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for registration by virtue of having completed a teacher-training
course, their academic qualifications alone being in most cases
insufficient for registration as registered teachers
hence
virtually all untrained non-graduate teachers are permitted teachers,
whereas only some untrained graduate teachers - i.e. those with
degrees which the Director considers not to be equivalent to the
qualifications required for a registered teacher are permitted
teachers. (This distinction disregards those graduates who as
already explained serve as permitted teachers for a qualifying
period.)
2.47
The high proportion of untrained teachers (37.9 per cent
of the total teaching force) is not as alarming as it looks or as
critics of the system would have it to be, since this includes
untrained graduate teachers who by virtue of their academic
qualifications at least have a sound educational basis for teaching.
As table (e) of appendix G shows, the position is that 60.5 per
cent of all graduate teachers and 29.8 per cent of all non-graduate
teachers are untrained, and these figures can be further refined to
show that if kindergartens (which are wholly private) and the post-
secondary sector (where specialised skills or technical qualifications
are often more important than teaching qualifications) are excluded
from the calculations, the bulk of the teaching force i.e. the
proportion within the primary and secondary sectors combined - is
trained, though the proportion of trained graduates is still only
39.2 per cent: viz