Choose Life, Choose a Job, Choose STEM!

Choosing a third level course is an important decision and one that will have lasting effects on you and your career. As a Guidance Counsellor, I believe that decision is ultimately about finding a course / direction that suits your personality, aptitude and ability. However, it's also about looking to the future and about giving you the best opportunity to grow in your career. With the "official" closing date for CAO (Irish university applications) at 5:15pm tomorrow, my advice is to think STEM! 

STEM stands for Science, Technology, Engineering & Mathematics and encompasses a wide range of training courses which help to develop critical thinking, problem solving and analytical skills. These skills are highly sought after and valued across a range of industries and a degree in science, engineering, technology or maths will provide a solid foundation for a future career. According to the IDA, the technology and science industries in Ireland are set to grow in the coming decade, providing well qualified young graduates with job opportunities. Saying that, the skills obtained while studying STEM subjects are highly transferable to other industries - areas that value critical thinking and analytical skills.

The Irish universities and IT's offer a wide range of STEM courses - at NFQ Level 6, 7 and 8. There is a STEM course for everybody and a quick search through Qualifax will help you find the STEM course for you. CareersPortal.ie has a brilliant section to help you find out more about STEM careers. You can explore hundreds of career possibilities through their website and view all the CAO courses in the STEM disciplines. There is also a large video library of people involved in STEM professions.

Let's face it - if you're studying for the Leaving Certificate this year, you are likely to face an extremely competitive jobs market in 5 years time. Choosing a STEM course will help you develop the skills that will help you get you that job - you will need to add a little bit of your other strengths to guarantee it's yours. 

Note: The closing date for normal CAO applications is tomorrow, however you don't need to finalise your course choices until much later. While the CAO system will shut for a few months, from early May you will be able to able to change your course preferences if you need - except restricted courses (including nursing) which need to be on your preference list by tomorrow.

New Year, Same Argument: Standards in Maths & Science

Last year I wrote a piece on this blog arguing the case for the supposedly poor standards in maths and science in this country and specifically in the leaving certificate. I feel it important to reiterate some of the points made in that post (and some new ones) as the issues seems to reoccur every year and I feel it is unfairly represented in the media - especially in print. 

The Leaving Certificate is a deliberately broad curriculum requiring candidates to study at least six subjects over a two year period. Most study seven while some study eight. This broad curriculum does not suit most individuals and is the exception rather than rule when compared to most other European countries - who generally adopt a more focused curriculum in the senior cycle - for example UK students study a minimum of three subjects at A Levels. This all means that the average leaving cert pupil will spend approximately 45 minutes with each subject per day - five or six lesson periods per week per subject including subjects like maths, physics or chemistry. This simply isn't enough time to reach the standards that we set for ourselves. We need to allocate more class contact time with pupils for all subjects if we are to meet our own high expectations. To do this we need to either increase the school day (Ireland already has one of the longest schools days in Europe) or reduce the number of subjects required at leaving certificate. For me, the latter is the most obvious for a number of reasons. At the moment leaving cert students are seen to make their subject choices based on which subjects are easiest to obtain good grades in - besides aptitude and interest. Reducing the number of subject taught at leaving cert would mean a more focused approach could be taken in the subjects, more class contact time given to each subject, more time for exploring the practical applications of subjects like maths and science in these classes and less pupils picking subjects that they neither have an aptitude for or an interest in. This would also allow the students with a strong aptitude in science and maths to focus on these subjects without having to study subjects that they have no interest or aptitude in.

In Ireland, mathematics is a compulsory subject at leaving certificate. To compare the performance of every Irish student in mathematics to students in other European countries is simply unfair. In the UK, only 30% of A Level students study mathematics this year. While on paper the standards they achieve is very high (around 44% achieve A*'s or A's annually) the A Level system has been undergoing dramatic grade inflation over the past decade. They also have more class contact time due to their more focused curriculum. It must also be remembered that an A grade in Ireland is awarded for scores over 85% while in the UK it's 70%. Granted, there is a high failure rate in maths in Ireland but if the subject was optional these students would choose subjects more suited to their aptitudes.

In Ireland, over 50% of leaving cert students choose a science in their senior cycle. When compared to the UK the figure is around 17%). This figure is mainly down to the numbers of students studying biology while the percentage of students studying chemistry and physics in Ireland is slightly lower than our nearest neighbours. This all comes down to the so called "points race". Students choose seven or eight subjects which they feel will allow them get the most points. Chemistry and physics are known as more difficult subjects so less students choose to study them. The high numbers in biology are down to students requiring at least six subjects and to "keeping their options open" in terms of university choice (it is also perceived as an easy option). Neither outcome is favourable. We have students capable (and possibly interested) in studying physics and chemistry but choosing not to because of the points system. We have students choosing biology who have neither the interest nor aptitude. We need radical reform of the points system to remove these negative outcomes and encourage more students to study the sciences for the right reasons. 

