Other Questions.
117 Mr. Costello asked the Minister for Education and Science her reaction to the OECD report, Thematic Review of Early Childhood and Care Policy, in particular the proposal to continue and improve the Early Start programme on a full-day basis for disadvantaged children. [26120/04]
View answerI recognise that high quality early education prior to entry into formal schooling can lead to lasting social benefits that persist throughout life, both for the individual and for society. Research also indicates that early childhood education is especially beneficial for children who are disadvantaged or who have special needs. Parents too can benefit significantly from involvement in early education through improved self-confidence and better relationships with their children.
For this reason, I welcome the OECD's report both as an assessment of the current situation and as a stimulus to debate and reflection on the future of early childhood education and care provision. I agree with the OECD's conclusion that in disadvantaged areas, early childhood services need to be intensive, multi-functional and co-ordinated across services and agencies.
Early childhood education and care is a horizontal policy issue involving several Departments and agencies. The policy implications of the recommendations arising from the OECD review are under active consideration within my own Department and by the interdepartmental high level group on child care and early education, which is chaired by the National Children's Office.
The future development of early childhood education provision for disadvantaged children, including the Early Start scheme, is being considered as part of an overall review of my Department's educational disadvantage programmes. I consider it important that strategy in this regard should be set out in an integrated context rather than being addressed as a stand-alone measure. This recommendation will be considered in the context of the review.
I want to ensure that any future actions by my Department in the area of early childhood education are based on a collaborative approach with other Departments involved in the overall early childhood care and education sector. Meeting the overall objective of providing the best possible service to the communities and children involved requires that any educational provision by my Department take account of child care measures under the remit of other Departments.
We have ample evidence from this report, a report on the Tallaght area to which Deputy Crowe referred and many other reports, of the importance of early intervention. Does the Minister intend to consider giving a free pre-school place to all children, as suggested, and to give more intensive support to children in disadvantaged areas, in line with a further suggestion?
In that context, Deputy Enright's question about the Early Start project is significant. Has the Minister plans to extend the number of schools that qualify under that project? That process has been static, as has that of designating schools as disadvantaged. Has the Minister plans to designate more schools as disadvantaged, given that many schools that were not designated as disadvantaged in the early stages are still not benefiting from opportunities in this regard?
I do not envisage I will be in a position to offer a free pre-school place to every child in the country. I do not believe Government resources would allow that. However, I will target three special areas in this regard. The first is the area of disadvantage, which has a particular benefit, as mentioned in regard to the Tallaght approach. The second area is children with special needs. That will fit in neatly with the Disability Bill and not only the education for persons with special educational needs legislation. These are children who, when their needs have been assessed and identified, can benefit greatly from early intervention. I envisage the pre-school provision fitting in with that. The third area on which I will focus is quality. It is not sufficient simply to provide funds for providers, be they in the education sector or in the child care sector, unless we can be sure quality control measures are in place. They will be my priorities rather than simply ensuring there will be a pre-school place for every child in the country.
I have already addressed the issue of the Early Start project, which will be dealt with in the context of the review. As soon as it is finalised and comes on my desk, and not that of The Irish Times, I will be able to move forward on it fairly quickly. I hope programmes such as the Early Start project can be developed, although that may not be the one that will be developed. I have already addressed the question of disadvantage. There is no golden rule as to what qualifies for disadvantaged status. We need to have targeted responses in various areas.
The Minister answered the question on the Early Start project. The programme for Government gave a commitment in respect of this area. I appreciate she was not the Minister responsible for this area at the time. Two and a half years have almost passed since a commitment was given to expand State funded early education places. Other countries have different practices in this area. In some countries children do not start school until the age of five. The Minister mentioned such provision in the context of social integration. If such a measure can help to keep children in school, surely, from that perspective, it is a good place to start rather than merely from the education perspective in terms of developing reading and writing skills. I am aware the report is not on the Minister's desk yet but can she indicate a timeframe as to when its recommendations will be implemented? The programme for Government has a limited life span and it will end in 2007. Is the Minister satisfied the report's recommendations will be in place by then?
