Qualifications and Assessment Review: consultation analysis

Differences by respondent group

There was a high degree of consistency in the themes evident across the consultation responses and the Collaborative Community Group (CCG) discussions facilitated as part of the Review, but also little divergence of views between different types of respondent.

Differences by respondent type to the consultation's two quantitative questions are presented as part of the analysis of Q1a and Q3a. This chapter focuses on differences evident in the other qualitative questions. While responses to these questions are nuanced and not quantifiable, the analysis below outlines a few points where views were more or less prevalent among respondents from different categories or sectors: learners and teachers, employers, public bodies and organisations in the post-school sector and trade unions and professional associations. This section also includes a summary of responses to the survey of parents and carers conducted as part of the consultation, which received 164 responses.

This section is based only on comments from individuals and organisations who responded to the consultation, and is not intended to be representative of a sector or category as a whole.

Learner, teacher and school responses^[2]

As the largest group of respondents, the views of this audience are largely aligned with the overall weight of opinion expressed across the total sample. There are very few notable divergences in views, but these respondents were more likely than respondents in general to recognise the benefits of an achievement, award or qualification at the end of BGE in giving every learner evidence of their skills, progress and achievements (Q5). Overall, however, and similar to the overall responses, there was no clear consensus among this group concerning this proposal.

Employers

There were three CCG discussions with employers: one each for private sector; public and third sector; and SME employers. Challenges around recruitment and workforce shortages were discussed to a greater extent by employers than other groups. Employers gave examples where it was difficult to find the right person to fill vacancies due to shortages in the labour market.

However, the themes raised frequently by employers reflected themes covered elsewhere in this report, with employers in the CCG discussions having a particular focus on:

• Ensuring learners gain the skills needed for the workplace through school and college qualifications.
• Promoting parity of esteem among traditional academic subjects and skills-based vocational qualifications.
• Ensuring a closer link between schools and industry so teachers can provide accurate information about the types of roles available in different sectors.
• The importance of lifelong learning, including using micro-credentials that offer short-term learning opportunities focused on skills for certain workplaces and industries.
• The benefits of a blended approach to assessment, including coursework and practical activities, to reduce focus on final exams. Respondents highlighted a need for adequate teacher training so ensure assessment takes place consistently.

• Support for a digital profile of learners' skills and achievements, including non-academic experiences, so employers have information about individuals' wider achievements. However, it was acknowledged that care needs to be taken to ensure the information is verified and accurate.
• Employers highlighted that qualifications are not all that matter in recruitment decisions; they are also interested in an individual's wider skills, achievements, values and competencies.
• The potential of digital technologies in learning, qualifications and assessment, such as online simulations.
• There is a need to recognise there is no 'one size fits all' approach and, while schools focus on channelling learners into positive destinations, there perhaps needs to be more of a focus on ensuring individuals reach the right destination for them.

Public bodies

Twenty-two respondents were categorised as a public body, including national agencies, public bodies, local government and local authorities.

The themes raised by respondents in this category largely aligned with the overall responses. While it should be noted that this sector represents a small number of respondents, a few examples where the views of this group diverged slightly from the overall sample are outlined below.

Concerns around ensuring consistency across schools and colleges in recording learners' achievements outside education were more pronounced among public bodies than respondents overall. Similarly, this group was more likely to raise concerns about learners who cannot access extra-curricular activities outside school or college due to financial or other pressures being at a disadvantage.

Other themes which were more likely to be mentioned in responses from public bodies than respondents more generally included:

• Warning BGE should be about learning rather than ticking boxes which could be the result of introducing an achievement, award or qualification at the end of the BGE.
• Describing both the benefits of online exams and expressing concern about digital skills among teachers.
• Concerns about consistency and standardisation, particularly in terms of subject access and choice across schools and local authorities.

Public bodies were more supportive of a combination of coursework and small tests and exams than other audiences, and were more likely to recognise benefits for learners in gaining skills for the real world through using digital technologies.

Universities and colleges

Ten respondents represented organisations in the post-school sector including universities and colleges. Again, this is a small proportion of overall respondents and their views largely aligned with overall responses, but there are some notable comparisons between the views of this group and those of respondents more generally.

For example, organisations in the post-school sector were more likely to comment on the benefits for employers and universities of a leaving certificate at the end of the Senior Phase than respondents in general. They felt a nationally recognised system would provide helpful information for employers and universities when considering applications from learners, as well as providing an opportunity to recognise a broader range of skills and competencies.

In CCG discussions, universities and colleges confirmed the value they place on learners' skills, in addition to their academic achievements. Participants voiced their support for recognising learners' contribution to society and achievements out of school and college, commenting that while qualifications are a stepping-stone, skills are of value for an individual's lifetime.

In common with public bodies, respondents in the post-school sector were more likely than respondents in general to emphasise the importance of ensuring consistency across schools and colleges in recording learners' achievements outside education, and to raise concerns about learners who cannot access extra-curricular activities outside school or college due to financial or other pressures being at a disadvantage.

Post-school sector respondents were also more supportive of a combination of coursework and small tests and final exams than other audiences, and were more likely to recognise benefits for learners in gaining skills for the real world through using digital technologies.

Trade unions and professional associations

Thirteen responses were submitted by trade unions and professional associations, and there was a CCG discussion involving teachers' unions.

Again, there was little divergence between views among this group and responses more widely. However, trade unions and professional associations were more likely to express concerns around time and resources than other respondents, noting that a heavy workload leaves teachers with little time to focus on anything other than course content.

In the CCG discussions, teachers' unions shared reservations about the proposed achievement, award or qualification at the end of the BGE, although there was more support for a leaving certificate at the end of the Senior Phase.

Other issues highlighted by trade unions and professional associations, in line with other respondents, include inequalities in access to extra-curricular activities and digital technologies, and, when considering a 'better balanced' assessment system, the importance of flexibility to recognise that different subjects may require different forms of assessment.

Survey of parents and carers

A survey of parents and carers was conducted as part of the work of one of the CCGs; 164 responses to the survey were received. One notable area of divergence between parents and carers and the main consultation sample was the proposal to introduce an achievement, award or qualification at the end of the BGE. In general, there was no clear consensus about this proposal. However, the survey asked a similar question about recognising the learning of all young people when they finish the BGE, and respondents were broadly supportive. Seven was the average response on a scale of one (disagree) to ten (agree).

Otherwise, parents and carers were generally aligned with the views expressed by consultation respondents overall. There was broad support for the proposals, with respondents commenting on their benefits such as recognising a broader range of learning, celebrating all learners' achievements including those less likely to be successful with traditional academic subjects, reducing the focus on traditional exams and rote memorisation, and a greater availability of skills-based subjects.

Parents and carer survey responses also raised concerns similar to those identified overall. These included the potential impact on teachers' time and workload, difficulties in ensuring consistency across schools, inequalities in access to extra-curricular activities and digital devices, the risk of overlooking or diluting core academic subjects, and warnings around cheating and dishonesty if there is less focus on traditional exams.