Sir, - The debate on the place of history in the compulsory curriculum at junior cycle second level education has generated a great deal of discussion and debate.
This debate found its origins in a series of recommendations contained in the White Paper, which I published last year, on what subjects should be compulsory at Junior Certificate level.
During the period of compulsory education, the White Paper stresses all students, in accordance with their abilities and aptitudes, should be offered a broad and balanced curriculum.
I wish to emphasise that the White Paper never proposed the removal of history from the Junior Certificate curriculum. ,What the White Paper did do, was to explore ways of delivering a relevant and appropriate core curriculum suitable for the needs of junior cycle students.
The expressions articulated in favour of the retention of history may be based on a misunderstanding. History has never been compulsory in all schools, and it is not compulsory above the Junior Certificate level - even though it is taught, and taken, in something approaching 90 per cent of schools.
Having listened closely to the discussion, I wish to reassure teachers, parents and students that history continues to be a compulsory subject in the juniors cycle in those schools where it has always been compulsory in the past.
I very much welcome the discussion on the necessary shape, and size of the core curriculum for the compulsory years of education. I have recently requested the NCCA, the curriculum advisory body to the Department of Education, to respond as a matter of priority to the debate on the broad issue of the Junior Certificate core curriculum. And in particular, to seek consensus on the role of the arts, of science and technology and of computer literacy skills.
I await the NCCA's report, which will examine the range of other subjects that are critically important in the development of rounded, confident, and fully equipped young people. And we have to do that against the background of increasing stresses on young people.
If we seek to provide our young people with a broad and balanced curriculum, we cannot do so by just overloading an already busy curriculum. We will have to make choices as a community and develop a set of priorities. I hope my reassurance in regard to history will assist that debate and discussion, and enable it to take place in a calm and positive atmosphere. - Yours, etc.,
Minister for Education,
Marlborough Street,
Dublin 1.