Transitions

The Transition from Second to Third level education in Ireland: considerations, perspectives and proposed actions from the Institute of Technology sector

Contents1. Background 1

2. The Technology Sector and Transition 3

2.1 Programmeportfoliosandadmittingdecisions 3

2.2 Pointsscoresincontext 5

2.3 Accessandopportunity 9

2.4 DiverseEntryMechanisms:CAORoundA,DirectEntryandFETACqualifications 10

3. Key Transitions Issues: The Institute of Technology Perspective 13

3.1 BroaderEntryRoutes 13

3.2 CompulsorycalculationofpointsforEnglishandMaths;BonusPoints andRecouplingofCognateDisciplines 16

3.3 FoundationskillsandtheFirst-YearExperience 18

3.4 AccessandthebroaderTransitionexperience 22

3.5 Information 23

4. Conclusion and summary of actions to be undertaken by the Institutes of Technology 25

5. Appendices 27

The Transition from Second to Third level education in Ireland: considerations, perspectives and proposed actions from the Institute of Technology sector

1

1. Background

InSeptember2011,theHEAandNCCAheldanationalconferenceentitled‘TransitionorTransaction?MovingfromSecondtoThirdLevelEducationinIreland’.1Thepurposeoftheconferencewastoexploreandidentifywaysofaddressinganumberofconcernsthathadbeenraisedpreviouslybyacademics,employers,themediaandthegeneralpublicaboutthecouplingoftheLeavingCertificateexaminationtotheselectionprocessforsecondlevelstudentsenteringhighereducation.

Inbroadterms,theseconcernsarefocussedontwointerconnectedareas.2Thefirstrelatestotheimplicationsforthesenior-cyclecurriculumoftheLeavingCertificateexambeingthemaindeterminantofaccesstohighereducationforsecondlevelstudents.Thereisaperceived‘backwash’effectarisingfromthis,inwhichcertainpracticesandbehavioursinthirdlevel–inparticular,thoseassociatedwiththedemandsandpressuresofcompetitiveentryintothesystem–impactinanegativewayonthelearningexperienceinthesecondlevelsystem.The‘backwash’determinesstudentbehaviour,leadingmanytoconcentrateonmaximisingtheirpointsscoreintheLeavingCertificateexamforthepurposesofsecuringentrytoparticularthirdlevelprogrammes.ThisisevidentinthewaystudentschoosetheirLeavingCertificatesubjects,andthemannerinwhichtheystudythem.

Thesecond,relatedareaofconcernistheperceivedlimitingeffectthatapproachestolearninginsecondlevelhaveonthosestudents’thirdlevellearningexperience.Driventosomeextent,thoughnotexclusively,bythe‘backwash’effectofthe‘pointsrace’,thereisaconcernthatthereisanunduefocusontheachievementofexamresults,ratherthanonbroadercurricularaims,andaconsequentandpedagogicallyunsoundemphasison‘rotelearning’.Asaresult,somesecondlevelstudentsdonotacquirethedepthandbreadthoflearningoutcomesthatarenecessarytoenablethemtoparticipateandperformatanoptimallevelinhighereducation.

Arisingoutofthediscussionontheseissuesintheconference,asuiteofsixteenproposedameliorativeactionswasidentifiedbytheHEAandNCCA,andpublishedinDecember2011.3Theseincludedeightproposedactionsrequiringactionbytheschoolssector;andeightproposedactionsthatrequiretheparticipationtoagreaterorlesserdegreeofhighereducationinstitutions.ThesixteenrecommendationsaresetoutinAppendix1ofthisdocument.

InSeptember2012,theDepartmentofEducationandSkillsassumedacoordinatingroleinrelationto‘Transitionsreform’.ATransitionsReformSteeringGroup,comprisedofthekeystakeholders,wasestablishedunderthechairmanshipoftheDepartment.TheGrouphasbeentaskedwithcoordinatingfurtherresearchintotheissues,consideringanddiscussingproposalsforchange,anddevelopinganagreedimplementationplan.

1.Ontheconferencegenerallyseehttp://www.transition.ie/

2.ForafullerdiscussionseeA.Hyland,Entry to Higher Education in Ireland in the 21st Century. Discussion Paper for the NCCA/HEA seminar to be held on 21st Sep 2011 (2011),availableathttp://www.transition.ie/files/Entry_to_Higher_Education_in_Ireland_in_the_21st_Century%20.pdf

3.‘FromTransactiontoTransition:OutcomesoftheConferenceontheTransitionfromSecondtoThird-LevelEducationinIreland’,availableathttp://www.transition.ie/files/HEA_NCCA_Transitions.pdf

2

TheInstitutesofTechnologyhavebeenparticipantsinandactivecontributorstothe‘Transitions’debatesinceitwas‘formalised’inthe2011conference.IOTIprovidedasubmissionwithproposalsaheadoftheTransitionConferenceinSeptember2011,4andisalsoparticipatingontheTransitionsReformSteeringGroup.Thepresentdocumentisintendedtobeafurthercontributiontothedebate,andalsotothedevelopmentofasustainableimplementationplan.InthecontextofIOTI’sresponsetotheproposedactions,thepaperraisessomeissuesthataregermanetothedebatefromtheperspectiveoftheTechnologysector,andproposesaseriesofactionsthatwouldaddresssomeofthe‘Transition’issuesfromthatsameperspective.

4.‘SubmissionbyInstitutesofTechnologyIrelandtotheDepartmentofEducationandSkillsonHigherEducationAdmissions’,availableathttp://www.transition.ie/files/IOTIpoints180911.pdf

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2. The Technology Sector and Transition

TheInstitutesofTechnologyapproachtheissueofthetransitionintothirdlevelwithtwoessentialandinter-linkedconsiderationsinmind.First,fromapurelyinstitutionalperspective,thereisthedecisiontoadmitastudenttoaparticularprogramme.Second,fromthelearnerperspective,thereistheobligationtoensurethatthatstudentgetseveryopportunitytosucceedintheprogramme.Thereisbothaphilosophicalunderpinningtotheseconsiderations,andapracticaltrade-off.AttheveryheartoftheTechnologysector’smissionisacommitmenttowideningandincreasingaccesstohighereducation,andtheinstituteshavebeenhugelysuccessfulinthisregard.In2011-12,theTechnologysectoraccountedforsome62%offull-timeundergraduatematurestudententrantsintothehighereducationsystem,andfor78%oftheSpringboard(LabourMarketActivation)placesprovidedbypublicly-fundedhighereducationinstitutions.5Inaddition,theTechnologysectoralsoaccountsforsignificantnumbersofstudentsadmittedonthebasisoffurthereducation(FETAC)qualifications;and,intermsoftheCAOpointsdistribution(seesection2.1below),itadmitsaverydifferentcohortofleavingcertificatestudentstothecohortadmittedbythetraditionaluniversities.Inmanagingthismission,theInstitutesofTechnologymakeaconscioustrade-offbetweenmaintaininghighCAOpointsfortheirprogrammesinfavourofgreaterdiversity.Thisdiversity,however,bringswithitadditionalchallengestothefirstyearexperience.

2.1 Programme portfolios and admitting decisions

TheTransitionConferencediscussionpaperhighlightedtheten-foldexpansionthathastakenplaceinthenumberofstudentsenteringhighereducationsincethe1960s;andthetreblingofthetotalnumberofprogrammesonoffersincethe1990s.6MuchofthisexpansionhasbeenintheTechnologysectorwhichin2011accountedfor47%ofallnewentrantstohighereducation.Overthefiveyearsto2011thesectorexperiencedagrowthrateof25%comparedtogrowthof17.5%forallhighereducation.7

Partoftheexplanationofthisgrowthisaccountedforbytheuniquecharacteristicsoftheportfoliosofprogrammesintheinstitutes,whichareoftendescribedasclosetomarketandindustryfocused.Employmentratesamonggraduatesoftheinstitutesarerelativelyhighoverallwithbetween85-94%ofgraduatesactivelyengagedpost-qualification.WhiledemandforLevel6andLevel7programmeshasbeendeclining,currentacceptancesaredown16%from2002-3,learnersacceptingplacesontheseprogrammesstillaccountfor28%ofthetotalacceptances.TheInstitutes’portfolioisheavilyinfluencedbychangingtrendsinindustriesandtechnology.Muchoftheprogrammeexpansionhasbeeninprofessionalfields,ICTandbiopharma,reflectingthechangingdemographicnatureofemploymentneeds.Programmesthereforetendtodifferentiatethemselvesbasedonregionalandnationalemploymentcharacteristics.

