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Dáil Éireann díospóireacht -
Tuesday, 25 Feb 2014

Vol. 832 No. 1

Other Questions

As Deputy O'Donovan is not present, we cannot take his question.

Question No. 104 replied to with Written Answers.

Pupil-Teacher Ratio

Charlie McConalogue

Ceist:

105. Deputy Charlie McConalogue asked the Minister for Education and Skills the way his Department is preparing for the anticipated surge in pupil numbers at post-primary level; and if he will make a statement on the matter. [9140/14]

Jonathan O'Brien

Ceist:

138. Deputy Jonathan O'Brien asked the Minister for Education and Skills his plans to accommodate the 15% increase in the numbers beginning second level education over the next five years; his plans to address teaching shortages in some subjects; and if he will make a statement on the matter. [9163/14]

What plans is the Department preparing for the anticipated surge in pupil numbers at post-primary level?

I propose to take Questions Nos. 105 and 138 together.

As part of the Department's five-year school building programme, more than 20 new post-primary schools, usually of the order of 1,000 pupils per school, are being established across the country to cater for increasing demographics. A number of these schools have already commenced operation and the remainder will open between now and 2016. Generally, the delivery of major school projects to meet significant demographic demands nationally will be the main focus for capital investment in schools in the coming years. The five-year plan is focused on meeting these demographic needs and sets out the school projects that are planned to proceed to construction. The Department will also consider applications from schools for funding for additional classrooms where an immediate enrolment need is arising. The Department continues to analyse demographic trends and monitor enrolments in all areas to determine the level of additional school provision that will be required in future and to ensure that this is provided in a timely manner.

Alongside the building of infrastructure, we are also preparing for the need to have more teachers in the system. I have already asked the Teaching Council, the professional body for teachers, for advice on the matter of teacher supply and demand. I will meet it next week when this will be one of the items for discussion. The council is preparing that advice with the overall goal of ensuring that there is timely information to inform the system generally and planning in the Department. The model must be sustainable and adaptable to cater for evolving needs. I expect to receive an initial report from the Teaching Council later in the year.

The National Association of Principals and Deputy Principals, NAPD, has raised serious concerns about the shortage of qualified teachers to deal with the soaring number of pupils that is expected to enter the second level system. The association's director, Mr. Clive Byrne, has predicted - I am sure the Minister will concur - a 15% increase in new students in six years' time.

They are particularly concerned, as are others in the education system, that there are no data available on the number of teachers likely to retire in the next few years while we are experiencing that increase in intake, whether there is a disproportionate number likely to retire from particular subjects, and on the number of teachers emerging from teaching colleges sufficient that we do not experience shortages in particular subjects. Has the Department sought research on these figures? If so, where are we with it at the moment? Have any particular likely shortages for the future been identified?

The Deputy has pointed to a deficiency in the system that has existed for a long time. When I came into office, we had 19 colleges of education, providing initial teacher education for primary school teachers and for secondary school teachers. In light of the literacy and numeracy and on foot of advice, I agreed that the initial teacher education for primary school teachers should go from three years to four years, and from one to two years for secondary school teachers, with a focus on pedagogic skills in six new clusters of educational provision.

The Deputy is right that the Department did not know how many skilled teachers we had at post-primary level, because post-primary level teachers tend to categorise themselves by how they teach subjects rather than teaching children, which is the definition of a primary school teacher. I have announced the decision in principle to begin to plan for the labour force of teachers. We will tell the colleges that educate post-primary teachers, for example, that we want a focus on STEM qualified teachers - science, technology, engineering and mathematics - and I will be bringing forward proposals on this. We will let the money follow our decision, so that schools of education will get money on the basis that they will give priority to graduate students who intend to follow certain kinds of teaching skills for which there is clearly a need.

Deputy McConalogue has pointed out some of the issues we are facing in the post-primary sector. It is very hard to estimate how many teachers will retire out of the system and what their specialist subjects are. That will obviously have a knock-on effect. By 2020, we are looking at a 15% increase in the number of students at post-primary level, to a figure of more than 71,000 students who will all be taught particular subjects. We need to ensure the teachers coming out of the training colleges will fill the shortfall caused by those retiring from the system. We need to ensure there is not a shortage of specialised teachers in a particular subject, whether it is history or geography or whatever. The only way we can do that is by getting and analysing the correct data. The Department will have to undertake that.

