Principals criticise 'piecemeal' approach to new exam reforms
SECOND-level principals say reforms of the Leaving and Junior Certificate exams should be done as a total package, following full consultation with all education partners.
They are not happy that two separate changes under consideration -- one on a revised schedule for the Leaving Certificate and the other on new arrangements for the orals and practicals -- are being dealt with in isolation.
The annual conference of the National Association of Principals and Deputy Principals (NAPD) heard that there was a need for a coherent, rather than a piecemeal, approach to reform.
Conference speakers said they were interested in what was best practice and what was in the best interest of students, to allow them produce their best work in the exams.
The NAPD supports plans for changes to the June exam timetable to ease the burden on students.
The association also suggested that the enormous disruption suffered by schools through the running of the orals and practicals in term time, could be avoided by dedicating a week of an extended Easter break to this work, when principals and teachers would be in attendance in schools.
Principals are also seeking more comprehensive guidelines from the Department of Education on dealing with multi-culturalism, to allow for better recognition of particular needs of pupils from different backgrounds.
Schools also needed an additional post of Special Needs Co-ordinator to cope with the growth in recognition of pupils with special needs in Irish schools.
Principals say the additional post is required to cover a range of functions, such as co-ordinating the work of Special Needs Assistants, who look after the non-tuition needs of pupils, and ensuring that students received their entitlements under the State Examinations Scheme of Reasonable Accommodation.
The scheme is intended to diminish any physical or learning disability and facilitate candidates with particular needs by providing assistance.
The growing use of information and communications technology (ICT) in schools also required technical support, say the principals.
