Deirdre Clune (Cork South Central, Fine Gael)
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Question 4: To ask the Tánaiste and Minister for Education and Skills her views on the finding that Ireland's drop in performance in maths is the second largest fall of any country in the most recent PISA study; and if she will make a statement on the matter. [47893/10]

Mary Coughlan (Donegal South West, Fianna Fail)
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I propose to take Questions Nos. 3 and 4 together.

The results of the OECD's Programme for International Student Assessment 2009 were published last week. The test results of Irish students were mixed. They scored above the OECD average in science, at the OECD average in reading and below the OECD average in mathematics. Comparisons take place against the last year the subject area was the major focus of the PISA survey. While Ireland's ranking in science between 2006 and 2009 rose from 20th to 18th it fell from 5th to 17th in reading between 2000 and 2009 and from 20th to 26th in mathematics between 2003 and 2009.

While I welcome the results Irish students achieved in the PISA tests for science, I am disappointed with the results in reading and maths. The extent of the falls in the reading scores of Irish students are surprising as Irish students scored well above average in reading in all previous rounds of PISA. The national assessments of mathematics and English reading also show stable literacy and numeracy levels among Irish primary students and standards have remained constant in the State examinations taken by all students at post-primary level. Irish students also obtained a high literacy-related score in the International Civic and Citizenship Education, ICCS, study, ranking 7th out of 36 participating countries in 2009.

My Department has had detailed studies of the Irish data for PISA completed by the educational research centre and by an independent team of experts from Statistics Canada. Both teams of experts have concluded that some, but not all, of the lower scores in reading and maths are explained by changes in the demographics of the group of 15 year olds taking the test. Greater numbers of students whose first language is not Irish or English are now in our classrooms, as are greater numbers of students with special educational needs. We are being more successful in keeping our children in education longer but this means that there are weaker performing students taking the PISA test that might not have remained in school in former years.

The experts from Statistics Canada and the ERC have advised that "it is likely that issues about the construction of achievement scores and establishing links, trends, across cycles of PISA contributed to the low scores of students in Ireland in reading and mathematics" and that the techniques used by PISA "have overestimated the size of the decline [in achievement]". The OECD also notes that the "performance changes are associated with a fairly large standard error". Few educational systems have ever experienced actual changes in educational standards of the size reported for Ireland over the period of time covered by PISA.

While Statistics Canada and the ERC have pointed out that Irish students' test scores have been declining in reading and maths, they have also have cautioned against placing undue importance on the single set of PISA 2009 scores. They believe that it is not possible to say whether the decline in the 2009 PISA tests indicates an actual decline in standards in Ireland.

Irrespective of whether the decline in the scores on the PISA test represent a real decline in standards, I am concerned that Irish students did not achieve high scores on the PISA tests. It would also be unwise to ignore the possibility that the results may reflect some decline in standards in Irish schools. I believe that our focus should be on taking the action needed to ensure that Ireland's students are among the high-performing countries in reading, maths and science. There is a need to improve Ireland's overall standards in literacy and numeracy and that is why the Government is taking a proactive approach to improving literacy and numeracy standards.

We have been concerned about our standards in maths for some time. A major reform programme, Project Maths, is under way and was rolled out to all second-level schools in September 2010. The project involves a major curriculum revision, a different approach in the examinations papers and a nationwide programme of teacher education for existing mathematics teachers. It also encourages more students to take mathematics at the higher level in the State examinations and aims to improve standards in mathematics generally. In addition, bonus points are being introduced for entry to higher education to encourage more students to study leaving certificate higher level mathematics.

In November 2010, I launched Better Literacy and Numeracy for Children and Young People: A Draft National Plan to Improve Literacy and Numeracy in Schools. This sets out a range of significant measures to improve literacy and numeracy in early childhood education, primary and post-primary schools. It will involve major reforms to teacher education, the school curriculum, a whole-school focus on strategies to improve literacy and numeracy, curricular changes and a radical improvement in the assessment and reporting of progress at student, school and national level. I am confident that focused attention on literacy and numeracy along the lines proposed in the plan will improve the standards of Irish students over time and their performance relative to their international peers.

Ruairi Quinn (Dublin South East, Labour)
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That is a reply worthy of the Vatican.

Mary Coughlan (Donegal South West, Fianna Fail)
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There is nothing in the studies carried out by the Department to show that socioeconomic issues are relevant to the outcomes. I will give a simple example of what has been happening. We have low levels of literacy because of the lack of reading material in homes, yet the majority of pupils had a television in the bedroom. The issue is what is prioritised, not money. Is it books or television? We will have to target our resources, including our teaching acumen, at literacy and numeracy. When it comes to professional development the new proposals make it compulsory for teachers to participate every three years and every five years in literacy and numeracy courses. I have also changed the entry requirements for those who wish to enter teaching at primary and post-primary level. I will insist that teaching degrees be extended to four years and they must comprise at least two years of education teaching practice. The H-Dip is not adequate.

