The ban on after-hours parent-teacher meetings is a mistake, writes JIM MOORE

THERE IS no shortage of public declarations that parents are “full partners in the consultative process” on education. The Education Act even acknowledges the integral role of parents in Irish education.

But if we look across the post-primary sector we can see the shortcomings that exist. For example, how many schools have parents as chairpersons of boards of management? Have all schools formed parents’ councils in a transparent manner? Do all schools hold board of management meetings at times that enable parents to attend? Are the issues of concern to parents on the agenda at board of management meetings?

There are wider issues holding back parents. There is the fear factor of some educationalists about an overly strong voice for parents. There is also a view that parents should be no more than fund-raisers for their school. Management bodies have not faced up to these issues.

The other partners in our system, the teachers, have gained the admiration of parents for their dedication in educating our children. But the teacher unions (ASTI and TUI) have failed to grasp the concept that parents are not the enemy. Parents are willing to work with teacher unions in campaigning for more funding for our education system. But parents resent the fact that teachers’ industrial action takes children out of the classroom.

The current directive banning after-hours parent-teacher meetings is a mistake. It is a lost opportunity to engage with parents, to explain the crisis that exists in education and its delivery in schools. Teacher unions need to do more than take action – they need to explain these actions, and their justification for them, to parents.

On school league tables, teacher unions and parents can share a common cause. League tables show a very small part of the education profile of a school. How can comparisons be drawn between different types of schools with different social and cultural backgrounds, offering a diverse range of courses? How can we compare the work of an inner city school to a large rural school? But parents need some information on schools. After all, many support the school through registration fees, fund-raising and other charges.

Parents generally have to rely on local knowledge in deciding where to send their children. The Whole-School Evaluation process should be developed to provide this type of information and allow a full picture of individual schools to be presented. We could move away from a narrow focus on exam results and league tables.

So what now for parents? The National Parents Council post-primary (NPCpp) conducted a major internal review with the support of the Department of Education three years ago. A development plan was finalised with proposals to ensure NPCpp is properly resourced. This would allow it become a sustainable partner in post-primary education in Ireland. Resourcing the NPCpp could be sustained by a fee of €2 per student. Now is the time to devote our efforts to release the capacity of parents to contribute the reservoir of talent and civic commitment available to us.

Partnership in education has been enhanced with the development of the Post-Primary Education Forum in 2007. This brings together parents, management bodies and teacher unions to discuss strategies in an attempt to form a cohesive approach to our common interest. It provides hope for the future.

• Jim Moore is president of the National Parents Council post-primary