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<title>Tom McEllistrim - Recent appearances (From KildareStreet.com)</title>
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<dc:date>2009-04-15T16:11:20+00:00</dc:date>

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<item rdf:about="http://www.kildarestreet.com/debates/?id=2009-01-29.492.0&amp;m=528#g493.12">
	<title>School Services Staff. | D&amp;aacute;il debates</title>
	<link>http://www.kildarestreet.com/debates/?id=2009-01-29.492.0&amp;m=528#g493.12</link>
	<description>I wish to raise the issue of the need for laboratory technicians in our secondary schools.  The Irish Science Teachers&acirc;�� Association has overwhelmingly endorsed the proposal that all second...</description>
	<content:encoded><![CDATA[<p pid="493.2">I wish to raise the issue of the need for laboratory technicians in our secondary schools.  The Irish Science Teachers’ Association has overwhelmingly endorsed the proposal that all second level schools be provided with laboratory technicians in an effort to gain greater efficiencies within school science departments and to maximise the use of existing resources.  It has also published a policy document on the matter spelling out the reasons it believes that these support personnel are needed.  The provision of high quality science education is acknowledged by all as a key requisite for our student population.  The promotion of science as a subject at second level, its introduction as part of the new curriculum in our primary schools and the promotion of third and even fourth level science underlines the belief that science as a subject is central to the continuing development of the knowledge economy and to the future of employment in this country.</p><p pid="493.3">The Irish Science Teachers Association believes that to maximise the quality of learning, understanding and value of science in schools, the provision of laboratory technicians would allow teachers to focus on the necessary concepts, namely the teaching of science.</p><p pid="493.4">The three main science subjects at junior and senior cycle levels have all been revised in recent years.  There is a much greater emphasis on practical work, with students being required to complete mandatory experiments in all subjects.  This has resulted in between 24 and 30 mandatory experiments for students at various levels.  There are course work assignments as well as the integration and use of technology by students in their learning.  All this adds up to a considerable amount of practical work and rightly so as science is a practical and hands-on subject.</p><p pid="493.5">Approximately 26, or 4%, of the 720 schools, currently have laboratory technicians on their staff.  However, in Northern Ireland all second level schools employ technicians and may have a technician specifically for each main science discipline.  Valuable time can be lost by students as teachers have to prepare the science laboratory for the varied series of experiments and investigations conducted there.  This can take up to 20 minutes in a single or double class period.</p><p pid="493.6">A survey of schools has shown that principals of schools who already have laboratory technicians believe their presence has led to greater efficiencies within the science departments in terms of planning, maximising use of laboratory time and resources.  They believe that having a technician will provide greater opportunity for students to participate fully and capably in investigative work.</p><p pid="493.7">It is well known that discovery learning is not only more stimulating but also more beneficial for students and it has been observed in schools that have laboratory technicians that a greater number of students participate in extra project work such as the BT Young Scientist exhibition and SciFest.</p><p pid="493.8">Our universities have stated that poor uptake of senior level science subjects, particularly chemistry and physics, is having an impact on the intake of students to science courses at third level and hence the follow-on numbers available for research and development.  A poor quality experience of practical work can be a significant factor in turning students off science.  The existing resources and facilities are not being utilised effectively because of the time pressures on science teachers to both teach and act as science technicians.</p><p pid="493.9">The pharmaceutical industry in Ireland has stated that it believes that there is an urgent need to invest in laboratories and to provide technicians support to run these laboratories, as is the case in third level or in industry.  IBEC has stated that there is an urgent need for the Department of Education and Science to fund the appointment of laboratory assistants in schools.  A laboratory technician can release the teacher from a significant amount of non-teaching duties such as the preparation and distribution of equipment, co-ordination of the laboratories and preparation rooms, stock control of equipment, chemicals and resources and the organisation and day to day running of laboratories by developing an effective routine for all necessary activities and ensuring provision of essential equipment and chemicals for the science classes in addition to all necessary health and safety equipment.</p><p pid="493.10">The provision of technical assistants was one of the 39 recommendations in the report of the task force on the physical sciences.  Such provision would involve a cost, but the importance of science in a modern school curriculum cannot be underestimated.  It should be pointed out that principals want people with a knowledge of science and the relevant qualifications as science technicians.  Laboratory technicians should be able to maintain a safe working environment and support the increased emphasis on practical work in schools.</p><p pid="493.11">It has been suggested that there is a crucial role for the institutes of technology in the training of technicians.  The ITs are dispersed geographically throughout the country and the heads of their science departments have shown some interest in this.  Institutes of technology in Tralee or Limerick, for example, could work with their local feeder schools to develop a cost-effective and beneficial system whereby laboratory technicians could be trained and co-ordinated.  The introduction of a practical examination for junior certificate science this year led to increased numbers and better results.  We are making progress.</p><p pid="493.12">I believe the sensible and phased development of a support system of laboratory technicians for secondary schools would further the development of science in our schools and, in so doing, would strengthen our hand with regard to the future of employment in this country.</p>]]></content:encoded>
	<dc:date>2009-01-29T16:00:00+00:00</dc:date>
</item>
<item rdf:about="http://www.kildarestreet.com/debates/?id=2008-11-26.829.0&amp;m=528#g832.2">
	<title>Adult Education. | D&amp;aacute;il debates</title>
	<link>http://www.kildarestreet.com/debates/?id=2008-11-26.829.0&amp;m=528#g832.2</link>
	<description>A lifelong learning framework aimed at enabling experienced professionals to further their education in a flexible manner is developing.  The development of flexible learning at all levels should...</description>
	<content:encoded><![CDATA[<p pid="832.2">A lifelong learning framework aimed at enabling experienced professionals to further their education in a flexible manner is developing.  The development of flexible learning at all levels should be supported and encouraged.</p>]]></content:encoded>
	<dc:date>2008-11-26T22:00:00+00:00</dc:date>
</item>
<item rdf:about="http://www.kildarestreet.com/debates/?id=2008-11-26.829.0&amp;m=528#g830.11">
	<title>Adult Education. | D&amp;aacute;il debates</title>
	<link>http://www.kildarestreet.com/debates/?id=2008-11-26.829.0&amp;m=528#g830.11</link>
