Dáil Éireann Debate, Wednesday - 30 June 2004
161 Mr. Timmins asked the Minister for Education and Science the number of recommendations of the task force on the physical sciences that have been implemented to date; and if he will make a statement on the matter. [19451/04]
View answerThere were some 39 recommendations in the report of the task force on the physical sciences, with costed proposals totalling €244 million extra, of which €66.3 million is a recurring annual cost. Funds are not available at present to progress the strategy on the scale recommended in the report. Of the 39 recommendations, four are not for the education sector. Of the remainder, progress has been made on 25 of the recommendations.
In particular, important progress is being made in regard to: curricular reform and inservice support, with new syllabi already implemented in leaving certificate biology, physics and chemistry; revised syllabi in primary science and junior certificate science beginning in schools in 2003/04; and work under way on a new leaving certificate physical sciences syllabus to replace the physics and chemistry combined syllabus. All of these developments are being or have been supported by national inservice programmes for teachers.
Substantial grants issued to schools at primary level in 1999, 2001 and 2002. There was an additional per capita grant for physics and chemistry at leaving certificate; a capital grants programme for senior cycle science ICT and science equipment; and the announcement in 2003 of a once-off grant scheme, likely to cost of the order of €12 million, to support the implementation of the new junior certificate science syllabus. To date, some 614 schools in the free education scheme have opted to provide the revised junior certificate science syllabus from 2003/04, and grants of €10.1 million were issued to these schools this year. The revised junior certificate science syllabus provides for a more investigative approach to science education with some 30 experiments and investigations which have to be carried out over the period of the programme. This hands-on approach is seen as critically important to enhance the attractiveness of the subject and encourage more students to choose the physical sciences at senior cycle.
Progress has also been made on ICT integration projects in teaching and learning under the schools IT initiative and the new Scope TV programme in partnership with RTE, NCCA and the National Centre for Technology in Education. Materials and publications have been provided to schools to promote the attractiveness and relevance of science for students as a subject option and career path. Reviews on mathematics have been undertaken and changes made to the grading of subjects in the leaving certificate, gender equity issues in science, and initial reports on teacher training.
Awareness measures supported by industry and third level colleges have been linked with schools. The launch of the new Discover Science and Engineering programme in October 2003 brings together all the existing awareness activities in a unified strategy. In December 2003, the Tánaiste and Minister for Enterprise, Trade and Employment announced plans for Ireland's first interactive learning centre for children and adults, designed to give visitors a hands-on experience and understanding of science, and to be an education and outreach centre for teachers and pupils. The exploration station is due to open in 2006 and will be sited in the OPW Heuston Gate development in Kilmainham, Dublin. This work continues to be progressed and enhanced as resources permit in collaboration and consultation with the Department of Enterprise, Trade and Employment, Forfás and industry.
My Department is fully committed to strengthening the quality of science teaching and learning, promoting increased scientific literacy and encouraging more students to choose science subjects at senior cycle and progress to third level options in this critical area as a vitally important part of the national strategy to support competitiveness and employment.
