Kathryn Reilly (Sinn Fein) | Oireachtas source

Some memories of that time stand out. I can particularly remember my diet of fizzy drinks and chocolate and the nights spent cramming because of the large number of subjects we took. On some days we sat two exams. Other Senators mentioned rote learning, and for many subjects I studied at the time it was not necessarily a case of being examined on what one learned over the years but what one could learn off best, how well one or one's teacher could predict the exam and how one's teacher taught. I agree with the Minister that "the focus of learning narrows, the emphasis is on rote learning and for many students, the examination does not lead to positive learning experiences and outcomes". I remember learning off maths theorems, which was painful and definitely not a positive learning experience and outcome. As soon as the exam was over, the theorems were gone and I could not tell one what they were. I do not even know how many there were, perhaps ten. This is not the way forward for our education system, which is why we welcome these changes.

The fall in literacy and numeracy standards in recent years is of concern and can be attributed in part to the ineffectiveness of the junior certificate and how unfit for purpose it is. As the Minister stated, it is not a high-stakes examination any more, which is why there is a serious need for reform. This may shock the Minister but credit is due to him. I credit him with implementing these radical changes to an exam which is important to young people during their first years of secondary school. We need to learn from progressive high performing education systems such as those in Finland and New Zealand where there is less emphasis on learning by rote and greater importance is placed on continuous assessment, which provides a better gauge and analysis of how students perform, their understanding and whether they are falling down in certain areas such as literacy and numeracy.

I understand the revised junior certificate exam syllabus will be drawn up by the NCCA and will combine traditional subjects with a number of short courses in areas such as digital media, entrepreneurship, sustainable energy and living and Chinese language and culture. These are very important because they reflect the changing society and world in which we live. Just as we have moved in large terms from vocational education and such training, it is important we adapt to evolving society. The inclusion of the Chinese language is important and Senator Healy Eames has often called for this in the House. I hope these changes ensure future generations of young people leaving Irish schools are much better equipped to meet the demands of an evolving workplace and global market. However, concerns exist that these reforms will be rendered meaningless unless the education system is properly resourced. This includes ensuring there are incentives for the most capable graduates to enter teaching, which means getting the basics right and ensuring we have the teachers capable of delivering any revised course we set down.

Given the prospects for many graduating teachers, it would not be surprising if fewer capable teachers were attracted to the profession. Without capable teachers, the reform would be rendered meaningless. We need to make sure that the pupil-teacher ratio is at a rate that allows each child to achieve his or her potential.

We need to make sure that at all levels of education, special needs assistants and specialised language assistants are made available to children and young people so that we are not cutting them off too early and thereby hindering their literacy and numeracy standards.

I also welcome proposals to put in place standardised tests in science-related subjects. We cannot overemphasise the importance of science and this includes looking at how science is taught at primary level, which currently averages 1.5 hours per week and is well below the OECD average. I did not learn any science in school although I remember telling my parents I wanted to study chemistry when I was older, not having a clue what chemistry was or any affinity for it when I finally found out what it was.

As was mentioned by other Senators, one of the areas of concern for teachers would be the plans to have teachers assess their students' work. The matter has been raised with me a number of times. It has been widely reported in the media and I know teachers' representatives have made those comments to the Minister. They would find themselves in a very difficult position in terms of the increased workload and the time available to them to teach. In addition, objectivity would be critical, particularly when there are many competing demands on schools and competitiveness between them. I am sure the Minister will address these concerns in his response to us and allay our fears in some way. Teachers are also afraid of the backlash or added burden or pressure from parents, especially those who might have unrealistic expectations of their children. These proposals need to be considered. In respect of what Senator Power mentioned earlier, could the Minister tell us how this is going to be resourced? We do not want to see these reforms fall flat on their face and our goals in literacy and numeracy fall at the final hurdle, especially when these reforms are so critical.