Pádraig Mac Lochlainn (Donegal North East, Sinn Fein)
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Question 28: To ask the Minister for Education and Skills his views on the fact that there has been a 16% increase in the number of students studying history at leaving certificate level since 2006; and if making the subject optional at junior certificate will only undermine this development. [25107/11]

Martin Ferris (Kerry North-West Limerick, Sinn Fein)
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Question 32: To ask the Minister for Education and Skills his views on making history and geography optional for students aged 12 years as part of proposals to reform the junior certificate examination. [25106/11]

Sandra McLellan (Cork East, Sinn Fein)
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Question 33: To ask the Minister for Education and Skills if he is satisfied that his Department carried out a proper consultation process with subject associations, particularly in relation to home economics, which is specifically referred to the NCCA process report. [25109/11]

Gerry Adams (Louth, Sinn Fein)
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Question 45: To ask the Minister for Education and Skills if he will consult with the Department of Foreign Affairs and Trade, the Department of Jobs, Enterprise and Innovation, the Department of Transport, Tourism and Sport, and the Department of the Environment, Community and Local Government about the long-term implications, both financially and culturally, should reform of the junior certificate lead to a reduction in the number of history and geography students graduating from schools and third level institutions. [25091/11]

Martin Ferris (Kerry North-West Limerick, Sinn Fein)
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Question 48: To ask the Minister for Education and Skills the position regarding and the projected timeframe for changes that are being considered for the reform of the junior certificate examination. [25105/11]

Ruairi Quinn (Dublin South East, Labour)
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I propose to take Questions Nos. 28, 32, 33, 45 and 48 together.

The NCCA has been asked to review the junior certificate and advise on the scope for reform designed to strengthen literacy and numeracy, embed key skills, promote active learning and enhanced creativity and innovation, and ensure appropriate ways of generating evidence of learning. Concerns have also been raised about curriculum overload, and rote learning.

The Council has completed a public consultation process and has published a report on the consultation findings on its website www.ncca.ie. The consultation was conducted by the NCCA on foot of the publication of a discussion paper Innovation and Identity: Ideas for a new junior Cycle. There were several strands to the consultation and a high level of response was received. As the ideas discussed in the paper pertained to the junior cycle as a whole, the extent to which the consultation focused on subjects, the contents of subjects, and the work of subject associations was limited.

The Association of Teachers of Home Economics (ATHE) took a commendable and particular interest in the junior cycle developments. The Deputy CEO of the NCCA addressed their Annual Conference on the matter and encouraged the drafting of a submission to the consultation representing the views of the ATHE. That extensive submission was received and aspects of it are referred to directly in the NCCA's Consultation Report. In addition, a further submission was received from St. Angela's College, Sligo, which is the institution charged with the initial preparation of teachers of Home Economics.

The Council is currently finalising its advice to me on the direction of reform, in consultation with the partners in education. I understand that the Council is considering its advice at its meeting today. Following receipt of the detailed advice from the NCCA, the timeframe for reform will be clearer but I have already indicated that I want to see a cap put on the number of subjects examined from 2012.

I am aware that teachers of history have raised concerns that their subjects will no longer be compulsory in voluntary secondary schools. I believe that students should have as wide a choice as is feasible in their schools given the overall level of student demand and interest, the teaching resources available, and the qualifications profile of staff. The importance of history in promoting critical analysis skills, interculturalism, an understanding of human development, democracy, past and current world issues, and the skills for an environmentally sustainable life are fully appreciated. I will be guided by the NCCA's advice in this matter.