Any teacher who gets paid a salary by the taxpayer - 99.9% - from 31 January this year must be registered with the Teaching Council to get paid. There are 87,000 such teachers. We will now be exploring with the Teaching Council what their skill sets are. Most secondary teachers register and provide their first and second subject, and we will look at how that supply can be managed, as any prudent manpower policy would do. The publicity given to the NAPD's report sends a signal to people coming through an arts, mathematics or physics course that there will be employment for such teachers over the next few years. They can then apply to do a postgraduate course that will give them the qualifications for a post-primary teacher. We are concerned about this. We now have access to information that we never had before, and I intend to use that.

It is also clear that we have become a leader in the development of ICT services, and that is likely to continue. It is important we have teachers in the STEM subjects.

It is important to identify the skills gap. If we are to attract new teachers to take up these types of positions, we must bear in mind that they will have many other opportunities available to them and will be subjected to other pulls in the employment market. For this reason, ensuring an adequate supply of teachers will be a challenge. While the Minister stated he will consider a number of measures, a comprehensive approach is required and the Government must introduce policies to ensure teachers in these subjects are available when needed and a crisis does not develop in the system.

I am pleased to note that under the leadership of the Minister of State, Deputy Sean Sherlock, an educational review group is carrying out work specifically in the STEM area, which has been identified as an area of skills shortages worldwide. This flows naturally into engineering and information and communications technology skills. The Department will soon receive the report on the issue and will proactively manage labour market supply in post-primary education. Primary education is a less problematic area.

School Accommodation

Seán Kyne

Ceist:

106. Deputy Seán Kyne asked the Minister for Education and Skills if he will indicate the options open to a primary school with prefabricated classroom accommodation owned by his Department which is in need of urgent repair, particularly in consideration of the current replacement scheme which favours schools with rented prefabricated classroom accommodation; and if he will make a statement on the matter. [9088/14]

My question relates to schools which have prefabricated buildings owned by the Department on which they do not pay rent. I raise this matter because rent is one of the criteria used for choosing replacement classrooms.

The Deputy will be aware that I have sought to prioritise within available funding the replacement of prefabricated accommodation with permanent accommodation and that this work is progressing. Under the prefab replacement initiative, almost €60 million has been approved with the intention of replacing 575 rented prefabricated units in respect of 216 schools nationally. The permanent accommodation will provide modern, high quality accommodation for pupils and teachers.

In the case of schools with purchased prefabricated accommodation which is in urgent need of repair, it is open to such schools to utilise their capitation grants, or minor works grant in the case of primary schools, to undertake such repairs. Where prefabricated buildings have significant structural issues, it is open to the schools to submit an application to my Department for the replacement of such buildings and each application will be considered on a case-by-case basis within the funding available. My Department requests that a technical report and supporting evidence relating to the condition of the prefabricated buildings and outlining the works required accompany any submission.

I commend the Minister and Government on the prefabricated school building replacement programme. Much good work has been done and many new classrooms have been built. I hope the Government, at the end of its tenure, will be recognised for having ended the scourge of prefabricated school buildings.

One of the schools I deal with has a prefabricated building which is owned by the Department. The building is leaking and costs more to heat than the rest of the school buildings. I am pleased the Minister indicated that each application will be considered case by case. The school in question has submitted an application to the Department and I hope it will be considered favourably in future rounds of funding. The school authorities are concerned that the application may not be considered until such time as all rented prefabricated accommodation has been replaced. As I stated, I am pleased applications will be considered case by case.

If the Deputy can persuade the Minister for Finance, Deputy Noonan, to release more money to me, I will have more prefabricated buildings replaced.

