Re-profiling of the Role to address current and future priorities

The implementation of the Rochford Review (2002) resulted in ninety-six per cent of up-gradings above that of Grade IV being allocated to the administrative structures at CDVEC Head Office with an agreement for a review in the further education sector that never happened. The research findings found that the structures in place in CDVEC schools and colleges did not meet the education requirements of the college, the work performed by ‘school secretaries’ and their level of responsibility. The principals described the outcome of the Rochford Review (2002) as follows

“ schools got nothing”, “it did not serve the education needs of the school”, “ it only served the administrative structures”, “the foot soldiers who carry out the work were not compensated”, “I see it as the tail wagging the dog to be honest, that has lost sight of the whole business of education”, “schools got what was requested, not what the Rochford Review (2002)

recommended”.

The findings from the research interviews with ‘school secretaries’ and other stakeholders found that the role and responsibilities did not reflect the level of gradings in the school that was based on their enrolment figures for

schools in 2001. “The level for a senior grade should be at least that of

Grade V and all other Grades should be at Grade IV Level”. Further evidence of this was found when the researcher asked two questions as to whether stakeholders felt that the ‘school secretary’ had an impact in the education system or whether they required specialised knowledge to carry out the role.

The findings to the first part of this question varied from yes they did have a direct impact because of their knowledge of the system, to having an

indirect impact because they did not in anyway impact on the curriculum. Other findings indicated that the process of delivering education was not only what happened in the classroom but what enabled the education process to be delivered. The findings from the research interviews with principals found that if the senior person was operating at a ‘higher level or

operating in an advisory level then they would be providing specialist knowledge’. The findings referred to were as follows

• Health and Safety

• Advising at a Board of Management on a section 29 procedure • Taking on the Garda Vetting Forms for Students on various PLC

Courses

One other principal also referred to the need for a senior role to assist in

‘building matters and in making other decisions’ that would free up the principal to allow him/her deal with the leadership functions of the role. This would concur with the findings from the views of secretaries who described how there was no progression route for administrative staff in the school/college area where they loved to work.

The findings from the research analysis of the visit of the researcher to a vocational school in the USA uncovered how school secretaries were organised in the various areas of their specialisation – ‘The Payroll

Secretary, The Purchasing Secretary, The Admissions Secretary, The Guidance Secretary, The Remedial Secretary’. The findings also revealed a Business Manager looked after the budget of the college that allowed the principal concentrate on the curriculum and leadership role. Attwood (2008) made reference to the Bursars employed in the schools and colleges in the UK to look after school budgets.

The findings outlined above would concur with the views of a guidance counsellor interviewed who chairs and takes the minutes of a meeting. He/she commented on the benefits of a ‘school secretary’ present to take detailed minutes that would allow him/her participate more fully in the meeting.

The research findings from a group of teachers interviewed described how one teacher highlighted that the knowledge required by school secretaries to carry out their role was so specialised that it could hinder them from gaining employment in the business world. This would concur with the findings from the literature of Lyons (2010) who warned of the great danger of the application of business management theory in an education setting.

Phase two of the research highlighted that negotiations had taken place on restructuring for ‘school secretaries’ from 2003 onwards between IMPACT Trade Union and the DES. The findings uncovered that the DES refused to evoke two clauses of the agreement and how negotiations broke down in 2005 under a National Agreement drawn up that did not allow for cost increasing claims. The findings revealed that the senior official brought the matter before the Labour Relations Commission that allowed a review for this report. The terms of reference and a chairman of the review had been set in place but postponed because of the serious deterioration in the public finances and would commence again as soon as the economy recovered. Phase three of the research findings with the senior academic member of management found that he/she did not have specific knowledge of the

Rochford Review (2002) and commented on the agreed structures that were in place for administrative posts. “it is not within the gift of a school or VEC

to acknowledge contributions through promotions, that is determined outside and nationally, but if it could happen, I mean people would love that, but is it a realistic objective, I am not sure that it is” (A6)