Initial Education for Teachers Working in Early Childhood and School Education - EACEA

Published on Eurydice (https://eacea.ec.europa.eu/national-policies/eurydice)

Initial Education for Teachers Working in Early Childhood
and School Education
Early Childhood Education

Infant classes in primary schools are staffed by qualified primary school teachers. In the case of Early
Start [1], each class of 15 children is staffed by a qualified primary school teacher and by a qualified
childcare worker. The minimum qualification for childcare workers in Early Start is a one-year full time
FETAC Level 5 qualification in Childcare, Pre-school Childcare or Social Care or equivalent. In 2016,
the Minister for Children and Youth Affairs set out Regulations under the Childcare Act 1991 [2], which
govern the regulation of all pre-school services.

Since December 2016, as stated in the Child Care Act (Early Years Services) Regulations 2016 [3], all
staff working directly with children must hold a minimum of QQI Level 5 Major Award in Early
Childhood Care and Education (or an equivalent qualification that is recognised under Early Years
Recognised Qualifications [4] published by The Department of Children and Youth Affairs (DCYA). All
ECCE room leaders must hold a minimum QQI Level 6 Major Award in Early Childhood Care and
Education (or equivalent) from December 2016 (see Early Childhood Ireland [5]). A higher capitation is
available to Preschool Services where the Preschool Leader has achieved a major award in early
childhood care and education at Level 7 (bachelor degree) or above in a relevant discipline, on the
National Framework of Qualifications (NFQ) and where the assistants have achieved the minimum
Level 5 Award.

Determination of the relevance of a discipline is established by the examination of the content of the
programme of learning which led to the qualification. A Workforce Development Plan for the ECCE
sector in Ireland [6], identified through a significant programme of research and consultation, the main
challenges facing the ECCE workforce in becoming appropriately qualified and sets out clearly the
actions required to meet those challenges.

School Education

Five state-funded Colleges of Education have responsibilities for primary teacher education in Ireland:

      St. Patrick's College [7], Dublin, an affiliated college of Dublin City University;
      Church of Ireland College of Education [8], Dublin was incorporated into DCU Institute of
      Education in October 2016 (restricted entry B.Ed programme);
      Mary Immaculate College [9], Limerick, affiliated to Limerick University;
      Froebel Department of Primary and Early Childhood Education [10], National University of
      Ireland, Maynooth;
      Marino Institute of Education [11], Dublin, which offers courses in conjunction with Trinity

College, Dublin.

As stated in the introduction, the duration of courses for the Bachelor of Education (B.Ed.,) course has
been four years since September 2012. There is one private provider of courses for teacher education
in Ireland, Hibernia College [12], that provides much online and some face-to-face tuition.

A further consecutive model is also available in four of the State funded Colleges and in the private
college. This requires that students holding an honours primary degree complete a two years post-
graduate course in primary teaching.

There are fifteen providers of post-primary initial teacher education. The majority of post-primary
teachers follow the consecutive model in that student teachers initially complete a primary degree of
3-4 years duration in a recognised third-level institution that may be State or privately funded. They
then complete a university postgraduate course of two years leading to the Professional Diploma in
Education (PDE). The concurrent model consists of four or five-year combined programmes of
academic and professional studies leading to the award of a degree from a recognised third-level
institution.

Institutions, Level and Models of Training

Early Childhood Education

A wide diversity of education and training provision is currently available to the early childhood
education and care workforce in Ireland. The level of award on offer usually dictates the type of
provider. Programmes leading to awards at levels 6/7 – 10 on the National Framework of
Qualifications (NFQ) are delivered by Universities and Institutes of Technology as well as by some
private colleges. In general, third level education in ECCE follows the concurrent model of training and
is primarily offered as centre-based full time courses of study. Programmes leading to awards at
Levels 1-6 on the NFQ are offered by a range of providers including colleges of further education,
private colleges and community and voluntary organisations registered with FETAC as quality assured
education and training providers. Flexible delivery mechanisms are more apparent at this level of
awards.

Historically, many early childhood education and care practitioners accessed education and training
through private colleges that offered international (and their own) awards/certification. These include
curriculum training programmes such as Montessori, High/Scope and Steiner. In addition, a number of
membership organisations and special interest groups have offered courses in a range of areas
including Irish language education, working with gifted children and special educational needs
training.

The Department of Education and Skills is currently reviewing the occupational profiles for the sector
that were developed in 2002 and mapped to the National Framework of Qualifications in 2010, to
ensure that benchmarks for education and training programmes are relevant for modern practice.

School Education

The programmes of initial teacher education have been extended to four years at undergraduate level
since 2012, and two years at post-graduate level since 2016. These new programmes include further
time for school placement, reflective practice and research.

