further education teacher ireland

Teaching in Further Education (Full time)

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• Level Level 9
• Duration 12 mths
• Delivery Fulltime
• Fees View Details
• Application Status Closed
• Next Intake September 2024

The Postgraduate Diploma in Teaching in Further Education is a professional teaching qualification and is accredited by the Teaching Council of Ireland.  The programme is designed to provide participants with the skills, knowledge and competencies required to teach in a variety of settings in the Further Education sector. No prior experience of teaching is required.  Graduates of the programme are entitled to register with the Teaching Council of Ireland as Further Education teachers, provided they meet the criteria set down in Regulation 5, Teaching Council (Registration) Regulations 2009.

As a participant on this NFQ Level 9 programme you will complete a number of taught modules which focus on both on the practical skills and the theoretical frameworks that underpin the practice of teaching in post-compulsory education.  Alongside these modules, you will also complete 100 hours of Practice Placement in authentic Further or Adult education settings, allowing you to apply the learning from the taught modules in real world teaching settings.

 On successful completion of the programme, you should be able to:

• Critically evaluate the educational and social context within which adult and further education take place nationally and internationally.
• Analyse and reflect critically on the particular features of teaching and learning in the adult and further education sectors;
• Compare and contrast the similarities and differences between the further education sector and other sectors of education in Ireland;
• Exercise discernment in selecting and applying pedagogical and/or andragogical approaches to teaching, learning and assessment appropriate to different learner groups;
• Critique an appropriate range of approaches for the teaching and learning of the subject matter, including assessment and feedback, as appropriate to different learner groups;
• Design a programme, course or module appropriate for the learners, including teaching techniques, assessment and evaluation modes, in accordance with the requirements of the relevant awarding body.
• Demonstrate successful teaching by initiating and leading purposeful activity in in authentic settings and respond in a skillful manner within unpredictable contexts.
• Engage in a committed manner to reflective practice, contribute to and learn from communities of practice, and act as a change agent where deemed appropriate within the profession.
• Appraise existing and emerging technologies suitable for integration into their practice. 

The full time programme will run over one calendar year.  Students will be required to attend SETU Waterford for one and a half to two full days per week during the two academic semesters in the year as well as to complete the required Practice Placements hours in their placement setting.   There are no exams on the programme.  A range of methods, including essays, portfolios of work, presentations, participation in online discussions and others, is used to assess the achievement of the learning outcomes in the taught modules.   For the Teaching Practice modules, students are observed as they teach (at least once per module) and are also required to submit a Practice Placement Portfolio as part of the assessment process.

Programme structure for the part time programme

Module information.

The programme is made up of a combination of theoretical foundation modules, professional studies modules and practical teaching modules

Theoretical Foundations modules

Sociology of Adult Education (5 credits)

This module aims to enable student teachers to place their practice within sociological theory and other initiatives in the context of further education in order to create critical awareness of learners’ needs in the context of diversity.

Curriculum and Assessment (10 credits)

The aim of this module is to provide student teachers with the knowledge skills and competences to become effective designers and assessors of student learning in further education.

Policy and Perspectives of Further Education (5 credits)

This module is focused on providing student teachers with a good working knowledge of the further education sector, and enabling them to locate the sector in the overall provision of education and training in Ireland and within the European Union (EU).

Philosophy and Critical Education Theory (5 credits)

The aim of this module is to enable student teachers to acquire a grounding in the major philosophical constructs that inform adult education, and to develop their own principled philosophical stance towards practice.

Educational Psychology for Further Education (5 credits)

This module provides student teachers with a general knowledge of the psychology of adult learning and to deepen her/his understanding according to her/his personal and professional interests.

Professional Studies modules

Introduction to Professional Practice (5 credits)

This module prepares student teachers to develop the knowledge, understanding, qualities, skills and competences required for effective teaching in further education.

Foundations of Effective Teaching in Further Education (5 credits)

The aim of this module is to provide student teachers with the principal teaching skills to allow them to become effective and reflective teachers in further education.

Developing Effective Teaching in Further Education (5 credits)

This module provides student teachers with opportunities to develop their professionalism, skills, commitment and competence as effective and reflective teachers in further education.

Practical Teaching modules

Teaching Practice 1 (5 credits)

The aim of the first practical teaching module is to provide student teachers with an initial opportunity to teach within a real class environment and to develop their teaching knowledge, skills, qualities and competence within the realities of the classroom. 

