Dáil debates
Tuesday, 17 June 2008
Adjournment Debate
Leaving Certificate Curriculum.
10:00 pm
Tom McEllistrim (Kerry North, Fianna Fail)
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I call on the Minister for Education and Science, Deputy Batt O'Keeffe, to introduce European studies along with civic, social and political education, CSPE, as a subject at second level for the leaving certificate curriculum. Irish membership of the European Union has had profound economic, social, political and cultural consequences. In 1973, Ireland was among the poorest, least developed member states and one of the most reliant upon small-scale agricultural production. Our position has been transformed within a generation to one in which Ireland is one of the most successful economies in the European Union.
If the experience of canvassing for a referendum on the Lisbon treaty has taught us anything, it is that despite our application for membership of the European project in 1961 by the then Taoiseach, Mr. Sean Lemass, some 47 years ago, we know and understand relatively little of its structures and procedures. How many times have we heard people claim, especially over the last few months, to be unable to understand the treaty since the campaign for this referendum first began? How often have people dismissed the text of the treaty as technical and difficult? That is because it is technical, difficult and legalistic. As this treaty is about changes to structures, rules and procedures, we have found it necessary to try to explain what those structures are in the first place. If people are not fully aware of the functions of the three pillars of the European Union, for example, how can we expect them to understand or make judgments on changes to the way in which they work?
It is disempowering to be deprived of the understanding of how the social and political world actually works. A lack of political and social science education reduces people's choices as political actors in society. When understanding is missing it results in a lack of ownership of the political process. Democracy is undermined when the people do not understand its structures and rules. We have only begun to understand and respect the people's right to information and familiarisation with political structures in our own country. Great strides have been made to improve political, social and personal education in recent years. The targeting of younger people through the curriculum will benefit generations to come. The development of social, personal and health education, SPHE, in primary schools, CSPE at post primary level and the great work involved with Comhairle na nÃg and Dáil na nÃg have all played a part in educating our young people in politics and society.
The recent development of a schools programme about the work of the Houses of the Oireachtas is commendable and we can see from the extraordinary response of the public and the demand for tickets for the inaugural Oireachtas family day event that an appetite for information clearly exists. Some 4,000 people registered for the event within hours of the tickets becoming available. Members of the public have clearly shown that they want to connect with the centre of politics and it behoves us as parliamentarians to facilitate connection and communication, not just with the Oireachtas but with the European Union as well.
There is a need to bring European studies into second level education as a subject in its own right, unless it could be incorporated with CSPE which is taught up to junior certificate level and could be extended to leaving certificate level. Such a development would widen the opportunity for future generations to learn about and better understand the European Union and our place within it.
Much has been written in recent weeks in the media about how successful Irish representatives, senior officials and interest groups have been in their dealings with EU institutions and our European partners. Such people know how the Union works and how to interact effectively with our European partners to achieve our policy goals. We should not rest on our laurels. We should be preparing future generations for their place in Europe. How better to ensure that the European Union and its structures are clearly understood than by teaching about it in our schools?
Confining EU studies to third level automatically reduces the level of participation. European studies should be a choice of subject at all third level institutes of technology and universities. The availability of European studies at second level would widen the participation and significantly enhance our knowledge of the European Union and its structures and procedures, which are very important to our daily lives. A reasoned and reasonable debate can only be fostered if, as a society, we have a better understanding of what our political systems are and how they work. Opportunities for debate and discussion should not be confined to a month or two before a referendum.
We need to develop greater awareness at all levels about the European Union, whether through schools or through public information programmes. Our second level schools are a good place to start. I urge the Minister of State, Deputy Haughey, to consider that the Government should seriously examine introducing European studies as a subject at second level. The subject could also be introduced on a pilot basis in second level schools, for example in Limerick West in the towns of Abbeyfeale and Newcastle West, or in Kerry North in Listowel or Tralee. The better informed we are, the more engaged we will be and the better decisions we can make. Our democracy could only be the better for this.
