Vol. 512 No. 1
32 Dr. Upton asked the Minister for Education and Science the plans, if any, he has to initiate research into the fact that more boys than girls fail subjects at junior and leaving certificates examinations; and if he will make a statement on the matter. [25374/99]
Research commissioned by my Department in recent years through the Economic and Social Research Institute and the Educational Research Centre, St. Patrick's, Drumcondra, has shown that boys under-achieve relative to girls in the junior and leaving certificate examinations. At the request of the equality committee in my Department, the equality studies department in UCD has been engaged, since 1998, in a detailed, two phase quantitative analysis of performance of boys and girls in the junior certificate examinations – 1992 to 1996 – in all subjects, but with particular reference to mathematics. The first phase analysis has just been completed. The second phase of the work will involve an analysis of classroom interaction in the teaching of mathematics. I await the outcome of this study.
Arising from earlier ESRI research in 1996, my Department commissioned further research by Dr. Emer Smyth of the ESRI on academic and personal development among pupils in second level schools. The research publication Do Schools Differ states that, as well as confirming the better academic performance of girls, that academic achievement for boys and girls is improved further when there is an enhanced learning environment within schools.
The NCCA has an ongoing commitment to monitoring performance in the certificate examinations on a yearly basis. The evidence from the longitudinal study on performance in the 1996 leaving certificate examination, of the cohort who sat the junior certificate examination in 1994, indicates that achievement is a complex issue that varies between subjects, levels within subjects and between the two examinations.
I previously expressed concern at levels of general under-performance in some subjects in the leaving certificate at ordinary level and I have requested the NCCA to pay particular attention to the needs of ordinary level candidates in the preparation and revision of syllabuses. I have asked schools to pay particular attention to the need to set specific attainment targets for all pupils in the context of school development planning.
A common feature of under-achievement is early school leaving, particularly by boys before and after the junior certificate. The national development plan includes funding of £75 million for a school completion initiative to address this issue.
Is it not correct that Ms Emer Smyth's published research suggests the establishment of school councils might make a considerable contribution to developing an enhanced learning environment? In view of his commitment to partnership, does the Minister intend to promote the establishment of such councils at second level?
Absolutely. Student councils are excellent and we are commencing implementation of the part of the Education Act which will place an obligation on schools to establish such councils.
Will the Minister indicate if there a significant difference in terms of the breakdown between the various science subjects? I understand the figures relating to biology differ greatly because the gender difference, in terms students' choice of subjects, is more emphasised.
I will forward the relevant information to the Deputy.
In light of this information, does the Minister believe there should be a differential in the resources available to boys and girls schools? Discrepancies appear at a very early stage and, in primary schools, basic literacy problems are far higher among boys than among girls. With his new approach of allocating money towards the needs of individual pupils, does the Minister foresee that additional resources will be given to boys' schools to tackle this problem?
I am not going to make a commitment in that regard as yet. As the Deputy is aware, the co-educational system is undergoing growth and development. We target resources at the pupils who need them most, irrespective of gender.
