asked the Minister for Education if he has any observations to make concerning the decision of the Standing Committees of ASTI not to recommend acceptance of his salary proposals of 3rd July, 1970.
Ceisteanna—Questions. Oral Answers. - Teachers' Salary Proposals.
47.
I would refer the Deputy to the statement issued on my behalf in relation to this matter and which appeared in the public press on the 24th of this month. With your permission, a Cheann Comhairle, I propose to have a copy of that statement circulated with the Official Report. I feel that I should avail myself of this opportunity to repeat the hope that the proposals which I am implementing will be seen by all teachers as a realistic effort to reconcile conflicting points of view and to produce an equitable solution to a very complex problem.
In saying that I would like to address an appeal to the ASTI. I am a teacher by profession. I am also the Minister who has the overall responsibility for education. In both capacities I am most anxious to foster harmonious relations with every branch of the teaching profession. There have been misunderstandings and perhaps recriminations but we have no reason to doubt one another's bona fides. We can rise above what has happened in the past. I extend the hand of understanding to the secondary teachers. I ask them to reciprocate through agreeing to reconsider their decision in relation to the marking of the examinations in so far as it extends to the intermediate certificate. I am asking the Secretary of my Department to convey this appeal to the President of the ASTI.
Following is the statement referred to, issued by the Government Information Bureau on behalf of the Minister for Education:
In reply to a number of inquiries relating to the statement made by the ASTI in regard to teachers' salaries the Minister for Education wishes to place the following facts on record:—
(1) A secondary teacher who prior to the findings of the Ryan Tribunal, had a maximum salary of £1,852 which included £200 paid by the school which was non-pensionable has now the following total emoluments:
|
(i) Common basic scale maximum |
£1,960 |
|
(ii) Allowance for pass degree and pass Higher Diploma |
£103 |
|
(iii) Special functions allowance |
£270 |
Accordingly such a teacher is now in receipt of £2,333 per annum, an increase of £481, which on the basis of pensionability equals £511.
(2) The teachers whose special functions allowances are spoken of as being frozen will have posts of responsibility available to them.
(3) Provisions in the matter of qualifications allowances for non-graduate teachers were included in the Minister's proposals.
(4) The arrangements in relation to posts as Principal, Vice-Principal and other posts of responsibility remain to be worked out between the School Managers, the ASTI and the Department There is no reason to anticipate that the arrangements when worked out will not be equitable as far as the members of the ASTI are concerned.
The above statement is being issued merely for clarification purposes. It is the Minister's hope that the proposals which he is now implementing will be seen by all teachers as a realistic effort to reconcile conflicting points of view and to produce an equitable solution to a very complex problem. The degree of general acceptance of the proposals which has been forthcoming encourages the Minister in giving expression to this hope.
It might be added that the figures of salaries and allowances given in this statement are exclusive of the 12th round increases.
23rd July, 1970.
Is it the intention of the Minister during the summer months to continue to implement the new proposals in relation to salaries and conditions of employment for secondary teachers?
Yes. I might also add that the basic concern of all of us is with the children and their education. Every action I have taken since assuming office has been based on this concern. I recognise the need for harmony in the teaching profession in order that children will gain the maximum benefit from our educational system. All my energies have been directed to this objective.
I think Deputies now recognise the difficulties and complexities of this problem—in fact, it was regarded by many as incapable of solution because of the manner in which the claims of one organisation were irreconcilable with those of another or with those of the other two teaching bodies. I held numerous meetings and I got the best professional advice all to no avail. Finally, I was forced to the conclusion that I must prepare and implement proposals myself, taking full cognisance of the claims of the various teaching bodies.
As Deputies are aware, I presented these proposals to the teachers and the public reaction, as expressed in the press and elsewhere, was favourable. They recognised that I had made a realistic attempt to solve this problem.
It would have been unrealistic to have expected open enthusiasm from any one group of teachers. Each had to concede something in the interests of establishing a middle road. The playback I got from many sources relative to the attitude of teachers in general was good. The statements from the VTA and the INTO to me represent a cautious acceptance. To me, the ASTI statement means that the Standing Committee is leaving it to its members to decide the issue and, while not recommending the proposals, they have not rejected them. I think I can say that at the present moment we are all much closer to one another than we have been at any time in the past.
I am particularly anxious to have harmony between the teaching bodies and my Department, not because it would make life easier for me—in modern times, no Minister for Education could hope to have an easy time— but because I am anxious for close co-operation between my Department and the teachers in the interests of the children. The teachers have a wide fund of experience and expertise which is invaluable in the formulation of policy. I should like to tap this. I am convinced that I cannot effectively do this unless there is goodwill in the various organisations not only towards me but towards one another as well. I would ask them to think along these lines and to try to adopt a more positive attitude in the future towards coming to better terms with one another.
I appeal to the executives and to the individual teachers to take another look at my proposals; to accept them with whatever reservations they may wish; to let us get together to tidy up whatever things can be tidied up in the particular circumstances and to go forward towards the achievement of what I believe is the desire of all of them, namely, the perfecting of our educational system in the interests of future generations.
Arising from the very full statement by the Minister and respecting his appeal to the various teachers' organisations, would he not think he could use his influence with one of these organisations to prevail upon them to eliminate unwanted, unhelpful and unnecessary statements? Feelings are sometimes aroused by one body making comments on another body or bodies. While I agree with the Minister's attempt to bring about harmony, surely he must understand that feelings are very often aroused by such statements? Would the Minister use his influence so that such statements will stop?
I have referred to all the teaching bodies. I have asked them to try to adopt a more positive attitude towards promoting better feelings between them. During the past year there were many occasions when statements of every description were flying around my head and I felt an almost irresistable urge to reply. Perhaps if I had replied I would have got some personal satisfaction from it. On reflection, I was convinced that this was not the way to deal with the matter. I am concerned not with getting any personal satisfaction from it but rather with achieving peace between the various teaching bodies and with the Department.
In further elaboration of Deputy R. Burke's supplementary question, would the Minister not agree that statements have been made by the other organisations which are not necessarily unwarranted and which are not necessarily unnecessary, bearing in mind the need to ensure that the fundamental principle of a common basic salary scale shall be an ingredient within the proposals and that all teachers must, of necessity, be involved, with all of their organisations, in any such proposition?
If we all agree—the teaching bodies, myself and the Department—that we are not perfect, we will make progress.