Vol. 512 No. 1
31 Mr. S. Ryan asked the Minister for Education and Science the number of schools implementing the relationship and sexuality education programme; if he has satisfied himself at 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. [25373/99]
As I indicated previously in reply to a similar question in October, significant progress is being made by schools on the implementation of relationships and sexuality education. However, as I stated then, I believe that we need to continue our efforts to ensure that all children have access to an RSE programme that enables them learn about their own development and about their friendships and relationships with others. I will repeat what I indicated previously.
I asked late last year for information on the level of implementation of RSE in schools. Responses indicated that, at that time, 24 per cent of respondent primary schools were already implementing an RSE programme and 57 per cent indicated their intention to teach RSE in some or all classes during the last school year. Sixty seven per cent of respondent post-primary schools are implementing RSE in some or all classes and 78 per cent indicated their intention to teach RSE in some or all classes during the last school year.
The first step for schools in introducing RSE is to develop a school policy that 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 established RSE policy committees last year. 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 the 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 am in regular contact, continues to monitor the implementation of RSE in schools and acts as a support to schools in this work.
Senior cycle resource materials were issued to schools some time ago and it is hoped to issue the remaining materials for fifth and sixth classes at primary level before the end of this year or early in the next. I intend, early in the new year, to follow up with another questionnaire about the level of implementation.
Given the nature of the process involved it is not possible to say when the overall programme will be completed. However, I am satisfied that significant progress has already been made and that this progress will continue.
What strategy does the Minister propose to take if there is an inordinate delay on the part of any school in completing its pre liminary examination in respect of establishing school policy? In light of other events taking place today, does he agree that in some circumstances this could be seen as a delaying tactic? Does the further agree that it is a pre-condition designed to obstruct the rights of children to information which could make them secure?
The strategy put in place when the project was launched was to encourage, consult and develop a partnership model for the delivery of the programme. That remains the case because no other strategy will succeed.
With regard to the Minister's ideological presumption that no other strategy will succeed, I presumed we were discussing the rights of the child, in an educational context, to have access to a programme dealing with relationships and sexuality. I see no need to hold a seminar to grant people their rights. The programme will either be put in place in schools or it will not.
Let us be clear on the facts, a number of which, I admit, I may have missed. Last year a programme introduced by the Government was in operation in 24 per cent of schools. What is the current figure? Has it increased significantly? What plans has the Minister formulated to ensure the programme, which in terms of policy has already been approved, is implemented? It is fine to refer to partnership but we could be discussing this matter until the cows come home. Some people have been using that tactic to block every progressive initiative since the foundation of the State.
The principles of partnership and consultation were established by the Deputy's party when it was in Government.
I am aware of that.
In my opinion those principles were good, valid and soundly based.
I am interested only in encouraging the Minister to do his job properly.
The bottom line is that two approaches can be taken. One must win the support of a school community to properly implement this programme. When I entered office only a small degree of progress had been made and the programme suffered from the hysterical debate which took place at that time. I respectfully suggest that we have made significant progress during the past 12 months by steadily and progressively moving this issue forward.
A further survey will be carried out in January and we can return to this matter when the statistics become available. I take the Deputy's point that the programme may have to be reviewed at that stage, but the support team has informed me that it is satisfied with its rate of progress. The solution is not as simple as introducing other subjects and saying "Teach that now, will you?" Seminars and in-service training programmes must be put in place. The programme involves a substantive content and it must be delivered properly and professionally.
We will return to this matter in January.
Will the Minister indicate the number of people involved in the training support service who are available to help roll out this programme? Has a pattern emerged in respect of non-participation? Are there regions where virtually every school has opted out of the programme? If so, will the Minister divert training and support resources into those areas?
The time allocated for this question is exhausted. The Deputy should allow the Minister to make a brief reply.
Following last year's survey, it was decided to target resources at areas where difficulties were being experienced. However, people have stated that additional resources are required. The national resource team has been retained, long after its original term was to have ended, and it will continue to work in this area. Significant resources will continue to be allocated to encourage the implementation of this programme.
The Minister should visit the blackspots to which he referred.
I have already done so.
