James Bannon (Longford-Westmeath, Fine Gael)
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Question 418: To ask the Minister for Education and Science if she will initiate plans to include driving lessons and driving theory in the curriculum of all second level schools; and if she will make a statement on the matter. [18743/07]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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I have no plans to introduce driver education, in the form of driving lessons, in schools, and this is not the norm within the EU.

Nonetheless, I do believe that schools have a role to play both in teaching students about road safety issues and in helping them to develop the attitudes necessary to promote safe behaviour on the roads. As such, the development of a Road Safety programme for use in Transition Year is at an advanced stage. This work is being undertaken by the Road Safety Authority in co-operation with my Department and the National Council for Curriculum and Assessment and is due for piloting in a number of second-level schools in the first term of the 2007/2008 school year.

The Road Safety Programme for Transition Year will provide a structured approach towards the development of responsible attitudes towards road safety and driver education and will build on the knowledge gained from current Social Personal and Health Education programmes (SPHE). Covering areas such as seat belt use, hazard perception and driver attitudes towards alcohol and drug use the Transition Year Road Safety Programme will also prepare students for the Driver Theory Test. The Road Safety Authority has also obtained input from the Gardai, NCT centres and Bus Eireann in the delivery of this programme.

In April 2007, the Streetwise programme for junior cycle pupils was launched covering key road safety issues. This has been piloted successfully in schools and will be available for live implementation in 07/08. The Transition Year Programme currently being finalised will build further on this development.

In addition, the Social Personal and Health Education programme, which is mandatory in primary schools and at junior cycle level, provides a framework under which the generic values and skills which underpin responsible decision-making, and respect for the rights and safety of others, can be developed and promoted among students. SPHE has a specific personal safety strand within the programme, and this provides a mechanism through which road safety issues for all can be best dealt with in an age appropriate way.

Specific materials for teaching young people about road safety have also been given to schools. At the start of the 2001/02 school year the National Safety Council, with assistance from my Department, distributed copies of Staying Alive — a road safety resource for Transition Year and the Senior Cycle — to all second level schools. This pack contained a wide range of learning opportunities and activities on topics such as personal responsibility and decision-making, environmental issues and risks and rules for road users. A CD-ROM with additional material downloaded from the Internet was included in the pack along with copies of the Rules of the Road. In the preparation of the Staying Alive resources material, views were sought from a range of organisations with interests in the promotion of road safety. Prior to its issue to second level schools, the material was piloted in 20 schools and the response from teachers in those schools was very positive. This is also supplemented by Garda visits to primary and second level schools during which the themes of crime, road safety, personal safety and substance abuse are explored as part of the SPHE programme. There were some 1900 school visits in 2005.

So, not only is there a curricular framework in place already in which the importance of road safety can be taught to our young people, but this is supplemented by specific teaching materials and by a comprehensive programme of Garda visits to schools.

My Department will continue to work with the Road Safety Authority to strengthen the role of schools in promoting road safety even further.