We all know the difficulties in the banks and the great lengths to which the Government is going to fix the problems in our financial institutions and to ensure that their essential services to the economy and the country are fully restored. However, it is incumbent upon us to look at the difficulties faced by mortgage holders who have suffered great uncertainty throughout this crisis. While there is an urgent need to help people in the short term we should also look to better long-term solutions for mortgage holders, the banks and the economy. While the current situation has required serious and immediate action in an effort to get the banking system working properly again, we must also look to the long term and develop a mortgage system for the citizen, who is more than just a consumer or customer. For the sake of our citizens we should look at how they can be best protected while at the same time devising a model that works for the banking system. When we finally see “normality” return, we need to ask ourselves if the system that has let us all down should be restored or whether the mortgage system should be reconstructed on a sounder, fairer and more stable basis.
One system that has been mentioned internationally is the Danish model. This is a system which has advantages and disadvantages but which has been seen to militate against the occurrence of negative equity. It has stood the test of time. The Danish model has withstood many tests since it was brought into existence after the great fire of Copenhagen in 1795. The Danish economy has experienced contraction but the resilience of its mortgage market means that it remains the best performing in Europe during the current crisis. There is no record of a mortgage bank defaulting on its payments in Denmark and some commentators have suggested that Denmark offers a model mortgage market in that it shows that there is a safe way to securitise home loans.
This is, apparently, mainly attributable to its legislative framework which has put great emphasis on the protection of the mortgage bond investor by imposing strict limits on the risk taking of the mortgage banks leading in turn to conservative lending practices. The strength of the system is low origination cost, the absence of sharp practice and complete transparency. Denmark’s €490 billion mortgage bond market, the third largest after the United States and Germany has proved resilient during the global financial crisis.
At the core of the Danish system are seven mortgage banks that specialise in making mortgage loans. They fund their loans by selling bonds in the capital markets. The bonds are in all major respects identical to the mortgage loans they fund. What the Danes call the principle of balance means that every mortgage is instantly converted into a security of the same amount and the two remain interchangeable at all times. For example, if I borrow €200,000 for 30 years at a fixed rate, the loan would be placed in a large pool of 30-year, fixed-rate loans that serve as collateral for an equal amount of mortgage bonds held by investors. The mortgage bank would sell on my behalf an additional €200,000 of these bonds in the capital market and credit the proceeds to me. As I repay the loan, the mortgage bank passes along the payments to the bondholders in proportion to the amount of the total pool they own.
Mortgage banks are not exposed to interest rate risk from funding long-term assets with short-term liabilities. The Danish system is built on the principle of “match-funding”, meaning that mortgages are funded with bond issues that have the same characteristics as the mortgages. Borrowers in Denmark can refinance by buying back bonds in an amount equal to their mortgage balance, at par or market, whichever is lower. When market rates go down they buy at par to take advantage of the new lower rate. When market rates go up, they can stay put, or they can refinance by buying back bonds at the depressed market price. They realise a capital gain in exchange for accepting a new higher rate on their loan.
The disadvantage is that loans are not priced for risk, so borrowers with poor credit are not served. Borrowers must also have a 20% deposit to put down. While house prices declined in Denmark during the crisis, negative equity did not become a problem because the great majority of borrowers had substantial equity in their homes when the crisis struck. That was a major reason the rise in defaults in Denmark was small and manageable.
The Danish financial system has been impacted by the worldwide loss of confidence in financial institutions and the associated liquidity squeeze. In 2008 the Danish Government guaranteed the unsecured creditors of all banks, including the mortgage banks. However, the guarantee did not include mortgage bonds, because it was not considered necessary.
There may be other systems around the world worth examining, but we should look to develop a system that will be of long-term benefit to our people and which ultimately would help to prevent the kind of crisis we are now experiencing. The Government, the Dáil, the Central Bank, the Financial Regulator and other bodies may have valuable insights to provide on developing a citizen-friendly mortgage model.
