Plaform Summer 2010

DEMANDS FOR IMPROVED CONDITIONSOF SERVICE REQUIRE NO APOLOGY

Northern Ireland NASUWTThe Teachers’ Union

PLATFORM

RMA

page 3

FEMatters

page 2

CivicVoicespage 5

ConferenceMotions page 6/7

Health andSafety page 9

the largest teachers’ union in Northern Ireland

All of us have recentlyreceived from theGeneral Secretary adetailed update onwhere we are withregard to the progressionof our legitimate claim

for equal treatment with teachers elsewhere.Lack of progress has led the Union toinstruct members to do no more than 20hours of cover in the present academic year.A, perhaps, overgenerous concession givenour employers’ reluctance over the last threeyears to seriously engage in meaningfuldiscussion on an agenda to deliver conditionsof service in Northern Ireland comparable tothose in England and Wales – yet,nevertheless, another indication of thisUnion’s forbearance in the light of assurancesgiven that have not been fulfilled.We have faced what, at best, might bedescribed as systematic obfuscation –others may say obstruction – in our dealingswith the Department of Education NorthernIreland (DENI).An ‘it’s not me guv’ response has been theorder of the day and the failure to establishthe Education and Skills Authority (ESA)has been the primary excuse for inaction,with implied blame being laid at the doorof Assembly politicians.This may be the case, but teachers and thedelivery of an education service forNorthern Ireland need and deserve better.Given that the present budgetarydispensation from Westminster to NorthernIreland results in over 75% of fundingresiding with the health and educationsectors, it is clear that when the axe is

wielded it will impact much more heavilyupon education rather than the healthservice, which is already under considerablepressure in terms of public criticism.At a recent briefing from the most seniorDENI officials, teachers’ unions were advisedthat the public sector in Northern Irelandshould steel itself for cuts hitherto unknown.Indeed, we were advised that there was noresidual expertise within the DENI or, for thatmatter, any other department in NorthernIreland with experience in dealing withswingeing cuts in public sector provision.Yet, we all know that everywhere, examplesof capital stock that has passed its sell-bydate abound and that any realistic prospectof new build within the school estate willbe predicated upon a rationalisation thatwould not only be expensive in the shortterm but would depend on politicalconsensus that is totally absent.Strategic planning is vitally required butwoefully lacking. Only one sector seems tohave grasped this and is moving towards acomprehensive review of provision.In the meantime, the cobbled-togetherreconstituted Education and Library Boards(ELBs) lack incentive, will and the capabilityto address these urgent realities.In short, continued arguments overselection and organisation are disastrousfor the most vulnerable public sector in thepresent economic climate.Teachers, however, are realistic and acceptthat issues such as extravagant pay claimswould lead to nothing other thanresentment from the public they serve.Nevertheless, they reasonably expectrespect and appropriate support from

employers who, for the most part, have notexperienced engagement in the classroom.They are now faced with a constantly spirallingworkload and an ever-increasing oppressiveregime of classroom observation outwith thestatutory negotiated Performance Review andStaff Development (PRSD) scheme, which wemust vigorously oppose.This pernicious intrusion into theprofessionalism of those who have completed,on average, four years of higher education andtaught, in so many cases, for a long numberof years is offensive and unacceptable.Presently, members of trade unions notbankers are being asked to tighten their belts. We are being told that we are all in thistogether and that the public sector shouldaccept sacrifice to save the nation.This is arrant nonsense. Bombers are notoverhead threatening our livelihoods. Nordo the public bay for the blood of thosewho deliver vital frontline services thatsustain our all too fragmented society.Quite the contrary. All evidence affirms thatwe want access to decently funded localschools and a health service free at thepoint of delivery.We will doubtless be told that teachers arelucky to have a job and a secure pensionand that, sadly, all too many are seekingpermanent posts.However, we need make no apology forpursuing changes to teachers’ conditions ofservice that will allow them to do what thepublic expect them to do and what theywant to do. That is TEACH!

Peter Scott, National Executive Member

September 2010

Having previously taught in primaryschools and now being a nursery schoolprincipal, it is my opinion that teachers innursery schools and nursery units are abreed apart. They are committed andpassionate about providing the highestquality learning opportunities for eachindividual child under their care. Teachersof pre-school children are concernedprimarily with teaching but they also careabout the children in their classrooms.

It is, however, apparent that others do notcare or support these wonderful highlyqualified and highly professional schoolprincipals and teachers.

There is much research and evidencequoted regarding the benefits that qualitypre-school provides. Effective Pre-schoolProvision in Northern Ireland (EPPNI)research states that the high quality in pre-school classrooms is linked to the fact thata teacher is employed in the classroom.

Government officials can quote financialsavings with regard to children andteenagers experiencing high qualityprovision who grow up to becomeresponsible citizens.

Now having been asked: “What are theissues for nursery teachers and principals?”I would answer: “receiving genuinesupport”.

Nursery teachers in units attached to a

primary school are not being supportedeither financially or in delivering thecurriculum. Money provided in the schoolbudget is not earmarked and often theamount provided by the primary schoolprincipal is not sufficient to provide highquality learning opportunities. Last year anursery teacher confided to me theamount she was given to resource her unitand the amount was the same that ournursery school spent on paint! Theseteachers are also not being supported bybeing given sufficient time to plan withtheir classroom assistants after theirsession is over. Teachers are often re-deployed elsewhere in the primary school.

Sufficient support is not being provided bythe Education and Library Boards (ELBs).The question is will the Education andSkills Authority (ESA) appoint a CurriculumSupport Officer specifically for pre-schooleducation?

The Forum of Nursery Teachers (FONT) andthe British Association for Early ChildhoodEducation do try to provide a service ofsupport. However, both organisations arebeing run by already overstretchedteachers and teaching nursery principals.

Nursery principals should be nurtured andsupported like any other teachingprincipal. They are, however, beingsidelined! They have been left out of thesmall school principal release initiative.

Even though nursery principals have theequivalent administration and, indeed,have more annual applications to dealwith each year than many large primaryschools, they have not been included inthe small schools release. This means thatmany nursery principals are working longhours.

For many nursery principals, dealing withchildren who have special educationalneeds (SEN) and their parents is a highlyrewarding experience. For these childrenand parents it is their first experience in aschool situation and they often need extratime and support. This is provided by thesecaring individuals. It appears to be thepractice now that children who have SENoften have their statement delayed inbeing put in place. This delay in support isdetrimentral to the children and addsfurther work onto the principal.

Governmental officials need to understandthat nursery principals have enough todeal with in providing the high quality pre-school education and they should providehigh quality support in achieving this aim.One way to provide this support would beto use highly experienced nurseryprincipals, offering them either a paidsabbatical or a job share with lessqualified teachers and principals.Something to consider!

