Written answers

Tuesday, 30 September 2008

Department of Education and Science

Third Level Education

11:00 pm

Photo of Ruairi QuinnRuairi Quinn (Dublin South East, Labour)
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Question 560: To ask the Minister for Education and Science if he will introduce a bonus college entry points system for those who study higher level leaving certificate mathematics; if he will enhance the professionalism of mathematics teaching by creating a masters degree, a part-time higher diploma, and a four years honours degree programme in mathematical education; if he will speed up the roll-out of Project Maths and ensure that the new syllabus is universally implemented within three years; and if he will make a statement on the matter. [31893/08]

Photo of Batt O'KeeffeBatt O'Keeffe (Cork North West, Fianna Fail)
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Decisions on the award of points and admission criteria for entry to higher education programmes are a matter for the higher education institutions. The universities have formally communicated their collective view that the introduction of bonus points is not likely to achieve the national objective of greater participation in science engineering and technology programmes, and have advocated other approaches which they consider are more potentially effective. The Report of the Points Commission in 1999 considered the issue of bonus points and recommended against such an approach on the grounds that it would lead to a narrowing of the range of subjects taken by students, create pressure on students to make early career choices, give rise to equity issues where the subject was not available and lead to distortions in third level access and provision.

I have no plans to speed up the roll out of Project Maths. It is important that we proceed in a measured way which provides the optimum opportunity for sound educational development, supported by comprehensive investment in professional upgrading for teachers. Project Maths is already under way in 24 project schools and will be implemented on a phased basis over 3 years, working simultaneously with both junior and senior cycle students.

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. Working with the project schools first provides the opportunity for trialling approaches and development of teacher supports and materials. In mainstream schools, the changes will begin in September 2010, preceded by professional development for teachers the previous year. In effect, the timescales already envisaged for Project Maths envisage that a new approach and culture in mathematics education is implemented across the system as quickly as is feasible.

Higher education institutions decide what courses they will provide. I have no particular plans to introduce the type of courses referred to by the Deputy

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