]]>Tralee has been participating in the ICG since 2005 when it received an invite to attend the games hosted in Coventry. Subsequently, teams from Tralee have participated annually in venues as diverse as Bangkok, Reykjavik, San Francisco, Athens and Bahrain. The experience of attending the games has led to strong support locally to put forward the case to host the 2015 games in Kerry. As part of the initial campaign for Kerry to host the games, the executive committee of the ICG was invited to undertake a fact-finding visit to Tralee in April 2008. Letters of intent to host the games were issued by Kerry County Council and Tralee Town Council following the visit. A feasibility study was commissioned in 2010 to determine the financial implications of hosting the games in Kerry in addition to assessing the existing facilities. The study has shown that Kerry has the capacity to host the international event in 2015 and has indicated that a total cash cost of €2 million would be required to successfully bid for and host the event. The support of the Department of Tourism, Culture and Sport is seen as critical to the process and the local organising committee is seeking up to €1 million from the Department and Government, while undertaking to raise the other €1 million through the corporate sector and other means.
Kerry has a long established reputation of hosting major international sports events. Its reputation as an international tourism destination highlights its capacity to organise and host international events. Kerry has the largest accommodation stock outside of Dublin while possessing a rich cultural and heritage tourism product range that will facilitate the cultural element of the games.
Recent announcements concerning the new sports complex development at the Institute of Technology, Tralee will provide the county with a top-class sports hub to centralise the planning, organisation and hosting of international sports events. The proposed sports complex for the Institute of Technology, Tralee would provide a modern sporting hub to host the 2015 games. A decision to invest in the hosting of the 2015 International Children’s Games in Kerry, with Tralee as the central hub, would provide a means of creating and generating considerable economic impact for the region and should be strongly supported. The Kerry ICG games of 2015 would have the capacity to generate an overall economic impact for Kerry of between €5.6 million and €7.8 million against an expenditure on games preparation and hosting of approximately €2 million, based on 100 teams taking part as outlined in the feasibility study. The event has the scope to attract more than 6,000 attendees, resulting in approximately 20,000 bed nights for the region during the course of the games, which is usually between five and six days. Potential returns to the Exchequer, based on participation rates ranging from 80 to 100 cities, would amount to €1.68 million rising to €2.326 million.
In conclusion, bringing the International Children’s Games to Kerry would be a sound investment in the short term and the long term, generating considerable Exchequer returns, providing a platform for tourism development in the region and the country, and leaving a lasting legacy for sports participation and the hosting of international sports events in the country. It may not be the Olympics as we know it, but for the children of the world it is understood as a mini-Olympics. It would provide the opportunity for those in many other Irish cities and towns to join their international brothers and sisters and participate in a truly worldwide sporting and cultural event in Ireland in 2015. The Government should support the overall project and the bid to host the 2015 games wholeheartedly as a project with the potential to bring considerable benefits to Tralee, the county of Kerry and Ireland. I call on the Minister of State to look favourably on the project.
]]>As business is the engine that keeps the country running and drives the local and national economy, perhaps it is time that we considered the enhanced fostering of entrepreneurship in schools and its gradual development as a formal subject. I recently received correspondence from a young and enthusiastic secondary teacher who, after involvement in the young entrepreneur programme, YEP, in County Kerry became convinced that entrepreneurship should become a subject at second level.
As part of the programme, students at both second and third level come up with a business idea, research it and submit a comprehensive business plan. Following assessment and shortlisting, they must pitch their business idea to a panel of business people who decide on 12 finalists. They then go forward to the final where they make a concluding pitch and face questions from a panel of nationally recognised experts. The winner is later announced at a gala evening attended by all - students, teachers, mentors and organisers. The YEP and similar projects in other parts of the country demonstrate the huge potential of students. Those who did not study business but who recognised gaps in the market excelled in making business plans. Many students completing the programme have a business plan for potentially viable business ventures. The experience gained in the programme arms students with the tools to better themselves and their communities. The skills learned will stand to them in whatever careers they choose.
The global economic downturn has led to a focus on the need for job creation and competitiveness to stimulate the economy into recovery. Large scale businesses and multinationals across the country are important in providing jobs but so too are the small and medium enterprises scattered across every county. The fostering of entrepreneurship in our young people, through education, is the way forward. Given the right stimulation and support, their initiative and perception could lead to the innovation needed to create new opportunities for business and for jobs.
Traditional enterprise programmes tend to teach the theoretical side of enterprise and the formulation of business plans but there is also a need to be more hands-on and practical in our approach. Making the programme examinable would give it greater credence and put the emphasis on the student taking control of their own learning. The involvement of the wider community will allow the students to derive practical knowledge from the learning pool of local established ventures through work placement and mentoring components. Students will gain self-esteem and confidence, improving their ability to research and improving their interpersonal skills, information communication technology skills, problem solving skills, accountancy and economic skills and responsibility, adaptability and independent learning. These are all important skills not only in business but in life.
