Ciarán Cannon (Galway East, Fine Gael) | Oireachtas source

I agree with Deputy McConalogue that this report presents us with much food for thought. I welcome the research published by the Educational Research Centre on Ireland's performance in PIRLS and TIMSS. Such international studies enable us to benchmark the achievement of our pupils with those in other developed countries. They are invaluable as we roll out our strategies and plans for the future. That is why participation in the PIRLS and TIMSS international assessments was one of the key actions identified in the national literacy and numeracy strategy. It is good to note that Irish pupils performed very well in PIRLS and TIMSS. Our performance in English was excellent. Pupils in just five countries performed significantly better than our pupils in English reading. Irish pupils scored significantly above the international average in both mathematics and science. The new report provides more detailed analysis of the home and school environment factors that impact on teaching and learning in these areas.

The report identifies main positive elements in our educational system. As Deputy McConalogue mentioned, our pupils feel safer in school. There are very few discipline issues in our schools, compared to other countries. Irish pupils also have more positive attitudes to reading and science than the international average. We have a relatively young cohort of teachers, and they report high levels of career satisfaction. The report recognises that Irish parents are actively involved in their children's education. Nevertheless, the report also identifies a number of areas for improvement. We spend significantly less time on science than the average in other countries. Our teachers report below average confidence in their ability to teach science. In maths, while our pupils rate well on number and knowing, they do not rate as well on shape and space, measures and problem solving. While the incidence of bullying is lower than in other countries, there are differences in this regard between genders and types of school. Pupils with English as an additional language tend to report more incidents of bullying. Our teachers also report significantly lower levels of professional collaboration than their peers internationally.

We need to bear in mind that these assessments were administered in 2011 prior to the publication of the literacy and numeracy strategy. In line with that strategy, we have increased the time available for the teaching of English and mathematics. We have taken steps to enhance initial teacher education and continuing professional development for teachers in these areas. Some colleges are providing for additional specialisms in science education. While the report notes that our curriculum predates that of many other countries, both our mathematics and science curriculums have been mapped very well against international benchmarks. Work is well under way to revise our languages curriculum with the integrated language curriculum from junior infants to second class, which is due for publication in 2014.

Other developments have taken place. A new reporting system has been introduced in primary schools to ensure parents get meaningful information about the progress and achievement of their children. In line with the action plan on bullying, we hope the roll-out of new anti-bullying procedures to all schools this September will see further progress made against bullying in our schools. With regards to enhanced collaboration among teachers, the recent introduction of school self-evaluation is designed to promote teacher collaboration as they review current practice, identify strengths and areas for development and implement actions for improvement. Clearly, much work has been done since these assessments were administered in 2011. We have to do much more to achieve a world-class education system. This comprehensive and interesting report should help us considerably in mapping the way.

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