Recall the comparatively casual moments of January, when the anxiety of the Leaving Certificate wasn’t as prominent. While making your CAO application, course preference didn’t hold much importance as switching options remained plausible till May or June.
As inevitable as death, May has arrived, introducing the CAO modification ability. Numerous students are pondering their provisional results, investigating more about potential courses, and making their final decision.
Nevertheless, even the most confident pupils are fraught with uncertainties and apprehensions. What occurs if you depress the submit key for the final time, only to realise you’re enlisted on an undesired course? How frequently can this occur?
“It’s quite frequent,” states Brendan Baker, the careers head at Maynooth University. “There are instances of students complaining about finding the course not as they expected and having lackadaisical attitudes towards it. Often, their choice was influenced by their peers’ interest in the course, but they failed to do sufficient research.”
Alice O’Connor, a guidance consultant at Stepaside Educate Together Secondary School from south Dublin county, expresses that even high-scoring CAO students end up abandoning their courses. “Alongside the course material, countless other aspects determine if a course is ‘appropriate’ or ‘inappropriate’ for a student,” she mentions.
It’s crucial for the educational environment to be suitable for the student. Many fail to thoroughly scrutinise the modules and coursework or visit the university beforehand. O’Connor emphasises the importance of touring the campus, speaking to faculty and students, and conducting ample research.
Different universities may offer modules under the same name, but their content may vary significantly. An example O’Connor provides is a UCD computer science student later shifting to IADT Dún Laoghaire’s creative computing course. The smaller classes, added creativity, and group efforts in the new course appealed more to the student.
Irrespective of the degree pursued, it is almost certain that all students will encounter a module or two that fails to resonate with them, according to Baker. He argues that while it is important for the course to align with the students’ interest, it’s not necessary for it to be entertaining all throughout. Also, one should not be expected to be equally passionate about every aspect of it from the beginning.
Baker goes on to discuss how the increasing cost of living and transportation, has placed an additional burden on everyone, students included. A significant number of students hold part-time jobs to make ends meet, which can, depending on the volume of work, encroach upon their studying hours and their ability to participate fully in college activities.
On the same note, O’Connor agrees, making a reference to the costly nature of accommodation, transportation and even groceries. He asserts that not every family has the ability or opportunity to plan a budget, especially those on the brink of discontinuing their education, who may not have had the privilege of college education in their family tradition.
Some parents, especially those who have not attended school or college, may lack the necessary knowledge to guide their children through the college application process. As a result, they strive to provide as much support as possible.
In an attempt to lower the dropout rates, counsellors aim to provide regular, thorough guidance to students. Baker advises that it is crucial for students to evaluate their decisions at this point in the CAO process.
For instance, if a student has prioritised arts or science at a particular university, it is crucial for them to reassess and confirm that choice. It is unwise to list courses that are not genuinely desired, particularly as subsequent preferences. He suggests having open discussions if there’s a pressure to choose certain majors whilst the student’s interest lies elsewhere.
What happens if things don’t work out then?
O’Connor suggests that if students realise early on that they have chosen the wrong course, they may not lose out on reduced fee advantages for that year. They could consider transferring within the same college and should reach out to student advisors and the academic registry if they have any doubts. Establishing open communication with parents can also be helpful. O’Connor reassures his students that they can always turn to him for guidance, even during their college years, a sentiment that most guidance counsellors share. Points of entry to PLCs remains open till October as well.
Baker asserts that the variety of paths and choices available to students nowadays is vast, no matter what the future holds. If they are relishing an engineering course while having reservations about pursuing a career as an engineer, there’s no cause for concern. The skills gained from the course will be beneficial for their career development. Baker emphasises that students should not feel trapped into a lifelong commitment to this path.