The commitment of Government to increase the number of pre-school places still exists, but such provision will not be widespread throughout the country nor would that represent the best use of resources. My predecessor, the Minister, Deputy Noel Dempsey, initiated the report currently being drafted. He did a great deal of work in the area of disadvantage and in trying to bring together the various schemes. The report is very far advanced. I aim to immediately start implementing its recommendations. I hope to have the report this month or certainly before Christmas. Some of its recommendations might be difficult for people to accept. Some of them might state that there are schemes in operation that are not having the required and desired effects. Some of the recommendations might state that a scheme should not be advanced but rather that another one should be implemented. That can be difficult for schools and communities to take on board. Therefore, we must find a balance to make sure that if we stop operating a scheme we will not leave people who need a service without it. Equally, if we can identify areas that need resources more than others, we can target them. Therefore, there is no point in asking whether I will implement the schemes that work because I will do so. However, one should not expect to come back here in a few months to ask why a scheme is being removed. If we are to accept the advances that need to be made in disadvantaged areas through targeted programmes that will enable the children to reach their potential, there may well be hard decisions to be made. I will make them on the basis of the report.
118 Aengus Ó Snodaigh asked the Minister for Education and Science the number of proposals that exist to have canteens built in schools in view of RAPID’s offer to supply ovens and other relevant facilities at locations at which such canteens will be put in place. [26152/04]
View answerMy Department and the Department of Community, Rural and Gaeltacht Affairs have had discussions on providing kitchen facilities in schools with RAPID designation that have a spare room that could be converted for this purpose.
The initiative is very worthy of support and I am anxious to make some provision for such projects in the context of the 2005 building programme. Further discussion is required between Departments in the coming weeks to fully tease out all the issues involved. Once the Estimates and budgetary process are complete we will finalise a date for publication of the 2005 programme, at which time we should be able to provide further detail on the matter.
The main question concerned when the canteens will be established. The Minister mentioned the 2005 building programme. If projects enter the planning process in 2005, will work proceed in 2006 or 2007? The latest report on child poverty states that 66,000 children experience basic deprivation, which means they went to school without a substantial meal on one day in the previous two weeks and did not have a meal with meat, fish or chicken every second day. One sixth of girls between ten and 11 from the lower social classes reported they never had a breakfast during the week.
A child who goes to school with no food in his or her stomach cannot concentrate. The breakfast clubs are working and the proposals to have canteens built in schools represent the next step. Is there any way of speeding up the process given that it works and is necessary?
I firmly believe that breakfast clubs work. I saw them work very successfully when I was Minister of State with responsibility for children, at which time we were able to fund a number of them. They work extremely well in attracting the children to school even in my constituency. It is a sad indictment of our society that children go to school for the breakfast but at least this has the desired effect in that it nurtures the whole child and not just the child's educational needs.
Issues always arise concerning providing food and cooking facilities regardless of the location, but particularly in a school setting. Obviously, a number of issues have to be teased out, the first of which concerns health and safety, particularly if one is to provide hot food using facilities in close proximity to children. The level of funding to be provided by my Department and that of the Minister for Community, Rural and Gaeltacht Affairs, Deputy Ó Cuív, must also be considered given that we are talking about RAPID areas. Management must be borne in mind. Will the school, teachers or parents be involved in running the clubs? I know some schools involve both the teachers and parents. What current funding issues would arise if others had to be paid to provide the service for the children?
On the schools building programme, about which the Deputy asked, school canteens are not generally included under a special subheading given that the programme deals with everything from asbestos to halls. Some schools include what is called a servery, wherein crockery, cutlery, a hot water boiler and maybe some food can be stored. In post-primary schools a fridge and cooker would also be included.
Recently, canteens have been included, particularly in the PPP schools in Dunmanway, Ballincollig, Tubbercurry, Shannon and Clones. I see value in the proposals to build canteens but a number of issues must be considered first.
