Mary Hanafin (Dún Laoghaire, Fianna Fail)

As the Deputy will be aware, the Government has prioritised improvements in science education at all levels, from primary school science to advanced fourth level research. Progress has been made in a wide range of areas in recent years. A new science curriculum has been introduced at primary level supported by a resource grant in December 2004 of €1,000 per school plus €10 per pupil. A revised, much more practically focused syllabus in junior certificate science was introduced in 2003 and examined for the first time in June 2006. Its introduction was supported by €16 million in grants to schools. Revised syllabi in leaving certificate physics, chemistry and biology have also been introduced in the past five years and supported by comprehensive in-service programmes for teachers. Additional equipment grants have been provided for schools, while laboratories continue to be refurbished as part of the ongoing schools building programme.

The Government has also provided €4 million for the discover science and engineering awareness programme to ensure a co-ordinated approach to promoting interest in science. It is engaged in a range of innovative activities, not only to improve interest in science among school children and the public but also to encourage young people to view science as a viable career option.

With regard to scientific research, Deputies will be aware that investment in the programme of research in third level institutions, PRTLI, continues apace. Between this programme and the various grants to the research councils and other sources, €102.5 million was invested in research in third level institutions in 2005 under my Department's Vote.

The overall level of Government expenditure across all Departments on science, technology and innovation amounted to €658 million in 2005. With all the improvements that have been made in the area of science education in recent years, progress has been made on implementing 25 of the 34 proposals in the task force on the physical sciences which relate to the education sector.

As I have explained on previous occasions, one of the recommendations of the task force about which I am not convinced is that on laboratory assistants. As the Deputy will be aware, laboratory technicians have not been a universal feature of support for second level science teaching in other countries. There is no doubt that provision of technicians in this area would lead to demands for similar assistance across other areas of the curriculum where there is a strong practical component. While I remain to be convinced of the necessity for technicians, I will, nonetheless, keep the position under review.

Additional information not given on the floor of the House.

As the Deputy will be aware, the strategy for science, technology and innovation sets out a range of measures to further strengthen science teaching and learning and improve the uptake of senior cycle physics and chemistry. These include ensuring the project-based, hands-on investigative approach in place at junior cycle is extended to senior cycle, the appropriate type of assessment is used and emphasis is placed on the interdisciplinary nature of science in society.

Other aspects of the plan include reviewing the implementation of the primary science curriculum to ensure its effectiveness in stimulating interest and awareness in science at a very young age, strengthening teacher training in this area, reforming maths and leaving certificate physics and chemistry curricula, promoting science initiatives in transition year and providing information and brochures on science opportunities and careers, linking effectively with school guidance services. Taken together, the comprehensive set of measures provided for in the SSTI will build on the improvements made in recent years and ensure even greater support for science education.

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