Written Answers Nos. 50-58
50. Deputy Martin Ferris asked the Minister for Education and Skills his views on whether the proposed changes to the Junior Certificate cycle will devalue the status of the exam amongst students, parents and teachers; and if he will respond to the view expressed by the Teachers Union of Ireland that the Junior Certificate is to be downgraded from a high stakes exam to an internal school assessment process. [17577/13]
View answerThe Leaving Certificate is a high stakes examination. It provides a direct entry access route to further and higher education and the labour market. This is no longer true of the Junior Certificate for the vast majority of students. Just as we reached a point in 1967, where there was no longer a need for a state examined Primary Certificate, I believe we have now reached that point in relation to the Junior Certificate.
The abolition of the Primary Certificate did not change primary school teachers from advocates for their students to judges of them. It removed a narrow external assessment, and paved the way for the introduction of a child-centred curriculum for pupils. The Framework will create interested, independent learners who will be better prepared to meet the challenges of life beyond school. I believe these reforms will enable the educational system to deliver a junior cycle that places the needs of students at the core of quality learning, teaching and assessment.
Extensive quality assurance measures are being built into the new Junior Cycle. These include subject specifications with clear learning outcomes; a comprehensive professional development programme for teachers, principals and deputy principals in, inter alia, educational assessment, including processes of moderation; the introduction of standarised tests for all schools and students in English reading, Mathematics and Science and in Irish reading for Irish-medium schools; and the development of an assessment and moderation toolkit.
Assessment for learning will have a key role and will enhance learning throughout the 3 years of Junior Cycle. It will be complemented by the 2 components of assessment of learning. There will be the school work component which will be based on work undertaken by students in their 2nd and 3rd years and there will also be a final assessment component at the end of 3rd year. There will be a school report. The report will include a School Certificate of results in 8 to 10 subjects or their equivalents. The report will also include a student profile which will reflect their other learning experiences. Subjects and short courses with their new modes of assessment are being introduced on a phased basis from September 2014 so that capacity in the system can be built up incrementally.
Additional quality assurance measures in relation to assessment of learning at end of junior cycle include the following:
- The State Examinations Commission (SEC) will provide final assessment papers and marking schemes for subjects until the new school-based system of assessment is fully established;
- For English, Irish and Mathematics, the SEC will initially mark these papers. This arrangement will continue until standardised testing becomes established in junior cycle;
- For the school work component, schools will undertake internal moderation in accordance with the guidelines on moderation for Junior Cycle assessment which will be formally confirmed by the principal;
- The results awarded on every School Certificate of Learning will be sent to the Department.
The Department will monitor the national and school patterns along with the results in the standardised testing of reading, Mathematics and Science. This monitoring will provide further quality assurance and identify any local or national anomalies. A report on overall trends will be published regularly. In the event of an unusual pattern of achievement, the Inspectorate of the Department will be advised, and support and evaluation measures will be provided for the school.
In addition, national monitoring of standards will be complemented by continued participation in national and international assessments.
51. Deputy Dessie Ellis asked the Minister for Education and Skills the actions he will take in response to concerns expressed by the Teachers Union Ireland and Association of Secondary Teachers of Ireland that the necessary resources which are needed to enable the successful implementation of Junior Certificate reforms will not be made available and that international surveys confirm the serious underfunding of the State's second level school system. [17576/13]
View answerI can assure the Deputy that funding has been ring-fenced for the implementation of the new Junior Cycle. The combined costs of curriculum and CPD support in a full year will be of the order of €10 million. A Junior Cycle Support Service will be established under the directorship of Dr. Pádraig Kirk, currently CEO of Co. Louth VEC.
It is important to note that this is not a cost-saving exercise. In fact significant resources are needed to implement the new junior cycle. But even in these very difficult financial times, this Government believes in investing in our children and all the necessary resources will be provided to make this a success.
The Department has established an Education Partners Consultation Group to provide the partners, including the ASTI and TUI, with a formal medium for assisting in the planning of the phased implementation of the Junior Cycle. These meetings are currently happening approximately every 4 to 6 weeks. At these meetings the partners have a forum in which to highlight both the opportunities and challenges of the reform.
