Dr James M. Hatch, EdD
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Reflections on the Impact and Importance of International and Global Education
                  Musings on Japanese and Ryukyu Budo                                 ​

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Garda Vetting in Ireland: Protection or Paperwork?

26/9/2025

 
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As a teacher in Ireland, I have now completed Garda vetting three times in six months. Each time I was required to submit every address I have lived at since birth, across multiple countries, with no gaps. Each time the same information went back into the same database. Each time, hours of my life disappeared into forms.
I am not alone. Colleagues across schools, youth groups, and sports clubs share the same frustration. Garda vetting was designed to protect children. But has it become more of a paper-shuffling exercise than a safeguarding measure?

The Case for Vetting
To be clear: vetting matters. The National Vetting Bureau (NVB) exists for a vital reason — to ensure children and vulnerable adults are protected. Vetting checks don’t just cover criminal convictions; they can include “specified information” such as credible Garda intelligence about risk. That means someone with a troubling history may be flagged even if they haven’t been convicted in court.
Teachers, youth workers, and coaches overwhelmingly agree that children must be safeguarded. Organisations such as the GAA actively pushed for vetting because they recognised it as a layer of defence against predators. When vetting fails or is bypassed — as in the recent case where a private company placed unvetted staff with vulnerable children — the public rightly reacts with alarm. Tusla immediately cut ties with the provider. That alone shows how seriously Ireland takes the vetting regime.
There have also been real improvements. The old paper-based system once took months to process applications. Today, thanks to the eVetting platform and expanded NVB staff, most applications are turned around in about four days. In 2025, further reforms introduced EU-wide criminal record checks for those who lived abroad and centralised vetting for the early childhood sector. These are not the moves of a system standing still; they are serious attempts to modernise safeguarding.

The Problems in Practice
And yet — for those of us on the ground, the system often feels like ritual without reason. Every new employer or voluntary organisation must request its own vetting disclosure, even if the applicant was vetted days earlier elsewhere. Legally, vetting is position-specific and cannot be transferred. In practice, this means endless duplication: the same data being checked against the same database, again and again.
Does this add to child safety? The evidence is thin. The argument is that “fresh” vetting ensures no gaps — that new information might appear between one role and another. In reality, most teachers and coaches are simply running the same loop. It protects institutions by ensuring each has a disclosure on file. But does it protect children better? That is much harder to prove.
The wider failures of Irish child protection raise the stakes. The recent tragedy in Donabate, where the remains of a young boy went unnoticed for years despite agency contact, revealed how poorly communication can work between organisations. Tusla, schools, Gardaí — none of them joined the dots. The same culture of fragmentation underlies vetting. Each body has its paperwork. None of it adds up to a truly centralised, live safeguard.

A Broader Culture of Neglect
The vetting issue sits within a troubling pattern in Irish public life: children’s needs are not treated as central. The National Children’s Hospital — meant to be a flagship investment in young people’s health — has become a fiasco of delays and spiralling costs. Meanwhile, recent revelations of unnecessary hip operations in Dublin hospitals show failures of governance and oversight in children’s healthcare.
Across these cases, the theme is the same: systems that prioritise compliance, appearances, and liability, while real children fall through the cracks.

Towards a Better System
​Calling a spade a spade: Ireland’s Garda vetting system protects against some risks, but in its current fragmented form, it also wastes enormous time and public money. Reforms are underway — review groups have proposed more streamlined re-vetting and transferability across roles — but progress is slow.
What would truly protect children is a live central clearance system. Employers could instantly check whether a teacher, youth worker, or coach remains cleared, with updates if new information arises. That would be efficient, centralised, and genuinely protective. Instead, we shuffle paper, tick boxes, and cling to a process that reassures on the surface but fails in depth.
As James Joyce once put it:
“Do you know what Ireland is? … Ireland is the old sow that eats her farrow.”
Until we move from ritual to reality, Ireland will remain a place where institutions consume energy, money, and goodwill — and children remain secondary.

