Catherine Byrne (Dublin South Central, Fine Gael)
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Question 88: To ask the Tánaiste and Minister for Education and Skills if she has undertaken any initiative to promote the reforms in education which have been sought by the leaders of some of the key foreign investors in the information communication technology area; and if she will make a statement on the matter. [36438/10]

Mary Coughlan (Donegal South West, Fianna Fail)
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The Report Smart Schools Smart Economy sets out a range of recommendations which are designed to strengthen the integration of ICT in teaching and learning in primary and post primary schools. The Report recommends an investment of €150m over 3 years to improve the ICT infrastructure, expand professional development for teachers, enhance the digital content available in support of the curriculum and provide enhanced broadband for schools. The Report welcomes the ICT framework which has been developed by the National Council for Curriculum and Assessment. This sets out a structured approach for schools in using ICT. It identifies objectives, learning outcomes and learning opportunities for students across the system which will support students to create, communicate and collaborate, think critically and creatively, and develop the skills to use ICT in a variety of formats.

Since November last year over €67m has been provided in ICT grants to schools to assist them to reach the recommended baseline of ICT equipment. Schools are being asked to prioritise their investment to ensure that each classroom is equipped with a teaching computer, a long range wireless mouse and keyboard, and a fixed digital projector, and that, at second level, ICT equipment supports Project Maths, and specialist classrooms or laboratories for subjects with practical dimensions, such as science and technology. In relation to educational reforms, as revised syllabuses come on stream in senior cycle, it is national policy to strengthen the ICT dimension and embed five key skills – information processing, communications, critical and creative thinking, working with others and being personally effective. A second assessment component is also being included to strengthen practical, project and portfolio assessment. This is important in promoting critical skills such as communications, planning, research and evaluation. Of the 34 Leaving Certificate subjects available, 18 are now assessed through oral, practical, project or portfolio work in addition to a written examination.

Leaving Certificate Technology and a revised syllabus in Leaving Certificate Design and Communications Graphics, both of which include significant Computer Aided Design elements, were examined for the first time in 2009. A major programme of reform is also under way under Project Maths in both junior and senior cycle. In addition to national programmes of professional development, a range of evening courses are being provided for teachers to show them how to use readily available software to teach geometry, trigonometry and statistics for both Junior and Leaving Certificate. On-line resource materials are also being provided for teachers and students.

A review of junior cycle by the NCCA is currently under way. The Council has been asked to advise on the scope for reform which would provide for a more active learning experience for students, promote real understanding, creativity and innovation, and provide for appropriate evidence of learning in a context where the Junior Certificate is no longer being a high stakes environment. The Council has published a paper Innovation and Identity – Ideas for a new Junior Cycle, which set out a range of possible directions for change, and has launched a public consultation process on the matter. The feedback from the consultation process, together with reviews of international practice, will inform the proposals which the NCCA will make. These will be presented at a symposium to be organised by the Council towards the end of the year.

Schools are also working actively to promote enterprise education as an examinable component of the Leaving Certificate Vocational Programme, within the curriculum in Business Studies, through such initiatives as Mini-Company in Transition Year and within the Leaving Certificate Applied programme. In 2010 some 14500 students participated in the Student Enterprise and Mini-Company competitions, 6000 students took part in the Young Social Innovators Programme. My Department continues to work closely with the information communication technology industry following on from the publication of the Smart Schools Report last year which was prepared by a Joint Industry Advisory Group. The Smart Schools Report recommended the establishment of the ICT in Schools Steering Group. This group is chaired by Paul Rellis, Head of Microsoft Ireland and has met on five occasions. The group is made up of key stakeholders including Government departments, industry, schools, teachers, students and parents. The establishment of the Steering Group signifies a strong partnership between the education sector and industry with the shared objective of enhancing ICTs role in the education system.