Written Answers. - School Curriculum.
Ivor Callely
Question:
189
Mr. Callely
asked the
Minister for Education and Science
the developments in the area of science and technology here; the likely development over the next five years; and if he will make a statement on the matter.
[3076/02]
I am very conscious of the importance of the role that science and technology play in education and my Department has been very active in implementing initiatives to support teaching and learning in these subjects at all levels.
As a critical first step in supporting the development of science and technology, I have ensured the provision of modern curricula and syllabi in these subjects for both primary and second level schools. A new science curriculum was published as part of social environment and scientific education in the revised primary school curriculum in September 1999. This science curriculum is designed to introduce children to the scientific study of living things, the environment and materials. It provides for the acquisition of scientific working methods and the development of technological skills in designing and making. Revised syllabi in leaving certificate physics and leaving certificate chemistry were introduced in September 2000 for first examination next June. A new biology syllabus has been circulated to schools and will be introduced next September for first examination in June 2004. At junior certificate level a course committee of the NCCA will shortly finalise a draft of a revised science syllabus.
In the technologies, revised syllabi have been prepared under the aegis of the National Council for Curriculum and Assessment (NCCA) for three current leaving certificate subjects and are with my Department for approval. The revised syllabi, in architectural and construction technology, engineering technology and design, and communication graphics, provide for an updating of syllabus content and align these subjects with best modern pedagogical approaches in the technologies. A fourth syllabus has been prepared for a new subject, technology, at leaving certificate level. It is intended that this proposed new subject will offer a direct follow-on for students of the current junior certificate subject technology. Furthermore, under the aegis of the NCCA, a board of studies was established in October 1999 to review technological provision in the curriculum at junior cycle. This review is currently taking place. The subjects under review are: metalwork, materials technology (wood) and technology.
This comprehensive programme of curriculum development and syllabus review will ensure that primary and second level curricula in science and technology will contain high quality curricula, reflecting the most up-to-date knowledge and skills and will promote best pedagogical practice.
The review of syllabi at second level has been complemented by developments in the State examinations. A new format of examination paper in ordinary level junior certificate science was introduced in the 2000 examination. New structures for the examination papers in leaving certificate physics and chemistry will be introduced for the first examination of the new syllabi in these subjects next June. These new structures build on improvements introduced in the ordinary level papers in these subjects over the last three years.
I have also ensured that the revision of curricula and syllabi has been supported by comprehensive in-career development programme for teachers. In the 2000-01 school year a developmental project in primary science was initiated in a representative sample of schools through the primary curriculum support programme, which is charged with the organisation of in-career development programmes to support the implementation of all subjects within the primary school curriculum. This developmental project is designed to familiarise teachers with the approaches, methodologies and materials used in the teaching of science, and to build capacity towards the implementation of science in primary schools. The developmental project has been expanded in the current school year and in September 2002 a national in-career development programme for all primary teachers will commence. The implementation of science in all primary schools will begin from September 2003. As is the case with all subjects on the revised primary school curriculum, schools may commence the implementation of science in advance of the formal in-career development programme if they so wish.
At second level, 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. An in-career development programme for teachers of biology has been put in place in the current school year.
I have also supported the implementation of science and technology subjects through the provision of grants for equipment and capital expenditure. During the 1999-2000 school year, a total of £1.7 million in the form of grants was made available for the purchase of science equipment in advance of the implementation of science in primary schools. At second level, additional grants for the purchase of laboratory equipment, including ICT equipment, are being provided and schools that currently have a capital project in architectural planning will have their science laboratories upgraded as an integral element of the capital project. An additional annualper capita grant is being provided to second level schools for pupils taking physical science subjects at leaving certificate level.
I am also concerned to promote the value of science and technology education in general and to this end I have established a task force to examine all matters impacting on the uptake of the physical sciences and related subjects at both second and third level. I expect to receive the final report of the task force within the next few weeks and I look forward to considering the proposals of the task force in respect of the issues relating to the uptake of the sciences. The work of the task force will inform planning in my Department for the continued development of the science subjects.
The scientific and technological education (investment) fund was set up to develop technology education at all levels, ranging from primary schools to advanced research. The total provision in the fund is €356 million and investment is being made in the areas if infrastructure developments, skills needs, craft needs in the hotel and catering industry, apprenticeships, equipment renewal, and research and development.
In the area of information and communication technologies, I have recently launched a new three-year plan Blueprint for the Future of ICT in Irish Education. Under this plan the Government will provide €78.72 million capital investment to 2003 in order to ensure the further integration of ICTs into education. It will ensure that the significant lowering of the computer-pupil ratio achieved already can continue so that every child will have the opportunity to develop the skills required for their future.
This Government is similarly committed to ensuring that support structures and teacher training in ICT are in place, and to this end the National Centre for Technology in Education will continue to provide support and guidance for teachers. Its publications and website it will continue to provide up-to-date guidance and assistance on the purchase and best educational use of equipment. In all, a current expenditure of €29 million is available so that the crucial needs of teachers are met over the lifetime of this initiative. The first phase of grants under the new initiative, some €25 million, issued to schools in late 2001. This funding will build on the investment made to date and will focus on the development of ICT infrastructure in schools; providing for internet access to the classroom; and ensuring that all teachers can develop the skill necessary to exploit ICTs in the delivery of the curriculum.
This Government is committed to ensuring that our third level sector is producing sufficient numbers of highly qualified graduates in the science and technology fields and is responding to the needs identified in the reports of the expert group on future skills needs. A further vital element in the development of scientific and technological education is the role of research in our higher education institutions. A provision of €698 million has been allocated in the national development plan towards research, technical development and innovation in the education sector. This level of investment is facilitating a major capital investment programme to develop the research and development physical infrastructure of the third level institutions in line with national strategic priorities. In this regard, I announced the results of cycle 3 of the joint public-private programme for research in third level institutions in December 2001.
Finally, the Irish Research Council for Science, Engineering and Technology has been established and will provide support for researchers in science, engineering and technology including new and improved grant schemes for postgraduate scholars and post-doctoral fellows as well as providing funding for research projects.