	<description>Many businesses throughout the country have been affected by the major downturn which is gripping the world&acirc;��s economy.  The increasing number of people who have become unemployed represents a...</description>
	<content:encoded><![CDATA[<p pid="830.2">Many businesses throughout the country have been affected by the major downturn which is gripping the world’s economy.  The increasing number of people who have become unemployed represents a major challenge that we must address.  Certain sectors of the economy, in particular the construction and manufacturing sectors, have seen a downturn in activity with subsequent corresponding significant increases in unemployment.</p><p pid="830.3">Rising unemployment levels coupled with the downturn in the Irish economy represent the most demanding challenge which Ireland has faced in almost 20 years.  That employment in manufacturing should be declining in an economy such as ours is no surprise.  Manufacturing follows cheap labour, wherever it goes.  In short, the answer to the loss of labour intensive manufacturing is retraining and education.  FÁS, the VECs and other educational establishments provide a wide range of courses for people who need to be re-trained or who need new or better qualifications to return to the workforce.  However, it is increasingly important to do more than provide training and education for those who have lost their jobs.</p><p pid="830.4">The need to constantly up-skill and educate those in employment at every level from the shop floor to the highest levels of management is also crucial and one of the best insurances against future unemployment.  This is why our education and training establishments need to become even more flexible with regard to the availability, organisation and structure of courses, particularly for mature students and those in employment.</p><p pid="830.5">We can all recall something of a minor furore when the then Minister for Education and Science, Deputy Noel Dempsey, introduced a new primary teaching course for graduates run by Hibernia College.  The degree involved a mixture of tutorials, coursework, teaching practice and on-line study.  This course is now very much accepted and Hibernia’s founder, Seán Rowland, recently received an award for entrepreneurship.</p><p pid="830.6">Distance learning should no longer be considered the poor cousin of traditional on-campus learning.  Flexibility is a major advantage of such courses, as students can study when it suits.  Moreover, the courses also allow more flexibility when it comes to completion.  Since the Open University pioneered distance learning in the 1960s, the concept has evolved to meet the demands of modern living and to match the expectations of professionals who are keen to further their education, but because of time, location and personal commitments, are unable to do so in the traditional setting of a university.</p><p pid="830.7">Many of lreland’s universities now offer distance learning programmes and have responded to the growing need for courses aimed at professionals who seek to attain a masters or other postgraduate qualifications.  At the Institute of Technology Tralee, masters programmes are offered on a part-time basis over two calendar years with module workshops, residential and bimonthly facilitated action-learning group meetings.</p><p pid="830.8">This year, the UCD Michael Smurfit School of Business launched its first postgraduate distance learning programme, a masters degree in management.  It offers a range of business-related subjects including marketing, management, law and human resource management.  The decision to offer this course in a flexible manner has resulted in a course intake some three times greater than before, despite the fact that it was never advertised.</p><p pid="830.9">In addition to distance learning programmes, other more flexible programmes have also appeared on the Irish market from such establishments as Dublin City University, the Open University and the Irish Management Institute.  The need for greater choice and flexibility can be accommodated by courses which allow candidates to learn at their own pace.  The concept of a credit bank, whereby students can work towards qualifications such as diplomas and from there to masters degrees offers many advantages including motivation.</p><p pid="830.10">The development of student support structures aimed at assisting students to complete their studies could include a personal tutor, a person available to discuss course matters by telephone, e-mail or through a drop-in service.  Entry requirements tend to be more flexible and to acknowledge to a greater extent workplace experience.  At Dublin City University, for example, there are five entry routes to its distance learning programme, including evidence of substantial relevant work experience.  Flexible learning offers greater advantages for employers and hopefully we can look forward to an expanding range of courses including courses with a strong workplace focus and tailor-made or bespoke diploma courses for companies.  Employers often prefer the distance learning option, as it offers some reassurance that staff can engage with the learning process in a flexible way and it can reduce the likelihood of constraints on the ability of staff to complete work.</p><p pid="830.11">We must maintain the competitive edge provided by the skills of our workforce.  Responsive and flexible training programmes are providing both individuals and businesses with the necessary skills to succeed in the ever-changing global economy.  Such colleges as the Institute of Technology Tralee along with the universities, vocational education committees and FÁS——</p>]]></content:encoded>
	<dc:date>2008-11-26T22:00:00+00:00</dc:date>
</item>
<item rdf:about="http://www.kildarestreet.com/debates/?id=2008-07-03.357.0&amp;m=528#g381.0">
	<title>Statements on Climate Change | D&amp;aacute;il debates</title>
	<link>http://www.kildarestreet.com/debates/?id=2008-07-03.357.0&amp;m=528#g381.0</link>
	<description>Climate change is among the greatest challenges of our time.  The debate is no longer about whether climate change is happening; we all know for sure that it is.  It is obvious from increases in...</description>
	<content:encoded><![CDATA[<p pid="381.1">Climate change is among the greatest challenges of our time.  The debate is no longer about whether climate change is happening; we all know for sure that it is.  It is obvious from increases in global average air and ocean temperatures, widespread melting of snow and ice, and rising mean sea levels.  It is accepted that most of the warming that has occurred over the past 50 years is very likely to have been caused by human activities.  This warming is projected to continue and increase over the course of the 21st century and beyond.</p><p pid="381.2">Climate change does not distinguish by nationality, colour or religion, and is a real threat to our way of life.  It is no longer something that we hear about on the news from somewhere else.  It is affecting our lives directly.  We have all become accustomed to seeing the problems associated with various environmental catastrophes on our TV screens and in the media.  In many ways people can become desensitised to issues that affect people in countries that seem far away.  One reason the tsunami that occurred around Christmas 2004 had a deep effect on people across the world was that the victims included western holiday makers and businesses.</p><p pid="381.3">The surge in oil and food prices, particularly in the past year, has caused a wave — if not a tsunami — of concern.  This is no longer just about the issue of climate change but also about the economic consequences of our response to it.  The developed world, it may be argued, had become complacent about cheap food.  That is no longer the case as we grapple with the consequences of the replacement of food crops with energy crops.  