Primary: The five primary colleges of education are denominational in character and are privately
owned. They are funded by grants from the Department of Education and Skills or the Higher
Education Authority (HEA). Students benefit from a free fees scheme. The main focus of the colleges

is the Bachelor of Education (B.Ed.,) in Primary Teaching which is the main path for entry to primary
teaching. A post-graduate programme in primary teaching is also available in four of the state funded
colleges (with the exception of Church of Ireland College of Education). A private provider, Hibernia
College [12], also delivers this programme over two years.

The duration of the initial B.Ed degree course for primary teachers is four years. Prior to September
2012, this course was three years in four of the colleges, with students from Dublin City University
(DCU) and the University of Limerick (UL) awarded an honours degree at the end of this time.
Students in the Colleges associated with Trinity College Dublin (TCD) obtained an honours degree
following completion of an optional fourth year (on a part-time basis while they were already in
teaching posts). Students in Froebel Department of Primary and Early Childhood Education (formerly
Froebel College) In Maynooth University who commenced since 2010 also complete a four year
honours degree programme. The course structure has undergone a re-structuring and modernisation
in the light of the recent extension of the duration of the courses as set out in the introduction above.

Post-primary: A post-primary teacher must hold a recognised degree and a recognised teaching
qualification. Teachers in this sector are subject specialists and must hold a qualification to teach
their major subject or subjects to all levels, up to and including Leaving Certificate higher level, in
order to be registered by the Teaching Council. Two models of teacher education exist. In many
subject areas, student teachers initially complete a primary degree of three or four years duration in a
recognised third-level institution that may be State or privately funded. They then complete a
university postgraduate course leading to the Professional Diploma in Education (PDE), formerly
known as the Post Graduate Diploma in Education (PGDE). Since September 2014, all post-graduate
programmes of teacher education are of two years duration. Some are offered at Master’s level. The
PDE typically combines foundation studies in education, pedagogy and teaching practice carried out
under supervision for the course of the two academic years. Teachers of practical subjects such as
home economics, woodwork, metalwork, agricultural science and art follow the concurrent
model. This model consists of four or five-year combined programmes of academic and professional
studies leading to the award of a degree from a recognised third-level institution. Teachers of
physical education are also taught through the concurrent model and typically select a second
optional curricular subject. In an increasing number of subject areas, teachers may qualify through
either route. Some examples are religious education, science, music and languages. To teach in
specialist areas such as learning support, special education and guidance, teachers must hold a
recognised teaching qualification and in addition, a state-recognised post-graduate qualification in the
specialist area. All teachers at post-primary level must complete a period of post-qualification
experience in order to be fully registered with the Teaching Council. Currently, this work is certified by
the school in which the teacher is employed.

The Teaching Council

The Teaching Council [13] (An Chomhairle Mhúinteoireachta) is the professional standards body for the
teaching profession, which promotes and regulates professional standards in teaching. It acts in the
interests of the public good while upholding and enhancing standards in the teaching profession. As
the professional body for teaching in Ireland, the Teaching Council has many functions relating to
teacher education. These functions span the entire teaching career from entry to initial teacher
education programmes, accreditation of such programmes, and induction of newly qualified teachers
into the profession, to the continuing professional development of teachers throughout their careers.

All newly qualified primary and post-primary teachers have access to professional support through the
National Induction Programme [14] for teachers (NIPT). The Teaching Council has piloted a new
probation and induction process at primary and post-primary level since 2013/14. The process, known
as Droichead [15] is an integrated professional induction framework for newly qualified teachers. It has

been designed in collaboration with the profession to reflect the importance of induction for newly
qualified teachers (NQTs), recognising that induction is a distinct phase of the continuum of teacher
education, and a socialisation process into the teaching profession. Droichead is fundamentally about
the NQT’s professional journey and the process of their induction. Droichead, as a non-evaluative
professional induction framework, is markedly different from the traditional forms of post-qualification
professional practice which applied in schools at primary (probation) and post-primary (post-
qualification employment) levels in the past. It is school-based with a team of fellow professionals
(Professional Support Team- PST) providing both support and judging quality (signing off on NQT
reaching the standards laid down by the Council). There are two key strands of the Droichead
process. The first strand is school-based induction (Strand A), through which the NQT is supported by
experienced colleagues. The second strand is made up of additional professional learning activities
(Strand B), which involves attendance at NQT cluster meetings in local education centres, and one
other professional learning activity, related to the needs of the NQT. The Teaching Council is
committed to ensuring that the quality of support for NQTs embarking on their career will be
maintained and enhanced through the professional leadership of their experienced colleagues. Arising
from its review, the Teaching Council has made provision for the incremental growth of Droichead in
schools from September 2017 with further awareness-raising about its nature and for the capacity of
the NIPT to be increased and developed to support the growth with a view to full implementation by
the school year 2020/2021.

Departmental inspectors continue to evaluate the work of NQTs in non-pilot primary schools on behalf
of the Council until the new process is fully embedded.

