Teachers: Claims of ‘knowledge economy’ are hypocritical

GOVERNMENT claims to be a “knowledge economy” are hypocritical as long as it fails to make relatively small investments to improve science education, teachers have claimed.

The Teachers’ Union of Ireland (TUI) is likely to upgrade its campaign for laboratory technicians for schools arising from a number of motions at its annual congress in Kilkenny next week.

The appointment of such staff to second-level schools was among the recommendations of the 2002 report of the Task Force on Physical Sciences commissioned by the Government.

These posts would free up teachers from preparing labs for experiments, stocktaking, managing chemicals and ensuring health and safety, allowing more time to engage with students.

TUI president Tim O’Meara said the estimated €20 million annual cost of such jobs would be less than 0.25% of the Department of Education’s €9 billion budget, or even less if introduced on a phased basis.

He said the minuscule spending which the Government will not commit for this is all the more galling in light of the significant surpluses available in recent years.

“Continued discussion about creating a knowledge-based society has little meaning when resources for the essential supports needed to enhance and improve the teaching of science and other subjects are not put in place,” said Mr O’Meara.

Education Minister Mary Hanafin has repeatedly said the appointment of science lab technicians is not a priority and her department has invested significantly in school labs to facilitate greater numbers of experiments for the Junior Certificate.

But according to the TUI, poor facilities in schools are dissuading students from taking science subjects for the Leaving Certificate. In a small number of schools which have funded lab technicians themselves, the union reports that there is greater uptake of chemistry and physics after Junior Certificate.

“There is clear anecdotal evidence from our members that antiquated practical equipment in many schools is acting as a disincentive to students who would otherwise be interested in taking the subjects,” said Mr O’Meara.

“Of the 120,375 public education and training qualifications achieved in Ireland in 2005, just 3,826 or 3% were in the field of science. Given that a key driving factor in the knowledge economy is a strong supply of scientists and technologists, this is worrying in the extreme,” he said.