It is planned to introduce the programmes in every school that is delivering the curriculum of the Department of Education. Before we commenced these programmes some schools were involved in developing this area. The work undertaken in some schools and in the health boards played an important part in establishing the basic material we used.
The schools chosen were a mix of large and small urban and rural primary and post-primary schools. Progress reports on the first phase of training were valuable and the feedback was interesting. It was used to plan the second phase of training. All aspects of the training, as delivered, were evaluated. Those who attended a training day were asked to complete a detailed evaluation form which was analysed by the RSE co-ordinator. An external evaluation was also carried out on the programme and we will appoint an external evaluator shortly.
As I said, the feedback was interesting. Some positive comments were received by those who supported the concept of RSE in the context of the holistic development of their child. The involvement of parents was particularly welcome and the expertise of trainers was lauded. That is an acknowledgement of the funds I made available to teachers, without imposing on them an expectation to deliver a programme for which they did not have appropriate training. There were negative comments. There was apprehension about the teaching of a sexuality programme particularly in multi-grade rural schools. The implementation group was asked to look at each of the areas highlighted and, come up with suggestions to allay concerns.
Across the schools community there was a difficulty in finding time for the RSE programme in the curriculum. The same was true of policy development. Teachers were handed the programme in the classroom. The programme also provides for the involvement of parents and boards of management. Issues such as staff relations, parental consensus and the influence of the clergy on boards of management emerged as possible obstacles in developing policy.
As Deputies are aware, there are individuals who believe they do not have the necessary skills to teach a relationships and sexuality programme. It is important to minimise their apprehension. The first stage of the investment process included assisting teachers to acquire the necessary skills, knowledge and understanding to teach the RSE programme and to collaborate with parents and others in implementing it. Every opportunity was taken to allay the concerns.
I would like to be able to say to Deputy Keogh that the programme will be implemented in all schools but I cannot give such a commitment. We have made haste slowly and with care. We will continue to move forward until such time as the programme is implemented in every primary and second level school under the auspices of the Department of Education. The response to date has been good. Not only is the education system dealing with the intellectual needs of our young people but it is also dealing, in the context of their holistic development, with their need for relationships education which has been missing from the curriculum.