In the least developed parts of the world, climate change is an issue of deep injustice, as it is the people who have contributed least to creating the problem who are being disproportionately affected by it.  The interaction between climate change and poverty is potentially catastrophic as climate change pushes fragile livelihoods over the edge.  The effects of unpredictable rainfall, droughts, floods and hurricanes are already being felt across the developing world and the poorest people in these countries are being hit the hardest.  In addition, it is they who are most affected by rising food prices.</p><p pid="381.4">Tackling poverty means addressing both the causes and the consequences of climate change in an equitable way.  It is widely recognised that global temperature increases must be kept within a limit of 2° Celsius above pre-industrial levels in order to prevent the more dangerous effects of climate change.  However, for many of the world’s poorest people, climate change has already reached danger point.  For this reason, the global response to climate change must emphasise support for developing countries in adapting to these changes.</p><p pid="381.5">Sustainable Energy Ireland tells us that climate change is already starting to affect Ireland.  It refers to the increase in extreme weather events, including floods, storms and droughts, in recent years, and predicts that Ireland’s winters will be warmer and wetter.  By 2050, the temperature in January will have increased by 1.5° Celsius.  Winter conditions in Northern Ireland and the north midlands will be similar to those on the south-west coast today.  While milder winters might seem like a good thing, this is not necessarily the case.  Rainfall will increase by 11%.  SEI also predicts that Ireland’s summers will be warmer and drier.  By 2050 the average July temperature could increase by 2.5° Celsius.  Although this does not sound very threatening, there could be serious implications, such as summer droughts which will cause competition for water supplies.  The impact of these changes could include an increase in flooding — particularly in the west — and droughts in summer.  Irish farmers will no longer be able to grow potatoes.  New agricultural pests and diseases will appear and the possibility of water pollution problems will increase.</p><p pid="381.6">Everyone has an important role to play in preventing human-influenced climate change, as everyone contributes to its effects through electricity use, heating and cooling, and transportation.  A recent survey showed that most people recognise that climate change is occurring and that steps need to be taken across the board and at every level in society.  However, unsurprisingly, people begin to step back from this general standpoint when they are confronted with the likely cost implications of these changes.  The considerable growth in the Irish economy over the last decade has undoubtedly put upward pressure on our emissions.</p><p pid="381.7">With challenges come opportunities.  However, the scale of the challenge facing us means that we must also look beyond the energy sector to achieve the necessary reductions in greenhouse gas emissions.  Responsibility must be shared by a wide range of actors, including the public sector, which must lead by example.  Achieving the targets will also necessitate voluntary changes in behaviour by individual citizens in small ways; for example, by increasing their use of low-energy light bulbs and driving in a more fuel-efficient manner.  This is an area in which everyone can and must play a part if we are to be successful in protecting the environment for the next generation.</p><p pid="381.8">The Government’s National Climate Change Strategy 2007-2012 was launched by the then Minister for the Environment, Heritage and Local Government, Deputy Dick Roche, in April 2007.  The strategy sets out, in a detailed and specific way, the comprehensive measures the Government has put in place to enable Ireland to meet its target under the Kyoto Protocol.  It addresses measures in all sectors of the economy, including energy, transport, agriculture, the residential sector and businesses, and includes existing measures put in place on foot of the National Climate Change Strategy 2000 and, subsequently, through the National Development Plan 2007-2013, Transport 21, the White Paper on energy and the bioenergy action plan.  It also includes a series of additional measures to deliver the overall objective of putting Ireland on a pathway towards a low carbon economy.</p><p pid="381.9">The national climate change strategy looks beyond the Kyoto Protocol period and shows that the total contribution of measures adopted by the Government will account for 80% of the effort Ireland will need to meet its Kyoto Protocol commitments.  The remaining 20% will be made up by Ireland’s use of the flexible mechanisms.  These flexible mechanisms allow Kyoto Protocol parties to support the development of clean technology in the developing world in return for emissions credits.  Some €270 million has been allocated under the National Development Plan 2007-2013 for investment in such projects over the lifetime of the strategy.</p><p pid="381.10">The Carbon Fund Bill will provide the necessary legislative underpinning for the National Treasury Management Agency to undertake its role as purchasing agent on behalf of the State.  The public sector will be required to measure, report and reduce its emissions.  Public sector bodies will have specific targets for emissions reduction and be required to report progress in their annual reports.  The Government will publish another climate change strategy for the period to 2020 when Ireland’s post-2012 commitments are known.</p><p pid="381.11">The strategy sets out, on a sectoral basis, that a combination of existing and additional measures will reduce Ireland’s greenhouse gas emissions by over 17 million tonnes of carbon dioxide equivalent in the period 2008-2012.  Additional funding for the purposes of this strategy encompasses policies and measures adopted since the last projections were completed for the Government in March 2006.</p><p pid="381.12">The strategy brings together the range of actions being taken by the Government to reduce Ireland’s greenhouse gas emissions.  It provides the necessary co-ordination by the entire Government to meet Ireland’s Kyoto Protocol commitments and builds on progress already made since the original national climate change strategy was published in 2000.</p><p pid="381.13">Carbon credits arise under the flexible mechanisms, which are an integral part of the Kyoto Protocol since the environmental benefit of a given emission reduction is the same irrespective of where on the planet it is achieved.  The protocol, therefore, allows countries to determine the most cost-effective balance between domestic reductions and investing in reductions elsewhere.  There will be further reductions, not included in these calculations, as a result of measures such as the rebalancing of motor tax and VRT in favour of low-emission vehicles.  There are also a number of key additional measures over and above those already in place when the review of the first national climate change strategy was published in 2006.  With regard to energy, for example, 15% of electricity is to be generated from renewable sources by 2010 and 33% by 2020.  Biomass is set to contribute up to 30% of energy input at peat stations by 2015, there will be support for combined heat and power projects and a national ocean energy strategy.</p><p pid="381.14">Our education system has played an important part in preparing our younger generation for the task ahead.  As a former secondary teacher, I believe educators are in a unique position to play a leadership role in reducing emissions by encouraging young people to take what they have learned about climate change home with them.  By nurturing activities that can help reduce climate change, we can all make a difference.</p>]]></content:encoded>
