Vol. 577 No. 3
107 Mr. R. Bruton asked the Minister for Education and Science his views on Ireland's ranking as 11th out of 15 countries in the European Union in terms of the ratio of computers to students in schools; and if he will make a statement on the matter. [30976/03]
Like many other countries, Ireland has in recent years provided substantial resources for the promotion and development of ICT in schools. The schools IT 2000 initiative, which was introduced by my Department in 1998, was the first major policy statement on ICT in Irish education and was implemented in the context of a general low level of ICT provision and usage within schools at the time. Through this initiative, and the follow-up programme, the Blueprint for the Future of ICT in Irish Education, launched in 2001, some €140 million has been invested in schools ICT. As a result, substantial progress has been made, not only in relation to pupil-computer ratios, but also in relation to a range of other indicators including Internet and e-mail facilities, the provision of teacher training in ICT and the development of ICT advice and support services for schools.
In regard to pupil-computer ratios, a recent national survey of schools' ICT indicates that since 1998 average ratios have reduced from 37:1 to just over 11:1 at primary level, from 16:1 to 9:1 at second level and from 9:1 to under 4:1 in special schools. Although this is still slightly behind the EU average, it nonetheless represents a considerable improvement over a relatively short period of time.
I should add that my Department is currently preparing a new strategic plan for schools' ICT which will build on the achievements made to date and will provide the necessary infrastructural supports for the advancement of ICT in education at first and second level. A key priority will be to make further improvements in student access to ICT in schools. However, the ratio of pupils to computers is not the only consideration in this regard. To help ensure that ICT is used effectively in teaching and learning in schools, particular emphasis will be placed on: developing appropriately designed local area networks within schools; delivering high-speed broadband Internet access to the classroom; introducing new teacher training programmes focusing on best use of ICT as a teaching and learning tool across the curriculum; developing quality educational online resources for use in the curriculum, and monitoring and evaluating the impact of ICT at school level to ensure that ICT resources contribute effectively to learning outcomes.
