Ruairi Quinn (Dublin South East, Labour)
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Question 168: To ask the Minister for Education and Science his views on the recommendation (details supplied) of the National Economic and Social Forum that a national literacy policy framework should be developed to ensure there are adequate links between national and local efforts to improve literacy; and if he will make a statement on the matter. [42348/09]

Batt O'Keeffe (Cork North West, Fianna Fail)
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Promoting literacy and numeracy skills is already a core element of the ongoing work of schools. National assessments of achievement in reading literacy and mathematics are conducted at two points in primary education, second class and sixth class, at approximately five-year intervals. These assessments are conducted on behalf of my Department by the Educational Research Centre and the reports of the assessments are published.

Promoting proficiency in literacy and numeracy is also a core objective of a range of measures under the DEIS Action Plan. From the beginning of 2007, standardised testing in English Reading and Mathematics has been implemented on an annual basis for all pupils at two stages of the primary cycle. This work is complemented by a separate programme of national monitoring so that national trends in different categories of school can be tracked over time. Schools in the DEIS programme have already been sampled by the Educational Research Centre for this purpose, the sample of English medium schools has been undertaken this year, and Irish medium schools will be sampled in 2010.

Given the central role of assessment in guiding students' learning, Guidelines on Assessment developed by the National Council for Curriculum and Assessment were published in October 2007 and issued to all teachers to assist schools in developing and implementing a policy on assessment practice in classrooms. The Council has also developed standardised templates for reporting to parents on children's learning. Literacy and numeracy also form a key element of second chance education and training programmes for those with low levels of skill. New awards in this area have been developed at Levels 1 and 2 in the national qualifications framework.

Having regard to the above, I will consider the recommendation to develop a separate National Literacy Policy Framework in the light of the outcomes of the review of the implementation of DEIS measures and of the assessment programmes currently underway.