Members of the Association of Secondary Teachers Ireland (ASTI) have voted to ballot for industrial action if their concerns about proposed Leaving Certificate reforms are not adequately addressed by the Department of Education.
The decision was made at the union’s annual convention in Killarney yesterday, with the Teachers Union of Ireland (TUI) expected to consider a similar proposal at its conference in Wexford. The potential industrial action represents a significant escalation in teachers’ opposition to the government’s reform plans.
The government intends to implement several changes to the Leaving Certificate beginning this September, including an increased emphasis on non-exam assessments such as projects and practicals across select subjects. Teachers have expressed serious concerns about these changes, particularly regarding assessment integrity and the potential for students to use artificial intelligence to complete assignments.
Education Minister Helen McEntee, who addressed the ASTI conference yesterday, stated her intention to conclude talks between her department and teachers’ unions by early May. However, this timeline appears increasingly ambitious given the growing resistance from educators.
Sinn Féin education spokesperson Darren O’Rourke has called on the government to heed teachers’ concerns, warning that pushing forward with reforms “without meaningful engagement with educators” would “risk undermining the quality and fairness of our Leaving Certificate.”
“Teachers have raised valid concerns about workload pressures, inadequate resources, and the potential for increased inequality under the proposed changes, including due to the impact of artificial intelligence,” O’Rourke said at the conference.
The TD urged the minister to “pause this rushed process and engage in genuine consultation with all stakeholders, particularly the professionals who deliver education every day,” adding that any reforms “must enhance, not hinder, the learning experience for students.”
The dispute highlights the tension between the government’s desire to modernize the examination system and teachers’ concerns about implementation challenges and educational standards.