Dáil Éireann debate -
Tuesday, 5 Feb 2002

Vol. 547 No. 3

Written Answers. - Music Education.

Brian Hayes

Question:

379 Mr. B. Hayes asked the Minister for Education and Science the number of specialist teachers in music and music technology within the school system; the number of music inspectors nationally; the number of posts of responsibility for music education within the primary and secondary system; his plans to implement the report of the Oireachtas Joint Committee on music and education; and if he will make a statement on the matter. [3239/02]

Minister for Education and Science (Dr. Woods)

There are two second-level inspectors of music in my Department. At primary level, inspectors evaluate and advise on music education in the context of the arts within a broadly integrated curriculum.

The information requested by the Deputy on the number of specialist teachers of music is not readily available in my Department.

Music technology is an optional component of the revised leaving certificate music syllabus introduced in 1999. To ensure the satisfactory implementation of this syllabus, a comprehensive two-year programme of in-career development for teachers of music, including courses in music technology, was set in place. Further courses for teachers are provided on an ongoing basis. In relation to music technology, an innovative pilot project has been established in five schools in Cork under the schools integration project – SIP – which is part of the schools' IT2000 initiative. It is envisaged that the outcomes of this project will assist in informing future policy in this area.

The allocation of duties to holders of posts of responsibility in primary schools is a matter for individual boards of management and relates to the organisational needs of schools. There is no direct connection in second-level schools between a teacher's field of expertise and his or her promotion to a post of responsibility. The number and level of posts of responsibility in a second-level school is determined by the number of whole-time teacher equivalents in the school. The duties assigned to posts is a matter for the school authorities, having regard to the agreed schedule of posts.

However, following a review of the provision for music within the City of Dublin, City of Limerick and County Cork Vocational Education Committee schemes, my Department has approved a new post of responsibility system for these music schemes. The vocational education committees concerned are in the process of implementing this new system.

Regarding the implementation of the report of the Oireachtas Joint Committee on music in education, I would draw to the attention of the Deputy the following additional developments towards improvement in the teaching and assessment of music. At primary level, the revised music curriculum will be formally implemented in primary schools from the 2004-2005 school year in line with the primary curriculum support pro gramme schedule, following an intensive national training programme. In the context of expanding support for curriculum implementation generally, an innovative €7.75 million grant package for arts education, including music, was provided for all primary schools in 2001. The teacher guidelines accompanying the revised music curriculum deal comprehensively with the issues of specialist music teaching and instrumental music within the school and, in addition, encourage schools to make use of music education resources within the wider school community such as those identified by the joint committee.

At second level, the increase in numbers of students taking music as a subject is to be welcomed, as is the assessment structure that allows students to specialise in the component of the course best suited to their interests and ability. The broad range of performance options available to students has increased accessibility to the subject and allows for students of diverse music backgrounds to participate in the subject.

In general terms, quality assurance activity such as the school development planning initiative, the continuing support of my Department's in-career development unit for music education courses and initiatives and the ongoing work of the National Council for Curriculum and Assessment in reviewing programmes and syllabi will contribute significantly to improvements in the area of music education.