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Dáil Éireann debate -
Wednesday, 22 Nov 2000

Vol. 526 No. 4

Teaching Council Bill, 2000: Second Stage (Resumed).

Question again proposed: "That the Bill be now read a Second Time."

Deputy Timmins is in possession and he has nine minutes remaining.

When we suspended our deliberations on the last occasion I was dealing with Part V of the Bill which is concerned with people's fitness to teach. While I acknowledge that the vast majority of teachers perform their jobs in an excellent manner, there are some who do not perform so well. This results in parents transferring their children to different schools. Unfortunately, children whose parents cannot afford to transfer them are left in schools with inadequate services. I hope the new council will be able to address problems that arise as a result of certain individuals' lack of fitness to teach. That is one of the larger nettles the council will be obliged to grasp when it is established.

The Minister stated that the provisions in the Bill are a fine balance between respecting the rights of teachers to fair consideration and due process and the rights of students and parents to have confidence in the system of redress open to them in the event of a complaint against a teacher. I hope the provisions in the Bill can meet everyone's needs and the council will ultimately devise a satisfactory formula for dealing with this issue.

There is a severe shortage of teachers at present and my colleague, Deputy Hayes, will deal with this matter in more detail later. Class numbers are too large and some classes suffer as a result of the continual ad hoc arrangements which must be made as human resources dry up. Section 30 deals with registration and it can be used as a means to establish a database of available personnel. There are many qualified people outside the system who may be enticed to return in some capacity or other if they believe they would be part of a club that holds a certain status and an organisation that will cater for their needs. Throughout their careers, teachers have tended to operate on a stand alone basis.

In recent years postgraduate courses have been held to satisfy the need in the primary sector. These courses are held in Dublin. The Minister should examine the feasibility of establishing a pilot project in the regions to allow people there to pursue such courses. There are many people in the home who would participate in these courses with a view to changing their careers. However, for geographical considerations, these courses are currently unsuitable. I have been in contact with many people, particularly women living in rural areas, who are graduates, who remained in the home after marriage but whose children have now grown up and moved away. These people would like to attend the courses to which I refer but they cannot do so because they are unable to move to Dublin for five days of the week. Perhaps the Minister will consider establishing a postgraduate course in Galway or Limerick or at some other location.

Oliver Goldsmith's "A Village Schoolmaster" is not held in the same high esteem as it was in the past. The Bill may help to redress the situation, but its success or failure hinges on whether correct membership is put in place to allow it to move forward in a positive manner.

With regard to the building programme, if the Government gives permission for construction of a new physical education hall at a particular school, it often takes five years for the work to be completed. A student may enter a school at a time when permission to build a new PE hall has been given but he or she may already have left by the time it is finished. Surely the system could be streamlined. Since the previous occasion on which we discussed the Bill, a report was issued about the number of parliamentary questions tabled by Deputies in respect of repairs to windows etc. in schools. If the system was more efficient, however, there would be no need to table such questions. Politicians are obliged to ask questions because the system has failed to deal with the problem.

With regard to the dangers of traffic, everyone knows that cars are more liable to be driven at speed than they were in the past. The Government is seeking to deal with this matter, albeit very slowly. Many schools were built at accessible but also extremely dangerous locations. Pedestrian crossings have been put in place outside a large number of schools but there seems to be a major struggle with local authorities to ensure their proper operation. I accept that many local authorities have schools liaison safety officers but very often lip-service is only paid to this matter. Traffic can be a source of danger for children in schools, particularly when they are being dropped off or collected. Many children are driven to school and the traffic congestion which results is a source of grave danger. This problem must be addressed.

Everyone is aware that there has been an exodus from the countryside into our towns and many areas are drawing up development plans as a result. In the next few years, many towns in the greater Dublin area will experience mini-population explosions. What measures does the Department intend to put in place in anticipation of these increases in population? I am aware that these increases are factored into development plans in the form of zoning for education facilities, but I do not know if the Department and local authorities liaise with each other in that regard. I suspect that there is no such arrangement. I have been in contact with the Department to obtain copies of the development plans for Wicklow but there should be no need to do so. There must be greater contact between the Department and local authorities in respect of this matter.

Various schools were designated as disadvantaged in the past but I do not know how effective the relevant scheme has been. I accept that schools obtained additional resources on foot of the scheme but I do not know whether these schools are the most deserving. The drop-out rate among primary and secondary school pupils in certain areas of particular towns is frighteningly high. The census of 1996 shows that the drop-out rate for 15 year olds is almost 50%. That is unacceptable and there is a need to invest additional resources in our schools.

I welcome this Bill which has been the subject of discussion for several years. It is unusual to be debating the Bill today when members of the teaching profession are on strike. The Minister should do everything possible to find a resolution to current difficulties. Young people are our greatest resource and our education system is a source of great pride. However, teachers are often not appreciated in the manner in which they should be and people often complain about the fact that they get long summer holidays. Politicians complain about the long hours they work but I would much prefer to be a politician than a teacher because one is now expected to be a teacher, parent, guardian and counsellor all at once.

I welcome the opportunity to contribute to the debate on the Bill, which contains a number of important features. The Bill affords the teaching profession an opportunity to provide for the establishment of standards, policies and procedures for the education of teachers. That is one of the most important aspects of the Bill. Very importantly, it will provide for a professional code of conduct. Reference has been made over many years to the need for a council which will initiate a professional code of conduct. This provision will be welcomed by the teaching profession and the public at large.

The Bill will give the 44,000 teachers a significant degree of professional autonomy and, more importantly, self-regulation. It will enhance the status and morale of the teaching profession and the quality of education provided. The morale and status of teachers are themes which have been raised often by teachers in recent times. As Deputy Timmins properly pointed out, given the current climate, the issue of morale among teachers must be addressed by the House. I hope the issue will be addressed by the Minister in the next few days so that morale among members of the teaching profession is restored.

The Bill provides teachers with a forum where they can present their profession as a dynamic and vibrant one. This provision will be welcomed by parents and students. The concerns of students and parents are sometimes lost in education debates and the Bill will give parents an opportunity to voice their concerns and ensure that teachers meet the highest standards in terms of their professional qualifications and adhere to a professional code of conduct. It also gives an assurance that teachers are committed to doing this.

The Minister should widen representation on the council to ensure that the voices of hundreds of thousands of students are listened to in a positive and meaningful manner. It has often been acknowledged that the education system has played a huge role in our economic success. The Bill will ensure that education continues to be of the highest standard, thereby ensuring our continuing economic success.

It is important to recognise that the Bill encourages the Good Friday Agreement in that it will ensure teachers, both North and South, move forward together. This is an essential element of the Good Friday Agreement. It is important that teachers on the island as a whole are seen to work together. The Bill will ensure teachers are committed to maintaining a high standard of education on both sides of the Border. A strong education system will enable us to continue to expand and improve society and build on our economic success.

Ireland is undergoing huge changes and the growth of the economy and advancements in technology mean that these changes are set to continue. Teachers are a part of this change and the majority of them want to react positively to it and lead and drive change through education. At parent-teacher meetings, teachers make the point that their role is not confined to the classroom and that they want to play a role in leading change. Teachers are being given the opportunity to ensure that quality remains the hallmark of the teaching profession. This will enhance the status of teaching as a profession. The establishment of the council marks the coming of age for the profession and puts its members on a par with other professionals, such as doctors, lawyers, nurses etc.

