Norma Foley (Kerry, Fianna Fail) | Oireachtas source

I am very pleased to be here to discuss the leaving certificate, and in particular the ambitious programme of reform involving senior cycle redevelopment, which I have recently announced will take place on an accelerated basis. Since my appointment as Minister, this House has always had a keen interest in education matters. That is why I was particularly pleased and happy to accept the Cathaoirleach’s invitation to be here early in the new term.

Each year over 60,000 students sit their leaving certificate examinations. Entering fifth year, students have a choice between three leaving certificate pathways: the leaving certificate established; the leaving certificate applied; and the leaving certificate vocational programme. In the round, there have been many positives to the senior cycle experience. It is well regarded both at home and abroad, which stands to students as they progress to further education or into the workforce. It is broad-based in nature, offering students a well-rounded experience. As we are aware, Irish students and graduates remain among the strongest performers in the world, something which has served us well as a nation. However, it is worth noting that even front-runners can be left behind if they do not strive for constant improvement and respond to new challenges. I fervently believe that the Irish education system must continue to innovate, improve and inspire. To this end, last spring I announced an ambitious programme of work for a reimagined senior cycle where the student is at the centre of their senior cycle experience.

In recent weeks, I announced a significant acceleration of the redevelopment programme enabling over 120,000 additional leaving certificate students to experience the benefits of senior cycle redevelopment sooner than otherwise would have been the case. As a result of this acceleration, beginning in 2025, students will be able to benefit from the fast-tracked roll-out of new subject curriculums, including biology, physics, chemistry and business studies, two years earlier than had been planned. This means the majority of students in third year today will see the benefits of our reforms. I say majority because almost 60% of those taking the leaving certificate examination sit the biology examination while over one third take the business studies examination. In these two subjects alone, thousands of students will very soon have a new senior cycle experience. These revised subjects will incorporate externally assessed components outside of traditional written exams. As a consequence, students will no longer sit 100% of their leaving certificate examinations in June of sixth year but instead will have at least 40% completed in advance separate from the traditional written exams, allowing them to showcase a variety of other student skills, talents and abilities.

Through these changes, I am broadening how our students are assessed, maximising their opportunity to demonstrate their skills and learning, ensuring that their experience reflects the challenges they will face in their lives beyond school and in the 21st century world, and bringing these changes forward by two years so that the maximum number of students will experience the benefits of these reforms as early as possible. The first tranche of updated curriculums will be rolled out nationwide in 2025.

Two new leaving certificate subjects - drama, film and theatre studies; and climate action and sustainable development - will be introduced as part of the first tranche in 2025, on a phased basis, through a network of schools in line with how we have introduced new subjects previously. We know from the experience of students who benefited from the introduction of physical education and computer science that when assessment methods are spread rather than concentrated in the traditional June examination period, we can have a positive influence on student experience. Changing the nature of assessment has a hugely positive impact on teaching and learning. The National Council for Curriculum and Assessment, NCCA, will soon publish a schedule detailing the subsequent tranches of subjects. I have asked that it be published as quickly as possible. I expect that between the first tranche and the second tranche, which is to be introduced in 2026, virtually all leaving certificate subjects will by then have a second assessment component beyond the written examinations.

I am committed to the introduction of comprehensive revised assessment methods and approaches in senior cycle redevelopment. Equally, I am particularly conscious of the more recent accelerated evolution and growth in generative artificial intelligence, Al. I understand there is a need to explore the opportunities afforded by these developments in an educational context as well as the challenges they might present. With that in mind, I have asked the State Examinations Commission to commission research on the potential role and impact of generative Al in assessment. This research will consider the unique opportunities and challenges associated with Al in school-based assessment, and consider how to maximise the opportunities while mitigating the challenges. Last week, I attended the Council of Europe standing conference of education ministers in Strasbourg, where one of the very topics keenly discussed over a number of days was how to embrace Al in the world of education while armouring ourselves against its challenges.

While these changes represent the latest developments under this programme of senior cycle reform, other aspects of senior cycle redevelopment have been continuing since my announcement in March 2022. We have made considerable progress in implementing reforms.For example, the NCCA is developing follow-on senior cycle modules for students progressing from level 1 and level 2 learning programmes at junior cycle level, which cater particularly for students with additional learning needs. These modules will be introduced from September 2024 and will provide a crucial continuation in learning for these students. Access to the leaving certificate applied and leaving certificate vocational programme has been broadened through senior cycle redevelopment. These are the first steps which will ultimately lead to a more integrated leaving certificate available to all students.

Work is currently under way to ensure that in future every student in every school who wishes to participate in transition year, TY, will be in a position to do so. A public consultation on a revised draft transition year programme statement is currently under way and the NCCA is in the process of engaging with schools, students and other stakeholders on this matter.

I appointed the senior cycle redevelopment programme delivery board to oversee the reform work and report regularly to me on its progress. The board was appointed in February and has held eight meetings since, most recently last Friday. I have also established the senior cycle redevelopment partners forum. This is a representative stakeholder engagement group which underpins the collaboration necessary to support implementation under the programme. It has its next meeting tomorrow.

Of course, in the midst of this ongoing reform, we must continue to operate our current system. With each passing year since 2020, we return to greater and greater degrees of normality. This year, more than 135,000 students combined sat the leaving certificate, leaving certificate applied and junior cycle examinations at over 800 post-primary schools and other venues across the country. Deferred examinations ensure that candidates who have experienced bereavement or major illness or injury have an opportunity to sit their exams at a time that is more optimal for them. The scheme for 2023 was provided on the same grounds as in 2022 but with a change this year that provided for the situation of a candidate who experienced an extreme medical emergency after they had commenced an examination.

The leaving certificate 2023 results issued on 25 August, a return to an August date for the first time since 2019. This is a further and significant step towards pre-pandemic norms. Within this timeline, a set of deferred examinations were held again this year, while the State Examinations Commission also implemented a post-marking adjustment. I made a commitment that there would be no “cliff edge” for this year’s students in relation to the leaving certificate results. For that reason, two forms of adjustments were made earlier this year. First, adjustments were made to exam assessment components themselves, including exam papers, and, second, a post-marking adjustment was applied to marks before the results were finalised. The post-marking adjustment has kept grades in the aggregate at the same level as last year.

In May of this year, I announced that the same adjustments to assessment arrangements that applied this year would apply to students in 2024. A decision has not yet been made in relation to the application of a post-marking adjustment in 2024. Consideration will be given to the matter by the Department in conjunction with the State Examinations Commission, with the aim of identifying solutions that are as fair as possible, given the circumstances.

The 2023 leaving certificate appeal results issued to candidates last Friday in time for incorporation into the final round of CAO offers, which I understand were made today. The State Examinations Commission has also confirmed that this year’s junior cycle results will be available to candidates from their schools on 18 October.

I know Senators always take a keen interest in education matters and I am very appreciative of that. I am pleased to be able to provide them with an update on this year’s exams, as well as the exciting and ambitious changes that will benefit our students in years to come as we deliver on their potential and our nation’s potential. The challenge for all of us is to deliver on that potential. As Minister, I am determined to deliver the changes that our young people need and, more importantly, deserve. In doing so, I rely on the partnership and trust of so many. I am deeply appreciative of the opportunity which has been afforded to me to work with excellent students, staff, parents and other leaders in the education sector, and the Members of this House, as public representatives.