Pickets outside schools are a fairly rare sight. Teachers, by nature and vocation, tend to be a relatively conservative body of people who would likely feel uncomfortable picketing at the local school gate rather than working in the classrooms.
It has been argued that the present industrial action by the ASTI, in pursuit of a wage claim, has other underlying causes other than financial gain. Perhaps much of the dissatisfaction and unrest in the teaching profession has to do with the value placed by modern society on the role and worth of the teacher in our classrooms.
Of particular relevance in this regard is a perceived relative loss of status by the teacher in society. In earlier decades teachers tended to join the profession for vocational reasons, whereas salary was an important but secondary consideration. Is there therefore a connection between status and remuneration?
There is a general acceptance that teachers have played a critical role in the recent transformation of the Irish economy, which has produced a highly skilled, well educated young population. Many teachers may have noted the value placed by society on some former pupils who have fast-tracked into higher-salary jobs over a relatively short period of time.
In my view, therefore, there are a number of complex underlying factors at play, which have also contributed to the present industrial disharmony at school level.
Indeed, harmony between the three key partners (parents, management and teachers) at school level has always underpinned the success of the Irish education system. The present industrial action by ASTI could well damage that partnership because the key interests of students and their parents are threatened. As the representative of a school management body, I remain particularly concerned about the disruption to schools and the continued loss of class contact time resulting from ongoing industrial action.
Now that ASTI has embarked on a particular course of action, attitudes will continue to harden on both union and Government sides. While the Government insists that negotiations on any future resolution lie within the PPF framework, ASTI continues to seek a platform for resolution outside the framework.
There is, therefore, no common ground on which the government and union can engage meaningfully.
While neither side can show signs of weakness, both sides must ultimately seek a resolution which lies in some form of compromise. Yet there are opportunities to be explored which can, through meaningful discussions, assist in the resolution of the present dispute. For instance, the ongoing modernisation process, presently being implemented in the education sector, places a strong emphasis on delivering quality services while improving all aspects of human resource management.
Need for flexibility
Our modern and highly diversified economy requires a responsible and flexible public service. Teachers are public servants. There is, therefore, an opportunity to re-visit present work practices in a spirit of open partnership. Government and unions can further explore opportunities which could meet the demands of teachers and yet enhance and modernise the education sector.
Failure to fast-track this dispute to an early settlement could have a serious effect on the educational attainment of students. Lack of meaningful dialogue or an agreed platform for early engagement by both sides could lead to frustration and possible parental backlash.
As management, our duty of care and the safety and welfare of students remains our priority. We need the co-operation of teaching staff, and the present industrial dispute frustrates our efforts to maintain educational provision in schools.
If a lengthy dispute develops, it may also damage the equilibrium and mutual respect that exists between the partners at local level.
Society has changed much over the past two decades. Some older second-level students now appear to be demanding a right to uninterrupted education. This new phenomenon may yet play a significant role in this ongoing industrial relations saga.
Michael Moriarty is general secretary of the Irish Vocational Education Association (IVEA), the representative body for Ireland's 30 Vocational Education Committees.