The Bill recognises the high level of confidence the House has in the teaching profession by allowing it to be self-regulating. This means it will be difficult to blame others for the problems in the teaching profession. The profession will have to speak for, and on behalf of, itself in the future. More importantly, teachers will be empowered to take responsibility for the standards and quality of education. The establishment of a statutory body will protect and promote the status of teachers and ensure the advancement of the profession. Teachers have sought the establishment of the council for many years and I am happy that the Bill provides for this. I pay tribute to the former Minister for Education and Science, Deputy Martin, who initially steered this process. The Bill has come about as a result of a process of consultation, which is a very important element of the Bill, and a series of recommendations, including the 1991 OECD report, The Review of Irish Education, and the 1992 Green Paper. The establishment of the council is long overdue and is welcomed by all those interested in the advancement of education.

It is very important that the council is an independent, statutory agency. The Bill will give the teaching profession a large degree of professional autonomy and provides for self-regulation. It spells out clearly the functions of the council, specifically the promotion of teaching as a profession. This is the cornerstone of the Bill. It provides that the council will establish, review and maintain codes of conduct for teachers and establish and maintain a register of teachers. It will also establish and promote standards in programmes of teacher education and training. It will promote the continuing education, training and professional development of teachers, conduct inquiries into and, where appropriate, impose sanctions in relation to the fitness to teach of teachers.

The membership of the council will ensure that it is a professional regulatory body which is afforded a high degree of autonomy, with a majority of representatives from the teaching profession. The Bill allows the council to avail of the expertise and experience of others who are deeply interested in education and the teaching profession. I welcome the broad range of representatives from the teacher training colleges, universities, trade unions and employer and par ent groups. The executive committee structure will ensure that the council does not become a large and unwieldy organisation. It is very important to tie this into the legislation so that the council will be a manageable size and will make an impact.

In recent years teachers have complained that their profession is undervalued. The Bill is timely in that it demonstrates to those teachers on strike that the House recognises the important role they play. The Bill aims to address this issue so as to generate greater confidence in the profession and restore and regenerate the public's perception of the profession. The Bill provides a positive context in which to explore issues relating to the profession. The industrial action has given parents and the public a negative perception of teachers and the Bill should help to counter this in the future. I support the Minister's call to teachers to return to the negotiating table. Parents and the public talk about the lack of disciplinary measures, accountability etc. The Bill addresses these issues not only from the point of view of teachers but also from the point of view of parents and students.

I would prefer if the Bill provided for student representation on the council. The Minister of State, Deputy Hanafin, broke new ground when she embarked on a meaningful consultation process with children who were asked what issues they would like to see covered in child legislation. Their views were taken on board and incorporated into the relevant legislation. I ask the Minister to consider providing for student representation on the council. The Bill should provide for students' views to be taken on board by requiring the council to consult teachers and students regularly, meaningfully and positively. The model used by the Minister for State, Deputy Hanafin, could be suitable for inclusion in this Bill. Provision should be made for the inclusion of representatives from the soon to be created national children's office, Dáil na nÓg, and, when appointed, the ombudsman for children and youth organisations, such as the National Youth Council.

It is very important to remember that even though this is titled the Bill, it is not the preserve of teachers. It is also about the promotion of high values and a quality education system. Students are obviously major stakeholders in the education system and I encourage the Minister to make provision for their views to be taken into account. In the age of openness and consultation, it is vital that we consult in a meaningful way all those involved in the education system. If such representation was provided for, it would bring about a situation where students could engage with the council in a positive and meaningful way rather than being called as witnesses in competency cases. Student representation would further ensure that young people learn from an early age to engage with the democratic system while the profession and the democratic system would learn to engage with its citizens from an early age.

The Bill also provides for teacher representatives, as distinct from the role of teachers' unions. Maintaining and improving standards is a key requisite in ensuring the survival of all professions. The Minister is correct that teachers' representative organisations will complement each other in promoting teaching as a profession. I also believe those interested in improving teaching as a profession have been seeking accountability from the profession but such accountability has not been forthcoming from all sections of the profession.

For the first time access to registration details and most importantly the findings of disciplinary procedures will be provided. Parents, in particular, have for some time sought such openness and accountability. This will improve confidence in the profession. The hallmark of the legislation is to try to improve morale and confidence. The register will act as an astute statement of standards required of teachers and will herald a new era of openness in the education system, which is long overdue.

A number of people working in the education system are not recognised as teachers. I am aware of a number of special needs teachers who are highly qualified and who have gained a wealth of experience overseas. Some of them are denied full-time posts because they have been unable to pass the Irish language competency test. I recognise there will be some changes in this regard, but, nevertheless, it is vital that the Minister addresses this area as the Government is committed to providing improved educational facilities to children and adults with special needs.

There will be a requirement to recruit teachers from aboard with specialised training and qualifications. It is ludicrous to deny our children such expertise because of the language requirement. In future there may also be difficulties recruiting teachers for the sciences and languages. These teachers will be sought from abroad and the Irish language requirement will be an anomaly. If the issue is not addressed students and the economy will be adversely affected. Ensuring the survival of the Irish language will be addressed in different ways.

I refer to the important role of parents in education. I, like all Deputies, have received many representations over the years from parents who have felt powerless in the face of teacher incompetence and while this is not a regular issue, it nevertheless crops up from time to time. I welcome the requirement on the council to set out clear and transparent courses of action for parents which will protect the rights and duties of all parties. Parents will welcome the council's power to act in the event of a teacher failing to perform.

If the Bill is to have validity the council must have teeth and should be prepared to use them wisely. No one is requesting a witch hunt against teachers. The Bill provides that teachers who face difficulties will receive assistance to improve their competencies and skills. It further provides for sufficient safeguards to be built in on all sides. I encourage the Minister to examine ways of including students in the process. While in the majority of cases their interests will be met by their parents, it should be open to students to assess the grievance procedures. I feel strongly about this issue. If a teacher is not performing, students will be directly affected.

Providing for student representation could have many inherent difficulties but these can be overcome by permitting representatives of the national children's office and the office of the ombudsman for children on the council. The Minister of State at the Department of Health and Children, Deputy Hanafin, will introduce enabling legislation for both offices before the end of the year. I urge the Minister to put in place a mechanism to provide for these offices to be represented on the council.

The proposed representation is too biased in favour of education interests. We must address this by ensuring that children and student voices are heard. Providing for student representation is essential and progressive. If we fail the voices of generations will not be heard and it might be a missed opportunity. We must be viewed as a society which listens to children. The appalling toll of abuses over the years resulted quite often because children were not listened to, but if student representation is approached in a positive manner we will have little to fear and a great deal to gain in coming years. We are not breaking new ground by ensuring that children's voices are heard. The Children Bill, 1999, broke the ground in this area. We will pay dearly if we ignore the most important stakeholders in the education system, namely the students.

It is important that any complaints procedure should protect the rights of all. It would be easy for the procedure to become a witch hunt against teachers. The Minister does not want this to happen and it would be against the interests of the education system as a whole. While it is welcome that teachers against whom complaints have been made will have recourse to the courts if they feel they have been unfairly treated, I hope the teaching council will deal with complaints effectively and fairly and without recourse to the courts and that teachers will engage with the council positively.

The intention of the legislation is to ensure we as a nation have a highly professional body of teachers. No party will be served if teachers are in fear of the teaching council. It is important to put down a marker that that it is not the intention of the legislation and I am sure the council will ensure teachers are given every assistance in developing professionally and improving their performance without any fear. It is also important that the council, which has the ultimate sanction – the removal of the teacher's registration and the effective end of his or her teaching career – can engage positively with the teacher who underperforms.

Those involved in education will need to respond rapidly to change, to recruit teachers from abroad and to provide new university courses aimed at those who want to teach and, for example, to recognise EU qualification. These changes will need to be facilitated if we are to have a vibrant and dynamic system of education. A system that is long established in schools can be slow to move. We cannot as a society afford a leisurely pace of development. We must move rapidly if we are to continue to develop effectively as a society. This is the challenge we, as legislators, are giving to the teaching council.

