A review of national education policies is now timely, writes Roger Downer
In his recent thought-provoking address Mr Séan Dorgan, the IDA chief executive, said the education system needed to be more "connected" to wider economic and social needs. He also accused the system of being "introspective".
His comments are welcomed by those who are closely associated with this pivotally important sector. Too often education is treated by governments as something which should be purchased at the lowest possible cost rather than an essential investment in the future welfare of the country.
Few can doubt the contribution of our education system to the remarkable economic transition enjoyed by Ireland during the 1990s. There is little question that if we are to retain our position as a global player in the knowledge industry, our educational advantage must be maintained and strengthened.
Mr Dorgan calls for a review of national education policies with all stakeholders contributing to an assessment of the appropriateness of current practice. This is a major undertaking which will require substantial resourcing and a willingness on the part of all stakeholders to put aside self-interests in order to develop an educational system appropriate to the needs of Ireland and its people in the 21st century.
A critical starting point for any such review must be a clear understanding of the role and objectives of education and the principles upon which a worthy national education system should be based. The following points are offered for consideration.
1. Although it is administratively convenient to compartmentalise education into primary, secondary and tertiary levels, the educational process should function as a continuum, which serves to develop optimally the life and work skills of students.
Thus, if it is deemed important that students acquire an interest in science and technology, the curriculum should reflect this goal at all levels. Indeed, if scientific literacy is considered essential for an informed citizenry and to satisfy projected labour demands, it should be as integral to the educational process as the three Rs and not be introduced as a new and novel option when students reach a certain age.
2. Just as the debate on education should involve all stakeholders, so the educational process should be achieved with the co-operation of many individuals. The valiant efforts of our teachers should be complemented by the active participation of individuals with a variety of life skills and experiences to share with students.
It may also be useful to provide teachers with opportunities to leave the classroom occasionally in order to experience different work environments and understand better the skills required for effective performance in other workplaces.
3. The educational process involves much more than preparing students for the workplace. In addition, it should serve to develop a cadre of responsible citizens imbued with tolerance and concern for the welfare of others.
These essential social skills are all too often neglected in the desire to deliver content and success in disciplinary examinations. In support of this principle, I am told frequently by employers that they are seeking students with good communication skills, ability to work in teams and capacity to use knowledge to resolve problems.
Unfortunately, current pedagogy is dominated by examinations and a radical change is required if the educational sector is to share with parents in assisting students to develop a sound set of personal values and the life-skills required for success in modern Ireland.
4. A fundamental tenet of any national education system must be to provide all segments of society with opportunities to develop and utilise their intellectual capacity to the full. Inherent in this objective must be the recognition that individuals respond differently to specific forms of pedagogy.
Thus, there is need for greater flexibility in the teaching methods, much more emphasis on the creation of learning environments which enable students to achieve their full educational potential and development of assessment procedures which recognise various forms of accomplishment.
5. The importance of research as a key component of the mission of the third-level education sector cannot be over-emphasised. It is from such research that the new technologies, services and products will emerge that are vital for our continued economic growth.
However, it would be naïve to suggest that the only research worthy of support is that which contribute to job and wealth creation. Basic research in the sciences and humanities enables increased understanding of the world in which we live and this continuing quest for new knowledge is one of the defining hallmarks of a civilised society.
Furthermore, research in the social sciences is vital to the creation of sound policies and programmes. Thus, although it is tempting to concentrate limited resources in those areas of research that are likely to yield obvious short-term economic and social benefits, it is important also to encourage and support a broad spectrum of academic research activity.
Such breadth of research activity in third-level institutes also benefits the educational process because effective learning is optimised when learners can integrate new knowledge with existing knowledge and when they are exposed to an environment which motivates and encourages curiosity about the subject.
Ireland enjoys a proud reputation as an exemplar of educational excellence. The review proposed by Mr Dorgan should help to consolidate this enviable position and the embracing of the principles outlined above will provide a good basis for the deliberations which ensue.
Dr Roger Downer is president of the University of Limerick.