Tom McEllistrim (Kerry North, Fianna Fail)

I wish to raise the issue of the need for laboratory technicians in our secondary schools. The Irish Science Teachers' Association has overwhelmingly endorsed the proposal that all second level schools be provided with laboratory technicians in an effort to gain greater efficiencies within school science departments and to maximise the use of existing resources. It has also published a policy document on the matter spelling out the reasons it believes that these support personnel are needed. The provision of high quality science education is acknowledged by all as a key requisite for our student population. The promotion of science as a subject at second level, its introduction as part of the new curriculum in our primary schools and the promotion of third and even fourth level science underlines the belief that science as a subject is central to the continuing development of the knowledge economy and to the future of employment in this country.

The Irish Science Teachers Association believes that to maximise the quality of learning, understanding and value of science in schools, the provision of laboratory technicians would allow teachers to focus on the necessary concepts, namely the teaching of science.

The three main science subjects at junior and senior cycle levels have all been revised in recent years. There is a much greater emphasis on practical work, with students being required to complete mandatory experiments in all subjects. This has resulted in between 24 and 30 mandatory experiments for students at various levels. There are course work assignments as well as the integration and use of technology by students in their learning. All this adds up to a considerable amount of practical work and rightly so as science is a practical and hands-on subject.

Approximately 26, or 4%, of the 720 schools, currently have laboratory technicians on their staff. However, in Northern Ireland all second level schools employ technicians and may have a technician specifically for each main science discipline. Valuable time can be lost by students as teachers have to prepare the science laboratory for the varied series of experiments and investigations conducted there. This can take up to 20 minutes in a single or double class period.

A survey of schools has shown that principals of schools who already have laboratory technicians believe their presence has led to greater efficiencies within the science departments in terms of planning, maximising use of laboratory time and resources. They believe that having a technician will provide greater opportunity for students to participate fully and capably in investigative work.

It is well known that discovery learning is not only more stimulating but also more beneficial for students and it has been observed in schools that have laboratory technicians that a greater number of students participate in extra project work such as the BT Young Scientist exhibition and SciFest.

Our universities have stated that poor uptake of senior level science subjects, particularly chemistry and physics, is having an impact on the intake of students to science courses at third level and hence the follow-on numbers available for research and development. A poor quality experience of practical work can be a significant factor in turning students off science. The existing resources and facilities are not being utilised effectively because of the time pressures on science teachers to both teach and act as science technicians.

The pharmaceutical industry in Ireland has stated that it believes that there is an urgent need to invest in laboratories and to provide technicians support to run these laboratories, as is the case in third level or in industry. IBEC has stated that there is an urgent need for the Department of Education and Science to fund the appointment of laboratory assistants in schools. A laboratory technician can release the teacher from a significant amount of non-teaching duties such as the preparation and distribution of equipment, co-ordination of the laboratories and preparation rooms, stock control of equipment, chemicals and resources and the organisation and day to day running of laboratories by developing an effective routine for all necessary activities and ensuring provision of essential equipment and chemicals for the science classes in addition to all necessary health and safety equipment.

The provision of technical assistants was one of the 39 recommendations in the report of the task force on the physical sciences. Such provision would involve a cost, but the importance of science in a modern school curriculum cannot be underestimated. It should be pointed out that principals want people with a knowledge of science and the relevant qualifications as science technicians. Laboratory technicians should be able to maintain a safe working environment and support the increased emphasis on practical work in schools.

It has been suggested that there is a crucial role for the institutes of technology in the training of technicians. The ITs are dispersed geographically throughout the country and the heads of their science departments have shown some interest in this. Institutes of technology in Tralee or Limerick, for example, could work with their local feeder schools to develop a cost-effective and beneficial system whereby laboratory technicians could be trained and co-ordinated. The introduction of a practical examination for junior certificate science this year led to increased numbers and better results. We are making progress.

I believe the sensible and phased development of a support system of laboratory technicians for secondary schools would further the development of science in our schools and, in so doing, would strengthen our hand with regard to the future of employment in this country.

See this speech in context