School Guidance Counsellors

Maureen O'Sullivan

Ceist:

107. Deputy Maureen O'Sullivan asked the Minister for Education and Skills his views on the national audit of guidance and counselling practice in second level schools in Ireland 2011-2013; the implications of the national audit; and if he will make a statement on the matter. [8918/14]

Charlie McConalogue

Ceist:

120. Deputy Charlie McConalogue asked the Minister for Education and Skills if he will make a policy decision to utilise the facility database in his Department, which is the database used by schools for making their returns, to determine if all post-primary schools are complying with the requirements of section 9(c) of the Education Act; the schools which employ a guidance counsellor with a qualification recognised by his Department and the schools which do not do so; the number of hours each of these guidance counsellors was given to do his or her specific guidance work in 2011-12 in comparison with 2012-13; and if he will make a statement on the matter. [9147/14]

My question relates to the national audit on guidance counselling which was carried out by the National Centre for Guidance in Education. While the question refers to the years 2011 to 2013, the centre has updated its review to 2014.

I propose to take Questions Nos. 107 and 120 together.

The survey cited by the Deputy is focused on guidance counsellors, in particular on the time spent by them in a one-to-one setting giving career guidance and student counselling. It is important to note that guidance is a whole-school activity and does not only involve the guidance counsellor. For this reason, the implications of the survey are somewhat limited. Wherever possible, group work and class-based activity should be used to maximise the amount of time available for those pupils who are in most need of one-to-one support.

Section 9(c) of the Act requires schools to use their available resources to ensure students have access to appropriate guidance to assist them in their educational and career choices.

Given that guidance is a whole-school activity and does not just involve the guidance counsellor, the type of data suggested by the Deputy would not give the complete picture on guidance provision. The returns my Department receives from schools is focused on pupil enrolments and this information is used to determine staffing and grant allocations. I do not intend to add to the administrative workload of schools by requiring them also to submit the type of information suggested by the Deputy. The Department does not hold any information on guidance counsellors, including their qualifications. Having teachers trained as guidance counsellors is of course valuable but given that it is a whole-school activity, we need to be careful that an emphasis on qualifications does not result in a restriction on who can best contribute to the needs and welfare of students.

In regard to the number of hours guidance counsellors were given to do their work, it should be noted that schools have autonomy on managing guidance provision from within their standard staffing allocations. I do not intend to micro-manage schools in relation to guidance or indeed the subject choices they make. Furthermore, I am reluctant to add to their administrative workload by requiring them to make overly detailed returns to the Department. I am confident schools act in the best interests of students when determining how best to use the teaching resources available to them.

The finding of the audit undertaken by the guidance counsellors was supported by the review of the National Centre for Guidance in Education which recommended the restoration of the ex-quota allocations for guidance. I accept that guidance is a whole-school activity, as the Minister said, but there is a need within schools for somebody to drive that. As a result of cutbacks, the middle management layer in our schools, particularly voluntary secondary schools, has been eliminated, resulting in the onus being much more on principals. This means they have too much work to do to be the driver of this.

What we have within the guidance counsellor is a person with a basic qualification. I know, as I am sure the Minister does, that many guidance counsellors have done considerable courses in counselling and psychotherapy in their own time and at their own expense. These people are not being fully utilised. I will not argue with the Minister in regard to the statistics and the manner in which they are collected, except to say that I am speaking about people already in the system and the impact of cuts in this area. At a time when there is great emphasis on mental health and the promotion of mental health, we are eliminating a group of people who are highly skilled and can be part of that process. We are missing out on those skills.

I welcome the Deputy's comments and acknowledge her personal experience in this area. I do not intend to return to the ex-quota system. I would like to see additional resources become available in order that we could increase the staffing allocation generally, but it is for the school leadership and principals of schools to decide how best to deploy those resources, although I believe I am at variance with some of the people in the Institute of Guidance Counsellors here in this regard.

The Deputy referred to teachers with a basic secondary qualification upskilling to become guidance counsellors. There is evidence - largely anecdotal but we will soon have statistics in this regard - of massive investment in CPD by teachers across a whole spectrum of areas, of which counselling and guidance is but one. I would like to see that recognised in the first instance. Hopefully the registrar of the Teaching Council will be able to do this so that we will not have to undertake the type of statistical exercise mentioned by the Deputy. It is important we ensure best use of that skill set in our schools.