日本語要約アイルランドのガルダ審査制度は、子どもを守るための重要な仕組みです。犯罪歴だけでなく、警察情報も考慮されるため、危険な人物が教育や福祉の現場に入ることを防ぎます。電子化によって処理期間も大幅に短縮され、EU 域内での追加確認も導入されました。
しかし、制度は実務的に重複と非効率を生み出しています。教師やボランティアは、役職ごとに同じ情報を何度も提出しなければならず、各組織が別々に記録を持つことで全体像が見えません。最近のドナベイト事件に見られるように、機関同士の連携不足は致命的な結果を招きかねません。
真に必要なのは、危険人物や状況を一元管理する「中央ライブ・システム」です。現行制度は形式的な「安心感」を与えるにすぎず、子どもの安全を最優先にする文化的転換が求められています。

Rushed Lessons, Rushed Learning? Reflections on Class Length in Irish Secondary Schools

24/9/2025

 
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September 25, 2025

Returning to Ireland after years of teaching and leading abroad, one structural detail of Irish secondary schooling has shocked me more than any other: the brevity of lessons. Most schools still operate on 40-minute class periods, which — once you subtract roll call, materials out, and the lack of formal movement time — often leaves barely 35 minutes of genuine learning.

​From International Leadership to Irish Classrooms
In Canada, where I began my teaching career, the average period was closer to 70–75 minutes. Later, as a school leader in international contexts shaped by the International Baccalaureate (IB), I came to appreciate how timetable structures are not neutral. They encode values. A school that allocates 75 minutes to teachers is signalling a commitment to depth, reflection, collaboration, and sustained inquiry.
I recall lengthy leadership meetings in IB schools where we debated scheduling as a pedagogical approach. Should we double-block humanities to allow extended discussion? Should science run in longer stretches for practical work? The central question was always: what length of lesson makes meaningful learning possible? Rarely was the assumption that short, fragmented bursts could deliver deep engagement.
Placed against that background, the Irish timetable feels jarringly old-fashioned.

Policy Aims vs. Classroom Reality

And yet, what Irish policy documents promise sounds thoroughly modern. The Junior Cycle Framework (2015) emphasises active learning, student voice, and the development of eight Key Skills. The Leaving Certificate is defended in terms of critical literacy, democratic citizenship, and preparation for lifelong learning. On paper, the vision is progressive.
But policy rhetoric collides with classroom reality. What can be meaningfully achieved in 35 minutes? Teachers know the pressure: a brisk starter, a hurried core activity, a homework scribbled in haste. Students feel the rush too, especially those with additional learning needs or who are still developing their English skills. Depth gives way to coverage; curiosity to compliance. The result could be potentially a pedagogy of box-ticking rather than learning.

Research Evidence from Europe

Research in Europe confirms these concerns. A study of an Extended School Time project in lower secondary education found that when students had an eight-hour contact day, their curiosity, creativity, and sense of belonging improved — results that are impossible to replicate in 35-minute slices (eu-jer.com). The OECD also reminds us that how instructional time is structured — not just how much of it there is — directly affects student alertness, fatigue, and learning capacity (oecd.org).
Meanwhile, recent research shows that longer classes help narrow learning gaps between students of different abilities by giving teachers the time to provide personalised, step-by-step instruction (researchgate.net). In short, more extended periods not only benefit average learners but also actively support those who need it the most.

The Strain on Teachers

Teachers are squeezed too. With limited planning time, it becomes almost impossible to design differentiated or student-specific lessons. Studies across Europe and the US show that many secondary teachers receive less than 50 minutes of planning per day, and often just a token slot for collaborative work. In such conditions, it is little wonder that Irish classrooms fall back on textbooks and uniform pacing: when the system leaves no room to prepare anything else, both teachers and students are undersold.

