Towards a Better Future

Towards a Better Future: A Review of the Irish School System
9. INITIAL TEACHER EDUCATION AND INDUCTION
Policies aimed at greater collaboration between teacher education institutions need to be supported,
financially and otherwise. Greater support needs to be provided for school personnel to engage fully
with the teacher induction policy so that it becomes a normal part of professional engagement.
Issues of teacher supply, particularly as it affects newly-qualified teachers, need greater attention.
The recruitment of potential teachers from immigrant ethnic groups should be promoted.
10. FINANCING AND RESOURCING:
The comparative figures and analysis provided by the OECD’s Education at a Glance illustrate that,
by comparison with OECD and EU averages, Ireland’s resourcing and financing of education – in
spite of the recent time of austerity – is not by any means at the lowest level among OECD and EU
countries. However, the data also show that there have been serious cutbacks and that Ireland’s
financing of education is in the mid-range, generally below that of more economically-developed
countries. Even within the parameters of existing resources, it is important to remember (and the
OECD points this out in a number of places) that different policy choices can be made. Increased
investment in education will be essential as the economy recovers if the government and the DES
are to achieve the targets set out in the DES Action Plan 2016 – 2019 and other targets that may be
considered necessary as policy develops, particularly in relation to marginalised pupils.
11. PROFESSIONAL DEVELOPMENT IN TEACHING
Traditionally, the professional development of teachers was not a priority area for educational policy
in Ireland. Within the last two decades, that has changed considerably. The real significance of
professional development is missed, however,if it is viewed as being mainly about skills and upskilling.
Professional development is essentially about the betterment of teachers’ capacities to build
vibrant and inclusive learning environments. Of course, this involves skills, but skills can remain
mere competences unless they become purposefully at home in each teacher’s cultivation of his/her
professional capabilities.
The Teaching Council’s Cosán publication (March 2016) marks a welcome step in devising a
framework for professional development for Ireland’s teachers. Important work remains to be done
over the next few years in building that framework, not least in putting together a flexible system
for accrediting valuable professional development activities undertaken by teachers. In this work,
educational leaders, Education Centres, teachers’ representatives and the educational research
community have a central part to play.
— 190 —