From Leaving CertiFiCate to Leaving SChooL a Longitudinal Study ...

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152 From Leaving Certificate to Leaving School Interviewer: And what kinds of things would you cover? Mostly college, PLC courses and that. If you want to do a trade, it’s no good. Because they don’t talk about trades really. They don’t talk about trades really you have to go and do that yourself. (Dawes Point, boys’ school, working-class intake) Similarly, students in Lang Street students felt that the guidance counsellor spent all their time on preparing students for college: I’m not going to college either so I didn’t get any attention. (Lang Street, boys’ school, working-class intake) Some of those interviewed mentioned the option of taking the ‘back door’ into certain careers or courses, either as a mature student or through intermediate courses. Some students appeared a little frustrated by the lack of options for them if they were not successful in getting adequate CAO points: They don’t tell you about all the back doors into courses … Like if you don’t get the points. (Argyle Street, coed school, mixed intake) Some students felt that the onus was on them to get all the information they needed. They felt this was time consuming and would have liked their teacher to help them: Spent the whole lot of the first three classes looking for like forms, application forms for colleges to do hairdressing. (Belmore Street, girls’ school, mixed intake) Even where students intended on going to college, many felt that far too much time was spent on completing the CAO form. They felt that this was a simple exercise that did not merit the amount of time given to it in class: Even when we do have it, it’s useless, they do nothing for you…. Interviewer: What kinds of things do you cover in the class?
Guidance and Decision-Making in Sixth Year 153 Nothing. How to fill out the CAO. PLC courses. How to fill out the CAO form, all you have to do is tick a box. Your woman spent three classes on that… How are you going to make a mistake writing your name? (Park Street, boys’ school, mixed intake) Interviewer: What kind of things did you do in them [classes]? CAO, CAO, CAO. Just went through the CAO. Oh I’m sick of the CAO. …We spent seven weeks on filling out a CAO form. (Fig Lane, coed school, middle-class intake) In keeping with Figure 5.3 above, students argued that it would be far more beneficial to get information on different types of careers and occupations, thus widening their horizons: Interviewer: What kind of things would you like to know more about? What different occupations are like. You should be told about things that you’d never think of as well… There’s courses out there that you’ve never heard of that you might actually be interested in. (Park Street, boys’ school, mixed intake) The pressure to study and maximise their time at school is evident in the following quotation where students would prefer to be notified of what subjects are to be covered in guidance class and they could then decide whether it would suit them; if it did not, they could then go and study:
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The Economic and Social Research In
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FROM LEAVING CERTIFICATE TO LEAVING
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CONTENTS List of Tables and Figures
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Contents vii 5.3.3 Always Wanted to
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x From Leaving Certificate to Leavi
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xii From Leaving Certificate to Lea
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EXECUTIVE SUMMARY Introduction Curr
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Executive Summary xvii centrate on
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Executive Summary xix to higher edu
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Executive Summary xxi Such a focus
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2 From Leaving Certificate to Leavi
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10 From Leaving Certificate to Leav
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Chapter Two CURRICULUM, TEACHING AN
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Chapter Four LEAVING CERTIFICATE EX
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100 From Leaving Certificate to Lea
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REFERENCES Airasian, P.W. and Madau
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References 241 Grodsky, E., Warren,
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References 243 Mickelson, R.A. (199
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References 245 Smyth, E. and Calver
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Current debates about senior cycle
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