Brian O'Shea
Ceist:1202 Mr. O'Shea asked the Minister for Education and Science his proposals to have no compulsory subjects at leaving certificate level (details supplied); and if he will make a statement on the matter. [1678/02]
Written Answers. - Scoil Report.
I have read with interest the Scoil report presented to me by the author. One of the author's proposals is that the current leaving certificate be replaced by an examination to be called the higher school certificate where students would study three or four subjects of their own choice with no compulsory subjects.
I point out to the Deputy that of the three leaving certificate subjects which the author deems compulsory at present, that is, Irish, English and mathematics, only Irish is in fact compulsory. According to the rules and programme for secondary schools, the approved course for recognised senior pupils presenting for the established leaving certificate must include not less than five of the 31 subjects listed under section IV, paragraph 2(b), of which one shall be Irish. All other requirements are dictated by matriculation considerations rather than by the conditions set down by my Department.
There are no plans at present to implement the proposal presented in the Scoil report. The NCCA, National Council for Curriculum and Assessment, advises my Department on all matters relating to curriculum. The advice of the council at present is that the leaving certificate as it stands provides students with a broad and balanced education which prepares them for further study and also for life. The practice of specialising in very few subjects early in life would make for a narrow education which, although it might satisfy the immediate needs of entry to third level, would prove limiting in further life.
Brian O'Shea
Ceist:1203 Mr. O'Shea asked the Minister for Education and Science his views on the introduction of the higher school certificate (details supplied); and if he will make a statement on the matter. [1679/02]
I have read with interest the Scoil Report referred to by the Deputy.
There are no plans to implement the proposal presented in the Scoil report that the current leaving certificate be replaced by an examination to be called the higher school certificate where students would study three or four subjects of their own choice with no compulsory subjects.
The National Council for Curriculum and Assessment, NCCA, advises my Department on all matters relating to curriculum. The advice of the council at present is that the leaving certificate as it stands provides students with a broad and balanced education which prepares them for further study and also for life. The practice of specialising in very few subjects early in life would make for a narrow education which, although it might satisfy the immediate needs of entry to third level, would prove limiting in further life.
Brian O'Shea
Ceist:1204 Mr. O'Shea asked the Minister for Education and Science his proposals to provide subject advisers for each region of the country (details supplied); and if he will make a statement on the matter. [1680/02]
Brian O'Shea
Ceist:1205 Mr. O'Shea asked the Minister for Education and Science his proposals to provide subject advisers for each region of the country (details supplied); and if he will make a statement on the matter. [1681/02]
I propose to take Questions Nos. 1204 and 1205 together.
I have read with interest the recommendation contained in the Scoil report that subject advisers be provided for each region of Ireland, creating cluster groups of subject teachers who can help with the processes of internal assessment and examination moderation.
It has been the practice of my Department since the mid-1990s to create such groups of advisers where new programmes or revised syllabi are being introduced to second level schools. These advisers are teachers on secondment whose full-time task it is to provide support on all aspects of the implementation of the particular programme or subject in the classroom, including the content of the programme or syllabus, teaching and learning methodologies and modes of assessment.
Such teams of advisers have been created to date for teachers of the junior certificate school programme; the transition year programme; the leaving certificate vocational programme; the leaving certificate applied; social, personal and health education; civic, social and political education; junior certificate mathematics; and religious education. Teams have also been created for the following subjects at leaving certificate level: business, music, English, physics, chemistry, biology and home economics. Where continued support for a subject or programme is deemed necessary, it is offered through the second level support service which operates on a regional basis. There are no plans at present to use subject advisers to help in the process of internal assessment and examination moderation.
Brian O'Shea
Ceist:1206 Mr. O'Shea asked the Minister for Education and Science his proposals that second level schools within an area would work together to provide as wide a range of courses as possible with students being able to bus from school to school for different subjects (details supplied); and if he will make a statement on the matter. [1682/02]
I have read with interest this proposal in the Scoil report, presented to me by the author.
There is no doubt that a broader range of subjects could be provided if a number of schools in an area worked together on curriculum provision. The logistical dimensions of this idea have been explored in detail by the Commission on School Accommodation. While it is true that students could experience a greater choice of subjects and programmes through this sharing of resources, the practical and logistical considerations might pose problems that would outweigh the benefits of the idea. It is also true that students belong in a particular way to their own school and subscribe to its ethos. Schools that are in close proximity to each other often co-operate to provide subjects such as physics or chemistry for students from both schools in an organised, non-disruptive manner.