Admission Requirements

Early Childhood Education

Many further education awards are delivered by a wide range of education and training providers, but
standardised in terms of their content, volume and level of learning. These programmes of learning
are validated by the relevant awarding body (e.g., Quality and Qualifications Ireland [QQI]). The
particular training provider is not important as long as the holder of the award has certification issued
by the awarding body to prove s/he has achieved that major award. The majority of those enrolled on
early childhood education and care programmes delivered by Universities and Institutes of
Technology are traditional entrants entering the programmes following their Leaving Certificate
examination. Most courses also offer places to mature students. Data from the Higher Education
Authority (HEA) indicates that an average of 9.5% of participants on full time courses in early
childhood care and education are over 23 years of age.

A broad range of providers are involved in the delivery of courses. While most of the provision is by
the Education and Training Boards (ETBs) and by SOLAS, a number of private and community and
voluntary organisations are also involved. Each provider applies its own selection criteria. Under the
Further Education and Training Act established in 2013, the Government introduced a new agency
called SOLAS (Seirbhísí Oideachais Leanúnaigh agus Scileanna) to operate under the aegis of the DES
and tasked with building the identity and values of a world-class, integrated FET sector that is
responsive to the needs of learners and the requirements of a changed and changing economy.
SOLAS coordinates and funds the wide range of training and further education programmes around
the country.

The completion of the Leaving Certificate is the typical requirement for full-time Post Leaving
Certificate (PLC) courses offered by the ETBs. However, this requirement may be waived where
applicants have previous relevant experience. SOLAS Traineeships are aimed at new labour market
entrants and unemployed persons. The minimum age for participation is the statutory school leaving

age.

School Education

Since 1992, application for entry to the Colleges of Education to qualify as primary teachers has been
made through the Central Applications Office [16] (CAO) for entry to higher level education. Grades
obtained in the schools' Leaving Certificate examination are converted to points and competition for
places in four of the Colleges is processed in the same way as any other course. An exception is the
Church of Ireland College of Education, which gives priority to members of the Church and which
organises an interview as part of the application process. Entry requirements for all colleges include
the achievement of specified minimum grades in Irish, English and Mathematics. In addition, three
other subjects must be included for the computing of the points. The academic status of candidates,
as measured by Leaving Certificate performance remains high from year to year and competition for
places is very keen.

Admission to the post-graduate Programme in Primary Teaching (which is provided by four of the
Colleges {with the exception of Church of Ireland College of Education} and the private provider)
requires applicants to hold a minimum Level 8 degree on the National Framework of Qualifications
(NQF). Applicants must also have achieved either specified minimum grades in Irish, English and
Mathematics in the Leaving Certificate or hold approved alternative qualifications in these subject
areas. Once applicants have satisfied the minimum academic requirements, selection is on the basis
of a competitive interview and a competitive oral Irish examination.

The Department of Education and Skills controls the number of entrants to primary teacher education
courses provided by the state-funded Colleges of Education and sets the entry requirements for all
primary teacher education courses. The Teaching Council has a remit to advise the Minister for
Education and Skills in relation to the minimum standards of educational qualifications required for
entry into programmes of teacher education and has been formally tasked by the DES to so do.

Special Entry Schemes

The Colleges of Education operate a number of special entry schemes to the Bachelor of Education as
follows:

       Up to 10% of the places can be reserved for mature students who must not be less than 23
       years of age on 1 January of the year of entry. Once applicants have satisfied the minimum
       academic requirements, selection is on the basis of a competitive interview and a competitive
       oral Irish examination;
       Up to 5% of their annual intake figure may be reserved for students from disadvantaged areas
       Colleges operating the scheme may also provide other specific support, including financial, to
       assist and enable students who do not have a tradition of progression to higher education to
       gain entry to the College, and to participate fully in the various aspects of college life, both
       academic and cultural while participating in the course;
       Since 1961, up to 10% of places are reserved for qualified students from the Gaeltacht (Irish
       speaking districts) in an effort to maintain the impact of native speakers of Irish on the primary
       teaching profession.

Admission requirements and arrangements for post-primary teacher education vary in relation to
whether it is a consecutive or concurrent course, and to the nature of the teacher qualification
required. In 1994, the Higher Education Authority, following consultation with the department of
education and skills and university representatives, imposed a national quota for entrance to the
Postgraduate Diploma in Education (now the Professional Diploma in Education, PDE), incorporating

quotas for each of the five universities which offer this course. This quota, which does not involve
designated subject areas, has been subject to minor variations linked to supply and demand issues.
There is a separate subject quota in operation for business and business-related degrees. This was
deemed necessary due to the over-subscription of these degree holders on to some PDE programmes.

In 1998, the four National University of Ireland institutions established a company, the Post Graduate
Application Centre to operate a centralised system of selecting candidates for the four institutions.
The Centre has since expanded to include other HEIs including DCU which also offers a post graduate
course for post primary teaching. This system has worked very efficiently, greatly reducing
administrative work for both applicants and the institutions. Competition for entry is very keen, with
almost three qualified applicants seeking each place available. The usual closing date for applications
is in early December of the year before entry but late applications may be accepted up to mid-
January. The main criteria for selection involve the standard of undergraduate, other academic
achievement and credit for periods of earlier paid teaching experience.

