Simon Harris, Mark Zuckerberg, Elon Musk, and Bill Gates all share a unique similarity: each chose to leave their formal education in pursuit of their aspirations. Harris left his journalism degree at the Dublin Institute of Technology for a full-time career in politics. Zuckerberg abandoned his Harvard studies to cultivate a then obscure social media platform. Musk left his Stanford PhD in physics, convinced that the internet had greater potential for influence. Lastly, Gates left his maths and computer science studies to establish a software company with a childhood friend.
While not everyone may reach such heights of success, these examples express the reality that happiness and success often sprout from unconventional career paths. Yet, one cannot ignore that the traditional pathway to career accomplishment, securing a university degree, seems to be more sought after than ever. Roughly 70% of Irish school leavers will enter tertiary education this year, one of the highest rates globally, even though approximately 15% will not advance to their second year of studies, with dropout rates hitting 50% for certain demanding programs.
The rising dropout rates can be attributed to various issues such as students’ disconnection or struggle with their courses or financial constraints including high rental costs, lengthy commuting or extensive part-time work. This has prompted conversations in higher education circles whether the current push for university education is excessive, leaving behind those who may thrive better in more practical education settings like apprenticeships or training programs.
Ireland boasts one of the maximum proportions of workers exceeding their job qualifications. On the other hand, it experiences one of the lowest rates of school leavers pursuing more practical, vocational paths such as apprenticeships. This is problematic, given the dire skills shortages in sectors that could be serviced by such vocational learning routes, including construction, IT, and healthcare.
Careers psychologist Sinéad Brady often encounters individuals having pursued higher education mainly due to societal expectations and not due to a genuine thirst for knowledge. She believes that many of these would have thrived in practical learning environments instead of feeling forced to opt for a university degree.
“The importance of a degree shouldn’t be dismissed, however it’s not the path everyone should or is required to follow,” she insists. It’s important to note that one’s decision upon leaving school should not rely on their postcode, yet school rankings do reveal certain areas where all students are progressing to higher education. She mentions that parents play a significant role, as do peers, schools, and media, especially with its emphasis on progression through CAO to higher education as the ultimate achievement. The stigma surrounding dropping out of a university course is potent, viewed as a sign of failure, yet it can be a freeing experience for those who thrive in hands-on learning or discover their true calling.
Lindsay Malone, residing in Waterford, is all too familiar with the sense of embarrassment that follows abandoning a university course. Back in 2004, Malone completed her Leaving Cert and had one solitary option on her CAO form: an arts degree at UCC. “I was sure about what I wanted; I desired to become a secondary school teacher,” she expressed.
The first in her family to enter university, Malone’s accomplishment was a source of immense family pride. Yet, only a few weeks in, her university dreams were beginning to crumble. She reflects, “I immediately understood I was out of place. I didn’t comprehend the environment or know what I was meant to do. The transition was drastic- I went from a class of approximately 30 in school to a lecture hall of 200, with the lecturer reciting poems which I found hard to interpret or understand how to approach them back home.”
The feeling of not fitting in began to creep in, and the lack of a familial contact to consult created a challenge. When she withdrew from the course, a failure sensation dominated her feelings. “The embarrassment was immense. I’d gone from consistency in my vision and being given an opportunity to pursue it, only to disappoint the people around me who were thrilled about my new journey, and admit that I’m not capable of it,” Lindsay narrates.
She landed a customer service job locally after leaving the course. “It felt like a new wave of self-disgrace, because it was not the direction I was intended to pursue. It wasn’t the sort of role I saw myself performing,” she confesses.
Reflecting on her journey, Lindsay Malone realised her career ambitions started to crystallise during the early stages of her professional life. Here, she connected with influential individuals who guided her and quickly ascended the corporate hierarchy. Indeed, at merely 19, she oversaw others as a team lead.
An avenue back into academia was presented through a management course provided by her employer. Despite initial apprehension, she undertook the challenge, worried of unveiling her perceived incompetence to her seniors. However, her competence was recognised as she was distinguished as having ‘exceptional potential’. This acknowledgement transformed her self-doubt into self-assurance.
Malone eventually chose to pursue part-time higher education, beginning with a social care programme, progressing to an undergraduate degree, and finally earning a postgraduate degree in teaching and learning. Presently, she holds a PhD in social justice and education and presides as the director of further education and training at Waterford Wexford Education and Training Board, responsible for numerous educational programmes in the area.
