David Stanton (Cork East, Fine Gael)
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Question 59: To ask the Minister for Education and Skills the progress being made with the expansion of enterprise education programmes at second level to all second level students in particular the junior cycle; the feedback received by the National Council for Curriculum and Assessment from its consultation process on its short course in enterprise education; and if he will make a statement on the matter. [24303/11]

Ruairi Quinn (Dublin South East, Labour)
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There is widespread agreement in business, political and education and training sectors that the key to Ireland's recovery rests heavily on the capacity of our education system and wider society to work effectively together to support creativity, innovation and enterprise. At a European Level, the EU Commission has identified enterprise as one of 8 key competences which all students should have by the end of second level education. At junior cycle level, an enterprise culture is promoted by ensuring an appropriate range of competences through a broadly based programme encouraging investigative approaches and offering science, ICT, languages, technology and a range of academic and practical subjects. In senior cycle students taking the Transition Year option, the Leaving Certificate Vocational Programme and the Leaving Certificate Applied are provided with specific opportunities to acquire enterprise skills. These programmes place a strong focus on active learning, community-based approaches, personal development and teamwork. Students also engage in work experience. Enterprise is part of the Business syllabus in second level schools. Over 23,000 students sat business studies in 2011 at Junior Certificate. At Leaving Certificate level over 18,000 students sat business examinations. Some 16386 students sat the Leaving Certificate Vocational Programme in 2011, where the link modules –Preparation for the World of Work and Enterprise Education form an explicit part of the curriculum. This is examinable as part of the Leaving Certificate and counts for CAO points for entry to higher education. A further 3191 students following the Leaving Certificate Applied programme, which also has a strong practical and entrepreneurial emphasis. The Transition Year programme offers a flexible menu of options to schools within an overall framework set out by the Department of Education and Skills. It is now followed by 30,000 students in over 560 schools. Within Transition Year, 5620 students follow the Mini-company programme and a further 4322 follow some other form of enterprise education. Last year 15,400 students participated in the Student Enterprise Awards competitions run by the County/City Enterprise Boards. Through partnership with industry and the enterprise boards, additional resources have also been provided to schools such as the Business Game, and the Spirit of Enterprise Resource. Last year saw the start of a new award scheme – the Sean Lemass Award for Student Enterprise, which was presented to the top 3 winners from both the CEB Student Enterprise Competition and the Transition Year Mini-company Get up and Go Competition. This was the start of an annual process which is designed to raise the profile of enterprise in schools, and hopefully to build up, supported by increased publicity, to as important and memorable an event in the school calendar as the Young Scientist and Technology exhibition is today. I am expecting advice from the National Council for Curriculum and Assessment on the review of Junior Cycle. Key goals are to promote active learning, reduce rote content and embed key skills, and develop creativity and innovation, supported by assessment reform. The junior cycle proposals, currently being finalised, will give schools greater flexibility in designing the programmes on offer in their schools. A particular feature of the reforms is that they will encourage schools to make greater connections with local and regional enterprises, beyond the more general participation in Busines Studies. The new approaches to teaching, learning and assessment are designed to encourage a spirit of innovation and creativity in all students. In senior cycle, a draft short course on enterprise is the focus of a consultation process currently being organised by the NCCA. It is accessible to the general public through the NCCA website, and is open until October 28th next. All second level schools have been contacted about the consultation. A series of meetings with other key stakeholders in enterprise education is underway. Their feedback on the course, and the feedback received through the website will inform the finalisation of the course. Decisions about how best to support its introduction in schools can be made at that point.