The OECD survey on the performance of 15 year-olds in maths, reading skills and science, published today, provides a mixed result for the Republic.
Reading skills remain well above the OECD average and Irish teenagers also perform reasonably well in science, when compared to their counterparts in other states, according to the Programme for International Student Assessment (PISA) study.
The picture is a great deal less encouraging in maths, which forms the main focus of the report. Irish 15 year-olds are performing only at average levels and well below top ranked states like Finland and Switzerland. In a disturbing finding, the report states that more than 17 per cent of Irish students are scoring at the lowest proficiency level. This indicates, according to the report, that they have insufficient skills to meet their own future needs, let alone those of society.
In truth, the relatively poor performance in maths comes as little surprise. High failure rates in the subject at both Junior and Leaving Certificate level have been evident in recent years. Last year, in excess of 5,000 students failed either ordinary or higher level maths at Leaving Cert level. A further 5,800 sat Foundation Level maths, which is not accepted by most third-level colleges. At the time, the employers' group, IBEC, described these figures as a "hammer-blow" to the economy. Both employers and Government policymakers have been anxious to raise standards in maths. High achievement in the subject is seen as an essential building block as the Republic seeks to progress towards the much-vaunted "knowledge society". But the latest OECD research highlights the scale of the challenge.
The Government has already moved in response to the worrying trends in maths. A new Junior Cert syllabus was introduced three years ago but the PISA study finds that this has not, as yet, had the expected impact. It also reports very poor overall standards in geometry and a relatively low number of very high achievers in the subject.
The PISA study makes a strong case for a more practical approach in the subject. It points out, for example, that there is a considerable mismatch between the concepts it tests and those found in the Junior Certificate mathematics exam. It makes a strong case for a greater emphasis on real-life applications in maths classes which could lead to increased interest and motivation among students - and higher standards.
Given the strong evidence presented, policymakers may have no choice but to review the maths syllabus once again.