Norma Foley (Kerry, Fianna Fail) | Oireachtas source

The Deputy raised issues around STEM. In the first instance, I want to be very clear that we all understand it is extremely important young females see themselves as being fully participative in all STEM subjects and areas. There is a strong and ambitious programme of work set out in the Department’s STEM education policy statement. I recently published the gender balance in STEM education advisory group's report. It contains a number of significant aims and objectives, including to continue to focus on gender balance and equity and inclusion in the review of all our curriculum specifications and to focus on everything from language to visuals to examples of programmes. We are involved in a significant number of initiatives, whether it be Science Foundation Ireland or the discovery primary science and maths programme, which the Department is supporting with an investment to the tune of €500,000. Also, that includes engaging with families in STEM programmes, encouraging the greatest visibility possible for our students. The Deputy specifically raised the issue of promoting STEM education in our schools. There is a major commitment in our schools to promote girls to participate in the uptake of all STEM areas.

Regarding the computer science course, schools had an option, as they will have as we move forward in terms of senior cycle reform. to become the pilot or network schools. The Deputy specifically referenced DEIS students. It is a matter for schools to put themselves forward for the pilot programmes. Specifically on the targeted encouragement of STEM education in DEIS schools, we have significant programmes such as the STEM passport for inclusion, which is very much targeted at girls in schools of disadvantage, both DEIS and non-DEIS schools. It is a significant programme, which I have observed, whereby girls are supported, encouraged and mentored into the world of STEM. That programme is anchored by Maynooth University, in partnership also with the Munster Technological University, MTU, and students have done the most terrific work in that regard. I witnessed that last week.

That is just one of the examples of flagship programmes we have specifically aimed at disadvantage and the encouragement of science, technology, engineering and mathematics, STEM.

On the review of the relationships and sexuality education, RSE, programme and how it has taken so much time, there has been a significant amount of public consultation, including with students, parents, and a wider public consultation. As members will be aware, the specifications for junior cycle will be published imminently and there will be a final round of public consultation before implementation in 2023. Work has commenced in the scoping of the senior cycle RSE programme. The primary curriculum framework will be published in 2023, subject to specifications thereafter. I acknowledge that within our schools we have very caring, very bright and very ambitious staff who want the very best for their students. Excellent work is being delivered on the ground. There is, however, an acknowledgement that we need to have a curriculum that is current and up-to-date, and as relevant to our students as necessary. This is why all of this work is going into the updating of the specifications around RSE. In the interim, a very significant toolkit of supports has been made available to our schools, covering a whole range of topics and areas of interest that are current and inclusive, and which are important in bridging the gap between what is currently there and what we envisage will be there on completion of the specifications.

I will turn now to the formal training of staff in social, personal and health education, SPHE. I come from a background of schools and have worked for a long time in schools. I absolutely understand that where staff do not have significant encouragement and knowledge of a particular topic, they will not feel they have the confidence to deliver it. I am very pleased to have announced in the last weeks a new programme to bring on stream a postgraduate programme, which will be fully funded by the Department, that will offer opportunity to our staff to be fully trained in the areas of SPHE and RSE. This is in addition to the continuing professional development that is available. Specifically, there will be a diploma qualification, funded by the Department. This will, in the first instance, increase capacity and also leadership and confidence in the delivery in this area of education. I agree with the Deputy that this has been lacking. As ever, in all things and not just in education, where we feel there is a lack then we must jump in and we must move forward. I recognise this as something that is wanted. I am very pleased that we have announced it. I am very confident that we will have a significant uptake from schools in that regard.

With RSE in our schools, it is important there would be equality in the programme being offered. We have our inspectorate, which has oversight of all that is being implemented in our schools, and which regularly inspects what is happening in our schools. Equally, I want to be very clear that access to RSE and SPHE is an absolute and important right for all of our students. The curriculum is there, the information is there, and the factual curriculum and information must be implemented, notwithstanding that we are in the throes of updating the curriculum across primary and post primary, and the different levels within that again.