The regulations which will be introduced under the legislation will give teachers enormous self-autonomy and with it a huge challenge. As a profession which has served the country well in the past with the numbers of well educated people it has turned out who have contributed and are contributing to the success of the nation, it will be willing, able and excited by the challenges laid down in the legislation.

I welcome the Bill as positive State deregulation and I am confident it will hail a new era in the education system. I commend the legislation, congratulate the Minister and recognise the important role of the previous Minister for Education and Science, Deputy Martin.

Mr. Hayes

We, on this side of the House, support the legislation as it is useful in terms of trying to improve standards in the teaching system. However, it is ironic as we debate it that we are in the midst of the worst industrial crisis in the education system for at least ten years. It is clear from the pronouncements of the ASTI and the Minister for Education and Science that the crisis will get worse before it gets better. I appeal to the Government to do everything in its power to resolve this problem sooner rather than later. As long as the ASTI's grievance remains, other teaching unions will back it. There was an upsurge in militancy in the INTO at its meeting in Cork two weeks ago and it is considering co-ordinating industrial action with the ASTI while the TUI is also moving in that direction. It is not good enough for the Government to put up its hands and say that benchmarking will solve this problem, that the unions should take their seats on the benchmarking committee and that we can proceed from there. The truth is that very few understand the concept of benchmarking and the problem—

I have been reasonable with the Deputy but he is straying from the Bill.

Mr. Hayes

Part 4 deals with education and training and that allows me an opportunity to talk about the morale issue within education. Every other colleague I have heard has had an opportunity to speak on this matter, so I do not seek any benefits which have not been given to others.

Acting Chairman

The Chair must give instructions.

Mr. Hayes

I respect that. The Bill, which is about improving standards within the teaching system, must deal specifically with the issue of money and morale. They are the problems which are at the heart of this debate at present.

I qualified as a secondary school teacher in 1992. Almost all from that class whom I still meet who qualified from Trinity College, Dublin, with a H. Dip. in education have left the teaching profession because they are completely demoralised. It is about money and morale. Unless the Teaching Council to be established under the legislation can deal with that issue, we will not make progress.

This is specifically in the bailiwick of the Department of Education and Science. The handling of the current dispute by the Minister for Education and Science has been shameful. He is responsible for the considerable provocation which has occurred within the teaching profession over the past two weeks. We now understand that the Government will refuse to pay teachers for the industrial action upon which they have embarked. That will not help the current situation. If anything, it will lead to a spiral of industrial disputes from the other unions involved. The Government's response of benchmarking is not significant in terms of dealing with this problem.

Young teachers cannot afford to buy a house and those in Dublin live in rented accommodation. They see many people who qualified at the same time as themselves sometimes earning twice as much as they do. The key issues behind this and the way we will solve the current industrial dispute with the ASTI and other unions is money and morale. I have heard nothing from the Government to date which leads me to the conclusion that that situation will be resolved sooner rather than later.

A specific part of this Bill which has been mentioned by many other colleagues is the problem of the number of unqualified teachers within the teaching system. In response to questions asked by my colleagues, Deputies Kenny and Enright, the Minister for Education and Science, Deputy Woods, confirmed that there are at least 700 unqualified teachers within the primary school sector. That is why morale is so low. There is a sense of disillusionment within the profession because, over past years, there has been an escalation in the number of unqualified teachers within the profession.

One could make a number of distinctions. There are people who have education qualifications from other jurisdictions who find it difficult to have those recognised in this State, and I will deal with that later. There are people who have specific third level education qualifications in science and languages but who do not have a B. Ed. or a H. Dip. and who are teaching. However, there are also people with no qualifi cations and almost no competence in any subject area who are teaching in primary schools.

This is not something that can be shunted off to the Bill. This is something immediate which must be addressed by the Government. This side of the House has been bleating at regular intervals for the past two years about this growing problem within the school system. The primary school sector is arguably the most important part of education because, at that level, children pick up all the bad habits in basic numeracy and literacy skills and a range of other areas. We need to deal with the issue of the number of unqualified teachers.

It is the areas of greatest disadvantage where the problem of unqualified teachers rears its head. Perhaps the Minister when summing up might respond to the point that we will have to introduce some preferential salary weighting for teachers in schools of greatest disadvantage. The pressures and stresses they must endure in areas of most disaffection in urban and some rural communities are such that some increment must be given to teachers within those schools. It has been brought to my attention by the principals of two schools in my constituency that it is almost impossible to get teachers on an ongoing basis. Teachers do not want to go to those schools because the pressures are so intense and the difficulties so great. We will have to introduce some incentivisation to encourage teachers to move to and stay in schools of greatest disadvantage. This problem will not go away.

I mentioned earlier that we have a specific problem where it is almost impossible, as I understand it, for Northern Irish teachers to enter our school system quickly. Many teachers in Northern Ireland want to teach in this jurisdiction but find it almost impossible to have their qualifications recognised. I know the Bill will deal with this issue in future and I welcome that. However, this is something immediate and in which we could make a positive intervention.

The Minister for Education and Science could seek to employ a greater number of teachers from Northern Ireland and other parts of the United Kingdom who have skills to bring to bear on classes in this State. A situation could develop where many qualified teachers could move to the State if the package was right and their qualifications were recognised. That is something which must be dealt with now rather than being shunted off to the Bill, although I recognise that it will deal with the issue in future. Many teachers from Northern Ireland have been very badly treated in terms of having their specific qualifications recognised because of the bureaucratic bottlenecks which occur in the Department of Education and Science in Marlborough Street in Dublin.

Speaking as someone who came through the H. Dip. course, we will have to review the teacher training colleges, specifically those which deal with secondary school education. The basic course is insufficient to provide the modern teacher for the modern classroom. We will have to deal with this issue. I received very little instructive help for the one year I spent doing my H. Dip. in education. I learned more in the classroom. I know many teachers who readily concede that the H. Dip. year, or two as it is now, is a wasted period. Modern teaching practices are not in place in teacher training colleges and I am critical of some of those colleges.

One of the most difficult problems for the modern teacher, especially in the urban setting, is that we, as legislators, frequently presume they are modern social workers. Teachers have to deal with many problems, including absenteeism. I welcome the Government's attempt to deal with the problem of truancy through the establishment of a new body to follow up on children who regularly fail to attend school. At the moment, however, in the South Dublin County Council area we do not have one person who is charged with this responsibility. The problem is yet again shunted onto the Garda Síochána. In modern, millennium Ireland it is ludicrous to have teachers and gardaí running after truants.

There are specific problems in our schools, including language development and special needs. Recently I attended an anniversary event at a special needs school in Tallaght, in my constituency. That school is crying out for greater speech therapy resources and additional support in respect of many problems. Mainstream teachers are supposed to deal with all these problems, but that is not good enough. These are problems that cannot be dealt with by the Bill because they are mainstream issues that can only be dealt with through more investment by the Department of Education and Science in special needs education.

I welcome one aspect of the Bill whereby, for the first time, we will at least genuflect in the direction of the quality issue. This is something from which teachers cannot run away. We all know that there is a percentage, albeit a minority, of bad teachers within the school system and it is virtually impossible to rid schools of them. Untold damage has been done to many children within the primary and secondary sectors because of the under-performance of some teachers. The great majority of teachers are disillusioned by the failure of the State to intervene to ensure that the minority of bad teachers are extradited from the system. There has been some movement towards resolving that issue in the Bill, but I am not confident that the Teaching Council will be able to eradicate a small number of very bad teachers from the school system.