Trinity College Dublin operates an individual process of selection into its Professional Diploma in
Education, which incorporates an interview.

Applicants for the Higher Diploma for Art and Design Teachers (consecutive) and for the concurrent
degree in art and design education undergo an interview and portfolio assessment together with
recognition and assessment of their academic achievements.

Applications for entry to the University of Limerick which provides post-primary initial teacher
education programmes for the teaching of physical education, physics, chemistry, biological sciences,
materials and engineering technology, and materials and architectural technology are all processed
through the Central Applications Office (CAO), which places applicants in an order of merit from which
candidates are called for selection tests.

Aspirants to the Bachelor of Religious Science (B.Rel.Sc) degree in the Mater Dei Institute (MDI, DCU)
are also selected on their Leaving Certificate Examination results, and the applications are processed
through the CAO. Applications for entry to the B.Ed., Sports Studies and PE and BSc(Ed) Science
Education programmes offered by University College Cork are also processed through the CAO.

In the case of the Home Economics College, the basic minimum entry requirements are the same as
those for the universities to which it is attached. The applications are also processed through the CAO,
which places candidates in order of merit. Applicants are required to undergo an interview and tests
in home management, needlework and oral Irish. Places are offered to those applicants who achieve
the highest combined totals on the various tests. In 2003, St. Angela's College, Sligo (a college of NUI
Galway) was designated as the sole provider for Home Economics teacher education in Ireland.

The private provider, Hibernia College, also delivers a Professional Diploma in Education over two
years. The programme is accredited for the following thirteen teaching subjects: Gaeilge (Irish),
English, modern languages, history, geography, CSPE, mathematics, physics, chemistry, biology,
accounting, business and economics.

While admission requirements are the responsibility of the institutions and universities, the State sets
down some essential requirements e.g., Irish as a compulsory subject for entry to primary teaching.

The Teaching Council has a remit to advise the Minister for Education and Skills in relation to the
minimum standards of educational qualifications required for entry into programmes of teacher
education. The Teaching Council conducted a consultation process on the post-primary curricular
subject requirements for registration during 2012. New criteria were approved by the Council and

greed by the Minister for Education & Skills. The new requirements were published in October 2013
and took effect for those applying for registration in 2017. The new requirements have been
incorporated into those reconceptualised post-primary concurrent ITE programmes currently being
reviewed by the Council. The Teaching Council also published proposed minimum entry requirements
for Primary Teacher Education in 2011 as part of their document: Initial Teacher Education: Criteria
and Guidelines for Programme Providers [17] (Revised March 2017, in accordance with Section 38 of
the Teaching Council Act, 2001). The Council initiated a consultation process in relation to these
revised minimum entry requirements and, following consideration of the feedback which emerged
during that process gathered evidence to inform the advice offered to the Minister and subsequently
implemented.

Curriculum, Level of Specialisation and Learning Outcomes

Early Childhood Education

Common Award Standards in Early Childhood Care and Education (ECCE) at NFQ Levels 4, 5 and 6
have been developed. They were published in March 2011 by QQI and came into full effect in 2013.
They promote consistency in quality, content and delivery of programmes of learning. Programmes of
learning developed to meet these new award standards incorporate national practice frameworks
(Síolta [18] and Aistear [19]) and reflect national policy objectives thereby ensuring that graduates of
these programmes are fully prepared to enter the workforce. The Level 5 Major Award in Early
Childhood Care and Education [20] includes significant content covering the core knowledge areas of
Child Development, Early Care and Education Practice, Early Childhood Education and Play and Child
Health and Well Being, as well as a focus on work experience/practice. Learners also choose from a
number of elective modules that include, for example, Legal Practice and Procedures, Children with
additional needs and Equality and Diversity in Childcare. In 2016, Diversity, Equality and Inclusion
Charter and Guidelines for Early Childhood Care and Education [21] were published and training in
these is now mandated by DCYA.

It is hoped and expected that the changeover to the new award standards will ensure that graduates
are fully prepared to enter employment upon graduation. The new structures should ensure that core
knowledge and skills are developed across all levels of qualifications which in turn will allow for the
establishment of clear professional pathways into and through the profession.

At higher education levels, programmes must contain the following core elements: Child development
birth to six years, Early Childhood Learning Theory and Practice and Child Health and Welfare 0-6
years. The programme must also contain a significant supervised practicum in relevant early
childhood care and education settings. The only relevant discipline which fully complies with required
content is Early Childhood Care and Education (ECCE).