2 PLATFORM September 2010

Nursery TeachersA personal perspective from an NASUWT member

Fewer Higher Education places in Belfast and Derry

As a result of a redistribution of higher education (HE) places by the Department for Employment and Learning Northern Ireland (DELNI),there will be fewer places available in Belfast Metropolitan College and North West Regional College in the coming year. The reductionin both full-time and part-time places will leave hundreds of prospective students without classes in September and lecturers facing anuncertain future.

Lecturers’ Negotiating Committee

Although a substantial amount of work has been done on a range of issues, there is still no agreement on the implementation of a jobevaluation scheme or on the introduction of responsibility points. The review of the implementation of the new annualised hours contracthas not proved to be as constructive as anticipated.

A revised version of the career break scheme has been agreed, as has a scheme for travel and subsistence allowances.

Premature Retirement Compensation

A claim for parity with the school sector agreement relating to premature retirement compensation has been put to the employers.

FE MattersLarry Fitzsimons offers a roundup of the issues and events impactingon members working in the Northern Ireland further education sector.

September 2010 PLATFORM 3

Retired Members’ AssociationIt is surprising to me that we are now 15 years old. How time flies when you are enjoyingyourself!

Our walking group continues to tread new ground and the investment group flourishesdespite the unfortunate financial climate.

Members who knew Jimmy Davidson were very sad to hear of his death. Jimmy was a bigman with a big heart.

Gracehill was our venue in October, Northern Ireland’s first conservation area founded in1759 by the Moravians – a unique piece of our history. Members enjoyed a tour of theGeorgian-style buildings, visiting the church and museum and hearing about theeducational influence during the 18th and 19th centuries, which attracted pupils of allother denominations throughout Ireland. A very interesting visit.

The Tudor Cinema in Comber provided entertainment in November. After an excellentlunch in Lisbarnet House, members viewed Dirty Rotten Scoundrels starring Michael Caineas the con man and Steve Martin as his ‘pupil’ – hilarious, with a twist in the tail.

Also in November, Harry McCammon and I joined the Retired Secondary Teachers’Association (RSTA) group at the annual buffet reception, which the parent body holdsfor their retired members in their union headquarters at Winetavern Street, Dublin. Wewere warmly welcomed, well fed and watered.

Christmas lunch in the Primrose Bar, Ballynahinch, was attended by 67 members. As usualthe food was excellent and a good time was had by all. President Margaret Murray waspresented with the recently purchased Chain of Office – a mitred ribbon with 15 barsand pendant. This was greeted with loud applause – a step up from our lapel jewel!

In January, after lunch at the Elk Inn, the hotly contested annual tenpin bowlingcompetition in Dundonald International Ice Bowl was attended by 44 members.

Our programme for the next 12 months is done and dusted. Watch this space!

If you are retiring soon, we would urge you to give serious consideration to joining theRetired Members’ Association. Contact the Northern Ireland National Centre for details.

Lottie Ewing

Members enjoying their Christmas Party

Members at Gracehill Margaret Murrary

The Tudor Cinema in Comber

Tenpin bowling competition in Dundonald

BRIGHDIN LYTTLE Office Held: NorthernIreland President 2010-11

Teaching experience: I have taught in the nurseryand primary sector in England

and in Northern Ireland but I am currentlyHOD in Foyle View Special School, which isan area of education I find mostchallenging and enjoyable.

Why did you become an NASUWT activist?I became active when I realised that regardfor teaching was becoming a lost traditionand it was a regard I was willing to do mybest to restore.

FRED BROWN

Office Held: NationalExecutive Member

Teaching experience: Somerdale (secondary),

Oakleigh (special – moderate learningdifficulties (MLD)), Beechlawn (special –MLD),Jaffe Centre (special – social, emotional andbehavioural difficulties (SEBD)), education

other than at school (EOTAS), Rupert Stanleyand BIFHE (FE) Give and Take.

Why did you become an NASUWT activist?To uphold and extend teachers’ rights andas part of the wider trade union movement.

ARTHUR McGARRIGLEOffice Held: HonorarySecretaryTeaching experience: Thirty-plus years of teachingEnglish in an all-girls post-

primary school in Strabane; most of thoseyears as head of English.

Why did you become an NASUWT activist?My interest in the NASUWT started out ascuriosity and ended up as a life-absorbingfanaticism.

AODH McCAYOffice held: Northern IrelandHealth and Safety OfficerTeaching experience:I have taught drama, Englishand media studies at

secondary level for quite a few years. As asupply teacher in recent years, I have workedin a number of schools and helped instaging their full-scale theatre productions.

Why did you become an NASUWT activist?I felt I had to help others as much as I couldto prevent injustice at work and I believestrongly in the power of unions to helpteachers get fairness.

ROSELLA McCAYOffice held: Northern IrelandTreasurerTeaching experience:I have taught science in thesecondary sector, specialising

in physics and biology.Why did you become an NASUWT activist?There was a family tradition of teacherunion activity, including my mother andhusband, and I felt it was vital for teachersto have a strong union.Contact details for all the Officers can beobtained from the NASUWT NorthernIreland Centre.

Northern Ireland Officers


Pupils from Holy Child Primary School, situated in the Creggan,Derry, have recently embarked on an exciting new project thatteaches the children skills at the cutting edge of technology.The Widening Access and Skills in Primary Schools (WASPS) project isfunded by the School of Computing and Intelligent Systems, Universityof Ulster at Magee. Its core purpose is to give primary-age children aninvaluable opportunity to work with lecturers from the Magee campus,with the ultimate aim of stimulating an interest in further education.The WASPS initiative is focused on providing a series of ‘hands-on’practical workshops to encourage the children to enhance both theircreative and business skills through technology. Four primary schoolswill compete to win a prize and Holy Child Primary School will rise

to the challenge by developing an advertising campaign on theirchosen topic over the coming months. The children are undertaking a diverse range of topics to research,such as racism, fair trade, Leonardo Di Vinci, the environment anda detailed character study on the chief protagonists of the story,Danny the Champion of the World.This project will also give the children a chance to meet their peersfrom different communities and traditions. As one child observed:“That boy loves Liverpool F.C., sweets…the same things as me.”The scheme will conclude with an official prize-giving ceremony.However, regardless of where they finish, all the children taking partare winners.

WASPS

Teachers are required at the earliestopportunity (on the first day of absence) toadvise the principal/school office of theirabsence, with brief details of the illness andpotential duration of absence. Teachersshould note the time of reporting and towhom they reported.

Teachers should also ensure that theprincipal is kept informed of the progress ofthe illness in order that cover arrangementscan be put in place.

• Absences from one to seven calendardays: a self-certification form must besubmitted to the principal as early aspossible, and not later than the seventhday of absence, to ensure payment ofsick pay.