	<dc:date>2008-07-03T01:00:00+00:00</dc:date>
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<item rdf:about="http://www.kildarestreet.com/debates/?id=2008-07-02.1113.0&amp;m=528#g1114.7">
	<title>Crime Prevention. | D&amp;aacute;il debates</title>
	<link>http://www.kildarestreet.com/debates/?id=2008-07-02.1113.0&amp;m=528#g1114.7</link>
	<description>As this is my first opportunity to do so, I congratulate the Minister of State, Deputy John Moloney, on his appointment.  I thank the Ceann Comhairle for allowing me to raise this important issue...</description>
	<content:encoded><![CDATA[<p pid="1114.2">As this is my first opportunity to do so, I congratulate the Minister of State, Deputy John Moloney, on his appointment.  I thank the Ceann Comhairle for allowing me to raise this important issue and call on the Minister for Justice, Equality and Law Reform to establish a special squad in the Garda to deal with anti-social behaviour and public disorder.  I urge the Minister to introduce this squad on a pilot basis in Tralee.</p><p pid="1114.3">Local newspapers across the country provide almost weekly reports of court proceedings involving public order offences and anti-social behaviour, which principally occur at weekends, although unfortunately they also take place on week days.  Our communities and town and county councils regularly discuss the problems caused by drunken revellers late at night.  Shopkeepers often spend Mondays cleaning up broken windows and other damage.  It is unfortunate that many people seem to be unable to have a night out without causing annoyance, distress or harm to others.  Their social night out develops, usually with the aid of alcohol and possibly other substances, into an anti-social experience for everyone around them.  Fuelled by substances they would be better off without, they can make life a misery for members of the public, local businesses, the Garda Síochána and personnel in emergency departments.</p><p pid="1114.4">Intoxication in a public place, disorderly conduct, threatening, abusive or insulting behaviour, assault, violent disorder, affray and attacks on emergency service personnel are examples of some of the many types of disorderly behaviour and public order offences which adversely affect the quality of life in our towns and cities.  We all want our town centres to be alive and vibrant places where people want to live.  Urban renewal schemes were devised with this objective in mind.  However, there is no incentive to live in a town centre if one is kept awake at night by rowdy drunks and greeted on Monday mornings by shards of broken glass, an abundance of litter, graffiti and other damage to property.  What about members of the public or tourists who go out for a night and find themselves threatened, abused, insulted or intimidated for no good reason?  Sadly, this type of anti-social behaviour is probably an unfortunate side effect of the booming economy we have had over the past decade or more.  In dealing with such behaviour, it is necessary to specifically target locations where civil disorder is rife, including areas outside pubs, clubs, discos, fast food outlets and at taxi ranks.</p><p pid="1114.5">The record shows that assaults have increased substantially in Tralee.  Headline incidents in County Kerry for the first quarter of 2008 rose to 493 from 462 in the first quarter of 2007, while in Tralee and Listowel they increased from 244 to 256 and 76 to 81, respectively, over the same period.  Public order offences in County Kerry rose from 762 to 842 and while public order offences in Tralee declined, the number of more serious incidents increased from 95 to 110.  Tralee has six night clubs, 24 off-licences, 126 pubs, 44 restaurants, 18 hotels and 13 fast food outlets.  A zero tolerance approach by the Garda, which involved a complete clampdown on unruly behaviour, resulted in more than 100 arrests for public order offences in Kerry’s three main towns in one weekend in early May.  Arrests for fighting, drink driving, possession of drugs and other offences reached the three figure mark and there were 32 arrests in Tralee alone.  Garda reinforcements, including members of the dog unit, were drafted in to help to keep the peace on the streets where people were partying until the early hours.  Recently, Tralee Town Council debated whether to close a laneway in the town where there is a problem with anti-social behaviour.</p><p pid="1114.6">The identifying and targeting of trouble hot spots in consultation with stakeholders can ensure more effective deployment of Garda resources and CCTV can be utilised to enhance public safety.  It is, however, time to consider the creation of a special squad within the Garda to deal with this type of behaviour.  The starting point should be the establishment of a local task force.  Such a squad could involve the Garda, particularly community gardaí and Garda Reserve, and liaise with joint policing committees, the community and local business people, such as the proprietors of nightclubs and taxi ranks.  The squad must be given the support, resources and skills it needs to tackle anti-social behaviour.  Its members should be specially trained in dealing with public order problems, dress as a public order unit with protective gear if necessary and be capable of operating as a unit.  Visibility, the use of a paddy wagon and a robust but fair approach to public disorder would act as a deterrent and would be appreciated by members of the public.  This investment would pay dividends, particularly social dividends, in the long term.  I urge the Minister to establish such a squad on a pilot basis in Tralee, County Kerry, and Abbeyfeale, County Limerick.</p><p pid="1114.7">The Garda Síochána already has a number of special squads, including the traffic corps which deals with drink driving and speeding, the drugs squad which deals with the drugs problem and the special crime squad which deals with serious crime.  I commend the Garda on the great work these special units do.  Why should we not establish a squad to tackle the many problems associated with the scourge of anti-social behaviour and public disorder in a timely fashion and perhaps, in time, reduce the incidence of more serious crime?</p>]]></content:encoded>
	<dc:date>2008-07-02T21:00:00+00:00</dc:date>
</item>
<item rdf:about="http://www.kildarestreet.com/debates/?id=2008-06-18.318.0&amp;m=528#g384.0">
	<title>Lisbon Treaty: Statements (Resumed) | D&amp;aacute;il debates</title>
	<link>http://www.kildarestreet.com/debates/?id=2008-06-18.318.0&amp;m=528#g384.0</link>
	<description>If our experience of canvassing for the Lisbon treaty referendum teaches us anything, it should be that the people have relatively little understanding of the structures and procedures of the...</description>