In addition the ASTI and the TUI are represented on the Council of the National Council for Curriculum and Assessment and on its Subject Development Groups. At these meetings the future shape of the curriculum is considered and their findings are presented to the Minister. Between 2005 and 2009 total public and private spending increased in Ireland by 38% for all levels of education combined (below Higher Education). Expenditure on education in 2009 was 6.3% of GDP in 2009 which is in line with average OECD expenditure at 6.2% of GDP and above the EU-21 average of 5.9% of GDP. This figure reflects Ireland's maintenance of higher spending levels on education as the economy shrunk.
The latest edition of Education at a Glance published by the OECD in September 2012 showed that Ireland had the fifth highest proportion of persons aged 25 to 34 who completed upper secondary at 87%. We are fortunate that over 90% of our young people stay on to Senior Cycle and complete the Leaving Certificate.
55. Deputy Michael Colreavy asked the Minister for Education and Skills the actions he will take in respect of figures published by Dublin that show 1% of children attending school have autism and that a typical school is likely to have one or two children enrolled at any time with ASD; the appropriate supports that are to be put in place in the classroom, or accommodated in ASD units attached to mainstream schools, to ensure that children with autism receive the help they need to further their education. [17570/13]
View answerMy Department strives to ensure that a continuum of special education provision is available as required for children with special educational needs. In line with this approach the policy is to promote a child-centred approach to education of all children with special educational needs including those with autism. As each child with autism is unique they should have access to a range of different approaches to meet their individual needs.
Children with autism present with a wide range of needs. Some children are capable of being fully integrated into mainstream schools without additional teaching or care supports. Others are able to attend mainstream schools but need additional teaching and/or care assistance. Many are best enrolled in autism-specific classes where more intensive and supportive interventions are required. Some may move from one setting to another as they get older and differing needs/strengths/abilities emerge.
The preferred policy of my Department is that children with autism are educated in school settings where children may have access to individualised education programmes, fully-qualified professional teachers, special needs assistants, the appropriate school curriculum with the option, where possible and appropriate, of full or partial integration and interaction with other pupils.
Autism classes are established with a staffing ratio of 1 teacher and a minimum of 2 Special Needs Assistants (SNAs) for every 6 children. Other SNAs may be allocated if required to meet the care needs of the children. Start-up grants are provided to the schools to enable special equipment to be purchased. Enhanced capitation is paid in respect of each child and assistive technology is funded where this is recommended.
This approach promotes the maximum level of inclusion which accords with the intent of the EPSEN Act. While some children may be able to attend a mainstream class, for others the most appropriate provision may be in a special class or unit in the school or in a special school.
My Department supports provision in mainstream schools, some 540 special classes for autism attached to mainstream and special schools and 18 special schools for children with autism throughout the State which cater for the educational needs of some 5,000 children with autism, all of which operate within the policy parameters. This policy is based on advice received from international experts on autism, NEPS, the Inspectorate and the report of the Irish Task Force on Autism. My Department has satisfied itself that research does not support the exclusive usage of any one approach as a basis for national educational provision for children with autism. It is for this reason that my Department's preferred policy is for a child centred approach where the approach to be taken is based on the individual child's needs.
My Department continues to develop policy and programmes for children with special educational needs, including those with autism, and will continue to take relevant professional advice into account in this regard.
58. Deputy Catherine Murphy asked the Minister for Education and Skills the reason a contractor has not been appointed to complete the school works at a school (details supplied) in County Kildare, despite repeated assurances that such an appointment had been made; if his attention has been drawn to the length of time all concerned have been waiting for works to resume; if he will respond in detail to this query by stating the reasons for the delays; the expected time to the appointment of a contractor; the expected time to when works will get underway; the expected timeframe for when children will be able to avail of the new building; and if he will make a statement on the matter. [17436/13]
View answerSubject to no issues arising, it is anticipated that works will commence on site in early May for the school building project referred to by the Deputy and will be completed in quarter 2 of 2013.
