Success of school that achieves great results
Sir — I read with interest the supplement on school league tables (Sunday Independent, January 27) and I understand that publishing such information can be a controversial subject.
However, in my opinion the various articles in your paper commenting on the data could spark a very interesting national conversation which would hopefully in the long term improve education.
As chairman and administrator of the Cork Academy of Music (a voluntary charitable organisation, on the North Monastery Campus, Cork), my interest was piqued by John Walshe’s piece, in which he referred to a suggestion by Gerry Bennett, chief executive of the Edmund Rice Schools Trust: “It would be much better to see a league table that was focused on the holistic, social and personal development of students…”
I respectfully suggest that educators, students and parents could benefit from both the academic and value-driven league tables.
The Cork Academy was established 26 years ago and happens to be one of those education “providers” alluded to by John as being outside the scope of the current academic league tables. The school is run on a very tight budget, situated in an area of high unemployment, and is blessed with a capable and diligent team of full- and part-time teachers, who value the students as people, bringing out all their potential.
Under the auspices of the Department of Social Protection, the Cork Education Training Board and ongoing support from Cork City Council, we run ‘Local Training Initiative’ (LTI) courses (levels 4 and 5) plus a Community Employment Scheme, all geared toward using music as a tool for social inclusion. A Foundation and Access course is run for people who have the desire and capability to progress to third level including university.
For students who have a preference to take up immediate employment in the music industry, graded examinations (by external bodies) in theory and instruments are provided.
Over the years, the staff has noticed that the students undergo an extraordinary change in self-belief during their studies. I would credit our teachers with these advances, a large percentage of whom are former students who went on to university and returned to the academy as teachers.
These teachers have a sincere empathy with their students, who in turn recognise in their mentors the embodiment of what can be achieved with a bit of application. Attention to the holistic development of the students seems to also enhance the academic achievement of those who are so inclined.
In recent years there is a notable increase in students securing places on Bachelor of Music degree courses. Last year it reached 50pc on LTI courses, and 20pc on CE Scheme. (But it is fair to clarify that our numbers are relatively small, 28 students in each.)
I would hope that this letter would bring to notice the work of many voluntary organisations like ours who are managing on meagre resources and achieving results for students both holistic and academic.
Robert Seward, Cork Academy of Music, North Monastery Campus