• More than seven days: a doctor’sstatement must be submitted to theprincipal before expiry of the secondweek of absence.

• Subsequent doctor’s statements must besubmitted to the principal as soon aspossible, following receipt, to ensurecontinuation of sick pay.

Teachers should also be aware that underthe Teachers’ Salaries Regulations(Northern Ireland) 1993, Regulation19(8)(b) states:

“A teacher who has been absent because ofillness for a total of 20 working days in anyyear ending 31 March and who has notsubmitted a doctor’s statement in respect ofany of those 20 days shall not be entitled

to salary for any subsequent days ofabsence through illness in that year unlessthey furnish a doctor’s statement.”Return to WorkAdequate notification must be given to theprincipal in advance of the date of return toteaching.If the absence has been of four weeks or moreduration, one week’s notice of intention toreturn to work must be given. For absencesexceeding 14 days prior to return to work theteacher needs to submit a fitness for workcertificate from their GP.Conduct during AbsenceTeachers who are off sick should only takeholidays where authorisation has been givenby the teacher’s GP and with the principal’sknowledge.

Absence due to illness


I always remember my grandfather sayingyou could travel the world through stories.So that’s what I did! I experienced theholocaust through the haunting words ofAnne Frank and Father Maximilian Kolbe.I travelled to Alabama and rode the buswith Rosa Parks and I stood at the gatesof Victor Verster prison in Paarl, SouthAfrica and cheered as Nelson Mandelawas freed, all without leaving my tinycorner of the world, in West Belfast!Growing up in a time and place wherepeople triumphed over adversity on a dailybasis, I was fortunate to be surrounded bywonderful orators and storytellers. From thequirky to the heartwarming, everyone inNorthern Ireland has a story to tell aboutthe impact the Troubles had on them. Whathas always struck me over the years though,is the humorous and unassuming way theseoral histories have been shared betweenfamilies and communities. People just liketo be listened to and expect nothing inreturn. It is not sympathy they want, butmerely a chance to share their experiencesand have their voices heard, hoping that anunderstanding of the past can be formed inthe minds of future generations. I have found this to be true of people nomatter where I have been around theworld. Whether teaching in Spain orclimbing in the Middle East, everyone youmeet has a story to tell about thedemocratic struggle in their own countryand the important part played bycourageous individuals and unsung heroes.

So when the opportunity arose to becomeinvolved in the Civic Voices Memory Bank

project it was too good to miss. I jumpedat the chance and, after gaining furtherinformation from Karen Sims at theNASUWT, was chomping at the bit!

Following a brief and straightforwardapplication process that was fully supportedby my principal, training was provided atthe Derrynoid Centre, Draperstown. Thetraining activities were well organised anddelivered in a way that was easy tounderstand. We had the chance tocollaborate with other teachers anddisseminate ideas as to how best to deliverthe programme in relation to the newrevised curriculum. Fortunately, it seemedto link almost effortlessly to a wide varietyof curriculum areas, providing an excellentopportunity for us to teach the key elementsin an interactive and innovative way.

Having been selected as a Civic VoicesFellow along with Simon Lemon of MovillaHigh School, we embarked on anInternational Exchange to the USA,including visits to Washington, DC,Birmingham, Alabama, and New York inMarch 2010. During this exchange we hadthe chance to work with teachers from thesix other countries involved in the project. As part of our ongoing professionaldevelopment we had the opportunity toparticipate in school visits, receive training atthe Library of Congress and Senate Historical

Office, listen to first-hand accounts ofactivism from participants in the Children’smarch and desegregation movement andenjoy civil rights site visits to a variety of keylocations, including Ellis Island.We hope that the knowledge, experienceand expertise we gained whilst abroad,and also whilst delivering the programmein its pilot year, can be shared with otherteachers and schools across NorthernIreland. Therefore, interested parties shouldcontact Karen Sims on 028 9078 4480 ore-mail [email protected] forfurther information, application forms anddetails of local training.We feel passionate about the benefits thisprogramme will have not only for ourcurrent students, but for generations ofpupils both here and abroad. As the worldcontinually shrinks, our global citizenshipis becoming increasingly important.Exploring and preserving the legacy of ourdemocratic struggle for peace in NorthernIreland is crucial in inspiring tomorrow’sleaders with ambition and hope for apeaceful and democratic future. Asteachers of drama, English, RE and history,we feel the programme can be easilyinfused into current schemes of work andbuilt upon to develop a variety of skills andknowledge. This will benefit pupils, notonly across the curriculum, but it will instilin them an appreciation for the roles thatindividuals within their communities haveplayed in shaping not only the past, but thefuture in Northern Ireland.It is our hope that this appreciation andunderstanding will, in turn, develop thestudents’ civic knowledge and skills andencourage them to become activelyinvolved in improving their community.This focus on civic responsibility willhopefully inspire our students to continueto strive for democracy and freedom notonly here, but around the world.

Louise O’Prey, St Mary’s High School,Downpatrick

Civic VoicesAn exciting project involving communication of oral histories, supported by the NASUWT

NASUWT TRAINING COURSES SEPTEMBER – DECEMBER 2010Stress Management – Thursday 30 September and Thursday 14 October 2010Health and Safety (Stage 1) – Wednesday 6 October 2010 and Wednesday 12 January 2011Representatives (Stage 1) Working Together – Thursday 7 and Friday 8 October 2010Representatives (Stage 2) Working Together – Monday 11 and Tuesday 12 October 2010Health and Safety (Stage 2) – Wednesday 20 and Thursday 21 October 2010Dignity at Work: Your Rights, Their Responsibility – Thursday 4 and Friday 5 November 2010Behaviour Management – Friday 12 November 2010Introduction to the NASUWT – Monday 22 and Tuesday 23 November 2010 Development Course for LGBT Members – Tuesday 30 November 2010


Pay Parity and Conditions of ServiceTeachers in Northern Ireland are not second rateteachers but are paid at a rate lower thancolleagues in England, Scotland and Wales. Conference calls upon the DENI and employersto urgently address the issue of parity of payand conditions of service in Northern Irelandwith the rest of the UK. Proposed: Brighdin Lyttle Seconded: Pat Crosbie

Special Needs and AlternativeEducation Provision

Conference believes that there has been asustained reduction in appropriate educationalprovision for the most vulnerable pupils andthat the number of assessments of specialeducational needs (SEN) for such pupils is beingrestricted on the grounds of affordability.Conference asserts that the learning difficulties ofthe child provide the only valid criteria fordetermining whether an assessment of SEN isrequired, regardless of cost, and that any failureto address those needs discriminates againstdisadvantaged pupils.Conference believes that mainstream schoolsare not able to address adequately the everwidening variety of needs they are expected todeal with.Conference further believes that without properring-fencing of funding, special educationprovision in mainstream schools will beinconsistently delivered.Conference deplores the lack of public fundingfor alternative education projects that depressesthe pay and worsens the working conditions ofteachers and support staff engaged with them.Without improved support for schools andpupils, teachers will continue to be frustrated intheir efforts to achieve the best for all theirstudents and those with special needs will notget sufficient help to realise their potential.Conference demands that:i. the rights of children with SEN are

respected by restoring their right tosupport provided by assessments of SENfollowing valid assessments and

ii. acceptable levels of pay and improvementsin working conditions are secured forteachers of children with SEN, includingthose employed in alternative educationprojects.

