Seán Barrett (Dún Laoghaire, Fine Gael)
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Question 382: To ask the Minister for Education and Science if, in view of opportunities in Irish universities to undertake third level education in dance studies leading to MA qualifications, he will introduce dance as a subject at second level as with many of our EU counterparts; if he will engage in dialogue with bodies within the dance sector to consider this step; and if he will make a statement on the matter. [14490/09]

Olivia Mitchell (Dublin South, Fine Gael)
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Question 393: To ask the Minister for Education and Science if he will meet with the recognised bodies involved in dance to discuss the role in secondary education of this art form; if he will respond positively at least to the request to meet with those interests; and if he will make a statement on the matter. [14592/09]

Batt O'Keeffe (Cork North West, Fianna Fail)
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I propose to take Questions Nos. 382 and 393 together.

I have received correspondence on this issue in recent days, and I am prepared to meet a deputation of relevant interests to discuss the matter. However diary commitments do not allow for a meeting in the coming weeks, and officials of my Department will be in touch with the correspondents to arrange a meeting as soon as possible, probably in late May.

Dance is included in the strands in the Physical Education curriculum in primary and post primary schools. In addition, students may choose Dance as one of the courses available within the Arts component of the Leaving Certificate Applied programme (LCA). The LCA is taken by some 7% of the student cohort and a maximum of 4 credits from a total of 200 credits in the assessment of the LCA is available for the Dance component. The LCA does not provide for direct entry into higher education, but students may progress to Post Leaving Certificate courses and from there to higher education.

My Department is faced with an extensive range of competing needs for investment in education, ranging from addressing educational disadvantage, inclusion of pupils with special needs and newcomer students, meeting the demands of a growing population, strengthening the mathematical, science, and technology aspects of provision, enhancing the professional development of teachers, investing in research and development and promoting second chance learning. Within that context, investment in mainstreaming of dance education as a subject for points for the purpose of third level entry is not a priority at the current time.