Last year I tabled a question on this matter to the Minister for Education and Science. It is laughable to see the number of teachers that can be dismissed because of their performance. Teachers have to get real too. I fully agree with those who argue that the issue of quality must be addressed, not just in the Bill but also by the Minister and his departmental officials. Untold damage has been inflicted on many children in the school system because bad teachers have had such a negative effect on particular classes. The teacher unions will have to address a number of issues in that regard.

We need to analyse and compare the performance of our school system, whose ultimate output is judged in terms of the child's competence in a range of disciplines, to that of other EU countries to see how we are doing. We frequently clap ourselves on the back in respect of the education system but, as Deputy Richard Bruton remarked, there is a significant and ever-growing group of children who leave the system unable to read or write. The system has let that group down. We will have to engage further in comparing, contrasting and analysing the performance of schools here to those in Germany, France and Britain. That subject has not been broached before.

The teacher unions will also have to deal with the issue of days lost each year through holiday time and various events in the school calendar. Every parent knows that in recent years a significant part of the school year has been lost because of increased activities, such as parent-teacher meetings. It would be a worthwhile exercise to find out how many school days are lost every year in our schools compared to those in other EU member states. Teachers will have to get real about this aspect of education also. Whether it is through the benchmarking system – although no one understands exactly what is going on there at the moment – or another system, we will have to examine how we can improve not just the individual performance of teachers but also the overall performance of schools, based on the number of days devoted to education in any given year.

The Bill is a first step along the road to registering the total number of teachers in the country and informing teachers how they can improve performance in the classroom. My party has proposed the establishment of a new body that would provide specific help to teachers and schools through a new teaching council authority. Too often, as legislators, we ask teachers to do jobs for which they are not qualified. If the Bill helps in that regard, I would welcome it.

Before the dispute in the secondary school sector gets worse, the Minister should intervene and stop this "dog in the manger" approach that no negotiations are possible until the ASTI engages with the benchmarking process.

Hear, hear.

Mr. Hayes

I remind the Minister of State, Deputy O'Dea, and the Minister, Deputy Woods, that the ASTI did not sign up to the partnership deal. The union is outside the deal and never agreed to it. The Government has a responsibility to conclude this disastrous industrial dispute because the children, specifically those in exam years, will suffer most. The situation will get worse before it gets better. The response of the Minister for Education and Science in the House yesterday was provocative. He will cut off teachers' salaries because of their industrial action and, in my view, that is simply adding to the problems that have to be addressed.

Acting Chairman

You know that you are totally out of order, Deputy. You are abusing the Chair.

I welcome the Bill. For the past 30 years, in some guise or other, there has been debate, discussion and moves to introduce a teaching council. The idea has now come of age and, thus, we are debating this progressive legislation. I wish to pay tribute to Dr. Séamus McGuinness of Trinity College who chaired the steering group. This group brought the many partners involved in education – unions, parents and the Department of Education and Science – together in a conciliatory approach to the legislation. The broad support for the Bill in the House, as well as from the teaching profession, parents and others involved in education, is welcome. If the legislation is to start off on a solid footing it is important to have such a partnership approach.

The aim of the Bill is to promote teaching as a profession and the professional development of teachers, to maintain and improve the quality of teaching in the State, to provide for the establishment of standards for education and training of teachers, to provide for the registration and regulation of teachers, to enhance professional standards and competence and to establish a Teaching Council. Society is changing and evolving very rapidly. For this reason alone we have to be very conscious of the need for the teaching profession to do likewise. It is very important that, when established, the Teaching Council is proactive in encouraging inhouse service training, for example, where programmes are thought out and put in place to ensure teachers are ahead of changes in society, be they cultural, ethnic, economic or commercial. For 60 years subjects were, more or less, thought in the same way. Then all of a sudden, with the onset of the technological revolution, Internet access and computers are the norm. Students are now able to use laptops in doing their homework. For this reason it is important that teachers are given the support they need to respond to the dramatic changes in society which will continue as the pace of the technological revolution, with the onset of e-commerce, increases in the next century.

I welcome section 7 which provides for the functions of the Teaching Council. These include: to promote teaching as a profession and to establish and maintain codes of professional conduct; to devise arrangements for registration, induction and probation; to advise the Minister on the work of the council and on matters relating to the educational qualifications for new entrants to teaching, the number of teachers and the training needs of the profession; to conduct inquiries into the fitness to teach of teachers and impose sanctions where necessary; to review and accredit pro grammes of teacher education and training; to carry out a number of functions in relation to the recognition of the qualifications of teachers trained outside Ireland; and to co-operate with the equivalent body in Northern Ireland. In performing its functions the council shall have regard to the relevant policies as set down by the Minister and the resources provided.

I have raised in the past the question of cross-Border co-operation. While the demographic structure in the Republic is different from that in the North, given the shortage of qualified teachers, resources from the North should be availed of in classrooms in the Republic. With fewer obstructions, there would be an opportunity to encourage teachers from the North to give of their time in the Republic. In this context, the examination to assess competency in Irish should be looked at.

We will soon have a multi-ethnic society. Returning first and second generation Irish emigrants may not have the necessary competence in Irish or equivalent qualifications recognised in the State. It should be made as easy as possible for them to be recognised as qualified teachers. I hope we will not be bureaucratic and the Minister, the Department and the Teaching Council will be proactive in facilitating and encouraging those with qualifications and a wealth of expertise and knowledge to return. This would enable Ireland to flourish as we become more outward looking in an era of globalisation and help to enhance the system by giving students, in particular, a broad perspective. That would be a very positive development. In this context, the issue of the examination to assess competency in Irish should be addressed in an effort to make the system as flexible as possible to ensure it does not militate against those with a wealth of experience and qualifications, but who fall down in this area.

Without a shadow of doubt social inclusion and associated problems present a difficulty, particularly in urban areas. In this context, the question of school accountability must be addressed. It is very important – I have raised this issue on numerous occasions, including in the debate on the Education Bill – that a central enrolment system is put in place to ensure that when a pupil drops out of a national or second level school it is known that he or she has enrolled in another school. Where a pupil drops out of a particular school it is completely unacceptable that he or she is no longer its concern on the grounds that he or she has informed it that he or she is moving to another school. It is possible that he or she is begging on the streets or has become involved in anti-social behaviour. This issue must be addressed rapidly. This can be done by way of school accountability.

Literacy and numeracy levels also present a problem. While I am aware that huge resources have been invested in this area and the Minister of State present has introduced some very innovative programmes, there is no accountability where schools are not performing well. The question must be asked why a particular school is not performing. Is it because of a lack of resources, poor teaching or social and economic problems such as social exclusion and high unemployment? While I understand the sensitivities involved – nobody wants a school to be blacklisted – there is a need to put an internal auditing system in place to see how the school concerned and its students are performing, particularly if there is a high level of truancy and if literacy and numeracy levels present a problem. If the root of the difficulty is the principal, a teacher who is not performing his or her duties or lack of resources, at least we would be aware of this and it could be addressed. There is, therefore, a need to ensure schools as well as individual teachers are held accountable under the Bill.

If the Celtic tiger is to continue to roar, there is a need to ensure children with behavioural or numeracy and literacy problems are identified at an early age. Many teachers and other professionals involved in this area state that from experience they can identify from an early age, at the age of six, seven or eight, the children who will end up in Cork Prison if they do not receive assistance. There is, therefore, a need to ensure resources are targeted at this age group. I hope the Teaching Council will be proactive not alone in encouraging teachers to become involved in programmes and develop their expertise, but also in highlighting what needs to be done to ensure every child benefits from the education system. I hope it will not be a council for teachers, that it will acknowledge the broad partnership approach to education involving parents, pupils, teachers and the Department.