Proposed: Liam KellySeconded: Michael Clarke

Classroom ObservationConference views with concern the nature ofclassroom observation of teachers beingundertaken in some schools by seniormanagement, heads of department and subjectco-ordinators.Conference expresses its unequivocal supportfor the advice issued to NASUWT members inNorthern Ireland that a centrally negotiatedmanagement scheme (Performance Review and

Staff Development) exists, an integral part ofwhich is classroom observation limited to a totalof one hour and a maximum of two visits.Conference asserts that classroom observationshould only occur within the parameters of thePRSD scheme.Proposed: Peter ScottSeconded: Brighdin Lyttle

Workload, Online Assessment andWork/Life Balance

Conference believes that recent changes inassessment practices by the main examinationboards constitute an unacceptable increase inteachers’ workload. Specifically, the movetoward so-called controlled assessment andonline teacher annotation in many subject areaswill add to the responsibilities and duties ofalready hard-pressed teaching staff.Conference believes that the main impetus forthis shift to electronic means of assessment is afinancial one. There are major cost-cuttingopportunities for the exam boards in courseworkhandling and postage costs at the expense ofan acceptable work/life balance for teachers.Conference, therefore, instructs the NorthernIreland Officers to:i. carry out a survey of members on

controlled assessment and onlineannotation and collate evidence on howthis is affecting the hours being worked byteachers;

ii. secure agreement on strategies to ensurethat this does not develop into an evenmore serious deterioration in workingconditions for teachers and

iii. support industrial action, whereappropriate, to secure an acceptablework/life balance for all teachers inrelation to the requirements for teacherassessed and moderated studentcoursework.

Proposed: Bryan RooneySeconded: Justin McCamphill

EPDThe NASUWT calls on the Minister to abolishpresent EPD arrangements in Northern Irelandas they constitute a drain on financial resourcesand an ineffective use of teachers’ time. Proposed: Rosella McCaySeconded: Ciara McCay

SENCOWith the ongoing drive for the inclusion of pupilswith special educational needs in mainstreamschools, Conference notes with concern thesevere lack of training, time and support givento teachers, in particular SENCOs.Conference is concerned that with the proposedtransformation of SENCOs into Learning SupportCo-ordinators, the workloads, responsibilities andexpectations upon them will further increase tothe detriment of their home lives and health.Conference calls for adequate funding andresources to be made available for supporting

and training all affected teachers to deal withthe needs of these children effectively.Proposed: Jackie ShawSeconded: Liam Kelly

AsbestosConference abhors the risk to children, teachersand school ancillary staff caused by increasingexposure to asbestos in school buildings as manyof these structures continue to deteriorate.Conference demands that the relevantGovernment departments and bodies begin aprocess for the safe removal of all asbestos fromschools.Proposed: Aodh McCaySeconded: Wesley Tinney

Public Sector PensionsConference asserts that pension benefits are animportant and justifiable element of theremuneration of public sector workers andrejects completely the arguments put forwardby the opponents of public services that publicsector pensions are an unacceptable andunaffordable burden on state finances.Conference calls upon the Government tohonour the agreements reached on public sectorpensions and to ensure that decentoccupational pensions remain an entitlementfor all workers, irrespective of the sector in whichthey work, and on the ICTU to react accordinglyshould previous agreements be reneged uponand/or workers’ entitlement to occupationalpension provision and benefits be threatened.Proposed: Fred BrownSeconded: Derek McCullough

Academic Selection at 11Conference deplores the use of unregulatedtests as a selection process at the age of 11 andthe resultant distress caused to young childrenfor no valid educational reason.Proposed: Dermot HardySeconded: Ide Berrios

Bill of Rights for Northern IrelandConference calls upon Northern IrelandExecutive Council to support a Bill of Rights forNorthern Ireland.Proposed: Mairead McCaffertySeconded: Fred Brown

Every School a Good School: The WayForward for Special Education Needs

and Inclusion

Conference supports the principle of aninclusive education system that enables everychild to have a high quality learning experience,of early intervention to identify and meet achild’s needs and of professionals workingtogether effectively to meet the needs of anindividual child.Conference views with alarm current proposalsthat fail to address the issues of funding andresources to support the diverse learning needsof pupils.

NORTHERN IRELAND CONFERENCE MOTIONS


Conference calls on the Education Minister toensure that schools are given the additionalfunding and resources needed.Proposed: Ed Henry Seconded: Dennis O’Hara

Unfair Treatment of Older TeachersConference is alarmed by the emergingevidence that teachers of the age of 50 plus arebeing placed under more pressure and scrutinythan their younger colleagues.Conference asserts that the experience andexpertise of 50-plus teachers to the whole schoolstaff team should be valued and respected.Conference calls upon the Northern IrelandExecutive Council to campaign for a nationalstrategy to support older teachers which provides:i. opportunities for their skills and expertise

to be utilised to support their youngercolleagues;

ii. appropriate professional development andpromotion opportunities, includingexpansion of Excellent Teacher posts;

iii. access to sabbaticals andiv. a career exit strategy as they near

retirement which enables them to end theircareer positively and with dignity.

Proposed: Arthur McGarrigleSeconded: Aodh McCay

Teacher WellbeingConference asserts that health and safety isabout the development of a positive state ofwellbeing so that work is an activity thatenhances the health and wellbeing of workersand does not undermine it.Conference, therefore, applauds those schoolsand colleges that have adopted a proactive,whole-school approach to building healthyschools that recognises the importance of theemotional health and psychological wellbeingof teachers.Conference welcomes initiatives such as theNASUWT’s Teacher Wellbeing Survey andcommends the findings of the NASUWT-sponsored research ‘Work-Related Stress andMental Health Difficulties: Teachers’Experiences, Organisational Response andLeadership Issues’.Conference supports the continuing work by theNational Executive in campaigning for theimprovement of teachers’ emotional health andpsychological wellbeing to secure:i. greater awareness among school leaders

and governors of their statutory health andsafety responsibilities for the wellbeing ofteachers;

ii. the adoption of health and safetymanagement systems in schools andcolleges, which include targets for theimprovement in the health and wellbeingof teachers;

iii. improved early support for teachers whoexperience stress and/or psychologicaldifficulties;

iv. further reductions in the workload andworking hours of teachers;

v. workforce impact assessments of neweducational policies and initiatives,including their effect on health andwellbeing and

vi. improvements to initial teacher training tobetter support the professional health andwellbeing needs of new teachers.