I accept that as a result of cuts introduced in various budgets dating back as far as 2009, middle management has been hollowed out and this needs to be restored as soon as possible. I intend to do that.

I thank the Minister for his reply. Deputy O'Sullivan outlined the impact of the guidance counsellor cuts in terms of the promotion of mental health. Another key role of the guidance counsellor is career guidance. The survey carried out by the Institute of Guidance Counsellors indicates that one-to-one time has dropped to 41% of what it was prior to the cuts, which is having a real impact. At third level, 9% of first year honours students do not progress to second year. The percentage in this regard in the institute of technology area is 16%. Guidance counsellors are important in the context of the assistance they can provide in this regard.

The Minister did not respond adequately to my question, which relates to the use of the facility database in the Department of Education and Skills. His response was that he does not intend to require schools to make any more detailed returns than they already do.

Thank you, Deputy.

My understanding is that schools currently make returns to the Department in respect of the teachers they have employed, their subject areas and on what they spend their hours. In replies to parliamentary questions I have put to the Department, I have been told that there is a facility database which holds the information but that the policy of the Department is not to extract that type of information.

Thank you, Deputy. I have to call the Minister now.

I will finish. The Minister outlined in his answer that he is leaving it to the schools. He suggested that it is their role to decide on the career guidance hours that each teacher should put in. However, I believe the Minister should also have a management role.

Thank you, Deputy McConalogue, please.

He is eating into our time.

The Minister has the ability to access the specific information. I am calling for a response in this regard.

Deputy, you are way over time. Many other Deputies have to get in.

I know what the Deputy is saying and I will look into the matter.

One thing I acknowledge in the report is the statistic that 96% of guidance counsellors are released from their schools for supervision, and that is good. Another statistic indicates that fee-paying schools have lost less as a result of the impact of what has been happening with guidance counsellors. I acknowledge that for any ill that comes up in society the answer is that the schools will deal with it. We are losing the skill set of a group of people who could be leaders when it comes to addressing the ills that come up in society.

I ask the Minister to get back to me with a clear answer. Does the Department currently gather the information? Is it, therefore, in the facility database? If that is the case, will the Minister make a policy decision to extract it in order that we can have that information?

We do collect the information. Part of the difficulty relates to the ability to retrieve it in a user-friendly format. That is one of the things we are looking at. We had this exchange earlier in respect of primary schools. The information is gathered but it is stored in such a way that it takes a long time for it to be checked, double-checked and made available. I am not satisfied with the way we are using information and I hope we will be able to change and improve the situation so it can be accessed more readily.

School Transport Administration

Lucinda Creighton

Ceist:

108. Deputy Lucinda Creighton asked the Minister for Education and Skills when the European Commission is likely to investigate his Department for breach of state aid rules; if he has taken any pre-emptive action by his Department regarding the school transport services administered by Bus Éireann on behalf of his Department; and if he will make a statement on the matter. [9154/14]

Lucinda Creighton

Ceist:

114. Deputy Lucinda Creighton asked the Minister for Education and Skills to outline his views on whether the European Commission may make adverse findings against his Department for being in breach of EU state aid rules in respect of the school transport services administered by Bus Éireann on behalf of his Department; and if he will make a statement on the matter. [9155/14]

There was a report in The Irish Times on 10 February suggesting that the European Commission had indicated that it is likely to launch an investigation into claims that, as currently operated, the school transport scheme is in breach of EU state aid rules. Is that the case? If so, when is it likely to be initiated? Is there any further information that the Minister of State can provide to the House?

I propose to take Questions Nos. 108 and 114 together.

The questions presume a possible future investigation by the European Commission. My Department has had no contact from the Commission in respect of such an investigation. I am aware that the Commission commenced an investigation on state aid to Bus Éireann and Dublin Bus in 2007. The State's response was co-ordinated by the Department of Transport, Tourism and Sport and my Department supplied any information to that Department as required by the Commission. The State has maintained that the operation and administration of public service obligation transport services and the school transport scheme, respectively, are in accordance with the provisions of EU law. A decision on the investigation is awaited.

