the fact that the required degree for primaryschool teaching can be obtained at the secondary and postsecondary nontertiary level and that there is an oversupply of initial teacher education programmes raise concerns about its quality there are also indications of an oversupply of graduates which in corresponded to of the entire teaching workforce other concerns relate to the high level of specialisation of degrees which limits the flexibility of the teacher labour market the lack of specific assessments to identify teaching potential and assess motivation for the profession as the basis for entry and the limited autonomy of institutions of teacher education in designing their teacher education programmes as these are regulated at the central level eg specialisations curriculum structure of programmes the frequency of professional development is questionable as teachers are only eligible for externaltotheschool professional development activities once every five years