5.DatasuppliedbyHEAStatisticssection.

6.Hyland,Entry to Higher Education in Ireland in the 21st Century, pp.2-3.

7.V.Patterson,‘AnAnalysisofCAOacceptances2011’(UnpublishedHEAReport,2012).

4

Aseconduniquecharacteristicofthesectoristheladderofopportunitiesitofferstolearnerstoenterandexithighereducationatdifferentlevelsandmultiplestages.AswellasofferingentrytoLevel6,Level7andLevel8programmes,studentscanseamlesslyprogressfromoneleveltotheotherdependingonneed,abilityandmotivation.Offeringdenominatedentryroutesatmultiplelevelsopensaccessinanumberofways:

• itmatchesstudentexpectationswithprogrammeoutcomesanddurations;

• itfacilitatesvariationinpedagogicalapproachesandsupportservicestodifferentstudentcohorts,thusimprovingthefirstyearexperience.

ThebenefitofwideningaccessontheCAOpointssystemisclearlyseenintheadmissiondecisionsmadebyInstitutesofTechnology.Figure1belowshowsthedistributionofacceptanceswithintheTechnologysector(excludesDIT)comparedtoallhighereducationstudentsforthecurrent2012-3intake.

ThistablerevealsthattheTechnologysectoraccounts,primarily,foracceptancesuptoc.300CAOpoints,whileotherpartsofthehighereducationsystemdominateabove360CAOpoints.ThemodalscoreforInstitutesofTechnologyis305points,whileforallhighereducationinstitutionsitis405points.ThegraphclearlyshowsthattheTechnologysectorisopeningaccesstothosewhowouldnototherwiseaccesshighereducation.ThefitoftheInstitutes’portfoliowiththeneedsofthelearnerisalsohighlightedbythepopularityoftheprogrammeswithlearners.A2011reportonacceptancesshowedthatfirstpreferenceacceptancesintheinstitutes(includingDIT)was66.9%oftotalacceptances,whichishigherthantheaverageofoverallfirstpreferenceacceptancesat61.3%,anduniversityfirstpreferenceacceptancesat56.3%.

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2.2 Points scores in context

Thepointsscoreforallentrantsalsoneedstobecontextualized.For2012/3entry,30%ofcandidatesscoredabovethemodalscoreof405points.Indeed,whenthepoints‘race’isconsideredinthiscontext,thecompetitionforplacesisamongasmallnumberofcandidatesandactuallyoccurswithinasmallnumberofprogrammeareas.Table1showsthedistributionofCAOpointsacrossallleavingcertificatecandidatesfor2012.Thepointsdistributionyearonyearremainsreasonablyconsistent.

Figure 1: CAO Net Acceptances 2012 frequency within points bands.

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Table 1: Distribution of points across all Leaving Certificate candidates, 20128

CAO Points in excess of: Number of Candidates % of Candidates

550 1658 3.2

500 5191 9.9

450 10759 20.5

400 17586 33.4

350 24617 46.8

300 30756 58.5

250 35875 68.2

200 40314 76.7

8.Source:CAOdata

9.HigherEducationAuthority,National Plan for Equity of Access to Higher Education 2008-2013(HEA,Dublin,2008),p.12,availableathttp://www.hea.ie/files/files/file/National_Access_Plan_2008-2013_(English).pdf

ItisclearfromTable1thatfewcandidatesreachhighpointslevel,withonly3.2%ofcandidatesreaching550pointsorabove,whilelessthan10%ofcandidatesreach500pointsorabove.However,itisthesepointlevelsthatreceivethemostmediaattention.Giventhatthereisanationaltargettoachieveaparticipationrateof72%oftherelevantagecohortinhighereducationby2020,9thethirdlevelsectorneedstobecapableofabsorbingcandidatesachievingpointsscoresintheregionof200pointsandlower.Thisisasignificantissueforthelearningenvironmentandtheengagementoffirstyearstudents.

Tables2and3showthelowestentryrangeofpointsforeachInstituteofTechnology(includingDIT)andTable4showsthecorrespondingfiguresforuniversities.Over65%ofallLevel8programmeswilladmitstudentswhoscorebetween250and345points.Lessthan9%ofstudentsrequiredover400pointstoentertheirchosenprogramme,comparedto66.7%requiringthesamepointsscoreintheuniversities.AtLevels6and7thepointscut-offtoover80%ofprogrammesislessthan300.ItisclearfromthesetablesthatentrytotheInstitutesofTechnologycloselyreflectsthepatternofpointscoresachievedbylearnersnationallyandthatthereisconsistencyacrossthesectorinadmittingdiverselearners.

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Table 2: Minimum entry points for Level 8 Institutes of Technology programmes 2012 by points band. 10

IoT <199 200-249

250-299

300-349

350-399

400-449 450+ Total

AthloneIT 0 0 6 3 4 2 0 15

ITCarlow 0 0 10 14 1 1 1 27

CorkIT 0 0 11 15 2 0 1 29

DublinInstituteofTechnology 1 0 13 19 16 9 4 62

DunLaoghaireIADT 0 1 1 2 1 0 0 5

ITBlanchardstown 0 7 2 4 1 0 0 14

ITTallaght 0 8 3 2 4 0 0 17

DundalkIT 0 0 0 11 2 2 0 15

Galway-MayoIT 0 3 1 2 6 2 0 14

LetterkennyIT 0 1 7 1 2 1 0 12

LimerickIT 0 4 10 10 2 0 0 26

ITSligo 0 5 7 2 0 0 0 14

ITTralee 0 0 3 8 0 2 0 13

WaterfordInstituteofTechnology 0 0 11 16 6 1 0 34

Total 1 28 84 107 46 20 6 292

Table 3: Minimum entry points for Level 6/7 Institutes of Technology programmes 2012 by points band.11

IoT <199 200-249

250-299

300-349

350-399

400-449 450+ Total

AthloneIT 13 10 4 3 0 2 0 32

ITCarlow 0 15 9 4 0 1 0 29

CorkIT 1 14 8 6 2 0 0 31

DublinInstituteofTechnology 5 7 7 9 2 1 0 31

DunLaoghaireIADT 0 1 1 1 0 0 0 3

ITBlanchardstown 8 3 0 4 1 0 0 16

ITTallaght 4 10 5 1 2 0 0 22

DundalkIT 6 5 3 4 1 0 0 19

Galway-MayoIT 18 6 8 6 3 0 0 41

LetterkennyIT 21 6 0 1 1 0 0 29

LimerickIT 18 13 7 3 0 0 0 41

ITSligo 17 6 3 0 1 0 0 27

ITTralee 4 13 1 4 0 1 0 23

WaterfordInstituteofTechnology 0 18 3 3 2 0 0 26

Total 115 126 58 48 15 5 0 367

10.Source:CAOdata;excludesprogrammeswithportfoliosorotheradditionalrequirements.

11.Source:CAOdata;excludesprogrammeswithportfoliosorotheradditionalrequirements.

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Table 4: minimum entry points for University level 8 programmes 2012 by points band. 12

University 300-349

350-399

400-449

450-499

500-549 550+ Total

UniversityCollegeCork 4 8 16 8 8 3 47

DublinCityUniversity 5 13 19 10 5 1 53

TrinityCollegeDublin 0 6 8 15 19 8 56

UniversityCollegeDublin 6 7 11 15 8 6 53

NUIGalway 11 7 22 9 4 0 53

UniversityofLimerick 21 18 16 7 2 1 65

NUIMaynooth 2 16 13 9 5 45

49 75 105 73 51 19 372

ThedisciplineofentryoflearnersalsohasadistinctprofilewithintheTechnologysector,withastrongemphasisonmodernsectorssuchasICTandServices,wherethemajorityofentrantstohighereducationenterthroughtheTechnologysector.Table5showsthatalmost70%ofcomputingentrants,almostallservicesentrantsandalmost62%ofengineeringentrantsdosothroughtheTechnologysector,underpinningtheimportantandsuccessfulrolethesectorplaysinsupportingnationalskillstrategies.Indeedthisstrengthisevidentintherecentlabourmarketactivationcalls,wherethesectoraccountedforsome78%ofthetotalallocationofplacesamongstpublicly–fundedinstitutions.

