Olwyn Enright (Laois-Offaly, Fine Gael)

I congratulate Deputy O'Sullivan and the Labour Party on tabling this motion. Deputy Peter Power felt the motion was too narrow and not broad enough. I do not know if he was in the House on the last three occasions we discussed the schools building programme on Private Members' time. I am tempted to respond to Deputy Gogarty because he wanted to hear what we have to say but in that regard, absence speaks louder than words.

Ireland is supposedly the economic miracle of the European Union. We have supposedly seen the end of the bad old days of the 1950s and 1980s. We are a new confident people ready to take our place on the world stage. That is what we repeatedly hear about Ireland today. Indeed, much has changed and we must be proud of our economic success. However, we must ask whether our recent success is being translated into a real improvement in educational provision for young people. Unfortunately, I do not believe it is and the cycle of educational disadvantage is being allowed to continue by this Government.

The Government stands indicted on its record and the figures on average class sizes speak for themselves. The fact remains that in this brave new world of Ireland in 2005, our class sizes are among the highest in the EU and are above the OECD average. At present 80% of children under nine years of age are in classes of more than 20, which is unacceptable.

Class sizes affect schools and children in a number of ways. Not only do our oversized classes affect educational performance, larger class sizes also compound educational disadvantage with negative long-term consequences for many children. Lower class sizes can make a real educational impact, especially for children in junior classes. For younger children, the best start in education is important so that they can adjust to the learning experience and do not have to play catch up as they go through schooling. For older children, smaller classes mean more individual attention from the teacher as well as fewer distractions and a more productive classroom environment. By failing to attack class sizes radically, the Government is missing the link between larger class sizes and educational disadvantage.

The number of children who fail to make the transition from primary to secondary schooling has grown dramatically in recent years and now exceeds 1,000 per year. This is an appalling statistic and highlights that educational disadvantage must be tackled from the earliest days of a child's education. For these 1,000 children, re-entry into education at some point in the future is unlikely. When we lose children from education, especially at such a tender age, we face a long uphill struggle to encourage them to re-engage with the education process. Early school drop-out can have a profoundly negative impact on a person's life. By putting in place the best possible structures to support children in school, we will avoid these difficulties in later life. Tackling the size of classes is one vital step which needs to be taken to reduce the level of school drop-out.

In tandem with the reduction in class sizes, the most up to date and appropriate teaching methods should be applied so that every child can reach his or her educational potential. Each child's educational potential must be fully tapped and supported through the use of the best possible teaching methods. There is a great deal of international research on this issue. One significant research project undertaken by the Nottingham University school of education in 1996 found that class size made a difference at both primary and secondary levels. Other research undertaken by Robinson and Wittebols in 1986 also showed that the positive effects of reducing class sizes at primary level were most evident in the junior school years. Interestingly, the study also cautioned that the positive effects of lower class sizes were less evident if teachers did not change their teaching methodologies and classroom management techniques in smaller classes. This highlights the need to give teachers the support and resources they need to review teaching styles so that children benefit from the most up to date and appropriate teaching methods according to their class size.

There are also issues in regard to class sizes at second level and the teaching of specific subjects. When teaching science subjects, home economics and other practical subjects, class size is very much a factor, especially when students are obliged to share equipment or laboratory space. In addition, when science experiments involve the use of chemicals, open flames and gases, an increase in teacher supervision and individual attention is understandably needed.

This Government made a clear and unambiguous commitment in the 2002 programme for Government. This commitment was to progressively introduce maximum class guidelines which will ensure the average size of classes for children under nine years of age will be below the international best practice guideline of 20:1. Shortly after the Minister, Deputy Hanafin, took office, she downgraded this commitment to the status of a noble aspiration. No doubt in line with the reduce-reuse-recycle policy of the Government, this commitment will find its way back into the Fianna Fáil manifesto for the next election.

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