Irish students are falling behind in maths and the Government should take note, writes Brendan Butler
A worrying trend has developed in the Irish education system over the last 10 years which could have serious consequences for the economy.
In 1994, 84 per cent of those taking honours maths achieved at least a grade C, however last year this had dropped to 77 per cent.
This is despite the fact that results have improved significantly in the nine other most popular Leaving Certificate subjects at honours level over the same period.
This trend is supported by independent international studies, which suggest that Irish second-level students are falling behind their international peers in maths. Not only are fewer excelling at honours level, but many are failing to achieve even a basic level of competency by the time they leave school. Failure rates in ordinary level maths are unacceptably high, standing at 10 to 15 per cent.
About 5,000 students don't achieve a pass in ordinary level maths each year and a further 5,000 taking foundation level. About 10,000 students a year leave school with real difficulties in maths.
Underachievement in maths, combined with a drop in the popularity of science subjects, should ring alarm bells right around the Cabinet table, not just in the Department of Education and Science. What's at stake is enormous.
The education system is the cornerstone of Ireland's economic success and future achievement depends on the continuing supply of top graduates into the workforce.
According to the Expert Group on Future Skills Needs, which the Government has charged to examine the needs of tomorrow's economy, skills will be Ireland's most sustainable competitive advantage in the years ahead.
There is a real fear, however, that the education system will not deliver the high quality skilled graduates needed to support Ireland's ambitious enterprise objectives. The problem created by poor maths results has been further compounded by the fall-off in interest in science subjects among students, such as physics and chemistry.
This has greatly diminished demand for science-related courses at third level, leading to major skills gaps in the workforce.
A clear mismatch has started to emerge. On the one hand our economic policy is moving us in one direction, trying to encourage the growth of key sectors such as pharmaceuticals, medical devices, biotechnology and information technology.
On the other, fewer young people are leaving school with the skills and the interest needed to support the projected growth of these sectors.
There is a need for the Departments of Education and Science and of Enterprise, Trade and Employment and for employers to come together regularly to ensure that school-leavers are equipped with the skills needed to make the most of their opportunities in later life.
Growth in the information technology sector, which has delivered much of our economic success in recent years, is contingent upon top-quality numerate school-leavers going on to take science and engineering at third level.
The IDA has predicted that biotechnology will be the next big driver of Ireland's knowledge-based economy. This is reflected in the Government's stated goal of establishing Ireland as a centre of excellence in the area. Virtually no quality career, however, will be available in high-tech sectors without a high-level knowledge of maths.
A clear failure of the current system has been its inability to communicate effectively to students the usefulness and relevance of maths outside of the classroom.
Although employers value the logical thought process and problem-solving skills associated with maths, it remains difficult for students to grasp how trigonometry or algebra is of any use beyond the exams.
Many maths teachers themselves are only familiar with the discipline in purely academic terms, having gone straight from university back into the classroom.
Other curriculums have been adapted to make them more relevant and interesting to students, but more must be done to communicate to students the practical application of maths outside of the classroom. The Junior Cert maths curriculum has been revised to make it more accessible, which hopefully will feed into improved attainment levels in the senior cycle in future.
The focus must now be on significantly improving the quality of the Leaving Cert maths curriculum.
The Department of Education must also consider providing greater incentives to those who excel in maths and science subjects, which are viewed by students as being more difficult. The decision to phase out bonus points for honours-level Leaving Cert maths should be re-examined, not least because students are focusing on other subjects which they regard as being easier.
Business is eager to play its part in addressing the skills problems and is already getting into schools to tell students what they can expect from a career in the high-tech sectors. From September, the information technology and pharmaceutical and chemicals industries will be sending young and enthusiastic "champions" working in the industry into schools to speak about their careers and experience.
The goal is to boost enthusiasm among secondary school students about maths and science-based subjects and encourage them to pursue a career in these areas. A wide range of other initiatives has also been launched, focusing on students in primary- and third-level education.
Brendan Butler is director of enterprise at Ibec, the Irish Business and Employers Confederation