Patrick O'Donovan (Limerick, Fine Gael)
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I thank the Ceann Comhairle for selecting this matter. I welcome the Minister of State to the House. The recent job opportunities announced by the Department, IDA Ireland and others have highlighted the change in the Irish economy and also the need for a cohort of skilled graduates in the areas of science and engineering. We must ask ourselves two questions in that regard. How is Ireland positioned in terms of the degree courses we offer and how can we ensure we are maximising the opportunities for our younger people to allow them get employment here? We must start that process at the primary and second level curriculum and look specifically at science and innovation and our mathematics and science curricula.

There is an interest in this area. One only has to consider the BT Young Scientist Exhibition held every year in the RDS to know there is a wealth of creativity and innovation among our young people, as demonstrated clearly at that event. In my part of the world the University of Limerick was to the fore in developing degree courses that reflected the needs of the economy at the time and there were successful job announcements over the years in the Limerick area as a result, but year in, year out, following the leaving certificate and junior certificate results, employers' groups, teachers, parents and others express concern about the numbers of students studying mathematics at higher level and the numbers studying science, particularly the sciences of physics, chemistry and physics and chemistry combined.

A holistic examination of that area will have to be done involving the Department, employers, parents, teachers and other stakeholders in terms of developing it in the future. The Minister of State will probably refer to the fact that the junior certificate syllabus will be examined again by the Department but we are almost unique in Europe in that we are one of the only countries in the European Union which does not require science to be studied as a mandatory subject at junior level.

The statistics speak for themselves. The numbers taking up higher level mathematics fell from just under 18% to just over 15% between 2006 to 2011 and for applied mathematics, which is essential for many people going into civil engineering, electronic engineering and so on, the decrease is 2%. It is obvious there is a problem in that regard.

There was a move recently to examine Project Maths and bonus points in terms of the uptake of mathematics at higher level, but I do not believe that is the only answer. There is a temptation, and I have said this directly to the Minister and the Minister of State, to dumb down the mathematics curriculum in the hope that more people will take up the subject, but we must look beyond that. Recently, the Department found itself in an embarrassing situation when it could not tell how many people were qualified to teach higher level mathematics. That raises the question of how many people are qualified to teach physics, chemistry or applied mathematics in second level schools.

There is also a temptation to overload the curriculum. Already at primary level there are 12 subjects on the curriculum from junior infants to sixth class, and 26 subjects are available at junior certificate level, although science is not mandatory.

The Minister of State will probably refer when replying to the change in terms of rote learning and so on but it is not that long since I was in school and up to junior certificate level, and other Deputies will recall this also, one was not allowed use a calculator. Students can now use a calculator at primary level with the result that students are coming out of primary school unable to do basic tables, arithmetic or even basic sums in their heads. We then wonder why students at leaving certificate level are not taking on higher level mathematics. Unfortunately, it is because in many cases the basic concepts are not being taught.

Ciarán Cannon (Galway East, Fine Gael)
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I am taking this topical issue on behalf of my colleague, the Minister for Education and Skills, Deputy Ruairí Quinn. I thank the Deputy for raising this important issue as it affords me the opportunity to outline the position regarding the numbers of second level students studying leaving certificate mathematics and sciences at higher level and to summarise the initiatives addressing this topic.

Project Maths began as a pilot in 24 schools in 2008. It is being developed by the National Council for Curriculum and Assessment, NCCA. It was mainstreamed from September 2010 when it became available to all schools. Project Maths is designed to transform teaching and learning in mathematics at both junior and senior cycle. It would enable students to develop an understanding of the "hows and whys" of mathematics but also the ability to apply their knowledge and skills in familiar and unfamiliar contexts. It should also provide them with analytical and creative powers in mathematics. A key objective of Project Maths is to improve attainment levels in mathematics and to encourage more students to take the subject at higher level. The first mainstream examinations are for this year's leaving certificate students and the first group of students presenting for the junior certificate will be in 2013. The introduction of Project Maths has been accompanied by a national programme of professional development for all teachers, not just those in the project schools, and this will continue to at least 2013.

The participation in higher level mathematics was down from a high of 18.9% in 2005 to 15.8% in 2011. To encourage more students to present at higher level, there will be 25 bonus CAO points available for all candidates who score grade D3 or above for higher level mathematics in the leaving certificate from this summer. Higher education institutions have collectively agreed to operate this bonus points scheme for higher level mathematics for a four year trial period from 2012 to 2015 inclusive, with a review in 2014.

