Ms Sarah Haslam:

I will address Deputy Thomas Byrne's comments at the start on reviewing and updating the curriculum. Our RSE programme was developed in 2012. We have already had to update it and it is going to need another update. That is how quickly things are changing and that is how behind I think we are. As for the comment on whether we all would love more funding, of course we all would. That is not, however, why we are here and not what we are advocating for. We are advocating for quality, comprehensive, holistic relationship and sexuality education for young people. It is already happening in the youth work sector and has been for years. We have had the resources to be able to base the work we are doing on evidence and allow others access to it and not just those within Foróige. They say, repeatedly, that it is quality education.

Teachers have a role to play. It is a partnership. RSE education does not just begin and finish in schools. A bank of professionals are already doing this who can go into schools and do it now - should that investment be there - while teachers are getting themselves ready. It should not be a case where a teacher or non-teacher is shoved into doing this. It is correct to say that this is not for everybody. The teachers who are willing to do it, however - those who have come to us and said that they are willing, ready and able - should be resourced and supported.

It is a different type of learning. It is negotiated learning - while there are facts, young people also have to be allowed the opportunity to learn for themselves and to develop a skill set around positive relationships. I think it is really about a partnership approach and not just a case of us seeking funding. While my CEO would tell me that I should be saying it, the expertise and resources exist. The investment should be in sharing that among the informal and the formal sector. The members were correct on what they said on ethos. It should be an objective programme. All young people within schools should have access to the same programme, the same quality of education and the same quality of teaching or facilitation.