Seán Barrett
Question:61 Mr. Barrett asked the Minister for Education and Science if he has studied the recent benchmarking study on science education; and if he will make a statement on the matter. [7278/00]
Written Answers. - Science Education.
I am aware of the findings of the study entitled Benchmarking School Science, Technology and Mathematics Education in Ireland Against International Good Practice (1999).
The aim of this study was to inform the debate in the areas of science, technology and mathematics education and to provide a factual quantitative and qualitative description of science, technology and mathematics in the Irish school system in comparison with that of four other countries with open knowledge-based societies in the periphery of major trading areas. The other participating countries were Scotland, Finland, Malaysia and New Zealand. By identifying important issues that require attention, it was also hoped that the report would stimulate discussion and assist in the formulation of new policies and help to inform the education debate in these areas. The report was prepared with the assistance of officers of my Department and of educational representatives of the other countries involved in the study.
The three key issues identified by the study are: how to develop and implement STM education policy that meets the short-term and long-term needs of a rapidly changing society, how to recruit, train and retain high quality STM teachers, especially in the physical sciences and mathematics and how best to teach and assess STM. Primary and post-primary education were analysed separately for the purposes of the study in each country surveyed.
In relation to science at primary level all the countries involved are engaged in curriculum review and development as an ongoing process. While the limited science content of the 1971 Curaclam na Bunscoile was noted, the movement to include a wider exposure to science as a specific subject area in the revised primary school curriculum, which is currently being introduced in all primary schools, was deemed significant and welcomed in the study. The trend towards the inclusion of physics and chemistry topics as well as biology in the revised Irish primary school curriculum was commended. It was found that there was a need for an increased emphasis on active learning and problem solving methodologies in both Ireland and Finland.
The revised Irish primary curriculum has an increased emphasis on science and contains many additions in the areas of active learning and problem solving. The resource implications in terms of teacher training, support, equipment and consumables will be addressed as part of the phased introduction of the revised primary school curriculum.
In relation to science at second level, the report highlights the importance of developing pupils' understanding of the interactions between science, technology and society. It notes that the revised leaving certificate syllabi in chemistry and physics, to be introduced in September 2000, will devote 30% of their content to the interactions between science, technology and society. At second level in Ireland the move towards active learning methodologies using experimentation and investigation was seen as a significant challenge. The positive contributions of the leaving certificate vocational programme and the leaving certificate applied as well as increased emphasis on practical work and on science, technology and society in promoting student centred active learning were noted in the study. My Department's £15 million initiative in the physical sciences includes the provision of in-service training for teachers and the enhancement of resources in post-primary schools. This investment will facilitate the smooth introduction of the new syllabi and will increase the level of practical laboratory work in schools.
The benchmarking study report also addressed teacher recruitment and retention, stressing the need for a highly qualified and committed teaching profession. The need for ongoing training and support of teachers, especially in the areas of the physical sciences and mathematics, was highlighted in the report.
The report also noted that Ireland is unusual in retaining externally examined, summative assessment for national certification and accountability at the end of compulsory schooling at junior certificate. This observation is timely in light of the current discussions in relation to the assessment at junior cycle level. The lack of practical assessment in the sciences at leaving certificate level was noted. Some work has already been done in examining models of practical assessment by the National Council for Curriculum and Assessment and officials of my Department.