Facing the challenge

The Irish educational system is facing the strong challenge of success and change. This State's rapid economic progress, which has been largely underpinned by our past investment in education, now makes further strong educational demands but should also enable the provision of additional educational resources. We are about to enter a monetary union with much larger countries with long traditions of economic development.

A small newcomer to such a challenging world must depend on the development of the full potential of all its people to compete. Investment in education is the one which will give the most valuable return and managing that investment is perhaps the single most important governmental and national challenge.

The fundamental changes to which our educational system must respond include the following:

our economy has become a sophisticated science/technology/knowledge-based economy demanding more persons with technological and technical qualifications and the strong promotion of maths, science and technology throughout all our schools system and society

the nature of work is changing rapidly - 40 per cent of all new jobs now require a third-level qualification, occupations requiring little educational achievement are vanishing. This fact points to the fundamental need to open educational opportunities, including full-time opportunities, to adults and to provide resourced interventions for those educationally at risk

this State's industrial base - both multinational and indigenous - has changed fundamentally and is now fully capable of following the international practice of entering a strong partnership with the educational system from which it has so much to gain. The recent invitation to invest in the new education Technology Investment Fund is just one example inward investment and company development and expansion are now at risk if we cannot further increase the output of qualified persons in a number of key technology areas. The Government this year launched special initiatives to address this issue in relation to software graduates, key electromechanical technician skills and language-based courses for teleservices. Additionally, a major £60 million allocation of the investment fund is being directed towards these key needs knowledge and technology are changing. This State has, in recent years, increased its provision for R & D activities and the investment fund adds significantly to that increase. To play in the premier economic division will require still further sustained increases. This State increasingly, too, must become a country to which international scholars come to pursue their research this country is undergoing rapid regional, urban, rural and social change creating new challenges of response from the educational system in matters as diverse as regional and rural development and the transmission of values, including Christian values this State, now enthusiastically European, has benefitted internationally by being English speaking. Its uniqueness, attractiveness and creativity has been enriched by being an English speaking country with a second distinctive culture. A challenge, including a significant educational challenge, is created by the need to both "Europeanise" education while promoting the distinctive and important part of European culture and languages in circumstances where this State now faces sustained economic competition, quality and quality assurance in all the educational system acquires a key importance. The full spectrum of qualifications - craftsman, technician, technologist, researcher - must achieve the highest international standards

The White Paper in education Charting Our Future was published in 1995. Such is the pace of change and the central role of the educational system that an evolving blueprint is required for the system. Educational systems are complex and change takes time to have an effect. Because education confers so many benefits, in an age of mass thirdlevel provision, the elimination of the persistent inequalities in educational achievement must play an even greater role than hitherto.

A new emphasis is required in our educational system in relation to issues which include the following:

Educational And Social Exclusion

A sustained political will and considerable resources are required to diminish the persistence of educational exclusion. The early start scheme must be extended to all deprived areas. At several points in the primary system, resourced interventions, including remedial provision, home/school liaison, and the like, should be provided for those underperforming in fundamental skills.

In the, say, 20 most deprived areas in our cities and towns sustained long-term multifunctional multi-departmental programmes - with education and training as key activities - should be initiated to begin a process, administered in each such area, of eliminating disadvantage. The potential return, to society and the individuals involved, is great.

Getting The Fundamentals Right

This State should set its school system a target of being in the top 10 countries in the world in literacy/reading capabilities, maths and science. Such an achievement is not dependent of a country's size or national resources. Rather, it depends on national determination, careful planning and the quality and qualifications of the teaching professional which in this country are high by international standards. Overloading a primary curriculum runs the risk of detracting from its objective of underpinning the entire educational system by transmitting the fundamentals of numeracy and literacy.

Much of the Irish economy now is science-based. For example, electronics, materials, manufacturing, computing, pharmaceuticals - sectors of major importance in this State - are strongly dependent on physical and chemical principals, a dependence not reflected in the availability or study of these subjects in schools. Demographic change is about to affect third-level education. If the demand for technically qualified persons is to be satisfied, a much greater proportion of school leavers must be equipped and motivated to enter relevant technology-based programmes of study. Science and technology must be promoted throughout all the educational system and society.

School Organisation

The organisation of the second-level school system needs to be reviewed. The Education Bill and the Commission on Points are addressing important relevant issues in this context. Our second-level system is unusual in that it largely consists of independent private schools lacking a local or regional overview of provision. As in primary education, getting the fundamentals of maths and language right are of key importance and there may be a case for some students to reduce the number of subjects in order to ensure that these fundamental disciplines are capable of supporting their participation in further education and training and in knowledge-based employment.

The Leaving Cert - now completed by most students - is, for the great majority, not an immediate terminal qualification.

Lifelong Learning

A major initiative is required to open the educational system to adults including, in particular, full-time study. A scheme of special grants to facilitate the attendance at school and college of mature persons should be initiated. Demographic change, the changing nature of work and the economy, the rich potential of motivated mature persons all suggest the valuable return that such an investment will merit. The idea that school and college are only for the young should become an outmoded idea.

Variety Of Provision

The promotion of variety of provision in course structures and organisation, in delivery methods, in credit accumulation and so on must be enhanced. The technological sector, which has a reputation for flexibility and innovation, should with industrial partners provide a further variety of modes and course models to facilitate access and the acquisition of qualifications, further qualifications and professional development.

Institutional Co-Operation

At third level, individual institutions and the technological and university sectors compete. There is also, in a small country, considerable opportunity for inter-institutional and sectoral co-operation. Important areas for increased co-operation include the joint promotion of investment in Ireland, regional development, the provision regionally of in-service courses for teachers (and technologists) in areas such as IT, maths and sciences, R & D projects and so on. The competitive international environment suggests a national policy of promotion of co-operation at third-level. This close co-operation should, of course, include Northern Ireland institutions.

Much has been achieved by the Irish educational system. There is a national consensus of support for its further development. Its central and changing role in the knowledge society compels a continuing investment in its quality and a close monitoring of the effectiveness of educational quality, relevance and access. This Government has shown a strong willingness to invest in that currency.