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Dáil Éireann debate -
Thursday, 11 Oct 2001

Vol. 542 No. 1

Written Answers. - Science Subjects.

Trevor Sargent

Question:

134 Mr. Sargent asked the Minister for Education and Science the activities which are being supported by him to secure the future of chemistry as a successful school subject; and if specific investment in this area is to be made regularly over many years to ensure long-term change. [23507/01]

The participation rates in chemistry at leaving certificate level have experienced a steady decline for many years. The participation rate in the 2000 leaving certificate examinations was 11.1%. This year, 2001, it showed a very slight increase at 11.2%. However, due to a decrease in the leaving certificate cohort size the total number taking the leaving certificate examinations in chemistry decreased in absolute terms.

I believe that the decline in participation rates in chemistry is a multifaceted problem. Curricular content at junior and leaving certificate level, teaching, laboratory equipment and practical work, examination papers, parental influence, peer pressure, perceptions regarding points, awareness of career options and career aspir ations and other social issues all impact on the uptake of a subject.
The complex interplay of these factors will doubtless vary from school to school. It is also worth noting that the trend observed in the up-take of the chemistry in Ireland is mirrored internationally. Consequently, intervention in a meaningful way to arrest the trends in up-take of chemistry represents a major challenge, not only to my Department and post-primary and third level sectors, but also to the industrial sector which depends on a well educated population in these subject areas.
Recognising the importance of chemistry and physics in the context of our increasingly technological society and economy, and acknowledging the complex nature of the problem, my Department unveiled a wide-ranging initiative in March of 1999. The initiative costing £15 million addresses many of the factors listed above. September 2001 has seen the beginning of year three of this three year initiative. The following is an outline of the progress achieved to date.
Revised syllabi in leaving certificate physics and leaving certificate chemistry were introduced in September 2000 for first examination in June 2002. In leaving certificate physics and chemistry the structure and layout of questions on the ordinary level papers have been revised.
A comprehensive in-career development programme for teachers of physics and chemistry was put in place in September 1999 and is designed to run for three years. Additional grants for the purchase of laboratory equipment, including ICT equipment, are being provided to schools. Schools that currently have a capital project in architectural planning will have their science laboratories upgraded as an integral element of the capital project. A special annualper capita grant of £10 for pupils taking leaving certificate physics and leaving certificate chemistry has been introduced.
A revised structure for the junior certificate science syllabus is under consideration by an NCCA course committee. This revision is giving particular attention to the physics and chemistry content of the course. While this revision is ongoing it is expected that the NCCA will have completed the review by Christmas 2001 and that that revised syllabus will be ready for implementation in September 2002.
In addition to this initiative, and in recognition of the importance of this issue, I have established a task force on the physical sciences at both second and third level. The task force has been given a broad, yet well defined brief which is to identify and examine all the parameters contributing to the falling uptake of the physical sciences and to recommend additional actionable measures to address these issues. I await with interest the recommendations of the task force, which are expected early next year.
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