It is argued by some that if we continue to establish independent commissions, councils and quangos of all forms, we may as well turn off the lights in this Chamber and head home, but we have now reached the point where we will provide for accountability. In a parliamentary democracy it is very important that there is accountability. Section 16 provides that the Minister may appoint a person to conduct an inquiry, where he or she is dissatisfied with the council's performance of its functions. Where the Minister, upon receipt of the report, remains dissatisfied, the director will be informed to this effect in writing and will be furnished with a copy of the report. Subject to written representations from the council and the laying of the appropriate orders before the Houses of the Oireachtas, the Minister may remove the council members and appoint an interim council pending the appointment of a new council. A new council must be appointed within 12 months of the removal of a council.

That is very important. Education and teaching is integral to the development of society and the economy and it is important to have parliamentary accountability. That is why I welcome section 16. It is all very well to set up councils, commissions and so on with complete independence and freedom but if they are not accountable at the end of the day that is a retrograde step. It is something we shied away from in the past because Ministers may have had to make difficult decisions.

Section 28 provides for the establishment of a register of teachers. The council will decide the information to be held on the register, which will include specified details for each registered teacher, including the findings of any disciplinary proceedings and the period for which such information will remain on the register. The council will publish the register in such form and manner as it considers appropriate. The register may be made available for inspection at such times and in such manner as may be prescribed by the council. The Freedom of Information Act, 1997, will apply to the Teaching Council.

It is important that there should be such openness. The Bill sets out that a fine of £1,500 may be imposed where people present themselves as qualified registered teachers. There must be some deterrent to dissuade people who may not be registered teachers but present themselves as such. There could be individuals who, for devious reasons, want to be part of the teaching process and have access to children. That is very much in the minds of all concerned. We must have a strong deterrent so that if people are found out they can be jailed.

As regards education and training, section 37 provides for the council to review and accredit programmes of teacher education and training, to review the standards of education and training required for entry to programmes of teacher education and training, and to review the standards of knowledge, skill and competence required for the practice of teaching. Provision is made for the council to advise and consult the Minister and the institutions concerned accordingly.

Section 38 provides for the council to promote the continued education and training of teachers and to carry out a number of related functions, including reviewing and accrediting programmes relating to the continuing education and training of teachers.

Due to the rapid changes in society, for example the multi-ethnic issue, and in the economy, teachers are often looked on not only as teachers but social workers. They are seen as the ones who will address the issues. It is unacceptable to expect teachers to address the plethora of issues that arise from our changing society. That must be acknowledged. If we have programmes and a registration system in place and children still leave the education system with literacy and numeracy problems, we will be able to trace back to where the difficulty lies. Teacher training programmes will assist in determining who is and is not competent to teach.

As regards the partnership approach, when I was in school in the late 1970s and early 1980s there was no parent involvement. The only time parents were contacted was if a pupil was to be expelled. Parents were not contacted regarding their children's education. Now parents are very involved and want to be pro-active in the education process. That is their right. It probably met with opposition some time ago but now parent teacher meetings are held regularly and are of great benefit. That should be encouraged as it builds up a relationship between the parents and teachers which can be extremely helpful particularly in cases where there are problems with students. The continued involvement of parents in the education of their children should be encouraged under this Bill.

Teaching must be seen to be attractive. In the past, teachers were well respected in society. They were held in high standing together with the local priest, garda, solicitor, bank manger—

I thought the Deputy was going to say the local TD as well.

Nowadays teachers do not live in the areas in which they teach as they did in the past. That should be addressed to ensure that teaching is seen as a positive occupation and one of which teachers can be proud. The registration process will ensure that. The profession will have a self-regulatory body that will register people, just as is the case with doctors, lawyers, solicitors and so on. That is positive. If teaching is not seen as an attractive option the Bill will be of no avail. If we cannot encourage the best of people into the profession it will be a retrograde step. Economists and other experts will look at the economy and say one of the pillars of our success is our good system of education. There is a massive increase in education spending in this year's Estimates which augurs well for the future, particularly in the area of literacy.

I wish the Bill a speedy passage through the House. There is broad support for it both from teachers and parents. I hope the council will have sufficient teeth to address the issues and give people confidence in teachers.

I, too, welcome this worthwhile Bill. It is timely that it should be introduced at this stage. It has the backing of all sides of the House, parents and teachers. It is important that the Teaching Council be established. It will set standards and policies for the teaching profession, regulate training and carry out functions similar to those in other professions. It is past time that this was introduced.

In introducing the Bill the Minister said that it would enhance the status and morale of the teaching profession. It is ironic that speech was made in recent weeks when we now have the debacle of the teachers being on strike for one day and working to rule on others. That is unfortunate where the secondary school teachers are on strike for one day and working to rule for a number of others. It is unfortunate that it is occurring now when we are discussing the establishment of a teaching council which will enhance the status of teachers. It is a pity teachers feel obliged to work to rule. They are outside the PPF and feel disappointed—

The Deputy should speak within the realms of the legislation. He may make fleeting reference to this matter but I am sure it will be debated fully at another time.

It is merely a passing reference and might make a positive contribution. I listened to what the various groups said over the past few days and if ever I saw somebody hold out an opportunity to resolve this issue, it was Mr. McCluskey, the president of the ASTI. That was not grasped by the Minister so perhaps the Minister of State, Deputy O'Dea, will convey it to him and plead with him to sit down with the groups concerned and try to resolve it. Mr. McCluskey said that if there were meaningful negotiations, everything would be called off. That is worthwhile and holds out the prospect of resolution. I hope the opportunity will be grasped because the losers are the children.

The teaching profession is at a low ebb. Recently, the TUI expressed dissatisfaction with its situation and sought negotiations to change the playing field. More recently, the INTO indicated it will come forward with proposals in the benchmarking process. Why is this happening now? Teachers feel they are not getting just rewards for their work. There are between 45,000 and 50,000 teachers in this country. The education system has served this country well. The booming economy can be traced to well educated young people and the teachers believe they should be rewarded for that.

The question is whether we are rewarding them at present. I have a copy of the new pay scales for teachers. According to this, a young teacher starting in the profession after attending college for three years and securing a degree will receive a salary of £15,000. The Minister of State is shaking his head but I have the full salary details with me. From 1 April 2000, the common basic salary was £14,957 and from 1 October 2000 it was £15,406. If one looks at the salaries available to other people, it does not compare well.

Last Saturday a constituent called to my clinic. She was working in an electronics company. She had no qualifications and had left school with the leaving certificate. She is on a production line and her P60 indicated that she earns just under £20,000. She has been in the job for a couple of years but is still a young girl. Our teachers, who start on an income of £15,000, will, after 26 years, if they are good and remain in the profession, reach the maximum level of £30,000 or, to be exact, £29,944 from 1 October. The length of time required to reach the maximum salary level in the teaching profession is unsatisfactory. Many teachers believe it is too long and should be changed.

I must declare an interest in this subject because I was a teacher.

One would never have thought it.

I recall when the incremental scale ran to 18 years. Our union took up the case at the time and secured the addition of the long service increments. That was about 18 years ago. The long service increments were introduced at the request of the teaching unions but now they want to reverse that. It is an interesting phenomenon.

Teachers believe they are underpaid. They are badly paid when compared to people with comparable qualifications. Young people coming out of college are earning big money. I was talking to a teacher last evening about this. He told me about his son who had spent two years in college, did not like it and failed, went off to do something else, returned and repeated and failed again. His son is now working in the computer industry. He is 23 years of age and is earning £2,000 more than a teacher with 31 years service. This young lad did not have formal qualifications although I taught him and he was a bright fellow. Obviously, he took to computers and is performing well. However, the comparable salaries available across the board leave teachers feeling bad and disgusted.

