The Leaving Certificate, despite its flaws, is a respected qualification recognised both domestically and internationally. Employers and universities value it for its rigor and fairness, making it an integral part of the Irish education system. Many aspects of its various curricula, delivery and assessment may be outdated but there are risks to “accelerating” reforms as pledged by Minister Norma Foley during the General Election campaign.
One primary objective of these reforms is to move away from traditional examinations towards alternative assessment methods, what these might look like is still not clear despite the Minister’s commitment to begin the introduction of these reforms in September 2025, in some subjects at least. In a world where AI technologies evolve rapidly, planning for assessments immune to potential misuse of AI is particularly challenging. In November 2025 the two second-level teaching trade unions, TUI and ASTI, arranged protests against the acceleration of these reforms, citing the limited input of teachers. Various studies have shown that the most successful education initiatives involve teachers’ expertise at all stages from planning to implementation. Other concerns included assessments, AI and equity of resources.
Generally, there is growing concern in education around the role of AI, with numerous reports of students using it to complete assessments. Practical exams in the likes of Construction or Engineering have some immunity to this, as do aural and oral exams in language subjects. Continuous assessment in other subjects however are more vulnerable to plagiarism of this kind, History and Mathematics for example, or any other subject that might require an essay, report or portfolio of some kind as part of its assessment. Even if a teacher suspects AI involvement, proving it is nearly impossible even with the use of existing software, although there is scope to further develop this software. Once again a solution has been put forward with limited consultation; to simply allow the use of AI, on the proviso proper referencing is included. As AI is capable of generating these references this solution is akin to allowing students to copy directly from the textbook in years gone by.
By contrast, and flawed as they may be, traditional examination methods are by their nature invulnerable to AI. In a written or oral exam there is nowhere to hide and everyone is judged on their merits. It is of course also fair to say that some deal with such a pressurised environment better than others, which is why a balanced approach is required. Students need to be offered supports and accommodations, and these must be funded to ensure equity.
Recent Budgets have not been shy in supporting education reform, and starting in 2014 the Junior Certificate was phased out in favour of the new Junior Cycle. One of its aims was to prioritise learning over summative assessment and grades, so a significant element of the new Junior Cycle is classroom based assessments (CBAs). These CBAs take a considerable amount of class time to complete but are not directly worth any marks towards their final grades, although in some subjects students are graded on a reflective task given in the style of an exam. One of the well-founded concerns teachers had prior to the Junior Cycle reforms was the prospect of grading their own students. As was argued at that time it could lead to inconsistent scoring between schools jeopardising consistency and fairness, as well as be an addition to the workload. This did not come to fruition but the uncertainty around the senior cycle reforms mean it could be back on the table.
The teachers’ working conditions is another important aspect to consider. Principals are currently struggling to fill posts amidst a shortage of teachers, so it is important to avoid overworking the teachers that are in place. Paradoxically there is also a lack of full-time permanent posts for newly qualified teachers who often find themselves precariously employed as substitutes or on short term contracts. If there is to be an increase in continuous assessment and if it is agreed these should not be graded internally, this could create part time, but stable, employment opportunities at the State Examinations Commission which could contribute to alleviating the lack of substantial roles for newly qualified teachers.
The State Examinations Commission’s exams may be unpopular, but they do fulfil a role. Critics often claim that senior cycle education culminates in “a single day in June” but it is an oversimplification. While the Leaving Certificate heavily emphasises final exams, performance is typically a reflection of consistent effort over the preceding two years, and society should want sixteen to eighteen year olds to be applied and hard working. Performance in final exams almost always correlates with students’ sustained engagement and effort. Stress, while challenging, is an unavoidable aspect of adult life, and the role of school is to prepare young people for the challenges ahead. Preparing students to manage stress in controlled environments can equip them with resilience for future challenges.
Instead of avoiding exams, education systems could focus on building support networks to help students navigate pressure effectively. Multiple assessment points might reduce the pressure of final exams but could also create more opportunities for stress, thus inadvertently increasing the overall burden on students. Rather than “moving the goalposts,” reforms could aim to provide students with tools and resources for success, maintaining rigorous standards.
Modernising the Leaving Certificate is necessary to reflect contemporary needs, but reforms must proceed with caution to preserve the integrity of the qualification. Now that Minister Foley has been re-elected on the platform of accelerated reform attention will turn to whether she retains her position as Minister for Education and any next steps she may take. Regardless of who is the Minister, once a new government is formed any changes must balance innovation with tradition, ensuring the system continues to serve students, educators, and society effectively.
