Martin Mansergh (Tipperary South, Fianna Fail)

I am replying on behalf of my colleague, the Minister for Arts, Sport and Tourism, Deputy Martin Cullen. I am pleased to have the opportunity provided by Senator Keaveney to deal with the matter. I acknowledge her experience and expertise in the subject and that of the Acting Chairman, Senator Ó Murchú.

This report, Points of Alignment, produced by the special committee on arts and education, under the auspices of the Arts Council, brought forward a number of comprehensive and thought-provoking recommendations. The members of the special committee are to be congratulated on their considerable work in producing this document. The report recommended, inter alia, the establishment of a national unit for education and the arts. This was to be managed on an inter-agency basis to implement policy objectives and provide a range of services. It was to support local networking, and monitor, research and inform best practice and policy-making. The unit would also provide a website and promote virtual learning. It would have a role in co-ordinating, promoting and funding the work of proposed new local arts area partnerships.

The report envisaged the funding of these local partnerships to promote synergy between local authorities, vocational education committees, teachers, education centres, schools and third level colleges. The vision set out in the report saw the introduction of an "arts in education practice" model. This would involve skilled professionals working with schools, both within and outside of school. Its aim would be to enrich the curriculum, by promoting best practice and quality in arts education in schools and by widening school-community links. In addition, to complement and support these actions, the report recommended substantial increases in Arts Council funding and resources to support artists and arts organisations working in arts in education.

When the arts and education committee was established, its terms of reference specifically required it to take account of the fact "that the budgetary resources likely to be available over the next four years to the Minister for Education and Science for development of services in the education sector must be allocated to fund existing policy commitments". Although the committee was established in 2006, the terms of reference were framed to take account of the competing needs for future investment in education. These included the significant increases in enrolment due to demographic change, provision of new schools in developing areas, as well as integration and language supports for newcomer children. The areas of combating educational disadvantage, investment in curriculum reform, professional development of teachers, investment in strategic research and innovation in higher education were also issues to be addressed.

When the Points of Alignment report was finalised, the Department held a number of meetings with the Arts Council and the Department of Education and Science to examine how best the recommendations in the report could be progressed, taking account of the public expenditure constraints at that time. While a range of proposals was considered for the embryonic establishment of an arts in education unit with modest staffing, it was not possible to reach agreement on the scale of the vision enshrined in the report. Since then the budgetary difficulties have become acute and it is evident that new cost-increasing measures must be deferred for the foreseeable future.

I am aware from our colleague, the Minister for Education and Science, that the State invests significantly in arts education at present. Arts education - visual arts, music and drama - forms a significant part of the primary curriculum which has been rolled out in the period from 1999 to 2007. The implementation of the arts curriculum was supported by comprehensive investment in professional development for teachers.

Courses for craft and design and in music and art are integrated variously into the junior, leaving and leaving applied certificate cycles at post-primary level. Transition year programmes also offer a variety of modules which stimulate pupils' interest in the arts in general and which, in many cases, give them the opportunity, in their own classrooms and in other contexts, to interact with practising artists.

In addition to supporting music in the curriculum a substantial additional allocation of teaching posts has been given to a range of vocational education committees to support music education. This takes the form of individual tuition in instrumental and vocal music education and supports for choirs, orchestras and ensembles. Through this, 68,000 hours of music tuition are provided annually. This investment is supplemented through a series of summer programmes in the arts in disadvantaged schools, a music initiative under which schools in disadvantaged areas are given once-off funds to purchase or replace musical instruments, and two music network projects.

It should be noted that within the constraints of the existing system, the education and arts sectors co-operate fully to ensure the optimal delivery of services. The artists in schools guidelines issued to schools, which were developed by the Department of Education and Science and the Arts Council working in partnership, are an important resource in informing schools of how best to plan, implement and evaluate partnerships with local artists and organisations which will provide stimulating and interesting learning experiences for children. They encapsulate the vision of arts in education practice which is set out in the points of alignment report. The music network projects are also important examples of collaboration between VECs, schools, artists, local authorities and county and city development boards to add scale and synergy to provide increased access to arts education on a strategic area basis.

We agree that giving the arts a higher and more consistent profile at primary and post-primary level can benefit the students concerned significantly and, ultimately, society. It is important to stress that this applies to all students and not just those recognised as being gifted artistically. Given that, as is the case in sport, the future of the arts resides with our children, it is vital the arts are embedded at all levels in our education system.

This debate is taking place owing to the significant investment made in recent years by the Government to the capital and everyday costs of the broad range of arts entities. The Department has allocated €90 million in the past five years towards the cost of providing vital arts and cultural infrastructure and venues for communities to present the arts in all their forms. Complementary to this activity, the Arts Council's resources have increased exponentially from €47.67 million in 2002 to more than €73.35 million in 2009, which is approximately €8 million less than last year. The Arts Council has at pursued all times a policy of engaging with young people, whether through its specific programmes or by its support of organisations specialising in arts in education interventions, such as The Ark and Team in Dublin, and of theatrical groups. These are signs of maturity in our arts role and the integration of the arts into every aspect of our society. We intend, when resources permit, to revisit the proposed actions in this report.

I am glad to have had the opportunity to give the Senator some detail on the state of play so that she knows how and where to proceed next in pursuing what are worthwhile recommendations. I understand she will find the present state of play somewhat disappointing.