Sir, - John Kelly's article (April 17th), is an accurate assessment of a current trend in third-level education. The article suggests that there is an increasing bias towards vocational education. Consequently, less emphasis is being placed on more traditional academic subjects.
A similar trend is evident in many secondary schools. Although vocational secondary schools have been in existence since the 1940s, education policy since the early 1990s has favoured a more vocational-oriented secondary school curriculum. The White Paper on Education (1992), recommended the school curriculum should emphasise the development of practical and transferable vocational skills. This constituted a departure from the traditional or classical oriented curriculum.
This change in emphasis has a number of important implications. A student studying history is clearly learning about history, however, the student is also learning whether he or she likes or dislikes history. Similarly, an English student may learn about prose or poetry, however, he or she also is learning about creativity and expression. This "other learning" is a consequence of what researchers term the "hidden curriculum".
The "hidden curriculum" has a number of implications for a vocation oriented education system. One implication is that such an education system may implicitly prepare students to be employees. Vocational subjects are, of course, vocational in nature with a particular emphasis being placed on the acquisition and development of transferable skills. The skills acquired tend to be most relevant to the workplace.
Therefore, education policy is consistent with industrial policy, the emphasis of which, over the last 30 years, has been to attract foreign direct investment. One of the major attractions for multi-national companies locating in Ireland is the supply of a well-educated workforce, specifically, a well vocationally-educated workforce with high skill levels.
Clearly, this is a justifiable and necessary policy for continuing economic development and Ireland's educational policy has served the economy well. However, consideration should be given to the other consequences of an education system that is less biased towards a classical curriculum. Classical education places a greater emphasis on knowledge than skills. Subjects like English, history and mathematics are more synonymous with self-expression, creativity and analytical thinking. While these may not be considered practical skills in the vocational sense, they are essential skills.
It is interesting to note that some Irish entrepreneurs have commented that a classical education background has been an essential influence on their decision to become employers and not employees. The need for self-expression and creativity has been cited a major influence. Is it possible that a vocation-oriented curriculum would result in greater numbers of employees but fewer entrepreneurs? Ultimately, consideration should be given to the opportunities that are lost in terms of economic, social and cultural development as a consequence of not promoting a classical-oriented curriculum in schools. As with many other issues, a balance is required. - Yours, etc.,
Lloyd Callan, Moy Glas Glen, Griffeen Valley, Lucan.