of education for global modern world
(20 Jul 2010)
To view a clip of Bernie's presentation, go to http://digital21.ie/ and click the Digital Education Opportunity video link in the right hand panel
Transformation of Education for the Global Modern World
The Teachers’ Union of Ireland represents members working in the main in public sector education - 2nd level VEC schools and colleges, community and comprehensive schools, colleges of further education, adult education, Youthreach, traveller training centres and institutes of technology. TUI is a very diverse union and is engaged in embracing changes in education on an ongoing basis. TUI works in collaboration with other educational bodies such as NCCA, FETAC, HEA, and NCSE.
In our schools change is ongoing on a daily basis, but we have to stop and ask the questions: ”Are our students learning what they need to become responsible and effective adults?” Another question that needs to be posed is: “Who has the definitive answer to what our young people need to create a smart economy?”
It is only through discussion, research and, most importantly of all, consultation with the education partners that we can hope to arrive at the answers which will bring about effective change. It is vital that change is never attempted to be imposed but that rather it is brought about after wide-ranging research consultation and pilot trials.
There is a tendency when talking about educational change t o over-emphasise the importance of science and maths to the detriment of other disciplines. A more balanced cross curricular approach is required. We must not make the mistake of confusing a sound education with narrow skill-based training and instruction. The artistic world also has a whole suite of skills needed by learners to develop their potential.
TUI will outline some of its ideas on how educational change can transform; discuss the impediments to this transformation and how we see the future for the educational system in Ireland.
For a smart economy, education needs to deliver critical thinkers, analytical thinkers, information processors and most of all learners who have an ability to work with others. Key skills, as advocated by NCCA, need to be embedded to lay a solid foundation for these thought processes. Too often however it is thought that a greater intake in science, maths and technologies will solve all our economic problems and will supply the workforce necessary for the future. It is important however, in our quest to increase the uptake in these subjects, that we do not sideline subjects which are essential in creating critical and analytical thought processes. Subjects which spark creativity and debate must be delivered in conjunction with sciences and maths and must not be given lesser importance; this could lead to education becoming just a mere list of skills acquisitions rather than a trigger to engage the thought processes which will bring about the spirit of entrepreneurship and creativity necessary to address the current economic crisis.
Project Maths is one of the most exciting changes in recent times and it is hoped that when it is rolled out to all schools in September 2010 that it will be a success and will result in an increase in the uptake of maths at higher level Economic restraints must not be allowed to impede the proper roll out of this much needed change. A continuous series of CPD will be required for teachers so that the transformation in the maths syllabi is effective. It will be constrained in its effectiveness if resources are not put in place. Schools will require adequate resources in IT to implement this project.
Teachers are often highly amused among themselves when reading their WSE reports especially if they see “should have used more IT”. Not using IT when teaching maths and science is not because of an unwillingness on teachers‘ part, but because of a severe lack of funds to procure IT facilities required to use IT in all of their classes. It needs to be noted that the delay in the roll-out of high-speed broadband to schools in rural Ireland will have a detrimental effect on the successful implementation of Project Maths. Transformation is vital but it won’t take place unless the basic resources are in place
The major examination the Leaving Certificate has now become somewhat of a rite of passage to 3rd level and CAO points. Unfortunately this system has encouraged and rewarded rote learning and must at the same time have stymied creative and entrepreneurial talents. Even though no-one to date has designed a fairer or more equitable system for entry to 3rd level, it needs to be revisited. Does an assessment system which rewards rote learning best serve our learners, teachers, education and the world of work?
TUI is not opposed to other forms of assessment provided these forms would be properly resourced and be seen to be fair and equitable. Already members in our schools, colleges of further education, adult learning centres and institutes engage in other forms of assessment for certification in the main by FETAC and the HEA. These assessments are often carried out on a continuous basis throughout the year and can consist of practical demonstrations of skills acquired; portfolios of assessment; interviews etc. These assessments are used for learners in programmes delivered in PLC colleges and in the LCA programme among others.
Various forms of assessments are also used at 3rd level. There has been some slight developments in assessments modes in 2nd level with the introduction of more oral and practical exams and with the 2nd component assessment which has been used on history courses. A detailed study of models of assessments needs to be carried out and it will be necessary to take a graduated approached to changes in forms of assessment in consultation with the teachers who are involved in delivering the various curriculum at 2nd level, further education and 3rd level.
The education debate must not be driven by the neo-liberal agenda but by the ideology of fulfilling the needs of society as a whole. TUI believes that access to education at all levels is a right which should be available to all learners whatever their socio-economic background. It is frightening to realise that in this small country there are 500,000 adults who have literacy problems. The drop-out rate for 2nd level students at an early age is 20% This rate of disengagement must bring the question of how our curriculum is taught right in to this debate. We are constantly adding to the 2nd level curriculum but are we making the space for this new knowledge? Have we questioned enough the relevance of some of the old knowledge on our curriculum for today’s learner? Is some of this old knowledge going to help our learners to engage in the learning process or is it going to lead to the type of disengagement which leads to dropping out of the system?
Educational changes which would lead to transforming our economic situation can only be aspirational if the resources are not put in place. Attitudes to teaching and learning must change if transformation is to take place. Most teachers would claim that they neither enjoy nor wish to use the methodologies which they use to deliver the curriculum, but that lack of resources, increase in PTR, exam-driven curricula forces the m to do so. They would be more than willing to embrace change if adequate resources were in place. Teaching and learning was not valued much during the so-called economic boom. All praise from both the government and the public seemed to be lauded on industry and those engaged in it. Attempts were made to put performance systems in place in schools based on what we now recognise as failed business models. Learners cannot be treated as economic units. Education is an expensive investment but it will pay dividends for all of society. It cannot be treated as a cost and cost-cutting measures should not be applied to education during this recession. Even in the US in the 1930s the great American economist Harry Hopkins said that the only way out of a recession is to invest in education.
When investing in education we must invest in our workers in the education sector. To have a high world class education system a country must have top professionals employed. The current attitude to teaching and the current lack of properly funded CPD will not attract the brightest and the best in to this profession. We need to start valuing our educators both by consultation and remuneration. We need to encourage our academics at 2nd and 3rd level to engage in the debate on education. There has been a regrettable tendency in recent times to stifle academics who debate on social issues but if we go back through history we note that academic debate was an intrinsic part of academic life. This practice should be encouraged.
Finally, TUI as a union welcomes this debate on education today. We want to see transformation in our education system. We would welcome an increased uptake in science and maths. TUI must however caution that change can only take place when education is seen as an investment rather than an expense.
Gross propounded a theory of the differential success of schools in implementing change. The theory is based on the necessity of meeting five conditions:
- The clarity of how well the staff understands the innovation
- The capability of staff to carry it out
- The availability of resources required
- The compatibility of existing organisational arrangements
- The commitment of time and effort given by the staff to the innovation
Gross’s theory is now over forty years old but all of us who want to transform education would do well to be mindful of it.
Bernie Ruane
President
Teachers’ Union of Ireland