Aideen Hayden (Labour)

I welcome the Minister. This Bill is about many things but it is also about enhancing service delivery and achieving cost savings. I recognise that some of the measures contained in it represent a significant departure from previous practice in that they require the Minister to put in place procedures to govern the appointment and dismissal of teachers after consultation rather than agreement with the various stakeholders, including the teacher unions. I accept this change is necessary to give effect to the Croke Park agreement. However, it is important to acknowledge that the power contained in this Bill is for the introduction of procedures. In setting out these procedures, I am sure the Minister will be guided by the wide body of legislation around employment law and current best practice in the area.

I note that during the debate on this topic in 2010, the Minister, in looking at the transfer of some of these powers to the VECs in terms of their part in primary school formation and takeovers, noticed that there was some transparency in regard to matters of ethos, so I am sure he will be concerned that ethos would be respected in any of the measures he is putting in place.

I welcome the measure introduced in this legislation to give statutory backing to the redeployment of teachers. Recent evidence from the CSO suggests that the population is on an upward trajectory and we need to have robust procedures in place to enable us to make the most of our educational resources. Over the past decade, because of the pressures in regard to the cost of housing, in particular, we have seen a very significant transfer of families from inner urban areas to outer suburban areas. That has placed enormous stress on the education system because of the lack of facilities in these outer suburban areas. We have two choices here. We can take the children from outer suburban areas and bring them into inner urban areas where teachers are deployed or we can take teachers from inner urban areas and redeploy them in outer suburban areas. What we require, however, is flexibility within the system.

We must also ensure teachers are available in the most disadvantaged areas and to the most vulnerable children. In 2005, an OECD study noted that there were concerns in most countries, including Ireland, about the inequitable distribution of teachers and, in particular, that students in disadvantaged areas did not have the quality of teaching they required. Our most disadvantaged children require our most serious commitment. In that respect, we must have the capacity to redeploy our resources to where they are most needed.

I refer to the provisions of the Bill. Section 7 relates to the employment of unregistered teachers. I agree this measure is of concern. However, given his previous statements on this matter, we must accept the Minister has given full consideration to it. If he regards it as a requirement that this facility be available and that employment of unregistered teachers is necessary in certain conditions, I accept his view. However, when it comes to prescribing the circumstances where an unregistered teacher may be employed, it must not be in a situation which could undermine the quality of teaching.

Given the number of unemployed qualified teachers, which has been mentioned by many colleagues, it would be very useful if the Minister could put in place a database of these unemployed qualified teachers and that such a database would be made available to every school in the country and to any principal who finds himself or herself in need of a short-term teacher. Given the concerns the Minister raised, I also suggest there is a need for a bias in giving teaching experience to young qualified teachers. Therefore, I suggest that database be set up with a view to giving young qualified teachers such an opportunity.

I welcome the provisions relating to continuing professional development education. As somebody who comes from the legal profession, I am familiar with the variable quality, to say the least, and the severe cost it can sometimes impose on professionals. Will the Minister ensure continuing professional development in the teaching profession is designed as a beacon of light to other professions?

I welcome the Minister's update on the forum on patronage and pluralism in the primary school sector. I notice that the initial reflections are supportive of the community national school model. I note the Minister raised concerns in 2010 about the potential democratic deficit of having the VECs take on the role of establishing and running community primary schools. Therefore, I ask him to ensure he takes in account the broadest possible democratic principles in terms of any recommendations from this forum.