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School Curriculum

Dáil Éireann Debate, Thursday - 6 May 2010

Thursday, 6 May 2010

Ceisteanna (1)

Brian Hayes

Ceist:

1 Deputy Brian Hayes asked the Tánaiste and Minister for Education and Skills the number of secondary schools that have dropped a science subject in the 2009-10 academic year; and if she will make a statement on the matter. [18572/10]

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Freagraí ó Béal (17 píosaí cainte)

My Department's records indicate that 53 post-primary schools discontinued a science subject in the 2009-10 school year, while ten schools——

On a point of order, I understood the Tánaiste was due to take this question.

I understand the Minister of State is taking the question.

This question relates to the Tánaiste's brief. With the greatest respect to the Minister of State——

As the Deputy knows, under the doctrine of collective responsibility any Minister may respond.

Is this a no-show policy on the Tánaiste's first day or something?

The Tánaiste will be here presently.

Would the Minister of State start again please?

My Department's records indicate that 53 post-primary schools discontinued a science subject in the 2009-10 school year, while ten schools introduced a new science subject to their curriculum in the same year. It should be noted that changes by individual schools in the range of subjects they offer are a regular occurrence. The data for schools discontinuing a science subject in the 2007-08 school year, before the increase in the pupil teacher ratio, are largely the same as the numbers discontinuing science in 2009-10. It is important therefore to look at the issues around the drop in science from both a pupil demand perspective and with regard to the capacity of schools to offer science within their range of subjects. On the demand side, my Department is fully committed to strengthening the quality of science teaching and learning, promoting increased scientific literacy and encouraging more students to choose science subjects. An important element of the strategy for science technology and innovation is to increase the proportions of students studying the physical sciences in senior cycle.

I recognise that teacher allocations set the parameters with regard to the number of subjects on offer in schools. However, the deployment of teaching staff in the school, the range of subjects offered and ultimately the quality of teaching and learning are in the first instance a matter for the school management authorities. If schools have difficulties with providing individual subjects, for example through a retirement of a teacher in one of the subjects concerned, some short-term support is provided through the curricular concessions process to enable them to meet their curricular needs.

Some of the additional posts provided for in the renewed programme for Government are also being used for increasing subject choice in post-primary schools. This is being achieved in two ways. First, additional posts are being targeted at co-educational schools in single post-primary catchment areas to support wider subject choice. This approach recognises that such schools are under more pressure to provide a wider subject choice, including options in the physical sciences, than a single sex school. Second, additional posts for the coming school year are being allocated to post-primary schools that decide to work together with other local post-primary schools to increase subject choice in a town or area. This is aimed at encouraging co-operation between schools and ensuring the best use of whatever resources are available given current constraints. Furthermore, it can facilitate the introduction of a subject such as physics or chemistry in two or more schools through the recruitment of one teacher shared between them.

The issues around subject choice, including science, can be also considered further as part of the consultations with the education partners on the allocation of the remaining additional posts under the renewed programme for Government.

Now that the Tánaiste is in the House, I expect she will take the supplementary questions, because this is a matter for her rather than for her junior Minister.

It is a matter for the Government to determine which Minister——

It is a matter for record that——

I advise the Deputy that it is a matter for the Government to nominate any Member to respond to an Adjournment debate.

The Tánaiste is here now and I would be interested in hearing her reply to the question I will now pose.

On 24 July 2008, the Tánaiste stated, "I am not the Minister for Education, but we must incentivise maths and science. The science agenda and the skills agenda are uppermost in my mind." In her previous position as Minister for Enterprise, Trade and Employment, she rightly highlighted the importance of science and the connection between science and the new economy. However, on the first day she is due to answer questions in this House she, through her Minister of State, has admitted that already this year some 53 schools have dropped a science subject. Based on her preliminary discussions with school bodies, are we likely to see additional schools drop science subjects in September? The Government has a fanciful policy on innovation, the smart economy etc. lauding the importance of science, but when it comes to it, there is a reduction in the provision of science subjects in our schools. Does she accept that?

The Government's policy on the smart economy and science, technology and innovation is being implemented by all Departments. We have the discover science and engineering programme from Forfás and the strategy for science technology and innovation etc. Therefore, I am sure what the Tánaiste said then is relevant now in the Department of Education and Skills. As mentioned, the data with regard to the number of schools discontinuing a science subject in the 2007-08 school year, before the increase in the pupil teacher ratio, are largely the same as the numbers discontinuing science in 2009-10. We are committed to the strategy for science, technology and innovation. I already mentioned that there are a number of reasons science is not being selected, but we are trying to address this. Virtually all schools teach science up to junior certificate level and science subjects are optional at leaving certificate level. Government policy is very clear in that regard.

The Minister of State is many things, but he is not a ventriloquist. He is defending the policy of the Government on the question of science in our schools, but has admitted to the House, using figures provided by the Department, that close to 10% of secondary schools in the country have dropped a science subject. Therefore, the ASTI is wrong when it states that more than one third of schools in the country is considering dropping a science subject and the NAPD is wrong to suggest that one in five principals has had to drop a science subject this year. One of the key aspects of the smart economy was that summer schools in science and engineering would be expanded, with the emphasis on innovation and commercialisation. Has that happened?

I am aware of the recent ASTI survey, based on responses from 334 teachers of junior certificate science, which indicates that 14% of schools have dropped a leaving certificate science subject from the curriculum this year and which indicates the teachers' view that a further 20% of schools are likely to drop a science subject this year. The issues around subject choice, including science, can be further considered as part of the consultations with the education partners on the allocation of the remaining additional posts under the renewed programme for Government. The Department is very conscious of the issue and is committed to implementing the strategy for science, technology and innovation in all its aspects. This issue is a major priority for Government.

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