	<content:encoded><![CDATA[<p pid="384.1">If our experience of canvassing for the Lisbon treaty referendum teaches us anything, it should be that the people have relatively little understanding of the structures and procedures of the European Union.  Many people I met while canvassing were not familiar with the three pillars of the Union — the Parliament, the Commission and the Council of Ministers.  When I tried to explain that structure on the doorsteps, I was often confronted with opinions and assumptions that had little or nothing to do with the Lisbon treaty.  Many people I met told me they did not know anything about it.  Some of them did not intend to vote because they were confused.  Many of those who were planning to vote told me they were going to vote “No” as a result of their confusion.  As the post mortem continues, we hear more and more about the factors that led to such a strong “No” vote.  As the Taoiseach said yesterday, one of the great falsehoods — there was no legal basis for it — was the idea that Ireland would keep its Commissioner if it rejected the treaty.</p><p pid="384.2">During the campaign I found it necessary to explain the structures, rules and procedures of the European Union which the treaty proposed to change.  That is not easy to do on the doorstep.  Reasoned and reasonable debate on matters of this nature cannot be fostered without a better understanding by society of the workings of our political systems.  Debate and discussion on such matters should not be confined to the last month or two before a referendum.  In the last couple of years great strides have been made in our schools to improve the standard of political and social education.  The availability of such courses at post-primary level should be expanded.  I propose that civic, political and social education programmes, including a module on European studies, be taught up to leaving certificate level.  They are already being taught up to junior certificate level.  Such a move would ensure future generations will be better informed when they reach voting age.</p><p pid="384.3">The referendum is over.  We need to move on by recognising that we can learn not only from the result, but also from the experience of the campaign.  We must find ways of involving people of all ages in engagement in the political system, even in a small way, if we are to raise the level of understanding of our political systems.  This is a question not only for Ireland but for the European Union as a whole.  We should broaden the systems in place such as the Forum on Europe and develop new systems of educating the public on political and social affairs in a manner that engages as many as possible on an ongoing basis.  That is the right thing to do, regardless of whether we have another referendum.  The better informed we are, the better the decisions we will make and the less likely we will be to be taken in by spurious arguments on either side of any future debate.  Our democracy can only improve in such circumstances.</p>]]></content:encoded>
	<dc:date>2008-06-18T17:00:00+00:00</dc:date>
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<item rdf:about="http://www.kildarestreet.com/debates/?id=2008-06-17.708.0&amp;m=528#g709.10">
	<title>Leaving Certificate Curriculum. | D&amp;aacute;il debates</title>
	<link>http://www.kildarestreet.com/debates/?id=2008-06-17.708.0&amp;m=528#g709.10</link>
	<description>I call on the Minister for Education and Science, Deputy Batt O&acirc;��Keeffe, to introduce European studies along with civic, social and political education, CSPE, as a subject at second level for...</description>
	<content:encoded><![CDATA[<p pid="709.2">I call on the Minister for Education and Science, Deputy Batt O’Keeffe, to introduce European studies along with civic, social and political education, CSPE, as a subject at second level for the leaving certificate curriculum.  Irish membership of the European Union has had profound economic, social, political and cultural consequences.  In 1973, Ireland was among the poorest, least developed member states and one of the most reliant upon small-scale agricultural production.  Our position has been transformed within a generation to one in which Ireland is one of the most successful economies in the European Union.</p><p pid="709.4">If the experience of canvassing for a referendum on the Lisbon treaty has taught us anything, it is that despite our application for membership of the European project in 1961 by the then Taoiseach, Mr. Sean Lemass, some 47 years ago, we know and understand relatively little of its structures and procedures.  How many times have we heard people claim, especially over the last few months, to be unable to understand the treaty since the campaign for this referendum first began?  How often have people dismissed the text of the treaty as technical and difficult?  That is because it is technical, difficult and legalistic.  As this treaty is about changes to structures, rules and procedures, we have found it necessary to try to explain what those structures are in the first place.  If people are not fully aware of the functions of the three pillars of the European Union, for example, how can we expect them to understand or make judgments on changes to the way in which they work?</p><p pid="709.5">It is disempowering to be deprived of the understanding of how the social and political world actually works.  A lack of political and social science education reduces people’s choices as political actors in society.  When understanding is missing it results in a lack of ownership of the political process.  Democracy is undermined when the people do not understand its structures and rules.  We have only begun to understand and respect the people’s right to information and familiarisation with political structures in our own country.  Great strides have been made to improve political, social and personal education in recent years.  The targeting of younger people through the curriculum will benefit generations to come.  The development of social, personal and health education, SPHE, in primary schools, CSPE at post primary level and the great work involved with Comhairle na nÓg and Dáil na nÓg have all played a part in educating our young people in politics and society.</p><p pid="709.6">The recent development of a schools programme about the work of the Houses of the Oireachtas is commendable and we can see from the extraordinary response of the public and the demand for tickets for the inaugural Oireachtas family day event that an appetite for information clearly exists.  Some 4,000 people registered for the event within hours of the tickets becoming available.  Members of the public have clearly shown that they want to connect with the centre of politics and it behoves us as parliamentarians to facilitate connection and communication, not just with the Oireachtas but with the European Union as well.</p><p pid="709.7">There is a need to bring European studies into second level education as a subject in its own right, unless it could be incorporated with CSPE which is taught up to junior certificate level and could be extended to leaving certificate level.  Such a development would widen the opportunity for future generations to learn about and better understand the European Union and our place within it.</p><p pid="709.8">Much has been written in recent weeks in the media about how successful Irish representatives, senior officials and interest groups have been in their dealings with EU institutions and our European partners.  Such people know how the Union works and how to interact effectively with our European partners to achieve our policy goals.  We should not rest on our laurels.  We should be preparing future generations for their place in Europe.  How better to ensure that the European Union and its structures are clearly understood than by teaching about it in our schools?</p><p pid="709.9">Confining EU studies to third level automatically reduces the level of participation.  European studies should be a choice of subject at all third level institutes of technology and universities.  The availability of European studies at second level would widen the participation and significantly enhance our knowledge of the European Union and its structures and procedures, which are very important to our daily lives.  A reasoned and reasonable debate can only be fostered if, as a society, we have a better understanding of what our political systems are and how they work.  Opportunities for debate and discussion should not be confined to a month or two before a referendum.</p><p pid="709.10">We need to develop greater awareness at all levels about the European Union, whether through schools or through public information programmes.  Our second level schools are a good place to start.  I urge the Minister of State, Deputy Haughey, to consider that the Government should seriously examine introducing European studies as a subject at second level.  The subject could also be introduced on a pilot basis in second level schools, for example in Limerick West in the towns of Abbeyfeale and Newcastle West, or in Kerry North in Listowel or Tralee.  The better informed we are, the more engaged we will be and the better decisions we can make.  Our democracy could only be the better for this.</p>]]></content:encoded>
