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

More documents

Recommendations

Info

206 From Leaving Certificate to Leaving School to apprenticeships, be it with their parents or whatever, some of them go to family businesses, but generally speaking there’s probably a small core of guys, that really the system from first year to fifth year doesn’t do anything for anyway, and I mean I think that you have that … aspect of life here. (Park Street, staff, boys’ school, mixed intake) Another teacher also felt that most of the students ‘go on to third level, at some kind of level’, although with an increasing number of students doing PLC courses: Some of them do a PLC, Post Leaving Cert., and surprising more and more, even of the better students, are taking the year out doing PLC. (Park Street, staff, boys’ school, mixed intake) They also raised the issue of the lack of value placed on apprenticeships by society more widely: And then we have a certain number that go to trade and again of course that’s another issue in relation to the Leaving Cert., that the value that people see on trades in terms of social acceptability is very low, whereas the actual social value of working at something that you like is tremendous but that’s not taken into account. But we got quite a number of students that would go into, say, carpenters, electricians, plumbers, mechanics and so on. (Park Street, staff, boys’ school, mixed intake) This was attributed to the booming construction sector at the time of the interview: I mean a lot of lads see that the money’s out there in the trade world, they want to get a trade. (Park Street, staff, boys’ school, mixed intake) However, it was considered that the subjects taken by the students at the school did not equip them adequately for their apprenticeships since the school did not provide more ‘practical’ subjects: Well like the, the hand and eye studies, that we don’t cater for, particularly in a boys’ school … I think we could limit the subjects that the guys are doing … I think that the flexibility is lacking within the educational system. That unless you do ten subjects in the Junior Cert, and
Looking Back, Moving Forward 207 unless you’re doing seven or eight for the Leaving Cert, there’s something wrong. (Park Street, staff, boys’ school, mixed intake) In contrast to 92 per cent at Belmore Street, staff at Park Street felt that ‘about 70 per cent to 80 per cent’ of students would go on to a third-level course ‘of some form’. PLCs, apprenticeships, the Guards, the Army or a job were other pathways for the remaining students: [Those] who wouldn’t have got the points would go onto do the Post Leaving Cert courses. Some would go into apprenticeships … some maybe the guards the army, and few would go into employment. (Park Street, staff, boys’ school, mixed intake) The school’s close proximity to a university was seen as encouraging young people to ‘aspire to third level’: We’re so close, I mean, that’s one of the advantages … of living in a university town … that it does encourage the kids to aspire to third level. (Park Street, staff, boys’ school, mixed intake) However, the proximity of the university was viewed as putting added pressure on students to go to college, even if they were not able or willing to: But the disadvantage is that it does put pressure on them, you know that my friends are going, and these are going why am I not going, and you know, there’s a lot of that as well. (Park Street, staff, boys’ school, mixed intake) In Argyle Street, students had similar attitudes regarding their choices in further and higher education. Student choices appeared to be broad, with some planning on doing degree courses in subjects like engineering and zoology, others intending on doing apprenticeships and hairdressing: Interviewer: What do you think you will do when you leave school? A beautician. I hope to do bio chemistry in [name of university]. Music in [name of IOT].
Page 1:
The Economic and Social Research In
Page 5 and 6:
FROM LEAVING CERTIFICATE TO LEAVING
Page 7 and 8:
CONTENTS List of Tables and Figures
Page 9:
Contents vii 5.3.3 Always Wanted to
Page 12 and 13:
x From Leaving Certificate to Leavi
Page 14 and 15:
xii From Leaving Certificate to Lea
Page 17 and 18:
EXECUTIVE SUMMARY Introduction Curr
Page 19 and 20:
Executive Summary xvii centrate on
Page 21 and 22:
Executive Summary xix to higher edu
Page 23:
Executive Summary xxi Such a focus
Page 26 and 27:
2 From Leaving Certificate to Leavi
Page 28 and 29:
Page 30 and 31:
Page 32 and 33:
Page 34 and 35:
10 From Leaving Certificate to Leav
Page 36 and 37:
Page 38 and 39:
Page 40 and 41:
Page 42 and 43:
Page 44 and 45:
Chapter Two CURRICULUM, TEACHING AN
Page 46 and 47:
Page 48 and 49:
Page 50 and 51:
Page 52 and 53:
Page 54 and 55:
Page 56 and 57:
Page 58 and 59:
Page 60 and 61:
Page 62 and 63:
Page 64 and 65:
Page 66 and 67:
Page 68 and 69:
Page 70 and 71:
Page 72 and 73:
Page 74 and 75:
Page 76 and 77:
Page 78 and 79:
Page 80 and 81:
Page 82 and 83:
Page 84 and 85:
Page 86 and 87:
Page 88 and 89:
Page 90 and 91:
Page 92 and 93:
Page 94 and 95:
Page 96 and 97:
Page 98 and 99:
Page 100 and 101:
Page 102 and 103:
Page 104 and 105:
Page 106 and 107:
Page 108 and 109:
Page 110 and 111:
Page 112 and 113:
Page 114 and 115:
Page 116 and 117:
Page 118 and 119:
Page 120 and 121:
Chapter Four LEAVING CERTIFICATE EX
Page 122 and 123:
Page 124 and 125:
100 From Leaving Certificate to Lea
Page 126 and 127:
Page 128 and 129:
Page 130 and 131:
Page 132 and 133:
Page 134 and 135:
Page 136 and 137:
Page 138 and 139:
Page 140 and 141:
Page 142 and 143:
Page 144 and 145:
Page 146 and 147:
Page 148 and 149:
Page 150 and 151:
Page 152 and 153:
Page 154 and 155:
Page 156 and 157:
Chapter Five GUIDANCE AND DECISION-
Page 158 and 159:
Page 160 and 161:
Page 162 and 163:
Page 164 and 165:
Page 166 and 167:
Page 168 and 169:
Page 170 and 171:
Page 172 and 173:
Page 174 and 175:
Page 176 and 177:
Page 178 and 179:
Page 180 and 181: 156 From Leaving Certificate to Lea
Page 263 and 264: REFERENCES Airasian, P.W. and Madau
Page 265 and 266: References 241 Grodsky, E., Warren,
Page 267 and 268: References 243 Mickelson, R.A. (199
Page 269 and 270: References 245 Smyth, E. and Calver
Page 271: Current debates about senior cycle
show all

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

Create successful ePaper yourself

Delete template?

Save as template?