Stephen Donnelly (Wicklow, Independent)
Link to this: Individually | In context

Question 111: To ask the Minister for Education and Skills the metrics and processes in place to ensure that teacher training here incorporates the best thinking from around the world and consistently produces the highest quality teachers possible; and if he will make a statement on the matter. [13813/11]

Stephen Donnelly (Wicklow, Independent)
Link to this: Individually | In context

Question 112: To ask the Minister for Education and Skills the metrics and processes used to evaluate the performance of teacher training institutions here (details supplied); and if he will make a statement on the matter. [13814/11]

Stephen Donnelly (Wicklow, Independent)
Link to this: Individually | In context

Question 113: To ask the Minister for Education and Skills the way teacher training institutions are held accountable for their performance. [13815/11]

Ruairi Quinn (Dublin South East, Labour)
Link to this: Individually | In context

I propose to take Questions Nos. 111 to 113, inclusive, together.

The supply of suitably qualified teachers is a matter of strategic importance to the State. It is widely acknowledged that the quality of teachers impacts directly on the quality of education. The initial teacher education providers are members of a dynamic teaching and learning community, providing a quality lifelong learning approach to teacher education that promotes reflective practice and ongoing renewal. All the providers listed by the Deputy have university status or have institutional or accreditation linkages to universities. Quality assurance in the university sector is governed by statutory provision and is carried out by the Irish Universities Quality Board. It is based on expert peer review of Irish and international experts, and must include representation from students, business and other stakeholders. Quality assurance of linked providers of universities is provided for in the internal quality assurance procedures of the university.

All teacher education programmes in Ireland that lead to registration must have also have current professional accreditation, which is the statutory responsibility of the Teaching Council. In accordance with section 38 of the Teaching Council Act 2001, the Council is empowered to review and professionally accredit programmes of initial teacher education. In 2009, the Council began reviewing programmes on a pilot basis and four reviews were completed in the 2009-10 academic year. A further four programmes are undergoing review in 2010-11. The reviews are carried out by independent review panels working on the Council's behalf.

Each panel reviews the programmes based on a thorough assessment of programme documentation and a visit to each college, which includes meetings with programme staff and students as well as graduates of the programme and employers of those graduates. The panel also inspects teaching and learning facilities, observes a sample of lectures, views students' project work and visits schools where teaching practice is taking place. Following consideration of its findings, the Review Panel makes a recommendation to the Council on whether accreditation should be granted and may also include recommendations for implementation by the programme provider via a time-bound action plan.

The Deputy may also be interested to note that in December 2010, the Teaching Council published its draft policy on the Teacher Education Continuum. An extensive programme of research and consultation was undertaken by the Council to bring the draft policy to this stage of development. The process will facilitate the emergence of a shared vision for teacher education among the relevant stakeholders and ensure that the underlying principles which will guide teacher education in the future are in line with international good practice. The policy is due to be published in 2011.