Batt O'Keeffe (Cork North West, Fianna Fail)

I recently asked my officials, in conjunction with the relevant State bodies, to examine available evidence in regard to the question of trend increases in grades awarded at second and third levels. Papers have been prepared for me in respect of the State examinations and the higher education sector.

With regard to the State examinations, while there has been a significant increase in the proportions scoring at grade AB and ABC at higher level in the leaving certificate between 1992 and 2009, most of the increase took place during the 1990s and grades have largely stabilised since the establishment of the State Examinations Commission, SEC, in 2003. The SEC has in place an extensive range of quality assurance measures to ensure the validity and consistency of assessment. A range of issues can impact on grading in the certificate examinations, including curriculum reform, introduction of second assessment components, investment in professional development for teachers, more exam-oriented teaching, and better information for teachers and students through improved Internet access.

With regard to higher education, it is the case that the data presented indicate a trend of increasing award levels. The proportion of students gaining first class honours in level 8 degree programmes increased from 11.2% to 16.6% in the institutes of technology between 1998 and 2008, and from 8.3% to 16.2% in the universities between 1997 and 2008. Several contributory factors must be considered, including deliberate decisions on assessment standards prompted by external examiner findings aimed at aligning Irish standards more closely with international norms. Improved and more explicit assessment methods, with the development of learning outcomes-based approaches, and better prepared students are also arguably important factors.

Gade increases in higher education are, however, also argued by some to be indicative of a relaxation of standards. This is a subject of debate across systems internationally. Notwithstanding the inconclusive nature of that debate, my principal concerns in an Irish context are on two fronts. I want to safeguard and enhance the quality of our graduates and to ensure the robustness of our systems of quality assurance. The question of graduate quality is a complex one of fundamental strategic importance. The higher education strategy group is currently addressing the broader challenges involved.

On the quality assurance front, I am establishing a new qualifications and quality assurance agency. This will bring a unified focus to external quality assurance in higher education and establish a closer link between quality assurance and the standards underpinning awards under the national framework of qualifications.

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