Sarah Kenny was sadly among several other students who achieved the highest grades in the Leaving Certificate, only to be denied admittance into their preferred course, in Sarah’s case, economics and finance at the University College Dublin (UCD). She finds herself in a state of limbo, prepared to embark on a course at UCC, yet holding out hope for an offer from UCD in subsequent rounds.
Sarah, backed by her father Bobby, is spearheading efforts to draw attention to this pervasive issue. Bobby explains that the universities are empowered by the Minister for Further and Higher Education, Patrick O’Donovan, to set their own entrance protocols. It is these higher-learning institutions who must take action to expand their intake.
Arguing against the lottery-like nature of the selection process, Sarah states it unfairly turns aspirant students’ futures into a gamble. In her opinion, universities should review applications holistically, taking into account the applicants’ merged percentages instead of just their blunt grades.
In the previous month, of the over 2,700 pupils who scored above 600 points in the Leaving Cert, a considerable number experienced disappointment when they were omitted from their first-choice university courses due to the luck of the draw.
The National Association of Principals and Deputies (NAPD) voices the growing discontent among educational leaders with the current university allocation method in Ireland. However, the willingness to implement changes remains questionable.
The NAPD’s director, Paul Crone, criticises the Central Applications Office (CAO) labelling it simplistic, harsh, and ineffective. He blames the current protocols for inadequately addressing individual students’ unique talents, interests, and capacities during university admissions.
The CAO is an entity privately owned and managed by the universities, which is a surprise to many. Hence, it escapes public accountability. Furthermore, Crone points out the major flaw in universities offering spots based solely on examination grades, leading to potential mismatched students and causing high dropout rates.
The need for reform in the university admissions process, Crone notes, dominates most discourses with educators and student representatives, overtaking the call for changes in the senior educational cycle.
Humphrey Jones, a career guidance advisor at St Columba’s College, a private institution based in the southern part of Dublin, highlights how the Irish education system does not acknowledge a student’s extracurricular achievements. Jones argues that the Irish system only recognizes academic accomplishments, which is why nearly half of their students choose to pursue higher education abroad.
Mark Boobyer, the principal of the school, criticises the Central Applications Office’s (CAO) impartial and blind standards. According to Boobyer, with the current trend of grade inflation, it has become increasingly difficult to differentiate between exceptional students, thus making the system ineffective.
This brings the question of a possible alternate university admissions system for Ireland: What could it be? How feasible would it actually be? There are four different admissions pathways worldwide, each with its unique set of pros and cons.
Countries like China and South Korea employ the large-scale examination, or the National University Entrance Exam model. Professor Graeme Atherton, who directs the UK-based National Education Opportunities Network and is currently at the University of West London, has identified this as one of the main pathways into higher education. He explains that in these countries, a single entrance examination determines admission.
Atherton cites Korea’s Suneung, a strenuous eight-hour examination covering six different sections, as an example. In these countries, the education is heavily geared towards preparing students for this exam- to the extent of halting plane services across Seoul to minimise distractions. Unfortunately, this high-pressure environment has caused severe mental stress among students.
Countries like Japan, Mexico, Turkey and the United States utilise a similar strategy.
On the other hand, countries such as the Netherlands and Germany hold the belief that access to higher education is a fundamental right. Irish radio presenter Joe Duffy admires this approach, which guarantees tertiary education to every student that meets the base admission criteria. Students are typically evaluated through a series of final exams.
Guy Flouche, Eunicas director — an organisation that aids Irish students looking to study abroad, says that this model is widespread in Europe. He doubts its efficiency in Ireland because these countries have been advancing their tertiary education sector for a while, whereas Ireland is trailing behind.
Jones indicates that the Dutch academic model, which accepts all students meeting basic entry requirements for tertiary-level education, has found favour with Irish students. Its appeal lies in its cost-effectiveness, accessibility via convenient flights, and generally higher university rankings. Given that Irish learners are used to a more demanding system, they tend to excel in this environment. However, the lower admission thresholds can pose their own challenges.
Atherton explains that the French baccalaureate offers access to tertiary-level education for all qualifying individuals, a symbol of significant cultural importance to France. With ease of entry, however, comes a high dropout rate that can be expensive. Comparable systems prevail in the Czech Republic, Germany, and Lithuania.
The academic models used in Colombia and Iceland are largely driven by universities. In these systems, tertiary institutions establish their own entrance examinations for various or all fields of study. Nevertheless, high school exam results also factor into consideration. Automatic admission to college isn’t guaranteed, with the university entrance exam serving as the main selection instrument. The particulars of these exams may vary between institutions. Analogous systems operate in Switzerland, Greece, Italy, Portugal, and Spain.
In Ireland and the UK, admission to college courses depends primarily on grades achieved in diverse senior-cycle subjects. As Atherton points out, these are essentially university entrance examinations. Unique to Ireland is the conversion of grades into points. In England, A-level grades are translated into UCAS points, though it’s the grades themselves that carry weight. Universities may issue conditional offers based on anticipated grades, a practice seemingly exclusive to this system.
In circumstances where a course’s popularity exceeds its capacity, the grades hold more value than, say, a personal statement. Atherton acknowledges that the Irish system is intense but commends the Hear and Dare programs for their considerable support to underprivileged and disabled students, respectively, labelling such initiatives as largely uncommon.
Atherton notes that the vocational and academic progression routes clearly demarcated in most European countries are not as apparent in Ireland. He also highlights a general reservation towards altering intricate admission systems, adding that universities in Ireland and the UK enjoy more autonomy.
“Independent systems are primarily influenced by students’ needs rather than economic requirements. Nonetheless, modifying entry procedures necessitates an evaluation of our approach to student assessment upon school completion. Is there a need for a major exam approach? Should the initial year at universities be more comprehensive? All these facets require contemplation.”