Mr. Frank Jones:

I thank the Chairman and members of the committee for the invitation to address them and contribute to the wider debate on the leaving certificate. This is fundamental to the health and efficacy of our education system.

This is fundamental to the health and efficacy of our education system. In that respect, proposed changes or reform of the leaving certificate have implications across all levels and for all who work in that system. I am here today as a member and a representative of the Irish Congress of Trade Unions education sector group, which comprises a number of affiliate unions with membership across primary, second and third level, further education and lifelong learning, some of which are represented today.

The congress education sector group is focused on working to ensure the education system as a whole is suitably purposed, structured and resourced to deliver high-quality learning for students at all levels and high-quality standards of employment for all staff, and to play a key role in the achievement of greater equality, opportunity and social progress. My own union, the Irish Federation of University Teachers, IFUT, represents staff across the university sector, and that perspective informs my views on the matter. However, IFUT has not made a submission to the committee in its own right on this occasion.

It is clear that what happens at higher level and the level of the leaving certificate is of direct import to those who work in that area. In addition, I stress that the congress education sector group obviously shares the concerns voiced by our colleague unions here today, including what has been expressed by the student unions today. From that perspective, there are some observations we can contribute to the debate on the matter.

An essential starting point for any such process is that we have or develop an agreed vision on the values and ethos that should underpin our education system and, by extension, on the role, purpose and core function of the leaving certificate within the context of the wider education system. Any proposed changes should occur only with full consultation and dialogue and such changes should be clearly evidence-based. A fundamental prerequisite of any review or process of change must be that the systematic underfunding in the education sector as a whole be finally addressed, as evidenced repeatedly by the OECD and as referred to by my ASTI colleague.

We acknowledge that, relative to a range of alternatives, the current leaving certificate system has an inherent fairness and the model of external assessment has helped establish a strong degree of public trust. I stress that any mooted changes to assessment structures must not simply result in extra pressure and stress being placed on students and staff alike. It is also clear the leaving certificate must be sufficiently robust and responsive to reflect changes in wider society and to cater to the evolving learning needs of students. In this respect, we must aim to ensure the development of critical thinking, and this can only evolve where there is sufficient subject knowledge. As such, the leaving certificate must be capable of ensuring the full range of a student's learning can be substantiated and validated. Finally and crucially, we must also work to ensure all educational pathways are equally regarded and esteemed.