	<dc:date>2008-06-17T22:00:00+00:00</dc:date>
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<item rdf:about="http://www.kildarestreet.com/debates/?id=2008-04-22.445.0&amp;m=528#g446.12">
	<title>University Status. | D&amp;aacute;il debates</title>
	<link>http://www.kildarestreet.com/debates/?id=2008-04-22.445.0&amp;m=528#g446.12</link>
	<description>I thank the Ceann Comhairle for allowing me to raise this important issue.  I call on the Minister for Education and Science to grant university status to the Institute of Technology, Tralee. The...</description>
	<content:encoded><![CDATA[<p pid="446.2">I thank the Ceann Comhairle for allowing me to raise this important issue.  I call on the Minister for Education and Science to grant university status to the Institute of Technology, Tralee.</p><p pid="446.3">The past 40 years have seen a massive expansion in the growth and range of higher education institutions worldwide.  In Ireland, as in many other countries, the response to demand for third level education resulted in the establishment of institutions with the specific remit of being close to the world of work.  The development and growth of the network of institutes of technology has greatly enhanced access to third level education across the country and to many students who might not have entered third level were they not available.</p><p pid="446.4">Our third level institutions have responded well to the demands of a rapidly changing Ireland and a changing world and they are uniquely placed to respond to new demands of both a local and international nature.  All our institutes of technology have established reputations in teaching, innovation and research but many of those centrally involved in our institutes now say the dual titling system in Ireland is creating unnecessary confusion.</p><p pid="446.5">New thinking is now emerging on the needs of current and future workforces, the economy and society.  Across the world, different models are being developed for universities that better reflect the increasing diversity of types of institutions in higher education.  In other countries systems have now been developed and re-aligned in response to the needs of students and society.  Some countries, such as Germany and Finland, have dealt with the ambiguity of the institutional title by reclassifying their equivalent institutions as “universities of applied science”.  This has not only addressed ambiguities but has also enhanced the ability of these colleges to attract students and compete more effectively for research funding and trade internationally.</p><p pid="446.6">The agreed paper on university designation from 12 institutes of technology, including the Institute of Technology, Tralee, asks that the matter be addressed now rather than allow growing local campaigns to distract from the real issues of meeting the rising knowledge needs of young people, the workforce, enterprise and the economy.  The paper states maintaining the <i>status quo</i> is not sustainable and outlines three options: federal university arrangements among all institutes of technology; federal arrangements between institutes of technology and existing universities; or the renaming of the institutes to include “university” in the title.</p><p pid="446.7">At the Institute of Technology, Tralee, one of the signatories to the aforementioned agreed paper, students are offered a wide range of courses within a dynamic learning environment.  With superb facilities and student services, the institute has been to the forefront of learning since its establishment and has gained a reputation as a centre of distinction for teaching, learning, research and academic achievement.</p><p pid="446.9">The mission statement of the institute is: “To excel in teaching, research and development work, for the benefit of students, industry and the wider community”.  It offers a range of programmes ranging from certificate through to honours degree, masters and PhD level.  Enhancing the taught programmes is a world class programme of research.  The institute is a major contributor, both nationally and regionally, to economic, social and cultural development.  Its programmes and research activities are influenced by national and regional needs and constantly refined to absorb the very latest developments and innovations.</p><p pid="446.10">The institute shares its campus with Kerry Technology Park and has fostered close links with companies based there.  The multi-million euro development master plan has seen significant developments in learning, teaching, research and student sports facilities, providing quality facilities for learners.  The institute has a strong record of innovation in programme design and delivery and has led the sector in a number of areas, for example, the add-on degree structure; e-learning and methodologies; video conferencing and so on.</p><p pid="446.11">Strong links with external organisations and companies result in the institute delivering a true competitive advantage to the business community.  It is committed to maintaining the highest levels of quality education and research through further developing its collaborative links with industry and educational and research institutions internationally.  The range of activities undertaken properly classifies the institute as a university and it is actually recognised as such within the European Union.</p><p pid="446.12">Further expansion of international activities is planned.  It is vitally important that the status of the institute is readily understood at home and abroad.  University designation would be hugely beneficial for the regional economy, providing a further incentive for investment by both local and international industry.  It would mean better recognition for the college on an international level and broaden the scope for collaboration with universities worldwide.  The application for university status is based on merit.  In most countries the term “university” would be the only accurate description for the institution that the Institute of Technology Tralee has become.  I urge the Minister to consider conferring university status on the institute.</p>]]></content:encoded>
	<dc:date>2008-04-22T21:00:00+00:00</dc:date>
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<item rdf:about="http://www.kildarestreet.com/debates/?id=2007-11-14.660.0&amp;m=528#g661.9">
	<title>Services for People with Disabilities. | D&amp;aacute;il debates</title>
	<link>http://www.kildarestreet.com/debates/?id=2007-11-14.660.0&amp;m=528#g661.9</link>
	<description>I thank the Ceann Comhairle for allowing me to raise this important issue in my constituency.  I call on the Minister for Community, Rural and Gaeltacht Affairs to provide the necessary funding...</description>