The bonus points scheme aims to incentivise more students to continue with their studies to higher level mathematics. In fact, State Examinations Commission data highlights that for the 2011 leaving certificate examinations there were 9,950 candidates entered, with 7,917 sitting the examination. This year the number of candidates entered stood at 12,510, which is an increase of approximately 25%. I look forward to finding out how many of these entrants will present and I hope the majority of them do so.

On the sciences at senior cycle, it must be noted that participation in physics, chemistry and applied mathematics has been relatively stable in the past three years. The numbers participating in agricultural science increased from 4,164 in 2009 to 5,287 last year, while the numbers participating in biology increased from 20,102 to 22,677 in the same period.

An important element of the strategy for science, technology and innovation is to increase the proportions of students studying the physical sciences in senior cycle. Revised draft syllabuses in physics, chemistry and biology have been developed by the National Council for Curriculum and Assessment following consultations with the key stakeholders. The revised syllabuses aim to provide a strong focus on practical investigative approaches and practical assessment as a follow on from the changes introduced at junior cycle science in 2003. It is expected that these syllabuses will be submitted to the Department later this year.

This year, there has been a significant number of students applying through the Central Applications Office for science, technology, engineering and mathematics courses. The number of students expressing a first preference for science courses, including computing, at honours degree level - level 8 - increased by 18.4% this year and over the five year period from 2008 to 2012, the figure increased by a total of 63.5%. First preferences for agricultural science increased by 98%.

The National Council for Curriculum and Assessment provided its advice to me on junior cycle reform in late 2011. Ongoing consideration is being given to implementation of this reform, which will be introduced on a phased basis. All the existing subjects, including mathematics and science, are being continued and schools will also be able to provide their students with short course options.

Patrick O'Donovan (Limerick, Fine Gael)
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The Minister of State referred to entry into third level courses. The Department must examine the fairness or otherwise of entry requirements. For example, a student can enter a third level science course having studied only one science subject and ordinary level mathematics at leaving certificate level. He or she will be in a class with other students who will have taken physics, applied and honours mathematics, chemistry and biology in the leaving certificate. The Department should examine drop-out rates from science courses. My experience of studying at university was that many students drop out of science courses after first year. In many cases, these students were badly advised when they chose science in University College Dublin, University College Cork, the Dublin Institute of Technology or another third level college. We need to be straight with students who have taken only one science subject in the leaving certificate and inform them that they will be at a disadvantage if they study science at university.

The Departments of Education and Skills and Jobs, Enterprise and Innovation, employers and the trade union movement have an opportunity to demonstrate that science and technology offer many job opportunities. In Limerick, for example, we have had job announcements in areas such as cloud computing. Unless we provide the appropriate educational infrastructure at primary, secondary and tertiary level, we will not be in a position to benefit from job opportunities in the technology sector. We must ask the reason so many young people are either not studying technology subjects or are dropping out of science courses.

While I welcome the Minister of State's response, a great deal of work needs to be done on this issue. All the stakeholders should be encouraged to engage in constructive dialogue with a view to increasing participation rates in science and mathematics at secondary and tertiary level.

Ciarán Cannon (Galway East, Fine Gael)
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I wholeheartedly agree with all the points the Deputy makes. While we have made a significant start to the process of improving understanding of mathematics generally, we have a long way to go in that regard. As the Minister of State with responsibility for training and skills, I have been informed repeatedly by individuals involved in information technology and computing that the sector is experiencing significant skills shortages. Many of those in the industry impress on me that people do not need to have a computer science degree, master's degree or PhD to secure employment in the sector. A significant number of vacancies have arisen for people who do not have in-depth knowledge of information and communications technology. Many opportunities are presenting for young unemployed people to engage in training for six months to one year which would allow them to pursue sustainable, long-term careers in the ICT and computing sector.

I concur with Deputy O'Donovan that we need to examine the teaching of mathematics across primary, post-primary and tertiary education. I was fortunate to meet a number of social entrepreneurs from all over the world at a recent event in Dublin Castle called Change Nation. I was particularly taken with one gentleman, Dr. John Mighten, a teacher of mathematics in Canada who has devised a new way of teaching maths in Canadian schools known as JUMP Math. The Deputy may wish to browse the very interesting JUMP Math website. Dr. Mighten's system recognises that all children have talents when it comes to understanding mathematics and seeks to avoid coming to conclusions, as has happened in many schools, much too early in the lives of children that they are either good or bad at mathematics. He takes the view that we are all very good at mathematics initially and if this talent is nurtured, we can remain good at maths for our entire lives.

I am examining the JUMP Math programme and working with a number of individuals in NUIG to ascertain whether it would be possible to roll out one or two pilot projects for the programme. The results in Canada, the United States and Brixton in the United Kingdom have been astounding and I look forward to applying them in this country.