107. Deputy Tony McCormack asked the Minister for Education and Youth whether she is satisfied with current literacy and numeracy outcomes and the measures being taken to improve standards across the education system; and if she will make a statement on the matter. [54051/26]

Ireland’s Literacy, Numeracy and Digital Literacy Strategy 2024-2033: Every Learner from Birth to Young Adulthood sets out a clear vision and a comprehensive approach to supporting all children and young adults in developing literacy and numeracy skills. It builds on the success of Literacy and Numeracy for Learning and Life (2011–2020) including:

- Improved literacy and numeracy outcomes nationally

- Embedded assessment, standardised testing and School Self-Evaluation in schools

- Narrowed achievement gaps between DEIS and non-DEIS schools

- Strengthened teacher professional practice and school improvement processes.

While building on these successes, the strategy seeks to address ongoing challenges in literacy, numeracy and digital literacy, with a particular focus on inclusion, equity and improving outcomes for all learners. It sets out a comprehensive programme of actions across early learning and care, primary, post-primary and further education settings, including strengthening teaching and learning, enhancing assessment practices, supporting professional learning for educators, promoting digital literacy, and improving support for learners at risk of educational disadvantage. The strategy also places a strong emphasis on evidence-informed practice, collaboration with parents and communities, and monitoring progress to ensure every learner can develop the literacy, numeracy and digital literacy skills needed to thrive in education, work and society.

Assessment

All forms of assessment, including standardised tests, supports the teacher in identifying the next steps in children’s learning in literacy and numeracy and ensures that learning outcomes and learning experiences are tailored to meet the needs of students.

Standardised testing in reading and mathematics is carried out in 2nd, 4th and 6th class each year in primary school. Primary schools are required to report aggregate test results to the Department of Education annually; however, the Department does not publish the data. The results are used by schools to support teaching and learning, monitor pupils’ progress, identify students who may require additional support, and inform school self-evaluation and improvement planning.

In addition, Ireland participates in a number of national and international assessments that measure literacy and numeracy achievement at both primary and post-primary levels. These assessments provide valuable insights into educational outcomes, facilitate international comparisons, and help identify areas for improvement and reform.

- PIRLS: Progress in International Reading Study (PIRLS) measures the reading achievement of pupils in grade 4 (Fourth Class). The report of the 2021 test results was published in May 2023. Ireland retained its place among a subset of high-achieving countries; no EU or OECD country achieved a score that was significantly higher than Ireland’s score in that year. The comparative national trend for Ireland is also positive, with Ireland’s mean score of 577 on PIRLS 2021 being 11 points higher than the comparable national score in 2016 and 25 points higher than in 2011.

- PISA: Programme for International Student Assessment (PISA) assesses the knowledge and skills of 15-year-olds in science, reading, mathematics, and an innovative domain that changes each cycle. Results for the 2022 cycle of PISA were published in December 2023. These show that Ireland performs to a very high level in reading literacy with mean score of 516, which was significantly higher than the OECD average of 476. Performance in mathematics and science is also strong; Ireland’s mean score on the overall mathematics scale was 492, significantly higher than the OECD average of 472. Ireland’s mean score in science was 504, significantly higher than the OECD average of 485. The results of the 2025 PISA cycle are due for publication on 8th September 2026.

- TIMSS: Trends in International Mathematics and Science Study (TIMSS) assesses mathematics and science in 4th Grade (4th Class primary) and 8th Grade (2nd Year post-primary) students. The results of the 2023 cycle showed that Ireland’s mean scores in both grades were significantly above TIMSS international averages. Ireland’s mean achievement at Fourth Grade in Mathematics and Science were similar to the two previous cycles (2019 and 2015) and statistically significantly higher than 2011. Ireland’s mean achievement at Eighth Grade in Mathematics and Science remained relatively stable over the three most recent cycles that Ireland participated in at this grade (2015, 2019 and 2023).

- NAMER: National Assessment in Mathematics and English Reading is a national assessment at primary level. In 2021 2nd Class pupils completed English Reading tests, while 6th Class pupils completed Mathematics tests. These results show that overall 2nd class pupils’ performance on reading was similar to 2014. 24% of pupils performed at or below Level 1 compared with 22% in 2014. 44% of pupils performed at or above level 3 in 2021 compared with 46% in 2014. Overall 6th class pupils’ performance in mathematics in 2021 was broadly similar to 2014. 27% of pupils performed at or below Level 1 in compared with 27% in 2014. 41% of pupils performed at or above Level 3 compared to 42% in 2014.

- Curriculum cohesion

Key competencies and key skills play a central role in curriculum development in Ireland by providing a shared vision of the knowledge, skills, values, and dispositions that learners should develop throughout their education. Rather than focusing solely on subject content, curriculum specifications are designed to support the development of broader competencies.

The Irish curriculum demonstrates strong cohesion across all stages of education through a progressive framework of competencies that supports learners from primary school to senior cycle.

At primary level, the Key Competencies foster skills such as being well, Being a digital learner, being an active citizen, being an active learner, being creative, being a communicator and using language and being mathematical. These are built upon through the Junior Cycle Key Skills, which further develop students’ capacity to be creative, communicate effectively, manage information and thinking, work with others, manage themselves, and stay well. At Senior Cycle, the Key Competencies continue this progression by emphasising managing learning and self; thinking and solving problems; being creative; communicating; working with others; participating in society; cultivating wellbeing with literacy and numeracy, supporting the key competencies.

Embedded within these frameworks is a strong and consistent emphasis on literacy, numeracy, and digital literacy, which are recognised as fundamental enablers of learning and participation. Literacy supports students in communicating, understanding, and engaging critically with information across all subjects. Numeracy develops problem-solving, reasoning, and the confident application of mathematical understanding in everyday contexts. Digital literacy equips learners with the skills to access, evaluate, create, and communicate information effectively in an increasingly digital world. Together, these competencies and skills provide a coherent continuum of learning, ensuring that students deepen their knowledge, skills, values, and dispositions as they progress through the education system, while developing the essential capabilities needed to thrive as confident, active, and lifelong learners in the twenty-first century.