Oireachtas Joint and Select Committees

Tuesday, 2 November 2021

Joint Oireachtas Committee on Education and Skills

Leaving Certificate Reform: Discussion (Resumed)

Dr. John O'Connor:

On behalf of QQI, I thank the Chairman and the committee for the opportunity to participate in this important discussion. QQI oversees quality in post-secondary education and training and is the national awarding body for further education and training. QQI has a statutory remit to promote the implementation of Ireland’s national framework of qualifications which includes school, further and higher education and training qualifications. We promote lifelong learning through the implementation of national policy on access, transfer and progression and advise on the international recognition of qualifications. My opening statement will focus on those aspects of the topic of leaving certificate reform that are the focus of the discussion today, namely, higher and further education requirements, vocational options and career paths.

The leaving certificate examination is an integral part of what is known in Ireland as senior cycle and internationally as upper secondary level education. The ongoing senior cycle review led by the NCCA has built on the many strengths of our secondary school system including: systematic use of consultation processes for reform initiatives; well-developed autonomy for schools; a strong supply of highly qualified teachers; and a high level of school completion rates. Any reform of our leaving certificate should build on what works for all students and be informed by engagement with stakeholders and findings from the best available evidence.

The enduring challenges in upper secondary level education have been well documented internationally. They include: the need to guarantee real opportunities for young people to continue learning in the upper secondary education model of their choice after completing compulsory education; avoid making upper secondary vocational education programmes an option for lower achievers linked to poor-quality jobs and no access to tertiary education; create and strengthen credible pathways from secondary vocational education to tertiary education and encourage a significant proportion of students to follow that path; and establish systematic student counselling and career guidance services in all schools to prevent a lack of awareness of future options,to facilitate the making of informed choices and to help students to overcome their troubles and prevent dropout.

Senior cycle and the leaving certificate examination are important stages within the national education and training system. They follow on from junior cycle and lead directly to employment or further and higher education and training opportunities. System connectedness across general, further and higher education and training will therefore help to ensure cohesion and clarify responsibilities underpinning any reform.

The purpose of senior cycle should be shaped by both social and economic considerations. Structures, including assessment practice, must support a responsive and flexible upper secondary education system that simultaneously serves employment, social inclusion and lifelong learning. Ireland's economy and dynamic labour markets need people with sophisticated knowledge, skills and competences that are developed throughout school, further and higher education. The capacity for lifelong learning is based on primary and secondary education. The secondary school age cohort of young people is larger than ever before and these students will require skills to prepare them for a lifetime of learning.

Vocational education and training is currently underdeveloped within senior cycle. The role of senior cycle in initial vocational education and training in Ireland could be strengthened and expanded. Initial vocational education and training programmes combine school and work-based learning. Developing and strengthening both general and vocational pathways in upper secondary education can make education more inclusive and strengthen the transition from school to work.

The leaving certificate vocational programme, LCVP, and the leaving certificate applied, LCA, have a work orientation but are more appropriately classed as pre-vocational or pre-technical, with little work-based learning required. These programmes attract a minority of students, 25% and 5% of the leaving certificate cohort respectively. The leaving certificate applied, which does not provide direct access to higher education, disproportionately attracts students from disadvantaged backgrounds. The recent expansion of apprenticeships into new sectors such as hospitality, financial services, information and communication technology present opportunities for pre-apprenticeship and traineeship programmes to be developed alongside traditional leaving certificate programmes.

Any such developments should be supported by guidance services and should ensure that graduates have opportunities to progress to work and to attain high-quality vocational, academic or professional qualifications.

Thank you, Chair. I am happy to provide further information and respond to any questions that might assist the committee with its deliberations.

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