Eamon Gilmore (Dún Laoghaire, Labour)
Link to this: Individually | In context

Question 115: To ask the Minister for Education and Science if her attention has been drawn to the difficulties experienced by school principals in obtaining fully qualified substitute teachers; if she has proposals to address this problem; and if she will make a statement on the matter. [7989/05]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
Link to this: Individually | In context

The primary sector has experienced a shortage of trained teachers in recent years, mainly as a result of the large number of posts created to reduce class sizes, cater for pupils in disadvantaged areas and provide for those with special educational needs. The difficulties being experienced were aggravated by the number of teachers availing of career breaks and job sharing schemes. It is important to acknowledge that the colleges of education have done much to increase the output of primary teachers to meet the needs of schools arising from significant additional teacher allocations in recent years. Since 1999, over 1,000 students have been admitted annually to the bachelor of education programmes in the colleges of education.

Since the 1995-96 academic year, an 18-month postgraduate course has been provided in the colleges of education. The total intake to the colleges of education in the current academic year is approximately 1,280 students. This compares with an intake of 500 in 1996-97. There are currently approximately 3,500 students enrolled and pursuing various stages of primary teacher training programmes in the colleges of education. In addition, graduates of the new primary teacher training course which is being accredited by HETAC and delivered by Hibernia College, an on-line third level educational company, is recognised for the purposes of primary teaching.

In addition to increasing the output of graduates, other initiatives have been introduced to increase the number of trained personnel. Bachelor of education graduates of St. Mary's College, Belfast, who have studied Irish to honours level as an academic subject as part of their teaching qualifications are now recognised as fully qualified. Montessori trained teachers who have successfully completed the full-time course of three years duration at St. Nicholas, Dún Laoghaire, which is recognised by HETAC, or the Montessori qualification which is awarded on completion of the three year full-time course in the AMI College, are recognised as being fully qualified substitute teachers. They are permitted to teach in certain categories of special schools, special classes and as resource teachers in primary schools. The decision to recognise fully qualified teachers who trained outside the State to teach in certain categories of schools and classes without the need to hold an Irish language qualification is also contributing to an improvement in the supply of trained primary teachers.

Mary Hanafin (Dún Laoghaire, Fianna Fail)
Link to this: Individually | In context

I am aware of the recent media report mentioned by the Deputy that indicated an over-supply of science teachers. I am sure the Deputy is aware that the teacher supply and demand issue at second level is very complex. Analyses undertaken by my Department in the past indicated that there are regional and subject variations. A further complicating factor is that vacancies in second level schools usually require specific subject combinations.

My Department is responsible for teacher education and development, with particular regard to initial teacher education covering the colleges of education and the education departments in the universities and colleges. There are a number of different courses of study available within these institutions which lead to a qualification in the teaching of science at second level, including the higher diploma in education in the universities, the concurrent bachelor of education courses at St. Catherine's College and St. Angela's College and the concurrent courses at a number of universities and colleges. My Department has a role in regulating the numbers of students entering both the bachelor of education programmes in St. Catherine's College and St. Angela's College and also on the higher diploma in education courses.

With regard to the higher diploma in education, in cases of clearly identified shortages or over-supply in specific subject areas, my Department can introduce a subject specific quota which can, in time, increase or reduce numbers of teachers and address over or under-supply. In the case of the concurrent model in the universities and colleges, my Department has a role in the provision of funding on an individual basis through the Higher Education Authority. However, it is a matter for the individual institutions to decide on the number of places available on the concurrent courses in a manner similar to decisions taken on the annual intake for any particular course of study. My Department does not and cannot have a direct role in the regulation of the overall number of people who opt to pursue a particular qualification in these institutions, whether in science teaching or another non-teaching field of study. My Department and the HEA are continuing to review the supply and demand of second-level teachers on an ongoing basis. The issue of science teachers will be one of the areas which will be given attention.

Seán Ryan (Dublin North, Labour)
Link to this: Individually | In context

Question 119: To ask the Minister for Education and Science if she has considered the recent survey carried out by the Irish Primary Principals Network which found that many principals are extremely overloaded and overworked; if she will address the administrative burden under which principals are currently operating; and if she will make a statement on the matter. [7981/05]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
Link to this: Individually | In context

I am very conscious that schools across the country have to deal with a heavy administrative burden arising from necessary departmental and legislative requirements. I have indicated recently to a number of parties my intention to conduct a review of this administrative burden as soon as possible. I am happy to report that my Department will shortly write to the relevant stakeholders inviting them to consider where and in what way present processes can be improved upon. As well as consulting with interested parties, the process will look at internal procedures and ways in which we in the Department can streamline our business processes to deliver benefits to principals in schools. Increased use of IT systems and more effective communication between the Department, agencies and schools are just some of the ways that we are hoping to reduce the burden on schools.

We can collectively identify practical opportunities to streamline our processes, while still achieving our key objectives. I look forward to working with my officials and interested parties on addressing this issue on an ongoing basis.