Lynn Ruane (Independent) | Oireachtas source

I will begin by agreeing with the final comments of Senator Gavan on the funding of private schools. There is no evidence to support the counter-argument. Furthermore, what is wrong with moving to a public school system? If the private schools did close their doors, maybe the whole school system would improve. Students would be able to push past some of the class and culture barriers and limitations in terms of social and cultural capital that exist now if all children were being schooled together in schools of their choice within their communities. I work on a lot of difficult issues but for some reason this is one that gets me quite upset, possibly because I have lived in both realities. I have known what it means not to be able to afford school and now I know the relief I feel, as a woman and as a mother, at being able to afford school.

I want every mother and family to be able to share that feeling. It has been suggested there should be warnings about the high costs of moneylenders. We know about their high costs, but we use them anyway. I used them in the months of September and December to meet the costs associated with going back to school and Christmas. I remember paying €35 on every €100 I borrowed at the time. It is still ingrained in my head. I can still see the little book in which I used to mark off the weeks until I finished making my repayments. We know the cost of going to moneylenders, but the cost of not going to them can be higher. We have to measure that cost every time. The cost of not putting ourselves into an awful financial position can be measured in embarrassment and shame. I suggest the idea of the cost of not having the books on time, or not paying the voluntary contribution on time, ripples across every part of this conversation. What is the cost of not funding free books?

The cost of not funding technology in the classroom is massive. The digital divide is widening. If we do not have technology in the classroom as a result of inadequate funding, it will be clear at third level that the digital skills of the kids who can afford to pay for access, even if it is at home, will be far beyond those of the kids who cannot afford such access. There needs to be the technology equivalent of the free book scheme. We cannot shy away from the use of technology in the classroom. Some people are afraid of technology because they do not know how to deal with it or how to manage it. The problem is that we end up with young men from middle class and upper class backgrounds working in computer science. This aspect of the digital divide can manifest itself in how systems and algorithms are built. There can be gender and class bias in banking applications or anything else that is done online. If we cannot diversify the digital sector, another inequality will continue and we will not move along in this respect. This committee has agreed to have a debate on an EU initiative related to the digital divide. I hope such a conversation can be scheduled before Christmas in order that these matters can be teased out.

In recent years my battle has turned towards teachers and principals, while the battle of teachers and principals has turned towards families, even though the area of underfunding is where the battle belongs. As long as we keep fighting one another, the underfunding will continue. We need to acknowledge that sometimes we have to let things fall. Schools, principals, boards of management and families are always trying to find the money to put a sticking plaster over the problems. They get money from somewhere other than capitation grants - for example, by raising funds, organising raffles and putting pressure on families - to keep the lights on and obtain art supplies. If everyone continues to hold everything together in this manner, why will schools be given additional funding? Perhaps we have to let things fall. If we do not threaten to do this, from where will the impetus for increased investment come? Nobody likes to think of schools striking and doors closing because everyone thinks children need to be learning in classrooms. The cost of not letting things fall means that schools will continue to be underfunded as they are.

We need to make progress from having a conversation every year about school costs and the shaming of families. We must consider what we are going to do beyond making recommendations and contributing to this committee. We have to change the financial relationship and put the burden where it belongs. I know that I am making statements, rather than asking questions. When the matters being assessed as part of the leaving certificate art curriculum are changed every year, there are resultant changes in requirements for art supplies. Many years have passed since the funding for art supplies for teachers was increased. I have been told by teachers that they are funding out of their own pockets what they need to get the children in their classrooms up to leaving certificate standard. The State is setting out what is required of pupils at leaving certificate level, but it is not providing increased funding for the resources and tools needed to complete art projects to the required standard.

I ask the delegates to respond to my comments, particularly my point that we may need to start thinking about the cost and impact of not doing something. Rather than continuing to shame one another, we need to change the narrative and conversation. We must look at how we can move on and achieve our goals.