A Chara, I didn’t think he would or could tackle the topic of Junior Certificate Reform, but Fintan O’Toole actually nailed it. (IT 25.11.14)
Let me be clear: I love teaching young, inquiring minds. It allows me to keep fresh, enthused about my profession and idealistic that great teachers can and do make a daily difference.
Tomorrow’s protest is not about pay or conditions, nor is it about “lazy teachers” not wanting to do extra work.
Teachers have, for years now, repeated that they are willing to engage on many of the proposals contained in the Framework for Junior Cycle. We have supported a move away from a single terminal exam and the inclusion of portfolios and project work etc.
In addition, teachers have implemented a wide range of changes to the Junior Cycle curriculum over the last 10 years, and will continue to do so. This has included the introduction of project maths, a new science syllabus, and group work, especially in CSPE.
We do not want to assess our own students. This is quite simply about maintaining educational standards, defending the integrity of the pupil-teacher relationship and affirming the (yes, cold and not-without-fault) anonymity and egalitarian nature of the current exam structure.
Yes, there are many faults. Yes, grinds and grind schools provide an uneven playing field. Yes, DEIS schools do marvellous things, but can struggle on a number of criteria. Yes, private schools confer an inherent and understood advantage.
But the structure of exam corrections is it stands is anonymous, unassailable and bullet-proof. And it works.
And maintaining that incorruptibility is what the strike is about.
Nothing else.
Is mise, etc, FRANK MILLING Ardee Community School, Co. Louth
Sir, – In the education opinion piece in relation to the Junior Cycle reform ( “Students will suffer most if reform of junior cycle fails,” November 25th), he analysts appear to agree that the changes recommended by Minister for Education Jan O’Sullivan will benefit all young people into the future.
After all what could possibly go wrong in the Ireland of today with teachers assessing their own students for 40 per cent of the examination? What could possibly go wrong with young people age 12 choosing not to take subjects, such as, history or physical education? It is naive to think that this policy is politically neutral and is unconnected to the liberal agenda sweeping across Europe seeking to reduce the role of the state in the delivery of all public services, including education. This reform intends that schools will find their own way within the logic of the markets and will finally separate one from the other as either “exploratory”, “adventurous” or “cautious” schools.
This stratification will for the first time in the history of the state shatter the conception of education as a public good for all. The questions that might need to be asked are: what savings will be made on an annual basis by the government in this reform, what policies and plans have been put in place to ensure that the savings made will remain within the Ministry and be used as a future sustainable investment in education and who will really benefit from these changes? – Yours, etc,
DR GERALDINE MOONEY Department of Education and Professional Studies , University of Limerick.