Mr. Ken Whyte:

The ETBI welcomes the invitation by the joint committee to its examination of leaving certificate reform, including recommendations involving Youthreach provision. Our submission draws on the knowledge of the education and training boards, ETBs, where about 3,700 places are provided annually in more than 100 Youthreach centres throughout the network.

About one third of all Youthreach learners successfully pursue the leaving certificate applied programme every year. This model meets the needs of a cohort of learners for whom the traditional format of school did not meet their needs. The leaving certificate applied model supports our Youthreach learners to continue their education and further their life opportunities. We advocate a senior cycle model comparable to the leaving certificate applied model which embraces vocational subject specifications that lead to competence in vocational skills for learners.

Managers and practitioners within Youthreach settings agree that the leaving certificate applied model provides the opportunity to support the non-linear nature of progression experienced by many Youthreach learners. It is incumbent on us to prepare our Youthreach learners with transversal and technology skills to support their future career choices. In regard to provision, the proposed reform of the leaving certificate must ensure that the learners’ capabilities are realised through the different strands and choices in senior cycle education; subject specifications should prepare learners for lifelong learning, in addition to academic attainment; and delivery approaches should embrace interactive, experiential, and practical modes of teaching and learning. Alternative means of assessment, such as skills demonstration, and assessment performance that provide for incremental and continuous assessment over the two years of the programme are recommended.

Measures of reform should include the integration of higher order skills, reflective thinking and interpersonal skills, as well as technological and digital literacy supports. We note the need for literacy and numeracy supports concurrent with the leaving certificate programme to widen participation and overcome learning barriers. There should be an integration of models, such as universal design for learning, UDL, into the curriculum with increased levels of inclusion. Leaving certificate reform should aim to challenge social inequality by actively enabling the progression options best suited to the learners’ aspirations and interests, including paths to apprenticeships, further education and training, FET, higher education and traineeships.

I again mention that the literacy and numeracy deficits remain major concerns. Improved post-primary level supports in these areas are an essential part of reform. Learner support should also meet the needs of groups experiencing socio-economic disadvantage, ethnic minorities and learners with a disability, and should focus on eliminating economic inequality, which might include the costs associated with transport and materials.

Broader awareness of the wide range of options available to learners has become even more important with the ongoing restructuring of the CAO portal. Learners will now have a range of further education and training, including post-leaving certificate and apprenticeships options, available to them and it is vital that all learners are aware of these options. I thank the committee for this opportunity.