VECs may take charge of non-teaching tasks
He believes the function of finding cover for teacher absences is one of many which can be taken over by the VECs. They currently have responsibility for more than 250 second-level schools and further-education colleges, education services for Travellers and early school-leavers, and adult education.
But the minister thinks their services should be available to the rest of the country’s 4,000 primary and second-level schools. Under plans announced by his predecessor Mary Coughlan last year, the 33 city and county VECs will be reduced to just 16 as smaller bodies are merged together.
Mr Quinn is to consider proposed variations from the VECs’ umbrella body on how the reduced number should be configured, but he plans to publish and enact the necessary legislation by the end of the year.
As well as the cost efficiencies it should bring about in the sector, he plans to widen their remit and possibly rebrand the VECs as local education and training boards.
“I see them providing supports for all the education sectors, the primary and post-primary schools, as well as running their own schools directly and adult education,” Mr Quinn said.
One area of responsibility they could take charge of is the management of school repairs where, for example, a teaching principal who discovers a leak in the roof or a burst pipe could call the VEC to look after it.
“A qualified teacher shouldn’t be a handyman or an industrial relations specialist so if somebody gets a call on Sunday night or Monday morning from a teacher saying they can’t make it in for x, y or z reason, then the principal simply has to submit details to the VEC and get on with his or her job and the replacement is organised,” Mr Quinn said. “I can understand how, when you have to do it yourself, you have a panel or reliable friends or people down the road who you call on. That’s what I would do if I was in those circumstances so the VEC legislation will provide for this,” he added.
Principals of primary and second-level schools have sought greater administrative supports to allow them to focus on teaching and education for a number of years. But the minister said it would be up to schools to decide if they want to avail of such supports as he believes there is still a nervousness from the past about the state trying to take over education.