A new higher education programme for early years practitioners - Leadership for Inclusion in Early
Years [22] (LINC) commenced in September 2016 and is part of the broader package of education and
training supports to upskill the early years workforce in relation to inclusion and disability. It is a Level
6 Special Purpose Award designed to support inclusion of children with a disability in free pre-school
provided under the Government’s Early Childhood Care and Education (ECCE) Programme. The LINC
Programme is delivered by a consortium, led by Mary Immaculate College, Limerick together with
Froebel Department of Primary and Early Childhood Education, Maynooth University and Early
Childhood Ireland. The LINC Programme contains online and classroom based sessions in order to
ensure a flexible and quality learning experience, enabling early years’ practitioners in full-time
employment to attend this continuing professional development (CPD) programme. It is expected that
one practitioner from each setting will undertake the special purpose award and qualify as an
Inclusion Coordinator.

School Education

Prior to primary teacher education coming under the validation of the universities in 1974, the State
Department of Education stipulated the nature of the courses and teaching practice in the Colleges of
Education. The Department, on the advice of the National Council for Curriculum and Assessment
(NCCA), decided on curricular policy for primary and post-primary teacher education. This is no longer
the case, however, as from time to time, curricular changes require changes in teacher education
courses. The institutions tend to be very pro-active in ensuring that teacher education courses are
responsive to such changes.

Traditionally, HEIs exercised academic autonomy on the nature of the teacher education courses
provided for post-primary teachers. At post-primary level teachers are generally expected to teach
two subjects as their main teaching assignment. However, since the Teaching Council published its
Initial Teacher Education: Criteria and Guidelines for Programme Providers [23] in 2011, HEIs have had
to take account of certain stipulations. As well as specifying certain requirements regarding the
degree aspect, the education dimension of the programmes has had to incorporate three major areas:
Studies in the Foundations of Education, e.g. psychology, sociology; Professional Studies in general
and specific methodology aimed for the 12-18 year old age group; and Practical Teaching Experience
i.e. at least 24 weeks School Placement which must take place in a minimum of two settings
incorporating a variety of teaching situations. Students are required to pass the school placement
element of the ITE programme independently of any other element of the programme to achieve the
qualification being awarded.

The pace of change in the education system since the 1990s, including significant changes to, and
reform of, curriculum, pedagogy and assessment at both primary and post-primary levels, together
with the pace of legislative change in the education sector, has had a significant impact on teaching.
The introduction of Aistear [19], the new framework for early childhood education, brought into focus
the work of teachers in the junior classes of primary school. The Government’s 20-Year Strategy for
the Irish Language [24] (Straitéis 20 Bliain don Ghaeilge 2010-2030) highlights the challenges and
requirements that arise in preparing teachers to teach Irish throughout their careers. Its Draft
National Plan to Improve Literacy and Numeracy in Schools highlights the challenges which
arise in relation to literacy and numeracy and the developments that are needed to enhance the skills
of teachers in teaching literacy and numeracy. The emergence of new technologies and social media
play a central role in the way young people communicate and learn and this is having an impact
across all education provision. Regard for social inclusion, the early identification of children with
learning difficulties, multiculturalism, partnership with parents and ICT are increasingly significant
issues. There is a heightened expectation in relation to the role of teachers and a major cultural shift
whereby teaching now requires a much greater degree of interaction with students, colleagues,
parents and co-professionals.

The emergence of new knowledge, understandings and insights into curriculum, pedagogy,
assessment and teacher learning, together with the accelerating pace of societal, legislative and
educational reform and the increasingly complex role of teachers, provide an important context for
the Teaching Council’s policy paper on the Continuum of Teacher Education [25], published in July
2011, together with the National Strategy to Improve Literacy and Numeracy among Children and
Young People [26]. Thus, the extension of concurrent teacher education programmes (primary & post
primary) to a minimum of four years with post-graduate programmes of teacher education (primary &
post primary) to take place over two years was recommended. This document also provides clarity for
HEIs on what is required to ensure that their programmes meet the Council’s accreditation
requirements.

The lengthened and reconfigured programmes focus on the personal development of the student

teacher together with preparation for life in the classroom and for active engagement in teaching
within a professional learning community. In this regard, programme components draw upon the
Teaching Council’s Code of Professional Conduct [27]. The foundation studies, professional studies, the
school placement and, as appropriate, the subject disciplines, are carefully planned in light of
changing understandings of the nature of learning and the theory-practice relationship with an
appropriate balance and inter-relationship.

Student teachers on post-graduate programmes (consecutive model) of initial teacher education, ITE
for post-primary teachers, will have undertaken their study of subject content knowledge at
undergraduate stage. In the concurrent model of teacher education, the subject discipline
components give due cognisance to the relevant syllabuses and are integrated into the programme in
a way that is meaningful for student teachers. Foundation studies include curriculum studies, the
history and policy of education, philosophy of education, psychology of education and sociology of
education. Through macro curriculum studies, students develop their understanding of, and capacity
to critically engage with, curriculum aims, design, policy, reform, pedagogy and assessment.
Students’ understanding of the Irish education system is enhanced and located in context to enable
students to think critically and to provide research-informed insights into their understanding of the
practices of teaching, learning and assessment. In illuminating key dimensions of the professional
context in which the thinking and actions of teachers are carried out the basis of a strong professional
ethic in teaching is provided.

