Vol. 540 No. 3
331 Mr. U. Burke asked the Minister for Education and Science the plans he has to arrest the downturn in participation in science subjects at second level and science graduates of third level who are leaving the education sector for industry and the private sector; and if he will make a statement on the matter. [20652/01]
At second level, science is taught as a single subject in the junior cycle and as five separate subjects in the senior cycle. In the junior cycle the uptake of science has remained fairly constant for a number of years at just under 90% of the cohort. At senior cycle the uptake of agricultural science has been increasing somewhat, albeit from a fairly low base. However, the uptake of biology has been decreasing in recent years, while the uptake of the physical sciences has been on the decrease for a number of years.
In the context of initiatives to increase the uptake of the physical science subjects at second level my Department is implementing a range of measures that are designed to make these subjects more attractive to students.
Revised syllabi in leaving certificate physics and leaving certificate chemistry were introduced in September 2000 for first examination in June 2002. As well as the addition of new, up-to-date content these syllabi have an increased emphasis on student practical work and on the interface between science, technology and society. These changes are intended to highlight for students the relevance of these subjects to their everyday lives.
A new format of examination paper in ordinary level junior certificate science was introduced in last year's examination. In leaving certificate physics and chemistry the structure and layout of questions on the ordinary level papers has been revised. These changes have been designed to make these examination papers more accessible to the cohort of candidates for whom they are intended.
A comprehensive in-career development programme for teachers of physics and chemistry was put in place in September 1999 and is designed to run for three years. The programme has received a very enthusiastic response from teachers and will make a major contribution to reinvigorating the teaching of these subjects at both junior and senior level.
The in-career development programme includes the provision of support materials for teachers. In addition to these materials, my Department has produced comprehensive reference handbooks in both physics and chemistry and has distributed them to all second level schools. These handbooks have been provided in both printed and CD-ROM formats. In addition to the copies sent to schools, individual teachers are being provided with further copies of the CD as part of the in-career development programme. These materials have a particular emphasis on practical work and on the interface between science, technology and society.
|
First Destination of 1999 Graduates |
Primary Degree % |
Higher Degree % |
|
Research/Further Study |
||
|
Ireland |
22.4 |
5.2 |
|
Overseas |
4.2 |
4.0 |
|
Teacher Training |
||
|
Ireland |
2.2 |
1.0 |
|
Overseas |
0.1 |
– |
|
Other Vocational/Professional Training |
||
|
Ireland |
9.3 |
0.3 |
|
Overseas |
0.3 |
– |
|
Training Schemes |
0.2 |
0.2 |
|
Not available for work/study |
6.1 |
3.5 |
|
Seeking employment (at 30 April 2000) |
1.6 |
3.5 |
|
Gained Full Time Employment Ireland |
44.1 |
57.1 |
|
Gained Full Time Employment Overseas |
8.0 |
21.6 |
|
Gained Part Time Employment Ireland |
1.0 |
2.2 |
|
Gained Part Time Employment Overseas |
0.3 |
0.5 |
|
Totals |
100 |
100 |
