Dr. Martin Gormley:

No, the role of the local ETB as a corporate identity would be in terms of the training of boards of management who would then implement the characteristic spirit of that particular school. The role of the inspectorate is to ensure that the curriculum is being rolled out as stipulated.

On the question from Senator Gallagher, boards of management are challenging in terms of the role they have to play for their members. Capacity is one thing in terms of ensuring that we have the right expertise around the table. We are fortunate in ETB schools in that we have ETB nominees. We also have staff nominees and parental nominees. That forms the board of management in ETB schools. An extensive training programme has been implemented by ETBI through a cascade model where each ETB is responsible for the training of the members of the boards of management. We do recognise the role ETB boards of management play. It is a very comprehensive role and a lot arrives on the tables of boards of management, for example, matters under section 29 on suspensions and expulsions, inspection reports, meetings with the inspectorate and school policy among other areas. Extensive training is required. We have been fortunate in that we try to identify expertise from an ETB point of view and then we have our staff nominees and parental nominees.

Senator Gallagher also referred to the workload of principals. We recognise that the role of the principal is an increasingly difficult and challenging one within the current educational space. For example, over the past year we have had a number of new initiatives and new items that have come onto the desks of principals. There is the general data protection regulation, GDPR, the new childcare arrangements in that regard, the posts of responsibility and the reviews in that regard, and the implementation of the new junior cycle. They are just some of the things as well as trying to run a school on a day-to-day basis. The role of the principal is a very challenging one. That has been communicated to the Department through ETBI. We recognise that workload.

Senator Ruane talked about morality. It is important that core values are clearly identified. We are doing a lot of work around that with the post-primary sector. The reason that has been highlighted and has come on the agenda is in terms of school patronage, and it is very important. Another issue is the changing Ireland we are now in. We have seen that in recent times with the various amendments that have been voted upon and agreed and they influence our school. Core values are very important. In the RSE programme things that need to be central include consent, contraception, sexual expression in relationship, safe use of the Internet, social media and LGBTQ+. The important thing from an ETBI point of view is that it is delivered in a holistic, balanced and factual way.

Deputy Paul Murphy referred to the recent survey from the students' union on the delivery of RSE within the curriculum and the lack of satisfaction a number of students expressed in regard to it. His question was whether we are aware of that. The Department of Education and Skills is the body charged with ensuring implementation. It consults by means of a whole-school evaluation, WSE, with both parents and students. What is delivered back to us is that there has not been a huge amount of negativity expressed towards us, but I accept that we are trying to deliver to second level students who have so much access to the Internet and to social media and are coming in with some views they have formed from external sources. There is a challenge in that regard.

We would like to see an increased emphasis on SPHE and RSE being central to the Department of Education and Skills inspections. The student voice is so important. We now see that as very much part of the implementation of the new junior cycle. There is an increased emphasis on listening to students within schools, and rightly so.

Senator Gavan talked about the model agreement in terms of the characteristic spirit. The characteristic spirit of a non-designated ETB school is quite clear in terms of being multidenominational, inclusive, respectful and concerned about well-being. In terms of a designated school, a community college, the fact that there is a co-trustee influences the characteristic spirit of the model. That was why the model agreements were set up at the time. One is respectful of the characteristic spirit of both the patron and co-trustee.