The questions we should ask about our schools

Parents choosing a school inquired in Education & Living on February 2nd how they might discover the Leaving Cert results of their local community school. The query, apparently reasonable and innocuous, could raise many questions about structures and practices in Irish education, as well as public perceptions of its purpose and value.

For some time there have been intermittent calls for the State exams results to be published on the British model, so that a league table of schools might be compiled. So far, this has been successfully resisted. It seems that the Department of Education and Science has little appetite for the possible consequences of such revelations as do others involved in the education here. If this corner of the carpet of fudge, pretence and secrecy which forms part of the education system was lifted, who knows what unsavoury truths might crawl out.

Let me, as one who has peeped under this carpet, take you, dear parents all, inside a school such as the one mentioned in the query to E&L.

The principal expounds on a document setting out the school's laudable philosophy, disciplinary procedures and management structure. He asks you to call back for your exam results after you have finished your tour. Come with me, then, around the school.

You may be impressed by the building and the facilities: the well-equipped specialist rooms, the gym and, of course, the computers. I introduce you to the head girl and you are pleased that she seems so polite, cheerful and courteous. In class rooms, you discover that most of the students - and teachers - behave "normally." Nothing out of the ordinary about much of the class activity either, I'm afraid. We couldn't persuade Robin Williams to teach poetry here!

Ah! you notice the lassitude of some of the senior students. That's a Leaving Cert English class and the teacher is preparing The Choric Song of the Lotus-Eaters - I take it that you are familiar with the piece. He seems to be encouraging the class to indulge in role play. Well, it is Monday morning and some of them have been working in supermarkets or pubs all weekend - the Celtic Tiger, you know.

You wonder why all of 3F is taking foundation level English, maths and Irish. When they came to second level, their reading ages were as low as eight. They say they never did Irish in primary school, they were in a special class. But they have to do Irish in secondary. None of these facts will be adverted to their Leaving Cert.

You were probably aware that a disproportionate number of pupils of below average ability, pupils from deprived backgrounds, pupils with psychological and emotional problems are being catered for in this non-selective State school. I wish you had the time to get to know them: you could only admire the way they cope. But this will not be shown on their Leaving Cert.

You saw that pupil standing outside the classroom door? An unauthorised disciplinary procedure. And you heard that rumpus in Room 3? Yes, a small number of the students do cause persistent disruption and thereby hinder others.

But what about the document, you ask. It's fine for most, but not for these incorrigibles. By the time it really impinges on them, or they drop out, they have done their damage. This damage is not referred to on Leaving Certs.

Successive ministers have wanted to keep these students in school. I wonder if they would be so keen if they shared classrooms with their own children. No need for you to worry about them either - I'm sure that, if you choose this school, your children will be in the A stream.

You're still looking for negatives. You say students here complain about certain teachers. Well, you get them in all walks of life and in all schools - except the Academy, of course. The Department is working on a new form of inspection, so that might keep teachers on their toes.

You realise by now that the students are under enough pressure. It would be unfair of the Minister to put more demands on them - to require that a certain standard be attained before they pass from one year to the next, for example, although this is the practice in some countries.

Speaking of accountability, we could do with a little more parental involvement. This is why I'm trying so hard to impress you. We need more parents who take an active and impartial interest in children's education. So many like you so often display such polite indifference towards us.

I don't think I'll have time to take you to the rehearsals for the school play, to note the monies raised for charity, to meet the teachers organising school trips, to see the chaplain prepare an assembly, and you can't, of course, see the trophy nearly won by the soccer team. A pity because none of this will appear on the Leaving Certs either.

A teacher of English at Holy Child Community School, Sallynoggin, Co Dublin.