Teaching Practice 2 (5 credits)

This module allows student teachers to consolidate the teaching skills, competences and dispositions developed in Teaching Practice 1, and also aims to provide an encounter between pedagogical knowledge and classroom realities.

Teaching Practice 3 (5 credits)

The aim of the final practical teaching module is to deepen student teachers’ understanding and competence in teaching and to provide an opportunity to show that they are capable of joining the profession as beginning teachers who can work effectively in FE.

M is a mandatory subject - E is an elective subject

Entry requirements

Applicants for this programme normally require an NFQ Level 8 qualification in an area that is currently taught in Further and / or Adult Education in Ireland.  Those who meet this requirement are interviewed to assess their overall suitability for the programme.

In order to be offered a place on the programme, applicants must provide proof that they have access to 100 hours of Practice Placement in appropriate Further Education settings.  Practice Placement must be completed within recognised Further Education settings (which include Colleges of Further Education, Adult Education Centre's etc.) and with groups of six or more learners taking accredited programmes leading to awards at NFQ Levels 1 to 6.

Applicants whose first language is not English must submit evidence of competency in English.  Please see the English Language Requirements (for details.

All applicants require Garda clearance and will therefore be expected to complete the necessary Garda Vetting forms at the beginning of the programme. 

Application process

Applications for the programme are made online via the Postgraduate Applications Centre ( www.pac.ie ).  The course code for the full-time programme is SE11E

Programme fees

Fees for the full-time programme are €7900, payable in two installments of €3950 (one in September and one in the following January) 

The Irish Further Education and Training sector provides graduates of this programme with a wide range of contexts in which to pursue their teaching careers.  Opportunities for qualified further education teachers are to be found in a variety of settings from Colleges of Further Education to Adult Education Centre's, Adult Literacy Services and other settings.  Graduates of this programme have gone on to work on a range of different further education programmes, including Post Leaving Certificate programmes, Youth reach programmes, programmes that are run under the Back to Education Initiative (BTEI) and the Vocational Training Opportunities Scheme (VTOS), as well as in community education contexts and on both accredited and non-accredited adult education programmes.   A number of graduates have also gone on to further study, including at doctoral level in Education.

The Irish Further Education and Training sector provides graduates of this programme with a wide range of contexts in which to pursue their teaching careers.  Opportunities for qualified further education teachers are to be found in a variety of settings from Colleges of Further Education to Adult Education Centre's, Adult Literacy Services and other settings.  Graduates of this programme have gone on to work on a range of different further education programmes, including Post Leaving Certificate programmes, Youth reach programmes, programmes that are run under the Back to Education Initiative (BTEI) and the Vocational Training Opportunities Scheme (VTOS), as well as in community education contexts and on both accredited and non-accredited adult education programmes.  A number of graduates have also gone on to further study, including at doctoral level in Education.

Practice Placement (PP) is a core part of all teacher education programmes and enables the student teacher to practice teaching in authentic settings. It involves student teachers, Practice Placement Tutors, the Practice Placement Co-ordinator, the The Practice Placement Academic Lead and workplace Mentors in Further Education settings. PP provides student teachers with the opportunity to plan and prepare lessons in a professional manner, teach effectively, reflect on their teaching and evaluate how successful this was for their students’ learning.

There are three periods of Practice Placement to be completed on the full time programme, one in the period between September and December and two in the period between January and  August. The duration of each Teaching Practice Placement is between 4 and 10 weeks and student teachers will carry out a total 100 hours of Practice Practice over the course of the programme (usually 40 hours in the September to December period and 60 hours in total in the January to August period).  80 of the 100 hours must be delivered as solo teaching hours, while the remaining 20 can include observation of teaching, co-teaching and other activities.

To satisfy the Teaching Council’s registration requirements, placements must meet a number of criteria: they must be completed within recognised Further Education settings (which include Colleges of Further Education, Adult Education Centres etc); they must involve working with groups of six or more learners; and they must be on accredited programmes leading to awards at NFQ Levels 1 to 6.

Student teachers are responsible for arranging their own Practice Placements p.  This generally involves contacting the management of likely partner institutions within the Further Education sector.   Applicants who are currently engaged in a teaching or tutoring capacity within the further education sector may wish to nominate some of their existing classes for their Practice Placements provided they meet the criteria below and provided the placement is approved by their appropriate line manager.

