Student Experiences of the Leaving Certificate Applied Programme

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46 ENGAGING YOUNG PEOPLE?it should be just explained absolutely everything about it and after you finish youshould be, if you pass with a distinction or something high, you should get into agood course like after, in college. So I think an advantage should be that thereshould be an option like. (Linda, 21, completed LCA, student)Other respondents, who were happy with the LCA overall, also feltmisinformed about the limitations of LCA in entering third level. Mary wasdiscouraged from going to college when she realised she needed the LCEin order to do the course she wanted:What disappointed me was, that when you finish you can’t really go into a collegestraight away and that was a bit of a disappointment because I think it makesyou lazy then.Were you aware of that when you were deciding?No, well we were given other options…but what I actually wanted, I wanted towork with the special needs or old people where I would have had to take a yearout and do a proper, my Leaving Cert over and go back then and try for college,which put me off altogether then. (Mary, 22, completed LCA, home duties)Ronan developed an interest in architecture during his LCA workexperience and, although he enjoyed the course overall, he wasdisappointed in sixth year when he found out that he could not go straightto college:Basically just found it out in sixth year you know, you only find out when youstart looking for colleges to go to, then you realise the marks you need for this andthat and what college take people from LCA, because there is some colleges thatdon’t, there’s probably a lot of college that don’t take [LCA]. (Ronan, 25,completed LCA, apprentice)It is possible using multivariate analysis of the longitudinal study (SeeTable 4.1) to explore the simultaneous impact of prior characteristics ofstudents on their likelihood of entering LCA. The data show that femalestudents are less likely to take LCA than their male counterparts and olderstudents are more likely to take LCA. Working-class students and thosefrom non-employed households are most likely to take the programme. Incontrast, those from professional or farming backgrounds are very unlikelyto take the programme. Evidence from interviews with young people alsoshows that occupation and educational attainment levels within their familyinfluences their decision making process both in school and when theyleave.
PATHWAYS INTO LCA 47Table 4.1: Entry to the Leaving Certificate Applied Programme – LogisticRegression Model Contrasting LCA Versus LCE and LCVP(Combined)ConstantFemaleSocial class:Higher professionalLower prof./farmerNon-manualSkilled manualNon-employed(Base: semi/unskilled manual)AgeReading score on schoolentryClass allocation in thirdyear:Higher streamMiddle streamLower stream(Base: Mixed ability)LCAModel 1 Model 2 Model 3-9.054¬-8.369* -1.221-0.899**0.1090.410-1.941**-2.220**-1.369*-0.3750.0990.681***-0.113***-1.116-1.565*-1.170-0.2100.0850.434-0.092*-0.976-0.0770.858-0.583-1.170-1.0550.262-0.5730.363-0.086¬-0.754-0.2720.369Misbehaviour in third year 0.740** 0.198Received learning support inthird yearEducational aspirations inthird year:Leaving CertificateSub-degreeDegree(Base: Junior Certificate)1.979***-0.929¬-0.404-1.238*1.537***-0.950¬-0.283-0.600Junior Cert Grade Point-0.946***AverageNagelkerke R 2 0.268 0.464 0.557Note: From a logistic regression model, region not included as relates to 12 schools. ***p
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RESEARCH SERIESNUMBER 15APRIL 2010E
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Joanne Banks is a Research Analyst,
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ACKNOWLEDGEMENTSThis study was fund
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9. Discussion and Policy Implicatio
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LIST OF FIGURESFigure 1.1: Rates of
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Figure 7.13: Percentage of Females
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96 ENGAGING YOUNG PEOPLE?Most of th
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98 ENGAGING YOUNG PEOPLE?as they sa
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102 ENGAGING YOUNG PEOPLE?Well I al
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104 ENGAGING YOUNG PEOPLE?Did you h
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106 ENGAGING YOUNG PEOPLE?reliant o
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7. LABOUR MARKETOUTCOMES7.1Introduc
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110 ENGAGING YOUNG PEOPLE?Figure 7.
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112 ENGAGING YOUNG PEOPLE?7.2.2 LCA
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114 ENGAGING YOUNG PEOPLE?7.2.3 EXP
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116 ENGAGING YOUNG PEOPLE?When we c
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118 ENGAGING YOUNG PEOPLE?Conversel
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120 ENGAGING YOUNG PEOPLE?Table 7.3
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122 ENGAGING YOUNG PEOPLE?7.2.6 RET
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124 ENGAGING YOUNG PEOPLE?class dif
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126 ENGAGING YOUNG PEOPLE?the futur
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8. PROGRESSION TOFURTHER STUDY ANDT
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130 ENGAGING YOUNG PEOPLE?through g
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138 ENGAGING YOUNG PEOPLE?just said
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140 ENGAGING YOUNG PEOPLE?and mirro
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142 ENGAGING YOUNG PEOPLE?In the su
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9. DISCUSSION ANDPOLICY IMPLICATION
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146 ENGAGING YOUNG PEOPLE?tensions
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148 ENGAGING YOUNG PEOPLE?Leaving C
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150 ENGAGING YOUNG PEOPLE?students
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152 ENGAGING YOUNG PEOPLE?research
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154 ENGAGING YOUNG PEOPLE?highlight
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156 ENGAGING YOUNG PEOPLE?guidance
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158 ENGAGING YOUNG PEOPLE?perspecti
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160 ENGAGING YOUNG PEOPLE?DARMODY,
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162 ENGAGING YOUNG PEOPLE?OECD, 200
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APPENDIX 1Organisationof the LCAThe
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166Organisation of the Leaving Cert
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