The fact that the required degree for primary-school teaching can be obtained at the secondary and post-secondary non-tertiary 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 2013 corresponded to 11.4% 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 (e.g. specialisations, curriculum, structure of programmes). The frequency of professional development is questionable, as teachers are only eligible for external-to-the-school professional development activities once every five years.