Brian O'Shea (Waterford, Labour)

Tááthas orm labhairt sa díospóireacht tábhachtach seo agus molaim mo chomhghleacaí, an Teachta Jan O'Sullivan, urlabhraí an Lucht Oibre ar chúrsaí oideachais agus eolaíochta, as ucht an rúin seo a chur os comhair na Dála. Níl aon rud níos tábhachtaí don pháiste ná an t-oideachas a oireann go pearsanta don pháiste sin a chur ar fáil i dtreo is go mbainfidh an páiste an tairbhe is fearr as an éirim aigne agus as an gcumas atá aige nó aici.

Dár ndóigh, tiocfaidh an torthaí is fearr don pháiste as scolaíocht i rang ina bhfuil líon na bpáistí sa rang ar aon dul le treorlíntí idirnáisiúnta den chéad scoth, sé sin meán de 20:1 faoi naoi mbliana d'aois. Ní mar sin atá sé sa tír seo. Bhí gealltanas déanta ag an Rialtas ach níor comhlíonadh é. Tá an dealramh sin ar an scéal ar aon chuma. Beidh mé ag siúl le rud éigin maith a chloisint ón Aire anocht, ach nílim ródhóchasach. Níl sé sin inglachta i dtír ina bhfuil neart saibhris innti. Caithfidh an Rialtas tabhairt faoin bhfadhb seo láithreach agus an gealltanas a chomhlíonadh le linn saol an Rialtais.

Many clichés are trotted out by Ministers and others, such as "Educate that you may be free", "Education is the best means of escaping the poverty trap" and "Education is the key to economic success", when they are eulogising our highly educated young workforce. There is no doubt that education has been a huge factor in developing the Celtic tiger economy. Unfortunately, there remain many problems, and many people have not benefited in any real way from our period of economic growth.

Ireland has the second highest class size in the EU. That makes it all the more remarkable that we have reached the standards that we have, and it speaks volumes for the professional skills and commitment of teachers, the supportive role of parents and the application of students that this is so. What having the second highest class size in the EU means was brought home to me at a meeting on 21 March, which was called by the Irish National Teachers' Organisation in Ballymacarbry, County Waterford, for the purpose of a briefing on a major INTO survey on class size in Waterford. I spent from 1966 to 1987 serving as a national teacher. Many of my teaching colleagues have told me that the change in the classroom situation since 1987 has been enormous. They tell me that I would not recognise the job of teaching that I left in 1987 to become a Member of the Oireachtas. For a short period in my early years teaching at Tramore CBS in County Waterford, I had a second standard class of 49 boys. Those were different times. The Ceann Comhairle will remember those times.

Teaching has become more difficult. By its nature, it has become more challenging and demanding. The INTO survey received responses from 75% of schools in Waterford, and the picture that emerges is grim. Thousands of children in Waterford constituency primary schools are taught in classes well above the national average size. Four primary schools have 35 or more pupils; 60 primary classes have 30 to 34 pupils; 148 pupils are in classes of 35 or more; and 1,964 pupils are in classes of 30 to 34. Two hundred children in classes of 30 or over are in multiple classes, with up to four classes involved. Of Waterford primary school children, 22% are in classes of 30 or over. There are 133 primary classes of 25 to 29 in Waterford, which accounts for 3,600 pupils, 1,350 of whom are in multiple classes of two to four different classes. There are three learning support remedial teachers in Waterford, catering for in excess of 40 pupils. The Department of Education and Science recommends a case load of 30 pupils. There are five learning support remedial teachers with case loads of 34 to 39 pupils, while nine of them have case loads of 30 to 34 pupils.

In many cases, learning support teachers have excessive case loads and must travel between three, four or even five schools. This sorry story was the subject of that meeting at Ballymacarbry, which was also attended by Oireachtas Members for the Waterford constituency, principals of neighbouring schools, representatives of boards of management and representatives of parents. The crisis in Waterford primary education is clearly illustrated in the statistics I have mentioned. Waterford should have five educational psychologists, but has only four to serve the primary and post-primary sectors.

The situation in second level class sizes is no less critical. The second level sector, according to an independent report from 2001 on staff levels in second level schools, which was commissioned by the Department of Education and Science, recommends the appointment of more than 1,200 additional classroom teachers. An ASTI survey carried out in late 2003 showed that 78% of part-time or non-permanent teachers in second level schools are seeking permanent teaching positions. There are talented teachers at second level who are unable to find stability in their lives or in their careers because of the shortage of permanent jobs.

Further issues include the serious criminal damage that is done to schools and equipment, which is becoming all too prevalent. We are still awaiting the implementation of a pension scheme for primary school caretakers. This has been promised for some time, but it is taking a long time to deliver. A further 2,500 additional primary teachers are needed nationally to bring the pupil-teacher ratio to an average of 20:1, to provide the required additional learning support resource and to train substitute teachers. Deputy O'Sullivan calls for a maximum mainstream pupil-teacher ratio of 25:1, 20:1 in disadvantaged schools or 15:1 where there is chronic disadvantage. She further calls on the Government to sanction the appointment of additional special needs teachers.

The Minister for Education and Science recently informed me, in a written reply, that the system for allocating primary school teachers is based on ensuring an overall maximum class size of 29 in each school. The INTO estimates that 2,500 additional teachers are needed to bring levels up to the standard of the best international guidelines and to bring them in line with current trends. The intake at colleges of education for 2004-05 is 1,280. Graduates of a new primary teacher training course, which has been accredited by the Higher Education and Training Awards Council and which is delivered on-line by Hibernia College, will be recognised as primary school teachers. I have some difficulty understanding how primary school teachers can be trained on-line. Teaching is about class and pupil contact and the teacher's oral communication skills. How can those skills be developed adequately on-line?

I eagerly await the Minister's response. However, like many other promises that have been made by this Government, the ones in this area have been consigned to the dustbin, and the Government has absolutely no intention of doing anything about the situation. The shambles that is developing now in the special education sector is a black mark on the record of the Government. There are conditions such as attention deficit disorder, attention deficit hyperactivity disorder, oppositional defiant disorder and dyslexia. There is no comprehensive scheme available that involves health boards, schools or the Department of Justice, Equality and Law Reform. That is because, if trends continue, a number of children who have ADHD are unfortunately likely to end up in prison. The arrangements are totally disjointed. The weighted system is causing chaos and concern for parents. As Deputy Moynihan-Cronin said, the school system is worse than previously. It has achieved much for this country through the years, but is not being looked after at a time when money is spent on many other activities which are frivolous. The Government must commit resources to the education system for it to be brought in line in terms of class size, support and back up. In this way, we can give the very best to children with special needs and those whose background puts them at a disadvantage.

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