Written Answers. - School Curriculum.
John Perry
Ceist:
102
Mr. Perry
asked the
Minister for Education and Science
the plans, if any, he has for changes to the second level school curriculum; the resources pledged for the deepening of business-education linkages; and his views on the effectiveness of IBEC's business and education links.
[20077/99]
The reform of the second level curriculum began in the early 1990s with the phased introduction of revised junior certificate programmes in all areas. Congruent reform of the leaving certificate syllabuses is ongoing. To date, revised leaving certificate syllabuses have been introduced in eight subjects. At present, in-service of the c.4,000 teachers of leaving certificate English is in progress as a revised English syllabus will be examined for the first time in June, 2001. Revised syllabi will be introduced in physics and chemistry from September 2000. Work on the revision of other syllabi is well advanced and the remaining revised syllabi will be introduced on a phased basis from 2001 onwards
Resourcing of the deepening of business-education links takes the following forms; (1) Work experience, usually of three weeks' duration, is part of the transition year programme, the leaving certificate vocational programme and the leaving certificate applied. This gives pupils the opportunity to experience the world of work and to reflect on that experience. Employers surveyed recently on their participation in work experience programmes with schools show broad satisfaction with these programmes. The majority of those surveyed will take part again. Each transition year school receives a £50 per capita grant to cover this and other aspects of the programme. Each leaving certificate Applied school receives aper capita grant of £125. Each LCVP school and each leaving certificate applied school receives a .25 of a teacher allowance per 20 pupils taking the programme; (2) In collaboration with teachers, IBEC has designed a pack called Altramas, meaning fosterage in Irish, which aims to develop in students those personal, interpersonal and enterprise skills which will serve them well as they move from the school environment into the world of work; (3) the revised syllabus for leaving certificate business places a great deal of emphasis on the acquisition of entrepreneurial skills. Many schools integrate into their teaching of the revised syllabus The Irish Times Business 2000, which features case studies of leading Irish companies. Visits to the companies by pupils and visits by the companies to schools often form part of this programme. This programme was devised in collaboration with my Department's in-career development unit; (4) “Enterprise Encounter” is a resource devised by teachers for teachers of transition year pupils. It will also serve the needs of LCVP – Leaving Certificate Vocational Programme – and leaving certificate applied pupils. It focuses on small businesses and aims to create positive attitudes to enterprise, self-employment and innovation; and (5) Mini-companies, a form of work simulation, are part of most transition year programmes. They introduce students to the realities of the work-place in a safe environment. Some of the products of these companies are viable, a fact commented on by visitors to the mini-company trade fairs, a number of which are held every year.
I am very satisfied with the effectiveness of links between IBEC and second level schools. The business and education links programme, established by IBEC, aims to help pupils to appreciate the world of business and contributes to the development of pupils' work skills by means of classroom talks, company visits and linked activities. Opportunities are also offered to teachers to spend time on placement within the company. A survey carried out on this programme showed that by the end of 1997, 84 link activities had taken place involving 21 companies, 42 schools and 1,583 students. Just under half the students involved were in transition year. The survey showed that 61 per cent of students involved were very satisfied with the experience, and 25 per cent moderately satisfied. Some 81 per cent of the companies which took part in the survey said they were very satisfied, while 14 per cent were moderately satisfied. Among the teachers, 57 per cent declared themselves very satisfied and 29 per cent moderately satisfied. IBEC is expanding this programme from year to year. There are currently 120 companies and 200 schools involved.
In addition, my Department has contributed to developing education/business linkages either fin ancially through the establishment of support services for the introduction of revised syllabi in business, accounting and through the transition year, LCA and LCVP support services or in kind through support given by relevant Department officers to all of these initiatives.
