Most commonly reported Work Activities

•   Interacting With Computers Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
•   Thinking Creatively Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
•   Getting Information Observing, receiving, and otherwise obtaining information from all relevant sources.
•   Updating and Using Relevant Knowledge Keeping up-to-date technically and applying new knowledge to your job.
•   Identifying Objects, Actions, and Events Identifying information by categorising, estimating, recognising differences or similarities, and detecting changes in circumstances or events.
•   Communicating with Supervisors, Peers, or Subordinates Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
•   Establishing and Maintaining Interpersonal Relationships Developing constructive and cooperative working relationships with others, and maintaining them over time.
•   Documenting/Recording Information Entering, recording, storing, or maintaining information in written or electronic/magnetic form.
•   Organising, Planning, and Prioritising Work Developing specific goals and plans to prioritise, organise, and accomplish your work.
•   Making Decisions and Solving Problems Analysing information and evaluating results to choose the best solution and solve problems.

Working Life

Editors prepare the final version of film and video tape, ready for showing. They arrange shots, adjust and enhance the quality of pictures and add special effects if needed. Work takes place in close liaison with producers/directors. A variety of equipment, including the latest digital systems, is used for editing. All initial editing is done on a copy called a Workprint which allows the editor to do as much experimenting as they wish without damaging the original.  
 
Preparing the sound can involve matching sound to pictures, fixing sound levels, preparing new soundtracks and dubbing. For some productions, editors mix sounds and add music, background noise, special effects or narration.  
 
Film editors prepare, cut and splice film. Material is usually dealt with shot by shot, in sequence. Video editing is done using new technology. Editors view tape on monitors and input commands via a keyboard. 'Off-line' editing allows the editor to copy up a trial edit before doing a main 'on-line' edit. Editors are also able to work on the recording directly, transferring the material later on to master tape to create the finished piece.  
 
The most up-to-date computer-controlled systems allow editors to download all the footage on to computer hard disks. They then use editing software to produce the final version. The film editor is often the first person chosen. These days editing is usually done on a computer based system.

Most commonly reported Work Tasks

• Organise and string together raw footage into a continuous whole according to scripts or the instructions of directors and producers.
• Edit films and videotapes to insert music, dialogue, and sound effects, to arrange films into sequences, and to correct errors, using editing equipment.
• Select and combine the most effective shots of each scene to form a logical and smoothly running story.
• Review footage sequence by sequence to become familiar with it before assembling it into a final product.
• Set up and operate computer editing systems, electronic titling systems, video switching equipment, and digital video effects units to produce a final product.
• Trim film segments to specified lengths and reassemble segments in sequences that present stories with maximum effect.
• Cut shot sequences to different angles at specific points in scenes, making each individual cut as fluid and seamless as possible.
• Review assembled films or edited videotapes on screens or monitors to determine if corrections are necessary.
• Verify key numbers and time codes on materials.
• Manipulate plot, score, sound, and graphics to make the parts into a continuous whole, working closely with people in audio, visual, music, optical, or special effects departments.

Further Information

• Video Editor- from: N.C.S. [UK]

This occupation is typically suited for people with the following Career Interests:

 Creative

Creative people are drawn to careers and activities that enable them to take responsibility for the design, layout or sensory impact of something (visual, auditory etc). They may be atrracted to the traditional artistic pursuits such as painting, sculpture, singing, or music. Or they may show more interest in design activities, such as architecture, animation, or craft areas, such as pottery and ceramics.

Creative people use their personal understanding of people and the world they live in to guide their work. Creative people like to work in unstructured workplaces, enjoy taking risks and prefer a minimum of routine.

 Linguistic

The Linguistic's interests are usually focused on ideas and information exchange. They tend to like reading a lot, and enjoy discussion about what has been said. Some will want to write about their own ideas and may follow a path towards journalism, story writing or editing. Others will develop skills in other languages, perhaps finding work as a translator or interpreter. Most Linguistic types will enjoy the opportunity to teach or instruct people in a topic they are interested in.

 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.

A student can learn film editing skills by taking courses in television and video production. These courses range from certificate to degree level and cover various aspects of film editing, such as techniques, tools and software.

Sample Education and Training Pathways
A number of courses are available throughout the country that focus on learning and skills that may be useful for this career. The examples and links below may guide you in your research. 

Further Education (FET)
Further Education & Training (FET) Courses are delivered by local ETBs, ranging in duration from several weeks up to 20 months. Courses are designed to meet the labour market needs and often include a large element of work experience.

Example search terms include: media, broadcast production.

Search for FET Courses

PLC Courses (FET)
PLC courses are full-time courses, one or two years duration, with awards at Level 5 and 6 on the NFQ. They are offered nationally in Schools and Colleges of Further Education.

Example search terms include: creative digital media, TV, film studies, film production, media studies.

Search for PLC Courses

Apprenticeships: 
Apprenticeships are structured work-based training programs that combine on-the-job training with classroom instruction. They run from 2 – 4 years and are open to individuals of all ages, including school leavers, those seeking a career change, and existing employees who wish to upskill.

Examples: Animator.

Search for Apprenticeships

Higher Education CAO (Undergraduate) 
Higher Education courses at Levels 6 to 8 on the NFQ, delivered in Universities and Technological Universities & Institutes. Courses run from 2 – 5 years and places are allocated on a points-based system, processed by the Central Application Office.

Example search terms include: digital media, TV, film production, media and communication, arts, media studies.

Search for CAO Courses

Higher Education (Postgraduate)
Postgraduate courses are courses at Levels 9 and 10 on the NFQ and usually last 1 – 2 years full time, or longer if a PhD or part time. Entrants typically require an undergraduate award (Level 8).

Example search terms include: arts, media, creative digital media.

Search for Postgraduate Courses

Training for video editors may be on-the-job. The company may organise short off-the-job courses for trainees.  Screen skills Work based learning programs 

For a list of TV/ Film production companies and Career roles check IFTV Irish Film & Television network or Careersinscreen

Salary Range (thousands per year)* €28k - €59k

Salaries vary by employer, location, experience, and duties.

Data Source(s):
Payscale/ Indeed/ Glassdoor

Last Updated: July, 2024

Skills Gaps in the Irish Animation sector (Animation ireland June 2022). A key central issue was graduate skills in relevant animation software. Specific software requirements and competencies in pipeline and technical specifics were top of the list regarding skills gaps. While studios that produce 2D content have recently moved away from Adobe Animate (Adobe Flash) into Toon Boom Harmony packages, there are a number of studios using less common softwares such as Cel Action and Moho for their 2D content. Studios creating CGI content are largely using Autodesk Maya with some now moving towards open access softwares such as Blender. A massive 50% of Irish animation graduates are working for overseas studios (20%) or working remotely on adult animated content (30%).The remaining 20% of recent Irish animation graduates are not working in the sector.

The Skills Challenge for the Screen Sector in Ireland 2023. Despite the skills shortages there is no effective and efficient way to identify crew who are available for jobs or for crew to be able to identify what positions are available. Recruiting experienced crew is also a major issue. Notwithstanding the current skills shortages, the key message from the interviews and focus groups was that a larger production crew base will be required to meet future live action demand which is probably significantly larger than the size of the existing crew base. Key areas of focus for future skills needs include the areas of skills for sustainability and green production as well as digital and technology related skills, especially in relation to virtual production. 

Note: The following