Jim O'Keeffe (Cork South West, Fine Gael)
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Question 1532: To ask the Minister for Education and Science the steps that have been taken to implement the recommendations of the Council of Europe Nos. 1178/92 and 1412/99 on the illegal activities of sects and cults. [1430/09]

Batt O'Keeffe (Cork North West, Fianna Fail)
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The Council of Europe recommendations 1178/92 and 1412/99 cover a variety of issues related to sects and cults. I will address those aspects of the recommendations which pertain to education.

Recommendation 1412 calls for national legislation to ensure that children are enrolled in schools and that there is appropriate intervention in the case of non-compliance. This is in line with the provisions of the Education (Welfare) Act 2000, which provide that children must be enrolled in recognised schools, unless they are receiving an adequate education in another specified registered setting. The National Educational Welfare Board, established under the Act has a statutory function to ensure that every child either attends a school or otherwise receives an education. The Board has a key role in following up on children who are not attending school regularly, and where there is a concern about the child's educational welfare. The Board also has responsibility for children who are being educated outside of schools e.g. those educated at home. Recommendations 1178 and 1412 also include references to the curriculum, and recommend including information concerning personal and social rights and factual information on established religions and on the history and philosophy of important schools of religious thought in the curriculum.

At primary level, social, personal and health education (SPHE) is a mandatory component of the primary curriculum. SPHE provides particular opportunities to foster the personal development, health and well-being of the individual child, to help the child to create and maintain supportive relationships and to become an active responsible citizen in society. Human rights and citizenship education is dealt with in the early stages of primary schooling through the exploration of a child's immediate environment, developing an awareness of how to interact fairly with others, sharing, being aware of emotions and feelings, learning to treat others with dignity and respect, and learning to appreciate difference. As the curriculum progresses, broader community issues are brought into play, in terms of how individuals and groups contribute to their community, practising justice and fair play in everyday interactions, becoming aware of diverse groups and the importance of living together in harmony, the role of community leaders and community organisations, civic structures, equal rights and how justice and peace can be promoted between people and groups, nationally and internationally.

At post-primary level, Social, Personal and Health Education is a mandatory subject, but not an examination subject, at junior cycle. At second level the key emphasis is on promoting self esteem and physical and mental/emotional well being, and responsible decision making. Belonging and integrating, appreciating difference, self management, communications, physical and emotional health, influences and decision making, bullying, coping with loss, handling conflict, substance abuse, personal safety, getting help, relationships and sexuality are covered.

Civic, Social and Political Education is an examination subject and part of the core curriculum in junior cycle in post primary schools. The syllabus is based on a number of central concepts, which collectively inform and clarify the concept of citizenship. These include democracy, rights and responsibilities, human dignity and law. The syllabus helps students to develop their ability to explore, analyse and evaluate. It enables students to become skilled and practised in moral and critical appraisal and capable of making decisions and judgments, based on human rights and social responsibilities. In its methodology and assessment procedures, there is a significant bias towards the application of practical skills required for participatory citizenship. Thus, students are equipped to confront such issues as the work of groups, who might seek to impose their beliefs on others by illegal means or through the use of undue pressure or duress.

A new syllabus for Religious Education at Junior Cycle was introduced on an optional basis in September 2000. This syllabus is concerned with understanding religion as a phenomenon in the world and deals with the foundation of religious belief through a study of major world religions. It is designed to be studied by students of all religious faiths and of none. It was examined for the first time in the Junior Certificate examination in 2003. For the students taking this course, a syllabus for Religious Education can play a key role in promoting a respect for personal dignity and that of others, positive attitudes towards other cultures and ethnic groups, a commitment to the democratic process, and an awareness of the rights and responsibilities of citizenship. A new syllabus for Religious Education at Senior Cycle was introduced in 2003 and was examined for the first time in the Leaving Certificate examination in 2005.