Vol. 574 No. 2
97 Mr. Stanton asked the Minister for Education and Science his views on reports that principals are finding it difficult to find teachers willing to teach the compulsory civil, social and scientific course in second level schools; his further views on the success or otherwise of the subject; his plans to further develop the subject and to extend it to leaving certificate level; and if he will make a statement on the matter. [26556/03]
I assume that the Deputy's question refers to civic, social and political education which was first introduced on a pilot basis in 1993 and has been part of the core curriculum in all second level schools since September 1997.
I understand that the National Council for Curriculum and Assessment, NCCA, has commissioned a survey of principal teachers and CSPE teachers on the operation of CSPE in schools. I have not had any advice or recommendations as yet from the NCCA on the contents of the CSPE course or its operation in schools.
While some concerns have been expressed regarding the high turnover of CSPE teachers, the Deputy will understand that the allocation of teachers to subjects is a matter for the management and principals of second level schools. In the early years of the introduction of any new subject, principals may experience difficulties in assigning permanent staff to the teaching of that subject. This can mean that a higher than desirable turnover of staff is experienced in the subject, but this will normally improve over time. I understand that the NCCA survey shows that CSPE has many positive benefits for students, and that CSPE is working well in many schools.
My Department has supported schools in the implementation of CSPE in a number of ways. A full-time CSPE support service was initiated in 1996. This service supports CSPE teachers by providing school-based and cluster-based inservice training to CSPE teachers, by advising individual teachers, and by advising school principals on more effective management and organisational structures for the teaching of CSPE. Since September 2001, about 2,500 teachers have attended inservice training provided by the CSPE support services. These services also liaise with non-governmental agencies to encourage their active participation in providing resource material and related inservice training to teachers of CSPE.
As a further means of supporting CSPE teachers in their work, my Department created a team of part-time CSPE regional development officers in September 2001. Their task is to extend the work of the support service and to ensure that every CSPE teacher has this valuable resource made more accessible. The inspectorate in my Department has also been engaged in the evaluation of CSPE and the provision of advice to school management and teachers in recent years.
Additional information.Provision has also been made for the future supply of teachers of CSPE. All third level teacher education faculties now provide a module on CSPE teaching as an optional part of their higher diploma in education courses.
The NCCA is actively engaged in discussing the possibility of extending CSPE to leaving certificate level with the education partners. This is taking place within the context of the senior cycle review which is being conducted by the NCCA at present. Consultation on this review will come to an end in spring 2004. Following this period of consultation, I expect the NCCA to provide recommendations on senior cycle programmes in general, including CSPE.
I thank the Minister for his response and for his correct interpretation. I apologise for the error in my question.
When does the Minister expect to receive the NCCA survey on principals' attitudes to the operation of CSPE in schools? What is the Minister's view of the course and are there plans to extend it to leaving certificate level? How many regional support officers are in situ and is the support service working to his satisfaction?
I am not sure when I will receive the recommendations of the NCCA but I do not think they will be delayed unduly. The NCCA is actively engaged in discussions on the CSPE programme with the various education partners. The discussions are also taking place in the wider context of the senior cycle review. I expect that, following the period of consultation on this and following their discussions, they will provide me with recommendations on the CSPE and the senior cycle programmes.
Does the Minister know the number of regional support officers? If not, perhaps he might let me have that information. Is the support service working well generally? What is the Minister's view on this programme and how it is working? Is he supportive of it at this stage?
I would be very supportive of it. It appears to have been well received by students. The more we prepare students for life and civic society, the better. I certainly would be supportive of that generally. I would prefer not to comment directly on the specifics of the curriculum except to say that I support the broad thrust of it.
On the second part of the question, the support service consists of one national co-ordinator, two full-time regional development officers, to whom I referred, and 22 part-time regional development officers. There is reasonably good back-up for it.
