Over the last ten years, there has been a significant shift in education. Higher education enrolment numbers have substantially increased, and the breadth of opportunities in further education has amplified, embracing diverse professional apprenticeships, trade traineeships, and renowned Post-Leaving Cert (PLC) programs. There’s also been a growing trend towards studying at European universities where tuition and living costs may be lower, with courses primarily taught in English.
This increase in variety has been largely beneficial. Students are no longer pressured into pursuing a university education if it’s misplaced, and PLC programs now offer strong progression links to tertiary education. Apprenticeships also provide opportunities for paid access into well-remunerated careers.
However, with a broader spectrum of possibilities comes the challenge of choice. With so many options available, selecting the right one can sometimes be overwhelming. To manage this, schools are seeking advice from individuals like Trish Harrington, a guidance counsellor at St Patrick’s Cathedral Grammar School, who regularly consults with students to synchronise their learning interests with viable options.
According to Harrington, a significant number of schools presently implement a transition year (TY) program which is compulsory in some. Schools with a TY program often incorporate a career-oriented class where students engage in group discussions about potential career paths. Psychological assessments may also be introduced to help students shape their career direction. These sessions give way to more particularised counselling in the fifth and sixth years, emphasising open days, informed decision-making, and exploration of alternate pathways like PLC courses, apprenticeships, and traineeships. Further discussions and consultations continue in the final year to ensure students remain informed and guided towards their chosen careers.
Psychometric evaluations can assist pupils in honing their interests. The Cambridge profile exam, often used by educational advisors, measures proficiency and interest in various arenas. Many students may have undertaken these assessments in TY, but it is not unusual to lose track of the results. There is no harm in retaking them in the fifth or sixth year.
Harrington points out that learners can also pursue assessments on sites like Qualifax.ie and CareersPortal.ie. She stresses the importance of subject requirements for specific courses. For example, high-level mathematics for certain engineering courses, or chemistry for a veterinary medicine course.
Taking into account these prerequisites when choosing a course is crucial. While a course might seem engaging, it may not be the most suitable choice if it heavily includes subjects the student is not keen on. Despite this, it should not be forgotten that various courses have mathematical or statistical elements that might be unexpected. Many educational institutions offer maths centres that provide assistance to pupils struggling with difficult parts of the course.
Using a profile format, Harrington considers the pupils’ accomplishments, work experiences, summer jobs, programmes, and hobbies. A joint approach is utilised in this process to dissect ideas and boost students’ self-assurance, assisting them in narrowing down their possibilities. The process is student-led, but the counsellor plays a supporting role, helping the student broaden their knowledge. They also examine various aspects like a student’s school journey, the concepts and accreditations involved in a specific course annually.
Students also explore what drives them – be it financial success, creative expression, or making a meaningful impact. They are directed to resources such as Qualifax.ie, Apprenticeship.ie, FetchCourses.ie for additional educational opportunities, CareersPortal.ie, and various university and further education institution websites and social media accounts.
Ultimately, the journey leads to action planning and application submission to CAO, Ucas or Eunicas (for EU tertiary studies). The student’s eligibility for programs like Hear (supporting deprived background students), Dare (Disability Access Route to Education), and the Susi student grant is also discussed.
“Should students aim high with their predicted CAO points, or should they set a more realistic target? Harrington suggests that they employ a practical approach. This involves utilising career profiles, assessing one’s test results, and establishing a goal that aligns with one’s lifestyle, learning style, study time, and overall aspirations.
This pragmatic setting of expectations enables a more strategic and balanced mindset. It helps students feel confident and in command of their journey towards achieving the desired points.
Moreover, Harrington insists that it’s crucial to provide students with the support they may need in various areas, including stress, mental health, and finances. Within a student’s senior cycle, guidance counsellors such as Harrington play a critical role.
However, even the most devoted and diligent counsellors face time constraints. Their role extends beyond aiding students with college and career decisions; they also cater to the social and emotional wellbeing of students. Given these numerous responsibilities, the time they can dedicate to each student is often limited, so it is key that students optimise such sessions.
Preferably, students should have explored at least half of the level six/seven and level eight courses of interest to them prior to this session. This allows the counsellor to assist in understanding the options and guiding further research. It is important for the student to own the process, as the counsellor’s role is to give directions, not to carry out the tasks. However, it’s recognised that some students might require additional support with the CAO process, especially those from migrant backgrounds or without a strong third-level education tradition among their families.
During these sessions, guidance counsellors typically ask students key questions about their interests, favourite subjects, career-related priorities, and important aspects of a course, be it location, opportunity for international study, content, or work experience.”
Advisers might suggest a student subscribes to CareersPortal.ie’s Reach+ programme. This system assists students from Transition Year to their final year, and allows advisers to monitor their progress during the senior stage of their education. It also offers valuable knowledge for both parents and college hopefuls.
An agenda for pursuing higher or further education.
Although the perfect scenario would be for students to pursue their preferred course, it isn’t practical to discard other, more non-academic considerations.
Trish Harrington who is a careers adviser at St Patrick’s Cathedral Grammar School, provides some insights for students:
1. Contemplate all routes to your desired course. Could it be connected to a college preparatory further education programme?
2. Consider your financial situation? Will it necessitate travel? Will you need to arrange accommodation?
3. Does it have the amenities that cater to your social requirements, and will you be content there?
4. Whether you’re coming from a large or small school, are you looking forward to meeting new people? This perspective could be essential if you’re looking at a bigger institution or even moving to a foreign country.