Table 5: Discipline of entry to new applicants to higher education 2011/12

Discipline IoTs All HEIs % IoTs

Education 47 1,434 3.3%

Arts&Humanities 2,179 8,344 26.1%

SocialScience,BusinessandLaw 4,520 9,312 48.5%

Science 1,539 4,445 34.6%

Computing 1,859 2,678 69.4%

Engineering 2,079 3,375 61.6%

Construction 965 1,152 83.8%

AgricultureandVet 411 835 49.2%

Healthcare 2,751 5,886 46.7%

Services 2,765 2,780 99.5%

CombinedandOther 0 454 0.0%

Basic/broadgeneralprogrammes 47 170 27.6%12.Source:CAOdata;excludesprogrammeswithportfoliosorotheradditionalrequirements.

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2.3 Access and opportunity

TheTechnologysectorisalsocharacterizedbythediversityofitslearnercohort.AuniquefeatureofthesectoristheladderofprogressionsystemwherelearnerscanmovefromtheHigherCertificate(Level6)toOrdinaryBachelor(Level7)toHonoursBachelor(Level8),andincreasinglytoMaster(Level9)orDoctoralDegree(Level10).Thishasprovedhighlyattractive,particularlytounder-representedcategoriesoflearners.Inthiscontext,itisnotsurprisingthatthesectoraccountsfor54%ofallflexiblelearnersinhighereducation,62%ofallmaturenewentrantsintohighereducationand60.2%ofallundergraduatepart-timelearnersenrolledinhighereducation.Similarly,thereisadistinctivesocio-economiclearnerprofilewithinthesector,withaboveaverageintakesoftheskilled,semi-skilledandunskilledcategories;andsubstantiallylowernumbersfromtheemployers,managersandprofessionalssocio-economicgroups.

Figure2belowchartsfirstyearintakein2011-12bysocio-economicgroupagainstthemeanforallofhighereducation.Thesector’sperformanceinattractingapplicantsfromthelowersocio-economicgroupisveryevident,asindeedistheunder-representationofhighersocio-economiccategories.ThelikelihoodofentrantstotheTechnologysectorcomingfromasocio-economicbackgroundthathasnotexperiencedpreviousgenerationsofhighereducationisthereforehigh,andthiscreatestheneedforculturalandpedagogicalsupportstobeembeddedwithinthefirstyearexperienceifthetransitiontohighereducationistoachievehighersuccessrates.

Figure 2: 2011-12 CAO intake by socio-economic group

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Theageprofileofentrantstothesectoralsodemonstratesthesector’sabilitytoattractmaturelearnersandlearnersreturningtohighereducation.Thesectoraccountsforasignificantlyhigherproportionofstudentsinolderagebrackets.While41%ofthe19orundercategoryenteringhighereducationattendIoTs,theraterisesdramaticallytoover60%foroldercategories.

Table 6: Entrants to Higher Education by age group

Age of entrant IoTs All HEIs % IoTs

19orunder 12,247 29,395 41.7%

20to22 3,110 5,384 57.8%

23to24 805 1,279 62.9%

25-29 1,232 2,034 60.6%

Over30 1,768 2,771 63.8%

2.4 Diverse Entry Mechanisms: CAO Round A, Direct Entry and FETAC qualifications

AfurtherdimensionoftheadmissionsprocessthatneedstobeborneinmindintheTransitiondiscussionisthediversityofapplicationmodesemployedbytheInstitutesofTechnology.AdmissiontofirstyearofundergraduateprogrammesisthroughtheCAO.MechanismssuchastheCAORoundAprocessenabletheInstitutestoreviewapplicationsfromeligibleapplicantsatprogrammelevel,andofferplacesoutsidethestandardcompetitiveentrymechanismtomature,socio-economicallydisadvantagedanddisabledstudents.WaterfordInstituteofTechnology,forexample,hasafourstageassessmentprocessforsuchapplicants,whichcoversareassuchasacademicachievement,workexperience,communityandvoluntaryworkandaskillsaudit,toscoreandrankapplications.AnumberofInstitutesuseaninterviewprocessinassessingapplicants.ITTallaght,forexample,interviewsmatureapplicantsandusesadditionalcriteria,includinginter alia knowledgeofcourse(s)appliedfor,preparednessforthirdlevel,relevantexperience/trainingandmotivationtolearn.OtherinstituteslikeITBlanchardstowninviteapplicantstotakepartinanassessmentoncampus,whichcanhelpcreateatangiblelinkbetweentheapplicantandthatparticularinstitution.TheoveralleffectoftheseprocessesistobroadenaccesswithinthecontextoftheCAOapplicationprocess;and,inthecurrentacademicyear,theInstitutesofTechnologyaccountedforalmost63%ofthetotalacceptancesintheCAORoundAoffers.

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Considerableworkhasalsobeendoneacrossthesectortoreviewanddevelopappropriatemechanismstorecognisepriorlearningandexperience,andenableadmissiontoprogrammesonadirect-entrybasis.SheridanandLinehanhaveprovidedaclearguidetotherecognitionofpriorlearning(RPL)process13andmost(ifnotall)instituteshaveclearRPLpoliciesthatareregularlyupdated.SuchpoliciesenablestudentadmissiontoprogrammesotherthanthoseintheCAO,admissiontostagesotherthanstage1ofaprogramme(forallprogrammes)andexemptionsfrommodulesofaprogramme.Inaddition,someInstitutesrunspecialpreparatorycoursestobothbroadenaccessandfacilitatethetransitiontothirdlevel.LetterkennyIT,forexample,hasdevelopedadirectentrysystemforsecond-chancelearnerswhohavesuccessfullycompleteditsCertificateinPreparatoryStudies(Level6).Overthepasttenyears,almost1,000learnershaveusedthisrouteforaccessontofull-timeunder-graduateprogrammes.Recentlyundertakenresearchintheinstitutehasdemonstratedthatmanyofthesestudentsout-performtheirpeerswhohavecomethroughthestandardentryroutes.

Inadditiontotheabovemechanisms,theInstitutesofTechnologyhavealsobeenattheforefront–throughtheHigherEducationLinksScheme(HELS),andtheestablishmentofa‘points’protocolforratingFETACqualifications–inadmittingapplicantswhoholdfurthereducationqualifications.TheproportionofCAOapplicantswithaFETACqualificationhasbeensteadilyincreasingeveryyearsince2001.Almost20%ofallCAOapplicantsnowpresentwithaFETACqualification.Thereis,however,amarkedvariationinthenumberofstudentswhoreceiveandacceptanoffer,basedontheirFETACqualification,fromyeartoyear.Furthermore,thereisalsoalackofstatisticalclarityonhowmanystudentsareadmittedsolelyonthebasisoftheirFETACqualifications,asmanysuchapplicantsalsopresentwithLeavingCertificateresults.Notwithstandingthis,itisgenerallyacceptedthatthemajorityofstudentspresentingwithFETACqualificationsareadmittedtotheinstitutesoftechnology.

13.I.SheridanandM.Linehan,Recognition of Prior Learning: a Focus on Practice(CITPress,Cork,2009).

13

14.Hyland,Entry to Higher Education in Ireland in the 21st Century, pp.3,17,22.

15.‘FromTransactiontoTransition:OutcomesoftheConferenceontheTransitionfromSecondtoThird-LevelEducationinIreland’,pp.5,18-9

16.Communication from the IUA Council to Minister for Education and Skills, Mr Ruairi Quinn TD on the matter of: Reform of Selection and Entry to University in the Context of National Education Policy(IUA,August2012),p.3,linkavailableathttp://www.transition.ie/updates.htm

17.‘SubmissionbyInstitutesofTechnologyIreland...onHigherEducationAdmissions’,pp.4-5,availableathttp://www.transition.ie/files/IOTIpoints180911.pdf

3. Key Transitions Issues: The Institute of Technology Perspective

InthecourseoftheTransitionsdebateanumberofkeyissueshaveemerged,whichhavebeenthesubjectofextensivediscussionamongstparticularstakeholdersorgroupsofstakeholders.Allofthestakeholdersconcernedhavebeenendeavouringtoengagewiththeseissues,bothfromtheperspectiveofthestudentsandfromtheirowninstitutionalperspective.Theultimateaimofthisengagementhasbeentoidentifyasetofrealisticandsustainableactions,whichcanbeagreedatasystemlevelandwhich,whenimplemented,willgenuinelyimprovethetransitionexperienceofallstudentsenteringthirdlevelforthefirsttime.

Inthissection,IOTIsetsoutitsconsiderationoftheseissuesanditsproposalsforaction.Theissuesaregroupedtogetherunderthefollowingfivethematicheadings.

