The report of the ASTI does not indicate that the teaching of science is deteriorating. However, it does show that 14% of schools have dropped a Leaving Certificate science subject from the curriculum this year, and teachers considered that a further 20% are likely to drop a science subject next year.
Teacher allocations to all second level schools are approved annually by my Department in accordance with established rules based on recognised pupil enrolment. In accordance with these rules each school management authority is required to organise its subject options within the limit of its approved teacher allocation. 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. It is open to a school to apply for a curricular concession where it is unable to meet its curricular commitments within its approved allocation. Schools can also make an appeal under certain criteria to an independent Appeal Board.
It should be noted that school changes in subject offer is a regular occurrence, and the data for schools discontinuing a science subject in 2007/8 before the increase in the pupil teacher ratio, is largely the same as the numbers discontinuing science in 2009/10. In addition, the level of overall change between the number of schools not offering a science subject in 2005/6 and the position pertaining in 2009/10 is not significant.
The renewed Programme for Government provides for 500 teaching posts to schools over the next three years over and above additional posts that will arise due to demographic increases. Agreement has been reached on the allocation of 100 posts to the post-primary sector for the coming school year, 2010/11. Additional supports will be targeted at co-educational schools in single post-primary catchment areas and at schools that join together with other local post primary schools to increase subject choice in a town.
It is fully accepted that Ireland must boost performance in mathematics and science if it is to keep pace with changing needs in the knowledge society. A major programme of reform, under Project Maths, is under way at present in 24 schools, and will begin in all second level schools in September. The overall aim is to teach Mathematics in a way which promotes real understanding, where students can appreciate the relevance of what they are learning and its application to everyday life, and how mathematics can be used to solve problems. Project Maths is being supported by a comprehensive programme of investment in professional development for teachers which will continue until at least 2013. Some €5m is being invested in this area in 2010, building on a €3m investment in 2009. My Department has also established a Project Maths Implementation Support Group as an industry education partnership to examine and report to me on how best stakeholders from business, second level and higher education can work together to achieve the objectives of Project Maths. The Group is due to report to me by the end of May.
Recently, I indicated my own view of the desirability of sending a clear signal to our second level students about the introduction of CAO bonus points for achievement in Leaving Certificate mathematics at higher level. Legally, the criteria for admission to higher education institutions are matters for decision by the institutions themselves. I have written to the President of the Irish Universities Association, the Chairman of Institutes of Technology Ireland and the President of the Dublin Institute of Technology asking them to give early and favourable consideration to the award of bonus points, in the context of a suitably devised system which will successfully encourage more students to students to sit higher level maths in the leaving certificate. I look forward to their response in the matter.
Science was introduced as a key component on the revised Primary School Curriculum and has been implemented in all schools since September 2003. A revised syllabus in Junior Certificate Science was introduced in 2003, supported by an investment of €16m in resources and facilities, and it was examined for the first time in June 2006. The syllabus, with its hands-on investigative approach and its strong emphasis on scientific process skills, requires the completion of some 30 mandatory experiments. It is designed to enhance the attractiveness and relevance of the subject and encourage more students to continue the subject in senior cycle.
In senior cycle, revised draft syllabuses in Physics Chemistry and Biology have been developed by the NCCA which provide a strong focus on practical investigative approaches and practical assessment, as a follow on from the changes introduced at junior cycle in 2003. However, the Council is currently trialling assessment approaches in schools, prior to submitting its advice to my Department.
Some €2.1m per annum is allocated to the Discover Science and Engineering programme, funded by FORFAS, to promote the take up of science, technology, engineering and mathematics (STEM) in schools and colleges, as well as an awareness of the importance of these disciplines in wider society. The remit of Discover Science and Engineering was recently extended to include mathematics, and its focus on this area will be further strengthened as part of its activities in the coming year.
