Teaching Matters/Valerie Monaghan: Some days, I wish that we could start again, from scratch, and redesign our education system. Mind you, Minister for Health Mary Harney probably has the same thoughts about the health service.
The reality is that what worked in the middle of the last century and seemed like a good idea "way back then" needs to be not just updated, but radically changed. The need to modernise is so great that it's difficult to know where to start. Internationally, Ireland is considered to have a good education system, but on closer inspection there is much room for improvement.
If we examine the school system in detail it is clear that, in many ways, our education system is struggling to cope. The main problem is that there is no joined-up thinking in the Department of Education and Science. Nobody seems to have the full picture and different sections of the department are concerned with minding their own patch. I think it's a bit like one of those pages from a child's puzzle book with a picture outlined in numbered dots. It's as though someone has decided that only the odd numbers can be joined and all the even ones must be ignored. I'd love if someone would take up the challenge and join all of those dots and bring the whole education picture clearly into focus.
There are several examples of this. Primary teachers argued for years for a revised curriculum and were involved in its design. It's a great piece of work - all 23 books of it. The inservice provided is highly professional and while the occasional day off may inconvenience some parents, teachers are generally enthused about the improvements and keen to implement them.
But because of overcrowded classrooms it's very difficult to teach the curriculum. Many classrooms do not have the facilities - such as access to water for teaching art, access to a PE hall for sport - or adequate funds for necessary teaching equipment. The curriculum promotes active learning. We don't want children sitting at desks all day learning from books, but experimenting and estimating as well as developing the power to think independently. Ever tried this with more than 30 kids in one room? If you've never experienced it, why not try it out at your child's next birthday party. I guarantee you'll take them all to the movies next year. Class size is a major issue and for my teaching colleagues who teach classes with three or four grades together in one room
. . . God help them.
Special education is another area where the dots need to be joined. There are many children who struggle in school and need extra help. Is this always available? Of course not. People who have never stood in a classroom decide just how much teaching time each "category" of child merits. For example, a child with a mild-learning disability gets two-and- a-half hours of extra teaching per week. This presumes that all children in this "category" are similar and have similar requirements. This is wrong. All children are complex individuals and don't fit into neat little boxes.
Special language classes were designed for children with specific speech and language disorders, but you must be of average or above average intelligence to gain entry. The weaker child is not eligible for admission.
A child with a learning disability cannot gain entry to a special school for emotionally disturbed or troubled children because of their intellectual disability. Hence, many schools are trying to cope with multiple problems - sometimes without the proper resources or specialists.
Much has been said about disadvantage. The previous minister talked more than most, but did less than most. For years we have had pilot project after pilot project to try to even the playing field for these children. These projects are great for the schools concerned, but surely the purpose of a pilot project is to someday extend it to other schools? Many of these projects have been left to drift and schools wonder if they will be continued from year to year.
We've come through the past few years with a chronic teacher shortage and are only now emerging from the confines of that particular problem. In order to ensure that all children have the service of a qualified teacher, we need to have a permanent panel of supply teachers available to cover teacher absences. With more than 30,000 teachers, of course some will be ill at times and there may not be a supply teacher readily available. Who knows who'll be attempting to teach your child? During the nursing shortage I'm sure no one asked you to pop down to the local hospital and fill in for a few weeks until they could find qualified personnel. The idea is ludicrous, but it happens in schools.
Could someone not have joined the dots on teacher supply? I teach in a special school. We consider our resources to be quite good. We are extremely fortunate to have a number of specialist teachers for some of the post-primary subjects. But when you employ a woodwork teacher and a home economics teacher, you realise that they will require materials. No grant whatever is given for materials such as tools, drawing boards or even wood. The home economics grant is €3.12 per child per year. Yes, per year. I kid you not. A visit to a local supermarket will tell you that this paltry amount won't buy much these days.
Realistic grants for equipment and supplies should be part of the budget each year. This is just another example of the need for someone to think about the other dots.
Come on Minister - be brave. You've given every indication that you understand the problems. We don't expect you to sort it all out overnight, but could we start the planning process and take a look at the big picture? Maybe then we might see some solutions begin to emerge. Start joining the dots, please.