Look at teachers who have additional responsibilities in schools. A principal in a small school, for example, a school with up to six teachers, receives a principal's allowance. The Minister of State will be aware that the allowance at present is £4,629. What is the principal of that school expected to do for that sum? The range of responsibilities is too much and it is unreasonable to expect them to be carried out. They must organise school transport, supervision and school safety for children coming to school.

During last year's local elections I canvassed a wide area of my constituency. The major talking point was the speed of traffic, particularly around schools, and the difficulties caused by people dropping and picking up children. Times have changed since pupils walked or cycled to school. Virtually all pupils are now driven to school. The melee that occurs around schools is a major concern. There have been accidents and there will be more. Remarkably, the Department says it is not its responsibility but is a matter for the local authority. The local authorities say they do not have enough money and do not have responsibility inside the school gate. They might suggest that the school move the school wall. This issue must be addressed.

The principal is stuck in the middle. It is his or her responsibility to ensure that all is well. He must organise the cleaning of the school, secure secretarial services and deal with the parents, the Department and the board of management. In many cases, he is piggy in the middle. If the toilets or heating break down or there is no water, the principal must come to the rescue. If he or she cannot find a plumber in time, he or she must do the job themselves or close down the school and take the consequences. Principals have a huge and responsible job. The remarkable aspect is that all this work is to be done in addition to their key role of teaching.

As I have said on previous occasions, there is a great case to be made for recruiting part-time teachers to help principals in these smaller schools. It would be a major step forward if a principal teacher in a four or five teacher school was allowed to look after the principal's duties for one day per week through an additional teacher being employed to take on the principal's teaching responsibilities during that time. It can be done in a number of ways. Teachers could be sent from one school to another to take on those responsibilities. However, that would not be the best option. There would be all sorts of difficulties with teachers gadding about from place to place.

There is a huge pool of talent and resources among the teachers who have taken early retirement and would be delighted to do an odd few hours each week without huge responsibility or being confined within the classroom on a full-time basis. That resource could be used in a variety of ways. The Minister of State will be familiar with the relatively new arrangement of a resource teacher being available for specific children. The Department may sanction the provision of a resource teacher to teach for two and a half hours a week in a school, but it is difficult to get a teacher to teach for that short a period. However, there may be a retired teacher in the locality who would love to keep his or her hand in and to take up such a position and combine it with another similar position. Such a person could do that job, would be fresh coming into it and would contribute a good deal. The Minister of State should not go down the road of bureaucracy whereby the Department would employ such teachers. It would be preferable if he negotiated with the principal or the board of management concerned and allocated them the amount he estimates it would cost to cover the employment of such a teacher, whether it be £3,000, £4,000 or £5,000. In that way, that amount could be used to the best possible advantage and would avoid the Department being the formal employer of such teachers. There is a great deal to be said for that.

Deputy Kelleher mentioned the many teachers who were trained in Northern Ireland who may be available to take up teaching positions but who would have a difficulty regarding fluency in Irish and dealing with Irish exams. Perhaps they could be taken on in our schools and a resource teacher, perhaps a retired teacher, could be given responsibility for dealing with such teachers' shortcomings in the teaching of Irish. Rather than such work being a burden, otherwise qualified teachers could be given a few hours off and a resource teacher could fill in for them. A great deal of meaningful work could be done in that way. Will the Minister of State take on board those views and negotiate with the unions on them? I am sure retired teachers would be willing to take on such work.

When I addressed a teachers' group some time ago and threw out some of those ideas, I was shocked by the number of teachers who asked me when that arrangement would be implemented. I had not made it clear that those were just my views. A number of female teachers, in particular, said they were tired and would like to get out of teaching and if they thought they could keep their hands in and have a reason to get up every day and do a little bit, they would love to do that. Such an arrangement would take the pressure off them. That resource could and should be made available. Perhaps the Minister of State would talk to his boss about those matters.

There is also the question of facilities in schools and the availability of supplementary facilities for teachers. The village of prefabs that surrounds many existing school buildings, particularly secondary schools that developed rapidly in the 1980s, is frightening. I taught in a prefab for several years. One day a cow escaped from the local mart and ended up in my classroom – she learned a great deal that day. While prefabs are a necessary evil, we should move more rapidly towards replacing them.

The capital programme for schools should be enhanced. Sometimes politicians say they should be highly respected in the community and that reminds me of what a constituency colleague, when Minister for Education, said at the opening of an extension to Mullingar community college.

She is in charge of public chaos.

The extension replaced a number of prefabs. She said how delighted she was to be there and it was her ambition in life to get rid of such prefab villages. That went down well with the teachers and parents present who thought that the then Minister for Education was great. While the capital expenditure for schools in 1986 was approximately £30 million, when Deputy O'Rourke became Minister for Education in 1987 she cut that capital programme down to £15 million. Is it any wonder people become cynical of politicians who will make such declarations and then do something different?

There is a need to move forward with providing back-up facilities for teachers. There is a major problem regarding the testing of children who may have difficulties, particularly in primary schools. Principals tell me time after time that when they have asked for a child to be assessed, who they consider may be dyslexic or have ADD, and refer the matter to the local health board, the local health boards, my own, the Midland Health Board, in particular, despite the matter being the subject of numerous parliamentary questions, state that matter is not its responsibility. The health boards will not face up to their responsibility to help teachers to have those children assessed and on those assessments the necessary resources could be put in place. It is crucial we identify the children with difficulties at an early age to enable their difficulties to be addressed.

Another major problem in our schools relates to children with special needs, including children with disabilities. We are not quick enough to identify those and thereby sanction what is needed, be it a resource teacher or a classroom assistant. We must move quickly to bring those necessary resource personnel on stream to assist such children.

With regard to graduates who might want to become primary teachers, a number of my colleagues mentioned a course in Dublin to facilitate such graduates. Given the advances in modern technology, perhaps that course could be given through distance education and modules of it could be taught at weekends in resources such as the excellent resource in my area, Multyfarnham Agricultural College, which has 130 bedrooms.

Refugees will be down there next week.

That college would be ideal for holding such courses. The recruitment of graduates would be a great way to quickly address the shortage of primary teachers.

Goldsmith's poem about the village school master contains the lines:

And still they gaz'd, and still the wonder grew,

That one small head could carry all he knew.

How things have changed in rural Ireland? The village school master was held in very high esteem, was the pillar of society, president of the local GAA club and presided over everything that happened, but the status of the teacher has greatly changed. Morale within the teaching profession has changed. I notice a major change when I occasionally visit the school where I taught for 20 years. While I have been out of the classroom eleven and a half years and hope to remain out for another while, when I return I notice a great change in noise levels, discipline levels and the approach of the children. Society has changed a good deal, yet the poor teachers are supposed to cope.

I remember 25 years ago when I taught in a school in which there were 600 children, the principal whispering in the ears of all the teachers that a new boy had come to the school whose parents had separated. He said the boy was going through a rough time and that we would need to be particularly careful to keep an eye on him and make sure all was well. How things have changed. Given the number of children who come from families where there is marriage breakdown, that is the norm today and teachers have to cope with all that it involves.

I wish to share my time with Deputy Cooper-Flynn.

Acting Chairman

That is agreed.

We have always believed an excellent education system is one of the key foundations upon which our economic prosperity is built. An all rounded education system equips children with the necessary qualification and opportunities to help them integrate into the workplace. It also affords our children and students leaving secondary school the necessary tools to contribute in a very positive sense to broader society.

