I move: "That the Bill be now read a Second Time."
Tá an-áthas orm an Bille seo a chur faoi bhráid na Dála. In the course of the debate, while giving the facts of what we are about which is a simple measure which will be broadly welcomed by all sides, I would like to give in historical fashion some of the context into which the Bill will be set. For that reason we refer back to 1966.
In 1966, while reporting on the training of vocational teachers, the "Investment in Education" survey team pointed to the inappropriateness of existing arrangements for the training of woodwork and metalwork teachers. It argued that existing training accommodation was fragmented and overstretched and that the field of recruitment — suitably educated trades people — was nearly exhausted. Turning its attention to physical education teachers, the team noted the absence of any facility for the training of male physical education teachers and that a large proportion of the existing supply of female physical education teachers had not managed to satisfy registration requirements. Despite its dissatisfaction with the existing arrangements it did not propose any alternatives; it did note, however, that the Department of Education was keeping the situation under review and that it would make any necessary modifications in the training programmes.
The survey team's concern at the ad hoc character of the courses was echoed a year later by the Commission on Higher Education when it suggested that the training of woodwork, metalwork and rural science teachers was “too diffuse”. In its recommendations it argued for a new approach in the training of teachers involving: (1) specialised pedagogic training for all; (2) an extension of the range of content by the addition of academic, scientific and general studies; (3) the development of the courses in a new type of institution and in association with existing or emerging institutions; (4) the extension of the period of study; and (5) the creation of a degree award for graduates of the recognised courses.
All those in the House will recall reading the important report in 1966, Investment in Education. I had just started back at teaching and I remember well the excitement which resulted on the publication of that report because it pointed the way forward.
In 1969 the HEA report clearly identified in a modern sense the inappropriateness of having people trained just for one speciality, that teachers should have a broader range which would enable them to conduct their speciality and at the same time to have other link subjects which would give them a much broader educational remit and also increase their employment opportunities.
In early 1969 the Higher Education Authority established a working party to report in general on teacher training. In its findings, which were published in September 1970, the Authority endorsed the earlier opinions that provision for the training of metalwork and woodwork teachers was unnecessarily dispersed and it recommended that it be concentrated in one institution. This was followed by a setback and Deputy Kemmy would have been aware of the ongoing agitation in Limerick for more and better educational establishments.
Against the background of a campaign for the establishment of a university in Limerick the HEA recommended that city as the obvious centre for the training institute — to which I referred earlier — and that the new Institute of Higher Education and the Mary Immaculate Teacher Training College might together provide facilities for the relocated courses. The report did not examine the arrangements for the training of home economics, music, physical education and rural science teachers, but it suggested that they be the subject of a further study.
In the event, the metalwork and woodwork teachers' courses, along with the course for general and rural science teachers, were not relocated at Limerick until nine years had passed — big bodies move slowly — and then they joined an institution which had opened its doors as the National College of Physical Education in January 1973.
The notion of a State college for physical educationalists was not new. A Department of Education committee had recommended such an establishment in a report which was completed in 1938. I am being extraordinarily honest telling the House how long it took to bring all these events to fruition. The recommendation was not acted upon and such physical educationalists as were employed in second level schools were either graduates of two colleges in Dublin for female physical educationalists, former military physical education instructors or graduates of one of the British colleges of education. During the late sixties the supply of these teachers fell far short of demand and an attempt was made to meet the shortfall by sending groups of male students to England for training.
At the same time the possibility was explored of extending the training provision available in Dublin so that both male and female teachers could be trained there. However, the Government's acceptance of the Higher Education Authority recommendation to relocate woodwork and metalwork teacher training courses in Limerick and the emerging consensus that there were too many courses in too many locations, meant that Limerick would have to receive serious consideration as a possible site for any new facility.
