Teachers need to revise their attitude to education

I read with interest, and some frustration at the hubris it contained, the letter (‘Teachers against the Junior Cycle’, October 23) jointly written by Phillip Irwin and Gerry Quinn (presidents of the teaching unions ASTI & TUI respectively).

In it, they quote from an ‘unsourced’ OECD survey to inform us that Ireland has been placed first for ‘public confidence in the State education system’. This, they argue, means that there is no public appetite for reforming of the Junior Cycle. I disagree.

Firstly, if the existing status quo is so perfect, why do Irish school-leavers fare so poorly against other ‘small’ European nations (Finland, Netherlands, Switzerland, etc) in the latest set of Programme for International Student Assessment (‘PISA’) results - having (let us not forget) fallen so spectacularly down the international league tables for Maths, English and Science in the 2009 series? (Source: PISA )

Secondly, Irish adults who have previously experienced the Irish secondary education system, are seen to have some of the very poorest levels of Maths, English and IT skills amongst all the countries surveyed. (Source: First ‘Programme for International Assessment of Adult Competencies’ - PIAAC)

Thirdly, Higher education chiefs in Ireland complain that young people entering third level do not have the requisite “skills and knowledge” to succeed at third level, particularly in the Stem subjects (Science, Technology, Engineering, Maths), resulting in high first year drop out rates. (Source: Oireachtas Joint Committee on Education & Skills, 13/12/10)

Finally, Ireland has amongst the highest levels of young people not in education, employment or training (‘NEET’) in the developed world. (Source: Eurostat)

Change to both the Junior Certificate and Leaving Certificate is long overdue. The move towards a more continual assessment model if it is performed by teachers professionally has been shown to be one of the most powerful and effective teaching tools to bring about improved academic performance. (Source: Fuchs (et al), 1997, in ‘Inside the Black Box’, Black, P. & William, D., 1998).

If we really do have students best interests at heart then we simply cannot continue with the same old didactic, teacher-centric, ‘memory test’ that we currently offer at second level. The system only truly benefits the vast ‘grinds’ industry in this country.

I conclude by saying that, not just the curriculum, but the teaching profession, needs to change.

Mark Griffiths

Anabally

Claregalway

Co Galway