	<content:encoded><![CDATA[<p pid="661.2">I thank the Ceann Comhairle for allowing me to raise this important issue in my constituency.  I call on the Minister for Community, Rural and Gaeltacht Affairs to provide the necessary funding for the Kerry Network of People with Disabilities in order that it can employ a project co-ordinator.  At present, the network operates without a project co-ordinator, which is completely unsatisfactory as every ship needs a captain.</p><p pid="661.3">The Kerry Network of People with Disabilities was established in 1996 by local volunteers following the publication of the report by the Commission on the Status of People with Disabilities in Ireland.  It is one of 30 networks of people with disabilities in Ireland that together form the national organisation known as People with Disabilities in Ireland Limited, PwDI.  The Kerry Network of People with Disabilities catchment area comprises all of County Kerry.  The remoteness between rural and urban parts of the county is easily seen when one considers that County Kerry has an area of slightly more than 1,800 square miles and a road network of more than 4,000 miles.  Tralee is the administrative capital.  Membership of the Kerry Network of People with Disabilities is open to all people with disabilities, their families, carers and advocates in County Kerry.  At present, it has a registered membership in excess of 500.  The Kerry Network of People with Disabilities is unique in that it is an organisation of, as opposed to for, people with disabilities.</p><p pid="661.4">From the outset, the Kerry Network of People with Disabilities has operated to the principles of community development.  Hence it employs a community development worker to deliver a community development programme to its members.  The network has developed and grown in direct response to the expressed needs of its members.  Over the years, together with the capacity of the network to influence positive change that affects the lives of people with disabilities, individual capacity building has seen members become stronger advocates, negotiators and representatives of the network’s aims and objectives.  The aim of the Kerry Network of People with Disabilities is to promote the human, civic, social, economic, political, cultural and recreational rights and freedoms of people with disabilities in County Kerry.</p><p pid="661.5">The Kerry Network of People with Disabilities works to create opportunities for the full and equal participation of people with disabilities.  It attaches particular importance to the defence and promotion of rights.  Indeed the  network’s work has always been diverse and includes team building, work plan development, representation and facilitation.  The network has also carried out access audits, made submissions to both local government and national Government and organises training for its members.  The Kerry Network of People with Disabilities is a model of best practice that keeps people with disabilities at the centre of all decision making.  It promotes full inclusion and opportunities for all.  The network’s focus is always on ability, diversity, challenging inequality and encouraging others to embrace diversity and become more inclusive in line with current legislation and best practice.</p><p pid="661.6">The network believes that unless there is a sense of involvement in decision making, the alienation and exclusion of disabled people will grow.  It works to ensure that disabled people are central not only at the consultation stages of development that has an impact on their lives but that they are present at the stages of implementation, monitoring and evaluation of any such initiatives.  The network always promotes best practice regarding disability issues.  The Kerry Network of People with Disabilities will continue to work hard to ensure it has the capacity and resources to participate in the new opportunities contained in the national disability strategy.</p><p pid="661.7">The network’s current staffing consists of a voluntary management committee, which is representative of those involved, such as, for example, people with all forms of disability, groups and organisations, parents, advocates etc.  Its staff comprises one community development officer, two part-time finance officers who are funded by the HSE, one outreach worker and three community employment staff who are seconded from Partnership Tralee, as well as volunteers drawn from approximately 25 active members.  At present as the Kerry Network of People with Disabilities does not have a project co-ordinator.  The community development worker must assume responsibility for the management of the project and must support and supervise the staff, functions which go far beyond her job description.</p><p pid="661.8">The appointment of a project co-ordinator is absolutely necessary to respond to the need for overall co-ordination of the project and the issues involved in the increased workload.  A co-ordinator would enable the network to continue to develop and respond to the expressed needs of its members, that is, people with disabilities in Kerry, as well as their families, carers, advocates and its partners.  Such a co-ordinator is an essential element of the future development of the network.  The management committee and staff have been very proactive over the years in undertaking new work regarding people with disabilities throughout County Kerry.  However the lack of a project co-ordinator within the network has hampered the efforts of the project to develop to its full capability and has, as stated, greatly increased the workload and responsibilities of the community development worker. The proposed co-ordinator would be expected to facilitate and implement the work plan as drawn up by the management team of the Kerry network and will be accountable to it.  In addition, the co-ordinator would be responsible for all staff employed by the network.</p><p pid="661.9">I urge the Minister to allocate the necessary funding to the Kerry Network of People with Disabilities in order that it can employ a project co-ordinator and thus deliver a more focused and enhanced service to its members.  I insist the Minister give this ship a captain.</p>]]></content:encoded>
	<dc:date>2007-11-14T21:00:00+00:00</dc:date>
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<item rdf:about="http://www.kildarestreet.com/debates/?id=2007-10-04.336.0&amp;m=528#g337.8">
	<title>Community Enterprise Centres. | D&amp;aacute;il debates</title>
	<link>http://www.kildarestreet.com/debates/?id=2007-10-04.336.0&amp;m=528#g337.8</link>
	<description>I call on the Minister for Enterprise, Trade and Employment, Deputy Martin, to ensure that the funding application for a community enterprise centre in Farranfore be given priority in the...</description>
	<content:encoded><![CDATA[<p pid="337.2">I call on the Minister for Enterprise, Trade and Employment, Deputy Martin, to ensure that the funding application for a community enterprise centre in Farranfore be given priority in the interests of balanced regional development.</p><p pid="337.3">Farranfore is unique in that it is the only location in the country with access to an airport, national roads and a railway.  Kerry County Council has designated it as being crucial to the development of the Tralee-Killarney hub under the national spatial strategy, but it is a CLÁR area due to its depopulation since the foundation of the State.  Recently, a group of active stakeholders, including local community groups and the local development partnership with the support of the council, Kerry County Enterprise Board, Leader and many other actors, submitted an application for funding under the 2007 community enterprise scheme to Enterprise Ireland.  It is imperative that the funding be secured during this round, as the window of opportunity is open for development.  If the initiative gets support, it will be a catalyst for excellent enterprise development in County Kerry and the mid-Kerry area in particular.  At full capacity, the centre will generate more than 60 jobs on site.</p><p pid="337.4">The initiative has the support of many local stakeholders, including the management of the airport, which has gone from strength to strength in recent years.  As part of a local twinning project that has received local government and EU support, business development associations in Brittany have been consulted with to develop international trade links.  Discussions to date have been positive in that regard.</p><p pid="337.5">Many areas of Kerry have good histories in terms of enterprise development, but Farranfore and mid-Kerry do not.  Developing the facility in question would be timely.  