asked the Minister for Education whether he is aware of a report (details supplied) that young people are seriously ignorant of the trade union movement; if he considers that schools have any responsibilities in this regard; and if he will make a statement on the matter.
Ceisteanna—Questions. Oral Answers. - Education on Trade Union Movement.
11.
I am aware of the report. The relevant responsibilities of schools are laid down in the rules and programmes for secondary schools. The approved course for junior pupils must include civics.
The special object of a course in civics is defined as follows:
"to ensure that pupils acquire an adequate knowledge of and a proper respect for local and national institutions, and of their own rights and responsibilities as citizens".
The detailed syllabus provides for instruction in regard to:
Industrial relations and Organisations;
Trade Unions; Employers' Federations; The Labour Court; Conciliation and Arbitration Schemes.
In addition, the obligatory history section of this year's intermediate certificate examination dealt with the history of the modern world from circa 1890 to circa 1966.
Furthermore, at leaving certificate level, the subject Business Organisation includes instruction on "employee and employer association; producer and consumer associations; trade associations and federations; chambers of commerce, etc." and these are specially studied under section 7 of the Business Organisation syllabus, which deals with "People in Commerce" under the specific heading of "Labour", which covers trade unions, role of Congress, Labour Court, conciliation and arbitration procedures; works councils, shop steward, collective bargaining and wage agreements.
The syllabi for the subjects Economics and Economic History deal with trade unions and industrial relations as also does the syllabus for Home Economics (Scientific and Social).
Am I right in taking it that the Minister considers that particular report to be unfounded?
I invite the House to exercise its own judgement on it in the light of my answer.
Is the Minister aware of the very general and widespread dissatisfaction among the parents and the pupils about the present arrangements for teaching of what is described as Civics, the failure to make provision for its teaching in the later years and the disparity in the way in which this subject is handled in different schools? Would the Minister direct his attention to this because of the growing demand among both parents and pupils for a much fuller, a more comprehensive and widespread treatement in the schools of this subject?
I should like to assure the Deputy that any inadequacy in the teaching of civics would be a cause of concern to the Department. I am not aware that there is widespread unrest or dissatisfaction with it, but I should like to get from the Deputy any evidence he has in regard to it. With regard to the specific question before me, as the Deputy is aware from my reply, the students are not depending on civics only for information with regard to trade unions but may also depend on the syllabus in business organisation, economics, economic history and another section of the history course.
I appreciate that is so in respect of students who are taking those subjects, but other students who are not taking those somewhat specialised subjects are dependent on civics. I welcome the invitation of the Minister to discuss the matter with him and shall be happy to do so. I will take him up on this in the near future.