119 Mr. Sherlock asked the Minister for Education and Science the number of leaving certificate students who appealed their examination results in 2004; the results of those appeals; if she has satisfied herself with the appeals process in terms of speed and efficiency; and if she will make a statement on the matter. [26123/04]
View answerOperational responsibility for the State examinations is a matter for the State Examinations Commission. I have been advised by the commission that of almost 380,000 grades overall in the leaving certificate, appeals were made in respect of 10,305, or 2.7% of grades. Of these, 2,082 candidates were upgraded and seven were downgraded. These results are consistent with the trends in previous years.
I am satisfied the appeals process operates with speed and efficiency. Since 1998, all candidates in the leaving certificate examination have been afforded an opportunity to view their own marked scripts to satisfy themselves that the marking scheme has been applied correctly.
Ireland is one of the first countries to introduce this measure in the national examination system, placing the system at the international forefront in terms of openness and transparency. Of the 250,000 marking scripts returned for viewing in 2004, there were appeals in respect of 10,305, which is 4%. The dates for viewing scripts were 3 and 4 September and the deadline for appeals was 8 September. The results of the appeals were posted to arrive in schools on 12 October 2004, which allowed a very short time scale for the appeals process to operate. I am satisfied the task was processed as quickly as possible.
It is an advantage that students can now look at their papers. Following 10,000 appeals, 2,000 papers were upgraded, which appears a high number. Is the Minister concerned that the figure suggests many other children may not have received the marks they should have in particular subjects?
While the numbers upgraded might appear large in relation to the number of appeals, the number of upgrades granted was small in the context of the number of students who sat examinations. When taken in the context of previous years, it indicates that when students look at their papers in the company of the teacher, they can see for themselves exactly where a mistake might have been made. They would appeal only on the basis that they had not been given the grade they deserved. Most of the appeals are at higher level. It is also significant that if an irregularity comes to light indicating a number of students whose grade should have been higher, even if the students did not appeal their grade, they will benefit from the upgrade, which happened in the case of 16 students. This process does not discriminate against students who did not appeal because they will benefit from the upgrade.
Is this due to an irregularity when adding up the marks?
It is due to a complete remarking of the paper. An appeal results in a full remarking of the paper, not a recheck of the marks. An examiner does this and then passes the matter on to an appeals adviser if the paper is to be upgraded. The chief examiner then signs it. It is quite a structured process.
I congratulate the Minister on her appointment. Déanaim comhgairdeas léi. My question is directly related to the subject matter of the question. Has she considered students who for one reason or another, perhaps a serious illness or family bereavement, do not have an opportunity to sit a particular examination in one of the main subjects and who must postpone decisions for a year until they sit the examination the following year? Has the Minister considered allowing such students to sit the examination in July, August or September——
The Deputy is widening the scope of the question.
——so they can avail of whatever opportunity arises in that academic year? Having been a secondary teacher, I am sure the Minister will be aware of the distress this causes.
It is a separate matter to the subject matter in the question.
It is an important question.
It is very important, therefore, it probably deserves a separate question.
The Minister has indicated that she wants to reply.
If she agrees to do so.
When I was a secondary school teacher in Sion Hill, I considered all these issues. As Minister for Education and Science I have not yet had time to consider them.
What is the proportion of papers automatically rechecked by the second examiner who is working on a tight timeframe? Does she consider that students' worries could be alleviated if another examiner automatically rechecked a greater percentage of papers?
I am not sure whether the Deputy is referring to the initial correcting stage.
The initial stage.
I do not have the figures. At the appeals stage, 20% of an examiner's work goes on to the appeals examiner. I will check the figures for the Deputy.
120 Dr. Upton asked the Minister for Education and Science her proposals in the immediate term to address educational disadvantage, particularly on foot of a recent report from her Department which finds that 30% of children in disadvantaged schools have severe literacy problems; and if she will make a statement on the matter. [26104/04]
View answerThe latest partnership agreement, Sustaining Progress, contains a special initiative on tackling educational disadvantage — literacy, numeracy and early school leavers. This special initiative recognises the importance of literacy and numeracy skills as prerequisites for learning and for social well-being and economic participation. As part of the initiative, the Government is committed to paying critical attention to literacy and numeracy both in school and for adults of all ages.