3.1 Broader Entry Routes

Fromtheoutsetofthe‘Transition’debate,theissueofprovidingbroaderentryroutesintohighereducationforfirstyearstudentshasfeaturedprominentlyinthediscussion.InherpaperpublishedaheadoftheJointNCCA-HEAconferenceinSeptember2011,anddrawinguponthe1999ReportofthePointsCommission,ProfessorHylandidentifiedtheexistenceof‘toomanydenominatedcoursesinFirstYear’asanissueofconcernforsomestakeholderswithinandoutsidetheeducationsystem,andsuggestedthattheconcernmightbeaddressedbyreconfiguring‘firstyearcoursestoeliminatedenominatedcoursesandadoptapolicyofgenericfirstyearcoursesunlesstherearecompellingreasonsnottodoso’.14

ThissuggestionwasadoptedbytheHEAandNCCAasarecommendationemanatingfromtheconference.Itwasproposedthat‘highereducationinstitutions,individuallyandcollectively,shouldreviewtheirundergraduateportfoliowithaviewtoestablishingbroaderentrytoundergraduateprogrammesatlevel8’andthatthe‘changeneedstobemadeatsystemlevel’.15InAugust2012,theIUACouncilidentifiedthisissueasoneofthreespecific‘Transition’recommendationswhichitwishedtoseeprogressedwithintheuniversitysector,andestablishedanExpertTaskforcetodevelopfinalproposalsandaroadmapforimplementation.16

InitsinitialsubmissiontotheTransitionsconference,IOTIcautionedagainstthe‘seductiveattractiveness’ofadvancingwithproposals–tobeapplieduniversally–toincreasethegenericnatureoffirstyearundergraduateprogrammes.Inadvanceoftheconference,therewasconcernthattherewouldbeacalltoapplybroaderorgenericentrytoLevel6and7programmes(2and3yearprogrammes)which,becauseoftheirshorterdurationsandstrongorientationtowardsproducingjobreadygraduates,donotreadilylendthemselvestosuchanapproach.17

14

ItisofnotethattheproposalthatultimatelyemergedoutoftheTransitionsconferenceenvisagestheestablishmentofbroaderentrytoundergraduateprogrammesatLevel8only.WhileacknowledgingthattheproposedactionexemptsLevel6andLevel7programmes,IOTIviewstheproposalaschallengingtheexistingandenvisagedmissionoftheTechnologysectorwithinIrishhighereducation,andthesector’sabilitytomaintaingenuinemissiondifferentiationbetweenitselfandtherestofhighereducation.TheInstitutesofTechnologyoffermoreemployment-focussedprogrammesthanisthecaseinthetraditionaluniversities;andtheseprogrammesnecessarilyneedagreaterlevelofspecificity.Thedenominatedtitlesthatareusedarise,inthemain,fromtheprocessofdesigningtheprogrammesandareintendedtomeetindustrialandenterpriserequirements.Inarecentspeechonthefuturelandscapeofhighereducation(22November2012),theMinisterforEducationandSkillsnotedthat‘morethanever,weneedatechnologicalsectorthatisagileandresponsiveto...theskillsneeds...ofarapidlychangingenterprisesectorandanincreasinglydiverseworkforce.Acoreobjectivewill,therefore,betoprotectandenhancetheroleoftheIOTsectorinsupportingenterprise,underpinningdiversityandpromotingaccessandparticipation’.ItistheviewofIOTIthatablunt,universally-appliedapproachtotheintroductionofbroader-entryroutesintohighereducationwouldseriouslyunderminethiscoreobjective.Atbase,sucha‘onesizefitsall’approachwouldbeharmfulbothintermsofprotectingandcommunicatingthedifferentiationinmissionthatexistsbetweenthetechnologicalandtraditionalhighereducationinstitutions.Onamorepracticallevel,inanumberoftheinstitutestheLevel8portfolioisinextricablylinkedtotheLevel6andLevel7offeringssothatthechangesenvisagedforLevel8couldnotbeimplementedwithouttheunintendedconsequenceoftamperingwiththeprofessionalorientationofthelattersuiteofprogrammes.In2012,the14Institutesprovided423Level6/Level7programmesand330atLevel8.

IOTIwouldalsocautionthatthefaithbeingplacedbysomeintheameliorativeeffectsofareturntoasystemofcommonentrythatlastexistedinthe1980smaybeundulyoptimistic.ItistheviewofIOTIthattheproposalfailstotakeaccountofthegreatincreaseinthenumberandrangeofstudentsattendingthird-levelinstitutions,andthegreatexpansionofacademicdisciplinesandsub-disciplines,thathavetakenplaceintheinterimperiod.ThedenominatedprogrammesavailableintheTechnologysectorare,ingeneral,market-led,andappealtothestudentsandtheirparentsandguidancecounsellors,aswellastoemployers.Itwasindicatedabove(Section2.2)theextenttowhichIoTprogrammesarerootedinthemoderneconomysectors,andservicetheskillsneedsofindustry.Usingdenominatedtitlesisoneofthewaysinwhichtheseprogrammesareuniquelyidentifiedanddifferentiatedfrommoretraditionalprogrammes.

15

18.Ibid.,p.5.

19.http://www.hea.ie/files/files/file/statistics/2010/Retention%20&%20Progression/HEA%20Study%20of%20Progression%20in%20Irish%20Higher%20Education%202010.pdf,atp.16.

Itisalsothecase,asevincedintheIUA’scommunicationtotheMinisterforEducationandSkills,thatthenumberofcoursesthatareonofferthroughtheCAOdoesnotseemtobeoutofkilterwithinternationalnorms.18Inanycase,usingtheoverallfigureofcoursespresentedintheCAOHandbook,orcitingthegrowthinthatnumberofcoursesoverparticulartime-spans,isarathercrudeindicator,unlessitisanalysedinconjunctionwithsuchissuesasprogrammedesignandstructureandcommonmodulardeliveryandsupport.Intermsoftheacademicandothersupportprovidedtostudents,amovetoanexclusivelygenericmodeofentryintheTechnologysectorwouldalsobepotentiallydamaging.Muchofthissupportisorganisedandprovidedattheprogrammelevel,andthemovetolargerentrycohortswouldmilitateagainsttheinstitutionsprovidingthelevelofsupportthatisnecessaryforthetypicalstudentthatentersaninstituteoftechnologywithinexistingresources.

Amajor,ifthenotmain,reasonadvancedformovingtobroaderentryisthatdenominatedprogrammesaregenerallyadjudgedtogenerate‘heat’inthe‘pointsrace’.Thelogic,basedonthesupply-demandratio,isthatbroaderentryprogrammesusuallyhaveahighernumberofplacesavailableandthuslowercut-offpoints;whiledenominatedprogrammesusuallyhaveasmallernumberofplacesavailableandhighercut-offpoints.Allthingsbeingequalitisdifficulttodisputethisargument.Butallthingsarenotequal.Otherfactors,suchasthereputationofinstitutionsortheprestigeofparticularprogrammes,arealsopartofthemix,andtheproliferationofdenominatedprogrammesinitselfcannotbeheldresponsibleforheatingupthe‘pointsrace’,certainlynotacrossallofhighereducation.Thisisclearlydemonstrated,forexample,intheHEA’sstudyonprogression,publishedin2010,whichshowedthatthemostcommonpointsattainedbystudentsenteringLevel8programmesininstitutesoftechnologyin2007-8,was300-350points.Incontrast,themostcommonpointsattainedbystudentsenteringuniversityprogrammeswas400-450points.19AlthoughbothsectorshavesubstantialnumbersofentryroutesatLevel8(in2011therewere330across14institutesoftechnology,and421across7universities)theydonotgeneratethesamelevelof‘heat’withregardtothe‘pointsrace’.

