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I’m supposed to be lecturing on politics but in reality I’m teaching remedial English.” It would be comforting to report that this was heard recently but it was decades ago. A basic failure in Irish education is now long standing and anyone active in social media can see that it is extensive. It’s in the news again because an OECD report bears out what university teachers see daily and talk about constantly.* It is in stark contrast to the belief in Ireland that the education system is basically sound.

Decades of remedial teaching at university point to a fundamental failure and right now that failure is in particular need of clarification because it is becoming entangled in a more complex set of concerns over 3rd level student performance.**

Here’s a proposition: There is no point in admitting to secondary education someone who is not literate and numerate, and is without a good level of general knowledge.

Here’s a second proposition: There is no point in admitting to university someone who is not literate and numerate, lacks extensive general knowledge and a good grasp of science/technology, and who is incapable of independent study and thought.

The two propositions are based on the simple belief that it is futile to ask someone to do something which they are clearly incapable of doing. It is ludicrous at 2nd level to set out to teach, say, literature or maths to someone who cannot spell, punctuate or cope with numbers. It is equally ludicrous at 3rd level to attempt higher education with someone who is not already educated to quite a high standard.

Almost everyone teaching at 3rd level talks of illiteracy and they regale one another with fabulous examples of lack of general knowledge. Many realise too that their students cannot do basic maths and – while proficient domestic computer users – have little scientific or technical knowledge.

Of course the problems are not universal; there are many students well-prepared to thrive in higher learning. However, the difficulty is not that an occasional unprepared student slips in but that they are not at all uncommon. It is tempting to ask how someone lacking the skills mentioned above could possibly have been awarded a Leaving Certificate of any kind, never mind one carrying the points required to gain entry to the next level of education.

Part of the answer and an obvious partial remedy lies at the transition between primary and secondary school. Thanks to technology it is now relatively easy and inexpensive to ensure that no one can enter 2nd level education who is as yet incapable of benefiting from it. A basic test of literacy, numeracy and general knowledge is required. There is no question of grades; it’s a matter of ready or not ready and it’s certainly not the reintroduction of the Primary Certificate. The test could be on-line and inexpensive. It could be taken any time a teacher thinks a pupil is up to it and it could be re-taken as many times as required. ***

Having taken steps to ensure that primary education fulfils one of its functions the foundation exists for secondary education to perform. If doubts remain, however, that the holder of a Leaving Certificate may still be unable to profit from higher learning, it would be open to the HEA to require all applicants to pass an on-line test which too could be re-taken as required.****

By neglecting basic education Ireland is creating significant inefficiency in the entire education system. Remedial learning is being pushed higher and higher. Unless similar is happening in comparable countries, Irish education risks becoming a laughing stock. Our own education professionals are laughing already; that’s how they cope.



** student retention rates, the mistaken belief that students of modest ability are not suitable degree candidates, the effect of reducing students to mere consumers, managerialism leading to reliance on on-line lecture notes and reaching “learning objectives”, lack of reading etc.

Carl O’Brien’s Irish Times piece on the OECD report is published with a companion piece which muddies the water:

*** There is no point in pretending that this does not have profound ramifications for children with learning disabilities and for children who do not speak English. The point here, however, is that no one should be asked to do that which they cannot. Indeed it might be argued that sending a child to secondary school on the basis of age alone is abuse.

**** Clearly it could be argued that the pre-3rd level test obviates the need for the earlier test. This however would be to suggest that entry to 3rd level is the only purpose of education and fails to share the responsibility for good basic education between primary and secondary educators.

The 3rd level test also opens the possibility of a significant 3rd level access sector.


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