We also need to remove the leaving cert's dependence on the terminal exam. These exams are good are assessing rote learning or the ability to learn off definitions and formulas. They are limited at determining the candidates ability to problem solve or adopt scientific knowledge to practical problems. This is what science is about - it's a process not a collection of facts and figures. At the moments we are in a system which rewards rote learning and memorising facts. We want to teach students to ask questions not answer them. This will mean a change in how we assess our students and will require some form of continuous assessment. The ASTI don't like that word but teachers and their unions need to take as much responsibility for educational reform as politicians should. No longer can we see ourselves as pawns in the process - we are part of the system and the ones best positioned to offer advice and suggestions for our system's urgent reform.

Finally, I can plead to the Irish media adopt just one stance on this issue. Either complain about grade inflation in the leaving cert or poor standards. You can't have it both ways. To say in one article that the number of pupils achieving A's is rising and this needs to be addressed and in another criticise teachers and the DES for poor standards simply won't cut it. Make up your mind on what you want to report on.

So, to conclude, we need to:

• Remove the points system as it currently stands and radically reform how students are chosen for university entry.
• Reduce the number of subjects studied for the leaving certificate to four.
• Make maths optional allowing the syllabus to expand.
• Make our assessment procedures less exam focused.
• Teachers need to take responsibility for educational reform too and become more proactive in this regard.

Top 100 Best Paid in Education

In today's Irish Times, Education Editor Seán Flynn along with Peter McGuire exposes the extraordinary high levels of pay in the upper echelons of Irish educational administration. Below is an extract from Seán's article (with kind permission from the author) outlining the top 10 Irish earners in education. For the full article click here.

At a time of unprecedented budget cuts and the possible return of third-level fees, SEAN FLYNN and PETER MCGUIRE reveal the salaries of the highest earners in Irish education

OVER 75 per cent of the €8.59 billion education budget is absorbed by pay and pensions. This means that all other education services must be funded from the €2.14 billion non-pay element of the budget. Overall, Ireland has one of the lowest levels of education spending in the OECD. It is ranked close to the bottom of international league tables when it comes to spending in relation to GDP.

The consequences of this under-investment are evident throughout the sector. It can be seen in dilapidated classrooms, lack of adequate support for information technology, meagre investment in early childhood education, lack of basic school facilities, and so on.

But a striking feature of the Irish education service is the relatively high rates of pay for academics and bureaucrats – especially at senior levels.

Today’s survey of the high earners in education comes amid increasing calls for a €100,000 cap on public service salaries. Many of those featured on this page point out they have already taken pay cuts and absorbed the public service pension levy. The universities say they need to pay the best to attract the best. But the top earners also include senior figures from the huge number of education quangos.

In all, more than 60 staff in the education sector earn more than €150,000, according to The Irish Times survey. A further 476 staff earn more than €110,000. In all, 497 people are on the professorial salary scale, €113,573–€145,952.

Guest Post - Are Exams Getting Easier? A Leaving Certificate Rant!

This guest post is written by fellow Frog Blogger Jeremy Stone. Jeremy explores grade inflation in the Leaving Cert and asks what really is the true purpose of our education system. 

As a teacher, this has been the most successful year of my life - at least in terms of the exam success of my pupils (as was last year... and the year before that... and the year before that...). Indeed if we use overall exam performance as the arbiter of academic success then, each succeeding year, pupils all over the world must be working harder and harder, and must be getting increasingly more intelligent (perhaps it’s something in the water).

In the UK the A-Level pass rate rose in 2010 for the 18th year in a row, and overall GCSE results improved for the 23rd year running. In Ireland research by Martin O’Grady (of Tralee I.T.) compares Leaving Certificate grades in 1992 and 2006, and finds a very strong case for grade inflation. For each of the 24 comparable Higher Level subject exams there was an overall 55% increase in the percentage of A and B grades achieved in 2006 – compared with 1992. The level of A1s awarded overall increased by over 300% during the same period. The increases in achievement at Ordinary Level are even higher.

Budget 2010 - Cuts to Education Never Heal

As the government look to make at least €3 Billion in savings in their December budget, through tax increases and a significant reduction in public spending, they must resist the urge to make any cuts in education and, if possible, look to increase funding in this sector. While potential cuts look like an easy option, they go against publicised government policy and could damage our economic recovery and international reputation.

Smart Economy

The government's economic and job creation plans are based around the development of a knowledge based "smart" economy, centred around the formation of jobs in science, engineering, manufacturing, as well as research  and development. To attain the ambitious goals outlined in their policy document, significant investment must be made in education, particularly in secondary education (science and maths), third level (university sector) and in continued education and training (ideally through some other organisation instead of FÁS). The government's own policy document on the formation of the smart economy states that "Ireland is already laying the foundations of the ideas economy by investing significantly in education". However, the recent OECD report contradicts their assertions.