Thereislittledoubtthatthenumberofdenominatedprogrammeshasgrownexponentiallyinthepasttwentyyears.However,theextenttowhichthisgrowthindenominatedprogrammesconfusesstudentsismuchlessclear,andhascertainlynotbeeninvestigatedtoanygreatextent,eitheramongstthestudentsthemselvesortheirteachersandguidancecounsellors.IthasnotbeenthegeneralexperienceoftheinstitutesthatmanyoftheirstudentsmakethewrongchoiceofcourseasaresultofthelargenumberofchoicesavailabletothemwhenfillingouttheirCAOforms.Toobviatethoseinstanceswhereitdoesoccur,however,anumberoftheinstitutesdoofferparallelcommonentryroutesinsomedisciplines;andinsomeinstitutions,includingDIT,suchcoursesarepopular.Theinstitutesrecognisethattheprovisionoftheseparallel,common-entryroutesareusefulforthosestudentswhoarenotreadytocommittoparticulardenominatedprogrammesatthepointofentryandwilllookatintroducingcommonentryinparalleltodenominatedentryinallinstitutions.Inaddition,theywillalsoexaminetheextenttowhichthereareprogrammeswithanoverlynarrow

16

20.http://www.education.ie/en/Publications/Policy-Reports/lit_num_strategy_full.pdf

21.http://www.ncca.ie/en/Curriculum_and_Assessment/Post-Primary_Education/Project_Maths/

22.http://www.irishtimes.com/newspaper/education/2012/1218/1224327955687.html

23.SubmissionbyInstitutesofTechnologyIreland...onHigherEducationAdmissions’,p.3,availableathttp://www.transition.ie/files/IOTIpoints180911.pdf

baseofentry,particularlywheretherearecomplementaryprogrammeswhichcouldbeofferedunderoneCAOcode.Inthisconnection,IOTIacknowledgesthatwheresuchanunnecessaryproliferationofprogrammesexistswithinitsownor,indeedanysectorofhighereducation,theStatemayneedtomitigatethis,andthattheissuecanbeaddressedinthecontextofthestrategicdialogueprocesswiththeHEA.ItisalsothecasethattheimplementationofstructuralreformintheTechnologysectorwillhaveanimpactonprogrammeofferings,andthatthesequencingofprogrammeportfolioreformwillneedtoproceedintandemwith,andnotinadvanceof,institutionalreconfigurationandthedevelopmentofregionalclusters.

3.2 Compulsory calculation of points for English and Maths; Bonus Points and Recoupling of Cognate Disciplines

TheTechnologysectorhasregularlyvoiceditsconcernabouttheapparentfallinstandardsinnumeracyandliteracyamongIrishsecondlevelstudents,asevincedbytheresultsofthe2009PISAstudy,andontheneedtodevelopgreaterevidence-basedresearchtosupportenhancedliteracyandmathsproficiency.AnumberofimportantinitiativesarenowunderwaytoaddressthissituationincludingtheintroductionofThe National Strategy to Improve Literacy and Numeracy among Children and Young People20andtheroll-outofProject Maths.21Inthisconnection,IOTIalsonotesthattheMinisterforEducationandSkillshasaskedtheNCCAtoreviewtherecommendedtimeallocationsforallsubjectsinprimaryschool.22IOTIwouldsupportreformsthatrecognisetheneedforstudentstospendmoretimeontheacquisitionofknowledge,skillsandcompetenceinthecriticalareasofliteracyandnumeracyand,indeed,science.

IOTIconsidersthatthelogicofthesereforms,whichplacetheacquisitionofliteracyandnumeracyskills,includingdigitalliteracy,attheheartofsecondlevellearning,shouldbefollowedthroughintotheselectionprocessesforentryintothirdleveleducation.InitsinitialsubmissiontotheTransitionsconference,IOTIproposedthattheoptionofincludingLeavingCertificateresultsinEnglishandMathematicsinthecalculationofpointsforentryintoallhighereducationcourseswouldbeexplored.23IOTIstillretainstheviewthatsuchanexplorationshouldproceed,andwillsupporttheresearchbeingundertakenbyProfessorÁineHyland,arisingoutoftheTransitionsConference,intotheviabilityandpotentialbenefitsorconsequencesofincludingMathematicsand/orEnglishinthecalculationofpointsforallCAOcourses(Levels6,7and8).

Inthisconnection,itisessentialthattheresearchandanalysiswillbeundertakeninamannerthatgivesequalemphasisbothtotheTechnologyanduniversitysectors.Intheory,theTechnologysectormightbeexpectedtoattractlearnerswithhighlevelsofattainmentinmathematics,giventhetechnologicalnatureoftheirprogrammesandthemathematicalcontent.Astudyof2007-8entrants,however,showsthatthisisnotnecessarilythecase.ThedataanalysedatthattimedemonstratedthatthenumbersofnewentrantsintotheTechnologicalsectorachieving60pointsormore(equivalenttoahigherlevelC3orOrdinarylevelA1grade)werequitelow.

17

24.A study of progression in Higher Education. A Report by the Higher Education Authority(HEA,2010)p.21,availableathttp://www.hea.ie/files/files/file/statistics/2010/Retention%20&%20Progression/HEA%20Study%20of%20Progression%20in%20Irish%20Higher%20Education%202010.pdf

25.Communication from the IUA Council to Minister for Education and Skills ... on the... Reform of Selection and Entry to University,p.4.

26.‘SubmissionbyInstitutesofTechnologyIreland...onHigherEducationAdmissions’,pp.3-4,availableathttp://www.transition.ie/files/IOTIpoints180911.pdf;Communication from the IUA

Comparedtonationalaveragesof28%ofentrantsscoring60pointsormore,only4%ofIoTentrantsatlevel6,7%atlevel7and15%atlevel8scoredatthislevel.Theuniversitysectoradmitted43%ofcandidatesatthislevel.24Inthiscontexttheneedforgreaterresearchontheimpactofmakingmathematicscompulsoryisclear,andthepotentialimpactonthelowerattainmentlevelsintheTechnologysectorassessedsoastoavoideitheramigrationoftechnologylearnerstouniversities,orareductionoftheavailableopportunitiesforlearnerstoaccesshighereducationintheTechnologysector.

ArelatedmattertothecompulsorycalculationofEnglishandMathspointsscoresforthepurposesofentrytohighereducation,istheissueofofferingbonuspointsforparticularsubjects.From2012,allhighereducationinstitutions(apartfromNCAD)introducedabonusschemeforHigherLevelLeavingCertificateMathematics,inwhich25pointsareaddedtoanapplicant’spointsscoreiftheyachieveaD3orupwardsinthesubjectathigherlevel.InthecontextoftheTransitionsdebate,therehasbeensomediscussion,particularlyintheuniversitysector,ofextendingthisschemetoothersubjects,eitherinrelationtospecificentryroutesorforparticularsubjectswhicharedeemedtobestrategicallyimportant,orwhichareperceivedtobemoredemandingintermsoftheworkloadassociatedwiththem.25

IOTItakestheviewthatthisissueneedstobeexploredwithsomecaution.Ifsuchaschemewasexpandedtoanygreatdegree,itmightachievesomestrategicreorientationinthewaystudentschoosetheirLeavingCertificatesubjects,butdependingonhowextensivesuchanexpansionofthebonuspointsschemewas,andthedegreetowhichthestrategicimportanceofparticularsubjectsshiftedovertime,itmightendupcausingconfusiontostudentsandgeneratingadditional‘heat’inthepointsrace,theverymatterswhichTransitionsreformisintendedtoameliorate.Inadditionsecondlevelstudentsmightbeforcedintochoosingthirdlevelplacesbasedonsubjectchoicesmadeatthestartoftheseniorcycle,asaresultofadditionalpointsbeinggivenintheirsubjectmix.IOTIwouldadvocatethattheeffectsofthebonuspointsschemeforHigherLevelMathematicsneedstobeanalysedthoroughlyoverthedurationofthepilotbeforeproceedingwithanyfurtherexpansionofthescheme,andthatthediscussiononthemattershouldbeconductedatanationallevelamongstallrelevantstakeholders.

Onefinalmatterrelatingtotherelationshipofsubjectchoiceandcompetenceatsecondlevelandperformanceatthirdlevelthatshouldbeconsideredfurtheristheissueofstudentschoosingcombinationsofsubjectsthatareperceivedtobeeasierintermsofaccumulatingpoints,attheexpenseoftheirrelevancetothecoursestheyultimatelyundertakeatthirdlevel.ThisisamatterofsomeconcerntoboththeInstitutesofTechnologyandtheuniversities.26InitsinitialsubmissiontotheTransitionConference,IOTIreferredtotherequirementintheInternationalBaccalaureateforstudentstotakesubjectsacrosssixdifferentgroups–nativelanguage,additionallanguage,experimentalsciences,mathematics,artsandsocialsciences–asapotentialmodelfororganisingsubjectchoiceintheLeavingCertificate,topreventstudentsfromtakingoverlappingsubjectcombinationslike,forexample,AgriculturalScience,BiologyandHomeEconomics(SocialandScientific).Thisproposaldidnotgainanytractionatthetime.