A dedicated Practice Placement Co-ordinator liaises with the student teachers to ensure the practice placement setting meets the programme requirements.  Support documents to assist in arranging placement are provided to applicants once they have successfully completed their interviews.  Proof of access to placement is required before an applicant can officially be offered a place on the programme, but access to placement does not have to be in place at the time of application and interview. 

Course Leader

Dr Carol O'Byrne

Lecturer in Education -

Call: +35351306354

Email: [email protected]

Related Courses

Postgraduate Diploma in Teaching in Further Education (Teaching Council Recognition) PT

MA in Teaching & Learning

MA in Management in Education

UCC University College Cork

Adult continuing education aosoideachas leanúnach.

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UCC Adult courses

Further, Adult and Community Education - PG Dip

Course outline, course practicalities, why choose this course, requirements, fees and costs, how to apply.

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• Study At ACE
• Higher Diploma and Postgraduate Cert/Dip
• Further, Adult and Community Education

Are you interested in a teacher qualification in Further, Adult and Community Education?

Further, Adult and Community Education programmes are designed for learners over the age 16 and not in post-primary (secondary school) education. The sector caters for all age groups from early school leavers to people upskilling in a new area or returning to education after a break away from it. Adult learners are a diverse cohort with different needs that vary according to where each student or class is along their journey of lifelong learning. This means that Further, Adult and Community Educators must be responsive to the needs of their students and adapt to the range of educational tools that best suit adult learners.

The Postgraduate Diploma in Further, Adult and Community Education is custom built for teachers in this sector to enable them to meet the needs of their students. This course is aimed at:

• practising teachers in this sector that have teaching experience but do not have a formal Further Educational Training, or an Adult and Community education qualification.
• those wishing to enter the sector i.e. those with little or no teaching experience and who seek to specialise in Further, Adult and Community Education.

The programme provides a professional qualification for teaching in the Further and Adult and Community Education Sector in accordance with Section 38 of the Teaching Council Act, 2001 and Regulation Five of the Teaching Council (Registration) Regulations 2009. Further details about the Teaching Council can be found at this webpage: https://www.teachingcouncil.ie/en/

The Postgraduate Diploma in Further, Adult and Community Education will equipe students with the knowledge, skills and professional attitudes and values required to teach in a variety of settings in the Further Education sector such as Youthreach, PLC programmes, Further Education Colleges, Training Centres, Private Training Companies and broader Adult and Community Education settings. The programme promotes and maintains the professional standard expected of teachers in these sectors.

This programme was professionally accredited by the Teaching Council in July 2023. 

Please click for details on the  Modules for the Course .

The programme will be completed over three semesters, part-time and carries a total of 60 ECTS credits. This is a blended  learning programme comprising face-to-face classes and online lectures and tutorials.

Classes are scheduled on Friday afternoons and Saturdays running throughout the academic year. Most classes will take place in UCC. Some weekend classes will take place online. A class timetable with the full location schedule will be issued during the first week of the course.

A variety of assessment modes such as teaching placement portfolios, online reflective journals, group and individual research projects, peer presentations / school events and written assignments will be set as assignments for students.

Students will undertake a teaching placement in the delivery of QQI modules between NFQ Levels 1-7. The practical teaching element of the programme will consist of a total of 100 hours of teaching with an additional 30 hours of observation conducted in Year 1 of the programme. This ordinarily includes (but it is not an essential requirement, in order to facilitate present practising FET practitioners) two different placements in Further Education and Adult and Community settings. An observation and four assessed teaching placement visits (two visits in both Year 1 and Year 2) will take place during the placement modules as part of the assessment’s strategy for the course.   

Canvas (UCC’s Learning Management System) is utilised for central communication and resource supports.

No prior experience of teaching will be required for entry, the programme will facilitate the training of new sector entrants to the teaching profession. Practising teachers who wish to gain a teaching qualification in thus sector are encouraged to apply for the course as well.

Please click for details on the  Teaching Placement Overview

A 2020 national target set a new Lifelong Learning rate of 10% and the figure is now set at 18% by the Irish Government for 2025. With the inevitable expansion of Further Education and Adult and Community Education, there is a great need for more qualified teachers in this sector. This is your opportunity to become fully engaged with an innovative professional educational community that is committed to the advancement of younger and older adults’ continuous educational journey.