In the late 1960s substantial financial investment within our education system was a cornerstone of Government policy. Successive Governments since then have sought to increase spending in our primary, second and third level education systems when they have been able. The Government has substantially increased funding across all education sectors and will continue to do so. The Minister for Education and Science and his predecessor, Deputy Martin, are to be commended on their ingenuity and determination to introduce training and educational courses in technology, computer science and Internet-related activities for all schools in Ireland.

The IT 2000 programme is a very important educational initiative which will ensure that when our children leave secondary school they are equipped with the necessary skills in computer science. We know from our experiences with US companies since the 1970s that they wish to invest in Ireland because we can provide a workforce that is highly educated and determined as well as being fully equipped with all the skills of computer-related activities. This is even more important now with the advent of e-commerce. The Government is working hard to entice as many new hi-tech industries in the e-commerce and Internet fields to Ireland. An educational system which ensures a grounding in computer science is an intrinsic and central element in achieving a high level of inward investment in the hi-tech field now and in the future.

Lack of educational attainment remains a significant factor in the risk and persistence of long-term unemployment. This has been spelt out time and again when statistics on the issue are presented. In 1997 the proportion of the population of 15 years or over with education to primary level was 27% for the whole State. The regional breakdown of that figure was 33% for the Border, western and midland counties and 26% for the southern and eastern region. However, between 1993 and 1998 there has been a national reduction of 80,000, or 9%, in the number of people with a primary education only. It is clear that the overall national trend is towards an increasingly educated population. This reflects the availability of free second level education since the 1960s, the young profile of the population and the substantial investment in human resources development within the two previous Structural Fund programming rounds.

We must break down the barriers to educational attainment. It is very difficult to integrate into the workplace effectively if one has a pri mary education only. That is why the Government is bringing forward innovative schemes to ensure that all people receive positive education and training opportunities. There is also a strong commitment to linking vocational training and educational programmes to the skill needs of the marketplace. One must also ensure that the education system is equipped to increase its use of information and communications technologies and to meet the rapidly changing information technology skills needs of the economy.

The links between economic growth and education have been intensely researched and comprehensively proven. Social inclusion measures in the education sector include an early education initiative, a school completion initiative, early literacy measures, Traveller education and a school guidance service. The ESRI has already identified the priority for investment in education as being the needs of those whom the system fails. Addressing educational disadvantage requires intervention in the context of a continuation of educational provision from early childhood through to adulthood, with a strong focus on preventative strategies.

The aim of the early education measure is to provide early interventions to encourage long-term educational participation and to address literacy and numeracy difficulties. In the period 2000 to 2006 it is intended to build on the experiences of the eight to 15 year olds who participated in the early school leaver pilot initiatives which started in 1998 and the stay in school programme of 1999. Schools involved in these initiatives will be required to operate on a multi-agency basis, establishing appropriate cross-community links. The Government is committed to raising the retention level of post-primary students to completion of the senior cycle and to improving the participation of all children in education and training systems. It is also committed to education in the form of lifelong learning. The demands of the global knowledge economy are such that a lifelong learning ethos is needed to underpin long-term employability and living standards.

The back to education initiatives involve the merging and continuation of existing levels of provision under the Youthreach programme, senior Traveller training centres, the VTO scheme and post-leaving certification courses. The back to education initiative will play a key role both in addressing the needs of those with minimal or no educational qualifications and in offering a re-entry route to those who wish to upgrade their skills in line with emerging needs. Access to information and communication technology, electronic and technical training skills, enterprise development, business, tourism, arts and crafts, child care and a broad range of other disciplines within the industry and services sector will ensure that life-long learning is a central Government policy.

It is clear from the Bill that there will be a transparent course of action with procedures to safeguard the rights and duties of all parties with appropriate remedies where such are needed. The Bill will copperfasten the already high standard of education provided which, as the Minister said last month, has played such an important role in the recent economic and social development of the State. It is correct that teachers should have their professional role formally recognised by the State. This will confirm the status of teachers, entitle them to regulate their own affairs and empower them with greater responsibility for the standards and quality of Irish education. The high quality of the teaching profession in Ireland and the need to ensure this quality is maintained into the future was a key theme of the Minister's speech here on 24 October last. I support the clear and unequivocal goals of this Bill and I hope other Members do likewise.

I thank my colleague for sharing his time. We have heard much discussion not just here but in the media about how the teaching profession has changed. This is an important time for that profession and the promotion, development and advancement of teaching is best achieved through an independent statutory agency such as the Teaching Council.

It is important that we regulate professional practice and oversee teacher education programmes in addition to assuming responsibility for furthering the highest levels of service to the public. This is an important step for the teaching profession. It has been arrived at through consultation and it is broadly welcomed by teachers.

Deputy Collins mentioned the changing structure of society and it is clear that jobs in Ireland are geared towards skilled individuals. That is why it is so important that the Irish education system is of such a high standard. We have achieved that and it is important to maintain the high standards in the teaching profession. We must recognise the professionalism of teachers so that we can maintain the numbers of people in first, second and third level education. That is important for our future.

I compliment the work of the Minister and his predecessor in education, particularly on increasing the level of funding in all sectors of education. That is important and it is something that is recognised and appreciated by the entire teaching profession. It is important to recognise that there is a clear distinction between the responsibilities of the Teaching Council and the unions. The Teaching Council will be solely concerned with the qualitative and professional matters within its remit, whereas negotiations on issues such as pensions, salaries and conditions of service will remain within the remit of the unions. There is no confusion between those two bodies.

Section 7 provides for the functions of the council, the first of which is to promote teaching as a profession and to establish and maintain codes of professional conduct. Deputy McGrath highlighted a fact earlier with which we are all familiar. He said that ten, 15 or 20 years ago school teachers were held in the highest respect within the community. That respect is richly deserved because the role played by teachers is even more difficult today than it might have been ten, 15 or 20 years ago. Coming from a family of teachers, I am particularly conscious of the importance of the role of the teacher in society, and the people who criticise teachers are not fully aware of the amount of work that goes on behind the scenes. They tend to talk about teachers' holidays and the short hours they work relative to somebody working in industry, but the reality is that a great deal of preparation and work is done at home and there is a great deal of stress. The teachers who take their jobs seriously, which I believe is the vast majority of them, have made teaching the fine profession it is today. While there have been changes in relation to discipline in schools which have made the teacher's job more difficult, the vast majority of them are doing an excellent job. The Teaching Council recognises the professionalism of teachers and will enhance the profession over the years.

The second function of the council is to establish and maintain a register of teachers and to determine the qualifications and criteria for registration. It is important that these criteria are set out clearly because I know, from talking to many teachers in my constituency, that the availability of teachers, and trying to find a substitute teacher, have posed a major problem. There are hundreds of unqualified teachers substituting for teachers in schools throughout the country and while they may be doing a good job in many cases, it is important that we do not allow standards to drop in the teaching profession. If the criteria on how a teacher can be registered on the register of teachers are set out clearly, there will be no doubt in the minds of the parents, students or the public that we are maintaining the best standards in our schools.

Another function of the council is to advise the Minister on the work of the council, matters relating to educational qualifications for new entrants to teaching, the number of teachers and the training needs of the profession. While the unions have done their best to keep the Minister informed of the requirements of the profession, the council will have a clear role in keeping the Minister of the day updated on the needs of the profession. That close contact is to be welcomed because when people qualify as teachers, that is not the end of their learning. Teachers learn throughout their lives. The needs of teachers are changing. There are many special needs pupils in today's classrooms who are now attending mainstream education, including Travellers and people from disadvantaged backgrounds. The whole structure of society is changing and it is important that teachers upgrade their needs and that the correct educational programmes are provided, whether they are in an urban or a rural setting. Teachers' educational needs must be met and proper training should be available to the teaching profession.

