Minister Helen McEntee Responds to Questions

Previously Minister McEntee was questioned about the governments proposals and possible alternative pathways that would create a better financial literacy education system in Ireland. I have attached below her response. I am extremely thankful that Deputy McEntee has responded to the concerns TD Barry Heneghan and I have put forward; however I remain sceptical about the governments approach even though some progress has been made.

Lets break down her response, strides have definitely been made in Primary school education, the introduction of money as a standalone module is huge; this new module will build a strong base that can be developed on. However this base must be sufficiently built on so people can reach an OECD level of Financial Literacy.

in terms of post primary education limited strides have been made, only students who take Business studies will gain a real grasp of important concepts, the new maths and home economics curriculums have made positive changes but still lag behind sufficiency. However, the best way to achieve financial is not to warp every subject's curriculum in hope that people will scrape it all together to become financially literate, we must ensure everyone has access in the same place by incorporating it into a common compulsory subject like CSPE or via a compulsory standalone TY module or as a standalone subject in first and second year. Taking business studies and a related leaving cycle subject would allow someone to achieve literacy, but the amount of people who actually go through this pathway when every subject involved is optional (like almost all Irish schools) is extremely limited: that is why we have just above 50% financial literacy rates in Ireland.

QUESTION

To ask the Minister for Education if she will consider introducing a

standalone financial literacy module at junior and or senior cycle level,

considering recent research is showing that almost 50% of Irish adults are

financially illiterate and that there is a clear link between early financial

education and improved long-term financial wellbeing (details supplied);

and if she will make a statement on the matter. (Details Supplied)

Furthermore, we see a lack of any concrete educational action in the

recently published National Financial Literacy Strategy.

REPLY

As set out in the National Financial Literacy Strategy, opportunities for financial literacy exist

across the school curriculum across Primary, Junior Cycle and Senior Cycle.

A new Primary Curriculum Framework was published in 2023, which includes a set of seven

key competencies which are designed to empower children ‘to act and make decisions in

relation to specific learning experiences, events, and situations. This includes ‘Being

mathematical’ which supports the application of mathematical thinking and logic in the wider

world.

2023 also saw the introduction of a new Primary Mathematics Curriculum where Money, as a

stand-alone strand unit, provides an opportunity for children to incrementally develop an

awareness of money and its uses and recognise the value of money and use notes and coins in

meaningful contexts.  The new Primary Mathematics Toolkit has also been published on the

Curriculum online website.

'Ireland’s Literacy, Numeracy and Digital Literacy Strategy 2024-2033: Every Learner from

Birth to Young Adulthood' and five-year implementation plan was developed between the

Department of Education and the Department of Children, Equality, Disability, Integration

and Youth. The strategy is set across all stages of the learner's journey from early learning

and care to post-primary school. It aims to promote the development of essential literacy,

numeracy, and digital literacy skills, knowledge, and dispositions including successfully

navigating the digital world. The strategy provides the vision that ‘Every learner, from birth

to young adulthood, develops the necessary literacy, numeracy, and digital literacy skills to

thrive and flourish as an individual, to engage and contribute fully as an ethical, active

member of society and to live a satisfying and rewarding life’. Work is underway in relation

to action 2.1.12 of the Strategy ‘Enable teachers to provide a focus on financial literacy

across the curriculum at primary and post-primary level’.

Within the eight principles of the Framework for Junior Cycle, there is a focus on the

development of broader life skills as it is expected that the student experience connects with

life outside the school and supports students in developing greater independence and in

meeting the challenges of life beyond school. There is an explicit focus on financial

wellbeing in Statement of Learning 14 where it refers to the student making ‘informed

financial decisions and developing good consumer skills”. The eight key skills provide

further opportunities for the development of financial wellbeing through a focus on being

numerate, being literate and on setting and achieving personal goals and making considered

decisions. In addition to these principles, a number of Junior Cycle programmes and subjects

also provide for the development of specific financial literacy knowledge, understanding and

skills. These include Mathematics, Business Studies and Home Economics, and Level 1 and

Level 2 Learning Programmes, which target a very specific group of students with general

learning disabilities.

In 2022, an ambitious programme of Senior Cycle Redevelopment that delivers “equity and

excellence for all” and will empower students to meet the challenges of the 21st century was

announced.

The redeveloped senior cycle key includes a focus on the development of student

competencies, to support students become more engaged, enriched and competent, as they

further develop their knowledge, skills, values and dispositions in an integrated way. As part

of teaching, learning and assessment, students will have many opportunities to demonstrate

their key competencies.

As part of the redevelopment programme, a new Transition Year Programme Statement, was

published last September by the National Council for Curriculum and Assessment (NCCA),

which provides schools with a framework for developing their own bespoke Transition Year

programmes. In establishing its own distinctive programme content, the school takes into

account the possibilities offered by local community interests.

The Programme Statement provides a framework for schools to develop their own Transition

Year programmes within set guidelines and advocates four Student Dimensions as the core

foundations upon which Transition Year programmes should be designed, including those

that may focus on financial literacy. Schools can also offer students specific micro modules

during Transition Year. A TY micro-module is typically designed to provide a concentrated

learning experience, within the parameters of the Transition Year Programme Statement, to

enhance the educational experience of students. They can be designed and delivered as

standalone components or designed to be integrated with other TY components.

TY micro-modules can be developed for a duration of up to 10, 20, or 30 hours, whilst having

the flexibility for schools to decide on the most suitable balance of class contact time and

self-directed, independent learning. Schools can offer micro modules that are designed by the

NCCA or external providers, including those focussing on financial literacy developed by

financial institutions and other financial interest groups. 

As part of Senior Cycle Redevelopment, the curriculum and assessment arrangements for all

Leaving Certificate subjects will be updated in line with a published schedule of subjects for

redevelopment. For example, the redevelopment of the Leaving Certificate Mathematics

specification is in Tranche 3 and is intended to be introduced to schools in the 2027/28 school

year. The Draft Specification for Leaving Certificate Community, Life and Work Studies

(formerly known as the LCVP Link Modules), and Accounting, scheduled for introduction in

schools for the 2026/27 school year was open for consultation from 24 February to 25 April

2025. The consultation is now closed.

The approach to Senior Cycle Redevelopment has been, from its outset, about collaboration

and engagement with all our partners in education to deliver for students. Through the

consultation process that is integral to the redevelopment of each subject specification, there

are opportunities for stakeholder feedback and input.

My Department will continue to support the Department of Finance and other stakeholders in

regard to the implementation of the National Financial Literacy Strategy.