This programme provides a professional qualification for teaching in the Further and Adult and Community Education Sector in accordance with Section 38 of the Teaching Council Act, 2001 and Regulation Five of the Teaching Council (Registration) Regulations 2009. From  the 1 st  January 2019 , in line with the Teaching Council (Registration) Regulations 2016 and Teaching Council (Registration) (Amendment) Regulations 2016, all applicants for registration under Route 3 Further Education will be required to hold an appropriate Council accredited teacher education qualification.

Subject to Teaching Council approval of accreditation , students on the programme will be entitled to register with the Teaching Council of Ireland as Further Education teachers. 

• Applicants must have a Second-Class Honours Grade 2 in a primary honours degree (NFQ, Level 8) in a subject area that is currently taught in Further and/or Adult Community Education in Ireland.
• No prior experience of teaching/tutoring is required.
• Candidates with a Level 7 NFQ which has a ECTS credit weighting of at least 180 credits degree and a minimum of three years senior professional experience in a related field such as educational leadership and instruction in FET and/or Community Education settings will be considered under Recognition of Prior Learning (RPL) in accordance with UCC’s Recognition of Prior Learning policy for applicants who have successfully demonstrated outstanding achievement.

See  https://www.ucc.ie/en/media/support/ovptl/documents/RecognitionofPriorLearningPolicy.pdf

• Certified accreditation of prior learning based on a minimum of three years’ experience in a workplace or instructional setting which is relevant to the candidate’s qualifications such as may be recognised by the Council as suitable for the purpose of registration as a teacher under this route.
• Applicants will need to provide an up-to-date CV (including an outline of any additional academic courses, self-learning and professional training relevant to this programme), references from existing or previous employers and separate details of related teaching/tutoring duties in FET.
• An interview may also be required.

It is the primary responsibility of candidates to ensure that their qualifications are acceptable for the purposes of registration as a Further Education teacher with the Teaching Council. Applicants are advised to review ( prior to programme entry ) the Teaching Council Regulations with specific reference to registration requirements and the education, training and qualifications criteria that apply. They are also advised to contact the Further Education section ( www.teachingcouncil.ie ) to fully determine if they meet the criteria set down in Regulation 5 of the Teaching Council (Registration) Regulations, 2009.

Garda Vetting

Students, or applicants in receipt of an offer on this programme will be subject to Garda Vetting as relevant. Students will be prohibited from engaging in a relevant work placement unless the vetting process has been cleared. Click here: ( http://www.ucc.ie/en/study/undergrad/admissionspolicies/ ) to view UCC's  Student Garda Vetting Policy .

Fitness to Practise

This programme will be subject to the University's Fitness to Practise Policy - full details may be found at

https://www.ucc.ie/en/academicsecretariat/fitnesstopractise/

Minimum English language requirements

All applicants whose first language is not English must have attained:

• IELTS: 6.5 minimum overall score, with a minimum of no less than 6.0 in any single section
• TOEFL (Paper based test): 585
• TOEFL (Internet based test): 95
• PTE (Pearson): 62

The total fee for this 18-month (3-semester) part-time programme is set at 7,500 euros.  This is broken down by yearly costs:

Year 1 – 5,000 euros

Year 2 – 2,500 euros

50% of the tuition fees must be paid at the time of application for your application to be processed

Funding to cover partial costs of fees is available from Leading Healthcare Providers Skillnet for educators working in the Healthcare Industry. Please contact  [email protected]  for more information. 

Current employees of Further, Adult and Community Education sectors may be eligible for sponsorship from their employers towards the costs of fees. Please contact your line manager to enquire about this. 

For further information on fees and financial supports please click  here .

Applications will  NOT  be assessed until all supporting documentation has been fully received. Please ensure that you have all relevant documentation available at the time of application.

Applicants need to be aware of the IT student checklist below before applying:

• You will need access to a laptop or desktop computer running a modern supported operating system with all software updates.
• Some of UCC’s services (e.g. the Canvas Virtual Learning Environment) link to an external site and also have mobile apps for iOS and Android Devices that you may wish to use as part of your studies. However, we recommend using your desktop web browser for submission of assessments.
• You should always use the most current version of your preferred browser. In general, we recommend the Chrome Web browser (Important Note: Internet Explorer will not work with Canvas).
• We recommend a reliable broadband connection with at least 2Mbps or more.
• You will require an Office suite of software (Microsoft Office or equivalent) and a PDF reader. You should always use the latest version of this software. All UCC students will have access to Office 365 which includes software such as Word/Excel/PowerPoint etc. once registered.

