Student Experiences of the Leaving Certificate Applied Programme

152 ENGAGING YOUNG PEOPLE?research suggest that the ‘ring-fenced’ nature of the LCA programme mayfacilitate such social reproduction. This research shows that disadvantagedschools are eight times more likely to have high take-up of LCA than otherschools. Within schools, findings demonstrate that the option of adifferentiated curriculum at senior cycle can create a group of LCAstudents who are predominantly from working-class backgrounds, fromlower streamed classes, have low occupational and educationalexpectations, and have experienced disengagement from school in juniorcycle. The way in which LCA is provided in schools means that studentsoften feel excluded from other Leaving Certificate groups and in somecases are segregated from the main student body. Exclusion continues inyoung peoples’ post-school years where access to third-level education islimited by having an LCA qualification. In line with international researchon curriculum differentiation (Gamoran, 1987; Oakes 1985), findings showthat the attainment gap between LCA and LCE/LCVP students is theresult of the LCA shaping student post-school outcomes by encouragingentry into specific industrial sectors of the labour market and in some casespreventing and limiting access to further education (Shavit and Muller,2000). In addition, however, there is evidence that students self-select intoLCA as a result of low achievements, aspirations and overall negativeexperiences of school during junior cycle.Side by side with patterns of social differentiation, our research showsthat the LCA can exert a positive impact on preventing early school leavingby re-engaging young people with school, thus acting as a safety-net forcertain groups of young people.9.3.4 HOW RIGID SHOULD THE BOUNDARIES BE BETWEENLCA AND OTHER LEAVING CERTIFICATEPROGRAMMES?Findings show a lack of flexibility in pathways between LCA andLCE/LCVP; students who changed their minds and wished to transferfrom LCA to LCE/LCVP in the early stage of the school year appearedunable to do so. Moreover, this study found that some LCA studentsexperienced segregation from other Leaving Certificate groups by beingeither physically separate within the school, or by simply not being includedin non-curricular or whole school activities.LCA students were much less likely than other Leaving Certificatestudents to have a choice of subjects. In addition, some students expressedthe view that they would have liked the option to take some LCE subjectsin addition to LCA modules. Many young people alluded to having theoption of a personalised or more flexible Leaving Certificate. Greaterflexibility in combining different subjects and modules from the LCE,LCVP and LCA programmes would be consistent with the greateremphasis internationally on personalised learning (see Sebba et al., 2007 onthe British context). This approach places the student at the centre,allowing young people to combine different learning experiences at a pacewhich suits their needs, interests and abilities. Allowing students to choosedifferent components of the LCA and the LCE/LCVP would allow themto manage their own Leaving Certificate experience. Given the rightsupports, this flexibility would increase interaction between LeavingCertificate groups and allow LCA students to continue with subjects theyhad enjoyed in junior cycle.