Regardless of whether these students take up a career in business, these skills and a can-do spirit of entrepreneurship and innovation will stay with them in any future career they choose. It is a win-win situation. The aims and objectives of promoting entrepreneurship in schools would allow our young people the prospect of becoming self-reliant on their own initiatives, teach them how to develop their business plans, give them the necessary tools to implement their business ideas and encompass the wider community collectively in stimulating economic growth through the implementation of business ideas through to start-up businesses. It would ignite young people’s passion and pride in their country and, therefore, the motivation to develop the indigenous industries that make their country economically sound. It would also foster a positive attitude and understanding of all aspects of business and promote maturity in all aspects of life, personally and socially.
The fostering of entrepreneurship would involve a coalition of partners in which each partner would be a cog in the wheel of success. Each would serve different functions and roles, ultimately achieving the same goal, which is to bring entrepreneurship to life, to bring to students an understanding of the business world and, potentially, to bring their ideas to a successful conclusion, that is, a profitable enterprise.
I understand there would be major practicalities involved in expanding these projects into leaving certificate subjects and considerable research and development would have to be done in advance. However, a review of current entrepreneurship projects in various parts of the country would be an excellent place to start. The Department could investigate why they were successful, what is to be learned from good practice, what could be improved, how the local business and school communities interacted and the dividend both for community and students involved. At the very least, projects such as YEP should be expanded and supported throughout the State. Business will drive our country forward and out of recession. Mol an óige and tiocfaidh sé.
]]>The situation, unfortunately, is a far cry from the high esteem in which the teaching profession is held in Finland where teaching is a highly sought after career and where professional skills are not wasted. In recent years, Finland has consistently ranked at the top of the OECD education surveys. Many international reports have cited the importance of quality teacher training and how it has brought success for Finnish students. In Finland a long tradition of high-quality teacher training is regarded as an essential factor in the success of the Finnish public education system. Primary school teachers have been undergoing master’s level university training since the 1970s. The success of the Finns in their studies is based on well-trained, university-educated teachers. The high-level academic teacher training has also made the teaching profession very attractive. University-level teacher education is based on solid pedagogic knowledge and proficiency in the subject areas to be taught. All primary school teacher trainees also engage in research, which supports them throughout their careers in terms of their pedagogical thinking and professional development. Since 1995, the training of kindergarten teachers working with children between the ages of one and six has also been based on university-level Bachelor of Education studies. The Finns are already looking at raising the education of pre-school teachers to master’s degree level.
If we are to develop a smart economy, surely we need to lay firm foundations in schools and provide them with the brightest and the best. Newly qualified teachers are an investment in our children’s futures which we cannot afford to waste. I accept that the economic situation in which we find ourselves means that our ability to employ extra teachers is limited. However, I also believe that paying fully qualified bright young teachers the dole is a poor investment. Allowing them to emigrate is as bad or worse. I welcome the new induction courses now in place for newly qualified teachers, NQTs, throughout the country as a significant step but other opportunities are required for newly qualified teachers who cannot find work.
Some time ago a plan was proposed by Professor Tom Collins, head of education at NUI, Maynooth in response to the jobs crisis facing student teachers after it was estimated that thousands of student teachers graduating each summer would struggle to find employment. Professor Collins’s plan was that qualified second level teachers would join teaching staff on a studentship programme for up to two years. They would provide ten to 15 hours teaching and extra curricular provision per week and enrol for a master’s degree. At the time Professor Collins suggested that the graduates would qualify for a jobseeker’s allowance of €10,000, supplemented by €10,000 from sources such as the European Social Fund and FÁS. The obvious advantages of such an Exchequer-neutral scheme would include saving teachers from the dole queue while upgrading their qualification and providing extra resources for schools.
The plan was based on using existing funding mechanisms in a new way. The idea of the scheme was to allow newly qualified teachers to begin to practice their profession and continue their academic advancement while also mitigating the worst effects of the education cutbacks. Minority subjects and programmes currently threatened by the cutbacks could be retained, while other staff members in the school could potentially be freed up to pursue studies and other pursuits if they wished. Participants in the scheme would be supernumerary and it would not result in a reduction of the current teacher allocation to the host school.