To Apply for this course please follow the steps below:

When you log into the Application Portal:

Click  Apply Online

Select  Start a new Adult & Continuing Education Application 

On the 2nd tab  Academic Level 

Select the following options:

Academic Level:  Adult Continuing Education (ACE at UCC)

Course Type:   ACE Part-time Courses

Academic Programme:  The course title you are applying for.

During your online application you will be required to upload the following documents:

• Motivation Statement
• Birth Cert or Passport
• Passport Photograph 
• Work experience confirmation and details
• Curriculum Vitae
• English Language Test Report [if applicable]
• Transcripts [if applicable]

All applications will be reviewed after the closing date has passed. 50% of the tuition fees must be paid at the time of application for your application to be processed.

Contact Details For This Course

• Programme Director: Dr. Stephen O Brien
• [email protected]
• 021 490 3162
• http://www.ucc.ie/study/ace/
• Riona Doolan
• [email protected]
• 086 1673305

Year 1 Modules

Year 2 modules, year 3 modules, year 4 modules, for queries regarding course content or timetables please contact.

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NCI Course Details

Postgraduate diploma in arts in educational practice in teaching for further education.

This course is specially designed and developed to meet the needs of learning professionals in the further education sector. In particular, the course addresses the needs of those educators requiring Teaching Council of Ireland accreditation for working in further education contexts.

The Postgraduate Diploma in Educational Practice in Teaching for Further Education is an intensive evening programme with a requirement for extensive daytime placement practice, designed to provide the necessary knowledge, skills, and competencies to enhance your teaching in further education institutions.

This course is focused on the development of your knowledge, skills and competence in educational theory, as well as your ability to apply this theory to pedagogic design and professional development. This course is delivered in the evenings to accommodate students’ placement work.

MA in Educational Practice

The Centre for Education and Lifelong Learning also offers a Master of Arts in Educational Practice (MAEP) , and applications for this programme are still being accepted.

The MAEP is an advanced qualification for practitioners working or seeking to work in a variety of adult learning contexts, including adult and community education, higher education and corporate learning and development. It is important to note however that this programme is not accredited by the Teaching Council for registration under Route 3 (Further Education).  

Course details

The course focuses on developing self-awareness as well as the competence to facilitate the development of individuals in a range of further education contexts by, for example, the application of new technologies to instruction, the use of strategies to support learning, and the creation of valuable and effective assessments.

The course will use a variety of participative teaching approaches. You will be encouraged to enquire, question and critique modern conceptions of how we learn and how we can bring about learning in others.

You will be expected to complete practical assignments and to build your skills as an educator, including undertaking a placement in host FE colleges or centres.

Chat to our lecturers and Admissions Team at one of our many upcoming events about the range of Business, Computing, Psychology and Education courses starting at National College of Ireland in September and we'll help find the right option for you.

• Thursday 16th May, 5-7pm, Online
• Wednesday 12th June, 5-7pm, On-Campus
• Thursday 18th July, 5-7pm, Online
• Saturday 24th August, 11am-1pm, On-Campus
• Wednesday 4th September, 5-7pm, On-Campus

The Postgraduate Diploma in Arts in Educational Practice in Teaching for Further Education is specifically designed as an accredited further education teacher education qualification recognised by the Teaching Council of Ireland.

The course is suitable for those intending to pursue a career in teaching in the further education sector. Route 3 (Further Education) of the Teaching Council Regulations (2016) deals with teacher registration for the further education sector. This regulation includes a requirement, with effect from 01 April 2013, for applicants for registration to have attained, inter alia, a Council-approved further education teacher education qualification. Applicants should also consult the Teaching Council website  for the complete set of requirements under Route 3.

• Theories of Learning and Teaching
• Contemporary and Enduring Questions in Education
• Strategies of Learning and Teaching
• Educational Practice for Diversity and Inclusion
• Practicum in Teaching for Further Education
• Technology Enhanced Learning
• Educational Assessment and Feedback

For information on the modules taught on this course view our  module descriptors .

Please view the  Placement Booklet for further information on workplace placement for this course.

The Postgraduate Diploma in Arts in Educational Practice in Teaching for Further Education is awarded by QQI at level 9 on the National Framework of Qualifications. Students will also receive a teacher education qualification accredited by the Teaching Council of Ireland and entry to the Register of Teachers in the further education sector in Ireland.

