The results of the Junior Cert this week tend to contradict the popular notion of a relatively "easy" exam, when compared to the Leaving Certificate. Yes, the honours rate was very high in subjects like CSPE (civics) and religion, but the overall honours rate - the number securing Grade C or higher in higher-level papers - is broadly similar to the Leaving Cert exam.
The Junior Cert mirrors the Leaving in other respects. High failure rates in maths, science and some language subjects, particularly at ordinary level, have become a familiar feature when the results of both exams are published.
The public and media focus tends to be on the high achievers and those taking higher-level papers. But the Junior Cert results underline a growing crisis at ordinary level, where a high number of 15-year-olds are failing a wide range of subjects. This year, more than 8 per cent of students failed ordinary level maths and a further 7 per cent failed ordinary level science. Failure rates were also very high in ordinary level technology (13 per cent), woodwork (7 per cent), metalwork (15 per cent) and technical graphics (8 per cent).
These are disturbing figures, underlining how a huge swathe of students is being left behind in an education system which places an undue stress on rote learning and memory work. Many of the 13,000 who drop out of school after the Junior Cert are those who failed ordinary level subjects. Not surprisingly, a good number cannot wait to get beyond the school gate and don't bother to remain on for their Leaving Cert. The situation is particularly acute among boys, who are much more likely to fail ordinary level subjects, according to figures released earlier this week. On the north side of Dublin, for example, fewer than 70 per cent of boys in second level complete the Leaving Cert, a remarkably low proportion given the pivotal importance of the exam for career prospects.
Jan O'Sullivan of the Labour Party referred this week to the link between the high failure rates in the Junior Cert and the low retention rate in many schools, especially those in disadvantaged areas. New forms of assessment which give a real sense of achievement to all 15-year-olds are urgently required, as a report from the Educational Disadvantage Committee signalled.
Greater investment in schools and school infrastructure - in the provision of computer rooms and sports facilities - is also needed if real progress is to be made towards lowering the drop-out rate. Regrettably, as an OECD report pointed out this week, our level of investment in education still trails well behind our record levels of economic growth.