Seán Haughey (Dublin North Central, Fianna Fail)
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The National Council for Curriculum and Assessment has been established to advise the Department on the curriculum for primary and second level schools. The council has no plans at present to introduce European studies as a subject in the leaving certificate.
Civic, social and political education is a mandatory subject for all students in the junior cycle and is an examination subject which is assessed through a written paper and an action project. The aim of the action project is to give students practical experience of active citizenship. This includes fostering a sense of belonging and awareness of social inclusion and justice issues, a capacity to gain access to information and structures relating to the society in which they live and an ability and confidence to participate in democratic society. Students choose a theme for their action project which is designed around the skills of identification and awareness of a social justice issue, planning, research, analysis and evaluation, reporting and engaging in joint action which develop social and political skills.
CSPE is based on seven basic concepts, which ought to underpin all citizenship-based activity in our communities, not just our schools. These concepts are human dignity, rights and responsibilities, stewardship, development, democracy, the law and interdependence. There are four units in the programme â the individual and citizenship, the community action project, the State, and Ireland and the world. Topical issues in the latter unit are the EU and its structures, including the European Parliament, the European Commission and the Council of Europe. In addition, subjects like history, geography, science, music and art include a European dimension and the languages offered in second level schools provide for a cultural awareness component.
The report of the task force on active citizenship includes a recommendation on the development of a senior cycle programme on citizenship for schools. Since 2005, the National Council for Curriculum and Assessment has been involved in an intensive phase of planning and development in key areas of the senior cycle. A new subject, politics and society, which is proposed as an optional examinable full subject, is being developed. A background paper on social and political education in senior cycle has been published for consultation. A report on the consultation process was completed in May 2007. Both reports are available on the council's website, www.ncca.ie. Development work is continuing. The Minister for Education and Science has not yet received formal proposals on the matter from the council. He looks forward to receiving its advice on this issue at an early date. In addition, the "in search of Europe" module is commonly offered in the transition year programme. The programme, which is followed by over 28,000 students, is a flexible framework by means of which schools can offer optional modules which encourage personal development, active learning, social awareness and community participation.
The European studies curriculum development project was established in 1986 by the Department of Education in Northern Ireland, the Department of Education and Science in Ireland and the Department for Education and Employment in the UK. The project is jointly funded by the education departments in Northern Ireland and Ireland. The overall aim of the project is to encourage co-operation between participating students and staff and to contribute to educational development in the wider dimension of the European Community. It informs students about current social economic and political issues and structures at national and European level. Some 282 schools from 24 jurisdictions participate in the European studies project. The highest participation levels are in Northern Ireland, where 81 schools are participating, and the Republic, where 71 schools are participating. The schools work in clusters of five or six. Each cluster must have two schools from Northern Ireland â one from each tradition â and a school from Ireland.
Various units of study and topics in the junior and senior programmes have been designed to assist students in examining areas of shared interest today and areas of conflict in the past. They are intended to broaden the students' knowledge and understanding of their own place and their relationship to others in the Europe of today. The junior programme, which is curriculum-based, offers units of study supported by specially produced materials in the areas of English, geography and history. It uses English as its language of communication and is confined to students between the ages of 11 and 15. The senior programme, which can be adapted to meet the needs of students aged 15 years and over, is a one-year course of study. It is cross-curricular in scope and allows students and their teachers to choose from a range of topics with economic, political, cultural, technological, social and environmental perspectives.
The Minister for Education and Science is waiting for the NCCA to outline examples of its proposals to include short courses in the leaving certificate examination. The implications of those proposals in terms of teacher qualifications, assessment and resources will have to be determined. If such courses are approved, they will provide a vehicle by means of which this issue may be further explored. However, I am satisfied that the current curriculum, allied with future development of a subject on politics and society, will provide a strong basis through which the study of the role of the European Union and its culture, structures, history and impact can be progressed.