Student Experiences of the Leaving Certificate Applied Programme

DISCUSSION AND POLICY IMPLICATIONS 1539.3.5 WHAT CAN WE LEARN FROM THE LCA TEACHINGAPPROACH?The discussion so far has focused on implications of the ring-fenced natureof the LCA programme for young people’s learning experiences. It isimportant to note that the findings also indicate that educational provisionat junior and senior cycle levels has much to learn from the experience ofthe LCA programme. This study highlights a number of positive aspects ofthe LCA programme experience, and provides an insight into how allstudents’ experience of learning can be improved. Findings show howyoung people are generally positive about the teaching methods used in theprogramme, with many stressing that it re-engaged them in the schoolprocess. Students were positive, in particular, about the small class sizes butalso responded positively to active teaching methods, an interactivelearning environment and the emphasis on credit accumulation over time.On this note, increased confidence, increased self-esteem and a morepositive perception of school tended to characterise young people who hadcome through the LCA programme. The emphasis on active learningmethods and modular credit accumulation within the programme appearsto have re-engaged students with school in light of their more negativeexperiences at junior cycle; and in some cases appears to have preventedthem from leaving school altogether. This raises important questionsregarding the role of active teaching methods in both junior and seniorcycle education and whether the Junior Certificate and LCE/LCVPprogrammes could benefit from adopting these approaches.Students also appeared to enjoy the work experience component ofLCA and this aspect of the programme was deemed to improve genericwork skills, knowledge of particular occupations and provide contact withfuture employers. This was particularly the case amongst the male LCAleavers who sought contact with employers to take them on as apprentices.Again this raises a more general issue concerning whether some elementsof workplace-based learning should be available to young people across arange of programmes.9.3.6 ISSUES FOR THE DEVELOPMENT OF THE LCAPROGRAMMEThe previous subsection focused on the place of LCA in the widereducational context. The study findings also raised a number of specificissues which could contribute to the future development of the LCAprogramme. Here, we focus on entry processes into LCA, the content ofthe programme, and its recognition in accessing employment and postschooleducation/training.9.3.7 SHOULD ENTRY INTO LCA BE DETERMINED?Our findings point to considerable variation across schools in the ways inwhich students are selected into the programme. The recruitment policy forLCA appears to differ across schools, and points to varying levels ofparental involvement in students’ decision making process. This findingmay be symptomatic of a lack of clear definition and objectives of the LCAprogramme which result in its being interpreted differently by schools,students and parents. Analysis of the types of students who take LCA