Ms Clare Austick:

I thank the Chairperson and members of the joint committee for this opportunity. My name is Clare Austick and I am president of the Union of Students in Ireland, USI.

It must be noted that USI’s core mission has always been to protect the access to education, ensure equal opportunities for all and remove any barriers that prevent the pursuing of a third level degree. Unfortunately, the leaving certificate in its current form has prevented far too many students from entering their preferred course due to the unjust points system which acts as an entry examination into college. The current assessment criteria are very restrictive and do not allow the student to excel and meaningfully demonstrate his or her knowledge on a particular topic. The leaving certificate is often based on a single written examination which essentially tests the student’s memory and ability to retain information on one particular day. This results in enormous pressure and stress placed on a student to perform. Many students fall ill, have personal circumstances arise, have family bereavements or bad days remembering course material. We all have good and bad days, yet the leaving certificate, which is such a significant milestone in a person’s life, does not take this into consideration.

Students should be supported to illustrate their knowledge through a mechanism which enhances and showcases their strengths in the subject matter at hand rather than confirming the student’s ability to retain and convey material learnt off by heart. Assessment options must be more flexible and supportive, and capable of accommodating the diverse skills of the student. This should in our view be around continuous assessment options, presentations, group work, practical work, class discussions, multiple choice questions and asking the student how they would like to display their knowledge.

An essential part of this discussion is around the multiplicity of methods of teaching in the modern classroom. The teaching and learning environment must adopt a universal design for learning approach to ensure every student can fully and meaningfully participate and engage in class.

Covid-19 has certainly brought many advantages in the area of digital learning and making education more accessible and flexible. The move to digital learning for accessibility purposes is welcomed but we must bridge the digital divide to ensure all students have equal opportunities and access to learning materials. Not every student has a laptop, a strong Wi-Fi connection or the technology and software needed to engage in an online hybrid model. We need State funding to support students from deprived backgrounds and low-income households to ensure that no one is put at a disadvantage.

Every person regardless of their age, personal circumstances, financial background and journey should be able to enter into third level education if it is their desire to do so. Alternative education pathways need to be supported and developed. Not every leaving certificate student wants to go to college. A post-leaving certificate, PLC, course, apprenticeship, entry into the workforce and taking a year out for self-development can each be equally valuable. However, the alternative options to third level education are often deprecated and seen as a lesser back-up plan for students who "fail" to earn the points necessary to secure a place on their chosen course.

Each person has different interests, skills and ambitions in their life. A hierarchy of approved pathways through lifelong learning benefits no one. Furthermore, investment into DEIS schools is crucially important. Outreach initiatives and programmes should be developed and encouraged to ensure that students from disadvantaged backgrounds continue on their educational journey.

The mental health and well-being of students must always inform every important decision taken. The leaving certificate places undue stress and pressure on students and impacts on their mental health throughout the year. Awareness of this stress and anxiety on students needs to be included to support students throughout the leaving certificate process.

In conclusion I would like all present to take a moment to reflect on their experience with the leaving certificate examinations. Members should think about how many students have not been able to excel and reach their full potential under this flawed system. How many could not access their preferred course because they did not get the points, or how many did not even consider college in the first place? How many went into the exams fearful and thinking that possible failure was the end of a journey rather than the opening of a new chapter in their lives? I ask members to look to the future to think about how many more students will be left behind with the leaving certificate if it remains the same as it is now?

The people on this committee can change that. They can ensure that each learner can participate fully in their class, is freed to showcase their strengths and can take the decision to access third level education if they want to. This conversation today is the beginning and the opening of an opportunity to shape our educational landscape for years to come. I thank the committee.