Shane McEntee (Meath, Fine Gael)
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Question 48: To ask the Minister for Education and Science the number of post-primary schools offering the full complement of science subjects to leaving certificate level; and if she will make a statement on the matter. [40220/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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The latest figures available to my Department show that in the 2005/06 school year the vast majority of schools were offering biology while a large proportion of schools offered the other science subjects.

The precise numbers are as follows:

691 schools offered biology, 554 offered physics, 550 offered chemistry, 193 offered Applied Mathematics, and 69 offered the joint Physics & Chemistry course.

As the Deputy will be aware, this Government has prioritised improvements in science education at all levels — from primary school science to advanced fourth level research.

Progress has been made in a wide range of areas in recent years:

A new science curriculum has been introduced at primary level supported by a resource grant in December 2004 of €1,000 per school plus €10 per pupil;

A revised and much more practically-focused syllabus in Junior Certificate Science was introduced in 2003 and examined for the first time in June 2006, its introduction was supported by €16 million in grants to schools;

Revised syllabi in Leaving Certificate Physics, Chemistry and Biology have also been introduced in the last five years and supported by comprehensive in-service programmes for teachers; and

Additional equipment grants have been provided to schools, while laboratories continue to be refurbished as part of the ongoing school building programme.

The Government has also provided some €4 million for the Discover Science and Engineering Awareness Programme to ensure a co-ordinated approach to promoting interest in science. It is engaged in a range of innovative activities to not only improve interest in science among school children and the general public, but also to encourage young people to see science as a viable career option.

As the Deputy will be aware, the Strategy for Science, Technology and Innovation sets out a range of measures to further strengthen science teaching and learning and improve the uptake of senior cycle Physics and Chemistry. These include ensuring that the project based hands-on investigative approach now in place at junior cycle is extended to senior cycle, that the appropriate type of assessment is used and that there is an emphasis on the inter-disciplinary nature of science in society.

Other aspects of the Plan include:

reviewing the implementation of the primary science curriculum to ensure its effectiveness in stimulating interest and awareness in science at a very young age;

strengthening teacher training in this area;

reforming maths and Leaving Certificate Physics and Chemistry curricula;

promotion of science initiatives in Transition Year; and

the provision of information and brochures on science opportunities and careers, linking effectively with school guidance services.

Taken together, the comprehensive set of measures provided for in the SSTI will build on the improvements made in recent years and ensure even greater support for science education.

John Deasy (Waterford, Fine Gael)
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Question 49: To ask the Minister for Education and Science if she will allocate laboratory technicians to schools to support the teaching of science at second level; and if she will make a statement on the matter. [40193/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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As the Deputy will be aware, significant improvements have been made in science education at second level in recent years.

A revised and much more practically-focused syllabus in Junior Certificate Science was introduced in 2003 and examined for the first time in June 2006, its introduction was supported by €16 million in grants to schools;

Revised syllabi in Leaving Certificate Physics, Chemistry and Biology have also been introduced in the last five years and supported by comprehensive in-service programmes for teachers; and

Additional equipment grants have been provided to schools, while laboratories continue to be refurbished as part of the ongoing school building programme.

The Government has also provided some €4 million for the Discover Science and Engineering Awareness Programme to ensure a co-ordinated approach to promoting interest in science. It is engaged in a range of innovative activities to not only improve interest in science among school children and the general public, but also to encourage young people to see science as a viable career option.

Increased emphasis on science at second level has of course been supported by the introduction of a new science curriculum for primary schools. This aims at stimulating interest and awareness in science at a very young age and taps into children's natural fascination with the world around them.

The Strategy for Science, Technology and Innovation sets out a range of measures to further strengthen science teaching and learning and improve the uptake of senior cycle Physics and Chemistry. These include ensuring that the project based hands-on investigative approach now in place at junior cycle is extended to senior cycle, that the appropriate type of assessment is used and that there is an emphasis on the inter-disciplinary nature of science in society.

Other aspects of the Plan include:

reviewing the implementation of the primary science curriculum;

strengthening teacher training in this area;

reforming the Maths and Leaving Certificate Physics and Chemistry curricula; and

the provision of information and brochures on science opportunities and careers, linking effectively with school guidance services.

Taken together, the comprehensive set of measures provided for in the SSTI will build on the improvements made in recent years and ensure even greater support for science education.

As I have explained on previous occasions, I am not convinced of the value of providing laboratory assistants for schools. As the Deputy will be aware, lab assistants have not been a universal feature of support for second level science teaching in other countries. There is no doubt that provision of assistants in this area would lead to demands for similar assistance across other areas of the curriculum where there is a strong practical component. So as I have said, I remain to be convinced of the necessity for them. Nonetheless, I will keep the position under review.