Robbie Gallagher (Fianna Fail) | Oireachtas source

Ba mhaith liom fáilte mhór an chur roimh an Aire go dtí an Seanad inniu. While many of the measures to improve quality and innovational learning in education in this plan are welcome, the education sector in general is somewhat underwhelmed by its contents. The three-year strategy, while worthy in some respects, is not strong enough in many of the areas of education policy that require substantial reform. An action plan requires clear objectives, goals, dates and measures but also resources, as the Minister indicated. Many of the education proposals in the Fine Gael Party's election manifesto feature strongly in this plan, including linking funding to performance. Some measures will have regressive effects on schools with a higher intake of students from low income backgrounds. Many argue that they will also have regressive effects on schools and the education system in general.

The action plan practically omits mention of the higher education funding crisis or concrete measures for improving access to third level education. The plan has five level goals covering learners, educators, the community, planning and support. While it is full of fine aspirations, concrete proposals for achieving them are absent.

Time constraints do not allow me the luxury of discussing each of the goals but I will briefly address several of them. While one of the stated objectives is to address educational disadvantage and improve outcomes for all students, there are few tangible commitments in the action plan to achieve this goal. One of the areas in need of attention is foreign languages. Only 7% of ten year olds learn a foreign language compared to 75% in the United Kingdom. Physical education across the education system is another area in need of attention. Ireland is rated third worst among European Union member states for physical education at primary level and seventh worst at second level.Right now we are rated third worst among all EU countries for primary level physical education and seventh worst for second level PE.

The objective should be to improve overall learning outcomes and wellbeing for children. We have serious concerns about the new, revised models being proposed for resources for children with special educational needs. Many believe that this reorganisation of the special educational resource model is really a further cut to special education. While it is welcome that the Government has come to realise the importance of speech and language therapy in education, this document really only pays lip service to it. Fianna Fáil has proposed a new model that would radically change early intervention services by putting early intervention teams on-site in preschools and primary schools, including speech and language therapy teams. The model proposed is based on the successful model that is already in existence, albeit on a pilot basis, in Tallaght.

The current situation and attitude to leadership in schools is deeply unfair. Principals of schools with fewer than 179 pupils teach on average 169 days per year, with only 20 days for fulfilling their administrative responsibilities, whereas principals in schools with more than 179 pupils do not teach at all. This is unfair on all schools, their principals and pupils. Just across the Border from County Monaghan principals get at least one day per week off for administrative duties. How can principals be expected to engage in strategic planning for their schools, while also carrying out their administrative responsibilities in just 20 days? The action plan does not reverse this situation.

Reducing class sizes at primary level, especially for children under nine, is a key issue. Approximately 125,000 or one in five primary school pupils are taught in super-sized classes of over 30 students. The proposals included in the plan would introduce punishing performance targets, remove teacher autonomy and further penalise schools in less advantaged areas. The system of standardised testing proposed displays a complete disregard for teachers and the public school system. The country deemed to have the most successful education system in the world is Finland but it is certainly not obsessed with testing. In fact, the complete opposite is the case but Finland trains all of its teachers to master's level.

The Government's approach to school divestment has simply not worked, with only six schools transferring patronage to date. Our policy approach has been to bring the issue forward in a constructive way. Divestment and increasing diversity in school patronage is essential and we will engage with all educational partners to energise this process rather than setting unrealistic goals and targets.

We must be more ambitious on apprenticeships and ask if 50,000 is enough. Gender balance in this area is abysmal and pitiful. While there has been an increase in the scope of skills and trades covered by apprenticeships, there are no new incentives for non-traditional businesses to get involved in new apprenticeships.

The plan to provide 50,000 new higher education places by 2021 is just not possible without significant increases in funding. Capital investment in higher education has been cut by a staggering 50% since 2011. Universities and institutes of technology, as we all know, are on the brink of financial collapse. In the entirety of this action plan I can only find two lines devoted to the crisis in higher level funding and the Cassells report.

The plan is far from perfect, but at least there is a plan. However, its lack of concrete proposals for attaining its goals is of concern. Certainly, its aim to provide the best education and training system in Europe is one to which we would all aspire.

I thank the Minister for his presence and for his attention. I would like to raise one issue with him, on which I would welcome his comments. I refer to the position of junior certificate students in ASTI-staffed schools who may lose 10% of the marks in their English exam this year, through no fault of their own. This threat needs to be withdrawn because it is causing stress for those students and their families. I ask the Minister to give a commitment to the Seanad today that he will ensure that this threat of punishment is withdrawn.