Paul Crone
Director, National Association of Principals and Deputies (NAPD)
The Senior Cycle Redevelopment poses a critical question: can we truly meet the needs of our students amid external factors that seem determined to impede meaningful progress within post-primary education?
A quote from William Arthur Ward, an American motivational writer, resonates with me in the context of Senior Cycle Redevelopment in Ireland: “The pessimist complains about the wind; the optimist expects it to change; the realist adjusts the sails.” The winds of change are blowing as we embark on Senior Cycle Redevelopment.
Flawed Senior Cycle system
School leaders are concerned about significant impediments in our system, which may hinder necessary meaningful change for our students. We must adjust our sails, and I will endeavour to highlight two important adjustments that may positively impact our students.
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Fostering inclusive higher education
The opportunity for meaningful reform in the Senior Cycle is significantly diminished as long as the current points system persists. This system is used for students to gain access to our Higher Education Institutes (HEIs) by converting academic performance in the Leaving Certificate into points.
The terminal exam at the end of the Senior Cycle becomes a cliff edge for students with a winner-takes-all scenario in operation. The current system does not consider student interests, aptitudes or abilities in the selection process. I argue that this current system is fundamentally flawed from the individual student perspective. This must change to open up possibilities for students in their Senior Cycle experience.
I applaud the newly established National Tertiary Office (NTO) for introducing tertiary degree programmes. It’s crucial to expand pathways for students, allowing them to pursue their chosen course of further study.
The current system does not consider
student interests, aptitudes or
abilities in the selection process.
Grinds impact exam outcomes and hinder innovation
Additionally, Dr Selina McCoy from the Economic Social Research Institute (ESRI) has recently published a study highlighting the impact that grinds (private tuition) have on our Senior Cycle terminal exam. She identifies that grinds are being utilised to manipulate the system, to secure higher grades and, consequently, higher points for access to specific university courses.
This seriously impacts classroom activities in our post-primary schools, resulting in ‘teaching to the exam’ and undermining innovation and creativity in classrooms.
Prioritise meaningful educational reform
As a system and society, we must prioritise substantive change in the Senior Cycle over superficial adjustments. This change must put young people front and centre. We must champion a high-performing and inclusive education system that respects individual talents, aptitudes and interests. We must change the procedures for entry to higher education and dismantle the grinds culture.
