John Curran (Dublin Mid West, Fianna Fail)

I am taking this Adjournment matter on behalf of my colleague, the Minister for Education and Science, Deputy Batt O'Keeffe.

The Minister is aware that the task force on the physical sciences recommended in 2002 the provision of laboratory assistants to schools as part of a strategy to strengthen the implementation of the physical sciences in schools. At the time this was costed at €18.8 million per annum. The costs of such a development are now estimated at €25.4 million per annum, for the science subjects only.

Provision of assistants in this area would undoubtedly lead to demands for similar assistance across other areas of the curriculum where there is a strong practical component. This would cost an estimated €122 million per annum for all subjects with a practical component, including IT. It is understood that the availability of laboratory technicians has not been a universal feature of support for science teaching in second-level schools. In some countries that provide this type of resource, it is confined to certain types of schools. It is worth noting that student practical work has been a major feature of science syllabi at both junior and senior cycle levels for many years and science teachers have long experience of carrying out programmes of practical work with their students. Until recently, this practical work has been assessed through the medium of written papers in the certificate examinations only. The revised junior certificate science syllabus introduced in 2003 differs from the previous syllabus in a number of ways that are intended to make the subject more relevant to students' needs in the 21st century and to provide the students with a richer educational experience. One of the major changes is that the students' practical work is now directly assessed as part of the junior certificate examination.

The Minister is aware that the strategy for science, technology and innovation, 2006-2013, contains a commitment that the issue of technical assistance for schools will be re-visited. However, the budgetary situation is markedly different to that existing when the strategy was first published. In a context where the Minister has found it necessary to make significant changes in educational expenditure, including increasing the pupil-teacher ratio, he is afraid there is no prospect of providing new services such as laboratory assistants for schools.

The Minister wishes to add that the demands which arise in science regarding the preparation of materials, etc., arise also in other areas of the curriculum, such as home economics, materials technology in wood, construction studies, engineering, art, craft and design, technology, design and communication, graphics and ICT.

The call here is for a pilot laboratory assistance service in schools in north Kerry and west Limerick. The Minister is aware that the strategy for science, technology and innovation report indicated that a range of models would be explored. However, it would not be appropriate to initiate a pilot of this nature at present, given the expectations it would raise within the system, and the fact that there is no prospect of mainstreaming such a development in the current climate.

There is a wide range of competing needs to be met within the education system, and a rigorous prioritisation process is essential. The Minister considers it more important that priority is given to meeting the system demands which arise as a result of increasing enrolment; ensuring the provision of school buildings in developing areas; providing for greater inclusion of pupils with special needs; addressing educational disadvantage; promoting enhanced basic skills; ensuring our system prepares young people for a competitive labour market, for lifelong learning and effective social participation; and that the development of education and science strengthen research, development and innovation capacity at the third and fourth levels of the system.

The Minister is fully aware of the importance of science, technology and engineering to Ireland's economy and future competitiveness, and a range of measures has been, and is being taken to promote increased quality and relevance and greater student participation in these important areas. The Government is investing some €5 million in the Discover Science and Engineering programme funded by Forfás, to ensure that teachers are supported in meeting the challenges of change, that there are opportunities to promote school-industry and school-college links, and that there is effective co-operation between the primary professional development service and the second-level support service and the Discover Science and Engineering programme in providing training and supports for teachers. The innovation and professionalism of teachers, and the enthusiasm, skills and knowledge of students are amply demonstrated in the level and calibre of participation in the BT Young Scientist and Technology exhibition. We can be proud that last year's Irish winner, Emer Jones, scooped second prize in the EU contest for Young Scientists in 2008.

Unfortunately, resources do not allow for the provision of laboratory assistance for schools at this time.

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