The Burden on School Leaders and AdministratorsIt is essential to say that much of this is not the fault of teachers or school leaders. In fact, support administrators and senior management are often the ones left to translate broad government visions into daily reality. A policy framework written in the luxury of Dublin’s fair city can look elegant on paper: a neat set of outcomes, key skills, and aspirational rhetoric.
But the local contexts of Irish schools differ dramatically. Rural schools face challenges of transport, staffing, and mixed-ability classes. Urban schools balance large enrolments, complex student needs, and space limitations. Administrators must adapt the Department’s template to make it workable, often with limited resources and under intense pressure for accountability.
The result is that policy intentions and classroom practice diverge sharply. Where Dublin policymakers envision student-centred inquiry, school leaders may struggle to ensure timetable coverage, subject allocation, and sufficient teachers for supervision. Structural constraints — like the 40-minute class period and the three-month summer break — persist not because leaders believe in them, but because these are the tools they are given.
Who Benefits from Short Lessons?
The uncomfortable truth is that short periods are administratively convenient. They make timetables symmetrical. They allow every subject to maintain its scheduled time slot. They preserve a neat rhythm to the day and echo tradition.
But do they serve learners? Or teachers? They serve the system. What students learn instead is to switch rapidly, to accept fragmentation, and to tolerate a surface-level engagement. For the most vulnerable learners, this structure is especially unforgiving.

Beyond the Classroom: Summer and the Leaving Cert
The contradictions run deeper. Irish schools also retain a three-month summer break, one of the longest in Europe. The OECD and EU have repeatedly noted that extended holidays can lead to learning loss, particularly for disadvantaged students. Yet the system persists, partly because the tertiary sector drives the rhythm of secondary schooling. The Leaving Certificate exam dominates the year. Everything else — from lesson length to holiday structure — is bent around preparing for this single, high-stakes gateway to university.
In this sense, short lessons and long holidays are symptoms of the same underlying condition: a system designed not around the learner, but around the administrative convenience of progression to higher education.

The Need for Courageous Change
Some schools have already started experimenting with hour-long lessons, often prompted by Junior Cycle reforms or post-COVID rethinks. This is not just a cosmetic change. It represents a significant shift in aligning structures with values. Longer lessons create the space for inquiry, feedback, differentiation, and reflection — the very qualities the system claims to prize. This progress should give us hope for a more effective and engaging educational system.
Having led schools internationally, I know that these changes are not only possible but also necessary. They require courage, collective vision, and a willingness to move beyond tradition for its own sake. Without them, Irish education risks taking a progressive game while structurally ensuring rushed superficiality. The need for systemic change is urgent and cannot be ignored.

Until the contradiction is resolved, too many of us remain caught in a daily pattern that is not one of teaching and learning, but rather one of teaching and rushing. This is not just a problem for the system, but it directly affects each one of us, our students, and the quality of education we provide.

Looking Ahead
This reflection on class length and structural inertia is part of a larger unease. Another paradox has struck me since my return: Irish reform documents happily borrow the language of the International Baccalaureate — inquiry, reflection, and global citizenship — yet the system itself makes it a battle for internationally experienced teachers to have their years abroad properly recognised. That uneasy dance between borrowed gloss and withheld recognition deserves its own exploration. I will return to that theme in a future post.

日本語要約アイルランドの中等教育に戻ってきた筆者は、授業時間の短さに衝撃を受けた。多くの学校では依然として 40分授業が一般的で、実際には出席確認や準備時間を差し引くと 35分程度しか学習に充てられない。これは学習の深まりを妨げ、教師には教材を使い回す以外の余裕がなく、特に学習支援が必要な生徒や英語を追加言語として学ぶ生徒にとって不利である。
一方で、**ジュニア・サイクル(2015)**やリービング・サートの政策文書は、探究的学習や批判的思考、創造性を強調している。しかし、現実の授業構造はその理想と矛盾している。研究によれば、より長い授業時間は生徒の学習成果を高め、能力差の縮小にも寄与する。教師にとっても、短時間授業と限られた準備時間は負担となり、個別化された指導を難しくしている。
さらに、アイルランドの学校は 3か月の夏休みを維持しており、これは欧州でも最長級である。これは学習の遅れを助長する可能性が高く、背後には大学進学制度、とりわけリービング・サート試験が教育全体のリズムを支配しているという現実がある。
結論として、アイルランドの教育は「学びを深める」と標榜しながら、実際には「急ぎの授業」によって生徒・教師・保護者を過小評価している。より長い授業時間や柔軟な時間割構造への転換が求められている。
次回は、アイルランドの教育改革が 国際バカロレア(IB) の言語や理念を取り入れながら、国外で培った教育経験を十分に認めないという矛盾について論じる予定である。

    James M. Hatch

    International Educator who happens to be passionate about Chito Ryu Karate. Born in Ireland, educated in Canada, matured in Japan

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