asked the Minister for Education if she will state in the context of her intended study of activities in curriculum reform the role she envisages for (1) the interim curriculum and examinations board; and (2) parents, teachers, managers and other educational interests.

In relation to part (1) of the Deputy's question, I would refer the Deputy to the written answer I gave to her Question No. 650 on 28 April 1987. In relation to part (2) of the question, I assure the Deputy that there is now, and always will be, a role for parents, teachers, managers and other educational interests in any statutory or formal body relating to curriculum for as long as I am Minister for Education.

The Minister referred me to her written answer last week in which she said she was about to undertake an extensive review of all curriculum work done over the past ten or 15 years. Is she aware that in the terms of reference of the Interim Curriculum and Examinations Board and in the Bill published by the previous Government, the board are charged with — and have been — reviewing all the curriculum work done in the past ten or 15 years? In view of the fact that the board are already doing this, why does the Minister feel that a further review is necessary?

It is usual for a new Minister of any Department to leave his or her stamp on his or her priorities in any area. I do not intend to take as gospel anything which has been espoused by any other Minister but neither do I intend to throw out as useless work done by another Minister. I intend to review all the work done and to make up my own mind. That is the course I am adopting in regard to this question.

The question I asked had nothing to do with what the Minister intended to undertake. I asked if she thought it was a waste of ministerial time to review something for which a board already in existence have responsibility. I take it, therefore, that the Minister is not dissatisfied with the work of the board and that the main report of the Interim Curriculum and Examinations Board which was carried out in the schools is satisfactory. Does she agree that it is a very fine report on curriculum work which has been done in recent years and a blueprint for a great deal of work that can be undertaken now?

In regard to the first part of the Deputy's question, I do not think it a waste of ministerial time for me to acquaint myself fully with all that has been done. I regard that as a fruitful use of my time. With regard to the second part of the question, I wish to pay tribute to the work of the interim curriculum board, to their chairman, executive and the members of the various course syllabus committees involved for all the work they have done. Most of it has been done on a voluntary basis and they should be praised for what they have done. The same applies to all the people over the past 10 or 12 years who have been involved in curriculum research and development. It strikes me that people think the words "curriculum" or "change" only came about in the past year or two. I remember being involved with Deputy Hussey on a radio programme and her saying that the work of curriculum reform had gone on for a long period without people paying much attention to it and that she wished to pay tribute to the workers involved. I also wish to pay tribute to these people and that is why I am acquainting myself fully with all the work done by curriculum development units attached in particular to the city of Dublin VEC and to the work of SPIRAL in Shannon and Galway. When I have compiled a review of the work I will come to my own conclusions.

With reference to the second part of my question, the board have already been charged to fully consult the groups which I mentioned in the question, parents, teachers, managers and a wide range of educational experts and interests who have been given official designated status and who are constantly consulted by the board. I get the impression the Minister intends to consult all these bodies on curriculum reform although a board is already charged by the Department of Education to do so. Will the Minister again embark on a range of consultations with all these groups which the board have been consulting?

I wish to correct Deputy Hussey. She charged the interim board with this review and I intend to charge them with my view when I have informed myself.

Am I to assume from that answer that the Minister will not reinvent the wheel and that she intends to bring in the curriculum assessment board Bill which was printed and published and is ready to introduce in the House? Is it the Minister's intention to introduce this Bill at an early date?

In reply to the first part of the Deputy's question, the Deputy cannot assume anything. I note the Deputy mentioned that the previous Government were all set to bring in this Bill. It is interesting to note that Deputy Hussey set up the interim board in January 1984 — I praise her initiative in so doing — and it was to become statutory in January 1986. That did not happen and the board continued as an interim one. The year went on and despite many replies to questions by various Deputies the legislation did not make its formal written appearance until November 1986 when the Bill was published. At that time, on television, at the Fine Gael Árd-Fheis and in the Dáil on three occasions the Taoiseach, Deputy FitzGerald, said that legislation would be introduced before the Christmas recess. That did not happen and the former Government went out of office without introducing the legislation.

The Minister seems to be extraordinarily reliant on records but in a very selective way. Does she forget that she consistently pressed me and my successor regarding the establishment of this board? She welcomed the publication of the Bill and seemed to be in a great hurry to have it introduced in the House. That urgency now seems to have been dissipated as the Minister has informed us she intends to conduct a personal review of the curriculum. In view of the general interest in the educational world of undertaking a root and branch curriculum reform and renewal across the educational system, something which can be done with the goodwill of all the bodies, the experts involved on the board and the magnificent work which they have done, will the Minister forget the vanity of an incoming Government and have the humility to use the present Bill which was prepared by experts in her Department and which is ready to be brought before the House so that we can make this great step forward quickly?

I do not know if humility is one of my virtues. The records to which Deputy Hussey referred are very interesting and my perusal of files in the Department has convinced me that the less I commit to paper the better. However, they are very illuminating. The Deputy said I should proceed with all possible speed but I should like to point out that she proceeded with the least possible haste.

You are the Minister now.

There was a better way.

As I said, it took a year before it became a statutory board.

You are the Minister. What are you going to do?

I am now six weeks in office and I am enjoying myself in perusing my brief. On this issue I am in full concord with Deputy Hussey. I praise her for setting up the interim board. I have always said so and I am not a bit afraid to come back into the House and say so once again. It was a very good move. I intend that curriculum reform will be a very important item on my agenda. I intend to fully acquaint myself with my brief and then to come to my own decisions and my own party's decisions on the issue. My party and I agree that curriculum reform is highly important.

I am sorry——

We have had a marathon debate on this question.

I have to press this point. Wonderful compliments are flying around the House at a great rate. Instead of coming out with a list of wonderful compliments and aspirations, will the Minister just say she will bring in the Curriculum and Examinations Board Bill and that she will bring it in quickly as she has been calling for it for the last year?

When I have my mind made up I will come into this House and say what I am going to do.