Jonathan O'Brien (Cork North Central, Sinn Fein)
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1311. To ask the Minister for Education and Skills the changes in professional development for maths and science teachers that have taken place since 2012; and any future planned changes. [33640/14]

Jonathan O'Brien (Cork North Central, Sinn Fein)
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1318. To ask the Minister for Education and Skills the changes in pre-service and in-service training in teaching of literacy for all primary and secondary school teachers during the past three years. [33689/14]

Jan O'Sullivan (Limerick City, Labour)
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I propose to take Questions Nos. 1311 and 1318 together.

Education provided at all levels in all subjects is informed by developments in my Department's policies and strategies and those of the Teaching Council, the statutory regulator and professional standards body for the teaching profession. Amongst the changes in the areas referenced by the Deputy are the "Literacy and Numeracy for Learning and Life – The National Strategy to Improve Literacy and Numeracy for Children and Young People 2011-2020", the introduction of a post graduate course for teachers of Mathematics, the revised Project Maths curriculum and the roll out of support for the Junior Cycle Schools Award.

The Teaching Council's Policy on the Continuum of Teacher Education, published in June 2011, set out its vision for teacher education from initial teacher education, through induction and continuing professional development and identified literacy and numeracy as priority areas. Initial Teacher Education: Criteria and Guidelines for Programme Providers published in August 2011 set out the criteria to be observed by Higher Education Institutions seeking Council accreditation of programmes of initial teacher education.

Criteria, which relate to a range of areas including programme design, areas of study, programme duration, numbers and qualifications of staff, facilities and resources, require, among other things, a lengthening of ITE programmes, with an increased emphasis and focus on the key strategic priorities of literacy and numeracy as mandatory areas of study, enhancement of student teachers' competence in promoting and assessing literacy and numeracy, reference to literacy and numeracy in all assessments and an extended Gaeltacht placement with a specific focus on more effectively integrated language teaching and learning.

At post primary level, in 2012, the Council approved Teaching Council Registration: Curricular Subject Requirements (Post-primary), which set out the Council's revised subject criteria, to be met by persons entering post-graduate programmes of initial teacher education and persons graduating from post-primary concurrent ITE programmes. Subject criteria require that language teachers applying for registration must provide evidence that they have achieved a competency level of B2.2 on the Common European Framework for Languages (CEFR).

The Council's independent panels are reviewing all 60 reconceptualised programmes of initial teacher education. The issue of literacy has received significant attention from programme providers and from the panels.

Professional Development across a range of learning including Junior Cycle Schools Award and Project Maths continues to be provided during school time.

In addition, the Part-time Professional Diploma in Mathematics for Teaching, provided by the National Centre for Excellence in Mathematics and Science Teaching and Learning (NCE-MSTL),at the University of Limerick, funded by my Department, provides an opportunity for 'out of field' maths teachers to upskill.