Gay Mitchell (Dublin South Central, Fine Gael)
Link to this: Individually | In context

Question 99: To ask the Minister for Education and Science the percentage of girls taking higher level chemistry at leaving certificate level for each of the past ten years; and if she will make a statement on the matter. [5011/07]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
Link to this: Individually | In context

The State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations, including organising the holding of examinations and issuing the results of examinations. In view of this I have forwarded your query in relation to the statistics to the State Examinations Commission for direct reply to you.

In the interim, although the information requested by the Deputy is not readily available for each of the past 10 years, I can provide the following information gleaned from my Departments Annual Statistical Reports for the years 2001 to 2005 inclusive. In 2001, of a total female Leaving Certificate school candidature of 27,167, there were 2,930 girls who took the higher paper in Chemistry giving a percentage of 10.79%.

In 2002, of a total female Leaving Certificate school candidature of 26,119, there were 3,147 girls who took the higher paper in Chemistry giving a percentage of 12.05%. In 2003, of a total female Leaving Certificate school candidature of 26,410, there were 3,248 girls who took the higher paper in Chemistry giving a percentage of12.30%. In 2004, of a total female Leaving Certificate school candidature of 26,119, there were 3,597 girls who took the higher paper in Chemistry giving a percentage of 13.77%. In 2005, of a total female Leaving Certificate school candidature of 25,887, there were 3,488 girls who took the higher paper in Chemistry giving a percentage of 13.47%.

A study on Who Chooses Sciences -- Subject Take-up in Second Level Schools was published by the ESRI in 2002. It identifies a range of factors which impact on subject take up and indicates positive research from other countries that a hands-on approach to science can encourage subject take-up. The revised Junior Certificate Science syllabus was introduced in 2003 and was examined for the first time in 2006. The syllabus represents a significant change in the way science is taught at Junior Cycle including in the area of teaching methodology and assessment, reflecting international trends towards a more investigative approach to science education. In particular, the syllabus provides for a move towards more practical and project work, with 30 practical experiments and investigations which can be carried out at different times over the period of the programme and presented for assessment as one of the components of the final examination.

The Strategy for Science, Technology and Innovation 2007 to 2013 sets out a range of measures to further strengthen science teaching and learning. It provides for reform of Physics and Chemistry in senior cycle, ensuring a continuum from Junior Cycle with the emphasis on project based hands-on investigative approaches and assessment of these as part of the overall examinations, allied with the embedding of key skills, a more applied focus and an emphasis on the inter-disciplinary nature of science in society forms part of the approach. Advice on reform of the science subjects in senior cycle is expected later this year from the National Council for Curriculum and Assessment as part of Phase 1 of the reconfiguration of senior cycle.