Professional studies include subject pedagogies (methodologies) and curricular studies, develop
pedagogical content knowledge, advance the communicative skills of student teachers and ensure
that teaching itself is understood and practised as a form of self-critical learning by student teachers,
with ample opportunities for teamwork and enquiry-based initiatives with colleagues.

The inclusion of substantial periods of school placement is central to student teacher
development. The school placement experience is regarded as a valuable opportunity for student
teacher development and not merely as a means of assessing student teacher performance. The
school placement is advised to take place in a variety of settings and incorporate a variety of teaching
situations and school contexts:

      Different age groups of students;

      Different sectors, (primary/post-primary/FE), as appropriate;

      Various socio-economic and cultural environments;

      Multi-class and mixed ability teaching situations; and

      Team teaching/co-teaching situations.

Student teachers will typically spend in the region of 18 to 24 weeks in schools, with
consecutive programmes generally having a shorter period in schools. The Teaching Council's
Guidelines on School Placement [28] provide a structure for the school placement and are aimed at
promoting collaboration and balance of responsibility between programme providers and schools. The
school placement provides opportunities for student teachers to integrate theory and practice, plan

for, and undertake, class teaching, learning and assessment using a wide range of strategies, develop
classroom, organisational and behaviour management skills, observe experienced teachers teaching
and be involved in a wide range of school activities, reflect critically on their practice, receive and
respond to feedback on their practice and seek and receive advice and guidance in a supportive
environment.

New and innovative school placement models are being developed using a partnership approach,
whereby HEIs and schools actively collaborate in the organisation of the school placement. Such
models are being actively fostered by providers based on a written policy on partnership with schools.
The HEIs and the Teaching Council have published guidelines to support the development of such
models. Due to its importance and relevance, a student teacher is required to pass the school
placement element of his/her teacher education programme independently of any other element of
the programme to achieve the qualification being awarded.

The Teaching Council includes the following as mandatory elements in all ITE programmes:

  1.   Early Childhood Education (Primary)/Adolescent Learning (Post primary);
  2.   Inclusive Education (Special Education, Multiculturalism, Disadvantage, etc.);
  3.   Numeracy;
  4.   Literacy;
  5.   Gaeilge (Primary);
  6.   The Teacher as Professional/Reflective Practitioner/Researcher;
  7.   Developing a Professional Portfolio;
  8.   Parents in Education - Co-operation and Collaboration;
  9.   The School as a Learning Community;
 10.   Preparation for School Placement;
 11.   Teaching, Learning and Assessment including School and Classroom Planning;
 12.   Differentiation;
 13.   Behaviour Management;
 14.   ICT in Teaching and Learning;
 15.   Legislation Relevant to School and Classroom;
 16.   The Teacher and External Agencies.

Teacher Educators

Early Childhood Education

The relevant qualifications and expertise of staff delivering early childhood education and care
programmes leading to awards in Higher Education institutions is a required element of programme
validation. However, within the Further Education and Training Sector, there are no policies or
procedures in place which would ensure that those delivering programmes in early childhood
education and care have the necessary qualifications or expertise to do so. Given the specialised
nature of the knowledge and skills required to practice effectively in early childhood services, the
Workforce Development Plan for the Early Childhood Care and Education Sector [6] includes as a
action that: ‘Education and training programmes in ECCE should be delivered, where appropriate, by
persons appropriately qualified in early childhood care and education’.

School Education

Higher Education consists of seven universities, with their associated colleges of education, fourteen
institutes of technology, and a number of private independent colleges. These bodies are
autonomous and self-governing and are responsible for the recruitment of their own employees.

Arrangements vary depending on the funding and status of the provider e.g. the Church of Ireland
College of Education must receive sanction from the Department of Education and Skills for the
recruitment of staff and their terms of employment. Hibernia College is a private provider and the
State has no involvement in its staffing. The Teaching Council in its 2011 document, Initial Teacher
Education: Criteria and Guidelines for Programme Providers [23], specifies that Lecturers and other
staff responsible for the student teachers’ learning should be suitably qualified and experienced and
engaged in contemporary discourse in their area. Staff should also have a qualification which is higher
than that which the student is expected to attain. The guidelines also specific an academic/staff
student ration of 15:1. Under Section 25 of the Universities Act, 1997, the universities are responsible
for appointing their own employees, the number of employees and the terms of employment. Under
Section 50 of the Act, the HEA, in consultation with the chief officer of the HEI, may issue guidelines
for the numbers or grades of employees of the university. However, these guidelines are not binding.

