A chara - I note from your editorial on the points system (August 10th) as well as your lead article on the subject and the statement attributed to Dr Aine Hyland, Chairperson of the new commission that it is "very timely to readdress the whole points system, given the unbearable pressure on many students."
As the points system has been in place for 20 years, it may be appropriate now to look at it critically, but I am concerned that the strength of that system be fully appreciated and that we also consider whether the system is the problem in itself or merely a symptom of some more basic difficulties within the whole business of moving young adults from schools into work, training or the next level of education.
There are simply more applications for third level places than there are places, and competition for certain prestigious courses can be particularly severe. The points system is no more than a rationing mechanism by which applicants are ranked in an order of merit on the basis of Leaving Certificate results. This system is quite a sophisticated one, and a number of so-called refinements, including standardisation of points weighting between colleges and the breaking of grades into subgrades, have helped to fine-tune the process. It is nevertheless transparent and direct and this very transparency and fairness has won the confidence, if not the affection of parents, students and teachers.
This is not to say that the same groups have not expressed frustration with a number of perceived shortcomings in the existing system. These include: The tremendous strain of the one-shot approach to assessment. The loss of valuable learning time due to revision and "mocks". An emphasis on rote learning. The overall importance of the examination, to the virtual exclusion of other aspects of the learning process.
It is doubtful, however, if changes in the points system would eliminate these difficulties, and indeed certain changes might bring new problems. Some changes which have either been tried or suggested in the past would, in my view, fall into this category. I have heard it suggested for example that interviews or aptitude tests might be used to assess whether candidates have the suitability for, or "commitment" to particular professions. Accusations of unreliability and bias would inevitably result from such a change, and stress on young people could be further increased. Teacher-based assessment has also been suggested as a way of lowering pressure on students by spreading evaluation over two years. However, teachers generally are unhappy with such a prospect and worry about the relations between teachers and students in a situation where the teacher moves from being a helper to a "gamekeeper", a functionary in the business of selecting his/her own students for entry to third level.
It may well be that the government-appointed commission will find before it many suggestions for change which are far more worthy than those which I have criticised above. I mention them only to show the problems associated with altering a system which has won the confidence of various groups.
Whatever is brought forward by the commission, I would want it brought before all the partners on education for frank and open debate. - Yours etc.,
Cllr. Michael O'Donovan, Labour Party,
Delwood Drive, Dublin 15.