Dáil debates

Tuesday, 26 April 2005

7:00 pm

Breeda Moynihan-Cronin (Kerry South, Labour)

However, a reduced pupil-teacher ratio does not mean a reduction in class sizes. In calculating the pupil-teacher ratio in a school the Department divides the number of pupils in the school by the total number of teachers. What this calculation does not indicate is the number of pupils in each classroom or the number of pupils taught by each teacher. We must have access to information which properly reflects the reality in our schools.

One of the major contributors to large class sizes in hundreds of schools is under-investment in school buildings. Where there is such under-investment, large class sizes are usually inevitable, especially in rural schools. We cannot reduce class sizes without additional accommodation, including classrooms and school buildings. I could instance numerous examples of County Kerry schools in dire need of investment to expand or upgrade existing facilities to cope with increased pupil numbers. Many primary and secondary schools have waited year upon year for investment to allow them extend or upgrade their facilities. In many schools I have visited staff and principals are at their wits' end in trying to progress their case for funding with the Department. In the meantime they must try to cope with teaching pupils in small and unsuitable classrooms and prefabs.

We must consider the effects of large class sizes on teachers and pupils. For pupils, they often mean inadequate levels of individual attention. In such situations weaker pupils may not get the extra attention and support they need. In this environment teachers are under increased pressure to meet the educational needs of every child. A large class makes it more difficult for a teacher to maintain control and discipline. We are all aware of the problems teachers are experiencing in terms of discipline. Whatever hope a teacher has of maintaining order in a small class, he or she has a far more difficult job in a large class.

Reducing class sizes means teachers have more flexibility to use different teaching techniques by adapting their teaching methods to meet the needs of each individual child. Teachers can more easily monitor the needs of each of their pupils in such an environment. Smaller class sizes make for a completely different and much better teaching environment.

In terms of educational disadvantage, it is vital that class sizes are controlled in areas of significant socio-economic deprivation. However, it must not and cannot be assumed that educational disadvantage is confined to large urban centres. There are undoubtedly pockets of educational disadvantage in many urban areas which demand greater resources and reduced class sizes to increase levels of educational attainment. However, there is educational disadvantage and a corresponding need for smaller class sizes to increase educational attainment in all schools and all communities to one degree or another.

In the area of child care the Minister for Justice, Equality and Law Reform is attempting to refocus staffing grant investment to areas where there is social, economic and educational disadvantage. However, the criteria in child care, education and every other area should be concerned with meeting the demands of the individual child. There are children with particular needs in every classroom, even in the most affluent communities. What the Labour Party calls for is clear. The Government must set out a timetable for meeting the commitment on class sizes made in the programme for Government within the lifetime of this Administration. It must put in place the steps needed to ensure the recruitment of the additional teachers required and the provision of extra classrooms.

Ireland is rightly proud of its record in the area of education which has been a key factor in our economic success and in attracting international investment. However, we will suffer economically if we allow a situation to continue where our children are taught in large classes and, in many cases, substandard and crumbling school buildings. This is a damning indictment of the Government parties after seven years in office and despite increased investment in education. That investment is not being used to reduce class sizes or recruit more teachers for the schools that need them most. This must change immediately if educational standards are to be maintained and if our children and teachers are to be enabled to work in the optimum teaching environment.

I support my colleague, Deputy O'Sullivan, in her comments on the weighted system which the Minister proposes for the allocation of special educational needs and learning support teaching resources. It will be disastrous and entirely detrimental to rural Ireland. In County Kerry, for instance, 72 schools will lose 38 learning support teaching posts. This is an issue that deserves much debate in this House. I urge the Minister to rethink before those in most need suffer.

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