Mr. Eddie Ward:

I thank the committee for the opportunity to contribute to this discussion on tackling obesity and the promotion of healthy eating in schools. This is a societal issue. The research referenced points to the urgency for policymakers and people in education and outside of education to take ownership of this issue. I do not think responsibility for this issue lies in any one place because a child spends only one third of his or her day at school. Outside of this they are with their families and in their communities.

From a Department perspective, our work covers curriculum, which essentially governs what happens in schools. Teacher education is essential in terms of mediating change in schools and ensuring that the curriculum is supported and implemented. We also provide a range of supports and resources to schools around targeted issues such as obesity and physical education. The Active Schools Flag is one of the key support programmes we have in place. We also have a wellbeing team in place providing CPD. A lot of what is put in place arises out of schools identifying particular needs.

In terms of curriculum, PE is a core part of the primary school curriculum. It is one of seven areas of the curriculum and a minimum of one hour per week of physical education is recommended for all primary school students. In regard to post-primary schools, well being a huge part of the new junior cycle curriculum. This includes physical activity. There is a programme of support around that. At senior cycle level a new curriculum is being developed and it will be rolled out in schools from next year.

In regard to teacher education, it is a key responsibility of the Department to ensure that our teachers are fully equipped in terms of their pedagogical requirements and to ensure that teachers are au faitwith the requirements of the curriculum and are able to support their students to work through it. This all begins in the initial teacher education space. The programme around teacher education has been reconfigured in recent times. Programmes have been extended, broadened and deepened and there is now a much greater emphasis on the practice piece.

Once a teacher enters the school system there is a period of induction, which is guided by peers. There is now a framework, which is currently being implemented, around the regulation of career-long professional development for teachers.

It will begin to fill in our expectations of teachers in terms of their professional development and the commitment expected in that regard. It is clear, given the research that was referred to, that, from a policy perspective, the emphasis on physical activity and student well-being at an holistic level will be a key part of it.

Active School Flag is a programme that has been supported by the Department for a number of years and over 600 schools have signed up to it. It provides a framework for schools that choose to engage with it. It is very much aligned with the Department's methodologies for school improvement. The Department works with key national strategies such as Healthy Ireland to ensure there is a joined-up policy. One of the challenges from a school's perspective is balancing society's expectations with those of different departmental strategies. It is a challenge all those of us working in public services face. We have to mediate and make sense of them from the perspective of school management and providing leadership. We know the pressures they can be under on a day-to-day basis.

That concludes my presentation. My colleagues will probably be anxious to fill in any of the areas I have not covered adequately.