Introduction
Many events throughout Irish education history have influenced today’s education system. Based on the case study of Scoil Briahein a Trí, this essay examines the impact of and issues surrounding the Kildare Place Society (KPS), whose stated aim was to provide non-denominational education to the poor, and the extent of its influence on education since. We also discuss initiatives in place today which aim to improve standards (Whole School Evaluation (WSE)) and combat attendance issues (the National Education Welfare Board (NEWB)).
We look at their emergence, their effects on teachers and schools and their effectiveness in general.
Emergence and impact of the KPS and the NEWB
Politics and religion have been closely linked throughout Irish history. B.Walsh (2008, p35) observes that the education system was used by Britain to strengthen its position in Irish society. Ireland’s educational landscape was changing in the early 19th century, with government commissions identifying a need for standardised education. Keenan (2000) depicts how the foundation of the KPS provided a solution, leading to the state funding of the KPS. Coolahan (1981, p22) illustrates how the KPS professionalised teaching in Ireland, introducing school books, teacher training and inspectorate systems. Keenan (2000) maintains the demise of the KPS was due to the unacceptability of their methods to the Catholic Church. These concerns fuelled debate over state funded education acceptable to all with Akenson (1970) tracing the role played by these events to the eventual foundation of the National Schools System.
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Since the National Education Act 1831, different initiatives have aimed to provide children with a certain standard of education, their successes being dependant on school attendance levels. T.Walsh (2007) discusses attendance as a problem in Ireland throughout the 19th century with the issue being addressed by the Powis Commission (1870) and later with the 1926 School Attendance Act. Recently we have had the Educational Welfare Act (2000), Part II of which established the NEWB to look at curriculum issues and also combat the issue of poor school attendance by children. The act puts an obligation on schools and parents to ensure children attend school. Since the foundation of the NEWB, more information has become available on school attendance. 97% of primary schools completed the NEWB’s annual attendance report in 2010 (Millar 2012).
These reports showed a decline in absenteeism in 2009/2010 over previous years, suggesting the NEWB is making progress.
Impact on the teacher
The Primary School Curriculum lays out a vision of the holistic development of children, with the child at the centre of education. Legislation surrounding the NEWB refers to the same vision. It refers to promoting an environment which encourages child attendance and participation in school. This further affirms the role and responsibility of the teacher in engaging the child and providing them with an environment to develop and grow, to live a full life as a child and to realise their potential. In doing this the teacher must encourage the child’s participation in school. In looking to improve a child’s engagement levels at school, the teacher may increase their awareness of differences in children’s social backgrounds and abilities. Boldt (1998, p19) cites O’Brien who states teachers should have an awareness of “the cultural and value differences which children bring to the classroom”. The higher the level of awareness, the better they can identify and report on issues impacting child participation in school.
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It could be argued the child’s background has always been of consideration to the teacher. A teacher working in a KPS school would likely have been from a different social background to their students. It may have been difficult for children and teachers to relate. Regardless of their own religious background, Akenson (1970) states the teacher would have been responsible for carrying out teaching without interference in the religious beliefs of the child. A teacher of today could possibly relate to this, teaching children who may be from a different social or religious background to them. Unlike today’s child-centred learning, the KPS’s adopted the monitorial system, focused on the maximum utilisation of limited teaching resources. That said, Coolahan (1981, p22) reminds us of the ground breaking nature of the KPS as an educational organisation. They introduced many aspects of education which resonate with today’s teachers and which undoubtedly would have benefitted KPS teachers at the time.
Impact on the school
Few organisations have influenced today’s schools like the KPS, who provided education to poor children. Scoil Briahein a Trí, a school with DEIS (Delivering Equality of Opportunity in Schools) status, carries out a similar objective, providing child education in an area with many socio-economically disadvantaged families. Although claiming to be multi-denominational, the demise of the KPS related to concerns raised over it by the Catholic Church. The issue of inclusion is as important in education today. With Ireland’s EU membership, Irish society has become multi-cultural with school denomination and patronage currently in the news.
The inspectorate system, introduced by the KPS, continues to be seen in the WSE process. WSE looks to improve schools through collaboration across the school community, evaluating the running of the school and making recommendations for improvements where necessary (Citizens Information 2010).
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It is likely the social and economic context of the school’s locality influences its development plans and strategies. Boldt (1998, p11) cites Coolahan (1994, p106) who discusses tackling educational failure, highly associated with socio-economic disadvantage. School strategy must include promotion of attendance. In this case study, the WSE report commends the school on complying with the NEWB, showing the importance the school places on attendance. In working with the NEWB, the school works with Educational Welfare Officers and parents associations, giving the school community ownership of the child’s learning. From the KPS to the NEWB, social exclusion and disadvantage have been prevalent in Ireland and have proved difficult problems to solve despite numerous policies put in place. The NEWB is part of the battle and although showing progress (Millar 2012), it remains to be seen how successful this latest initiative will be.
Conclusion
Undoubtedly, today’s education system is shaped by complex history. The teaching profession, policies and procedures used in the running of schools and the wider field of child education has been influenced by the emergence of organisations such as the KPS. We see today’s schools face similar issues as centuries past, albeit in slightly different guises. Socio-economic disadvantage, cultural diversity and inclusion, along with school attendance are still the issues facing teachers. Today, we have the NEWB tackling these problems. Time will tell whether or not the current era in education will be seen as a successful one.