I thank the Minister of State. Perhaps the question that faces the Minister and the Department is whether it might be time to reassess how the school transport scheme is being administered by Bus Éireann. I understand that the legal basis for the scheme is grounded in a letter sent in 1967 to Bus Éireann which gave the company total administrative rights over the school transport scheme.

Furthermore, I understand that in 2009 a consultant report or review was conducted by RSM Farrell Grant Sparks which cost the Department €67,000 at the time. To my knowledge, that report or review has not been published although I gather there have been freedom of information requests relating to it. It would be enlightening, interesting and useful to be able to debate, discuss and analyse some of the recommendations which, I assume, were included in the report.

We can look into the publication of the report to which the Deputy referred. I hope that answers her question.

My understanding is that the matter is with the Information Commissioner. Presumably, the Minister of State's officials can fill him in on that. There is also a broad policy question as to whether there is an appetite on the part of the Minister or the Department to review this matter. The annual cost is approximately €166 million, which is substantial. Effectively, it is a comfortable arrangement for Bus Éireann. I understand that some serious allegations have been made about how that is being administered at the moment. They are just allegations and I certainly cannot pass judgment on them, nor do I expect the Minister of State to do so. I do think, however, that this presents a good opportunity to reflect on and review the previous report, as well as examining alternative means of administering the school bus system and possibly injecting some competition and more transparency.

I am sure the Deputy will recall that during her time as a Minister of State, a value for money report was published on this matter. It was decided that we would continue on in the manner envisaged, in other words, that the relationship with Bus Éireann would continue. The Deputy will also be aware of a recent High Court case which focused on the nature of the arrangements between the Department and Bus Éireann. The essential thrust of that legal action was to seek an order from the High Court setting aside the existing arrangements for the provision of national school transport services. That was before the commercial High Court for a six day period. The court found comprehensively in favour of the Department and costs were awarded to the Department. The matter is now the subject of a Supreme Court appeal. To answer the Deputy's question, a value for money report was carried out on this matter and I do not envisage that the policy will be revisited at this point.

The European Commission obliges it.

Special Educational Needs Service Provision

David Stanton

Ceist:

109. Deputy David Stanton asked the Minister for Education and Skills if he has issued written policy documents or guidelines for schools regarding integrating children with special needs, in particular autism spectrum disorders, into mainstream schooling; and if he will make a statement on the matter. [8919/14]

This question is about integrating children with special needs, particularly autism, into the mainstream from special classes. Has the Minister issued any guidelines either at primary or secondary level on this issue? What does integration actually mean? Is there a policy on or a definition of integration?

The Department's policy is that children with special educational needs, including those with autism, should be educated in an inclusive environment in mainstream schools, unless the extent of their needs is such that they require specialist support which cannot be provided in mainstream settings. Schools are supported in integrating children with special needs in schools by the national psychological services and the National Council for Special Education, NCSE.

The Department has issued a range of policy and guidance documents for schools on integrating children with special needs, including children with autism. This guidance includes Special Educational Needs - A Continuum of Support, which was issued to primary schools in 2007 and to post-primary schools in 2010. In addition, special education circular 02/05, Organisation of Teaching Resources for Pupils who Need Additional Support in Mainstream Primary Schools, was issued in 2005, and Inclusion of Students with Special Educational Needs: Post Primary Guidelines was issued in 2007. These documents are available on the Department's website www.education.ie. The NCSE is preparing policy advice on educational provision for children with autistic spectrum disorders.

I thank the Minister for his reply. How many special classes are there in the country? What percentage of primary and post-primary schools have special classes? Does the Minister know how much time children spend in special classes and how much time in mainstream classes? How are school principals to decide on this breakdown? What guidelines provide that advice? What is the input of the local special educational needs organisers on this issue?

How does the Minister define integration? Is there a definition of what constitutes integration? I understand there is no such definition. Does the Minister agree that one is needed? Has an evaluation been carried out with regard to the success or otherwise of special classes? If not, is it intended to carry out such an evaluation?