The decision to proceed with the planning of a new college in Limerick was taken in the autumn of 1970 and a site adjoining the then National Institute for Higher Education was purchased in January 1971. When the new National College of Physical Education opened on 22 January 1973 it had a ready-made student body consisting of a group of male students who had commenced a teacher education course at Twickenham and two groups of female students who had commenced their courses at the two Dublin colleges, Ling and St. Raphael's. It was interesting that these students had started their courses in other colleges and, in the case of the males, in another country, and yet the emerging institution was able to dovetail its new courses to the studies already undertaken by these young people.
In 1979 courses for metalwork, woodwork and general and rural science teachers commenced in the college and the following year, with the passing of the Thomond College of Education Act, 1980, it commenced operating as an institution with statutorily defined powers and functions.
During the eighties however Ireland began to experience a falling birth rate which has had a major effect on teacher training colleges. This manifested itself in Thomond College in that an institution that was built to accommodate 1,100 students has a total enrolment in the current academic year of 392. It was against this background, and given that the college and the university share a common campus, which was very sensible planning, that I met with the authorities of the two institutions with a view to commencing a dialogue on the linking of the institutions. We found a common ground quite quickly. Arising from these talks a working group was set up comprising representatives of the Higher Education Authority, Thomond College, the University of Limerick and the Department of Education to consider how the resources and expertise of the two institutions might best be mobilised in view of the outlook for the requirement of teachers in the years ahead and the demand for higher education places in general.
The Higher Education Authority met very soon afterwards and the committee issued their recommendations in October 1990. The main recommendation was that the college should be integrated with the university. Specifically they recommended that the Thomond College of Education Act, 1980 — the Act that is the subject of our debate today — should be repealed and that the management and academic structures of the university should be reorganised to facilitate the integration. The proposed integration is in line with the undertaking in paragraph 69 (j) of the Programme for Economic and Social Progress to expand third level places by utilising spare capacity in the various colleges of education, including Thomond College, involving linkages within the university system.
The Bill being introduced, therefore, will give effect to the integration as agreed by the two institutions involved and will be a step towards meeting the obligation in the Programme for Economic and Social Progress to expand third level places. The Bill will do more, however, than merely allow for a formal integration. It will allow the expertise and experience of two institutions which have been built up over the years to be fused together to the mutual benefit of both staff and students. Thomond College has developed an academic reputation in areas such as education, sports, science, leisure and recreation, biological sciences and metal and wood technology. These areas have a particular potential to contribute to the excellence and relevance of the university.
It is my wish, and I am sure the wish of this House and of all educationalists, that the expertise which has been very rigorously and painstakingly built up by Thomond College, expertise in the fields to which I referred and an overall pervasive expertise in the broad humanities area, would be retained and channelled most fruitfully within the new merged college. The university has always seen its mission as the pursuit of excellence in teaching and research to the highest level, particularly in areas adjudged to be of strategic benefit to the economic and social development of Ireland. Its success was acknowledged in 1989 when it was given full university status. The integration will be another step in its development in that it will provide an extra 600 to 700 places and will allow expansion in the areas where the university has built up a particular expertise such as science, engineering and business studies.
What is proposed therefore is the necessary legislation to give effect to the integration of Thomond College with the University of Limerick. The purpose of the Bill therefore is to dissolve Thomond College, transfer the teacher training functions from the college to the university and transfer the staff, property, rights and liabilities of the college to the university. The word "dissolve" is a negative word and one I would not have used in the preparation of legislation. I wanted to use the word "merger" or "amalgamation" because that is what is happening. The words "merger" and "amalgamation" are words which would correctly give amplification to what we are doing, but I was advised legally that "dissolution" is the proper word to use. I say this in case it comes up as a point in the debate. That word is there because it is the correct legal term.
