Malcolm Byrne (Wicklow-Wexford, Fianna Fail)
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474. To ask the Minister for Education and Skills if she is satisfied with the current Junior Certificate grading system; if she would consider reviewing to bring in line with the Leaving Certificate grading system; and if she will make a statement on the matter. [2951/25]

Helen McEntee (Meath East, Fine Gael)
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The Framework for Junior Cycle was introduced on a phased basis between September 2014 and September 2021. The Junior Cycle aims to provide students with learning opportunities that achieve a balance between learning subject knowledge and developing a wide range of skills and thinking abilities. Subject specifications and assessment arrangements were revised on a phased basis to reflect this new balance between subject knowledge and skills. The inclusion of short courses and other learning experiences in Junior Cycle programmes also provides a valuable opportunity to broaden students’ learning and skill set.

A significant aspect of the Junior Cycle reform was moving towards a balance between school-based assessment and final externally-assessed examinations, recognising that no single assessment event can provide evidence of the full range of student achievement and that all assessment in Junior Cycle should have as its primary purpose the support of student learning. In this context, it is important to note that the state-certified examination is but one element of this balanced, broader approach to assessment. All aspects of assessment contribute to providing a comprehensive picture of student achievement which is captured in the Junior Cycle Profile of Achievement (JCPA).

The implementation of the Framework for Junior Cycle continues to be reviewed, in partnership with school leaders, teachers and other education partners. As part of the process of review, the University of Limerick esd commissioned by the National Council for Curriculum and Assessment (NCCA) to conduct a longitudinal research study - Evaluating the implementation and impact of the introduction of the Framework for Junior Cycle in Irish post-primary schools. This research began in late 2020. A number of interim reports have been published, and these have highlighted the benefits being seen from the Junior Cycle reforms such as an increase in student centred learning, as well as concerns in areas such as assessment. The final report is due to be published this year and its findings will inform consideration on the ongoing implementation of Junior Cycle.