Dáil Éireann Debate, Wednesday - 6 March 2019
16. Deputy Joan Burton asked the Minister for Education and Skills if his attention has been drawn to a recent report from the OECD with respect to literacy standards amongst third level students; if his Department has carried out research on literacy among students attending third-level courses; if so, the findings of such studies; and if he will make a statement on the matter. [10876/19]
Amharc ar fhreagra29. Deputy Thomas Byrne asked the Minister for Education and Skills the number of university graduates who are functionally illiterate; the cohorts which are tracked by his Department; if he is working to identify the factors driving decreases in levels of literacy amongst graduates; and if he will make a statement on the matter. [10878/19]
Amharc ar fhreagraI propose to take Questions Nos. 16 and 29 together.
I have noted the recent reporting on graduate literacy rates. The most recent figures from the OECD on adult literacy dates from 2010-2012. Ireland did not score significantly differently from the OECD average, although the country comparisons are based on varying response rates and are associated with sizeable standard errors.
When levels of education are taken into account the proportion of adults at or below level 1 drops from 15.5% for students with post-secondary, non-tertiary qualifications to 2.3% of graduates with a masters-research degree.
A particular issue with surveys of this type has been the common misconception that those at the lowest levels of literacy proficiency, typically Level 1 or below, have little or no literacy skills or are ‘functionally illiterate’. In fact the reading component tests administered under the PIAAC survey show that even at the lowest levels of literacy proficiency there are significant levels of reading skill.
Structures supporting access to higher education for students with additional needs have evolved immensely over the past 15 to 20 years. It is unclear if the OCED figures take into account those students who may have had access to additional supports such as scribes for exam purposes.
In terms of graduate outcomes and employer satisfaction 78% of all graduates are working, or due to start work, 9 months after graduation, with 14% in further study or training. The latest national employer survey also indicates that the majority of employers are very satisfied with graduates across a range of workplace and personal attributes.
In terms of the role of the broader education system literacy, along with numeracy, are among the most important life skills that our schools teach and it is a fundamental priority that no child should leave school without have mastered these skills to the best of their abilities.
