THE LEAVING Cert results released this morning will renew concerns about standards of educational attainment in maths. A significant minority of students, some 5,000 in all, have either failed the subject at ordinary or foundation level.
Overall, the number failing the ordinary level paper has risen to more than 12 per cent. Another striking feature is the relatively small number of students - just 17 per cent - who opt for the higher level paper. The class of 2008, like many of their predecessors, deserted the higher-level paper in droves, opting for what they see as "easier" and more attractive options.
Irish students need to perform strongly in maths if Ireland is to portray itself convincingly as a centre of educational excellence. As the employers' group Ibec pointed out yesterday, mathematics is vitally important to the educational and economic wellbeing of this State. Mathematical concepts, models and techniques are central to working in technology, finance, pharmaceutical and medical devices - sectors in which the Government has invested heavily. But achievement at maths in our schools is in decline.
And it is not only the Leaving Cert results which should serve as a wake-up call. The most recent OECD survey ranked Irish teenagers 16th in maths out of 30 member countries. In overall English literacy tests, by contrast, Irish teenagers regularly take one of the top three places. A mid-table ranking in maths is simply not good enough for a country investing heavily in science, technology and innovation. Even at third level, academics tell of students - some with higher level Leaving Cert maths - who have a poor grasp of mathematical concepts and an inability to apply the knowledge they do have outside practised routine situations.
What is to be done? This September, a new initiative, Project Maths, will be rolled out on a pilot basis. This will see the phased introduction of revised courses at both Junior Cert and Leaving Cert level, commencing with an initial group of 24 schools. There will be a stronger emphasis on the application of maths and better professional development for teachers.
All of this sounds impressive but it is a long-term initiative which will take time to bear fruit. However, the Department of Education is capable of speedier change. Last year, for instance, swift action was taken to recast the Leaving Cert Irish exam to place greater emphasis on oral skills. Many will argue that a similarly decisive response is required in the case of maths, perhaps in the form of bonus CAO points.
Certainly, students taking the subject at higher level should be given every incentive. An expert skills group on information and communications technologies - in supporting the idea of bonus points - found that students taking maths and science subjects were effectively penalised because it is more difficult to gain high grades in these subjects. Policy-makers face a daunting challenge in overhauling maths, not least at ordinary level. But, at higher level, bonus CAO points and a fairer marking system could be part of the solution.