Analysis: Election pledges and promises look good on paper, but often lack the depth needed to address complex, systemic issues in our schools
With the Irish general election campaign underway, political parties are in the process of unveiling their education manifestos, each filled with ambitious promises to transform our education system. A critical policy analysis of education manifestos shows that they often function as tools to win over voters rather than as blueprints for the systemic reform education truly needs.
Education is a powerful and emotive issue that touches nearly every household and drives public interest. Political parties understand this well, which is why manifestos are often filled with appealing promises designed to resonate with a broad audience. These pledges - for example, reducing class sizes, providing more funding or improving school infrastructure - look good on paper, but they often lack the depth needed to address complex, systemic issues.
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A fundamental issue with manifesto promises lies in the short-term nature of a five-year political term. Governments are often constrained by this term of office and thus prioritise policies that can deliver visible results within a few years rather than tackling reforms that may take a decade or more to bear fruit. This short-termism leads to quick fixes rather than meaningful, lasting change. Education reforms, by nature, require sustained commitment, long-term investment, and consistent policy support to see genuine results.
But each change in government often brings with it new education policies that can disrupt and, in some cases, even reverse previous initiatives. Long-term issues like infrastructure improvements or curriculum development are often sacrificed for policies that yield faster, more visible impacts. Here are four familiar promises that commonly feature in political manifestos, but often miss the mark.
More teachers: more than just numbers
A strong education system relies on a well-educated, motivated and supported teaching workforce. Recognising this, many political manifestos include pledges to increase teacher recruitment. However, these promises often miss the mark on the deeper issues driving teachers out of the profession, which include better working conditions abroad, prohibitive housing costs, and limited professional support.
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For example, rising housing costs in urban areas and the cost-of-living crisis have meant that salary increases have been unable to keep up with rent and mortgage pressures, leaving teachers in an unsustainable position. When parties in their manifestos promise to solve teacher shortages by recruiting more teachers, they fail to address the conditions contributing to high attrition rates. Simply increasing places and recruiting more teachers is not enough if those teachers continue to leave due to external pressures and a lack of professional support within the system.
Curriculum reform and the preoccupation with careers
A central feature in recurring Irish education manifestos is curriculum reform, often framed to prepare students for career readiness. Given Ireland's post-Brexit positioning as a gateway to Europe, political parties have become preoccupied with maintaining Ireland’s attractiveness to multinational investments, especially in high-growth sectors like technology, pharmaceuticals and STEM.
This focus will probably only heighten with concerns about a Trump 2.0 effect and an economic environment where global competitiveness will be increasingly fierce and companies might be more inclined to relocate. Political leaders here are therefore keen to present an education system that can produce a skilled, work-ready pipeline for these industries located in Ireland.
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While it may be difficult to argue that preparing students for careers in sectors vital to the Irish economy is sensible, this preoccupation can lead to a narrow focus on curriculum. The curriculum, as many would argue, should not be solely about creating a workforce for Ireland’s investors. It should also aim to develop well-rounded citizens capable of critical thought, creativity and social engagement. The risk of a narrowly focused curriculum is that it prepares students only for today’s jobs, potentially leaving them unprepared for the broader, uncertain future that awaits.
Funding promises: show us the plan
Funding is another core promise in education manifestos, with parties frequently pledging increased investment in schools, infrastructure and resources. While increased funding is undoubtedly necessary, the absence of a clear roadmap for its allocation weakens the impact of these promises.
Parties may announce ambitious figures without outlining how funds will be distributed equitably or sustained over time. The gap between funding promises and implementation reveals the challenges of short-term political cycles. True reform often requires longer-term investment strategies beyond a single five-year government term. Manifestos often ignore the importance of continuity, presenting funding as a one-time solution rather than an ongoing, adaptive process.
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Equity talk: a missed opportunity
Equity in education has gained increasing traction in recent years, and political manifestos often highlight commitments to promoting equal opportunities and the importance of access. While the emphasis on equity is encouraging, the proposals tend to be limited in scope and rarely address the systemic changes needed to make education genuinely accessible and inclusive.
Issues like funding disparities, access to resources and socioeconomic barriers require structural changes that are often politically unappealing. Instead of tackling these complex issues, manifestos may propose isolated initiatives. While these measures may appear positive, they often fail to address the underlying causes of educational inequity.
Schools need substance over slogans
Education manifestos offer parties a platform to voice commitment to reform, but they often fall short of proposing substantive, actionable solutions. A genuine commitment to educational reform would require a willingness to engage with the complexities of the system and to advocate for changes that might not yield immediate results but would promote long-term improvement.
If we are to build an education system in Ireland that meets the needs of all learners, political parties must move beyond the allure of short-term popular promises and engage in the challenging, necessary work of substantive policy change. Perhaps something to discuss on the dark November doorsteps in the 10 days to come?
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The views expressed here are those of the author and do not represent or reflect the views of RTÉ
