'Broad range of concerns' over aspects of Senior Cycle reform

AACs, expected to be worth 40% of a student's overall grade in a subject, are planned to be introduced in every subject under Senior Cycle reform from September.

Key stakeholders representing Ireland’s Education and Training Boards (ETBs) have raised concerns over aspects of Senior Cycle reform.

New research involving students, parents, and principals from across schools under the ETB patronage found that a “broad welcome” for the proposed incoming changes was “tempered with an equally broad range of concerns".

These included the “urgency” in determining an appropriate response to artificial intelligence, and for “timely clarity” when it comes to Additional Assessment Components (AACs). 

AACs, expected to be worth 40% of a student's overall grade in a subject, are planned to be introduced in every subject under Senior Cycle reform, beginning on a rolling basis from this September.

Those taking part in the ETB study voiced concerns around how AACs "are to be conducted on a fair and equitable basis by all students across the country given the range of access to the internet and inadequate IT provision and maintenance in many locations".

Those taking part in the study also voiced "significant unease"  in relation to "the preparedness and availability of resources within the collective system to incorporate the proposed changes". However, they welcomed the greater flexibility proposed by the reforms, according to Paddy Lavelle, General Secretary of Education and Training Boards Ireland (ETBI).

“This has the potential to lessen the dominance of the current CAO points system and consequently the very high levels of stress experienced by many students.

“However, the study also highlights how lack of school resources and digital infrastructure in school and at home could disadvantage senior cycle students in small and rural schools as well as those from disadvantaged backgrounds.” 

He added: “More student project work across additional subjects requires adequate infrastructure and supports, both at home and at school to ensure equity.”

Dr Joe O’Connell, who carried out the research added: “I would summarise the feedback I received from stakeholders as ‘welcome tempered with concern’. Key cohorts have clearly identified that preparedness and resources, both fiscal and human, are critical to the success of senior cycle reform.”