Michael Ring
Ceist:46 Mr. Ring asked the Minister for Education and Science the steps he proposes to tackle the problem of the crisis in science education at post-primary level. [28235/01]
Written Answers. - Physical Sciences.
The uptake of science in the junior cycle has remained constant at just under 90% for a number of years. At leaving certificate level the uptake of biology was reasonably constant for many years but more recently has shown a decline. The uptake of the physical sciences has been in decline for many years, a situation that obtains in most developed countries It is the belief within my Department that the decline in participation rates in the physical sciences is a multifaceted problem. Curricular content at junior and leaving certificate levels, teaching, laboratory equipment and practical work, examination papers, parental influence, peer pressure, perceptions regarding points, awareness of career options and career aspirations and other social issues all impact on the uptake of these subjects.
The complex interplay of these factors will doubtless vary from school to school. It is also worth noting that the trend observed in the uptake of the physical sciences in Ireland is mirrored internationally. Consequently, intervention in a meaningful way to arrest the trends in uptake in these subjects represents a major challenge, not only to my Department and to the post-primary and third level education sectors, but also to the industrial sector, which depends on a well educated population in these subject areas.
I have undertaken the following steps to address the decline in the uptake of the sciences, particularly the physical sciences, at senior cycle.
I have established a task force on the uptake of the physical sciences at both second and third levels. The brief of the task force is to identify the issues contributing to the falling uptake of the physical sciences and to recommend additional measures to address these issues. I await with interest the recommendations of the task force, which are expected early next year.
Revised syllabi in leaving certificate physics and leaving certificate chemistry were introduced in September 2000 for first examination in June 2002. A new biology syllabus will be introduced in September 2002 for first examination in June 2004. A new format of examination paper in ordinary level junior certificate science was introduced in the 2000 examination. New structures for the examination papers in leaving certificate physics and chemistry will be introduced for the first examination of the new syllabi in these subjects next June. These new structures build on improvements introduced in the ordinary level papers in these subjects over the last three years.
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. An in-career development programme for teachers of biology has been put in place in the current school year. Additional grants for the purchase of laboratory equipment, including ICT equipment, are being provided for schools.
Schools that currently have a capital project in architectural planning will have their science laboratories upgraded as an integral element of the capital project. An additional annualper capita grant of £10 is being provided for schools for pupils taking physical science subjects at leaving certificate level. A revised structure for the junior certificate science syllabus is under consideration by an NCCA course committee. This revision is giving particular attention to the physics and chemistry content of the course.