Written Answers. - Third Level Students.
Denis Naughten
Question:
25
Mr. Naughten
asked the
Minister for Education and Science
the number of students who fail to complete third level courses at both regional technical colleges and universities; the correlation between entry points and drop out rates; and if he will make a statement on the matter.
[7502/98]
Tom Enright
Question:
82
Mr. Enright
asked the
Minister for Education and Science
the number of students who fail to complete third level courses at both regional technical colleges and universities; the correlation between entry points and drop out rates; and if he will make a statement on the matter.
[7503/98]
I propose to take Questions Nos. 25 and 82 together.
Information is not readily available on the numbers of students who fail to complete third-level courses at the institutes of technology and universities.
In relation to the university sector, the Higher Education Authority carried out a study in 1994 which indicated a completion rate of 81 per cent for those students entering in 1989-90. This rate is a high completion rate by international standards. The authority is currently finalising arrangements with the Educational Research Centre, St. Patrick's College, Drumcondra to undertake a further detailed study in this area.
I also intend to set up a study of attrition rates in the technological sector and a proposal for an action-research project on attrition-drop-out rates in the institutes of technology is being considered by my Department at present.
The commission on the points system has engaged a team of researchers to undertake a feasibility study on the predictive validity of the points system in relation to the intake of students into higher education.
The reasons for dropout are complex. There is no simple explanation. Factors such as motivation, capabilities and suitability are all involved. There must also be a balance between completion rates on programmes and maintaining the necessary, objective standards.
The challenge of maximising completion rates, consistent with maintaining appropriate standards is a matter, in the first instance, for individual universities, institutes of technology and the National Council for Educational Awards.
A number of initiatives have been taken by the institutes of technology and the NCEA in relation to the monitoring of departures before students have completed their courses. A system has been developed for a statistical monitoring of uncertified departures from certificate and diploma programmes and has been applied on a pilot basis in some institutes. A further proposal from the institutes of technology for a study to monitor student attrition and retention is currently being considered in the Department. Other studies, in both individual institutes and in groups of institutes, have also been carried out with a veiw to developing actions to minimise uncertified departures. A comprehensive study on the guidance services in institutes of technology was carried out with assistance from the National Centre for Guidance in Education. A further study began in October 1996 aimed at providing a comprehensive examination of the reasons underlying uncertified departures. The study covers the 1996-97 session and encompasses background research, case studies, surveys and questionnaires. In December 1996 the NCEA initiated a study into admission requirements, academic standards for transfer from national certificate to national diploma to degree and into attrition rates within courses in NCEA designated institutions. An interim report from the study was presented to the council's academic committee last April. I understand that presentation of the final report has been deferred in order to take account of other ongoing studies on attrition rates with a view to providing a more comprehensive analysis of the problem.
