Aisling Dolan (Fine Gael)
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It is great to hear from Ms Tansey and Mr. Tattan about the importance of well-being in the reduction of stress as a major priority when we are examining the potential reform of the leaving certificate and what will come out of the NCCA assessment. It is wonderful that the leaflet has been emailed to all students and parents.

I am a member of the Joint Sub-Committee on Mental Health and it is great to know MyMind is listed on that leaflet. It provides access to counselling and it is very reasonable. Covid-19 has had an impact on access to that service, although I believe it is free currently. Turn2Me is also listed on the leaflet. The 24-7 text line for that service, which is 50808, for any students going through any difficult times at present. It is probably more so the case that our third-level students are facing examination pressures at present.

I have a few questions for Mr. Tattan. He said the report is coming back from the NCCA and it will provide an analysis of the period 2016-2020. In his opening statement he mentioned that 62% of the subjects currently have some type of continuous assessment. However, he acknowledged that core subjects do not have that. Could those core subjects be considered as part of the reform? I am sure the Department will examine many elements. He highlighted that we must maintain the integrity of the examinations, which is crucial, but many of the stakeholders and witnesses that have come before us have spoken about the leaving certificate, as it stands, being a stand-alone assessment. It has a very good reputation but perhaps for businesses today, to meet future challenges and to provide the skills that will be needed as we move forward, there could be changes we could consider and its reform would benefit students, parents and future employers and our society.

We are developing our leaders of the future through our educational system. How could we look at expanding the continuous assessment of those remaining key subjects at leaving certificate level? Could that happen on an ongoing basis or does it need to wait for the report to come out and then to set out potential reform in a longer timeline?

On the digital learning plans, I was pleased to see the announcement from the Minister for Education, Deputy Foley, this week. There was nearly €3 million allocated to primary and secondary schools this week to reduce the digital divide. That is a big concern, particularly in areas of disadvantage and DEIS schools, where there is a digital divide. We heard from the expert group on future skills last week that digital skills are one of the key crucial skill sets. In fact, digital skills was their number one point about how we ensure that our students are ready to face the future and the challenges that are ahead of them in environment, climate action, dealing with the likes of the pandemic and understanding and being able to use critical thinking about research and evidence base. We need students who are coming out of leaving certificate to be able to tackle the huge amounts of data that we now see on all platforms and in social media. They should be able to distinguish all that type of data with a clear thinking mind.

I want to compliment the circular that was sent out from the Department along with that announcement. It spoke about exciting options, such as politics and coding for primary schools. It spoke about using simulation and game-based learning to assist students in secondary school. I must admit that I nearly felt like wanting to go back to school. I thought it was good and positive. It was excellent to see that being supported.

On targeted double funding to DEIS and to areas of disadvantage, I represent Roscommon-Galway, where there are areas of disadvantage. We need to support those students. Would Mr. Tattan or Ms Tansey wish to respond to these points?