Student Experiences of the Leaving Certificate Applied Programme

XVIENGAGING YOUNG PEOPLE?Implicationsfor PolicyDevelopmentThe study raises a number of issues for policy, both in terms of therelationship between LCA and the rest of the second-level system and interms of more specific issues for the future development of the LCAprogramme.STUDENT EXPERIENCES AT JUNIOR CYCLEEntry processes into LCA must be seen in the wider context of studentlearning experiences during junior cycle. Negative academic and schoolexperiences in junior cycle can influence the decision to enter the LCAprogramme. This study suggests that more active teaching methodologiesat junior cycle, which foster student motivation and address issues ofdisengagement, may in fact reduce the need for a differentiated programmesuch as the LCA at senior cycle, especially if there were curriculum changesin the LCE/LCVP.PERSONALISED LEARNINGThe study shows that the LCA attracts a distinct social profile of youngpeople who are predominantly working class, from lower streamed classes,have lower educational and occupational aspirations, and have experienceddisengagement from school during junior cycle. The ring-fenced nature ofthe programme facilitates the process of social reproduction as studentsoften feel excluded and in some cases segregated from other LeavingCertificate groups. Introducing greater flexibility and communicationbetween Leaving Certificate programmes and providing students with theoption of a more personalised Leaving Certificate with increased subjectchoice could address some of these issues while improving the profile ofLCA among the wider student body.INTERACTIVE TEACHING METHODSIt is clear that junior cycle and other senior cycle programmes could learnmuch from the positive aspects of the LCA programme. Young people arepositive about the LCA’s interactive teaching methods and student-centredlearning and many believed this enhanced their confidence and self-esteem,resulting in a more positive opinion of education. Young people alsorecognised the value of the LCA’s work experience component in theircareer decision making which raises questions about its potential value forother Leaving Certificate groups.CLARITY OF INFORMATION AND IMPROVED GUIDANCEThis study highlights more specific issues for the development of the LCArelating to student entry and recruitment into the programme, the LCAcurriculum, and problems of accreditation and recognition by third-levelinstitutions and employers. Recruitment policies and the ways in whichstudents enter the LCA vary significantly across schools. This may be theresult of a lack of clear objectives for the LCA which is then open todifferent interpretation by schools, parents and students. Issues around lackof transparency and guidance could be addressed within schools so thatstudents could be clearly informed of the differences between the LCA andthe LCE/LCVP. In particular, students should be made aware of thepotential limitations of the LCA qualification in accessing certain types ofpost-school education and employment.