Vol. 487 No. 2
1 Mr. R. Bruton asked the Minister for Education and Science the data his Department has collected on literacy and numeracy at different levels in our education system; the way in which this compares with the findings of the OECD in relation to persons aged 16 and over; and if he will make a statement on the matter. [3714/98]
National surveys of reading attainment of 11 year old pupils in fifth class in primary schools have taken place at regular intervals over the past 25 years. These have been conducted by the inspectorate in my Department in conjunction with the Educational Research Centre, ERC, 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 initiate 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 the ERC 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 a 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 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 in 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 conducted. However, Irish 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 for third class primary pupils and first and second year second level pupils in 1995.
The international reading literacy study was conducted by the International Association for the Evaluation of Educational Achievement, IEA. The study showed that Irish nine year olds ranked twelfth out of 27 countries and, in the case of 14 year olds, twentieth 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 studies in 1988 and 1992. Ireland ranked seventh out of 16 countries among third class pupils and twelfth 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 of 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. Its outcome will also enable us to make comparisons with the outcomes of the junior certificate examination which the vast majority of pupils take at 15 years of age.
No national survey of adult literacy levels has been conducted 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 24 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. National five year surveys are planned, in English reading in 1998, 2003 and 2008 for fifth class pupils and in mathematics in 1999, 2004 and 2009 for fourth class pupils. These will be conducted by the ERC. The necessary arrangements are being made.
I thank the Minister for his comprehensive reply. I admire his honesty in stating we have been complacent about this issue. Will he agree the OECD findings come as a shock? It found that 25 per cent of adults scored at the lowest level and that 16 per cent of those in the age group of 16 to 25 have serious literacy problems and would not be able to function in a normal job. That should shake us from complacency.
There are plans to conduct surveys at first level. Will the Minister agree there is a need to conduct surveys at second level? The OECD survey showed that 20 per cent of Irish 13 and 14 year olds were low achievers in reading. This compares with a figure of 5 per cent in France and Finland and 10 per cent in Sweden and Switzerland. Many children are not successful in making the transition from primary to second level. Will the Minister agree there should be an assessment of the entire system, not just a commitment to conduct the odd survey in future? We need action to respond to these serious problems.
I agree with the Deputy. I am as concerned as he is about the irregularity of surveys over the past 20 years of standards in mathematics and reading. I am determined to ensure there will be national five year surveys at primary level. In September Ireland will host a physics colloquium at UCC which will mark the culmination of an international comparative survey of performance in physics at second level. It will set a benchmark for similar exercises with other EU countries in all second level subject areas.
We need data as a basic requirement for policy formation. There is also a need for initiatives in early education. A review of the primary curriculum is under way. There has to be intervention to improve the position.
Will the Minister agree that data is available from the OECD for 13 and 14 year olds and adults in the age range from 16 to 64? We can no longer say that data collection is an issue, the issue is why are 13 and 14 year olds four times worse than their counterparts in Finland and France? Is there a problem about the way children are educated in making the transition from primary to second level? Is the Minister aware the ASTI has indicated that almost one third of children at second level have literacy problems? Will he agree to initiate policy responses in schools rather than focus solely on information gathering? While this is laudable, there is a need for action.
The question relates to data collection.
I asked the Minister if he would issue a policy statement on the findings.
This area has been identified as the number one priority in terms of tackling early school leaving and educational and socio-economic disadvantage at an early age. That is the reason a major national forum on early education is being held in the next two to three weeks at which all the partners will be brought together to develop a coherent national strategy. International experience shows that early intervention can have a marked impact on literacy standards and educational performance.
We are also putting in place a pilot project for eight to 15 year olds which is being co-financed by the European Commission. That programme will be launched shortly, it will focus on the issue of transition from primary to second level and identifying early on in the system children in difficulty and most likely to leave school in first or second year of second level. I would point out that on coming into office I discovered that we do not have a comprehensive database for primary education. That is an immediate priority of this scheme.
Will the Minister arrange to put in place a tracking programme for every pupil so that we can follow pupils as they go from primary to second level and perhaps an early drop out? Will he also seriously examine the fact that only 2 per cent of his primary education budget goes to disadvantaged areas? These are serious issues that need to be addressed.
I reject the figure of 2 per cent, but if the Deputy was listening to my contribution in the Seanad last evening in response to the motion tabled by Senator Joe O'Toole he would know that I told the Senators I was committed to the introduction of a tracking system for primary schools and that such a tracking system was about to be launched. It is regrettable that one was not in place before I came into office because such a system is a fundamental part of any strategic attack on low standards. The IT 2000 plan that we unveiled in November, which involves a £50 million investment, represents a radical tool in terms of dealing with remedial education and strategies to help children experiencing difficulty in numeracy and literacy.
I listened to the debate on the Education Bill yesterday and I was encouraged by the consensus among Deputies that there was a need for more remedial teachers throughout the system as they are extremely important in helping students cope with literacy and numeracy difficulties. Clearly emphasis must be on strategies such as the appointment and allocation of greater numbers of remedial and resource teachers, targeting disadvantage and special needs children in particular.
