Dáil Éireann Debate, Wednesday - 27 October 2004
122 Mr. Gilmore asked the Minister for Education and Science if she is concerned by the high failure rate in maths at junior certificate, which mirrors that at leaving certificate, in the results for 2004; if she is considering a response to this issue; and if she will make a statement on the matter. [26117/04]
View answer127 Ms Shortall asked the Minister for Education and Science her views on the leaving certificate examination results in 2004; her further views on the high failure rates in the maths and science subjects; if she has proposals to deal with this phenomenon; and if she will make a statement on the matter. [26122/04]
View answerI propose to take Questions Nos. 122 and 127 together.
I am broadly satisfied the leaving certificate results obtained in most subjects this year followed a generally similar pattern to those of previous years. The results patterns and variations will be the subject of further comment in the 2004 annual report of the State Examinations Commission. In addition, the SEC will publish chief examiners' reports in selected leaving certificate subjects.
The leaving certificate maths exams at ordinary and higher level have both seen improvements this year in the proportion of students scoring at grade A, while the ordinary level failure rate is the same as in 2003. The failure rate at higher level is marginally higher than in 2003. In leaving certificate physics at higher level, a greater proportion of students scored at grade A this year, combined with a reduction in the proportions scoring at grades E, F and NG. In chemistry at higher level, there was an increase in the proportion scoring at grades E, F and NG from 5.8% in 2003 to 7.9% in 2004. In junior certificate mathematics at higher level, the A rate is slightly down, and the E, F and NG rate is 6.4% compared with 3.6% in 2003. Overall, these variations are modest and are broadly consistent with the patterns in previous years.
The National Council for Curriculum and Assessment carried out the first phase of a review of mathematics in October 2002. Its initial advice recommended that while no changes should be made in the leaving certificate mathematics syllabus, the revisions already made in the junior certificate syllabus would have a knock-on effect for leaving certificate. My Department issued a detailed circular to schools in May 2004 advising teachers of the implications. The NCCA is currently preparing a discussion paper on maths education in general which will look, for example, at the appropriateness of levels, entry requirements for third level, basic numeracy and the notion of embedded maths skills.
With regard to science, revised syllabi have been introduced in leaving certificate biology, physics and chemistry and a revised syllabus was introduced on an optional basis in junior certificate science in the academic year 2003-04 for first examination in 2006. This provides for a more investigative approach to science education with some 30 experiments and investigations which must be carried out over the period of the programme. This hands-on approach is seen as critically important to enhance the attractiveness of the subject and encourage more students to choose the physical sciences at senior cycle.
All these developments are or have been supported by national in-service programmes for teachers. In addition, some €10.2 million has been issued to schools in 2004 to provide resource grants to support the implementation of the revised junior certificate science syllabus.
I thank the Minister for her detailed answer. She does not seem too concerned at the exam results. What are her views on the comment by IBEC that the maths and science results in the leaving certificate represent a hammer blow? The fact that more than 7% of students failed ordinary level maths in the junior certificate examination indicates that some students are slipping through the net at that basic level. I welcome the action that is being taken in this regard.
There was a problem with regard to the introduction of the new science syllabus because of lack of resources. Will the Minister comment on whether all schools now have the necessary resources for the teaching of science?
Contrary to what Deputy O'Sullivan said, I hate to see any student failing a subject, particularly as a teacher. One of the problems with regard to maths is that there are three levels, foundation, ordinary and higher, and some students choose the wrong level. Fewer students than expected chose foundation level this year and this had an effect on the failure rate at ordinary level. Perhaps teachers, parents and students should focus on discovering the level appropriate to the needs of the child. It is better to get a pass at foundation level than to fail at ordinary level. The NCCA is also examining this issue in its current review. It is unfortunate when people fail maths because this can go against them for various courses afterwards.
With regard to science, I am worried not only by the increase in the failure rate in chemistry but by the low number of students taking chemistry. There was a time when more students did chemistry than physics, but that seems to have reversed. The task force on science is being implemented and significant progress has been made across a range of recommendations. The numbers taking science have serious implications, not alone with regard to educational value but also for the economy, particularly with regard to inward investment of major medical and pharmaceutical companies.
Significant extra resources have been provided for the revised programmes. It is also encouraging to see science become part of the primary school curriculum and to see the developments and initiatives in that area. Money has been provided at junior cycle level of second level schools for equipment. Recently some €12 million was provided in this regard. Priority has also been given to the equipping of laboratories in order that they can meet the requirements for experiments set under the curriculum. This is an issue that continues to need further support and investigation.
