So, are we we top of the class or is it a case of “could do better”?
It sounds like you heard about the Department of Education chief inspector’s report, which was published earlier this week. It is based on almost 10,000 inspections carried out between 2016 and 2020. It covers education ranging from pre-school to primary and second level.
In summary, it shows there are plenty of strengths. The standard of teaching and learning across primary and second level is generally positive. However, there are challenges such as poor outcomes for students learning Irish across many schools and the limited extent to which our top students are being stretched. In international terms we’re not top of the class, but we’re doing pretty well on balance.
In what areas are we getting top marks?
Our reading standards are right up there with the best in the world. Our primary pupils perform very well in English reading, as do second-level students.
In maths, our primary pupils also rank highly overall and at second level they perform above the average for developed countries.
Where can we do better?
There is lots of scope to improve outcomes for more able students and to increase the number of students achieving at the highest levels. For example, at second level we have just an average proportion of high-achievers in science and a significantly lower proportion of high-performing students in maths.
The chief inspector’s report says there is a clear need for more active and learner-centred teaching approaches at primary, while we can do more at second level to develop students’ problem-solving skills in areas like maths, science and business subjects.
As for Irish: “ar fheabhas” or “uafásach”?
The quality of language use in Gaeltacht schools and gaelscoileanna was deemed to be good overall. The findings about the standard of pupils’ Irish in English-medium schools are not as positive. At primary level, the report found that pupils’ learning outcomes in Irish at English-medium primary schools were “very concerning”.
Inspectors observed an overreliance on translation from Irish to English as part of the pupils’ experience of Irish and highlighted a need for more fun and engaging Irish language learning activities.
At second level, inspections of Irish indicated that the quality of teaching and learning in Irish was good or very good in most schools.
How did Covid affect students?
Due to school closures, students experienced anxiety and challenges to their wellbeing as well as gaps in their learning. Inspectors said it appeared the effects of Covid-19 had been experienced unevenly, with students at most risk of educational disadvantage disproportionately affected.
It is possible that in the next few years we may see a slowing or even a reversal of the progress made here in improving the learning outcomes of students in disadvantaged schools compared to students in other schools. The same is true of students with additional needs.
What are the biggest challenges for the education system now? Schools need to
identify where the most significant gaps in learning have occurred as a result of school closures and address them in a systematic way. There’s also a need to reform the curriculum and assessment experience for students at senior cycle in post-primary schools.
Governance and leadership of schools is also identified as a major issue. The report says voluntary boards of management for the 4,000-plus schools in the State are no longer sustainable. In addition, there are steep challenges over inclusion and diversity to ensure all students can achieve their full potential.
