As a teacher, deputy principal and principal, I have observed - together with my colleagues - the development of the education system over the last 30 years. From the advent of "free education" in 1967, the system expanded through the 1970s and 1980s with enormous energy and enthusiasm. The 1990s were an extraordinary success story with the introduction of new initiatives, new programmes, new syllabuses, new subjects, new legislation. In June 2000 over 60,000 students took the Leaving Certificate - 18,000 took that examination in 1967.

During this period there was a dramatic drop in the number of members of religious orders teaching in schools. Lay colleagues became increasingly involved as the religious withdrew. Principals, deputy principals and teachers struggled to cope on every level to ensure that provision for the needs of students remained central. Teachers gave freely of their time to developing co-curricular and extracurricular activities, to organising sports programmes and providing coaching and student supervision. Developing pastoral care programmes that responded to the increasing number of social problems impacting on schools was a particular challenge. Changes in social mores and attitudes heightened the vulnerability and highlighted the needs of the developing teenager. No recognition in terms of finance or staffing is given by the Department of Education and Science to these essential non-academic aspects of school life. Meanwhile, principals and deputy principals have been expected to develop high-level skills in the fields of curriculum planning, accountancy, law, social work, psychology and administration in order to lead and manage the system at school level. This, too, is being done in the absence of adequate ancillary staffing and resourcing.

With hindsight it is easy to be wise, easy to understand how problems arose that would inevitably bring the education system to its knees. The rapid expansion of the system at national level was not matched at school level by establishing an infrastructure to ensure a phased, resourced, planned delivery of all that this expansion entailed. Inevitably the system would reach breaking point. The introduction of new legislation is, predictably, causing the cauldron to bubble over. The 1998 Education Act defines the functions of a school and the role of those involved at school level. It also underpins the entitlement of all students to identification of and provision for their educational needs, including those with a disability or other special needs access to appropriate guidance promotion of their moral, spiritual, social and personal development and provision of health education promotion of equality of opportunity

The Act also requires schools to ensure that the needs of personnel involved in management functions and staff development needs generally in the school are identified and provided for.

These requirements of the Education Act and of other legislation - enacted and impending - should provide the framework for any forum in which the needs of schools in the 21st century can be addressed. NAPD has suggested a number of specific areas that, in a spirit of partnership, openness and trust should form the basis for discussion and dialogue.

Staffing

current staffing allocation takes no cognisance of any aspect of student entitlement outside the framework of class contact hours for delivery of prescribed curriculum

there is neither adequate nor automatic support for the range of education needs and abilities of students

ancillary staffing for secretarial, care-taking and curriculum support services is totally inadequate or nonexistent

Infrastructure at school level

To ensure compliance with legislation the following structures need to be reviewed at school level

guaranteed supervision of break/ lunchtime

guaranteed supervision cover for absent teachers

structured time for planning

in-school management structures

impact on schools of organisation of State Certificate Examinations (e.g. orals/practicals)

structured parent contact with schools

implications of all new and pending legislation in terms of time, personnel and financial resourcing

Teacher education

The role of the school in all aspects of teacher education needs to be reviewed. The Teaching Council Bill 2000 provides an ideal mechanism for this. The present shortage of teachers needs to be analysed in terms of subject-matching and structured planning for adequate specialism provision.

Preparing principals

Deeply concerned about the lack of applicants for the post of Principal, NAPD recommends that a college for educational leadership and management be established to provide for leadership and management training for prospective and current school leaders.

A Shared Philosophy

Finally, perhaps the moment has come to reappraise our rich educational heritage and build on its strengths for the future. Do we still share a common understanding and appreciation of what must remain precious and indispensable? Is the uniqueness of each person as a human being to be defined largely in terms of economic or material success? Will schools be permitted to continue to deliver a system of education that is truly holistic? Decisions will soon be made that will reflect the value that Irish society places on education in the third millennium.

So, maybe that forum is indeed timely