Several factors have combined over the last few years to create a much greater emphasis upon in-service education in schools. First and foremost, national educational reforms have ensured that there is a great deal that teachers need to know in terms of the demands of particular curriculum areas. Stress upon the core curriculum subjects of science, mathematics and English has produced programmes of study with which teachers urgently need to familiarize themselves. Second, changes in the funding arrangements for inservice work have meant that schools have been given the responsibility for planning and organizing their own in-service programmes. While in theory this is a very positive move since it allows schools to tailor their in-service to their own precisely identified needs, rather than simply having to accept what is offered by outside agencies, for primary schools, in particular, it has created problems in practice.