Written Answers. - Relationships and Sexuality Education.
Eamon Gilmore
Ceist:
84
Mr. Gilmore
asked the
Minister for Education and Science
the number of schools implementing the relationship and sexuality education programme in schools; if he has satisfied himself at the rate of implementation of the programme; when all schools will be implementing the programme; and if he will make a statement on the matter.
[20090/99]
I am pleased with the progress being made by schools in relation to the implementation of relationships and sexuality education. I believe, however, that we need to continue our efforts to ensure that all children have access to an RSE programme which enables them learn about their own development and about their friendships and relationships with others.
In this regard I asked late last year that information be collected on the level of implementation of RSE in schools. The final figures of a national survey on the implementation of relationships and sexuality education are based on a 66 per cent response rate in respect of primary schools and a 64 per cent response rate at post-primary level. These indicate that 24 per cent of respondent primary schools are already implementing an RSE programme and 57 per cent indicated their intention to teach RSE in some or all classes during the last school year. Sixty seven per cent of respondent post-primary schools are implementing RSE in some or all classes and 78 per cent indicated their intention to teach RSE in some or all classes during the school year.
It must be borne in mind that the first step for schools in introducing RSE is to develop a school policy, which involves school management, parents and teachers in a collaborative process. Information seminars have been held for parents at school level and for boards of management-management authorities. Policy development seminars and whole school staff seminars have also been held. In this regard 67 per cent of primary schools and 68 per cent of post-primary schools have established RSE policy committees. The implementation of an RSE programme in schools follows from this process.
The process of policy formulation through partnership is a relatively new experience for many school communities. Many schools have found this process to be a valuable and rewarding experience in so far as it gave them an opportunity to discuss a vision for their children's education, enunciate a school ethos and debate the issues involved.
I recognise that schools are at different stages in implementing a programme. The information on progress collected from the survey will enable effective targeting of supports. In this regard the RSE training support service, with whom I am in regular contact, continues to monitor the implementation of RSE in schools and acts as a support to schools in this work.
Senior cycle resource materials were issued to schools recently and it is expected that the remaining materials for fifth and sixth classes at primary level will issue next month. I intend, therefore, early in the New Year, to follow up with another questionnaire about the level of implementation.
Given the nature of the process involved it is not possible to say when the overall programme will be completed. However, I am satisfied that significant progress has already been made and that this progress will continue.