Proposed: Aodh McCaySeconded: Derek McCullough

Recruiting and OrganisingSubstitute Teachers

Conference recognises the contribution madeby supply teachers in ensuring the provision ofhigh quality education. Conference notes that substitute teachers oftenface unique difficulties associated with frequentchanges in their workplace setting and a lack ofaccess to appropriate professional developmentopportunities and support.Conference acknowledges that effective supportsystems from the Union will enable them tocounteract issues they face in the workplace andwill encourage them to join and get involved inthe NASUWT. Conference endorses the work of the NationalExecutive to develop support networks forsubstitute teachers to develop relevantmaterials to encourage recruitment andinvolvement from supply teachers and raiseawareness of the work undertaken by theNASUWT to support substitute teachers.Proposed: Rosella McCaySeconded: Ciara McCay

Protecting Public ServicesConference believes that public services are atthe heart of a democratic society and areessential to supporting individuals and families,developing strong and cohesive communities,and ensuring social and economic justice for all.Conference asserts that public services are vitalto the nation’s economy and must be defendedagainst privatisation, which puts profits beforepeople and which has been a key factor in thecurrent global economic recession. Furthermore,Conference deplores the monumental waste ofpublic money, loss of economies of scale andincreased risk for financial impropriety causedby policies of marketisation, financial devolutionand outsourcing of public services.Conference welcomes the Government’srecognition that investment in public services isvital to pulling the country out of recession.Conference condemns those who seek to usethe economic recession as an excuse topromulgate an anti-public services agenda, toprivatise public services and to attack publicservice workers’ jobs, pay and pensions on thegrounds that there should be ‘equity of misery.’ Conference believes that a stark choice at thenext general election will be between those whoare committed to increased investment in publicservices and those who would seek to privatisepublic services and dismantle the welfare state.Conference calls on the Northern IrelandExecutive Council to commit to:

i. a campaign to ensure that publicinvestment in high quality and fully fundedpublic services is a manifesto priority at thenext general election and

ii. support affiliates in protecting publicservice workers’ jobs, pay and pensions.

Proposed: Northern Ireland OfficersSeconded: Northern Ireland Officers

Workplace Stress and AnxietyConference asserts that workplace stress isendemic in the school/college environment.Conference believes that the pressures underwhich teachers work have resulted in high levelsof stress and anxiety in the profession.

Conference recognises that contributory factorsto workplace stress and anxiety include theproliferation of new initiatives, pupilindiscipline, assessment arrangements and atarget-driven culture.

Conference also identifies that the culture ofinstitutional bullying which has developed inmany schools/colleges is a cause of stress andanxiety and, consequently, impacts on thehealth and wellbeing of many teachers, makingtheir work environment intolerable.

Conference welcomes the work of the NationalExecutive to tackle these problems and supportsthe National Executive in using the findings ofthe recent NASUWT survey on stress and anxietyin the teaching profession to:

i. raise awareness of the issue and

ii. make recommendations to the relevantbodies in order to reduce the impact ofunhealthy levels of stress and anxiety inschools and colleges.

Proposed: David KerrSeconded: Ide Berrios

GTCNIConference is concerned that after two four-yearcycles the General Teaching Council forNorthern Ireland will not have fulfilled itsintended regulatory function.

Conference believes it is unacceptable for abody to operate for eight years at publicexpense without being able to carry outresponsibilities that it was designed to perform.

Proposed: Peter ScottSeconded: Arthur McGarrigle

Securing the Future of High QualityEarly Years Provision

Conference believes that high quality early yearseducation is best delivered in maintainednursery schools, nursery classes attached toprimary schools and local authority-managedearly years centres, and where qualified teachersare employed to lead teaching and learning,supported by the wider children’s workforce.

Conference supports Northern Ireland Officersin pursuit of said policy.

Proposed: Northern Ireland OfficersSeconded: Northern Ireland Officers


“No letters after your name are ever goingto be a total guarantee of competence.Improving competence involvescontinuing professional development...That is the really crucial thing, not justpassing an examination.” Colette Bowe

Having been invited to write a short,reflective passage about my personalexperiences within the induction and earlyprofessional development (EPD)programmes, I feel that being a reflectivepractitioner, I must look upon the subjectcritically.

Personal Context:

Having graduated in 2007 with a BEd(Hons) in Art and Music, I took up my firstpost teaching primary two. The post wasinitially a year; however, it was extendedfor a further year. I completed myinduction and EPD 1. In the second yearof this post I began a three-year, part-timeMEd in Educational Leadership andManagement with Special Needs. InSeptember 2009, I took up a new positionand a new challenge in a special school. Iam currently completing the final stagesof the EPD process and preparing for mydissertation for my Masters.

The induction and EPD process takes threeyears. However, this process can span overseveral more, depending upon youremployment status and opportunities.

“A number of beginning teachersinterviewed had not completed theprogramme of induction in their first yearbecause of the scarcity of employmentand the dependence upon occasionalsubstitute teaching…The principal reasonreported for delay in completing EPD waslack of time and a very heavy planning,teaching and assessment workload in theearly years of teaching.” Kearns 2001:78

Within these three years, you are invitedto attend several seminars and workshops.(75-mile round trip to location of saidcourses!) These courses highlight variousaspects of pedagogical skills, as well asthe formalities of being a newly qualifiedteacher. However, what I find mostworthwhile about these workshops is thesharing of ideas and experiences withlikewise beginning teachers. Although,conversations usually evolve round thesubject of securing a permanent job!

The EPD process sets out to highlight theteacher competences as highlighted by theGeneral Teaching Council for Northern

Early Professional DevelopmentA young member’s experience

Ireland (GTCNI) and helps to guide teachersto take account of these, to benefit bothpupils and themselves. The 27 teachercompetences have been organised withinthree broad areas within the document:Professional Values and Practice,Professional Knowledge and Understandingand Professional Skills and Application.

The induction and EPD programmes followthe same structure as the Northern IrelandCurriculum where teachers ‘plan-do-review’. It sets out to raise standards ofteaching and learning and for teachers tolook deeper within their planning, butmost importantly, the reflective evaluationof their performance. This processpromotes the willingness of teachers tocontinue professional learning and tomake effective changes in practice.

The aspect where teaching is observed andreflected upon, I feel, is vital in sharing andpromoting good practice. However, does itneed to be as formal as the EPD processdictates with the associated paperwork? Ifeel that the process of self and peerassessment needs to be an integratedaspect within schools more often and notjust part of a specific project. Thisassessment then needs to be linked to somekind of action and intervention that sets outto assist and improve classroom teaching.