My Department has a range of measures in place to prevent and ameliorate literacy difficulties at primary and second level. More than 1,500 teachers provide learning support to all primary schools by giving intensive support to children with literacy difficulties. At second level, more than 530 learning support teachers are employed. In addition, the junior certificate school programme literacy strategy promotes a whole school approach to literacy development at junior cycle in second level. Continuing assistance is being given to disadvantaged primary schools in implementing my Department's learning support guidelines, including adoption of a whole school approach to supporting children with literacy difficulties, and development and implementation of a literacy plan by each school.
My Department provides additional supports for schools serving disadvantaged communities. These supports include the reading recovery programme in primary schools, reduced class sizes, home school liaison schemes and additional grants, all of which assist in improving literacy levels. The reading recovery programme first piloted in the Louth, Monaghan and Cavan area has been extended to a number of schools in the Dublin area. There are currently 66 primary schools participating in the programme. My Department has recently recruited three teachers to train as reading recovery tutors, increasing the total number of tutors to five. Following completion of training, these new tutors will train teachers and facilitate the extension of the reading recovery programme for the first time to disadvantaged schools in Cork and Limerick. The first steps programme offers primary teachers an accurate means of assessing and monitoring children's competencies and progress in reading, writing, spelling and oral language. Training of teachers in selected disadvantaged schools in first steps is ongoing.
In addition, baseline data on literacy attainment levels is being strengthened through work by the Educational Research Centre and the OECD programme for international student assessment. Early interventions, such as those I outlined, are crucial in addressing literacy problems among children and have a lasting impact on tackling educational disadvantage and social exclusion.
The Minister referred to a number of schemes and we spoke earlier about the number of schemes in place. What qualitative information is available in the Department as to what does or does not work and what works well?
The fact that 30% of children in disadvantaged schools have literacy problems is startling. It relates directly to the children with learning needs Bill and the Minister's announcement last week that she would review the weighted system.
Which the Deputy welcomes.
Which I welcome. A study in Leitrim and Dundalk indicated that one cannot just have a quota system because there are widespread differences in terms of the numbers of children with special needs in particular schools, therefore, one needs a school-based focus. How will the review of the weighted system be carried out? Will it take into account the differences involved and the fact that one cannot take a broad brush approach and decide that, just because a school is a particular size, it needs a particular number of teachers, particularly in view of the problems in disadvantaged areas where there can be a high level of needs? Is this contributing to the high levels of illiteracy?
In May 2003, the Education Research Centre carried out a survey of reading and literacy levels in first, third and sixth classes in 94 primary schools. These results are currently being evaluated. The benefit of the survey is that we will have baseline data of reading and literacy levels among that age group. The initial reports appear to be quite stark, particularly in regard to disadvantaged areas, which brings us back to the previous discussions on targeted responses and targeted programmes which work. The baseline data is something on which we can work.
The PISA report dealt with maths, literacy and science levels among 15 year old second level students. As the Deputy acknowledged correctly, each of the various schemes are valuable. Anything that targets young people on a one to one basis by getting them to read and write is very valuable. Identifying the programmes that work is part of the overall strategy. It is valuable that resource teachers should be in a school in advance of a child's admission as it ensures an immediate response and that the needs of children with mild learning difficulties conducive to speedy intervention can be addressed quickly. I have spoken with the INTO and will be working with the various partners to come up with a scheme which ensures a targeted response and that schools in disadvantaged areas, particularly small, rural schools, will not lose out on a service which they already enjoy. More particularly, it will ensure that those children whose identifiable needs are being addressed will not lose out by virtue of the weighted system.
Perhaps the Minister of State, Miss de Valera, who has expertise in this area, can clarify a point. Is there any intention to expand the adult literacy service? This service has improved significantly in recent years but illiteracy cannot be tackled at primary level and in disadvantaged areas unless we also tackle the issue of family literacy.
My colleague, the Minister of State, Miss de Valera, who has done Trojan work in this area, advises me that there has been a 19-fold increase in funding for adult literacy since 1997. This is a target of value in itself but also in the context of the Sustaining Programme agreement, one of the targets of which was to encourage adults to take the plunge. The most difficult decision to make with regard to adult literacy is the initial decision to do something about it. The services and the system are in place to assist people and we should all encourage their use.
