Vol. 509 No. 3
4 Mr. R. Bruton asked the Minister for Education and Science if he will introduce literacy and numeracy testing in schools at appropriate points in the cycle in order that this problem can be effectively monitored and schools targeted for special assistance. [20041/99]
The great majority of primary schools now administer standardised tests of literacy and mathematics at each class level from first class upwards. The results are used to inform teachers and parents of pupil progress in these core areas of the curriculum. In addition, the test results are used to identify pupils in need of remedial teaching and to assist teachers in the organisation of their pupils for class and group teaching. As is emphasised in the revised primary curriculum, the regular assessment of pupil attainment is an absolutely essential part of ensuring that each child is helped to achieve his or her potential. This year, I have allocated additional remedial teachers to both primary and second level schools so that all pupils who need help will receive it. A remedial teaching service, comprising of 1,463 remedial teachers, has been allocated to cover all primary schools. We have increased the numbers for post-primary as well. In addition to the ex-quota allocation, schools may provide for remedial teaching within their teaching quota at second level. Remedial teachers administer a range of diagnostic tests to determine the nature of the learning difficulties of pupils identified by group-administered standardised tests.
As I mentioned in my earlier reply to the Deputy, it is intended to implement improvements to the operation of remedial teaching in light of both domestic and international research. I have already initiated discussions with the educational research centre in order to explore the extent to which it would be beneficial to expand the use of standardised measures of curricular attainment in schools for monitoring pupil progress and for identifying pupils with learning difficulties. Arising from this, I intend giving schools specific supports for the use of up to date assessment tools at all stages. This approach of building the capacity of schools to administer and, crucially, act upon assessments is the best means of proceeding and helping pupils to attain higher standards across the curriculum.
It is important to cut to the core of this matter. Is the Minister willing to instruct schools that there should be a standard national test which would be the basis for benchmarking where schools are in relation to fundamental issues, and allocating resources to tackle a key problem? Does the Minister support the recent call by the general secretary of the INTO to make tackling literacy in schools a millennium project? That would mean giving resources to tackle identified needs. Is the Minister aware that currently 17 per cent of young people leaving schools aged 16 to 25 are at the lowest level of functional literacy? The Minister's officials told the Committee on Education and Science that we are the 20th of 24 countries in terms of literacy among 14 year olds, 21 per cent of whom have reading difficulties. The Minister must focus priority resources on this area, and he should start with national testing backed by resources.
More important than national testing is testing and assessment within the classroom, and giving teachers and schools the necessary resources to do that. As I indicated in my reply, I am doing that and am prepared to do even more in terms of providing financial resources, particularly for more modern standardised tests that are now available. That is the key issue. The primary school curriculum review examined the issue of assessment and came down heavily in favour of a process of assessment within school classrooms. The methodology of teaching obviously should involve such an assessment process, which is crucial to high literacy attainment.
I understand what the Minister is saying, but—
Sorry, just hold on. I have not finished.
We have very little time. The Minister can absorb all the time he wants, and is squeezing us out.
I have no intention of doing that, so I will give way to the Deputy.
If this information about literacy remains within the classroom as the possession of the teacher, how can the Minister build effective policies? We have to know where we are in relation to literacy and which schools are suffering most. We must devote resources and strategies to address the situation.
Yes, of course.
The Minister is saying the school should know and should devote resources.
No.
They do not have the resources. If the Minister visits any disadvantaged schools, he will see they do not have the resources to put into extra help for these children. We must have a picture nationally.
The Deputy should ask a question.
That is not true. The bottom line is that we can glean a picture nationally. There are different ways of doing so. In the past, we have engaged in international surveys as well as comparative surveys on literacy, numeracy and attainment within our primary schools. A major national survey is currently coming to completion on literacy and reading abilities. We have participated in such surveys in the past and will participate more in international assessments. Does the Deputy want to go back to the old leaving certificate or primary test approach? I think that would be a regressive move.
This has nothing to do with certification. The Minister has misunderstood.
I have not misunderstood. We have no difficulty in compiling national data or engaging in national tests for purposes of accumulating data to see where we stand in terms of attainment across the board. However, before getting to that stage, one must build capacity within the system to be able to do that. We must modernise the test instruments that are available to schools and we will provide them with the resources to do so.
If the literacy test in a school produces evidence that there are 40 children who are not getting the sort of service that they need, will the Minister, as a partner with that school, commit extra resources to the school to deliver that identified service weakness? That is the nub of it. Will the Minister put extra resources into the schools, rather than telling them to spread the resources they have?
We must now proceed to Question No. 5.
That is my approach, Deputy.
Well, the Minister has not done it yet.
We have.
Not a single remedial-resource teacher has been appointed to a disadvantaged school.
We have done that. Part of the problem in the past was that there was no qualitative evaluation of what was actually going on in the schools. The Deputy is ignoring that reality. There is no point in continuing to pour resources where we are not satisfied that existing strategies are working. It is very important that we do not do that.