Having completed a four-year teachingdegree with supporting teaching practiceexperience, the thought of another threeyears of additional paperwork on top ofschool planners and evaluations can bevery time-consuming and can often takeaway from the actual hands-on teachingexperience and pupil-teacher contact. Ialso feel that through the professionaldevelopment that I am personallypursuing through the completion of my

Masters degree, although it may supportthe EPD process, it is not recognised thatit could be used as an equivalentalternative. I also feel ‘left out’ of thePerformance Review and StaffDevelopment (PRSD) projects that my‘post-EPD’ colleagues are involved in,within school.

I have found the schools in which I havetaught very supportive of the process ofEPD. However, they would stress that thereis too much emphasis upon its associatedpaperwork. They would also comment thatthe process of ‘plan-do-review’ is alreadysupported in the school’s internal planningprogramme and within the school’sdevelopment plan. The EPD process doesnot take into consideration the professionaldevelopment that may be taking placeadditionally to this scheme, both within theschool and beyond. Three years ofrepetitive paperwork, in addition to classplanning and evaluations, can make EPDfeel monotonous, losing it value with newlyqualified teachers.

References:

Department of Education Northern Ireland(DENI) (1993A) Teachers for the 21stCentury: a review of initial teacher training.Bangor: Rathgael House.

Education and Training Inspectorate(2005) Induction and early professionaldevelopment of beginning teachers –report of a survey. Bangor: Education andTraining Inspectorate for Department ofEducation.

Kearns, H. (2001) Competence-based EarlyProfessional Development: first impressionsof the Northern Ireland Programme.Journal of In-Service Education, Vol. 27,No. 1.

Students from St Mary’s College displaying their NASUWT-sponsored strip.


Stress by results!It would seem that quite a few principals,senior management and boards ofgovernors are not fully aware of their dutyof care to teachers in their schools. Thereappears to be a strong belief in NorthernIreland, and the bigger island, that if thoselisted above perceive a downturn in resultsin external examinations, then blame isautomatically attributed to the classteacher and subsequent pressure exertedon the individual. (This happens evenwhen predicted levels from earlier years ofa pupil suggest that that pupil hasachieved even greater than that predicted– even if not in the ‘magic’ high grades!)Any stress inflicted on the teacher is thendismissed with the assertion that the pupilwelfare always takes primacy over anyduty of care to the teacher.

With school populations decreasing andset to continue to decline, the push tocontinually improve on externalexamination results year on year is logicallyunrealistic. However, ‘market competition’between schools is continually forcing theissue. Something must break and the ‘buck’will often get no further than the classroomteacher. Consequently, more and moremembers are being threatened with‘unsatisfactory teaching’ procedures andthe horrendous accounts on this related byspeakers at Annual Conference inBirmingham rightly deserved the standingovations they received.

Strabane Association’s amendment to theimportant motion at Annual Conferenceon teacher stress was unanimously carriedas it demanded full and proper training forprincipals to fulfil their duty of care to allteaching staff in their school, includinghow to avoid stress in the workplace.

At present, all over both islands, thereseems to be a very questionable system inplace with individuals going into schoolsin some sort of ‘mentoring’ position forprincipals. These jobs don’t appear to beadvertised and appear to be appointed ona ‘who knows who’ basis. This would seemto allow bad practice to rejuvenate itselfand we see ever rising cases of absencedue to stress-related illness. Then the illteachers get blamed! This is a ‘circle’ thatneeds to be broken to allow teachers to

get on with what they are good at –teaching!

Stress gets everywhereDuring Annual Conference there was aseminar for caseworkers dealing withmembers suffering from work-related stress.As well as commenting on varioustechniques and NASUWT procedures, theseminar also concentrated on the stresscaused to caseworkers handling the stresscases brought to them by members. Thiswas something many of the large numberof attendees had not fully considered, butthey were left in no doubt of theimportance of fully considering it in thefuture. Members have consistently reportedhow much they appreciate the support ofNASUWT caseworkers in helping andsupporting them through difficult times. Ihave received thanks from many membersand I would like you to know how muchthat expression is very much appreciated.

False allegationsAn area causing extreme stress anddistress is ‘false allegations’ made bypupils. These show signs of havingincreased and vary from accusations ofbeing ‘looked at’ in a way the pupil hasperceived (or chosen to perceive) asupsetting to the more extreme cases ofaccusing a teacher of assault. Anotherprevalent form of allegation is accusingthe teacher of not having taught a sectionof a syllabus or not having properlyprepared pupils for an externalexamination. The Internet allows thesepupils to make accusations anonymouslyor to seek support from other disgruntledpupils. In many cases this allows abusivepupils who don’t understand the need forpersonal study (or just don’t want toundertake any) to attribute blame for theirunderachievement on their teacher. Thistakes us back to the point made earlierwith supposed underachievement in examresults being blamed on the teacher.

If a pupil has made a serious falseallegation against a teacher, then thewelfare of the teacher must take primacyand the pupil should at least be excludedfrom contact with the teacher. This shouldgo some way towards negating the ‘fear’factor being experienced by that teacher.

The NASUWT’s record in Northern Irelandin dealing with these false allegations isexcellent with the ‘extreme’ cases andother less extreme. However, other formsof false allegations are becoming moreprevalent and members need to be awarethat they have a right to a safe workplacewith protection from both physical andmental injury. The NASUWT will continueits robust campaign to rid teaching of thisabuse as a priority.

Flexible workingSome employers in Northern Ireland schoolsare, frankly, indulging in what appears to be‘sharp practice’ by implementing statutes onallowing reduced working hours for mothersof children under six years of age. InEngland and Wales the age limit of childrenhas moved to 18 years old. Many schoolshere work this system to the best advantageof teachers with young families and theschool, with no detriment to the pupils.However, some schools are now refusingrequests from teachers who have smallchildren, citing pupil and curriculum needsof the school (possible translation: we don’twant the hassle of trying to adapt thetimetable just to suit mothers of smallchildren, and we don’t really care if theymight fall ill later on with stress-relatedillness). My opinion is shame on thoseboards of governors who adopt this attitudeand seek to hide behind a statute weightedin their favour.

We need our own anecdotal evidence inorder to set up a campaign to publiclyshame employers and schoolmanagements who refuse the needs ofmothers with small children simply for thesake of convenience with a ‘couldn’t careless’ attitude. I would be delighted to hearfrom you, so please contact the NationalCentre’s e-mail address. I also welcomefeedback from employers who feel theyneed to block the benefits of thisimportant legislation – send to the sameaddress and mark for my attention.

