Parents sitting on the councils of government primary schools want to have a role in educational matters, rather than being simply fund-raisers, according to the results of a survey.

This is in line with the requirements of the new national minimum curriculum, which describes parents as "the most important partners in the educational process" and calls on teachers to collaborate with them on this level.

The survey, which was answered by more than 80 per cent of the parents sitting on the councils, was carried out by Frans Borg, the president of the Association of School Councils and the secretary general of the European Parents Association.

School councils, which were first set up in the late eighties, have the power to administer school funds, improve the physical, cultural and moral aspects of the school, and suggest ways to increase parental involvement in the school. While they may discuss matters such as improving the teacher-parent relationship and the curriculum, they are not permitted by law to interfere in matters of teaching, discipline and school administration.

Most of the interviewed parents confirmed that they felt part of the school's decision-making process when it came to the organisation of voluntary, social and fund-raising activities, parental education and home-school communication networks.

And indeed, relatively few said they were allowed to contribute to the academic development of their children within the school council or school setting.

Yet most of them, while affirming their role in improving the school's funds and assets, expressed a firm belief that the primary role of school councils should not be that of fund-raising, but rather more educational in scope and objectives.

Nearly nine in 10 said school councils should be directly consulted on the school curriculum. They expressed the wish to influence the curriculum or at least the transmission of values in the school.

"Parents are quite conscious that delivering this curriculum to the pupils in the classroom is, of course, the teacher's professional task. They are also aware that trained and experienced teachers are often hesitant to have volunteers closely involved in their work," wrote Mr Borg.

"But they are also convinced that those involved in a well-planned scheme often find that parents can be a real resource and that their aid does not lead to a deprofessionalisation of the trained teacher's role."

Many parents said there should be more opportunities for parents to become valued participants and partners in their children's education through activities such as paired reading, helping in outings, mid-day break supervision and the sharing of skills.

"Parents claimed that as their organised presence in the school increases, the school's overall climate is often strengthened by a sense of a shared responsibility and a sharper focus on students' well being. Parents become more aware of what is happening in the schools and can influence school happenings and policy."

A number of interviewees spoke of what they said was the unwillingness of the school's professional staff, particularly heads, to allow lay influence in general decision making. Others, however, felt valued, respected and acknowledged for their role, or claimed that the head's sense of leadership and enthusiasm often led them to give their unconditional respect.

"The response pendulum occasionally swung from one extreme to the other - from demonising to sanctifying heads. Perhaps the truth lies somewhere in the middle of the continuum. Common to practically all parents was the axiom that the leadership qualities of individual heads are crucial in developing sound partnerships and effective collaboration in school councils."

All the parents were in favour of formal rules and procedures for their presence in school and school councils' workings, "but how strict these rules are very often is indicative of the tolerance level that heads have for parents".

Parents also felt that certain teachers were often hesitant to have them closely involved in their work, and some remarked that a central issue in relation to parent power might be the fact that some teachers feel vulnerable.

"Allowing parents into the school, and giving them some influence over the curriculum, may not only be seen as infringing on the territory of teachers, but may well expose weak teachers to parental scrutiny."

Most parents spoke with pride about their activity within the school setting, some even appearing to tie their identity to this activity.

However, the survey results show that increasingly, parents with their children's education at heart are no longer prepared to leave the entire responsibility for it to the school. They may no longer be willing to accept that their involvement in their children's education is considered intrusive and unreasonable.

Parental participation should go beyond fund-raising, volunteering or attending school events, but should involve a close working partnership with teachers which would enable both to bring their unique insights and experience to the joint task of educating children.

As one parent quoted in the study put it: "Most of the teachers must adjust to a new reality and recognise the parents' need to be involved in their children's education. They must recognise that parents are vital to the educational process. Educators must take advantage of the tremendous knowledge parents have about their children, their problems, and their needs.

"Children spend most of the time with their parents. It is unreasonable to leave total responsibility for the children's education to their educators. We are now entering the era of partnerships and sharing of responsibility."