asked the Minister for Education the steps, if any, which have been taken since her taking up office to implement her election promises to encourage the representation of women on all interview boards where these exist in school management structures; and her views on the disproportionately low number of female post of responsibility holders, and principals and vice-principals in post-primary schools, particularly vocational schools.
Written Answers. - Representation of Women in Education.
24.
The procedures governing the appointment of assistant teachers and principals in national schools require that at least one member of the selection boards be a woman and one a man and that the boards have due regard to the provisions of the Employment Equality Act, (1977) and the Code of Practice of the Employment Equality Agency (1983).
As secondary schools are private institutions, appointments of teachers in these schools are made by the authorities of the schools concerned and I, as Minister for Education, have no function in the matter. However, post-primary school management authorities and principal techers had their attention drawn by Circular Letter 45/84, to the Code of Practice of the Employment Equality Agency.
In regard to community and comprehensive schools, the position is that the arrangements for the appointment of staff are a matter in the first instance for the boards of management of the schools concerned. My Department's function in relation to the appointment of teaching staff is one of sanction only, provided that the appointments are found to be in order in all respects. The setting up of interview boards is a function of the boards of management and consequently the question of female representation on such boards is a matter for them.
In relation to the representation of women on interview boards for teachers in second level vocational schools, the position is that while the general selection procedures are regulated by my Department, the kernel of the problem in relation to female representation on interview boards derives from the extent to which females are represented on the VECs themselves.
The position regarding female teachers in vocational schools appointed to posts as principal, vice-principal and other posts of responsibility is that such posts are advertised by the individual VEC and the selection and appointment of the teachers is a matter for it.
I shall continue, however, to encourage the representation of women in every field of educational activity.