AsbestosAsbestos in schools remains an extremelyserious issue but is not one regarded with itsfull seriousness by classroom teachers. Themajority of our members in Northern Irelandare teaching in buildings that containasbestos – fact! As these buildings get older,

Health and Safetyby Aodh McCay, Health and Safety Officer

undergoing the treatment meted out byhundreds of children and young people,then the danger increases proportionally.Classroom teachers have to be on constantguard that they are never exposed toasbestos. It is, quite literally, deadly!

Think of campaigns to divert heavy traffic– or at least slow it down – near a schoolbecause children and teachers’ cars are atrisk. The traffic is visible so the risk isvisible and the result of any action againstit will also be visible.

Asbestos fibres in the air are not visible sopeople fall into the assumption that action

does not need to be taken. But, make nomistake, teachers (and pupils) have diedand are dying prematurely as a result ofexposure to asbestos in schools. Teachersneed to be aware of the risks of asbestosand become vigilant in their classroom toany signs of danger from exposed asbestos.Precautions are vital and it is always bestto get something checked out by experts,even if it turns out to be harmless – bettersafe than sorry with a disease with ten or15 years’ gestation period. Teachers owe itto the children in their care and they oweit to their families and themselves tomaintain full health and to be cautious.

The NASUWT nationally has campaignedon this issue for a long time and NIC ICTUHealth and Safety Committee haveendorsed it as a major issue facing schoolsin Northern Ireland.

It is said that imitation is the sincerestform of flattery and, so, it is good to seeour sister unions following the NASUWT’slead in taking a strong line against therisks of asbestos in schools in NorthernIreland. A united campaign with thebacking of ICTU in the name of the healthof pupils and teachers cannot be ignoredby our devolved government!


Roles and responsibilities

There is no legal or contractual requirement for any teacher toadminister medication to a pupil. The NASUWT advises membersnot to do so.

Schools and colleges should employ appropriately trained andqualified support staff to administer medication to pupils and/orensure that appropriate specialist, external medical support isavailable.

Schools and colleges should ensure, as a minimum, that:

• all staff are issued with clear written guidelines on theadministration of medication;

• relevant staff receive appropriate training;

• all medicines are kept in a suitable approved, locked drugscabinet. Each medicine should be in a separate containerclearly labelled with the contents, the dosage, frequency ofadministration, duration of course, date of prescription and thepupil’s name;

• an up-to-date and detailed record of drug administration iskept in a designated place;

• they have easy access to qualified medical/nursing advicewhen needed;

• a risk assessment of the activity is undertaken and anindividual health care plan arranged for the pupil; and

• appropriate indemnification is provided for any member of staffinvolved in the administration of medication to a pupil.

Educational visits

If a pupil’s medical condition is a cause for concern, advice on thewisdom of taking the pupil out of school should be sought froma medical practitioner. The final decision must rest with theteacher in charge of the activity. If it is decided that the pupilshould take part, then secure arrangements for the storage of themedication and clear guidelines and instruction as to itsadministration will be required.

Invasive medical procedures

The NASUWT advice is that no teacher may be required toadminister rectal Valium or undertake any other invasive medicalprocedure.

Self-medication

It is important that the parent/guardian informs the school if theirchild suffers from any particular condition. Older pupils will belikely to be able to administer their own medication. Any decisionon pupils’ self-medication should be made in consultation withthe parent/guardian, as appropriate. It is vital that schools andcolleges have a clear emergency procedure where pupils areunable to self-medicate and ensure that all staff are informed ofthis.

Technology-dependent pupils

It is a prerequisite that these pupils must have the individualassistance of a qualified nurse who can take care of their needs.

Pupils with acute conditions

There are examples of conditions that may render a pupilvulnerable in a very short space of time to a life threateningepisode, such as anaphylactic shock due to allergic reaction.Schools and colleges should have well-developed emergencypolicies and procedures for dealing with such events and toidentify pupils who may be at risk.

Further information

Detailed information and guidance relating to the administrationof medicine to pupils can be obtained from:

Northern Ireland

The booklet Supporting Pupils with Medication Needs (2008)contains protocols to enable medication needs to be appropriatelymanaged. Further related guidance is available on theDepartment for Education Northern Ireland (DENI) website atwww.deni.gov.uk.

NASUWT health and safety training and publications

Details of training courses can be obtained from your NASUWTNational Centre.

The NASUWT publishes advisory documents covering a wide rangeof health and safety topics. Members can order the advice leafletsfree from :

• the NASUWT website at www.nasuwt.org.uk;

• NASUWT Headquarters on 0121 453 6150;

• [email protected].

The Administration of Medication to Pupils

The International Trade UnionConfederation’s (ITUC’s) Annual Survey ofTrade Union Rights has documented adramatic increase in the number of tradeunionists murdered in 2009, with 101killings – an increase of 30% over theprevious year.

Of the 101 murdered, 48 were killed inColombia, 16 in Guatemala, 12 inHonduras, six in Mexico, six in Bangladesh,four in Brazil, three in the DominicanRepublic, three in the Philippines, one inIndia, one in Iraq and one in Nigeria.Twenty-two of the Colombian tradeunionists who were killed were senior tradeunion leaders and five were women.

“Colombia was yet again the countrywhere standing up for fundamental rightsof workers is more likely than anywhereelse to mean a death sentence, despite theColombian government’s public relationscampaign to the contrary. The worseningsituation in Guatemala, Honduras andseveral other countries is also cause forextreme concern,” said ITUC GeneralSecretary Guy Ryder.

This year’s report again records an extensivelist of violations suffered by trade unionistsstruggling to defend workers’ interests, thistime in 140 countries. Many other violationsremain unreported as working women andmen are deprived of the means to have theirvoices heard or fear to speak out due to theconsequences to their jobs or even to theirphysical safety. Along with the appalling listof killings, the survey provides detaileddocumentation of harassment, intimidationand other forms of anti-union persecution.A further ten attempted murders and 35serious death threats were recorded, againmostly in Colombia and Guatemala.Furthermore, many trade unionists remainedin prison and were joined by around 100who were newly imprisoned in 2009. Manyothers were arrested in Iran, Honduras,Pakistan, South Korea, Turkey and

Zimbabwe in particular. The general tradeunion rights situation has continued todeteriorate in a number of other countries,including Egypt, the Russian Federation,South Korea and Turkey.

Anti-democratic forces continued to targetunion activity because unions are in thefront line in the defence of democracy. Thiswas evident in Honduras during the post-coup violence and in Guinea during aprotest demonstration against the rulingjunta, which turned into a massacre on28 September.

Numerous cases of strike-breaking andrepression of striking workers weredocumented in each region. Thousands ofworkers demonstrating to claim wages,denounce harsh working conditions or theharmful effects of the global financial andeconomical crisis faced beatings, arrestand detention, including in Algeria,Argentina, Belarus, Burma, Côte d’Ivoire,Egypt, Honduras, India, Iran, Kenya, Nepal,Pakistan and Turkey. Dismissals of workersdue to their trade union activities werereported in many countries. In Bangladesh,six garment workers on strike for a payincrease and settlement of outstandingwages died after a police intervention.