121 D’fhiafraigh Mr. McGinley den Aire Oideachais agus Eolaíochta an bhfuil iarratas ina Roinn do halla spóirt do Phobalscoil Ghaoth Dobhair i nDún na nGall; cén chéim ag a bhfuil sé faoi láthair agus an ndéanfaidh sí ráiteas ina thaobh. [25983/04]
View answerTá mo Roinn sásta soláthar halla spóirt a mhaoiniú do Phobalscoil Ghaoth Dobhair. Tá foireann deartha ceaptha chun an tionscadail a dhearadh agus a chur i gcrích. Tá an tionscadal liostaithe i mír 9 den chlár tógála le haghaidh scoileanna do 2004, agus tá céim 2 den phleanáil ailtireachta sroichte faoin am seo. Fuarthas an scéim sceitse fhorbartha ón bhfoireann deartha agus glacadh léi.
Thug mo Roinnse ratú banda 4 don tionscadal de réir chritéir na Roinne a foilsíodh maidir le tosaíocht a thabhairt do mhórthionscadail. Rinneadh a leithéid a athbhreithniú níos luaithe sa bhliain tar éis dul i gcomhairle leis na páirtithe oideachais.
Tá an dul chun cinn i gcás an halla corpoideachais do Phobalscoil Ghaoth Dobhair, mar aon le comhthionscadail eile, á scrúdú faoi láthair i gcomhthéacs an chláir ilbhliantúil ón bhliain 2005 ar aghaidh. Tá sé i gceist agam eolas breise a sholáthar ar an gclár ilbhliantúil tráth na Meastachán agus i ndiaidh phróiseas an bhuiséid.
Ba mhaith liom buíochas a ghabháil leis an Aire as an fhreagra a thug sí domh. An bhfuil a fhios ag an Aire go bhfuil Pobalscoil Ghaoth Dobhair bunaithe le 25 bliain? Is scoil í a dhéanann gach ábhar ó A go Z trí mheán na Gaeilge. Is rud eisceachtúil é sin na laetha seo. Is í Pobalscoil Ghaoth Dobhair an t-aon scoil i nDún na nGall nach bhfuil halla spóirt aici. Tá thart ar 300 dalta ag freastal uirthi, agus tá deacrachtaí uafásacha acu i láthair na huaire. Tá míshásamh mór ar an bhord bainistíochta, ar an fhoireann teagaisc, agus ar na tuismitheoirí go bhfuil 25 bliain imithe agus gur beag an dul chun cinn atá déanta.
Luaigh an tAire go bhfuil muid ag mír 2. Is é an t-eolas atá agamsa ná go bhfuil muid ag mír 2 le tamall fada agus nach bhfuil aon dul chun cinn déanta le bliain. Thóg méé seo sa Dáil ar an Athló leis an Aire Stáit, an Teachta de Valera, agus ba é a seanathair féin a d'oscail Ardscoil Mhuire a bhí ann roimh Phobalscoil Ghaoth Dobhair. Dúirt an tAire Stáit go dtabharfadh sí aird speisialta air sin, agus tá mé cinnte go bhfuil an-mheas ag an Aire ar Éamon de Valera, mar atá ag gach duine thall ansin — agus roinnt daoine ar an taobh seo chomh maith. Mar sin de, ba mhaith liom go mbeimis ábalta dóchas éigin a thabhairt do dhaoine go dtarlóidh rud éigin gan mhoill. Tá botúin ann ansin, agus beidh na daltaí le tabhairt go dtí ionad pobail agus mar sin de. Níl aon halla spóirt ansin. Ní amháin go mbeadh sé mar halla spóirt ag an phobalscoil; bheadh sé mar halla agus ionad pobail don pharóiste Gaeltachta ar fad. Ba mhaith liom go mbeadh an tAire ábalta a rá go dtabharfadh sí tosaíocht, nó priority, don t-aon phobalscoil i nDún na nGall, don t-aon scoil chuimsitheach i nDún na nGall agus don t-aon mheánscoil ar chóimhéid i nDún na nGall agus sa Ghaeltacht nach bhfuil halla spóirt aici.