If funding is secured from Enterprise Ireland, it will ensure the development of employment opportunities in that strategic location.</p><p pid="337.6">The department of regional and urban planning at University College, Dublin, produced a comprehensive study on the period 2002 to 2022.  Consultants developed and recommended the concept of an economic and development triangle between Tralee, Killarney and Castleisland centred on Farranfore and mid-Kerry.  Quoting the economic spatial development perspective, the study claims that such a development centred on the Farranfore transportation hub would facilitate a more balanced system of urban-rural relationships utilising links between international, national, regional and local transport networks while promoting the role of gateway and hub towns.  The study’s summary recommendations outlined the objective of developing Farranfore as an industrial hub for the region by capitalising on road, air, rail and telecommunications infrastructure.  The study recommended that the location and consequent advantages should be marketed as providing distinct advantages for businesses and industry.  Current enterprise space in Tralee and Killarney is at full occupancy.  While there is an adequate supply of large industrial units, especially in Tralee, there is a gap in facilities provision for companies seeking flexible space and the option of light industrial and, or, distribution centres.</p><p pid="337.7">I was a member of the Kerry County Enterprise Board for five years from 1999 to 2004 while a member of Kerry County Council.  I am aware therefore of an obvious latent demand for space in the mid-Kerry area generally.  Given the number of inquiries to existing centres and the continued growth in requests for support from the enterprise board and other development agencies, there is a clear need to ensure the enterprise centre initiative receives as much support as possible at this stage.</p><p pid="337.8">If and when new businesses locate in a facility, they will be given ongoing, positive support to help them grow and develop.  Already, a number of new and growing enterprises have expressed great interest in Farranfore as a location.  A great opportunity exists for all involved to demonstrate support for employment in the regions from Government and State agencies down to local level.  I urge the Minister for Enterprise, Trade and Employment, Deputy Martin, to ensure in the interests of balanced regional development that the application for a community enterprise centre at Farranfore, County Kerry, is given due priority and consideration.</p>]]></content:encoded>
	<dc:date>2007-10-04T15:00:00+00:00</dc:date>
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<item rdf:about="http://www.kildarestreet.com/debates/?id=2006-03-28.492.0&amp;m=527#g493.7">
	<title>National Flag. | D&amp;aacute;il debates</title>
	<link>http://www.kildarestreet.com/debates/?id=2006-03-28.492.0&amp;m=527#g493.7</link>
	<description>I call on the Minister for Education and Science, Deputy Hanafin, to give every primary school a tricolour and a flagpole to mark the 90th anniversary of the Easter 1916 Rising. Not every primary...</description>
	<content:encoded><![CDATA[<p pid="493.2">I call on the Minister for Education and Science, Deputy Hanafin, to give every primary school a tricolour and a flagpole to mark the 90th anniversary of the Easter 1916 Rising. Not every primary school has a tricolour and I urge Deputy Hanafin to present each national school with a flag. Fianna Fáil’s founder and Ireland’s former Taoiseach and President, Mr. Éamon de Valera, gave the tricolour constitutional status in 1937 but the flag’s history stretches back to the 1916 Rising, when it was flown from the General Post Office in Dublin, and before. Although the flag was not the actual flag of the 1916 Rising, which was a green flag with a harp and the words “Irish Republic”, the tricolour became the emblem of Irish nationalism and, later, our official flag. The 90th anniversary of the 1916 Rising is a unique opportunity to give each of our primary schools a tricolour to celebrate our shared history and the achievement of our forefathers.</p><p pid="493.3">The tricolour is a deeply symbolic flag. Its colours capture our nation’s past and the prospect of a lasting peace forged by the Good Friday Agreement. Our younger generation should be constantly reminded of Ireland’s national identity and take pride in our history. As convener of the Joint Committee on Education and Science I believe civic education should be a staple of the primary school curriculum where children can learn how politics and people have shaped our country. I ask the Minister for Education and Science, Deputy Hanafin, to present a tricolour and flagpole to each principal so that it can fly above primary schools countrywide.</p><p pid="493.4">The Irish tricolour is intended to symbolise the inclusion and hopeful union of the people of different traditions on the island of Ireland. It was flown during the 1916 Rising and, capturing the national imagination as the banner of the new revolutionary Ireland, the tricolour came to be acclaimed throughout the country as the national flag. It continued to be used officially during the period 1923 to 1937 when its position as national flag was formally confirmed by our new Constitution, Article 7 of which states: “The national flag is the tricolour of green, white and orange.”</p><p pid="493.5">The national flag is flown on St. Patrick’s Day, our national holiday, on Easter Sunday and Monday in commemoration of the 1916 Rising and the national day of commemoration on the Sunday closest to 11 July. It would give an opportunity for school children to learn about the history of the flag, the guidelines for its use, its design, significance and the display placing and precedents of the flag, hoisting and lowering the flag, saluting and learning to respect it and to learn about the special occasions on which the national flag is flown. A booklet on the national flag should be sent to each national school and it should be included in the curriculum. The European flag, a blue flag with gold stars, was given to each national school in Ireland, so why not our own national flag?</p><p pid="493.6">It is important to honour and have respect for the flag. As Irish people it is part of our identity, and is our symbol and our national flag. We should teach school children about it. It is more important than ever with peace in Northern Ireland. As a former teacher I believe it would be great to have the flag in all schools. The Irish flag is a symbol of our nation and instils pride in our people. Every Irish person’s heart swelled with pride when the Irish flag was raised at the last Olympics.</p><p pid="493.7">Our children need to learn its history and the meaning of its three colours — green, white and orange. As schools are now multicultural it is even more important that Irish people learn about their own flag. We must retain our Irishness as well as embracing other cultures. Symbols form an important part of learning and are particularly relevant for young children. Children need to know their history and one’s national flag is part of this history. Knowledge is power and informed children can inform others about their flag whereas uninformed children cannot. Schools are State buildings and if they had the flag they could raise it or fly it at half mast to show solidarity with the rest of the country in times of joy as well as times of sadness or national disaster. While the 1916 commemoration takes place in Dublin, every parish, if its school had the flag, could take part in the ceremony by having the flag at its school on that day. It would help to add a local element to the national commemoration ceremony.</p>]]></content:encoded>
	<dc:date>2006-03-28T22:00:00+00:00</dc:date>
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