Michael D. Higgins
Question:34 Mr. M. Higgins asked the Minister for Education and Science the number of schools operating the relationships and sexuality education programme; and if he will make a statement on the matter. [12792/99]
Written Answers. - Educational Projects.
Jim O'Keeffe
Question:45 Mr. J. O'Keeffe asked the Minister for Education and Science the number of primary schools that do not have the relationships and sexuality education programme in the current school year; and his proposals, if any, in this regard. [11571/99]
I propose to take Questions Nos. 34 and 45 together.
I am very happy with the progress being made by schools in relation to the implementation of relationships and sexuality education. I believe, however, that we need to continue our efforts to ensure that all children have access to an RSE programme which enables them learn about their own development and about their friendships and relationships with others.
I attach such importance to RSE that I asked late last year that information be collected on the level of implementation of RSE in schools. To this end the final figures of a national survey on the implementation of relationships and sexuality education are now available. The figures are based on a 66 per cent response rate in respect of primary schools and a 64 per cent response rate at post-primary level. These indicate that 24 per cent of respondent primary schools are already implementing an RSE programme and 57 per cent intend to teach RSE in some or all classes during the current school year. Sixty seven per cent of respondent post-primary schools are implementing RSE in some or all classes and 78 per cent intend to teach RSE in some or all classes during the current school year.
It must be borne in mind that the first step for schools in introducing RSE is to develop a school policy, which involves school management, parents and teachers in a collaborative process. Information seminars have been held for parents at school level and for boards of management/management authorities. Policy development seminars and whole school staff seminars have also been held. In this regard 67 per cent of primary schools and 68 per cent of post-primary schools have established RSE policy committees. The implementation of an RSE programme in schools follows from this process.
The process of policy formulation through partnership is a relatively new experience for many school communities. Many schools have found this process to be a valuable and rewarding experience in so far as it gave them an opportunity to discuss a vision for their children's edu cation, enunciate a school ethos and debate the issues involved.
I recognise that schools are at different stages in implementing a programme. The information on progress collected from the survey will enable effective targeting of supports. In this regard the RSE training support service, with whom I myself meet regularly, continues to monitor the implementation of RSE in schools and acts as a support to schools in this work.