Tá an aimsir go holc anseo i mBaile Átha Cliath, agus tá muid ag súil le stoirm. Dá mbeimis thuas san áit a bhfuil Pobalscoil Ghaoth Dobhair suite, bheadh an stoirm i bhfad níos measa. Tá mé ag iarraidh ar an Aire cuidiú agus gníomhú in ionad é a chur ar an mhéar fhada.
Nuair a bhíonn Teachtaí sa Teach seo ag lorg foirgnimh nua, déanann siad gach aon rud chun an foirgneamh sin a fháil, agus tá an Teachta tar éis ainm Éamon de Valera agus gach duine eile a lua díreach chun foirgnimh a fháil. Molaim é as é sin a dhéanamh. Nuair a bheidh an halla aici, beidh áis den scoth i nGaoth Dobhair, agus aithníonn an Teachta é sin — ní amháin an halla a bheidh ann ach seomraí gléasta agus áis don pharóiste. Tá muid ag féachaint faoi láthair ar an sceideal mar atá sé, agus, dár ndóigh, beidh mé ag súil níos mó airgid a fháil le caitheamh ar hallaí mar seo. Aithním an tábhacht a bhaineann le spórt, le hallaí spóirt i scoileanna, agus leis an Ghaeltacht, ach ní féidir liom a rá go díreach inniu conas a bheidh an halla seo. Dár ndóigh, beidh mé ag féachaint air, agus b'fhéidir go mbeimis in ann cuairt a thabhairt ar an scoil chun feiscint.
Beidh céad míle fáilte roimh an Aire cuairt a thabhairt ar an scoil aon uair. Tá an bord bainistíochta ag iarraidh go mbuailfeadh an tAire le toscaireacht. An bhfuil sí sásta é sin a dhéanamh am éigin gan mhoill?
An chéad uair go mbeidh mé i nGaoth Dobhair, beidh mé sásta bualadh leo.
Cén uair?
Chomh luath agus is féidir.
122 Mr. Gilmore asked the Minister for Education and Science if she is concerned by the high failure rate in maths at junior certificate, which mirrors that at leaving certificate, in the results for 2004; if she is considering a response to this issue; and if she will make a statement on the matter. [26117/04]
View answer127 Ms Shortall asked the Minister for Education and Science her views on the leaving certificate examination results in 2004; her further views on the high failure rates in the maths and science subjects; if she has proposals to deal with this phenomenon; and if she will make a statement on the matter. [26122/04]
View answerI propose to take Questions Nos. 122 and 127 together.
I am broadly satisfied the leaving certificate results obtained in most subjects this year followed a generally similar pattern to those of previous years. The results patterns and variations will be the subject of further comment in the 2004 annual report of the State Examinations Commission. In addition, the SEC will publish chief examiners' reports in selected leaving certificate subjects.
The leaving certificate maths exams at ordinary and higher level have both seen improvements this year in the proportion of students scoring at grade A, while the ordinary level failure rate is the same as in 2003. The failure rate at higher level is marginally higher than in 2003. In leaving certificate physics at higher level, a greater proportion of students scored at grade A this year, combined with a reduction in the proportions scoring at grades E, F and NG. In chemistry at higher level, there was an increase in the proportion scoring at grades E, F and NG from 5.8% in 2003 to 7.9% in 2004. In junior certificate mathematics at higher level, the A rate is slightly down, and the E, F and NG rate is 6.4% compared with 3.6% in 2003. Overall, these variations are modest and are broadly consistent with the patterns in previous years.
The National Council for Curriculum and Assessment carried out the first phase of a review of mathematics in October 2002. Its initial advice recommended that while no changes should be made in the leaving certificate mathematics syllabus, the revisions already made in the junior certificate syllabus would have a knock-on effect for leaving certificate. My Department issued a detailed circular to schools in May 2004 advising teachers of the implications. The NCCA is currently preparing a discussion paper on maths education in general which will look, for example, at the appropriateness of levels, entry requirements for third level, basic numeracy and the notion of embedded maths skills.
