Mr. Eamon Dennehy:

I thank the Cathaoirleach. I will first consider some of the systemic issues that negatively impact on the curriculum reform projects. The first such issue is investment in education. The OECD Education at a Glace 2020 report once again ranked Ireland at the bottom of 36 countries in investment in second-level education as a percentage of GDP.

This leads to poorly resourced and overcrowded schools that are unsuitable and hinder the delivery of a broad and flexible curriculum.

The second point relates to teacher supply. A key issue is the high costs of initial teacher training. Currently, the two-year postgraduate masters in education programme costs between €11,000 and €14,000. The high costs of initial teacher education constitute one of the reasons for a lack of diversity in the teaching profession. The third point involves the attractiveness of teaching as a profession. Unequal pay is having a corrosive impact on the profession. Negative media commentary and ill-founded expectations of the work of teachers and schools damage morale.

There are four areas the committee wants us to examine. Regarding assessment options, the NCCA’s review of senior cycle has identified three major problems. They are the timing of the assessment, the range of assessment types and the balance of marks awarded to written and practical components. What is not identified as problematic is the externally assessed nature of the examination. The strengths of the leaving certificate include a high level of public trust, its capacity to serve as a valid and objective statement of students' academic achievement and its fairness, impartiality and transparency. The core problem is the fact that the leaving certificate examination is the sole pathway for school leavers to higher education.

The second point involves key subject areas and digital learning. The shift to remote teaching during the past 20 months has demonstrated both the potential and limitations of digital learning. Digital literacy is more than knowing how to use digital technology for learning. It encompasses social and cultural skills, critical thinking and understanding bias to enable young people to participate fully and ethically in a digitalised social world. The key challenges are ensuring equal access to broadband and digital devices, teacher professional learning, whole-school policies and dedicated leadership posts.

The third point involves access, equality and well-being supports. The Education (Admission to Schools) Act 2018 ensures equal access but does not address the ongoing problems in the capacity of schools. The NCSE and the Department must engage with schools to ensure schools have an adequate teaching and SNA allocation and suitable accommodation and specialist facilities. The well-being policy statement and framework for practice is largely aspirational, as it is not supported by counselling and psychological services. Students with emotional and behavioural disorders represent the majority of students with special educational needs.

The fourth point concerns Irish language and Irish medium education. The hugely positive impact of the Gaeltacht experience on attitudes to the language should be harnessed. Grants must be made available to educationally disadvantaged students to attend Gaeltacht summer courses. Student teachers should also receive grants to meet the cost of their mandatory Gaeltacht placement. Serving teachers should be assisted to attend Gaeltacht courses to upskill. Is í aidhm Polasaí don Oideachas Gaeltachta 2017–2022 ná tacú le pobal Gaeltachta in úsáid na Gaeilge mar theanga chumarsáide. Tá an polasaí agus an plean sin ag obair go maith sna háiteanna seo go dtí seo. Tugann an ASTI lán-tacaíocht do na scéimeanna agus tá fonn orainn go scaipfear an tosú seo sa Ghaeltacht chomh maith.

Mar fhocal scoir ansin, to conclude, achieving educational change that is deep and lasting takes time. Teachers will engage with change when they are convinced of its necessity and rationale and when they believe it will enhance students' learning and achievement. Insufficient attention is paid to systemic issues impacting on teaching and learning. Underinvestment impacts on teachers' working conditions and workload.