You may also choose to undertake further study involving an additional 30 ECTS credits with modules on research skills and completion of a dissertation. On completion of this, you will receive the award of Master of Arts in Educational Practice .

Applicants holding an Honours Degree 2.2 (Level 8) in any discipline ideally with professional involvement in the facilitation of learning or training will be considered for the course.

The College operates a  Recognition of Prior Experiential Learning (RPEL)  scheme meaning applicants who do not meet the normal academic requirements may be considered based on relevant work and other experience. 

All applicants will be interviewed by the Programme Director or a member of the programme team.

Non-English speaking applicants must demonstrate fluency in the English language. Visit our  English Language Requirements  page for further information.

Incoming students for the Postgraduate Diploma in Educational Practice in Teaching for Further Education course must undergo Garda Vetting. The completed Vetting Invitation Form (NVB1) and supporting documentation must be submitted as soon as an application is completed. Download our Guidelines on the Garda Vetting Process for further information.

Garda Vetting is part of the admissions process. Garda Vetting applications must be submitted to NCI prior to commencing the programme. Guidelines on this process is provided by admissions.

Note: Students will not be permitted to begin their placement until their vetting application is processed and approved in accordance with NCI’s Student Vetting policy.

This programme has a BYOD (Bring Your Own Device) policy. Specifically, students are expected to successfully participate in lectures, laboratories and projects using a portable computer (laptop/notebook) with a substantial hardware configuration. The minimal suitable configuration is 8GB of RAM (16GB are recommended); a modern 64-bit x86 multicore processor (Intel i5 or superior); 250+ GB of available space in hard disk; WiFi card; and a recent version of Ubuntu, macOS, or Windows.

It is the responsibility of each student to ensure their computer is functioning correctly and that they have full administrator rights. NCI IT cannot provide support for these personal devices.

A  Laptop Loan Scheme  is available for eligible students to assist them in completing their chosen course.

Tuesday and Thursday 18.30 - 21.30 livestream and some Saturdays 09.30 - 13.30 on campus.

An additional and separate class group of this programme may be offered via the following schedule: Wednesday 14.00-17.00 on campus, Friday 14.00- 17.00 livestream, and some Saturdays 09.30 - 13.30 on campus. This is subject to sufficient numbers.

Please note that in some instances exams may take place in the daytime, evening, and/or at weekends.

Blended – Livestream (online) classes with some campus classes and some in-person exams, scheduled in advance

See the  Postgraduate Diploma in Arts in Educational Practice in Teaching for Further Education course brochure  for an explanation of the learning methods.

This course runs over 1 year.

€4,990 total fee.

(Fees revised annually)

You can spread the cost of this course with a direct debit plan .

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We offer a range of  scholarship opportunities and discount offers  available to both NCI and non-NCI graduates that will help you access this course.

Teachers who qualified abroad to be fast-tracked into Irish schools

Move aimed at supply of registered primary and second level teachers available to fill vacancies.

Primary and second level schools say they have been struggling to find teachers due to a combination of factors including the cost of accommodation in urban areas and teachers moving abroad. Photograph: iStock

Teachers who qualified outside Ireland are now eligible to apply for registration and complete their induction in Ireland under a new measure aimed at boosting the supply of classroom professionals.

The step, which is being implemented by the Teaching Council, is aimed at increasing the supply of registered primary and second level teachers who are available to fill vacancies, including supervision and substitution roles.

Primary and second level schools say they have been struggling to find teachers due to a combination of factors including the cost of accommodation in urban areas and teachers moving abroad.

It is the latest move aimed at increasing the supply of teachers, including the release of many involved in continuous professional development courses as well as student teachers.

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The Teaching Council has announced that the new measure for teachers who qualified abroad will be in place until February 1st, 2024. It is a similar measure to previous changes implemented during the pandemic, and its re-establishment forms part of wider ongoing initiatives to alleviate teacher supply issues.

Acting director of the Teaching Council, Phil Fox, said there is a current register of more than 118,000 teachers across primary, post-primary, further education and student teachers.

“This has grown each year since 2006 and is at its highest level in the history of the State. At present, each year there are up to 5,500 applicants for initial registration, who are eligible to teach in schools, resulting in a net growth of 3,600 registrants annually,” she said.