I believe an entry requirement for primary teaching should be a minimum of a pass in honours mathematics as well as in honours English and Irish. It is wrong that the Department does not have access to the test results of every school in the State. The unions have opposed this ad infinitum. I do not believe in league tables because I do not like them. However, this is wrong and that is why it is compulsory that all the results from primary and post-primary schools be centrally assessed within the Department. I am, therefore, moving towards improved teaching qualifications and curricular change with an emphasis on literacy and numeracy and I will also pursue the curriculum from preschool into junior and high infants.

Deirdre Clune (Cork South Central, Fine Gael)
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I would like to focus on teaching standards and refer to the draft report produced by the Minister. It states: "However, we cannot assume that all Irish primary teachers are proficient in the teaching of literacy and numeracy or that they continue to upskill themselves." That is a shocking and damning statement about the system. How much has been invested in teachers? They have spent at least three years in college, yet we cannot assume they are proficient in the teaching of literacy and numeracy. The report of the Department's chief inspector, Dr. Harold Hislop, states, "The teaching approaches used need to be addressed, the preparation undertaken by teachers-----

Brendan Howlin (Wexford, Labour)
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The Deputy can refer to documents but not quote from them during Question Time

Deirdre Clune (Cork South Central, Fine Gael)
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Our system has not measured outputs, which are important. We are trying to pitch Ireland as a smart economy to attract investment. Average in science and below par in maths are not good enough.

Brendan Howlin (Wexford, Labour)
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A question, please.

Deirdre Clune (Cork South Central, Fine Gael)
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In response to Deputy O'Dowd, the Minister outlined a number of areas where she feels teaching standards can be improved. Will she outline the timelines for their implementation? Will there be changes to the school year in 2011?

Mary Coughlan (Donegal South West, Fianna Fail)
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First, following the appointment of the new chief inspector, I looked at probation on the basis that it is too late to deal with underachievers in the system when they have 20 years experience. Teachers must be assessed in their first year as to whether they have the acumen and capacity for the work and to ascertain how they can be supported. There is a need for greater leadership in schools to support teachers. Second, I have changed the methods for whole-school evaluations in order that students and parents will be involved. Third, I am carrying out new standardised testing in literacy and numeracy and that information will be centralised. The problem was that these reforms were thwarted on the basis that people thought they would be an assessment of their capacity as teachers. That is not the position; it is about having information in order that we can deal with specific problems that may arise in a school in the delivery of the literacy and numeracy programmes.

In addition, teachers on probation will have to take a specified number of hours in their first year in the teacher education centres. The centres are a significant resource and this will provide for better professional competence and development.

Ruairi Quinn (Dublin South East, Labour)
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When will all this happen?

Mary Coughlan (Donegal South West, Fianna Fail)
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It is happening now because I am driving it. As a parent and as someone who has a great regard for the teaching profession, we must not be seen to undermine it. I agree with Deputy Clune that we must analyse the outputs and we are undertaking other reforms in curriculum development.

Deirdre Clune (Cork South Central, Fine Gael)
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With regard to the changes the Minister proposes to make in teaching standards, is it the case that from next September students who start teacher training colleges will have an expanded programme? Will she also implement a professional development programme for teachers from next September?

Mary Coughlan (Donegal South West, Fianna Fail)
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That is clearly my intention.

Deirdre Clune (Cork South Central, Fine Gael)
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Is it the Minister's intention or policy?

Mary Coughlan (Donegal South West, Fianna Fail)
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That depends on how long I will be on this side of the House. The plan has been sent out for consultation, which should be completed by now. These changes must take place in the delivery of this plan. There is no reason that they should not.

Deirdre Clune (Cork South Central, Fine Gael)
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Is it the draft plan?

Mary Coughlan (Donegal South West, Fianna Fail)
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Yes. I propose to proceed immediately with the development of that plan. It is wrong to say there have not been great achievements in education.

Ruairi Quinn (Dublin South East, Labour)
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Nobody is saying that.

Mary Coughlan (Donegal South West, Fianna Fail)
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The DEIS initiative has resulted in more children staying longer at school. There are fewer school drop-outs, which is good. There is better integrated education, which is excellent. It is accepted that we have experienced changes in our demographics, culture and society. During that PISA process, three other international studies were carried out and a number of those young people were in transition year, where I do not believe there was great regard for the test in the first place. There must also be a realisation on the part of the schools. As Deputies are aware, it is a random sample so we have no idea what schools are involved in the sampling. However, we must take on board the necessity of ensuring that the PISA test is taken seriously by the schools. That is important. The development of new policies that are focused on literacy, numeracy and mathematics is paramount from my perspective.

There will also be reform in the junior certificate. We are moving away from rote learning to critical thinking. This is one of the issues that have arisen from the PISA study. I do not know if the Deputies had an opportunity to look at the examination but it requires more critical thinking and more thought processing than children are, perhaps, accustomed to.