I am very appreciative of the work the committee is doing and of how it will feed into the entire process. I want to acknowledge that it is very positive for the Department of Education.
I am pleased to be before the Joint Committee on Gender Equality to discuss the recommendations of the Citizens' Assembly on Gender Equality regarding norms and stereotypes in education. At the outset, I would like commend the work of the Citizens' Assembly on Gender Equality that culminated in the production of this important report, setting out 45 recommendations across eight themes and successfully doing so against the backdrop of the pandemic, which was a great achievement. It is positive that the assembly and this report have done such a comprehensive and wide-ranging review of this important issue. I know the committee is continuing to engage with a number of Ministers and Departments in relation to recommendations which have been made in their fields, and I am pleased to be here today on behalf of the Department of Education. As the Chair outlined, I am joined by a number of Department officials.
A core value of the curriculum from early years to post-primary level in Ireland is equality, inclusivity and diversity. Across all levels of schooling it aims to foster inclusivity where gender equality and diversity are promoted. It must cater equally for all learners, from all backgrounds, regardless of gender, socioeconomic background, race or creed. All curricular developments use extensive engagement with stakeholders, something which has significant benefits in ensuring that as curriculums and materials are updated, they reflect latest developments and best practices across the board.
To provide for a fully inclusive curriculum in our schools, it is vitally important that we work to support our student teachers and serving teachers through teacher education programmes and supports. Our staff make our curriculum come alive in the classroom and I know they need the support to provide fully inclusive teaching and learning experiences for our children and young people based on all of the principles of equality, including gender equity.
As committee members will be aware, questions of equality, respect, and diversity are part of all elements of the curriculum, and it is for this reason the Department and the Teaching Council have now designated inclusive education as a key component of all initial teacher education provision. Initial teacher providers are now in the process of re-accrediting their programmes. The term "inclusive education" refers to any aspect of teachers' learning aimed at improving their capacity to address and respond to the diversity of learners' needs; to enable their participation in learning; and to remove barriers to education through the accommodation and provision of appropriate structures and arrangements, in order to enable each learner to achieve the maximum benefit from his or her attendance at school. Many of our teachers and teacher training colleges are already undertaking very positive and strong work in this regard, and these new standards will underpin this work.
Ensuring all students have access to positive, inclusive, and high-quality guidance is equally and hugely important. In respect of gender equality in particular, high-quality guidance can help students to see the full range of careers and options that are available to them, irrespective of their own background. In the context of developing a coherent long-term strategic framework for lifelong guidance, my Department will aim to improve on this and to promote initial and continuous training for guidance professionals and other staff with a particular focus on strengthening cultural and gender-sensitive guidance and counselling. Indeed, guidance counsellors are trained and alert to the need to promote a diverse range of gender-neutral education, training and career path options.
Members will also be aware that there is a particular focus on subjects such as social, personal and health education, SPHE, in supporting students’ holistic development and ensuring that our schools are inclusive and positive environments for all. SPHE is a mandatory curriculum subject in primary and post-primary and seeks to ensure that all students are supported in making positive choices and in developing positive and respectful relationships and respect for others. Access to sexual and health education is an important right for students. Relationship and sexual education, RSE, is required at all levels, from primary through to senior cycle. As members are undoubtedly aware, there is significant reform under way in respect of RSE and SPHE in order to ensure that these curricula reflect the needs of our students, best practice, and are inclusive of all.
The National Council for Curriculum and Assessment, NCCA, has undertaken a major review of RSE across all stages of education to ensure it is fit-for-purpose and meets the needs of young people today in modern Ireland. Establishing two subject development groups, one for primary and one for post-primary, to oversee the work in this area, the immediate focus of the work of the NCCA has been on creating support materials for teachers as part of an interim guidance toolkit, providing practical help designed to deepen teachers' understanding and skills so that they feel more confident in addressing important and sensitive topics.
In tandem with this work, preparation for the broader redeveloping and updating of the SPHE-RSE curriculum for primary, junior cycle and senior cycle is under way. A draft revised junior cycle specification is due to be agreed at the NCCA meeting in early summer, with a public consultation to follow. The final revised specification is due to be completed by the end of the year. Preparation to update the senior cycle SPHE-RSE specification has commenced. The senior cycle development will now be charged with preparing a background paper. This group will prepare a background paper and brief that will form the basis of its work of redeveloping the senior cycle specification. Work on the primary curriculum framework will be published in 2023 with individual subject specifications being introduced to schools thereafter. Learning pertaining to RSE in primary school will be addressed within the curricular areas of well-being and social, personal and values education.
The Department continues to work with the Department of Justice in formulating and implementing the third national strategy for domestic, sexual and gender-based violence. As well as the work being carried out to develop and update SPHE-RSE curricula, this will also be achieved by building on continuing professional development, CPD, and anti-bullying procedures.
The Department’s STEM Education Policy Statement 2017–2026 acknowledges the need to achieve gender balance in science, technology, engineering and mathematics, STEM, education and careers. It aims to increase the numbers of students, in particular females, taking STEM subjects at post-primary level and to ensure that all schools, learners and parents have access to high-quality information on the diversity of STEM careers. Earlier this year, I published Recommendations on Gender Balance in STEM Education. The recommendations point to the need to support equitable learner access to and experiences of STEM in order to inspire learning, foster creativity and prepare for later engagement and success. The recommendations will be included in the new STEM implementation plan for the period 2022-2026, which I expect to publish over the summer, with roles and responsibility and timelines set against each one.
As members of the committee will no doubt be aware, the programme for Government contains a commitment to establish a citizens’ assembly on the future of education, ensuring that the voices of young people and those being educated are central. We can all see the valuable insights and recommendations previous citizens’ assemblies, including that on gender equality, have given us. I look forward to the citizens’ assembly on the future of education commencing shortly.
I thank the committee for giving me the opportunity to discuss these important recommendations. I assure it that my Department will continue to work across Government to ensure that we respond to each of the recommendations.