In several countries, companies threatenedworkers with closure or transfer of productionsites if they organised or joined a tradeunion. Often, employers simply refused tonegotiate with workers’ representatives whilethe authorities did nothing. Some labourcodes were amended to permit more‘flexibility’ and to unravel social welfaresystems, which often impacted on theexisting industrial relations systems and thuscurtailed trade union rights.

The undermining of internationallyrecognised labour standards saw more andmore workers facing insecurity andvulnerability in employment, with some50% of the global workforce now inprecarious jobs. This affected workers in

export processing zones, especially in SouthEast Asia and Central America, domesticworkers, particularly in the Middle East andSouth East Asia, and migrants andagricultural workers. Many of the worstaffected sectors have high concentrationsof women workers. The growth of informalemployment makes the exercise of tradeunion rights extremely difficult.

The survey also highlights many cases where,while trade union rights are officiallyprotected in legislation, restrictions on legalcoverage and weak or non-existentenforcement added to the vulnerability ofworkers already struggling in the depths ofthe crisis. Severe restrictions or outrightprohibition of strikes also exist in a largenumber of countries. Complex proceduralrequirements, imposition of compulsoryarbitration and the use of excessively broaddefinitions of ‘essential services’ provisionsoften make the exercise of trade union rightsimpossible in practice, depriving workers oftheir legitimate rights to union representationand participation in industrial action.

The International Labour OrganizationConvention 98 on the Right to Organiseand Collective Bargaining has still notbeen ratified by countries such as Canada,China, India, Iran, the Republic of Korea,Mexico, Thailand, the United States andVietnam. Approximately half of the world’seconomically active population is notcovered by the Convention.

“This year’s ITUC survey shows that themajority of the world’s workers still lackeffective protection of their rights toorganise trade unions and bargaincollectively. This is a major factor in the long-term increase in economic inequality withinand between countries. Inadequate incomesfor much of the world’s workforce helpedcause the global economic crisis, and ismaking it much harder to put the economyon a path of sustainable growth,” said Ryder.Fred Brown, National Executive Member


Northern Ireland Officers AodhMcCay and Arthur McGarriglelobbying Northern Irelandpoliticians at their conference.

Increase in attacks on trade unionists throughout the world

NASUWT NORTHERN IRELANDOFFICERS COMMITTEE


Copy should be sent to:The Editor, Platform,

c/o NASUWT Northern Ireland National Centre,

Ben Madigan House,Edgewater Office Park,

Edgewater Road, Belfast BT39JQ.

Tel: 028 9078 4480Fax: 028 9078 4489

E-mail:[email protected]

Copy for PlatforM

NASUWT SECRETARIES

BELFAST BOARD AREACasework Secretary:VACANTLocal Association Secretary:MRS COLETTE MCCROSSANTel. 028 9066 9081

NORTH-EASTERN BOARD AREACasework Secretary: MR JOHN DEVLINTel. 07920 825802Local Association Secretary: North East: MR JOHN DEVLINTel. 07920 825802East Antrim: IDE BERRIOSTel. 07732 016809

SOUTHERN BOARD AREA Casework Secretary: MR BRENDAN MORGANTel. (Sch.) 028 3026 2851Tel. (Home) 028 4175 4482 Local Association Secretaries: South Down/South Armagh: MR RICHARD EGANTel. (Home) 028 4177 4347Armagh/Craigavon: MARIAN DOWNINGTel. (Home) 028 3832 3333Tyrone East: MRS IRIS MCKEOWNTel. (Work) 028 8673 7284

WESTERN BOARD AREACasework Secretary:MR AODH MCCAYTel. (Home) 028 7138 3111Tel. (Mobile) 07736 059205Local Association Secretaries:Omagh: VACANTStrabane: MR AODH MCCAYTel. (Home) 028 7138 3111Erne: AIDY STEVENSONTel. (Sch.) 028 6632 2165Derry City: DECLAN O’NEILLTel. (Home) 028 7134 8902

SOUTH-EASTERN BOARD AREACasework Secretary: MR WESLEY TINNEYTel. (Home) 028 9145 1211Local Association Secretaries: North Down: MR WESLEY TINNEYTel. (Home) 028 9145 1211East Down: MRS HEATHER ELLIOTTTel. (College) 028 4461 5815Lisburn: VACANT

PresidentMrs Brighdin LyttleSenior Vice-PresidentMr Wesley TinneyJunior Vice-PresidentMr John DevlinPast PresidentMr Graham AgnewHonorary SecretaryMr Arthur McGarrigleHonorary TreasurerMrs Rosella McCayHealth and Safety OfficerMr Aodh McCayEquality OfficerMr Denis O’HaraNational Executive MemberMr Peter ScottNational Executive MemberMr Fred Brown

The Future of Education in Northern IrelandThe proposed imminent cutbacks of up to £360 million in theeducation budget are not being addressed due to the politicalimpasse created by our politicians in Stormont.

The overdue establishment of the Education and Skills Authority(ESA) has been blocked as well as the opportunities to makesavings from the rationalisation of the existing educationaladministration and the creation of a single employing authority ofall education staff. ESA would then be able to move forward onthe structure of schools for the future, which would include movingforward on improvements to teachers’ conditions of service thatwould allow teachers to focus on teaching and learning.

It is estimated that the Northern Ireland education budget coulddecrease by up to £80m-£90m for each of the next four years, i.e.in the region of £320m-£360m over four years. Overall, the current£2 billion budget will shrink to close to £1.6 billion. If theWestminster Coalition honours its promise to leave the NationalHealth Service budget intact, the cuts to the education budgetmight be even more severe with incalculable damage to children’seducation and the future of the Northern Ireland economy.

The education service will take the full forceof the cutbacks that will see a furthersqueeze on new schools and repairs andmaintenance of existing, and in many casespoor, school buildings. It is likely thatfrontline services will bear the brunt of thecuts. This will mean schools closing, teachersand support staff being made redundant, class sizes increasing,increased workloads and untold damage to many young people’seducation. Unfortunately, our politicians are in denial and will notaddress the need for a single body to lead and face the economic crisis.

To help to cope with financial trauma of this magnitude, we needtransformational change in educational administration. We needthe vision to scope and to reshape a radically different educationaladministration. We need the politicians to work together with thetrade unions and the education establishment to build an educationsystem with a support structure that meets the needs of all ouryoung people and is fit to meet the challenges of the future.

The NASUWT, together with sister education unions, will bedemanding a way forward.

Seamus Searson, Northern Ireland Organiser

Comment

Documents

Plaform Summer 2010