Student Experiences of the Leaving Certificate Applied Programme

8 ENGAGING YOUNG PEOPLE?secondary level in itself reduces students’ chances of going on to college.This viewpoint taps into the debate that relates to whether …tracks shapestudents or students self-select into tracks… (Shavit and Muller, 2000). Thosewho argue that tracks shape students posit that tracking is responsible forthe differences in outcomes between academic-track and vocational-trackstudents. Others argue that the gap in outcomes is the inevitable result ofstudent self-selection into programmes. This view holds that students whoselect into programmes such as the LCA differ so much in aspirations andaptitude to begin with at the start of second-level education that differencesin outcomes would hold irrespective of their experiences at school. Apossible limitation of the latter view is that it ignores possible variation inthe degree of choice allowed to students in track entry. Each of theseexplanations will be considered in relation to their validity regarding theLCA, and can be considered in relation to the following research questions.1.5ResearchQuestionsUsing a mixed methods framework and combining a number ofquantitative data sources and qualitative interviews with LCA schoolleavers, this study addresses the following research questions:1. What proportion of second-level schools provide the LCAprogramme? What kinds of schools provide LCA? Howdoes take-up of the programme vary across schools?2. What is the social profile of LCA participants? What ‘types’of student enter LCA based on their previous experiencesin junior cycle? What kinds of students take LCA, in termsof their gender, social background, and prior academicability/performance? What are their reasons for pursuingLCA?3. How many students drop out of LCA before completionand what are their characteristics? What are their mainreasons for dropping out?4. How do LCA students view their school experiences andlearning experiences in LCA? What are their perceptions ofthe teaching methods and learning approaches used? Howare their social relations within the school influenced byLCA participation?5. How do LCA students perceive the work experiencecomponent of the curriculum? How does work experienceand career guidance influence career decision making andoccupational aspirations?6. Are there viable pathways for LCA students after leavingschool? Do young people who have taken LCA make asmooth transition into paid employment compared withother school leavers? What kinds of employment in termsof skill level and pay do LCA leavers enter?7. To what extent do LCA leavers avail of post-schooleducation and training opportunities? What factors facilitateand/or constrain their take-up of such opportunities?