Within the university sector the main categories of academic staff are Professor, Associate Professor,
Senior Lecturer and Lecturer. Within the Colleges of Education the main categories of academic staff
are Senior Lecturer, Lecturer, and Assistant Lecturer.

Qualifications, Evaluation and Certificates

Early Childhood Education

The Early Start programme is staffed by qualified primary school teachers and by qualified childcare
workers. Junior and senior infant classes in primary schools are staffed by qualified primary school
teachers. Primary school teachers are generally required to hold a Bachelor of Education degree.

Within the pre-school sector, the de-facto minimum standard is a major award in early childhood care
and education at level 5 on the National Framework of Qualifications (NFQ), or equivalent. While this
is not a regulatory requirement, it is the minimum standard required for services to participate in the
free Pre-School Year scheme. Programmes leading to major awards at Levels 1-6 on the NFQ are
accredited by the Further Education and Training Awards Council (FETAC). A Certificate is awarded to
learners who successfully complete the major award requirements at Levels 1-5 and an Advanced
Certificate is awarded at Level 6.

Successful completion of a Level 5 major award in early childhood care and education requires
learners to demonstrate:

      A broad range of knowledge related to the learning, wellbeing and development of children and
      their identities in the field of early childhood care and education;
      A broad range of practice, interpersonal, reflective and pedagogical skills in providing for the
      holistic needs of babies and young children at group and individual level;
      These knowledge and skills within a range of varied and specific early childhood care and
      education practice contexts and settings.

School Education

The Teaching Council is the statutory body that sets and upholds the standards for entry to the
teaching profession. One of the ways it does this is by reviewing and accrediting programmes of
teacher education and training provided by Higher Education Institutions (HEIs) in the State.

The Council's professional accreditation function is distinct from the process of academic
accreditation which programmes also undergo. Academic accreditation is based on the suitability of a
programme for the award of a degree/diploma; whereas professional accreditation is a judgement as

to whether a programme prepares one for entry into that profession.

All teacher education programmes in Ireland that lead to registration must have professional
accreditation. Existing programmes in Ireland that are recognised for registration purposes are
deemed to have current accreditation, pending their review by the Teaching Council. All new teacher
education programmes wishing to be recognised for registration purposes must be presented to the
Council for review prior to accreditation. In 2009, the Council began reviewing programmes on a pilot
basis. Four reviews were completed in the 2009/2010 academic year. A further four programmes
were recently reviewed. Following the publication of its programme accreditation criteria in 2011,
Initial Teacher Education: Criteria and Guidelines for Programme Providers [23], all programmes of
initial teacher education were reconceptualised in line with those criteria, and an intensive phase of
programme reviews was commenced by the Council.

A further quality assurance mechanism is periodic reviews such as those conducted by the OECD, or
the Ministerial Review Bodies on primary and post-primary teacher education. Such periodic reviews
have the benefit of encouraging self-assessment by education departments, while bringing fresh
thinking and insights to bear from external experts and stakeholders.

The state recognises all the awards of the universities and the QQI. The formal certificates issued by
the institutions (e.g. B.Ed. Degree, Post Graduate Diploma in primary education, etc.) set out the
subjects and levels of award attained by the graduate in the university examinations which may
include written examinations, practical assignments, orals, as well as practical teaching experience.
Awards are usually at pass, second class honours or first class honours levels. The awards are
recognised throughout the state, within the E.U. and in most countries internationally. Transcripts
with more detailed records of students' participation and achievements are also made available to
students by institutions on request. School employers sometimes request personal references
regarding job applicants from the institutions.

Alternative Training Pathways

Early Childhood Education

One of the main challenges facing the early childhood care and education workforce in becoming
appropriately qualified is the issue of flexible delivery of education and training programmes. A
sizeable proportion of those wishing to enrol in education and training programmes are already in the
workplace and, therefore, unable to attend full-time courses. Following a period of upskilling of the
workforce to allow all practitioners to meet minimum qualification levels introduced in Childcare
Regulations 2016, 88% of all practitioners have a qualification equal to or higher than NFQ Level 5.
18% of the workforce are qualified to graduate level.

There has been considerable progress in the responsiveness of the further and higher education and
training sectors to the need for increased flexible provision for the ECEC workforce. For example:

      The Education and Training Board (ETB) sector – This sector is the largest provider of full-time
      training courses in ECCE at levels 5 and 6. There is already a wide range of part-time courses
      offered through the ETB sector which are generally self-financing. As part of the implementation
      of the Workforce Development Plan for the ECCE sector, innovative approaches to meeting the
      challenge of flexible delivery of education and training programmes are being explored;

      In response to regulatory and funding drivers, QQI Major Awards in ECEC at Levels 5 and 6 of
      the NFQ comprise the second and third highest most popular awards given by QQI in 2015.

SOLAS combines workplace and classroom based learning through its traineeship model and
     One Step Up [29] programmes;

     Skillnets is funded from the National Training Fund (NTF) through the Department of Education
     and Skills and enables grant aided training. Each network delivers training, upskilling and
     professional development programmes for its members that are enterprise-led and designed to
     specific industry needs.

