Mr. Eamonn Moran:

I will be very brief. Mr. Doran has already spoken about the leaving certificate applied so I will not refer to it. On the bonus points for maths, as colleagues mentioned, the percentage taking higher level maths in the 2017 leaving certificate is 30%, which is almost a doubling of what it was a number of years ago and which meets the targets set in the literacy and numeracy strategy. To that extent, it has been a success.

After what Mr. Donohoe said about Japanese, I am nearly afraid to say it but the foreign languages strategy, which is to be published shortly, will see the introduction of Mandarin Chinese as a leaving certificate subject. I hope the Chinese economy does not go down the tubes as a result. The languages strategy will contain a number of other measures to try to increase the uptake of languages in classrooms. It will also contain measures to address the acknowledged issue on the number of teachers. We also propose to introduce a number of other curricular language subjects at leaving certificate level.

Within the next few weeks, the new STEM policy statement for education will also be introduced. This will seek to identify a number of measures to improve the uptake of STEM subjects in schools, particularly by girls, which is identified as a problem.

I will make a general point on the concerns expressed about an excess focus on skills or marketisation in our reforms at senior cycle. The Department and the education partners in general are cognisant of the need to avoid producing students who will just go into the city or even leave the city. It is important to mention that the development in recent years of specifications for leaving certificate subjects requires the identification of a number of skills areas. The specification must cover a number of skills areas. Students must be literate and able to manage themselves and stay well. They must be able to manage information and thinking and they must be numerate, creative and able to work with others and communicate. That broad range of skills was identified by a range of education partners as the essential skills for developing students with a rounded education following senior cycles and the views of business interests and educationalists on these skills were congruent. It was recognised that generic skills such as those mentioned should be prioritised over more specific employment-related or business-related skills. That is an important point to make.

On school facilities and access to broadband, it is acknowledged that not all schools have the same facilities as others. The Department makes grants available to schools to assist them in developing their infrastructure. The digital strategy for schools has a fund of €420 million which schools can access. The Department is not suggesting it is a panacea for all. However, it is recognised that some schools need those resources. One of the issues to be examined in terms of the introduction of leaving certificate physical education, PE, relates to ensuring that adequate infrastructure is in place for schools to provide the subject.

I do not know the full detail of it but the issue of Irish exemptions is currently being examined in the Department. The issues that were identified are some of those that are being examined.