The Teachers’ Union of Ireland (TUI) has congratulated those students from the class of 2021 receiving results today.
The Union has reiterated that its co-operation with emergency assessment procedures was on a strictly ‘without precedent’ basis to allow students to progress to the next stage of their lives during the national health emergency. TUI has also stated that the CAO ‘points race’ is not a flaw of Senior Cycle itself and that reform must cater for all learners.
Comments from TUI President Martin Marjoram:
‘We congratulate all students on receiving their results today and recognise that the last eighteen months have been extremely difficult for them. We commend their resilience in uncertain times and we have no doubt that the fortitude they have displayed will benefit them in the years that follow.'
'As always, some students will be disappointed with their grades. Our strong advice to them is to not lose hope. Now more than ever, education is a lifelong pursuit and there have never been so many options available to school-leavers. In addition to third level options in Institutes of Technology/Technological Universities and Universities, students should also consider the wide breadth of choices in Further Education/Post Leaving Certificate (PLC) colleges around the country. These courses offer high quality standalone qualifications with the option of progression to higher education and training upon graduation. Students should also seriously consider apprenticeship options which are available across an ever-expanding range of areas and which can lead to fulfilling and successful careers.’
Co-operation with emergency assessment processes was on a ‘without precedent’ basis
‘Over the last two years, teachers have demonstrated flexibility and commitment by engaging with emergency assessment processes on a ‘without precedent’ basis so that two cohorts of final year students could progress to the next stage of their lives. We state once again that our co-operation with these processes was only on the basis of necessity due to the national health emergency and this remains the case.’
‘In addition, teachers are once again meeting the challenge of re-opening schools and providing an education service of the highest quality to their students in conditions that would have seemed unimaginable in the recent past.’
Leaving Cert/Senior Cycle should not be confused with ‘points race’
‘The excessive focus on CAO points is not a flaw of the Senior Cycle itself. It is instead a by-product of a national obsession with progression to third level that distorts the true meaning of education and often leads to invalid and unfair comparisons between schools.’
Flawed commentary
‘Contrary to some common but flawed commentary, it is important to highlight that Senior Cycle subjects are continually evolving, with most already having a second component of assessment separate to the final written examination, such as project, oral or practical work. All recently launched new subjects have second components of assessment, and it is expected that nearly every subject will have a second component in future years, as long as it is appropriate and useful in that particular subject.’
Review of Senior Cycle underway - State certification must be retained
‘TUI has engaged positively with a review of Senior Cycle and will continue to do so. At all times, our overall position is clear and unambiguous – State certification is key to all developments and must be retained. TUI members are fundamentally opposed to assessing their own students for State certificate purposes and therefore external assessment and State certification – which retain significant public trust – are essential.’
Reform must cater for all students
‘Any reform of Senior Cycle must cater for all students and their individual talents. At present, the Leaving Cert Applied (LCA) facilitates students who may not otherwise have remained in school while the Leaving Cert Vocational Programme (LCVP), with its practical elements and second components, fosters key skills. These options must continue to be developed and enhanced, and we believe the ‘ringfencing’ of LCA must be removed so that students could, if they wished, undertake some subjects at a level which would allow them to go directly into an apprenticeship. We will insist that reform must not marginalise or exclude any cohort of learners; it must be inclusive in nature.’