Previously sceptical about her suitability for academia, she managed to discover an alternate method and approach that worked for her. This newfound confidence ultimately led her to realise her potential for success.
Now a mother wielding a PhD and in a leadership role, Malone feels that she has taken control of her narrative instead of fleeing from it, a transition two decades in the making.
The keys to her success were finding a suitable learning environment and a flexible study timetable that permitted her to directly apply theoretical concepts into practical situations.
As a parent to three children, Malone is concerned about the continued excessive focus on qualifications and the Central Applications Office for fresh secondary school graduates. However, she acknowledges that the mindset is shifting.
“There is an ongoing dialogue about alternative paths,” she observes. “The situation is improving and while there’s still progress to be made, there are multiple pathways to achieve one’s objective, from Post-Leaving Certificate courses, tertiary education options, to apprenticeships. The landscape has drastically changed from a singular path to a spectrum of possibilities.”
Malone, in spite of once being remorseful for not finishing college, is now content and has embraced her journey. She feels her narrative resonates with those seeking to regain the courage to enhance their skills or return to education. She’s begun to acknowledge her past story instead of fleeing from it. “Finally, after two decades, I’ve found peace with my past,” she remarks.
From Limerick city, 24-year-old Brandon Hanley chose to pursue a career in video game creation, and began a degree in interactive digital media at the present Technological University of the Shannon. Being introduced to the scope of the course – encompassing programming, website development, video modules, backend programming, and server side scripting – was an eye-opening experience for him.
“It felt like a cultural shock realising the complex process of game development,” he recalls. In retrospect, he realised he was more interested in design and art direction rather than the coding and other technical aspects of the course. Two years into his course, he made the decision to quit when the Covid pandemic hit. The initial feelings of stress and disappointment soon turned into relief.
“In hindsight, it was the best decision I could have made,” he claims.
He pursued his interest in creativity and finished two local photography courses at the Limerick and Clare Education and Training Board. Smaller classes and individual guidance helped him flourish. Recently, he showcased his work combining imagery and music at an exhibition in Limerick. As of now, he’s devoutly establishing a career blending creative photography with business-related assignments.
“So much transformation took place. It almost feels like a domino effect. I’ve made countless friends from the course.” He gratefully adds, “Indeed, the best decision I took in my life.”
Alternatives to a conventional university degree are not as recognised despite promising earning potential and employment opportunities. According to Taoiseach Simon Harris, who was the former minister for higher and further education, there’s a “prejudice” against further education leading many families to perceive it as suitable merely for others.
Tom Boland, ex-leader of the Higher Education Authority, argues that Ireland’s emphasis on higher education is beneficial to a certain degree, as it leads to rewarding career paths and beneficial social outcomes. However, he warns that other career options are often overlooked because of a societal bias towards university education. Boland stresses that more consideration should be given to the natural abilities and interests of individual students than the prestige associated with university education.
In regard to this, Boland, who currently gives counsel on education and research, emphasises that a post-secondary qualification could be equally valuable as a university degree. He stresses that further education and training play a crucial role in this. With most future jobs likely to demand advanced skills – acquired through either higher or further education – Boland underscores the need of a coherent tertiary education system, which he sees as a key challenge.
A well-coordinated tertiary system, he advises, should offer students the flexibility to switch back to further education pathways if they are dissatisfied with their university course. This adjustment should acknowledge the knowledge and learning the student has already gained, ensuring they don’t feel abandoned by the education system.
A relevant case study is Róisín O’Reilly from Ballyjamesduff, County Cavan, who left her degree course at the now Technological University Dublin after eight weeks. Her true passion lay in hairdressing, and she seized an apprenticeship opportunity with Toni & Guy in Dublin. O’Reilly acknowledges that university study heavily leans towards theoretical knowledge, whereas in hairdressing, practical experience and communication skills are paramount. She feels these components are missing from the typical college environment.
O’Reilly presently manages a prospering hair styling studio in Ballyjamesduff called Venture Out, and she’s imparting her trade’s secrets to her own apprentice. She believes the key to gaining a customer’s trust lies in getting acquainted with them the moment they step into her salon and serving them with top-notch services, she explains. The skill to win a client’s faith beginning with superior shampooing, leading to skillful blow-drying and ultimately hair-dyeing, comes with time and hands-on experience, not something that can be acquired in a classroom, according to O’Reilly. It has been her approach to build her client base.