Timmy Dooley (Clare, Fianna Fail) | Oireachtas source

The criteria for entry to the professional diploma in mathematics for teachers, a course which is contracted to a number of universities to provide, excludes teachers who are not under contract. Many full qualified teachers are unable to find work due to the changes in the pupil-teacher ratio regime in recent years. They are highly qualified and skilled and ready to take up a job when it becomes available. The Department of Education and Skills will be well aware that the student cohort is increasing as a result of population growth and jobs will become available in the not too distant future even if the current pupil-teacher ratio is retained. It is unfair that teachers who are not in full-time employment are being refused entry to this course. It would be wise during a period of unemployment for teachers to use the opportunity to upskill and be in a position to take on a more enhanced role as soon as a position becomes available.

I can understand why places on the diploma course would be offered to those in full-time employment, thereby, increasing the impact on the student population but, in the same way the Government has examined ways of providing various schemes, including JobBridge, for other unemployed individuals, it would be right to broaden access to this course by amending the criteria in order that highly qualified individuals with teaching skills in mathematics would be facilitated during the period they are unemployed and be in a position to take on a more enhanced role when jobs become available. This is not only about considering the concerns of teachers because it is important that as the demand for mathematics increases, we have the most highly skilled people available to take pupils to the next level. There has been a reversal in the move away from science subjects and mathematics again this year. That is important in the quest to produce skilled graduates for the economy enabling us to retain and assist large IT companies to maintain there bases here. They provide a significant return to the economy through the provision of jobs, the generation of taxes etc.

I appeal to the Minister to consider broadening the entry criteria for the professional diploma in mathematics for teachers, to get rid of the exclusion for those teachers who are not under contract and to provide the funding necessary, or whatever it takes, to include those who want to make a difference and want to utilise their time out of work to improve their skills. It is not only about them, because the phenomenal benefits that such skills improvement will have on the broader economy can assist in our economic recovery.

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