Vol. 550 No. 4
38 Mrs. B. Moynihan-Cronin asked the Minister for Education and Science if his attention has been drawn to the continuing decline in the number of applications for science subjects in the 2002 CAO figures; and the steps he is taking to address this problem. [9189/02]
A declining interest in the sciences, particularly the physical sciences, at both second and third level is a phenomenon that is not unique to Ireland. Indeed, it is common to most developed economies.
When the interim application figures for 2002 from the Central Applications Office are compared with those for 2001, they reveal a decrease from 5,097 first preferences for science-applied science degree programmes in 2001 to 4,863 first preferences in 2002. This represents a 4.6% decrease. However, in diploma and certificate courses, the number of first preference applications for science-applied science courses increased from 3,697 in 2001 to 3,955 in 2002. This represents an increase of 7%.
I am conscious of the importance of these subjects in a modern educational system and I have undertaken a number of initiatives to address the declining interest in them. New leaving certificate syllabi in physics and in chemistry were introduced in September 2000 and will be examined for the first time next June. 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 pupils the relevance of these subjects to their everyday lives. A new leaving certificate syllabus in biology has been produced and has been circulated to schools. At junior certificate level, a course committee of the National Council for Curriculum and Assessment, NCCA, recently produced a draft of a new science syllabus. This draft will now be circulated among the education partners for discussion. At the end of this process a final draft of the syllabus will be submitted to my Department.
An extensive three year in-career development programme for teachers of physics and chemistry was established in September 1999 as part of a comprehensive physical sciences initiative. The in-career development programme includes the provision of extensive support materials for teachers. An in-career development programme for teachers of biology has been put in place in the current school year.
Laboratory resources are an important element and these are currently being increased. New laboratories are being installed in schools, while old laboratories are also being upgraded.
Just over a year ago I established a task force on the physical sciences. The brief of this task force is to identify the issues contributing to the falling uptake of the physical sciences at both second and third level and to recommend additional measures to address these issues. The last full meeting of the task force took place recently and its final report is due shortly.
Does the Minister accept that the most significant figure here is the decline, by something of the order of 5,000, in the number of CAO applicants who are listing any of the science subjects as one of their preferences? This will obviously have serious repercussions for the future of the sciences at third level. It will also have an impact in respect of the number of quali fied science teachers. In many ways, this is a vicious circle. What specific action is the Minister taking to promote the study of science at third level? What is he doing to encourage second level students to give positive consideration to a career, whether teaching or otherwise, in science?
I outlined the position in relation to these matters in my original reply. It is important to recognise that there has been a 7% increase in the number of people taking diploma courses. We must be careful when considering the overall position. In 2000, a total of 63,500 students took the leaving certificate. This figure has decreased to 59,500 for the current year, which means that the number of CAO applications will be down in any event. I am not using this as an excuse, I am merely outlining the factual position.
There is also a trend towards encouraging people to pursue technician courses and diploma courses, which is a good development. The new syllabi are designed to make it somewhat easier to be involved in the study of science. There is a problem with the sciences in that people regard them as difficult subjects. In recent years, it has been more convenient to pursue jobs in other areas. The syllabi have been reconsidered and new models are now coming into operation. I hope that this will prove helpful. As soon as the report of the task force is presented, I will make it available to Members.
Does the Minister accept that the figures relevant to this year's CAO applications are merely a continuation of a trend which, unfortunately, has been moving in the wrong direction for a number of years and that it is clear that the initiatives he outlined are not having the desired impact? Does he also accept that, if this trend is allowed to continue, our future economic prospects will be under threat? What plans does the Minister have to immediately introduce practical examinations in science subjects at junior and leaving certificate level? Everyone from the teachers' unions to the Minister to IBEC to Enterprise Ireland is expressing concern and the time has come to take action. One of the things which could be done is to introduce practical examinations as quickly as possible.
I launched the new leaving certificate syllabi in physics and chemistry in September 2000 and these were widely welcomed. These will be subject of examination for the first time this year. When changes are made, a timeframe of implementation must be put in place and the impact will not be felt for a number of years. That is all the more reason for getting matters in train as quickly as possible.
At junior certificate level, a course committee of the National Council for Curriculum and Assessment recently produced a draft of a new science syllabus. I expect to receive this in the near future and I will put it in place at junior certificate level.
As already stated, the trend in this area is European-wide. Every country in Europe is experiencing similar difficulties. However, I accept that we must solve it for ourselves.
