Vol. 506 No. 4
40 Mr. Broughan asked the Minister for Education and Science the number of schools implementing the Relationship and Sexuality Education programme in schools; if he has satisfied himself with the rate of implementation of the programme; when all schools will be implementing the programme; and if he will make a statement on the matter. [15600/99]
As I indicated in reply to a question in this area last month, I am very happy with the progress being made by schools in relation to the implementation of relationships and sexuality education. We need, however, to continue our efforts to ensure 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 also indicated that 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. 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 education, 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.