While therefore, Thomond College will no longer exist as a separate entity, its functions and objectives will continue to be pursued within the wider remit of the University of Limerick. The expertise and experience which the staff of the college have gained over the years will not be lost to us, it will still be available but in the context of an expanded University of Limerick. The success of Thomond College can be seen on a daily basis in our second level schools in that graduates of the college are held in high regard as teachers. That college has a very high professional standard. It would be remiss of me therefore not to pay due tribute to its Director, Mr. Jim Christian, and other senior staff who have guided the college to its success. Quite often too the contribution made by those men and women who act in an unpaid capacity as members of governing bodies of institutions in general is not appreciated. Thomond College has been particularly fortunate in the calibre of the people who have served on its governing body over the years and I am pleased to acknowledge their contribution to the success and prestige of the college.
One effect this legislation will have is that students who commenced their courses as students of Thomond College will have their degrees awarded by the University of Limerick and not the National Council for Educational Awards as heretofore.
It is right, therefore, that I pay due and proper tribute to the National Council for Educational Awards, under whose aegis the college has developed. The acknowledgment of excellence which is the basis for this legislation is, at the same time, an endorsement of the quality and standing of the NCEA, its processes, its awards at all levels — certificate, diploma and degree — and also of the colleges and institutions which are designated institutions of the council.
I was very pleased as Minister for Education to introduce a Bill in May, 1989 giving full university status to the National Institute for Higher Education, Limerick. Indeed, if I may diversify for a moment, the university legislation was passed on the very day the general election was called. I remember being the last person to speak as the House fell. That is just by way of a footnote to history. Here we are exactly two years later again discussing a Limerick educational provision. However, I must not take that analogy any further. It is very gratifying, therefore, to introduce a Bill which represents another major development in the history of the university. I am sure that the people of Limerick, who campaigned for a long time for a university for their city and have found their due reward, will welcome these proposals and the important development they represent for the third level education system. I am sure, too, that the House will welcome this initiative in general.
We will be dealing with the various provisions of the Bill later but I should like to record a couple of matters. Naturally, reaction to the proposed merger has been relatively harmonious. In the initial talks between the HEA and the two management bodies there are bound to be legitimate worries and trepidations expressed on behalf of all concerned and particularly on behalf of the staff of the two institutions. Bearing that very much in mind I met recently with the MSF union, which represents most of the members in Thomond College. I had a very full meeting in my Department with what was a full delegation. Many of their legitimate causes of concern were discussed. They were concerned about their future activities and their role after the merger. In particular we discussed the need for ongoing and in depth consultation with members of the college as matters advanced. I also met the General Secretary of the Teachers Union of Ireland, which union also have members in Thomond, and he freely expressed to me the same fears held by some of his members in the college. Following that the consultative process which had been at senior management level was expanded. Negotiations about those matters are continuing. My wish is that there will be full consultation between the two institutions, particularly with regard to the needs of members of those institutions. I am hopeful that with such goodwill as exists these matters will be satisfactorily concluded and that the forum that has been set up will achieve the fastest and smoothest integration possible. I am told that the forum is committed to a consultative process in both institutions, with the aim of its being advised on every aspect of the integration before final decisions are taken. Several joint working groups feeding into the central forum, with membership from Thomond and the University of Limerick, have been put in place. Timespans have been set down for them to carry out their work. The forum and the consultative groups are sitting at present and will continue to do so in the next few weeks to ensure a proper and equitable working out of the various areas of concern of members of staff in each institution.
When I met the unions earlier and again two weeks ago they forcibly expressed the need to have enshrined in the legislation the particular place of Irish language and culture. Provision for that is included in section 10 and that can be talked about in general. However, I did undertake to put on the record of the House the need to have such an item very clearly expressed under a specific section of the Bill. That deputation expressed their appreciation of that but wanted to re-emphasise it. That will be one of the strengths of the University of Limerick, which has a very fine remit for the Irish language and culture. Their remit will be strengthened greatly by the admission of Thomond College, its ethos and its fine educational record on matters relating to the Irish language and culture. It is my wish that section 10 — and, indeed, all measures in the Bill if its gets through all Stages — be treated in the serious manner it deserves. I commend the Bill to the House.
