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Ireland. VET in Europe – Country Report 2011 - Europa

Ireland. VET in Europe – Country Report 2011 - Europa

• The duration of

• The duration of concurrent programmes should be a minimum of four years while postgraduateprogrammes of teacher education should take place over two years. The additionaltime available should be devoted to core areas, rather than academic subject electives, andshould allow for: extended school placement periods; an increased emphasis on professionaldevelopment portfolio work, reflective practice and research/enquiry-based learning; anincreased emphasis on the key strategic priorities of literacy and numeracy, ICT andinclusion and enhanced modes of delivery to enable wider access to programmes of teachereducation.• All student teachers should be required to complete courses in the teaching and assessmentof literacy and numeracy. Assessment should evaluate their own levels of literacy andnumeracy and as well as their ability to teach and assess them.• The school placement should take place in a variety of settings and incorporate a variety ofteaching situations and school contexts: different age groups of students; different sectors,(primary/post-primary/FE), as appropriate; various socio-economic and culturalenvironments; multi-class and mixed ability teaching situations and team teaching/coteachingsituations. In all of these contexts, the placement should afford student teachers theopportunity to plan and implement lessons and receive constructive feedback.The Council believes that the reconceptualised, extended programmes should be in place no laterthan 2012/2013 in the case of concurrent programmes and 2014/2015 in the case of consecutiveprogrammes 94 .Until recently, there was no provision in Ireland for all Newly Qualified Teachers (NQTs) to accessa formal Induction Programme (teacher education which takes place during the period at thebeginning of the newly qualified teacher’s career, usually the first year after qualifying as ateacher). In 2002, the National Pilot Project for Teacher Induction (NPPTI) was established with theaim of developing proposals for an effective national programme of induction for NQTs in primaryand post-primary schools.In September 2010, a Department of Education and Skills Circular 95 set out interim arrangementswhereby an induction programme was made available in Education Centres for all newly qualifiedteachers with immediate effect. The programme provides professional support and advice in areassuch as classroom management skills, planning and preparation of work, the use of teachingmethodologies suited to the learning needs of students, assessment of student progress andmanaging relationships with parents. The programme may be delivered in a variety of modesincluding face-to-face sessions, workshops and seminars, online support and self-help groups. Atpresent, participation by NQTs in the national induction programme is voluntary. However, theMinister for Education and Skills has communicated that it is intended to commence section 7(2)(f)of the Teaching Council Act, 2001, in relation to the induction of teachers into the teachingprofession, in September 2012 96 . The Teaching Council is now preparing for its role in that area andis working towards the establishment of induction procedures for newly qualified teachers from thatdate. As part of that work, the Council is considering how such procedures might dovetail with theprobationary process.Currently, there are no specific teacher education qualifications required for IVET teachers.However, in general, the PLC programmes provided by the Further Education (FE) Colleges are94Policy on the Continuum of Teacher Education, The Teaching Council, June 2011.95Circular number 0058/2010.96Policy on the Continuum of Teacher Education, The Teaching Council, June 2011.84

conducted by qualified post-primary teachers. The Teaching Council recently published the Generaland Programme Requirements for the Accreditation of Teacher Education Qualifications (FurtherEducation 97 ). From April 2013, all teachers, including those in the FE sector, wishing to beregistered must have a recognised teacher education qualification.The DES has a policy to integrate provision for special education needs into mainstream educationwherever possible. In public schools, students with special needs (students having serious learningor special learning difficulties) attending mainstream classrooms receive special educationalsupport. In-service optional training programmes, seminars and meetings are provided to teachers ofspecial education by the Special Education Support Service (SESS). The aim of the service is toenhance the quality of teaching and learning, with particular reference to special educationalprovision. The service co-ordinates, develops and delivers a range of professional developmentinitiatives and support structures for school personnel working with students with specialeducational needs in mainstream primary and post-primary schools, special schools and specialclasses. The SESS operates under the remit of the Teacher Education Section (TES) of theDepartment of Education and Skills.7.2 Teachers and trainers in IVETAs noted previously in this report, there is not a sharp distinction between initial and continuingvocational education and training in Ireland. There is also no single system in Ireland deliveringeither IVET or CVET but rather a range of organisations and institutions who deliver programmesboth for young people who have just completed their compulsory education and for those who wishto upgrade their skills having completed initial education and training. It is the status of the traineethat determines whether the education/training is initial or continuing rather than the system itself.Subsequently, the teacher education qualifications for IVET teachers and trainers described belowapply equally for CVET teachers and trainers.7.2.1 Teachers, trainers and training facilitators in IVETTable 31 below sets out the different categories of teachers and trainers in Ireland and the areas inwhich they work.Table 31: Categories of Teachers and Trainers in the Secondary Level EducationSystem and in the IVET SectorOccupational Type Type of Location Regulatory BodiesTeachers in the secondarylevel education systemIVET TeachersSecondary schools;Community schools orcolleges; Vocationalschools; ComprehensiveschoolsNon-tertiary EducationCentres, Colleges ofFurther EducationThe Department ofEducation and SkillsThe Teaching CouncilHigher EducationInstitutesTeacher EducationSectionVocational EducationCommittesThe Teaching CouncilFETACIVET Lecturer Institutes of technology, Universities97The Teaching Council, Further Education, General and Programme Requirements for the Accreditation of TeacherEducation Qualifications, March 2011.85

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