OECD Report

The recently published OECD annual "Education at a Glance" report suggests that in 2007 Ireland was spending just 4.7% of its income on education, placing us 30th out of the 33 OECD countries. The average spend was 5.7%. The report also shows that from 1995 to 2007 the proportion of GDP that went to education in Ireland fell by half a percentage point and, at the height of the boom, Ireland was spending significantly less of a proportion of its income on education compared to other OECD countries. The most significant disparity occured in the third level sector, with Ireland only spending 1.2% of income in this area, 0.3% below the average. The report continued to pluck holes in the governments retoric - Irish class sizes are amongst the highest in the OECD and second highest in the EU and that 39% of Irish teachers receive no evaluation on work performance, the highest of all OECD countries. (For the full report, click here.) Of course, the report does not include the dramatic cuts in education seen in last year's budget, which saw funding for free books for poor children withdrawn in 90% of schools, equipment and resource grants for resource teachers working with special needs children abolished, funding of €4.3m for Traveller children slashed, €2.1m gone from school library grants and pupil teacher ratios increase across all schools. So government policy and action clearly don't match up. These facts highlight that we need to increase funding in education in Ireland, and most certainly not make further cuts.

Recommended Apps- UCAS

For pupils applying to the UK for a university place it might seem that all their time is taken up with the exhausting process that is a UCAS application. Waiting for a decision can be nerve wracking but now there is an app for the iPhone and iPod Touch that makes tracking your application easy and mobile. You can only use the app once your application has been processed but it has many useful features. You can easily see which universities have offered you a place, see if further information is needed on your application and view any replies you’ve made. Find out the key dates in the UCAS calendar and get the answers to your questions in the FAQ section. Unfortunately it doesn't have a teachers tracking facility hyet but maybe that might be something they will look at releasing shortly. Best of all the UCAS app is completely free. To download the UCAS app click here.

Students Opt for Engineering and Science in Hope of Finding Work

Below is an article from today's Irish Independent by Katherine Donnelly, which explores how science and engineering courses have increased in popularity amongst this year's CAO applicants.

STUDENTS are choosing to study engineering, computing and science in ever- growing numbers as the fashionable careers of the boom years such as architecture and law lose some of their gloss, new figures obtained by the Irish Independent reveal.

Even in a bumper year for college applications, three disciplines regarded as cornerstones for the so-called smart economy are outpacing other areas. Although these disciplines are recovering from a long spell in the doldrums and a very low base, it is a major step on the road to having enough skilled graduates for key industries such as green energy and mobile phone apps.

The trend has emerged in an analysis of this year's applications carried out by the Higher Education Authority (HEA). It follows widespread concerns expressed by major employers who highlighted a severe shortage of skilled graduates in these key areas of growth. This year, the CAO, the centralised college admissions service, is dealing with an all-time high of 77,126 applications, compared with 65,883 in 2007 before the downturn, when plenty of jobs were on offer.

But even within the record figures, the picture for engineering, computing and science is even more dramatic, with all of them capturing a greater share of first preferences than they did in 2007. School-leavers, as well as the rising number of mature students now seeking to go back to college to acquire new skills, are obviously heeding the advice of the Government and industry experts about where the jobs will be in the new economy.

Guest Post - When is an Experiment Not an Experiment?

This is a guest post from Eoin Lettice, a lecturer in plant science and zoology in UCC. Eoin manages his own blog - Communicate Science - which contains excellent articles on a range of science topics. In this piece, Eoin outlines his views on science pupils entering third level after "successfully" completing second level science syllabi. This post is also posted on the Frog Blog.

Just under sixty thousand students have just finished some of the most important exams they’ll ever face. As Leaving Certificate students around Ireland await their results, it may be useful to examine just what these students have gained, particularly when it comes to the sciences.

About 30,000 students sat an exam in biology this year, with twice as many females as males taking the paper. In physics, 5,246 males took the exam with just 1,751 females studying the subject. This brings the total for physics to just under 7,000. In a country where science and engineering are seen to be at the forefront of our national recovery, these physics numbers especially are disappointing. Over in the chemistry department, about 8,000 students took the final exam, with the genders much more evenly divided. About 6,000 students took an exam in agricultural science.

The statistics beg the question as to why so many students are attracted to biology rather than chemistry or physics. Perhaps they believe it to be easier, but colloquial evidence suggests that students who take another science exam other than biology often find biology the more demanding of the two. There may well be a large number of students who take biology as a means of ensuring they have that “one science subject” in case they wish to study science at third level.