With regard to science, revised syllabi have been introduced in leaving certificate biology, physics and chemistry and a revised syllabus was introduced on an optional basis in junior certificate science in the academic year 2003-04 for first examination in 2006. This provides for a more investigative approach to science education with some 30 experiments and investigations which must 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.
All these developments are or have been supported by national in-service programmes for teachers. In addition, some €10.2 million has been issued to schools in 2004 to provide resource grants to support the implementation of the revised junior certificate science syllabus.
I thank the Minister for her detailed answer. She does not seem too concerned at the exam results. What are her views on the comment by IBEC that the maths and science results in the leaving certificate represent a hammer blow? The fact that more than 7% of students failed ordinary level maths in the junior certificate examination indicates that some students are slipping through the net at that basic level. I welcome the action that is being taken in this regard.
There was a problem with regard to the introduction of the new science syllabus because of lack of resources. Will the Minister comment on whether all schools now have the necessary resources for the teaching of science?
Contrary to what Deputy O'Sullivan said, I hate to see any student failing a subject, particularly as a teacher. One of the problems with regard to maths is that there are three levels, foundation, ordinary and higher, and some students choose the wrong level. Fewer students than expected chose foundation level this year and this had an effect on the failure rate at ordinary level. Perhaps teachers, parents and students should focus on discovering the level appropriate to the needs of the child. It is better to get a pass at foundation level than to fail at ordinary level. The NCCA is also examining this issue in its current review. It is unfortunate when people fail maths because this can go against them for various courses afterwards.
With regard to science, I am worried not only by the increase in the failure rate in chemistry but by the low number of students taking chemistry. There was a time when more students did chemistry than physics, but that seems to have reversed. The task force on science is being implemented and significant progress has been made across a range of recommendations. The numbers taking science have serious implications, not alone with regard to educational value but also for the economy, particularly with regard to inward investment of major medical and pharmaceutical companies.
Significant extra resources have been provided for the revised programmes. It is also encouraging to see science become part of the primary school curriculum and to see the developments and initiatives in that area. Money has been provided at junior cycle level of second level schools for equipment. Recently some €12 million was provided in this regard. Priority has also been given to the equipping of laboratories in order that they can meet the requirements for experiments set under the curriculum. This is an issue that continues to need further support and investigation.
123 Mr. Timmins asked the Minister for Education and Science the situation with respect to development proposals for two primary schools (details supplied) in County Wicklow; and if she will make a statement on the matter. [26043/04]
View answerThe school planning section of my Department has been engaged in an assessment of primary education provision in Blessington. This was necessary to ensure that this rapidly developing town can continue to meet emerging demands.
On foot of the Department's analysis it is proposed to reconfigure Scoil Mhuire into a 16-classroom junior school. It will remain at its current location. Senior primary classes will be catered for through the provision of a brand new 16-classroom school. The new school will be called St. Mary's senior school and will be located on agreenfield site that my Department acquired recently. Both schools will be co-educational.
The needs of the Blessington No. 1 school have also been examined. A new school on a greenfield site has been determined as the optimum strategy to position this school to meet its needs going forward. Efforts to acquire a site for the new school are ongoing.
I am aware that a developer has submitted proposals to the management authorities of both Blessington No. 1 school and St. Mary's senior school concerning the delivery of the two schools. These proposals are currently being examined by officials in the school planning section of the Department. As soon as decisions are taken regarding these proposals, my officials will be in direct contact with all relevant parties.
I thank the Minister for her reply. Will she confirm when the decision will be made on the offer made by the developer willing to build the schools? Do I understand correctly that if that offer is not accepted, the Department will give sanction to the 16-classroom school for St. Mary's but not the No. 1 school? If memory serves me correctly, sanction was granted for that 16-classroom school approximately two years ago.
We encourage all sorts of innovative thinking on the delivery of schools, particularly in fast growing areas like Blessington. However, the Deputy is aware that it is my responsibility to comply with all public procurement procedures. We must ensure that any proposals put forward do not offend these procedures, that there is good value for money and that we can stand over any decisions made. I know the Deputy will accept that these matters are commercially sensitive. However, we are committed to ensuring we meet the needs of the children in the Blessington area.