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AnotherpossibilitywouldbetoexaminehowhighereducationdisciplinechoicemightbelinkedinamorecoherentfashiontoappropriatesubjectsstudiedatLeavingCertificate,inordertoachieveabetter‘handshake’betweensecondlevelexitandthirdlevelentry.AspartofitscontributiontoTransitionsreform,theInstitutesofTechnologywillexplorethefeasibilityofinstitutingaresearchprojectonthistopic.

3.3 Foundation skills and the First-Year Experience

OneofthekeyrecommendationsthatemergedoutofthejointHEA-NCCAconferencein2011wasacallto:

Reinforce the issue of foundational skills and the first-year experience as priorities for concerted action across Irish higher education institutions.

IOTIfullysupportstheneedtotakeconcertedactionontheissueoffoundationalskillsandthefirst-yearexperienceonasystematicbasis.WithintheTechnologysector,thereareawiderangeofinitiativesandresearchstudiescurrentlybeingundertakenontheseverytopics.Thefollowingillustrativeexamplesprovideasnapshotofsomeofthisactivity:

• Galway-Mayo IT and Athlone IT

BuildingonaSIFIIfundedproject,afirstyearlearningexperiencepackagehasbeendeployedsimultaneouslyinthetwoinstitutesacrossarangeofdisciplinessince2009.Thepackageconsistsoftwostrands:aPeerAssistedLearning(PAL)programme;andastudyskillsdevelopmentmoduletitled‘LearningtoLearn’(L2L).

• Dun Laoghaire Institute of Art, Design and Technology

TheDepartmentofEntrepreneurshipDunLaoghaireIADTisundertakingathreeyearlongitudinalstudyonfirstyearstudentmotivationinbusiness,psychologyandcomputerdegreeprogrammes.Theresearchisexaminingsuchvariablesasgender,subjectstudied,courserankingandtheinfluencesofbeingafirstgenerationstudentorlivingatorawayfromhome.

• IT Sligo

InITSligo,researchisbeingconductedonthequestionofwhetherdifferentpre-collegefactors,suchasprioreducationalattainmentorfather’ssocio-economicbackground,requiredifferenttypesofstudentretentioninterventions.Ifthisisthecase,itwillbepossibletoapplythesedifferenttypesofinterventionstogroupsofstudents,thusreducingthecostsandincreasingtheeffectivenessoftheintervention.Inaddition,anumberofmentoringprogrammeshavebeenputinplaceforfirstyearstudents,whichcoverthemessuchas‘settlingin’,academicsupportandexampreparation.

Council to Minister for Education and Skills ... on the... Reform of Selection and Entry to University,p.4.

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• Waterford IT

WaterfordIThasputinplaceanumberofinnovativeTeachingandLearningmethodologiesassociatedwithtwoaccessprogrammes–theGenzymeBuddyprogrammeandtheAccess-linkedmodule‘ScienceinSociety’(afirstyearelectivemodule).WIT’sDirectEntryPathways(Reach)hasalsodevelopedaseriesofsophisticatedrecruitment,selectionandmentoringprocesses,whichenhancethefirstyearexperience,andwhicharegroundeduponquantitativedataanalysisandqualitativefeedbackfromthestudentsandotherstakeholders.

• IT Carlow

TheTeachingandLearningcentreinITCarlowhasinstitutedanumberofinitiativestoenhancetheexperienceoffirstyearstudents,includinginteraliaaSupplementaryTeachingScheme,whichprovidesadditionalteachinghoursincertainsubjectstostudentswhoareexperiencingdifficulties;andaComputerAidedLearningpackage,entitled‘UnderstandingMathematics’,whichfeaturesinthedeliveryofallsaveonefirstyearmathematicsmodules,andwhichisdesignedtoovercomefearsabouttheirmaths’competencesamongstfirstyearstudents.

• IT Tallaght

TheCentreforLearningandTeachinginITTallaghtsupportsvariousinitiativestoenhancetheexperienceofallundergraduatestudents,withaspecificfocusonfirstyear.Itprovides‘IntroductiontoICT’workshopseachSeptember,andadrop-insupportserviceforlearningtechnologies,mathematics,AcademicEnglish,andtrainingandsupportintheuseofassistivetechnologies.Furthermore,commencingin2012,allfirstyearfulltimestudentswillcompletea‘LearningtoLearnatThirdLevel’moduleinsemester1oftheirprogramme.ITTallaghtisalsoinvolvedinaninnovativeandcollaborativepartnershipwithCountyDublinVECandtheDodderValleyPartnership,whichdeliversa10ECTScreditspecialpurposeawardatLevel6intheNFQentitled‘PreparationforStudyingatThirdLevel’,andwhichisofferedfreeofcharge.

• IT Blanchardstown

Buildingonthesuccessofrecentinitiatives,suchasofferinglearningstylesscreeningandprovidingsupportforallfirstyearstudentsthroughtheassociatedNationalLearningNetworkoffice,aspecialworkinggrouphasbeenestablishedinITBlanchardstowntoinvestigatethefirstyearexperience.Ithasidentifiedandimplementedanumberofinitiativestargetedatimprovingtheexperienceoftheinstitute’sdiverselearnerpopulation,includingarestructuredfirstyeartoaccommodateastudy-skillspackage;aswellasaofrangeofspecificdepartmentalinitiativesincludingmentoringstudentsbothpeer-to-peerandacademic,thedevelopmentofvideosfortheinstitute’swebsite,astudentmonitoringprocess,aworryboxandspecificclinics/workshops.

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• IT Tralee

InitiativesundertakeninITTraleeincludea‘LearningatThirdLevel’module,whichisdeliveredacrossallprogrammesinSemester1,andfocusesondevelopingthestudentasathirdlevellearneraswellasembeddingthestudentintheirprogrammeofstudies.HeadStartMathsandHeadStartEnglishareprogrammesrunforpre-studentsinadvanceofthecommencementofthefirstyeartobetterpreparethemfortheMathsandCommunicationrequirementofhighereducation.Inaddition,theLearnerSupportUnit(LSU)runsasuiteofWorkshopsonFoundationSkillsintheareasthatstudentsfindmostproblematic.

• Letterkenny IT

FollowingnumerousprogrammaticreviewsoftheCertificateinPreparatoryStudiesandtheCertificateinAccessStudies(Level6,60and30creditrespectively)programmes,itemergedthatmanyofthefoundationalskillsthatmaturestudentsneededonreturningtoeducationwouldalsobeofbenefitto‘standard’firstyearentrants.WithassistancefromtheNCCA,LetterkennyITre-wroteits‘Communications’and‘Studyskills’modulesandstandardisedtheseforallfirstyearstudentsacrosstheInstitute.Furthermore,thisdevelopmenthasbeensupportedbyCPDfromexpertssuchasSallyBrown,andalargerepositoryofresourceshasbeendevelopedtoassiststaffwithdelivery.Inparallel,LYIThasalsore-writtenitsmathsmodulesforfirstyearsandhasalsoe-enabledalargenumberofvideotutorialswhicharenowavailableonYouTube.Allfoundationallevelmathsmoduleshavealsobeene-enabledareandarefreeforstaffandstudentstoaccessatanytime.

Apartfromthesespecificinstitutionalinitiatives,anumberoftheinstitutesarealsoinvolvedinregionalcollaborativeprojectsthataredirectlyrelatedtoenhancingthefirstyearexperience.TheShannonConsortium,comprisingLimerickIT,ITTralee,theUniversityofLimerickandMaryImmaculateCollege,hasundertakenananalysisofthelearningstylesofstudentsonentry,theoutcomesofwhicharebeingusedtoassistthemintheirlearningapproaches.Inaddition,thefindingshavealsobeenprovidedtolecturers.Inasimilarfashion,andaspartoftheDublinRegionalHigherEducationalAllianceTeachingFellowshipresearchontheFirstYearExperience,thefellows’undertookaprojectwhichwillresultinthreeseparateoutcomes;astrategicliteraturereview;anauditofpracticeacrossthe8DRHEAinstitutions(IADT,DIT,ITT,ITB,DCU,UCD,NUIMandTCD)includingcasestudiesofspecificinitiatives;anda‘Toolkit’comprisinganonlinerepositoryofinformationandvideointerviewsfromthefellows,internationalcolleaguesandthecasestudyinitiators.Informationonthisworkisavailableathttp://www.drhea.ie.