That area is covered under another function of the council which is to review and accredit programmes of teacher education and training. I have heard many teachers talk about that issue. I taught English and Irish in a national school but foreign languages were not taught. An array of foreign languages are currently being taught at national school level. That is something national school teachers have to be able to provide because that is what society is demanding of young people for the future.

Another function of the council is to co-operate with the equivalent body in Northern Ireland. That is important because there is much that we can learn from the people in Northern Ireland.

A number of speakers raised the question of those teachers who do not have Irish. It is true that Irish is not necessary in some teaching jobs but it is important from a cultural point of view that we highlight the importance of the Irish language. It is important that our teachers have the necessary Irish qualifications but it is fair to say that some jobs in the profession might not necessitate having fluency in the Irish language. That is something that should be examined on an ongoing basis.

Under section 8, the membership of the Teaching Council will be 37, the majority of whom will be made up of registered teachers. What we are talking about here is self-regulation, which is important, and the consultation process I referred to earlier is reflected in the make-up of the Teaching Council. Teachers cannot but be pleased that of the 37 members, 11 will be from primary level and 11 from post-primary level but many of them can be elected by their own groups and teacher unions. That is important because they are the people who are being affected by this council. We must also take into consideration school management organisations, national associations of parents and the Minister for Education and Science who will be able to nominate people to this council. Everybody is represented and that is what gives the Teaching Council such strength. All people who have an involvement in education will be represented and will have their point of view put forward.

Section 23 deals with the way the Teaching Council will operate. I note it will do its work through three major committees. Should it deem it necessary to set up other committees, however, that can be done. The three committees are the executive committee, the investigating committee and the disciplinary committee. I welcome this move because investigation and discipline is something that happens in schools from time to time but the length of time it takes to investigate a case and impose discipline is very stressful on the teacher, if it is unfounded. It is also stressful on the person making a complaint who wants to see discipline meted out if necessary. I welcome the fact that these committees are in place and I hope that if complaints are made, they can be investigated thoroughly and quickly and that the appropriate action can be put into place. I welcome the fact that there are provisions in the Bill for sanctions to be imposed. That gives the Bill a great deal of strength. If it did not have such power it would have been useless.

Access to the teachers' register will simplify the tasks of schools wishing to assess the professional status of new teachers and potential employees. That is important because from time to time schools have to employ substitute teachers or employ people on a temporary basis and if they have a register at their disposal, it will make that job much easier.

The information to be held on the register is of critical importance, particularly the findings of any disciplinary hearing including the length of time the information is to remain on the register. In cases where promotion is envisaged, or simply the employment of a substitute or temporary teacher in a school, it is important that the school would have access to that type of information before a person would be offered a position to avoid possible later difficulties. The register is important in that regard. The other information on the register is important but it is what one would expect.

The Bill is a step forward and it is welcomed by the teaching profession. It will improve the professionalism of what is an excellent job in our society and one I hope will continue to be a professional job.

This debate is timely as the teaching profession is under siege, demoralised and, in many cases, disillusioned. It also comes at a time when many teachers are experiencing burn-out and loss of status and are falling behind in terms of pay. Many Deputies said there was a time when the teacher was at the centre of the community and was a very respected figure. Teachers are still respected but they do not have the same status.

I have a vested interest in this issue as I come from a teaching background. However, teachers have not been treated fairly by the Government on this occasion. The current strike could have been averted if meaningful discussions had taken place. The only way it will end is if such discussions are held. The ASTI has offered to enter meaningful discussions with the Minister but, unfortunately, the Minister will not meet its representatives.

The ASTI is not a signatory to the PPF. This debacle must be brought to an end and some morale must be restored to the teaching profession. If this dispute carries on it will fester and teachers will become more entrenched in their attitudes, leading to a very long strike. The dispute could also become very bitter after Christmas when we approach examinations and parents become concerned about their children's future. The Minister should consider entering into discussions immediately to resolve this mat ter. The dispute will have to be resolved eventually, so why not start now?

I entered politics in the 1980s when there was little money and when any proposals put to the House for cuts were resisted. The Minister of State, Deputy O'Dea, was quite good at that. I remember when teachers marched on Croke Park and the manner in which Fianna Fáil manipulated the teachers' unions and encouraged them to take strike action and every other type of action. It is ironic and unfortunate that it is a Fianna Fáil Minister who is now refusing to meet teachers. This must send a message to all members of Fianna Fáil, particularly those who are teachers, to talk some sense into their Minister to try to create the conditions which would restore morale to a profession which, more than any other, made the people of Ireland. Even before the introduction of national education, the teacher was at the heart of Irish society going back to penal times.

This debate also provides an opportunity to examine other aspects of teaching. Teaching is not getting any easier. Students are less compliant and parents are more demanding, in some cases, and totally disinterested in others. We must also face up to the problem of illiteracy. Deputy McGrath referred to the early identification, assessment and evaluation of students' behaviour, IQ levels and so on. This process should be carried out at six years of age and the Minister of State has a particular interest in this issue. The earlier learning difficulties are identified, the better as measures can then be taken to address the problem. Due to the lack of teachers' resources some children enter second level education without being able to read or write. This is not a reflection on teachers who, in some cases, are saddled with 30 or 40 pupils per class. Such teachers do not have the necessary resources. I acknowledge the improved provision of resource teachers but there is a need for further improvement.

The provision of roads, broad-band communications and other services are indicators of economic growth. However, the future of this country depends on how we nurture our children. If we do not provide facilities in areas such as child care, health and, in particular, education, future society will be very different. Our economic future depends on nurturing all our children equally. Children with learning difficulties should be identified at a very early stage – I suggest six years of age – and resources must then be put in place to address their needs. Learning difficulties must be tackled head on at primary level.

We must provide additional resources for schools in disadvantaged areas and more supports for teachers dealing with children from such backgrounds. Unfortunately, psychological pressures on students are becoming more prevalent. We spoke of and read about this issue in the past during teacher training but it is now a reality. Modern life brings advantages but it also brings pressures. That is why we must introduce a properly funded, nationwide school psychological ser vice. There is also a need for additional remedial support. There is no school psychological service at primary level in north Kerry. Such a service has been promised but has not been delivered and I ask the Minister of State's officials to examine this issue.

Teachers are often criticised over the amount of time they spend teaching which can be 22 hours per week at post-primary level. Twenty two hours per week of constant, intensive contact with students is quite long. I would be in favour of decreasing the number of hours spent teaching but ensuring teachers compensate for that by increased dialogue with fellow teachers and undertaking additional research into their subjects. We must examine the number of contact hours involved as this issue is not as simple as some believe. Twenty two hours of intensive contact with students puts a lot of pressure on teachers who are doing their job properly. My wife is a teacher and she is exhausted by the end of the week because she takes her job very seriously. She did not ask me to raise this issue but I am sure all teachers who do likewise find that 22 hours of intensive contact is tough and requires much endurance. The pupil-teacher ratio is 30:1 in many schools. We must examine this issue given that resources are available.

A sensible approach was taken to the establishment of the Teaching Council. As I understand it, a special committee was first set up which was representative of all interested parties. The committee came up with broad suggestions on how the council should be structured and appointed and who should be represented on it. A technical working group then developed the detail of the Bill. The establishment of the council is behind schedule as the first meeting was supposed to take place in January 2000.

Acting Chairman

I am sorry but as it is 1.30 p.m. I must ask the Deputy to move the adjournment.

How much time do I have left?

Acting Chairman

You will have ten minutes.

Thank you. I move the adjournment.

Debate adjourned.
Sitting suspended at 1.30 p.m. and resumed at 2.30 p.m.
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