Terence Flanagan (Dublin North East, Fine Gael)
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Question 179: To ask the Minister for Education and Skills his views on the Finnish education system (details supplied); his plans to adopt some of the main themes of this system; and if he will make a statement on the matter. [23168/11]

Ruairi Quinn (Dublin South East, Labour)
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The results of the OECD's Programme for International Student Assessment (PISA), undertaken in 65 countries in 2009, were published on 7 December 2010. Finland scored above the OECD average in reading literacy, mathematics and science, and is often cited as an example of excellence in educational practice. Whilst there are no plans to specifically adopt the Finnish education system, educational policies are informed by many factors including international research and experiences of educational practices. The two principles of the Finnish education system referred to in this question: an egalitarian system and regular systemic student assessment are, I believe, vitally important.

An objective of Finnish education policy is to achieve as high a level of education and competence as possible for the whole population. I am also committed to ensuring that all students reach their potential and providing additional supports for those students who require them. There are a range of existing provisions in place to achieve this. DEIS (Delivering Equality of Opportunity in Schools), the action plan for educational inclusion was introduced in 2005, and provides for a standardised system for identifying levels of disadvantage and an integrated School Support Programme (SSP). As a result of the identification and review processes, 876 schools were included in the School Support Programme (SSP) under DEIS. These comprise 676 primary schools (urban and rural) and 200 second-level schools. DEIS provides various supports for both primary and post primary schools including a reduced pupil teacher ratio in primary schools in urban areas with most disadvantage.

An evaluation of DEIS has been undertaken by the Educational Research Centre on behalf of my Department and a report of this evaluation is expected shortly. The outcomes of the ERC evaluation will inform any future changes to the current programme. In July of this year I launched the National Strategy to Improve Literacy and Numeracy among Children and Young People, "Literacy and Numeracy for Learning and Life", which aims to ensure that no child leaves school without having mastered literacy and numeracy skills. The Strategy contains 6 key areas which include helping students with additional learning needs to achieve their potential and improving assessment and evaluation to support better learning.

In relation to a policy of regular student assessment, I agree that when used properly this can provide useful information about the progress of individual students and also inform schools in their self-evaluation processes. The Literacy and Numeracy Strategy emphasises the importance of assessment for learning which gives an indication of the progress that students have made in achieving the learning outcomes that are set out in the curriculum. Standardised test are identified by the Strategy as one important tool which can be used to monitor student progress. The Strategy provides for standardised tests for students in second, fourth and sixth classes in primary school and for students in second-year at post-primary school.