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IOTIiscognisantoftheneedtoleveragethiskindofworkonasystem-levelbasisandwillworktoestablishadedicatedforumfortheenhancementofthefirstyearexperienceintheTechnologysector,whichwillfocusontheuniquecharacteristicsofentrantstothesector.ThisactivitywilllinkinwiththeworkoftheNationalForumforTeachingandLearning,andwillhavespecificresponsibilityfortheconnectionbetweenaccess,opportunityandretention.Oneareathatwillbeexploredisthefeasibilityofcreatingafoundationalyearforentrantswhoarenotdecidedontheirfuturecareerpath.Theadditionalyearwouldexposelearnerstodisciplinespecificlearningandguideeffectivecareerplanningandstudyskillsbasedontheindividual’scompetenciesandinterestsratherthanpoints.Ifpursued,eachinstitutionwouldhaveonesuchprogrammewiththeentrantapplyingtotheInstituteratherthanaprogramme.Thiswouldaddanadditionalyearoftuitionbutmightproduceabetterfitbetweenthelearnerandthefinalprogramme,andthusenhanceretention.

Itisalsoofnotethat,aheadoftheTransitionconferenceinSeptember2011,IOTIadvancedtheproposaltolengthentheacademicyear,withaviewtoenhancingthefirstyearstudentexperience.IOTIremainscommittedtotheachievementofthisobjective.Thatsaid,itdoesnotunderestimatethechallengesassociatedwiththeimplementationoftheproposal,especiallyintheHR/IRdomain;andrecognisesthatthereisaneedforengagementamongstallrelevantstakeholderstoensurethatitisrealised.

Inconclusion,IOTIalsoacknowledgesandwelcomestheestablishmentoftheNationalForumforTeachingandLearning,andrecognisesthelatter’spotentialtofacilitateandleadcollectiveactionintheareasofdevelopingfoundationalskillsandenhancingthefirstyearexperience.ThesectoriscommittedtoworkingwiththeForum,anditsinauguralchairperson,ProfessorSarahMoore,inmaximisingtheimpactofthemanyinitiativesthatarecurrentlybeingpursuedintheseareasthroughtheindividualinstitutesorundertheauspicesofthesector’sLearningInnovationNetwork(LIN),anetworkofall13InstituteofTechnologyandDIT.TheTechnologysectorhasbeenattheforefrontofacademicstaffdevelopmentforteachingandlearningthroughLIN,whichisacollaborativeprojectthathasbeensuccessfullysharingresourcesandexpertisesince2007.Lecturersarethefrontlinehighereducationstaffthatstudentshaveaccessto,andthisstaff-studentinteractionshapesmuchofthefirstyearexperience.LINendeavourstoequiplecturerstodealwithaneverincreasingdiversityoflearnerneedsthroughacademicprofessionaldevelopment.APDprogrammesforstaffnowruninallinstitutionsintheTechnologysector–akeysupportforthefirstyearexperience.

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3.4 Access and the broader Transition experience

Assetoutinitsoriginalsubmission,IOTIisoftheviewthatTransitionsreformcannotbeaself-containedactivityandmustnecessarilybeexploredinthecontextofthelifelonglearningandup-skillingopportunitiesthathighereducationinstitutionsprovidetoanincreasinglydiversesetoflearners.ThisdiversityisparticularlymarkedintheTechnologysector.Intheacademicyear2011-12,forexample,20.4%ofthe80,216studentsenrolledintheInstitutesofTechnologystudiedonapart-timeordistancelearningbasis.Inaddition,ofthe4,251enrolmentsontoSpringboardlabouractivationprogrammesin2010-11,42%or1,766wereintheInstituteofTechnologysector,asagainstfiguresof14%intheUniversitysector,0%inotherHEAfundedcollegesand44%inotherprivate,non-HEAfundedinstitutions.TothesefigurescanbeaddedtheenrolmentsonLevel6andLevel7programmes,whichalsoplayakeyroleinopeningupaccesstohighereducationtoamorediversebodyoflearners.In2011-12,over45%ofthe63,873full-timestudentsinthesectorwereenrolledonLevel6orLevel7programmes.

OnfootoftheTransitionsconference,theHEAandNCCArecommendedthat:

Thebroaderissuesofaccesstohighereducationbeyondthequotaoffull-timeplacesforschool-leaversandtheissueofentrytopart-timeprogrammeswillbeexploredaspartoftheimplementationoftheNationalStrategyforHigherEducationto2030.

IOTIbelievesthatthesystemneedstogofurtherthanthisandwouldadvocatethatamoreintegratedapproachisadoptedinrelationtothetransitionandaccessdiscussions.Inreality,particularlyinthecontextoftheseverebudgetaryconstraintsunderwhichthehighereducationsystemnowoperates,itisnotpossibletomakedecisionspertainingsolelytothesecond-levelstudentcohortenteringLevel8programmes,thataredivorcedfromdecisionsrelatingtoothertypesofstudentandprogrammeprovision.ThepolicycommitmentstoenhanceLifelongLearningandtheup-skillingandre-skillingoftheIrishworkforce,iftheyaretobefullyrealised,willrequiresuchanapproach.Forthoseinstitutionsthatgrappleonadailybasiswiththepracticalitiesofprovidingforsuchadiversestudentbody,suchanintegratedapproachisnotmerelydesirablebutanunavoidablereality.

23

27.http://www.hea.ie/files/files/DES_Higher_Ed_Main_Report.pdf,pp.18,58

3.5 Information

Acriticalareaforenhancingthetransitionexperiencenotjustofthetraditionalsecondlevelstudentcohort,butallpotentiallearners,relatestothequalityofinformationthathighereducationproviderspublishabouttheirprogrammes.ThiswasacknowledgedintheTransitionconference,andledtoarecommendationonthepartoftheHEAandNCCAthat:

Highereducationinstitutionsshouldtakestepstoimprovethequalityofinformationonthesubjectcontentandlearningoutcomesoftheircourses,particularlyinthecontextofbroaderintaketoundergraduateprogrammes.

IOTIisoftheviewthattheprovisionbyHEIsofhighqualityandaccessibleinformationontheirprogrammestosecondlevelstudentswouldgoalongwaytowardssupportingstudentsinmakinginformedcoursechoicesintheCAOapplicationprocess.OneproposalthatmighthelpinthisregardatasystemlevelwouldbetoprogresstheNationalStrategyrecommendation[R7]onthedevelopmentofsubjectguidelines(assupportinginfrastructuretotheNationalFrameworkofQualifications)acrosshighereducation.27

Ifsuchguidelinesweredeveloped,andmappedtosecondlevelcurricula,theissueofhowsecondlevelstudentsperceiveandunderstandthirdlevelprogrammes–whetherintheirgenericordenominatedforms–andhowtheyrelate,ordonotrelate,tothesubjectstheystudyinschoolcouldbeaddressedinamoresophisticatedmannerthaniscurrentlyenvisaged.Indeed,suchguidelinescouldmakeprovisionforexplainingandcontextualisingdenominatedprogrammeswithinbroaderdisciplineareas.Forsuchguidelinestobeeffective,theywouldneedtobedevelopedonacrossbinarybasisbyacademicsubjectexperts,andonthebasisthattheywouldnotjustbeestablishedtosupporttheNFQandtheuseoflearningoutcomes,butthattheywouldalsohaveacommunicationfunctionandprovideabasisforengagementbetweenthesecondandthirdlevelsystems,usingtheNFQasacommonreferencepoint.

25

IOTIbelievesthatitisanecessaryandvaluableundertakingtoexploretheissueofthetransitionoflearnersintothird-leveleducationonasystem-widebasis.However,IOTIisalsooftheviewthattheexplorationshouldtakeplaceonabroadercanvasthanhasbeenthecasehitherto,andthat,aswellasconsideringissuessurroundingthetransitionofsecond-levelstudents–especially,thenegativeeffectofthe‘pointsrace’onarelativelysmallcohortofhighachievingstudents–itshouldalsohaveregardtothetransitionissuespertainingtoaccessandtheincreasingdiversityoflearnersinthesystem.Inthisregard,IOTIwouldadvocatethatanychangesthatarebeingpursuedatasystemlevelshouldbeconsistentwith,andenhancethesuccessfulrecordoftheTechnologysectorinopeningupaccessandopportunity.

