Dáil Éireann díospóireacht -
Thursday, 12 Feb 1998

Vol. 487 No. 2

Written Answers. - Educational Standards.

Minister for Education and Science (Mr. Martin)

National surveys of reading attainment of 11 year old pupils in fifth class in primary schools have taken place at regular intervals over the last 25 years. These have been conducted by the inspectorate in my Department in conjunction with the Educational Research Centre, St. Patrick's College, Drumcondra. The most recent survey was held in 1993. The next survey will take place in 1998. National surveys in mathematics have been less frequent. The last such survey was conducted in 1984 involving fifth and sixth class pupils.

I intend to put in place a process to commence a national survey of literacy and numeracy standards at primary level in the forthcoming school year. In this context my Department is consulting with the Educational Research Centre regarding plans for national five year surveys in English reading for fifth class pupils and in mathematics for fourth class pupils.

It has not been possible up to now to make any direct comparison between such national surveys and international surveys. This is because the international surveys have dealt with different age groups and involved different test instruments. Many countries are now in the process of developing national systems of performance of pupils and linking these to international studies of achievement. As part of a restructuring of the inspectorate within my Department an audit unit is being developed for this purpose and plans are being finalised to conduct more regular surveys of attainment.

At second level no national surveys of attainment have been carried out. However, second level pupils have taken part in international reading literacy surveys for 14 year olds in 1991 and in the Third International Mathematics and Science Study, TIMMS, for third class primary pupils and for first and second year second level pupils in 1995.

The international reading literacy study was carried out by the International Association for the Evaluation of Educational Achievement, IEA. The study showed that Irish nine year olds ranked 12th out of 27 countries and, in the case of the 14 years olds, 20th out of 31 countries. The data from the IEA study was further analysed by the ERC in 1994 and this indicated that between 6.5 per cent and 8.5 per cent of Irish 14 year olds have serious literacy problems. This figure, which was published by the ERC, is broadly similar to the national figures from the 1993 survey. The mathematics results in 1995 showed significant improvement in Ireland's performance over earlier students in 1988 and 1992. Ireland ranked seventh of 16 countries among third class pupils and 12th out of 27 countries in the case of the 13 year olds in first and second year at second level. In general terms Ireland has fared at or slightly above the international average in both English and mathematics. It is towards the top of the middle band among participating countries.

Ireland will also participate in an OECD survey on the achievement of 15 year old pupils in reading and mathematics which is scheduled for the year 2000. This will be the first time a comparison can be made in key curricular areas at 15 years of age. Its outcome will also enable us to make comparisons with the outcomes of the junior certificate examinations which the vast majority of pupils take at 15 years of age.

No national survey on adult literacy levels has been carried out by the Department of Education and Science. A 1995 international adult literacy survey across the age range from 16 to 64 showed that about 25 per cent of the Irish population was found to score at the lowest level, level 1.

The young adults in the age group of 16 to 64 who were surveyed had a much lower percentage scoring at level 1, 16 per cent, than for the overall group. This is much more in line with the national survey of adult literacy for nine year olds and the international survey of 1991 for 14 year olds. As a result of the problems identified the budget for adult education has been substantially increased from £2.315 million in 1997 to £4.065 million in 1998.

In essence, for the reasons outlined, the historical picture has been one of irregular surveys and a limited capacity to make meaningful international comparisons. For the future it is my intention that national surveys should be more frequent and closely linked with international surveys. This will provide more timely and meaningful comparisons which will be of real value to all engaged in education.