The statistics for 1996 higher diploma graduates tell the story. Most graduates are not going to get a permanent pensionable teaching job in the first year or years after they leave college.
A degree followed by a higher diploma in education is the main route of entry into second-level teaching. The Higher Education Authority's snapshot of graduate destinations, taken in April 1997, shows only 3.8 per cent of H Dip students with permanent teaching jobs. But, 57 per cent did have part-time, temporary or substitute teaching posts while 8.9 per cent were teaching abroad.
About one-eighth of the graduates found work outside the teaching sphere, while 2.8 per cent continued their studies. One-tenth of graduates went on to further study or training. Almost 3 per cent were not available for employment or further study while 5.1 per cent were seeking employment. This compares unfavourably with an overall figure of 3.6 per cent graduate unemployment.
Ten years ago, the picture was much brighter for would-be second-level teachers when 9.5 per cent of H Dip graduates found permanent work within the first year after graduation. For the past few years, the number of higher diploma places has been capped at 800 by the Higher Education Authority and demand for H Dip places consistently exceeds the places available. It's likely that this cap will remain in place in the future so students hoping to become second-level teachers should not assume that a primary degree is an automatic passport to the H Dip.
The other main route into second-level teaching is via a concurrent teaching degree. These degrees - which are offered in areas such as music, religion, PE, home economics, metal/engineering technology and wood/engineering technology - include teacher training in the primary degree so there is no need to do a higher diploma.
Graduates of these concurrent programmes generally tend to fare better in the marketplace. For instance, statistics from UL for 1996 PE graduates show, that of the 47 who responded to the survey, five graduates were in permanent whole-time teaching in Ireland, with 35 in part-time temporary or substitute teaching in Ireland and one teaching abroad. Only one graduate was seeking employment.
Indeed, looking at the combined statistics for UL's concurrent teaching degrees in PE, general/rural science, metal/engineering technology and wood/building technology, there was only that one PE graduate seeking work. Of the 111 survey respondents, 13 found permanent teaching positions in Ireland, 81 found part-time or temporary teaching work at home and two were teaching abroad.
Having got the bad news over, second-level students who are still hoping to become teachers should think carefully about the job and what it entails. John White, deputy general secretary of the Association of Secondary Teachers Ireland which represents 15,500 teachers, says "the first thing they would want to ensure is that they have a liking for young adolescents and a desire to help them both emotionally and educationally. They must also have a good knowledge of their subject. Those are the two key things."
Teachers can have a great influence on young adolescents, he notes. "It's at the level of saying `hello' in the corridor or asking how a students is doing on the football team. That kind of level of concern is very important for adolescents. Of course, what goes on in the classroom is equally important."
Rose Malone, education officer with the Teachers Union of Ireland which represents 8,500 teachers in vocational, community and comprehensive schools, notes that lifelong learning is becoming a significant factor in education. This means that teachers will not necessarily be employed in a traditional school setting for all of their teaching career and that they may be teaching adults rather than adolescents. Co-operation with colleagues is also important, she says, so would-be teachers should be able to relate to adults as well as children.
Stamina is also needed, she adds wryly. New programmes are coming on stream and people will be called on, not just to respond to these programmes, but also to develop them. That kind of flexibility and understanding is required, says Malone. It can be quite demanding on teachers. Students should not expect to spend the next 40 years teaching out of the same book."
White draws attention to the fact that schools can vary widely. "A young person coming from a tightlyrun school may find it difficult to cope in a school with some discipline problems. Some young teachers can get quite a shock. Having said that, it's a matter of adapting and being flexible."
