Noel Grealish (Galway West, Independent)
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154. To ask the Minister for Education and Skills the funding available for schools for the provision of horticulture classes; and if he will make a statement on the matter. [47746/17]

Richard Bruton (Dublin Bay North, Fine Gael)
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Schools are funded by capitation grants and have the flexibility to decide at local school level how such funding is used. The Department provides several curricular and other supports which include possible horticultural projects, but does not seek to impose particular routes of study on individual schools. The following is an outline of the ways in which horticulture can form part of a school’s educational activities or curriculum.

Primary schools

Primary schools teach the primary school curriculum. The Primary School Science Curriculum has a Stand “Living Things” with a strand unit “Plant and Animal Life” that enables children to become aware of the basic life processes in animals and plants to investigate the factors that affect plant growth and to understand some ways in which plants reproduce.

While horticulture, as such is not one of the 11 subjects of the Primary School Curriculum (1999), the Geography Curriculum focuses on the interrelationship between the human environment and the natural environment. In the strand unit, people living and working in the local environment and people living and working in a contrasting environment, pupils from 3^rdto 6^thclasses are provided with opportunities to explore and investigate aspects of the lives of these communities. In some instances, pupils can be familiarised with peoples’ work and how this work (horticulture)can support others locally or further away. Depending on the area studies, the work and contribution of the horticulturist may be explored and understood. Visits to garden centres are sometimes arranged so as to get a better understanding of this work.

As part of the strand “Environment awareness and care” and in relation to the strand unit, “Caring for my locality” pupils are enabled to identify and implement strategies to enhance the environment through planting trees, flowers, wild gardens and also to develop a school garden. Many schools have embraced the concept of school gardens, where space allows, and pupils are enabled to plant vegetables, fruits and  seasonal flowers. In addition, the pupils are involved and responsible for the garden and its care. Some schools, through participation in the Green Schools initiative and under the theme “recycling” create their own compost and this in turn is used in the school garden to support the growing process. This strand integrates very well with aspects of the Science Curriculum.

Post-primary schools

At post primary it is a matter for schools to decide which subjects they wish to offer, and there is no ringfenced funding for delivery of subjects involving horticulture, as a rule. One of the Leaving Certificate subject options available is Biology. Through the study of Biology students explore the diversity of life and the inter-relationships between organisms and their environment. They become aware of the use of living organisms and their products to enhance human health and the environment. In the LC Biology syllabus students learn about: nutrition in flowering plants; reproduction of the flowering plant; growth regulators in plants and students conduct an ecological habitat study. There is no requirement for horticultural facilities in order for a school to provide Biology.

Leaving Certificate Agricultural Science involves the study of the science and technology underlying the principles and practices of agriculture. It aims to develop knowledge, skills and attitudes that promote the sustainability of agricultural resources, and places emphasis on the managed use of these resources. Students can select an aspect(s) of horticulture while studying Agricultural Science as part of their learning experience of the subject. Plants and animal types associated with agriculture are studied, and investigations are undertaken into such aspects as soil, ecology, plant and animal physiology, farm crops, farming practices, genetics and microbiology. The Agricultural Science syllabus specifies students should carry out scientific investigations into Plant Physiology to include at least three distinct aspects e.g. plant structure in relation to function, plant-water relationships, plant growth regulators, plant reproduction. Teachers usually do these experiments in the laboratory using plants in pots. They could be done in a horticultural polytunnel but it is not necessary. The Irish Agricultural Science Teachers Association (IASTA), is also active in providing CPD for their members.

There is an optional  vocational specialism Agriculture and Horticulture within the Vocational Education element of the Leaving Certificate Applied. The course is designed to introduce students to the knowledge and basic skills which apply to the efficient and productive use of natural resources. It is envisaged that students will select those areas of study which are relevant to their interests, the local economy and the potential employment opportunities therein. That syllabus specifies that students will:

- Acquire basics skills associated with agricultural/horticultural processes (aim, page 5, syllabus).

- Observe and experience actual work practices relating to chosen aspects of the course.

The Horticulture module of this syllabus is designed to be student-centred and activity-based suggesting that hands-on horticultural practices should be a component. In this instance, it is likely that a school must have some horticultural facilities on site.

In the new Junior Cycle Science specification students should be able to:

-evaluate how humans can successfully conserve ecological biodiversity and contribute to global food production;

-describe photosynthesis as a biological process;

-investigate factors that affect photosynthesis;

-design, plan and conduct investigations

None of the above, although related to plant growth, implies growing plants so there would be no need for a school to have horticulture facilities to cover the science specification.

As part of the Framework for Junior Cycle 2015, schools are also allowed to develop their own 100-hour short courses to offer as part of their junior cycle programme. A template and guidelines have been developed and published by the NCCA to assist schools.

Cross-sectoral support

Both Primary and Post-Primary teachers are supported by the Professional Development Service for Teachers (PDST) with teaching resources and Continuing Professional Development. There is also material available on Scoilnet regarding horticultural projects. The Green-Schools initiative is a student-led programme with involvement from the wider community. The programme is operated and co-ordinated by the Environmental Education Unit of An Taisce(FEE member for Ireland). Green-Schools is operated in partnership with Local Authorities and is supported by the Department of Housing, Planning, Community & Local Government; Department of Communications, Climate Action and Environment; Department of Transport, Tourism and Sport; The Department of Arts, Heritage Regional, Rural and Gaeltacht Affairs; Department of Foreign Affairs and Trade; Irish Aid, National Transport Authority; National Parks and Wildlife Service, Irish Water and the Wrigley Company Limited.