I spoke last night mainly on primary education and what I see as the very important position primary education holds in our structure in so far as it leaves the pupil in a position to get the further education which is his right. If he is not brought in primary school to the standard necessary to enable him to take the further education to which everyone is now entitled, then our primary education system is a failure. I do not want to repeat myself but I now have a few things to say on secondary education and other matters affecting this Vote.
In secondary education there is a continuance of primary education. Some type of guidance into the field of secondary education should be commenced at primary standard. When Children of 12, 13 or 14 years of age start their secondary education, their teachers should be able to know the direction that education should take in furthering their prospects in life. Many people will have good prospects of attending university, but others will have shown by that time some indication that they will have to settle for trades or something of that nature. It is crucial that the teacher should have some idea where the pupil is going when he enters secondary education.
There are several groups and several kinds of schemes in secondary education. It is a very good idea that all secondary education facilities in the different schools should be brought together so that teachers from vocational schools and teachers from the ordinary secondary schools would be able to exchange classes and intermingle. That is a very progressive step. It will not be easy to implement it everywhere, but the Minister should consider the interchange of teachers because of the wider range of subjects which must now be available. There should be an exchange of teachers between the different facets of secondary education in the different centres.
Some years ago a scheme was introduced giving free transport to children living some distance from school. It was introduced first for secondary education. At that time I had my doubts as to whether it would ever be successful, but by and large it has been successful. However, many things are wrong with the school transport system for secondary and primary pupils. Another look should be taken at the system. I do not mean to change the whole structure, but the routes taken in some areas are not the most practical. I agree that a certain length of time was needed to establish the free transport scheme, but there is much overlapping and unnecessary travel. This should be tightened up. A better service could be given if the routes were planned by practical men. I know of one instance where a pupil is expected to go a distance to get the bus when, if the bus travelled a more practical route, this pupil could be picked up nearer his home. This is happening throughout the country. The transport system for primary schools is, to say the least chaotic. It is a ridiculous state of affairs when a bus passes a door and refuses to take a pupil to a school traditionally attended by his family because he is within the catchment area of another school. I would agree with that principal if the family had traditionally attended another school or were anxious to change schools. That is only common sense. Therefore, we should have another look at the transport facilities available to secondary and vocational pupils.
There is overcrowding in secondary schools. Some schools have methods of accepting and refusing people who have passed examinations. Pupils who attend a primary school, where there is also a secondary establishment in conjunction with it, may find it easier to get into that secondary school than a person who went to another primary school. If there is an entrance examination all students should sit for it.
Vocational schools try to accommodate everyone who applies. They too are overcrowded. Building in this sector has been neglected by the Department. The Kildare Vocational Education Committee have been anxious to build a school in Newbridge. Some years ago they bought a site for a new school. The Department decided some years later that they wanted to keep all the schools in the town together and that the proposed site was not suitable. That was a pity because there is no doubt that the school in Newbridge is overcrowded. There are temporary structures erected all around it and there is practically no playground left. Pupils take their lunch break on the main Cork-Dublin road. That is the situation there.
There are talks of a new site being bought. I am sure the Minister understands the position but I would impress upon him the urgency of the situation. There is another site available adjacent to other schools in the town but someone somewhere—I know it is not the Kildare Vocational Education Committee—is dragging his feet. The Committee have been pushing this for the last few years. As I have already said, this is a very urgent matter and the Department should let us have a new school.
The same applies to my own town of Athy where there are a number of temporary school structures. I am not satisfied that the Department are doing everything they should. I do not know if the Department or the Office of Public Works are responsible, but I should like to say to whoever is responsible that this is a matter of grave urgency which should be brought to a satisfactory conclusion.
There is a primary school in Athy where there are only dry toilets. This school is in Churchtown, less than half a mile from where I live. This subject has been discussed by the Department, the Office of Public Works and the authorities and we have now reached the stage that there is a threat of a strike by the teachers. I would not blame them. Down the years nothing has been done to remedy this. The Department said the school was due for closing. It was then said that there was no danger of it being closed for ten or 15 years. Later it was said that they would knock down the present building and erect prefabricated buildings. The people there did not take kindly to that. A school adds status to a locality. The people felt that if they accepted the "prefabs", they accepted amalgamation. They have never accepted amalgamation.
I visited the Department and the Office of Public Works and it was finally agreed that the present school should be repaired. That was a couple of months ago. There have been inspections and testing for septic tank drainage. The result of the survey was satisfactory but we are still waiting for some action by the Department. Teachers at the school were to have gone on strike during this month but they have not carried out their threat because they expect that the Board of Works and the Department of Education will, between them, deal with the problems of heating and sanitation in the school before any more time has elapsed. It is important that the heating problem be dealt with before the weather becomes worse.
The school is a small one, but the teachers and the pupils are entitled to the same facilities as apply elsewhere. An official of the Department has stated that there is no hope of amalgamation in regard to that school in the foreseeable future. Therefore, it is a bad policy on the part of the Department to leave the school in its present condition. I appeal to the Minister to give his attention to this matter and to ensure that the necessary work will be carried out at the school so that there will be a continuation of the services that have been provided there for hundreds of years.
Primary education is of vital importance in a child's development. A child who has had a sound primary education will be able to make the most of his secondary education. Therefore, we must ensure that all the necessary facilities are available in our primary schools.
Only a minority of students commence university courses on completing post-primary education. I am aware that in certain circumstances grants are available for higher education but, despite that, those students whose parents are not in a position to contribute towards university education are faced with much difficulty because the grant payable in respect of third level education amounts to not much more than the university fee. A rigorous means test is applied in determining qualification for any such grant. As other speakers have said, there is a case to be made both for an easing of this means test and for an increase in the grant. Last year a case was brought to my attention of a child who did not qualify for the grant in full because his mother had gone out to work a couple of years earlier so that she might save enough money to enable the family to begin building a house. It is a sad reflection on our education policy that that should be allowed happen. This whole question is one that should engage the Minister's attention.
We heard much talk a few years ago of a merger of the universities, but there is no mention of any such proposal now. The idea was a good one. It seems to me, as a layman, that there should be rationalisation in this field. I am informed that there is a total of five medical schools in the country. Therefore, there must be much overlapping in that sphere. Our doctors are held in the highest esteem all over the world, but there should not be such overlapping of training facilities for them. That is one faculty in respect of which a merger would be worth while. A lot of money goes into the training of a doctor and about 60 per cent of them subsequently emigrate, but that is a problem that will be solved eventually. In any case, vested interests should not be allowed to dictate the policy of any Government and I suggest to the Government that they revive the idea of a merger of university faculties.
I congratulate the Minister on his appointment. I am convinced that he is endeavouring to carry out his responsibilities to the best of his ability.
The county committees of agriculture are doing fine work in the education field. Our membership of the EEC has given to agriculture a greater importance than ever before. Therefore, we should endeavour to combine certain aspects of the Department of Agriculture and Fisheries and of the Department of Education. There is need for much education in relation to agriculture. Much remains to be done in that respect but the introduction of agricultural science to most educational establishments is a step in the right direction. The county committees of agriculture are involved mostly in adult education.
I look forward to a continuation of the progress that has been taking place in education for a number of years past. If we can get the groundwork properly done in the primary and continuation schools we shall then be able to assess the type of education pupils going on to secondary schools will be able to assimilate. All of us here and throughout the country admit that nothing but the best in education is good enough for our young people if they are to survive as men and women in the competitive modern world. In that context none of us will deny that money should not stop us from giving a proper education to our young people, or indeed to older people if they want to improve themselves in later years.