     Higher Education and Training Programmes tend traditionally to have less flexibility in terms of
     delivery. However, this is beginning to change, particularly in the Institutes of Technology with
     some Institutes offering a variety of Level 6, 7 and 8 programmes in ECCE relevant areas on a
     part-time basis. One university has also introduced a part-time BA in Early Childhood Studies
     and Practice (Level 8) with exit awards after year 1 and year 2. These part-time programmes
     are subject to fees and generally do not attract any State subsidy.

     Private and Community and Voluntary Provision – historically, in the ECCE sector in Ireland, a
     number of community and voluntary and private providers of education and training
     programmes have met the education needs of those working in ECCE services. This tradition
     continues and in some instances (e.g., through Voluntary Childcare Organisations) is subsidised
     by State funding.

There is a requirement set out in the Workforce Development Plan for the Early Childhood Care and
Education Sector [6] that further and higher education and training providers develop and implement 5
year plans to respond to issues such as flexible learning, modular delivery and quality assurance of
courses.

School Education

Suitable graduates may undertake a special course for primary teacher education, as an alternative
to the more general B.Ed. route in four of the state funded Colleges of Education. In 2003, Hibernia
College was established as an online higher level institution delivering web-based educational
programmes. It initiated a blended learning model or its Higher Diploma in Arts in Primary Education
which was initially of eighteen months duration and from 2012/13 became a two year course. In May
2011, it was accredited by the Teaching Council to provide a Professional Diploma in Post-Primary
Education for three academic years.

It is also the case that an increasing number of mature students from other career paths have been
applying for entry to primary and post-primary teacher education programmes. While such applicants
are welcomed for their experience to the teaching corps, they are required to fulfil the requirements
of the existing concurrent or consecutive courses. As most of such candidates are already graduates,
they mainly undertake the Professional Diploma in Education to become a teacher at second level and
the Primary Post graduate course to become a teacher at primary level.

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Source URL:
https://eacea.ec.europa.eu/national-policies/eurydice/content/initial-education-teachers-working-early-childhood-and-s
chool-education-36_en

Links
[1] https://www.education.ie/en/Schools-Colleges/Services/Grants-and-Additional-Support/Early-Start-Programme/
[2] http://www.irishstatutebook.ie/eli/1991/act/17/enacted/en/html
[3] https://www.dcya.gov.ie/documents/publications/20160510ChildCareActEarlyYrsRegs2016SI221of2016.pdf
[4] http://www.dcya.gov.ie/documents/earlyyears/20170109DCYAEarlyYearsQualificationsList.pdf
[5] https://www.earlychildhoodireland.ie/
[6] https://www.education.ie/en/Schools-Colleges/Information/Early-Years/eye_workforce_dev_plan.pdf
[7] https://dcuincorporation.ie/?q=st-patricks-college
[8] http://cice.ie/
[9] http://www.mic.ul.ie/Pages/default.aspx
[10] https://www.maynoothuniversity.ie/froebel-department-primary-and-early-childhood-education
[11] https://www.mie.ie/en/
[12] https://hiberniacollege.com/
[13] http://www.teachingcouncil.ie/en/
[14] http://teacherinduction.ie/en/
[15] http://www.teachingcouncil.ie/en/Teacher-Education/Droichead/
[16] https://www.cao.ie/
[17]
http://www.teachingcouncil.ie/en/Publications/Teacher-Education/Initial-Teacher-Education-Criteria-and-Guidelines-for-
Programme-Providers.pdf
[18] http://siolta.ie/
[19] https://www.ncca.ie/en/early-childhood/aistear
[20]
https://www.earlychildhoodireland.ie/work/education-training/childcare-courses/qqi-level-5-early-childhood-care-educat
ion-cas-award-5m2009/
[21]
http://aim.gov.ie/wp-content/uploads/2016/06/Diversity-Equality-and-Inclusion-Charter-and-Guidelines-for-Early-Childh
ood-Care-Education.pdf
[22] http://lincprogramme.ie/
[23] https://www.tui.ie/_fileupload/critera%20for%20programme%20providers.pdf
[24] http://www.chg.gov.ie/app/uploads/2015/07/20-Year-Strategy-English-version.pdf
[25]
http://www.teachingcouncil.ie/en/Publications/Teacher-Education/Policy-on-the-Continuum-of-Teacher-Education.pdf
[26] https://www.education.ie/en/Publications/Policy-Reports/lit_num_strategy_full.pdf
[27] http://www.teachingcouncil.ie/en/_fileupload/professional-standards/code_of_conduct_2012_web-19june2012.pdf
[28] http://www.teachingcouncil.ie/en/Publications/Teacher-Education/Guidelines-for-School-Placement-.pdf
[29] http://www.onestepup.ie/