Mr. Geoff Browne:

I thank the Chairman. It is only I who will speak. The National Parents' Council Post-Primary is a voluntary representative body of parents of children in second level education. I will refer to us as NPCPP. We are grateful for the committee's invitation and the opportunity to be involved in these discussions on the ongoing reform of the leaving certificate curriculum. The NPCPP strongly advocates reform of the leaving certificate and welcomes ongoing efforts to evaluate and adjust current practice in assessment methods within the education system in Ireland to prepare students, or perhaps I should say our children, better for further education and their future lives and careers.

We also recognise the integrity of the leaving certificate examination and the work of the State Examinations Commission in ensuring fairness.

The NPCPP recognises the success of the revised points system, which has been introduced recently, which is evident even at this early stage of the scheme. While acknowledging that our education system has produced a broadly better educated population than existed in Ireland some generations ago, the relevance and results of our current methods of delivery and assessment have been called into question. Many informed commentators highlight the emphasis that the current system has on the requirement to recall information during the course of a single terminal examination. They suggest that this method is completely inadequate for assessing a pupil's actual knowledge and understanding of a subject. The methods of delivery and assessment currently used therefore can promote rote learning rather than the acquisition of real knowledge. Only a small part of the student's overall intellectual ability is tested instead of an assessment of their true depth of knowledge and ability.

The curriculum should encourage exploration, enable students to discover their own talents and then enable them to develop their strengths in areas of genuine interest. This would then promote spontaneous growth in their knowledge and enhance their ability to contribute towards these areas in their future lives. We must heed the concerns of our third level educators and Irish business leaders when they tell us that students exiting the post-primary schools, following completion of the leaving certificate, are poorly prepared for further education and entry into the workforce. We must also listen to the health professionals. We must remember that our children are not just fodder for third level institutions or industry. Along with developing the desire and ability to analyse critically, solve problems and make decisions, we must teach our children the essential life skills and social values required to function as self-confident and mutually respectful citizens in our society and the multicultural world in which we live today.

Given the emphasis placed on one single examination at the end of the course, the leaving certificate and the current points system apply significant stress during what are already difficult years in our teenagers' lives. Through focusing on the development of a student's ability and interests, our education system can create self-motivated thinkers who learn and enjoy the benefits of discovery through research and evaluation in an environment that they can enjoy.

The leaving certificate curriculum should provide the facility and stimuli to promote curiosity, interest, analysis and critical thought. It should have a focus on studying to learn for the sake of knowledge itself. This will broaden the mind of students and empower them to progress in their own lives and will better prepare them for the challenges that lie ahead.

The National Parents Council Post-Primary, NPCPP, acknowledges that some changes have been made to facilitate students better in the way in which they learn and the relevancy of the curriculum. The leaving certificate applied and Project Maths are examples of this. The recent development of computer science as a subject is also welcome. While welcoming changes made to suit students better we have received many calls relating to these changes which indicate concern that once introduced, these new courses or subjects have been left to flounder without any real ongoing evaluation. When changes are made, ongoing monitoring and evaluation must form part of their introduction and implementation. This must be undertaken with a core focus on the students and how we can best serve their learning process.

Concerns about the leaving certificate have been raised and discussed for more than a decade. In 2011, following years of consultation with all stakeholders, the National Council for Curriculum and Assessment, NCCA, introduced its original proposals to begin the reform of secondary education with the introduction of the junior cycle. This change was very broadly welcomed, but that happened six years ago - a complete post-primary school cycle for a child - and we are still awaiting full roll-out of the same. All constituents in the education system, Government, parents, teachers and schools, must work together to provide the education required to prepare children properly for their future lives. It is our collective responsibility and we are currently falling short in that duty. We all need to address this matter with the level of urgency and co-operation it demands. We look forward to continuing to participate in this process and we are committed to assisting as best we can to ensure that we have an education system that is fully fit for purpose and best serves our children.