Ulick Burke (Galway East, Fine Gael)
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Question 482: To ask the Minister for Education and Science his views on whether it is necessary to introduce bonus points for higher level leaving certificate maths to help combat the shortage of skills in the technology area as recommended by Forfás in its recent report; and if he will make a statement on the matter. [25798/08]

Batt O'Keeffe (Cork North West, Fianna Fail)
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The admission requirements for entry into third level colleges and the delineation of points for particular subjects are matters for decision by the colleges themselves. The Central Applications Office provides a processing service on behalf of the colleges, based on the parameters stipulated by the colleges for entry purposes.

My predecessor is on record as favouring the provision of bonus points for higher level mathematics where students are entering third level programmes with a high mathematics content, such as in science, engineering and technology. These views were publicised to stimulate debate on the issue and this is happening. For example, last month, the universities formally communicated their collective view that the introduction of bonus points for Leaving Certificate higher level maths is unlikely to achieve the national objective of greater participation in science, engineering and technology programmes or of dramatically increasing uptake of Leaving Certificate higher level mathematics. Instead, they consider that a number of other, longer-term solutions and potentially more effective responses are needed to increase the numbers of students taking Junior Certificate and Leaving Certificate higher level mathematics and participating in higher education science, engineering and technology programmes.

In relation to the reform of junior and senior cycle mathematics, my Department has initiated very significant development work on foot of advice received from the National Council for Curriculum and Assessment. The reforms are designed to provide for the phased implementation of syllabus change in mathematics by:

Providing a bridging framework from the revised primary curriculum into second-level

Promoting greater mathematics literacy across the school population

Bringing changed emphasis in the mathematics learnt and, in particular, a strong focus on context and applications and problem-solving in a general move towards a strengthened emphasis on "real mathematics education" and a greater ICT dimension

Encouraging greater take up at higher level (intended targets are 60% at Junior Certificate and 30% at Leaving Certificate)

Providing a solid foundation which prepares students for careers in science, technology, engineering, business or humanities options

Providing for an innovative professional development model under which change would be implemented in various areas of mathematics on a phased basis in a rolling programme of reform.

For schools involved in the initial implementation from September 2008, students will experience mathematics in a new way. Teachers will be provided with classroom materials to enable them to adopt the new approaches and will be supported professionally in embracing change. These materials and supports will include lesson plans, with teacher guides and student worksheets, online exemplars and a range of assessment materials. Examination questions will also be changed for these students, with some choice between science/engineering based applications and those emanating from the realm of business or the social sciences.

Implementation of the pilot phase of the reform of mathematics, known as Project Maths, will commence on 1st September 2008 in 24 participating schools. The project will be mainstreamed in 2010.

As this major project rolls out in our schools, I encourage continued debate among the education partners on bonus points for mathematics.