It is not because some "techies" or nerds who were our pupils became dot millionaires that teachers are demanding greater reward. But, generally, it might be because to be successful an economy must have an educated healthy population of workers. That is equally important in times of boom or bust.

More specifically and practically, however, look at the points requirement to gain entry to colleges of education. Then consider the three- or four-year degree course before qualification.

Take into account also the further examination during probation as a teacher. Look at the maximum salary level for a teacher and compare it with that earned by others who have to attain the same demanding standards of entry and graduate from such an exacting course.

There is a shocking and unacceptable chasm of difference. But to make matters worse, little as that salary is comparatively, it takes an interminable 25 years to attain. A quarter of a century's wait to receive the "rate for the job" at the top of the scale. Is there anyone who would consider this fair or acceptable?

It might be argued that a significant number of teachers are promoted. This is true, but even the most cursory glance at the rewards for promotion only confirms the problem.

For example, the teacher who is promoted to the principalship of a 150-pupil school with all the attaching responsibilities will receive less than £100 per week extra salary. It is a similar story in the other promoted posts.

The best people to ask why teachers should receive a decent salary increase are parents of school-going children. When I was a principal the most common greeting from a parent leaving a child to school was invariably "I just don't know how that teacher does it. I do not envy the job." Parents are our best supporters. The reason teachers deserve an increase is because they do a tremendous job.

The teachers of Ireland are probably the most effective in Europe. They work with the largest classes and in a State which, on average, invests far less per pupil in first- and second-level education than our European partners.

Teaching has traditionally attracted its members from among the best and brightest of their cohorts. Consequently, we have a committed and dynamic teaching force which grows and develops the education service.

On a macro level there are many examples of the professionalism of teachers. This is manifest, for instance, in the way teachers have integrated information and communication technology into every primary school over the past two years. Teachers did it because they believed it to be the way forward for their pupils. They did not dig in and demand money up front. They got on with it. Another indicator is the curriculum. There have been years of hassle in Britain and other European countries seeking to introduce new or changed curricula. Contrast that with Ireland where the teachers brought their professional expertise to the table with inspectors, management, social partners and education partners and worked solidly over four years to produce a new primary school curriculum.

A curriculum which had the support of all parties before it was printed. These developments make us the envy of the European education world - a fact acknowledged last year by the OECD when in its report on Irish education it maintained this co-operation and partnership was saving the State massive amounts of money. Surely some of that can be shared with teachers.

Accountability, the mantra and yardstick of our time has been adopted by teachers. Over the past year the teachers' unions have been negotiating new processes of accountability with the departmental inspectorate. Negotiations are also concluding on an agreed system of processing complaints against teachers.

This week will see the introduction to the Oireachtas of the Teaching Council Bill, which will set even more stringent standards of professionalism and conduct.

The teaching profession has been an exemplar in initiating, managing, directing and adopting change. All this extra productivity, performance, progressiveness and added-value is an integral part of our case for an increase. We have no fear of comparison or benchmarking with other professions. Teachers give a lot. The job might be a vocation but there was no vow of poverty attached. Teachers deserve an increase and they will get it. On that point all teachers in each of the unions are united.