While Professor Collins’s proposal was based on second level education, it could also be of great relevance in other areas, especially in primary education. In hundreds of small primary schools teaching principals struggle to teach a class or more often several classes, while also double-jobbing as managers, school policy writers and God knows what else. It is interesting to note what is happening in Northern Ireland as well. A scheme, similar to that proposed by Professor Collins would elevate the standard of the teaching profession for the future, perhaps to equal or surpass that of the Finns and would be a sound foundation stone for the smart economy we seek to develop. I urge the Minister to consider seriously the proposal.
]]>The report noted the significant improvements in reducing the student to computer ratio since the commencement of specific ICT funding initiatives for schools. It found that in the main schools make effective use of ICT grants provided by the Department to develop their ICT systems. It also shows that most schools have an ICT plan and an acceptable use policy in place. The report also indicated that the majority of teachers use ICT in lesson planning and preparation and acknowledges that large numbers of teachers are participating in continuing professional development courses in ICT.
The inspectorate’s evaluation, however, recorded limited integration of ICT in the classroom at primary level. The evaluation found the use of ICT in primary schools is currently focused on developing students’ numeracy, reading and writing skills and that it is also used in social, environmental and scientific education. The inspectors recommend wider use of ICT across the curriculum. If we are to successfully meet the challenge of providing our school-going children with the skills they require for the future, we must invest now in transforming schools into e-learning environments.
Apart from the investment in broadband for schools some years ago, the last major investment in ICT was during the IT 2000 project and the recent announcement by the Minister. Many computers in schools were too old by the time broadband was introduced and are certainly long past their sell-by date by now.
We know the importance of ICT back-up in this House but our primary schools, where a teacher could be dealing with up to 30 pupils, have no technical backup. In Ireland, we have many of the most important ICT companies and we have not sufficiently tapped into the partnership possibilities that exist with them. ICT equipment is getting less expensive, as is software. Schools need new ICT equipment, adequate broadband, technical support services and pedagogical guidance. There is an immediate need to provide new equipment and technical support. The strategy group recommends that the requirement be met by front-loading investment in these areas in the first three years of the national development plan period.
Achieving a desirable level of ICT usage in all schools depends on a number of critical, interconnected factors - teacher education and professional development to leverage the benefits of new learning technologies; the ready availability of appropriate digital content and content tools; sufficient computers and support ICT equipment in schools; adequate and robust broadband provision; technical support and maintenance of a high standard; structures to implement and support the investment; and support for effect-focused and learning age suitable ICT equipment.
It is recognised that schools will vary in their requirements for and expectations of ICT. To identify desirable baseline levels of ICT provision and equipment for schools, the strategy group recommends that schools adopt the recommended ICT configurations for the development of e-learning strategies and their future implementation. All classrooms should be networked to include between five and eight service points of access, with two at the teacher’s desk and four to six for the students. Ideally schools should work towards eventually having a 5:1 pupil teacher computer ratio in classrooms.
To facilitate greater ICT integration at primary level, computers should be located in classrooms rather than in dedicated computer rooms. Large primary schools may choose to maintain their computer rooms. At post-primary level, a mix of locations is appropriate and should include both classroom computers and computer rooms. All classrooms should have a fixed digital projector and teaching computer with a wireless keyboard and wireless mouse. All computers in the schools should be networked and broadband enabled. Ready access should be available to a range of digital devices such as digital cameras and digital video cameras.
Access should be available to a mobile laptop trolley supporting between ten and 30 laptops capable of linking to the school network and the Internet, one for small schools and two for large schools. There should be a mobile multimedia station in every school with integrated digital media features to enable content creation, editing and production, recording and duplication. Resource rooms and learning support areas should be equipped with networked internet-ready computers and digital projectors, where appropriate.
]]>There is a need to fast-track the development of the community consultation element of the national strategy for service user involvement in the health service. The objective of the current health reform programme is to deliver better patient care and safety. The health service has not been short of plans, reviews and reports. However, one of the criticisms of health service planning has been that it has tended to be expert driven rather than consumer led. It has thus been disempowering in nature.
The need for community input from local health service providers such as general practitioners, consultants and nurses, as well as ordinary people, is clear. The national strategy for service user involvement states that on a community level, consultation will lead to improved policies to address inequalities in health, services that respond better to the needs of the community, more equitable and inclusive services that help to address social exclusion and reduced complaints and increased trust.
To give the Health Service Executive some credit, mechanisms for complaints for health service users have already been made much easier. In hospitals and local health offices, posters and leaflets are displayed giving people information on how they can have their say. The HSE assures the public that comments and complaints are read every day and are responded to as soon as possible.
