Simon Harris (Wicklow, Fine Gael)
Link to this: Individually | In context | Oireachtas source

I thank the Minister of State, Deputy Sherlock, for being here.

While I put down the idea of developing a leaving certificate course in ICT and computer skills, it is really to generate a broader debate about what we are doing in the schools in terms of providing students with the skill sets they need for the modern economy and for functioning in a society that is becoming ever more technologically dependent.

No doubt the Government is making considerable progress in terms of job creation opportunities. The economy is beginning to recover, our competitiveness is improving but we cannot get complacent about the education system. As the economy continues to attract increasing numbers of technology companies in which regard there has been considerable success, and as we all become more technology dependent in our everyday lives, it is important that we keep a close eye on the skills we are developing in the schools where there is a captive audience of young people in buildings ready to learn and in need of such skills. Put simply, we need to look at how we are teaching ICT in the schools. I will give five examples of expert views in this regard.

The first example is the report entitled A review of Information Communication Technology (ICT) skills demand in Ireland, carried out by the Joint Committee on Jobs, Enterprise and Innovation. That review states: "In 2011, the former Joint Committee on Jobs, Social Protection and Education identified ... ICT skills demand in Ireland as an important priority issue that required further investigation." The review also states: "In December 2011, Fastrack to Information Technology (FIT) briefed the Committee on a report entitled '20,000 into employment by 2020'and the founders of the pioneering movement, CoderDojo, came before the Committee and outlined proposals to enhance how ICT is taught at primary and secondary level including computer programming languages, coding and mobile and web development."

The second example is a report in the Irish Examinerthat highlighted an ICT skills audit by the non-profit training promotion agency FIT in which it was estimated that there are 4,500 vacancies in Ireland's ICT sector and that these are not being filled because of "the severely limited supply of suitably skilled applicants." The third example is the Government's Expert Group on Future Skills Needs, which found that particular shortages included software developers with experience of web programming, cloud computing, mobile data, games data analytics, customer relations, project management, user support, network security and troubleshooting. The fourth example is a comment from Eamonn Sinnott, the general manager of Intel Ireland, who said that the education system needs to evolve to ensure that we are at the heart of innovation. The fifth example is a statement made by CoderDojo's James Whelton in an interview in the Sunday Business Post:

So much of what passes for computer education for kids at the moment is just laughable. ... With all due respect to courses offered like the ECDL [European Computer Driving Licence], it's really just clerical-grade stuff. It has very little to do with computers at all. There is very little in our schools to stimulate real interest and understanding in computer technology.

Those are comments from people at the very forefront of creating jobs and a vibrant economy. As a Minister of State at the Department of Education and Skills and the Department of Jobs, Enterprise and Innovation, Deputy Sherlock will be acutely aware of the need to align the skills being taught to our students in schools with the skills required in the economy that we are trying to create.

I have asked parliamentary questions of the Department of Education and Skills on this issue since my election to the Dáil in 2011 and the feedback I have got from it is that all is rosy. As the Member of this House who most recently attended secondary school, I can tell the Minister of State that all is not well. Programmes such as the ECDL have a part to play - of that there is no doubt, as it teaches people basic skills. People often ask what is the most important modern language for business, and one might respond that it is French, German or even Chinese. These are all very important, but the most important modern business language in many areas now is programming language. Many parents are flocking to CoderDojo to equip their children with skills. We have a real opportunity to bring our schools in line with the needs of our economy and the wishes of parents and young people. I very much look forward to the Minister of State's response.

Seán Sherlock (Cork East, Labour)
Link to this: Individually | In context | Oireachtas source

I thank Deputy Harris for raising this issue. He spoke about certain reports and interventions made by people whom he named within the community. I do not believe there is a view within the Department that all is rosy. As Minister with a particular responsibility for science, technology, engineering and mathematics, STEM, education, I can tell the Deputy that the three Ministers within the Department - Deputies Quinn and Cannon and myself - are very much of the view that the pipeline of skills that are so vital for this economy and society must start through a system of policy interventions. I want to tell the Deputy about some of those interventions. On Monday of this week the public consultation phase of the development of a new digital strategy for schools was launched. The potential for using technology in the classroom is huge and we are utterly aware of that potential, but we have to examine what is the actual benefit we expect from using technology in schools, how we measure progress and how we can further embed ICT seamlessly across all curricula.

The forthcoming reform of the junior cycle will allow for the optional introduction of school-developed short courses of 100 hours' duration. This will provide further opportunities for schools to progress the provision of courses in ICT.

To address the intervention made by James Whelton to which the Deputy referred, a short course on programming and coding, and also in digital media and literacy, will be available to schools for their junior cycle programme from September 2014. The National Council for Curriculum and Assessment, NCCA, is currently consulting on the content of these short courses. We must remember that it is important that the content is relevant. We are inviting submissions on that up to 20 December of this year.

