On the 1st of February, pupils were faced with a significant decision to make: which subjects to select on their Central Applications Office (CAO) form and how to rank them in terms of priority?
Nevertheless, in recent weeks, this matter has grown in gravity. With the start of the Change of Mind feature, many pupils are only reaching their final decisions at a highly stressful time, while in the thick of revising for their Leaving Cert examinations.
“Roughly half of the pupils simply set up their CAO account by the 1st of February,” asserts Betty McLaughlin, past president of the Institute of Guidance Counsellors. “These pupils didn’t identify their courses, yet now they have the opportunity to amend their application, input new courses, and reorganise their preference order. At this point, they’ve completed their mock exams, hence they have more insight into their probable CAO points. Analysing their mock exam performance is beneficial to identify both strengths and areas needing improvement. Pupils are now better equipped to make these modifications, and it’s anticipated that at least 75 percent will do so.”
In some courses, where admission doesn’t solely rely on CAO points – such as medicine which necessitates the HPat, or art and architecture courses that require a portfolio, or music and drama courses where an audition is needed – pupils can’t present these on the CAO, however, the overwhelming majority of other courses are available.
Naturally, for many pupils already stressed about the Leaving Cert, contemplating the course they’ll study in the coming years adds additional pressure.
However, depending on when they conclude their exams, they ought to have at least a week to make their ultimatum – a challenge at a time when most would rather bid farewell to school and exams.
“When the moment arrives for students to select their course of study, McLaughlin proposes that the decision should align with their innate passions and strengths. An understanding of the subjects that spark their interest and that they excel in is crucial to this decision. They should then browse for courses that echo these subjects, taking a careful look at the modules provided.
Maynooth University’s Career Head, Brendan Baker, concurs. He suggests that recognising their proficiency in fields such as languages, business, or science, may guide students both in choosing a CAO course and their specialisation later in their tertiary education.
If a student still finds themselves undecided, McLaughlin recommends opting for a broader course like arts or science, as it allows for postgraduate specialisation, even in fields like medicine. He further suggests that students should explore the job market and investigate where current graduates are ending up, as well as the career trajectory of past alumni.
Despite the common parental inclination to urge students towards areas abundant in job prospects, Baker disagrees with this. He points out that due to the changing job market, as seen in the rise of roles like app designers, it’s more crucial to identify skill sets and interests. He adds that these skills include leadership, innovation, and problem-solving, which employers typically look for.
Baker acknowledges that parents and peers play a large role in affecting a student’s course choice and that students are often pressured into selecting certain courses by their parents. He reminds us that the post-secondary education journey is about exploration and growth. Therefore, parents financing this journey need to facilitate that exploration while ensuring that students end up in a stable position. He advises that thorough research and open dialogue with parents is crucial to this process.”
McLaughlin recommends visiting the college campus in person, if feasible. He has witnessed students realising through these visits that larger colleges are not their cup of tea, preferring the vibe of smaller institutions instead. He highlights that besides unsuitability of the course, the other primary cause of students dropping out is dissatisfaction with their environment.
He encouraged students who are closing in on their academic pursuits to prevent errors like slotting high CAO point courses at the start of their list and courses with lower points towards the end. Instead, students should list their courses in the sequence of their genuine preference.
Simultaneously, McLaughlin emphasises realism and covering all possibilities. For example, if a student’s mock exams indicate the potential for about 500 points, despite aspirating for a 600 point course from previous years, he advises listing the 600-point course first, followed by courses that appeal to them near the 500-point range, and subsequently more lower point alternatives. It is necessary to only list down courses they think they will enjoy. He cautions against haphazardly adding a sixth or seventh preference without proper research into a course they may end up disliking.
Finally, McLaughlin advocates covering all points on the application form. He suggests exploring PLC, apprenticeship, and traineeship options. He also recommends not neglecting level six and seven course sections, as many paths lead to a level eight from there.