Sir, – Your article, “North vs South: How the island’s two education systems compare” (News, November 1st), referenced a study comparing education systems in the North and the South of Ireland relying on data from the Economic and Social Research Institute (ESRI) which purports to “systematically compare systems and outcomes in both jurisdictions”. The analysis in the article extrapolates liberally from these data.
A focus on measurable outcomes and students’ potential to join the workforce, targets that aspect of school attendance often called “schooling”.
Concerns for the holistic development of young people, including their ability to care about critical issues and develop considered opinions are among many aspects of personal development which are not measurable. It is an oft repeated truth that what can be counted is not always what counts.
Education is not all about providing data and schooling is only part of the exciting and important venture of educating for tomorrow’s future.
Shooting the breeze with trailblazer chemists
Kamala Harris is a descendant of an Irish slave owner in Jamaica
Tactical analysis: Clare got their numbers right, but it’s hard to measure sheer magic
Artist and shepherd Orla Barry: ‘Breeding animals is like making an artwork. You’re putting certain animals together’
Perhaps the practices of labelling either as “academic” or as “disadvantaged” could be scrapped with the focus being directed towards individuals being appropriately challenged and supported.
The invisible aspects of education are where attitudes and values are shared and grown.
The work of educators both North and South extends well beyond the production of data on standardised tests despite often reductionist analyses of their achievements.
When teachers are properly valued, supported and resourced in their important contribution to education, schooling can be positioned as part of that process – without its being the identified metric of success.
– Yours, etc,
JOANNE MOLES,
Annacotty, Co Limerick.