I am aware that reports have been published on feeder schools for third level. Similar tables have been published by newspapers annually for more than a decade. My Department does not endorse these tables nor does it normally comment on them or encourage them in any way.
I am not in favour of the publication of these league tables based solely on rates of third level admissions in Ireland. Such tables provide an unbalanced, narrow focus and limited indication of a school's overall performance. For example, they do not take into account progression to universities in the UK or in other countries outside Ireland. Nor do they take into account progression to post leaving certificate courses.
There are also instances of inconsistencies between newspapers over what percentages of students from individual schools go on to higher education. This can be confusing for parents. The tables also fail to show how schools add value to the education of their students, often in difficult circumstances. A school in a disadvantaged area may have struggled and succeeded in getting a reasonable percentage of its students into third level, but could be placed on the list below a school that draws its students from much more advantaged backgrounds. In other words, the kind of league tables published today can inadvertently pit schools serving entirely different communities against each other in crude comparisons of academic performance alone.
The information in the tables concentrates on one aspect of school performance only and does not take into account the profile of students in the school. Experience from other countries shows that a single-minded pursuit of league table rankings by schools can greatly narrow the educational experience of students in our schools. It can reduce the pursuit of excellence and the provision of a well-rounded education that will stand to our students for further study and for life.
An overemphasis on those aspects of provision that are easily measurable can come at the expense of essential aspects of students' learning, such as their social and personal development. When choosing a school for their children, it is important for parents to consider not just the academic performance of the school but also the quality of its pastoral care, the culture of the school and, critically, how the school can meet the needs of their child.
The Minister has sought to ensure that more robust, relevant and readily accessible information is made available that provides a balanced picture of educational provision in individual post-primary schools. Inspections are now carried out on a regular basis on different aspects of provision in our post-primary schools and are published on the Departments' website.
In contrast to school league tables, I believe that school inspection reports when read in their entirety can provide balanced and well-informed information on schools. The inspection process involves an examination of all the varied activities of a school, from the quality of management and the quality of teaching and learning to the availability of extra-curricular activities and the implementation of policies in areas such as bullying, and health and safety. The inspection process also includes consultation with the school's board, parents and staff members and, at second level, with the school's students.
I am, of course, aware that transition to third level is of considerable importance. It is interesting to note that Ireland has the highest rate of transition to third level in the EU.
Today's reports are further evidence that the currency of success at senior cycle is now measured by the number of points achieved for entry into higher education. There is a significant backwash effect on teaching and learning in the senior cycle and, the junior cycle, from this narrow focus and measurement process. It is crucial that these and other factors do not lead to an education experience in senior cycle where there is more focus on rote learning and memorisation rather than on teaching students the higher order thinking skills necessary for success in life and in higher education.
The Minister has identified the reform of the transition from second level to higher education as a key priority. A high level group of education partners has made progress in agreeing commitments which will help to address concerns around the points entry system into higher education.
