Sean Barrett (Independent)

I compliment Senator Michael Mullins on the power of his oratory yesterday. He called for a reduction in air travel tax and the Government in the United Kingdom and Northern Ireland responded immediately by cutting the tax on flights between Belfast and New York. We worry sometimes that the proceedings in this House get no coverage but they are obviously listened to avidly in Westminster and Stormont.

I also thank the Leader for the debate yesterday on human rights. It is another one of his innovations which is a huge success.

I welcome the interest in the mathematics issue expressed this morning by the Minister of State, Deputy Sean Sherlock, in response to the survey. This matter has been raised by Senator Healy Eames, Senator White and many other Senators. I ask the Leader to invite the Minister of State, Deputy Sherlock, to the House to debate the issue. He appears to be the appropriate person given that he is so close in age to the people who are facing these problems. What concerns me about what was reported today is that, first, 40% of schools did not reply.

This is a matter involving a budget of more than €3 billion and the employment of 32,000 staff. When we vote €3 billion to employ 32,000 people, we are entitled to a 100% response rate. I fear that the 40% who did not respond are the ones with serious problems in mathematics. This issue has been raised previously in the Seanad and our interest is appreciated outside the House.

The first criterion to teach mathematics is to have studied it for one year. In my own field of economics, one would never equate someone who studied at junior freshman level with a graduate in the subject. The second criterion is that mathematics be taken as one of three subjects in a degree. That is not good enough. Finland, which is the country we are trying to emulate, requires teachers to possess a full degree in the subject they teach. Nothing is good enough for the children of this country and we are trying to promote ourselves as leaders in science and technology. The Royal Irish Academy and the future skills needs group have estimated that our deficiencies in mathematics teaching equates to 80%.

Bonus points, which was the previous response, miss the point because the bonus will go to the 20% of students who have fully qualified teachers or can afford grinds. The problem is presented as one of student incentives when in reality it is one of teacher training. The bonus points solution was arrived at because everyone in the sector sought the easiest way out. We require reforms in the teaching of mathematics in universities and in the organisation of the higher diploma in education. We would be happy to assist the Minister of State, Deputy Sherlock, in developing this vital national programme. We cannot do much at third level unless we repair the deficiencies at primary and secondary level.