Third Level Grant Eligibility

The Deputy has placed on the record a series of questions to which answers are not contained in the briefing material provided to me. I will obtain the information he requires and reply to him directly when it is to hand.

Bernard Durkan

Ceist:

110. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which his Department has studied the number of applicants for higher education courses who are refused funding or back to education allowance on the grounds that they have previously studied or completed a course at a similar level on the national framework of qualifications, NFQ, despite the fact that their existing qualification is deemed to be insufficient to meet the requirements of the workplace; and if he will make a statement on the matter. [9166/14]

This question relates to situations with which we have all dealt whereby persons who are in receipt of the relevant social welfare payments require to upgrade their education even further in order to access employment. The individuals to whom I refer are prevented from completing such an upgrade by virtue of the fact that they pursued similar courses at a similar level previously. Would it be possible for a review to be carried out in order to identify those whose skills have not been adequately upgraded?

The objective of the student grant scheme is to help as many students as possible obtain one qualification at each level of study. Given the level of demand on the student grant budget from first-time students and those who are progressing with their studies to a higher level, there are no plans at present to change the arrangements in place.

Eligibility for the back to education allowance and associated payments is determined and administered by the Department of Social Protection. It should be noted that out of a total of 92,000 applications for the 2013-14 academic year, assessed by Student Universal Support Ireland, SUSI, on 18 February last, some 1% of students were refused on the basis that they had previously completed courses at the same level.

I thank the Minister for his reply. I fully accept what he said. At second and VTOS level, most of the cases which have come to attention involve individuals whose skills - developed on previous courses - have not been sufficient to allow them to meet the challenges of the workplace. In view of the fact that many of those involved are young people, would it be possible to carry out an assessment, within a reasonable timeframe, in order to ascertain the extent to which their skills might be improved by virtue of further education? Clearly the qualifications those to whom I refer have already attained are not quite satisfactory.

The Deputy made some interesting points and we will ensure that they are considered in the context of Springboard and other specific labour market-friendly programmes. If skills shortages are identified, those to whom the Deputy refers can apply for entry onto such programmes and maximise the possibility that they will eventually be offered employment.

Special Educational Needs Service Provision

Clare Daly

Ceist:

111. Deputy Clare Daly asked the Minister for Education and Skills if he will take whatever steps are necessary to ensure that children with Down's syndrome due to start school in September will be given automatic access to resource teaching hours equal to those on offer in respect of children in the low-incidence category.. [8916/14]

I understand that in reply to a previous question from Deputy Finian McGrath, the Minister indicated that the needs of children with Down's syndrome would be met as part of the overall review. However, this will not do anything for children who are due to start school in September of this year and whose applications need to be completed by the end of March. What does the Minister intend to do to cater for those children?

Pupils with Down's syndrome who have a mild general learning disability receive resource teaching support from teachers allocated to schools through the general allocation model. The recent National Council for Special Education, NCSE, report on supporting children with special educational needs recommended that, under a proposed new allocation model, all children, including those with Down's syndrome, should be allocated additional resources in line with their level of need rather than by disability category. The NCSE also recommended that, in the short term, pupils with Down's syndrome who are in the mild general learning disability category should continue to come under the general allocation model in the same way as other pupils with mild general learning disabilities. This will remain the position in September 2014. As the Deputy may be aware, the NCSE is working on a new general allocation model and I hope to receive its report on that matter in approximately eight weeks time.

The problem with the Minister's answer is that the new allocation model will obviously affect all children with disabilities, which is entirely appropriate. However, the current system discriminates against the condition of Down's syndrome or does not bestow on it an adequate rating. Comparisons have been made with autism. For the very small number of children who are in the category to which I refer, who are due to start school in September and whose parents must complete their applications by the end of March, they will be left behind and assessed under the old model - which discriminates against Down's syndrome - rather than being treated in the same way as, for example, children with autism.

Given the life-changing potential provided by those resource teaching hours for these children and the very small cost to the State, I ask the Minister to consider introducing an emergency measure to deal with them while awaiting the overall review model to be initiated.

