Vol. 473 No. 5
2 Mr. Martin asked the Minister for Education the national statistics, if any, which are available to her Department in relation to attrition rates in third level institutions; and if not, if she will undertake a national study to establish the true attrition rate in all third level colleges; and if she will make a statement on the matter. [1930/97]
Statistics are not collected on a national basis in relation to attrition rates in third level institutions. The Higher Education Authority carried out a study in 1994 indicating a high completion rate by international standards in the universities. The completion rate for those entering in the academic year 1989-90 was about 81 per cent.
In the regional technical college sector a number of initiatives have been taken in relation to the monitoring of uncertified departures. 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 colleges. Other studies, in both individual colleges and in groups of colleges, have also been carried out with a view to developing actions to minimise uncertified departures. A comprehensive study on the guidance services in Regional Technical Colleges was carried out with assistance from the National Centre for Guidance in Education.
A further study was initiated in October 1996 aimed at providing a comprehensive examination of the reasons underlying uncertified departures. The study will extend over the 1996-7 session and will encompass background research, case studies, surveys and questionnaires. In December 1996 the National Council for Educational Awards 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 is scheduled to be presented to the council's academic committee in April of this year. A final report will be presented before the commencement of the 1997-8 academic year. In view of the work that is under way at present, I do not consider the separate study referred to by the Deputy to be necessary at this time.
The Minister's answer is unsatisfactory. Do I take it that no national data are available annually on attrition rates in regional technical colleges or universities? We have no idea from year to year how many proceed from first to second year and how many complete certificate, diploma and degree courses. Does the Minister not believe there is a need for a national data collecting system to be put in place which would have these figures annually so that they could inform policy in a given area and determine the type of career guidance approach which should be taken for students entering third level education.
The information the Deputy seeks is not available at present. I have already outlined a number of initiatives in this area which will ensure we have the management systems to gather the information. We must build a data bank. The attrition or dropout rate is quite complex and a number of reasons spring to mind, for example, students do not have control over failure in examinations which reflects on many factors, including the ability of students, attendance, resources, etc. Motivation is often related to the course preference secured by the student. Students often depart to another institution shortly after registration to repeat the leaving certificate or to take up paid employment, which increasingly happens in a buoyant labour market. Poor course choice means expectation does not marry with course experience. There are a number of reasons for these attrition rates.
The pilot application programme in place will combine computer based and manual methods which will be incorporated into management information systems. The NCEA's project will be carried out this year. This is important information which will be useful for students who are choosing their careers, but it has not so far been available. The 1996-7 study will encompass background research, case studies, surveys and questionnaires. Information from that initial study will be available for the beginning of the 1997-8 academic year and we should then move forward.
While universities do not gather information on attrition rates, they do on transfer rates. Transfer rates measure the number of students who pass from first to second year. We perform very well in this regard. The figures suggest an 87.2 per cent transfer rate but that does not include repeat year students so the overall figure of 82 per cent is generally accepted. That figure compares well with international standards where such information is available. However, 20 per cent of students, who for many of the reasons I listed, do not go on to benefit. The Deputy is right in that the more information available, the sounder the guidance and choices we have to offer the increasing number of students who are availing of places in third level institutions.
It is scandalous that we do not have a national data base for these figures given that many of the courses concerned are funded by the EU. One would have thought there would have been an annual data collecting system to monitor and evaluate transfer rates from first to second year and completion rates in our third level institutions, particularly for courses funded by the European Commission. I tabled this question following a review of a regional technical college which was published recently. It indicated low transfer rates from first to second year. Transfer rates from first to second year in some courses were as low as 39, 37, 35 and 32 per cent. Those figures are cause for concern.
The reasons advanced by the Minister to explain poor transfer rates demonstrate the scale of the problem revealed in that report. It is refreshing that tabling a priority question can be the catalyst for the introduction of a plethora of initiatives in this area. Hopefully, the NCEA initiative will bear fruit. The absence of a national data base on transfer rates of students from first to second year and on completion rates highlights significant shortcomings on the part of the Minister and the Department. How does one plan for the future or make decisions on educational matters if one does not have such data? It beggars belief.
I am sorry to have to tell the Deputy that the studies to which I referred were initiated before he tabled this question. These initiatives were put in place at the beginning of the 1996-97 academic year. I was disappointed at the limited survey results which were the subject of an article confirming the necessity to gather information. That information process has already begun. If we gather statistics by only taking a same sample and if some of the information is leaked in isolation, people may worry that the situation is not being noticed by the authorities. I assure students, especially those in their last year in school who are making their career choices, that, with ongoing monitoring of the quality of courses, the choices available and the extra guidance which I have been able to make available, they can have confidence that it is an expanding system whose quality is being monitored. I have no doubt we will all learn much from the results of this work and it will allow us to develop college management systems which will permit ongoing updating of information. I only gave indicative reasons but my mind is not closed.
