I thank the Cathaoirleach for allowing me the opportunity to raise this issue. I have a particular interest in the issues of competency in mathematics and the need to address the teaching of mathematics and the attainments of students in their examinations. Last week the National Competitiveness Council circulated a paper by Mr. Seán McDonagh and Mr. Tony Quinlan which examined the teaching of mathematics in schools and student achievements. The Minister for Education and Skills, Deputy Ruairí Quinn, was interviewed about the report on radio and proceeded to explain his views. I am keen to raise the matter here and hold a discussion on it.
We frequently say mathematics is very important, but, in fact, it drives economic growth. The report refers to a recent OECD study highlighting the direct link between student performance in cognitive tests and the GDP growth of a country. This shows the importance of mathematical achievement and mathematical literacy. It is a building block for a vibrant economy and underpins other disciplines, including science, technology, business and finance. The availability of mathematical skills in the economy is a major determinant of Ireland's ability to attract foreign direct investment and we all know the consequent value to the economy. Mathematical skills are essential for a modern society, especially given the growth of the digital society and the extent of information and communications technology throughout all sectors of society. Adequacy in mathematics is becoming more and more important.
I recognise that there is a national strategy to improve literacy and numeracy and that changes have taken place, including the development of project maths. Several useful conclusions and recommendations are contained in the report and these are worth considering, especially those relating to the level of teacher training. I realise that we have in place a system of professional development for teachers. Nevertheless, we could make changes to the level of entry for teachers to training schools. It has been suggested a teacher should have an honours mathematics degree as well as an honours English degree.
Let us compare our students who are taking the leaving certificate examination with their competitors elsewhere. One table in the report compares the United Kingdom with Ireland and other countries. Mathematics at leaving certificate level is well down the list for this country for male and female students, whereas in Scotland and elsewhere in the United Kingdom it is among the top five subjects. These are our competitors when it comes to attracting foreign direct investment. A great deal more needs to be done. The report recommends altering the points in the allocation of third level courses and that if mathematics is a requirement of a given course, a student must obtain a certain number of points, especially in mathematics. These are small but meaningful changes, especially in the area of teacher training. The quality of our teachers should be examined also and this was the main point that emerged from the report. The fact that the National Competitiveness Council has raised the issue again is significant, although it continually raises it in its annual reports. On this occasion the council decided to make a one-issue statement on the subject.
This is an important issue for us. I recognise that languages, including English and Irish, are important, but we need to improve competency in mathematics, make a strong statement that we are concerned about numeracy attainment among students and indicate that we recognise it as important for future economic growth.