Jan O'Sullivan (Limerick East, Labour)
Link to this: Individually | In context

Question 2: To ask the Minister for Education and Science her plans to reform the leaving certificate to relieve the stress on students and their families; the timeframe for such plans; and if she will make a statement on the matter. [20108/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
Link to this: Individually | In context

There is potential to reform senior cycle education to ensure there is an emphasis on embedding key skills, such as critical thinking and information processing, and that assessment methods match learning objectives in each subject. I am conscious that if we review the assessment methods and provide for a second assessment component, where appropriate and feasible, we could reduce exam pressure on students. I am determined to ensure we build on the strengths of the existing leaving certificate system, which is widely regarded as fair and is held in high regard internationally. There is much at stake. I owe it to our young people to take action on this issue in a measured and well-thought-out way.

As the Deputy is aware, the National Council for Curriculum and Assessment has statutory responsibility for advising me on these matters. When the council made proposals for senior cycle reform last year, I responded by stressing the objectives I have outlined. I addressed this issue when I spoke to the first meeting of the new council last week. I highlighted the need to prioritise proposals in relation to mathematics, science and Irish. The Deputy is aware of my views on how senior cycle Irish should be reformed to place a greater emphasis on the spoken language. I understand the council's recommendations in these areas should be submitted to me early in 2007. The Department of Education and Science is also exploring whether changes to examination timetabling might be feasible from 2007. A number of proposals to reduce exam pressure on students are being considered. The Deputy can be assured of my determination to take action in this regard in a careful and considered way in the interests of our young people.

Jan O'Sullivan (Limerick East, Labour)
Link to this: Individually | In context

The Minister said she intends "to take action on this issue in a measured and well-thought-out way". I think the pace of change is far too slow. The National Council for Curriculum and Assessment's proposals are well thought-out and can be enacted over a considerable period of time, allowing for preparation in the schools etc. Will the Minister produce a timetable for introducing the measures which were proposed in the council's report, which was published in April 2005? In the introduction to its proposals, the council states that they are designed specifically to concentrate on students who are being left out of the system and are dropping out, or are not doing as well as they should. The report states specifically that the council's proposals are designed to encourage more students from lower socioeconomic backgrounds to stay in school. Is the Minister concerned that such students are still being failed by the system? There does not seem to be any sense of urgency to do something about it. Many people acknowledge that the leaving certificate applied programme is appropriate for certain students who are not very interested in academic subjects. Will she ensure the programme gets proper recognition, not only in the CAO system which governs entry to third level education but also in the world of work generally? That is one of the most important things we need to do if all students in the system are to enjoy parity of esteem.

Mary Hanafin (Dún Laoghaire, Fianna Fail)
Link to this: Individually | In context

The standard of the leaving certificate examination is well-recognised throughout the world. I do not intend to change the entire leaving certificate system to suit 14% of students. I will try to preserve its strengths for the 86% of students who go on to sit the examination. Obviously, I have to ensure the 14% of students who tend to fall out of the system and do not get an opportunity to develop their skills are given some options. Deputy O'Sullivan has quite rightly identified the leaving certificate applied programme, which is very successful and focussed, as one of those options. It should have much more status in society because it is challenging for those students who do it. I would support any proposal to extend the programme, thereby ensuring that more students get an opportunity to pursue it. The programme can be of benefit to students who have behavioural problems. A curriculum of this nature would help not only to tackle their academic needs but also to address the matters which are giving rise to their behavioural difficulties in school.

I did not set out a timetable for the National Council for Curriculum and Assessment's recommendations because, as I made quite clear at the time, I do not agree with all of them. For example, I do not agree with the proposal to make transition year part of an integrated three-year senior cycle programme. I am in favour of transition year remaining as a stand-alone year so it can continue to offer opportunities to young people to explore other interests and areas of work, to make choices which will help them in their future careers and lives and to develop other skills. I have asked the council to prioritise the standardisation of transition year modules to encourage more schools, particularly more boys' schools and disadvantaged schools, to introduce it.

The council recommended that students should do a significant number of short courses, but I do not want them to do all the short courses. I asked the council to prioritise enterprise education, which we need to focus on. I suggested to the council that rather than looking at second components in every subject, it should focus on those subjects in which there are particular difficulties. We need to address the issues with mathematics, for example, so I have asked the council to prioritise that subject. I have also asked it to focus particularly on science areas and the Irish language. I have asked the council to get back to me quickly in respect of such priority areas. I would be interested in implementing some suitable proposals in those areas. Not all of the wide-ranging proposals which were submitted last year are ready for timetabling. I did not agree with some of them in any event.

Jan O'Sullivan (Limerick East, Labour)
Link to this: Individually | In context

Does the Minister accept that rote learning, which is what is primarily rewarded in the leaving certificate examination, does not serve the interests of most of the 86% of students who do not drop out of the school system before that examination? Does she agree the examination should examine other kinds of intelligences and skills, in the interests of all children and not just those who drop out?

Mary Hanafin (Dún Laoghaire, Fianna Fail)
Link to this: Individually | In context

I agree. A change in the curriculum is urgently needed, of course.

Jan O'Sullivan (Limerick East, Labour)
Link to this: Individually | In context

A change in the examination system is also needed.

Mary Hanafin (Dún Laoghaire, Fianna Fail)
Link to this: Individually | In context

The National Council for Curriculum and Assessment should be looking at that. It should also consider bringing about a system in which there is a second assessment point. We need to give more marks for practical or oral elements of examinations. We are moving in that direction and of course I agree with it.

Jan O'Sullivan (Limerick East, Labour)
Link to this: Individually | In context

Does the Minister have a timetable for that?

Mary Hanafin (Dún Laoghaire, Fianna Fail)
Link to this: Individually | In context

It is already happening. This year, for the first time, 35% of the marks in the junior certificate science examination will be awarded for practical work.

Jan O'Sullivan (Limerick East, Labour)
Link to this: Individually | In context

That is in the junior certificate.

Mary Hanafin (Dún Laoghaire, Fianna Fail)
Link to this: Individually | In context

It has to build up, obviously. It is already happening in respect of languages. Not only do students take an oral examination, but they now also take an aural examination. I have asked the National Council for Curriculum and Assessment to ascertain whether 50% of the marks in the leaving certificate Irish examination could be awarded for the oral examination. That would change dramatically the manner in which Irish is taught and learnt. None of the proposals can be introduced immediately because we need to bring about a sea change in teaching and learning. I have asked the council to prioritise mathematics, Gaeilge and science. I would like progress to be made in those areas very quickly.

Jan O'Sullivan (Limerick East, Labour)
Link to this: Individually | In context

The Minister needs to begin implementing the existing proposals, rather than asking the council to come up with new ideas.

Mary Hanafin (Dún Laoghaire, Fianna Fail)
Link to this: Individually | In context

I will start the process of implementation as soon as I get the recommendations, which will not happen until the beginning of next year. I hope I will still be around to implement them.