I recently spent some time studying what Finland did in the early Nineties when they faced an economic crash similar to our own. The collapse of the Soviet Union, Finland's main trading partner, saw GDP drop by more than 10 per cent from 1991 to 1993. Unemployment went from 3 per cent to 15 per cent, Government debt escalated and, for good measure, a banking crisis also emerged. Does this sound familiar?

Over a 10-year period, Finland went from being a basket-case economy into a knowledge economy that is ranked internationally as one of the most competitive and sustainable within the OECD. Key to their success was a radical transformation of education policy based upon improving the quality and status of the teaching profession.

Finland also recognised the importance of maths, technology and science. It was in this area that a quiet revolution occurred. A smart economy can only be built on a strong foundation of maths and science. We are falling behind in both. Alarmingly, as last week's Junior Cert results highlight, the standing of maths in our system is at an all-time low. The really depressing news from last week wasn't Brian Cowen's interview; but the position of maths in our schools.

Shaking up our attitude to maths in schools and trying to reinvent our economy go hand in hand. The standard just is not good enough and a new approach is badly needed. Only 45 per cent of Junior Cert candidates took maths at a higher level, the lowest uptake of all subjects apart from typewriting and Environmental & Social Studies. It's no surprise that a poor performance in maths at Junior Cert level leads to a poor outcome at the Leaving Cert three years later.

I know the issue of bonus points for maths is an ongoing debate. I think it would make a difference if bonus points were introduced, but being honest about it, the bigger problem we face is the quality of maths teaching in our schools. I think a number of simple reforms can be introduced that would make a difference in the long term in rescuing this most vital of subjects.

Number one, we need maths teachers who are actually trained to teach maths. The Department of Education and the Teaching Council know that just 3,858 of the 5,900 maths teachers in the system are actually qualified to teach maths. That figure is quite amazing. How can we transform the subject if the people who teach it do not have the basic training required?

This can be addressed by requesting some of our universities to put in place a Higher Diploma in the Teaching of Mathematics. It could be delivered over a two-year period in the evenings or at weekends. The Diploma should be specifically targeted at helping existing teachers teach the Junior Cert and the Leaving Cert Maths programmes.

There is anecdotal evidence to suggest that up to 80 per cent of Leaving Cert maths students take grinds. I believe the Department of Education should buy television time at off-peak periods and commission outstanding teachers to present elements of the Junior and Leaving Cert courses.

In a similar fashion, the department should also commission an online presentation of the entire Junior and Leaving Cert programmes.

There is also very strong evidence to suggest that many third-level students struggle in their first year at college, particularly if there is a maths element in their course. To prepare students, a week-long intensive maths programme during the last week of August needs to be organised. This should be free. Such a course would prepare students for the transition to higher education and counter the high drop-out level amongst first-year students.

A specific module on financial mathematics should be taught during transition year. This module should include such matters as loans, credit cards, interest rates, insurance, personal budgets, consumer issues, mortgages and other personal finance issues.

Every university and college should be requested to put in place a summer programme for students showing a particular aptitude for maths.

The Department of Education should identify outstanding professors in the area of maths education across the world and bring them to Ireland to hold master classes for Irish maths teachers.

Would it not make sense to bring into a school, on a fixed-term contract, a Maths PhD graduate to lead maths for a three or five-year period. We need people who love their subject and are prepared to radically transform the way in which that subject is taught.

One of our universities should be asked to organise a Maths Olympiad every year for outstanding maths and applied maths students. A well-designed event would attract significant sponsorship and publicity and would help raise the profile of mathematics.

There is no doubt that taking honours maths at Leaving Cert level involves a lot of hard work and commitment. Students themselves know this. Let's recognise this effort by giving a financial bonus to every student who achieves a grade C in honours maths and applied maths.

Dan O'Brien, in his excellent book, Ireland, Europe and the World -- Writings on a New Century, speaks authoritatively on the slow pace of change in respect of public policy in Ireland. Too often in Irish education, change is painfully slow to deliver.

"If we really believe that education is the key to economic renewal, we haven't a huge amount of time to agree a new way forward in Irish education. There is so much that is good in Irish education but the things that we need to change require the support and the buy-in of the 60,000 men and women who make up the teaching profession in this country."

Brian Hayes is the Fine Gael TD for Dublin South West and a former Education spokesperson