Allowances — Why?

In general, the arguments for the retention of teacher trainee allowances are complex ones. In brief terms, however, they go something like this:

In attempting to fulfill the needs of society, teacher training must be allowed to develop in its own unique way. It has now, and will continue to have in the future, certain requirements that distinguish it from the multiplicity of other training programmes that are designed to meet a whole range of differing needs. Unlike university students, for example, teacher trainees have to undertake periods of practical training as a compulsory component of their programme.

While on section a trainee must act, to all intents and purposes, like a junior teacher rather than a student. In this respect the training period is analagous to that of policemen, for example. In recent years it has become necessary to increase the practical component in order to meet the needs of society. The STANZ has supported this trend.

Teacher training is being recognised more and more as a continous process. It is a process which is Not completed upon graduation from a teacher's college. In this light the division between pre-service and in-service teacher training has become blurred. A continous training programme of such a specialised nature requires a great deal of commitment to the teaching service. This level of commitment should be recognised at an early stage during the training process.