Written Answers - School Curriculum.
Eamon Gilmore
Question:
425
Mr. Gilmore
asked the
Minister for Education and Science
the progress, if any, made to date in encouraging schools to promote the health and wellbeing of pupils, since the publication in April 1995 of the White Paper, Charting our Education Future, including the number of schools, primary and post-primary, which formally introduced the social, personal and health education programme set out by the National Council for Curriculum and Assessment; the number of schools which have developed policies, in consultation with parents and staff, on personal and social education; if this programme has been evaluated by the inspectorate; his views on the effectiveness of the programme; and if the programme is being abandoned as a result of concerns in relation to ethos on the part of religious patrons.
[23648/98]
The National Council for Curriculum and Assessment (NCCA) has been preparing for the introduction of social, personal and health education (SPHE) in the context of its revision of the primary curriculum. The revised curriculum for primary schools, including provision of SPHE, has not been introduced as yet.
A programme on substance misuse prevention has been developed by my Department for primary schools. Just over 150 schools participated in the development of this programme which was evaluated independently by an external evaluator with positive results. I am launching the report on that evaluation this afternoon as part of European Drugs Prevention Week. It is expected that the programme itself will be available for dissemination to primary schools generally in the very near future.
A programme of substance misuse education, On My Own Two Feet, was introduced for post primary schools, by my Department, in late 1994. Since then over 1,300 teachers from about 70 per cent of post primary schools have participated in 75 training courses on the use of the programme which has also been evaluated independently, with a positive outcome, by an external evaluator. A further 12 courses are being held this school year.
The child abuse prevention programme, Stay Safe, has been introduced to primary schools over the past number of years. The use of this programme in schools has been evaluated by my Department's inspectorate who reported favourably on the introduction of the programme.
At post primary level the NCCA is just finalising a SPHE programme for junior cycle pupils. It will be an enabling programme which will facilitate schools to incorporate key elements within their own social personal and health education programmes. Many second level schools have developed for some time their own personal development programmes in co-operation with agencies such as regional health boards and curriculum development units-centres.
The matters raised by the Deputy in relation to RSE are dealth with more fully in the replies to Questions Nos. 426 and 427.
Eamon Gilmore
Question:
426
Mr. Gilmore
asked the
Minister for Education and Science
the action, if any, he will take in relation to the declared policy of a person (details supplied) that no relationships and sexuality education programme will be introduced in any Catholic schools in his diocese other than through religious education.
[23649/98]
Eamon Gilmore
Question:
427
Mr. Gilmore
asked the
Minister for Education and Science
his views on the statement made by a person on behalf of the Catholic hierarchy on a programme (details supplied) that the guidelines on relationship and sexuality education issued by his Department are in conflict with guidelines issued by the Catholic hierarchy; his views on whether these matters should be agreed by each school; if he has satisfied himself that children in more conservative parts of the State will receive a more restricted version of the programme that those in less conservative parts.
[23650/98]
I propose to take Questions Nos. 426 and 427 together.
The Catholic managerial bodies, as education partners, have been involved at all stages in the development of the curriculum and planning for the implementation of relationships and sexuality education (RSE) in schools. It is expected that all schools will implement a programme in accordance with the provisions of the approved curriculum.
Before an RSE programme is taught in a school, a school policy on RSE is drawn up by a committee of six members, including two parent representatives. Schools were circulated with guidelines to assist in the policy development process.
This process encourages a co-ordinated, whole-school approach and involves consultation among school management, parents and teachers. Issues which are of concern to any relevant party can be raised during the policy-development process.
It is intended that the values inherent in the school policy will be consistent with the core values and ethos of the individual school, and that the school's programme will be developed accordingly. The policy will be approved by the board of management and will act as a guide for school staff in drawing up the school programme.
