DAIL DEBATES


Teaching Council Bill 2000
Sitting Time
Sitting Date
12:10
22 November 2000
Text:

Mr. Kelleher: 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.
Section to follow:
Section M follows.
Sitting Time
Sitting Date
12:20
22 November 2000
Text:
(Mr. Kelleher continuing)
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 there is 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 programmes of teacher education and raining; 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,
Section to follow:
Section N follows.

Take Number: N
Next Take Number: O
Forum
DÁIL ÉIREANN

Sitting Time
Sitting Date
12:30
22 November 2000
Text:
(Mr. Kelleher)
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.
Because of 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 seventies and early eighties 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 -----

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

Mr. Kelleher: 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.