Tom McEllistrim (Kerry North, Fianna Fail)
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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.

Charlie O'Connor (Dublin South West, Fianna Fail)
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The Minister of State has five minutes.

John Curran (Dublin Mid West, Fianna Fail)
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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.