In the United States and Canada, local prospectives are developed through the use of community based workshops and forums which examine health programmes to ensure they are accessible, appropriate and relevant. Rural stakeholders, providers and communities are consulted to strengthen understanding about health issues and develop innovative solutions. That type of local consultation could and should be developed here, particularly when so much change is going on in the health service.
The HSE is working to deliver proper primary care services in our communities but what does primary care mean to the ordinary man or woman in the street? They are not looking for primary care because they are not truly familiar with what it is and what it will mean at local level.
If real practical communication systems were in place, people would know, understand and demand these services. Health service surveys point to positive feedback on hospital experiences from the vast majority of patients. However, the mistakes and the crises around misdiagnosis and the negative stories are what the public at large hear and read in the media. Consequently, the HSE frequently finds itself preparing press releases that are essentially rebuttals to various claims from pressure groups, politicians and commentators. As we have learned to our cost in the past, when you are explaining, you are losing. It is correct that the record should be put straight. However, it would be much better to be proactive, positive and communicative with the public.
The health reform debate has often been reduced to soundbite. The community should be encouraged to find their voices in ways other than through protest groups, marches and mass meetings. Those voices should be listened to and respected. After all, experts do not necessarily always have all the answers. The consultation process should be ongoing and built into the system, and not just for a formal exercise at the start of the programme.
Many column inches have been used to refer to the myriad of vested interests in the health sector. Much frustration has been articulated over the years by the Minister and the HSE with regard to those vested interests. The most important interests should be the communities that are being served.
The HSE must tell people why decisions have been made. It is not enough to say that another way of providing a service is safer if it does not explain and discuss why and how. The management structure changes announced last year should bring more decision making to regional level and hopefully assist in this task.
It has been said that the reform of the health service is like turning around an ocean liner but that is easier to do if the crew and the passengers are working with one another and understanding what is going on. I will conclude by quoting an old Chinese proverb which I believe is appropriate. It states:
Go to the people
Live among them
Learn from
Love them
Start with what they know
Build on what they have:
But of the best leaders
When their task is accomplished
Their work is done
The people all remark
“We have done it ourselves”.
]]>The closure of the German-owned Amann Industries in Tralee, the second largest manufacturing plant in north Kerry, which was announced last Friday, is a major blow to the region. An attempt to restructure to maintain jobs has proved unsuccessful and now a total of 340 jobs and millions of euro in revenue will be lost to the area. I call on the Minister to instruct the IDA to make Tralee its number one priority. I am making this case to the Department and I will be taking it up directly with the IDA. My first thoughts go to the employees and their families. I hope the company will put a generous redundancy package in place to see them through this difficult time. It is the least they deserve after all their loyal service and the hard work they have done for Amann over the years.
I have already spoken to the Minister of State on this issue and I am repeating my call for more support for Tralee town. I do not believe enough is being done to promote Tralee as an investment location and the IDA needs to take more responsibility for bringing jobs to Tralee. We need to be positive about all Tralee has to offer if we are to attract foreign investment. We need to be part of the marketing and PR effort to promote Tralee and help bring more jobs to the north Kerry and west Limerick areas.
The increase in the numbers on the live register across the north Kerry area is unwelcome and is an indication of the challenges that now face us, particularly with regard to manufacturing. These challenges must be faced and job losses must be minimised as far as possible. Our priority must be to create an environment that will allow those who have lost their jobs to return quickly to the workplace. Every opportunity for retraining and upskilling must be afforded to those affected so they may re-enter the workforce as soon as possible. Indeed, retraining and education should be offered immediately, even before the employees complete their employment with Amann.
We need to see results from the IDA’s concentration on the linked hub locations of Killarney in south Kerry and Tralee in north Kerry. I recognise the need to mobilise initiatives and resources on a regional rather than a purely local basis. However, taking all these factors into account, it must be made clear that we are taking action to deal with the economic and employment challenges facing the people of Tralee and the north Kerry and west Limerick areas.
Before I conclude I will take the opportunity to congratulate the Minister of State, Deputy Calleary, on his recent appointment.
]]>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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
]]>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.
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.
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.
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.
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.
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.
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.
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.
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——
]]>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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
]]>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.
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.
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.
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.
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?
]]>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.
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.
]]>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?
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.
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.
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.
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?
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.
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.
]]>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.
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.
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.
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 status quo 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.
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.
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.
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.
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.
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.
]]>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.
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.
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.
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.
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.
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.
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.
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