I do not wish to make a commitment in advance of getting the model report. We will then need to consider the implications and whether to phase in any change, maintain the present system or alter the present system. I hope to have that report within six to eight weeks.

Is the Minister saying there is a possibility that parents of children with Down's syndrome can have their children's educational needs looked after under the new policy, even though the deadline for applications under the old model is the end of March? The new system will not be ready by then. Will they be able to avail of the new system?

I will consider my reply and I may write to the Deputy to provide her with further information but it is not possible to anticipate at this point in time.

Questions Nos. 112, 122 and 282 are from Deputies Lyons, Conway and O'Brien. I call Deputy Conway.

School Curriculum

Ciara Conway

Ceist:

112. Deputy Ciara Conway asked the Minister for Education and Skills the progress made in relation to the draft leaving certificate politics and society course; when he plans to roll it out to schools; the way it will relate to the review of the CSPE programme at junior cycle; and if he will make a statement on the matter. [9027/14]

John Lyons

Ceist:

122. Deputy John Lyons asked the Minister for Education and Skills the position regarding the draft leaving certificate politics and society course; when he plans to roll it out to schools; the way it will be assessed; the way it will relate to the review of the CSPE programme at junior cycle, in view of the fact that course will no longer be compulsory; and if he will make a statement on the matter. [8911/14]

Jonathan O'Brien

Ceist:

282. Deputy Jonathan O'Brien asked the Minister for Education and Skills the specific qualifications required to teach the new politics course at leaving certificate level. [9229/14]

I am anxious to know what progress has been made on the draft leaving certificate course on politics and society. It is planned to roll out this course in schools. Voter turnout in the age group of 18 to 24 years in the 2011 general election was up by nearly 30% on the figures for the 2007 election. These citizens had the value of the CSPE course, which may have been a correlation rather than a causation. I ask the Minister to say what have been the developments.

I propose to take Questions Nos. 112, 122 and 282 together.

I thank the Deputies who have tabled these questions as the topic is of interest to anyone who is a Deputy. I have decided to make the subject politics and society available to students at senior cycle. On foot of this, my Department recently wrote to the NCCA seeking its advice on a number of issues which need to be addressed before the subject can be made available.

Politics and society, as with many other leaving certificate subjects, is designed to be studied from the beginning. The curriculum for the subject has been published and is available from the NCCA. The only issues outstanding are when it can be commenced. I advise Deputies with an interest in this area to look at the curriculum and the recommended textbooks. I would like to think that students starting transition year next September could aim towards taking politics and society as a leaving certificate subject three years hence. There may be some issues around the preparation of examination questions but we need to do something of this order and I am very committed to making it happen.

I am glad to hear that such progress has been made. I hope the resources will be put in place. If the review of the CSPE project shows that the subject will be an optional subject, will a whole cohort of young people be disenfranchised? Citizenship should be taken seriously. The current emphasis is on the STEM subjects but the kinds of skills required in pursuing a course like politics and society such as open-mindedness, reflectiveness, problem-solving, are integral to driving an economy and we should train our young people to do that. In most advanced democracies such as America, France and the UK, low voter turnout among young people is a particular concern. We should act because the date of 23 May is looming large. I note the young people in the Visitors Gallery who I am delighted to see here but many people have never had the option of coming to visit the Dáil. For example, the day I was elected was the first time I was ever here and I do not think that should happen. I think I should get in here again but I will not be repeating my first day.

I have no doubt that Deputy Conway and many of her colleagues will get back in here again.

It will be no thanks to the Minister.

It certainly will be no thanks to Deputy Dooley either.

It will be in spite of Deputy Dooley.

I am meeting with the Teaching Council next week and I will discuss this matter with the council. It is a question of identifying the teaching qualifications. As we all know, we may all be elected but that does not necessarily mean we are qualified politicians, per se. We have arrived here with different sets of qualifications. The teaching of politics is not as specific as teaching one of the STEM subjects to which we referred earlier. I would hope to have the subject available as soon as possible for young people entering transition year next September.

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