IOTIalsoacknowledgesthattheInstitutes,nolessthanotherhighereducationinstitutions,mustfulfiltheirresponsibilityforengaginglearnersintheirtransitiontohighereducation,particularlythroughthedesignanddeliveryoftheirprogrammes.Thismayrequireradicalchangestothestructureoftheacademicyear,theprovisionofsupportservicesandthetypeandmodeofmoduledelivery–reformsthatIOTIbelievescanonlybepursuedinconjunction,andinsequencewiththeinstitutionalreconfigurationscurrentlyunderwayaspartoftheimplementationoftheNational Strategy for Higher Education to 2030.ThefollowingarethemainactionpointsthattheInstitutesofTechnologywillpursuewithregardtoTransitionsreform:

On broader entry

• TheInstitutesofTechnologywilllookatintroducingcommonentryinparalleltodenominatedentryinallinstitutions.

• TheInstitutesofTechnologywillexaminetheextenttowhichthereareprogrammeswithanoverlynarrowbaseofentry,particularlywheretherearecomplementaryprogrammeswhichcouldbeofferedunderoneCAOcode.

• TheInstitutesofTechnologyacknowledgethattheStateneedstomitigateunnecessaryproliferationofprogrammesandthatthisissuecanbeaddressedinthecontextofthestrategicdialogueprocesswiththeHEA.

4. Conclusion and summary of actions to be undertaken by the Institutes of Technology

26

On the compulsory calculation of points for English and Maths, bonus points and the re-coupling of cognate disciplines

• TheInstitutesofTechnology,throughIOTI,willsupporttheresearchbeingundertakenbyProfessorÁineHyland,arisingoutoftheTransitionsConference,intotheviabilityandpotentialbenefitsorconsequencesofincludingMathematicsand/orEnglishinthecalculationofpointsforallCAOcourses(levels6,7and8).

• TheInstitutesofTechnology,throughIOTI,willexplorethefeasibilityofinstitutingaresearchprojectaimedatlinkinghighereducationdisciplinechoicetoappropriatesubjectsstudiedatLeavingCertificate,inordertoachieveabetter‘handshake’betweensecondlevelexitandthirdlevelentry.

On the First Year Experience and Foundation Skills

• TheInstitutesofTechnology,throughIOTIandLIN,willworktoestablishadedicatedforumfortheenhancementofthefirstyearexperienceintheTechnologysector,whichwillfocusontheuniquecharacteristicsofentrantstothesector.ThisactivitywilllinkinwiththeworkoftheNationalForumforTeachingandLearning,andwillhavespecificresponsibilityfortheconnectionbetweenaccess,opportunityandretention,includingthedevelopmentoffoundationalandtransversalskills.

• TheInstitutesofTechnologywillalsoworkwiththeNationalForumforTeachingandLearning,anditsinauguralchairperson,ProfessorSarahMoore,tomaximisetheimpactofthemanysectoralinitiativesintheseareas,whethertheyemanatefromtheindividualinstitutesorundertheauspicesofthesector’sLearningInnovationNetwork(LIN).

• TheInstitutesofTechnologyremaincommittedtotheobjectiveoflengtheningtheacademicyearforthepurpose,inparticular,ofenhancingthefirstyearexperience.Thereareanumberofchallengesassociatedwiththeimplementationofthisproposal,especiallyintheHR/IRdomain.TheInstitutesofTechnology,throughIOTI,willengagewithallrelevantstakeholderstoadvancetheproposal.

On Access and the Transition experience

• TheInstitutesofTechnology,throughIOTI,willadvocateatanationallevelforamoreintegratedapproachtoaddressingtherelatedaccess,studentdiversityandtransitionissues.

On Information

• IOTIproposesthattherecommendationintheNationalStrategy[R7]onthedevelopmentofsubjectguidelines(assupportinginfrastructuretotheNationalFrameworkofQualifications)acrosshighereducationbeprogressed,andthatsuchguidelinesbemappedtosecondlevelcurricula.Theaimwouldbenotonlytoexplainthecontentandlearningoutcomesofthird-levelprogrammes,buthowdenominatedprogrammesrelatetobroadersubjectareas,andhowbothoftheserelateordonotrelatetosecondlevelsubjects.

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Table 1: Proposals requiring action by HEIs

Proposed Action Status

Conductresearchintotheviability,andpotentialbenefitsandconsequences,ofincludingMathematicsand/orEnglishinthecalculationofpointsforallcourses

Researchpapertobepreparedin2012

Reinforcetheissueoffoundationalskillsandthefirst-yearexperienceasprioritiesforconcertedactionacrossIrishhighereducationinstitutions.TheNationalAcademyfortheEnhancementofLearningandTeachinghaspotentialtofacilitateandleadcollectiveactionontheseissues.

TheNationalAcademywillbeestablishedinQ22012followingconsultationwiththehighereducationacademiccommunity

Theacademicyearshouldbeextendedinallundergraduateeducationprogrammestoaccommodatetheincorporationoftransversalskillswithoutcompromisingdiscipline-specificcontentandacademicrigour.

Asthisactiondoesnotrequireanychangestoexistingcontracts,implementationshouldcommenceforfirst-yearprogrammeswithoutdelay.

Thehighereducationinstitutions,individuallyandcollectively,shouldreviewtheirundergraduateportfoliowithaviewtoestablishingbroaderentrytoundergraduateprogrammesatlevel8.Thischangeneedstobemadeatsystemlevel.

CommencementassoonaspossiblesubjecttodiscussionsbetweenHEA,QQAIandhighereducationinstitutions

Highereducationinstitutionsshouldtakestepstoimprovethequalityofinformationonthesubjectcontentandlearningoutcomesoftheircourses,particularlyinthecontextofbroaderintaketoundergraduateprogrammes.

Immediatecommencementbyhighereducationinstitutions

Conductresearchintotheviabilityandpotentialbenefitsandconsequencesofintroducinggraduate-onlyentrytoprofessionalcourses,includinghealth-carecourses.

Researchpapertobepreparedin2012

Thebroaderissuesofaccesstohighereducationbeyondthequotaoffull-timeplacesforschool-leaversandtheissueofentrytopart-timeprogrammeswillbeexploredaspartoftheimplementationoftheNationalStrategyforHigherEducationto2030

Initialscopingtobecompletedbysummer2012

Continuecloserco-operationbetweentheHEAandtheNCCAwithafocusintheshort-termonSTEMandassessment/evaluationinsecond-levelandhighereducation.

Initiated

5. Appendix: Transitions Recommendations

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Table 2: Proposals requiring action by the Schools sector

Proposed Action Status

Completenewcurriculumspecificationsforthethreesciencesubjects:Biology,Chemistry,Physicsincorporatingnewmethodsofassessingscientificknowledgeandskills

Underway

Continuewiththereviewofothersenior-cyclesubjects,commencingwithEnglishandmodernlanguages,inordertoensurethatassessmentapproachesarecloselyalignedtocurriculumobjectivesandlearningoutcomes

Initiated

ThenewoptionalsubjectPoliticsandSocietyisalreadycompleteandawaitingimplementation.EconomicsandArthavebothbeenrevisedandtheassessmentofbothwillrequiretheuseofproblem-solvingandcriticalandanalyticalskillsaswellastheuseoftechnology.Newsciencecourses,andanewcourseinPhysicalEducation,arenearingcompletionasoptionalsubjectsthatwilldevelopawiderangeofskillsincludingteam-building,criticalanalysis,debating,coaching,goal-settingandachievement,performanceanalysisanddevelopment,anddigitalanalysis.Asitstands,theresourcesarenotavailabletosupporttheroll-outofthesesubjects.

Pending

Explorewaysofincreasinglearners’accesstoabroadrangeofsubjectsintheseniorcycle.Thepossibilityforinter-schoolcollaborationande-learningopportunitiesshouldbeexploredandsharedbytheNCCA.

Initialscopingaspartoftheplanningperiodforjuniorcycle2012–2014

Nurtureandassessabroaderrangeofgenericcompetenciesaspartofsenior-cyclecurriculumandassessment

Initiated

Introduceabroadrangeofassessmentapproaches,includingschool-basedassessmentinthejuniorcycle,anddevelopteacherandsystemcapacity

Initiated

TheNCCAandtheStateExaminationCommission(SEC)willdevelopproposalstoaddressanyproblematicpredictabilityidentifiedinananalysisofpredictabilityintheLeavingCertificateexaminations.

Analysisandproposalscompletebyend2012.

Movetoreplacethecurrentgradingsystemof14pointswithan8-pointsystem(A1,A2,B,C,D,ENG).

ExplorationtobeundertakenbytheNCCAandSEC,withtheinvolvementofexpertsinexaminationgrading.Anydateforthischangecanbesetwhenthechangetoundergraduateentryisinplace.