“There are widely acknowledged pressures on the availability of teachers at present given all prevailing circumstances. We will be promoting awareness of this further new regulatory initiative among the profession at home and abroad, in addition to other measures being implemented to support teacher supply and substitution requirements.”

Separately, the Irish National Teachers’ Organisation (INTO) has criticised changes to professional development courses which it has warned may lead to reduced participation numbers.

Under the changes, the Department of Education has set out that all online courses must contain eight hours of synchronous, or real-time, learning.

The INTO said this will limit teacher choice and opportunity to participate in these courses and create further obstacles for teachers juggling caring and parental commitments during the summer.

Such summer courses provide professional development for teachers.

This union said no consultation took place in respect of the changes.

“It is also clear that these changes may have a knock-on impact on the delivery of summer provision programmes for our most vulnerable children, as many teachers will no longer be in a position to support this programme while completing their professional development courses,” the INTO said, in a statement.

The union said it will engage with the department on the matter.

Carl O'Brien

Carl O'Brien is Education Editor of The Irish Times. He was previously chief reporter and social affairs correspondent

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What can we learn from Estonia and Ireland's PISA results?

The 2022 PISA survey focused on mathematics, with reading, science and creative thinking as minor areas of assessment. Success was measured not only by scores, but also by the reduction in equity gaps between students from diverse backgrounds.

Estonia's achievements

Estonia surpassed the OECD average in mathematics, reading and science and sits at the top of European results. However, all three subjects show a performance pattern of initial rise followed by decline.

Estonia's success is attributed to skilled teachers and trust in educators . The country's national curriculum and the high level of autonomy it gives schools are seen as important enablers of its success. However, challenges loom large – the success story is threatened by a lack of teachers, heavy workloads and low salaries.

Ireland's triumphs

Meanwhile, students in Ireland also outperformed the OECD average in mathematics, reading and science. Ireland's success is noteworthy in narrowing the gap in mathematics performance between the top and bottom 25% of students in terms of socio-economic status. In reading, Ireland excelled above 75 other countries, behind only Singapore.

Image: OECD 2023

Lessons learnt: autonomy, equity and transformation

These examples highlight the importance of autonomy and equity in education. Estonia's journey shows the risks of neglecting teacher welfare, while Ireland's progress in reducing socio-economic disparities confirms the transformative power of targeted interventions. These countries serve as guiding examples, showing policymakers the importance of prioritising teacher support and equitable access to education to offer a brighter future to European students.

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About the Teaching Council

The Teaching Council was established on a statutory basis in March 2006.

The Teaching Council is the regulator of the teaching profession in Ireland. Our role is to protect the public by promoting and regulating professional standards in teaching.

We do this through the statutory registration of teachers, ensuring a highly qualified teaching profession, whose members meet and uphold high standards of professional competence and conduct.

The  Council  consists of 37 members.

The Director is responsible for the day-to-day operations of the Council. The Director works closely with Council members and has overall responsibility for the implementation of the strategic goals of the Council. The Director is supported by a Senior Management Team and Council staff.

Statement of Purpose

Our statement of purpose is set out in the Teaching Council Strategic Plan 2022 to 2027 .

“The Teaching Council promotes and supports the highest standards in teachers’ professionalism and teacher education through effective policies, regulation and research. We seek to foster a conducive landscape for sustainable and responsive teaching and learning in our communities. We do this by collaborating with the Department of Education and all stakeholders in an increasing diversity of innovative ways. This work will ensure quality teaching and learning for all, through enhanced creativity, inclusion, diversity, leadership, and wellbeing. This in turn will further develop public confidence and trust in the teaching profession in Ireland, and in education more broadly”

Statutory Functions

The Council’s statutory functions are set out in the  Teaching Council Acts 2001, as amended  and include the following:

• promote and regulate the teaching profession
• maintain and improve standards of teaching, knowledge, skill, and competence
• establish and maintain the register of teachers
• conduct inquiries into and, where appropriate, impose sanctions in relation to, the fitness to teach of any registered teacher
• establish, publish, review and maintain a code of professional conduct for teachers, which will include standards of teaching, knowledge, skill and competence, and
• promote teachers’ ongoing learning.

The Teaching Council Code of Practice

Code of Practice

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Voting in the Teaching Council elections took place from 22 February to 12 March 2024

8,612 teachers voted in the elections. Details of the results in each constituency are available below.

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