Towards a Better Future

Introduction
However, research also emphasises that the successful achievement of major educational reform is a
complex process, involving many requirements. Crucial among these are resources, goodwill and
time. When a lot of change is occurring, or proposed to occur simultaneously,it can put strains on
the system. During the economic recession,financial resources and personnel resources have been
seriously reduced. Changes such as reductions in salaries and allowances, the removal of middle
management posts, reductions in support staff, dis-improvements in pupil-teacher ratios, embargos
on appointments in various staff categories of the system and reduced capitation fees have had
deleterious effects on the system and on staff morale. While this is a reality, it is greatly to the credit
of personnel in the system that so much of the qualitative aspects of the education system have been
maintained. Nevertheless, the various cutbacks have had a downward impact on the system.
Personnel feel over-stretched, tensions exist in the system, goodwill and positive engagement and
sense of ownership of the reforms is less in evidence than would be desirable for such a reform
programme. The reform agenda has encountered a context thatis unfavourable to its progression. Yet,
the reform agenda is too important for the future of Irish society to be jeopardised. A realistic
appraisal of the situation needs to be taken so that the sought-for progress can be made. Central
to this is the realisation at government level and by society at large that, among other inputs,
greater resourcing of the reform agenda is crucial. There are helpful signs that some of the damage
caused by the recessionary cutbacks is being addressed, but a much greater and sustained
commitment is required.
The authors of the following overview and appraisal of the school system have sought to
highlight the key issues in each of the sectors examined. Against a background of recent
change,they have identified the major policy issues that face us. They have affirmed many
strengths of the system and identified how best these strengths can be built upon, and what new
emphasesare required. While the sub-themes are dealt with individually, there is an overall
connectedness in the holistic reform involved for the system. Points made are supported by
relevant national and international research. It has been thought that a succinct style of treatment,
rather going into a detailed approach, best serves the purpose of this overview. Chapters vary in
length relating to the sub-themes being dealt with.
As a small island nation, with a strong and distinctive educational tradition, we have a duty to use
our best collective wisdom to design the school system in such a way that it can serve the needs of
a changing society within the globalised world of the 21st century. Continual reform is an in-built
need of modern education systems, at some periodsparticularly crucial. Ireland is at such a period
now, and the way forward is being charted in impressive ways. It is the task of this generation to
ensure that the challenge is met and that the current and evolving reform agenda is successfully
achieved and implemented. The agenda for change is such that it needs sustained support from a
number of relevant government departments, as well as the Department of Education and Skills.
— xi —