Paul Bradford
Question:79 Mr. Bradford asked the Minister for Education and Science the plans he has to deal with the high drop-out rate of first year students at third level colleges; and if he will make a statement on the matter. [21738/00]
Priority Questions. - Third Level College Completion Rates.
A range of initiatives are under way in third level colleges to enhance student completion rates. There is a lack of data available on student completion rates and the Higher Education Authority and the Council of Directors of Institutes of Technology have commissioned the Educational Research Centre, Drumcondra, to undertake detailed studies of the issue of non-completion. Dublin Institute of Technology is also conducting a two year quantitative and qualitative investigation of student withdrawal within the institute. The Department is funding these studies.
The studies being undertaken will consider a range of factors as to their effect on completion rates. The outcome of the research being under taken will influence future policy directions in this area. In the meantime the Higher Education Authority has included the issue of student retention within its targeted initiatives.
In the institutes of technology sector I am supporting and promoting a number of initiatives to assist the compilation of a database on attrition-drop-out rates and to develop appropriate strategies to address the issues concerned. These initiatives include the establishment of a national committee on retention; the introduction of induction-orientation programmes, course information services, tutor services and systems designed for the early identification of at risk first year students; the provision of £1.5 million specifically to address the issue of non-completion of courses in the technological sector in 1999 and 2000; the allocation of £8 of the student services charge for projects linked to attrition and access; the assignment of a dedicated member of staff to work with students and staff to develop mechanisms aimed at improving retention rates.
Considerable work is being done in collaboration with the National Centre for Guidance in Education and the post-primary inspectorate in the Department to develop other positive actions in this area. I am also actively addressing the provision of science and technology in second level schools, a provision of particular importance in preparing persons for successful participation in technical courses at third level.
The National Centre for Guidance in Education organised a colloquium, Staying Power – Increasing Retention Rates in Higher Education, on behalf of the Department in November 1999. The publication of Staying Power was launched on 6 September 2000. Its recommendations will be the subject of further study and consideration by all relevant parties.
The Minister said there is a lack of data on student completion rates. A study has been completed by a number of institutes of technology which shows a drop-out rate of between 40% and 50% among first year students. Two figures stand out strongly. The large majority of students who dropped out decided a few months into their first year that they had chosen the wrong career option. Many were also of the view that there was a lack of support within the college structure. What will the Minister do to improve the position on career guidance at second level? In many instances the problems faced by students in the second, third or fourth month of their first year at third level stem from the lack of career guidance at second level. Invariably the wrong course is chosen. This is obvious given that almost 50% of students fail to complete their first year in institutes of technology. What can be done to assist students once they have commenced third level? While it does not present a perfect picture, the data clearly show that students are choosing the wrong course and the necessary support services are not available once they take the wrong route.
A recent study conducted by three institutes of technology shows a non-completion rate among first year students of approximately 37% which can be attributed to a wide range of social, personal, academic, institutional and financial factors. These include failure in examination; motivation, which often relates to the course preference of the student concerned; departure to another institution shortly after registration, which may prove beneficial; departure from college to repeat the leaving certificate to strengthen the position of the student concerned; poor course choice, which results in expectation not matching course experience; and various other personal and social reasons.
I accept that this is a major problem. Money has been provided. First, we are trying to provide a substantial data base, which will show where people go and what happens. We have provided the money for that. Second, work is being done in the colleges. There are some excellent mentoring schemes, which are very valuable and in which the more senior students are involved. I will do anything I can and I appreciate the urgency of the matter.