Background
to the Research
- The
NI Curriculum Cohort Study began in 1996, and originally tracked 3,000
young people from a representative sample of NI schools through their
5 years of post-primary education.
- In
order to examine how their educational experiences and attitudes to
the school curriculum shaped the young people's post-16 paths, the
study was extended for 2 years beyond compulsory schooling.
- This
study aimed to document the post-16 destinations of all the 3,000
young people; to examine the efficacy of age 16-19 education, and
young people's perspectives on post-16 work-related training and employment;
and to explore young people's perceptions of the curriculum at Key
stages 3 and 4.
Research
Approach
- A data
collection exercise ascertained the post-16 destinations of the full
cohort study sample of young people.
- Individual
interviews were carried out with 100 of these young people from a
range of post-16 destinations: AS/A2 levels, AVCE's, ND's, work-related
training, employment and job seeking.
Main
Findings
- 70%
of the sample continued in education post-16, predominantly in a school
setting, and to a lesser extent at an FE college.
- 13%
of the sample entered work-related training. Twice the proportion
of boys to girls, and double the proportion of working class to middle
class young people, chose this path.
- 8%
of the sample entered employment, while 2% were job seeking/unemployed.
- The
destination of 3% included motherhood, emigration and illness, with
the destination of the final 4% unknown.
- The
principal factor that independently increased the probability of entering
post-16 education was performance at GCSE/GNVQ - as scores increased,
the odds of continuing in education increased. After this, other factors
which independently increased the probability were the year 12 school
having a sixth form, the student's degree of engagement with learning
in year 12, gender (being female), and one's own perception of progress.
- The
location, size, religious management, pupil constitution, social class,
and attending a grammar school did not increase a young person's likelihood
of entering post-16 education.
- Of
those 100 students interviewed, those studying for AS/A2 levels had
attained the highest GCSE/GNVQ results.
- The
reasons given for their post-16 destinations focused on future aspirations,
family and school, rather than GCSE/GNVQ results.
- In
terms of perspectives on post-16 education, the majority of the AS/A2
level and ACVE/ND interviewees favoured the specialisation of post-16
education.
- The
AS/A2 level interviewees were generally positive about the structure
of their courses, although both these and ACVE interviewees had felt
that assessment dominated their education. The amount rather than
the level of work was more of a challenge.
- The
26 work-related training interviewees reported they were enjoying
their courses, and all regarded the work load as manageable. · The
10 employed interviewees offered mixed views, often dependent on features
of their occupation, such as future prospects.
- In
terms of retrospective opinions of post-primary curriculum, Key stages
3 and 4 appear proficient in equipping young people for the next phase
in education, but are less adept at preparing them if they leave formal
education at 16.
- All
but 1 of the 100 interviewees expressed some basic support for the
curriculum. Five sixths did offer suggestions for areas of improvement.
- With
hindsight, 1/3 of the interviewees explicitly supported the timetable
allocation for English and Mathematics.
- Suggested
amendments to the post-primary curriculum included an increased emphasis
on skills, personal and social development, changes to the content
and mediation of subjects, and the inclusion of vocational learning.
Conclusions
- The
retrospective warming of the young people to the curriculum may be
too late. Statistical analysis shows that engagement with learning
in year 12 has an influence over and above GCSE/GNVQ performance.
Thus, as engagement with learning increased, the probability of a
young person entering post-16 education increased.
- It
would be desirable to enhance appreciation of the curriculum whilst
young people are still in compulsory education, possibly by considering
the suggestions for improvement offered by the 100 young people interviewed.
- The
research raised questions, including those relating to the issues
of enhancements to school sixth forms, raising the status of post-16
education at FE colleges, careers education, variety in post-16 education,
and the level of work involved.
|