligibility criteria and documentation here https://springboardcourses.ie/eligibility

Is this program delivered online?

The program is delivered fully online.

What does a typical week look like?

You can expect approximately 15 hours per week but, as stated above, there’s never a specific time you have to be online – you’re totally in control of when you study throughout the week.

Each week consists of a number of topics. Each topic combines prerecorded lectures, written notes, problem-solving exercises and examples or case studies to give you a well-rounded learning experience and make sure you really understand the teaching points.

You’ll have question booklets to complete throughout and we’ll keep an eye on your progress weekly to make sure you’re keeping up. If it ever looks like you’re falling behind, your course coordinator will reach out and help you put a plan in place to keep up with the workload.

How many hours a week must I do for this program?

Most students report between 12-18 hours per week.

How do you keep track of my progress on the program?

We release only one week’s worth of material at a time and then check your activity logs weekly to make sure that you’re managing to keep up with your workload. This helps us to spot any potential issues early. There is a “Progress Bar ” on your course which is helpful to you and us to know how you are doing.

Are there opportunities for further study after this program?

Yes, this program is a stepping-stone to our follow-on specialisation, Certificate in eValidation.

How long will it take to get my academic results from TU Dublin?

TU Dublin’s exam board meets twice a year so it can take from 2 to 8 months after the final completion of the program before you get your results.

If you are job hunting and need written proof of your studies before your certificate has been issued, that is no problem. Just speak to your course advisor and they will organise that for you.

So let’s get started…

Apply Now on the Springboard Website

Contact Details For This Course

Geraldine Creaner

+353 (0)21 240 9016

+1 (617) 901 9268

+44 078 0237 0554

Got more questions?

Fill out the form below and we’ll get back to you in one working day.

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