This article argues for the abolition of the Leaving Cert points system in Ireland, emphasizing its detrimental effects on education and student well-being. It proposes a system where college entry is unrestricted and assessments are primarily formative, allowing students to explore their passions and make informed choices about their futures.
It's time to address the harmful Leaving Cert points race. While the Department of Education plans to implement reforms over the next few years, acknowledging the system's lack of educational value and potential to exacerbate existing issues, the nature of such change is a monumental task. The crux of the problem lies not in the curriculum but in the terminal exams' inseparable link to third-level entry.
Our current points system compels students and teachers to prioritize high scores above all else, stifling risk-taking and innovation in the classroom. The stakes are simply too high; failing to achieve high points can mean missing out on college entirely. This pressure creates an environment devoid of creativity, exploration, and genuine learning.Ironically, even third-level lecturers note that entering students are over-coached and under-taught, despite colleges using the points system for selection. Perhaps it's time to consider unrestricted access to third-level education in Ireland, mirroring the approach adopted in many other countries. Removing the hurdle of points before college would allow students to pursue their passions freely. Any reform must first sever the connection between exam grades and college entry – let's eliminate the points system. This would alleviate the immense stress placed on young people at a vulnerable stage in their lives and empower our schools to prioritize holistic education.Students could then flourish in subjects they genuinely enjoy, rather than being forced to excel in six disparate areas simply to gain access to their desired field of study in college. Instead, let exams occur at the college level, determining a student's right to continue their studies. The timing and implementation of such a system are for colleges to determine. They could assess a manageable number of students, deeming them capable of progressing. While initial enrollment might see large numbers of first-year students in expansive lecture halls, as commonly observed across Europe, the market would soon adapt, with institutions specializing in catering to students of different ability levels. High-stakes exams would then confront students a year later, when they are more mature and equipped to handle the pressure, and the points system wouldn't have overshadowed their secondary education. Colleges might even welcome this alternative entry procedure when the current demographic bubble subsides and they grapple with declining enrollment, as is currently happening in the UK, where departments are being slashed.However, with this approach, students would leave school armed with a comprehensive understanding of their strengths and weaknesses, enabling them to make informed choices about their future paths – whether it's pursuing higher education, entering the workforce, exploring vocational trades, or taking a break. While assessments would still be necessary, driven by a national curriculum and externally marked, they would function as formative tools, providing valuable feedback on a student's progress, achievements, and potential. Instead of dictating their future, these assessments would guide them towards making informed decisions about their next steps. There would be pressure, but significantly less than the current system. If we must compare schools, let's base it on their pupil pass-rate after a year of college.Surely, the most accurate measure of a school's success lies in how well-equipped and contented its alumni navigate life and learning after graduation, rather than solely on the number of points they accumulated during their studies
Leaving Cert Points System Education Reform College Entry Student Well-Being
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