The focus in schools is on using ICT as a tool in learning. This is supported also by a professional development programme for teachers and by investment in ICT infrastructure. Such infrastructure is vital. By the end of 2014 all second-level schools will be connected to a 100 Mbps broadband service at a cost of €40 million. That will feed very much into this agenda as well.

The NCCA has developed a key skills framework at senior cycle in which each skill is broken down into essential elements and learning outcomes. Several of the elements encourage the effective use of ICT for managing and presenting information.

As only 59 seconds remain in this time slot and what I wish to say is not covered in my reply, I want to tell the Deputy about the STEM education advisory group, which comprises academics, industry partners and experts in the field of education, including, for example, a representative from the NCCA. That advisory group was set up by myself and it is chaired independently. It is an independent review group that will examine all aspects of STEM education in Ireland and industrial needs. It is easy for constituent groups to make statements about how this affects their realm, but until we map out the entirety of STEM education provision in the country there is no point in formulating a national policy. Individual initiatives are taking place that are worthy. NCCA-related initiatives sponsored by the Department of Education and Skills are taking place, but if we are to truly understand the dynamic at play here, it is vital that we ensure we can map the entirety of the activity. That is the reason we brought in people from companies such as Intel who form part of the membership of the STEM education advisory group, and it is through their interventions that we will be able to map out that activity and inform the policy provisions that need to be made thereafter.

We cannot be complacent about this agenda. We are very cognisant of the FIT report and of future skills needs, around which there is no complacency. That is the reason the Department has programmes such as Momentum, which seeks to bridge those gaps. There is a short-term view but, as Minister, I have a tendency towards the long-term view. That is why I had an internal meeting this morning on the area of STEM education provision at primary level. It is at primary level that we have to create the most impact in terms of CPD, the knowledge of teachers and ensuring that all of the stakeholders involved, including industry, are cognisant of the need to ensure there is a throughput and a seamless continuum between primary and post-primary and on to tertiary level. I believe strongly that it is at primary level that we embed a conceptual understanding of STEM education, and that involves ICT provision.

Simon Harris (Wicklow, Fine Gael)
Link to this: Individually | In context | Oireachtas source

Of all the responses to Topical Issues that I have received in this House, that is the most comprehensive and encouraging. I thank the Minister of State very much for his commitment to this area and I welcome the launch of the consultation phase on the new digital strategy for schools. The approach he is taking in bringing partners and stakeholders to the table is the correct one. We cannot continue to have our education system operate in isolation from the needs of our economy. We all know it is as though children are born with an iPhone in their hands these days. We know they can teach themselves how to use a computer, but we need to excite them and steer them towards an understanding that this hobby, gift or ability - previous generations did not have the opportunity to utilise technology - can be turned into a career, can help them set up a business or allow them to go on to third level and study something in that field. Instead of having 4,500 vacancies in the ICT sector, we will have a situation in which people are competing to fill those vacancies.

This is quite exciting. We are not going back to creating an economy built on building and selling houses to each other. We must build an economy based on using the skills and ingenuity of the Irish people. Young people have a natural skill set they have grown up with. They do not have a fear of engaging with technology and we need to harness it at the earliest possible age. Secondary school is perhaps too late to begin this, it should be done when they are four, five or six years of age in primary school. I thank the Minister of State for his comprehensive response and I look forward to seeing the strategies progress. I look forward to an Irish economy returning to full employment and being built on the technological skills of our young graduates.

Seán Sherlock (Cork East, Labour)
Link to this: Individually | In context | Oireachtas source

I agree with the points made by Deputy Simon Harris. We must ask whether we should teach ICT as a specific course or assist teachers in improving teaching and learning across the curriculum through the use of ICT. There is a distinction to be made. It is a cliché but children are digital natives. There is a gap in some areas of the education system in terms of the dynamic through which kids learn in the classroom and how they embrace technology outside the classroom. My focus is on content knowledge around science, technology, engineering and mathematics, STEM. We must use ICT as a mechanism to deliver a greater conceptual understanding of STEM. That is the challenge for our times. Mr. James Whelton is someone who influences people and is a thought leader in respect of coding and teaching teachers to code. We will implement this in the junior cycle and we will see where we go from there. There is a mathematics pilot project in the west of Ireland, championed by the Minister of State, Deputy Ciarán Cannon. Through embracing courses and pilot projects, we will see how to translate them across the system to create a long-term beneficial impact.

Curriculum changes in 2003 in the science curriculum have had a major impact on outcomes in 2013 in respect of the Programme for International Student Assessment, PISA, results. It is too early to map Project Maths onto 2013 PISA results but the next set of PISA results will map the effect of Project Maths and will have a positive effect. I agree with the sentiments expressed by the Deputy in respect of Project Maths and that is why we have taken a partnership approach. The Deputy mentioned at the outset that industry players are informing us of the skills shortage in respect of their needs. We are trying to meet it and there is a challenge in the short term but we are also thinking in the long term. This is about sustainable jobs in the ICT sector in the medium to long term.