ࡱ> Y &bjbjWW == ]   4TTTTT|DT7    3+3+3+6666666$89n7 3+'3+3+3+73  3333+  6TT3+6335:f6ol 6 `n8hTTA-v6 Provision of Junior Certificate, NCVA and Leaving Certificate Programmes 2001 in VEC YOUTHREACH Centres, Community Training Workshops & Senior Traveller Training Centres Data Analysis and Report: Sarah Ryan Published by the National Co-ordinators, YOUTHREACH C/o Curriculum Development Unit, Sundrive Road, Dublin 12 Foreword SPACE FOR FOREWARD Dermot Stokes, National Co-ordinator, YOUTHREACH, Dept, Education and Science Guss O'Connell, National Co-ordinator, YOUTHREACH, FAS Gerard Griffin, National Co-ordinator, Senior Traveller Training Centres (D/ES) SUMMARY Methodology A questionnaire on investigating centre provision of Junior Certificate, NCVA and Leaving Certificate programmes and the Junior Certificate results of trainees in the 2001 examinations was sent to all VEC YOUTHREACH centres and Community Training Workshops, and Senior Traveller Training Centres in April 2002. The overall response rate was 71% (115 centres) a slightly higher response rate than last year's similar research 67.5% (104 centres). The 115 centres provided Junior Certificate results for 218 trainees. Though there were responses from a higher number of centres, these centres gave results for a lower number of trainees. Provision of Certification Programmes The most popular certification programme to be provided by VEC YOUTHREACH Centres, Community Training Workshops and Senior Traveller Training Centres in the year 2000-2001 were modules towards NCVA certification - 82% of centres who responded provide NCVA modules (similar to the 80% level in 1999-2000). There was a drop of 7% in the percentage of centres who provide a Junior certificate programme 28% - compared with 35% in 1999-2000. 22% (21% in 1999-2000) provide the Leaving Certificate Applied programme and 8% provide subjects from the traditional Leaving Certificate programme (very slight decrease on 1999-2000 11%). Junior Certificate: Subject Provision The percentage of centres providing Junior certificate programmes has decreased over the last three years of the research. Comparing percentages of centres with no involvement in the Junior Certificate programme this has risen from 45% in 1998 to 72% in 2001 (53% 1999, 65% 2000). Similar to the results of the previous three research reports, English and Maths are by far the most popular subjects for which centres provide tuition, with all but one centre who provide a Junior Certificate programme providing English and all but 4 centres providing Maths. Materials Technology has continued its rise in popularity - it is now provided by 69% of centres providing Junior Cert (1998 - 24%, 1999 - 28% and 2000 -39%). This may be attributed to the experiences of success that trainees who have taken Materials Technology examinations at Junior Cert over the past 4 years - all trainees have achieved a pass grade or higher between 1998 and 2001. Civic, Political and Social Education has continued its strong presence after its first emergence in 2000 - nearly one third of centres providing Junior cert provided this subject in 2001. The same overall trends are evident in subject provision - tendency toward practical subjects and small percentages providing modern languages. Interestingly though the percentages of centres providing Junior Certificate are decreasing, those that are providing a programme are providing increasing numbers of subjects. Junior Certificate: Trainee Results Core subjects and practically based subjects are most popular. Again in agreement with the most popular subjects provided by centres and the trends for 1998, 1999, and 2000 the most popular subjects for trainees to take in the Junior Certificate were English and Maths. Again the leaning toward the more practical subjects is evident (e.g. Home economics, Materials Technology and Art, Craft and Design are the three most popular after English and Maths). Junior Certificate students are taking an increasing number of subjects. The average number of subjects taken by trainees has increased on that of previous years. In 2000, 50% took one or two subjects, in 2001 this figure has decreased to 34%. An increasing percentage of Junior Certificate papers are taken at higher level. Taking into account all the papers sat by each of the 218 trainees, 5% were taken at higher level and 95% at either ordinary or foundation level. This compares with 3% and 97% for 2000. Trainees are most likely to take the higher level paper in Materials Technology (16% of papers at higher level). Many trainees achieve high grades in the subjects they take for examination. 16% of trainees who sat a Maths paper in 2001 achieved an A grade (12% in 2000), 10% of those who sat either the Materials Technology paper achieved an A (9% in 2000), 9% of those who sat a History paper (8% in 2000)and 7% of those who sat either an English or an Art, Craft and Design paper achieved A grades (7% in 2000 for both). Failure rates are low especially in the practical subjects. 100% of trainees who sat the Materials technology paper in 2001, achieved a D grade or higher - there was a zero failure rate for the trainees surveyed. In fact over the four years of this research, there has been a zero failure rate in Materials technology (1998, 1999 2000 and 2001). This compares favourably with Department of Education and Science statistics where the failure rate was 4.5% in Materials Technology in 2001 (Department of Education and Science, 2002). 99% of trainees who sat a paper in Art, Craft and Design achieved a D grade or higher. The failure rate in maths is increasing over the 4 years of the research. In 2001 the pass rate for maths has decreased to 80% (93% in 1998, 92% in 1999 and 87% in 2000). Current Status of those who sat Junior Certificate in 2000 There is a shift from employment to education in the current status of the young people. In 2000, 34% of trainees were in some type of employment after their Junior Certificate, after Junior Cert 2001 only 22% were in employment. In all 40% of trainees are in some sort of education after Junior cert 2001, this has jumped from a figure of 27% after JC 2000. YOUTHREACH provides the opportunity to take subjects from state examinations at the trainee's own pace. 12% of trainees who sat the Junior Cert in 2001 in some subjects, were again attending a programme in other Junior Cert subjects. This reflects the unique way in which YOUTHREACH, CTW and STT centres can accommodate the needs of young people that cannot be responded to by the mainstream system (e.g. taking JC subjects in a staggered way). This is an increase on last years figure of 6%. National Council for Vocational Awards (NCVA) Certification 78 different modules are offered in the 94 centres providing modules towards NCVA certification. Modules which have shown an increase on the 2000 exam year include those related to Maths and IT, practically oriented modules, social personal and health education, preparation for the labour market and further opportunities and English and Literacy. Centres are providing an increasing number of modules. Similar to the trend in Junior Certificate provision, centres are providing a greater number of modules per centre in comparison to the year 2000. 10% of centres are providing more than 16 modules in 2001 compared with 32% in 2000. 771 trainees (in surveyed centres) are completing the module in Computer Literacy and 600 are completing the Communications module (also the most popular modules in 2000). Again the individuality of programmes in YOUTHREACH, CTW and STT centres is revealed - in 6 centres a module is provided for just one trainee and 2 centres provide modules for just 2 trainees. Leaving Certificate Programmes 28% of centres provide one of the three Leaving Certificate programmes 8% provide tuition in subjects for the 'traditional' Leaving Certificate programme and 22% provide tuition for the Leaving Certificate Applied programme and one centre provides the Leaving Certificate Vocational programme (LCVP). 'Traditional' Leaving Certificate Programme Subject Provision follows similar trends to those for Junior Certificate. Nearly 90% of centres supporting participation in a Leaving Certificate programme provide Maths as a subject for a total of 30 trainees. The second most popular subject to be provided and taken up is English (78% of centres 18 trainees). Art is provided by 6 centres for 16 trainees and Home Economics is provided for 4 centres and 17 trainees. This follows the trends in Junior Certificate provision where the top three subjects with trainees are English, Mathematics and Home Economics. Individuality of Trainee Programmes: Again , a number of centres provide subject tuition for small numbers of trainees ( 1 centre provides Music for 1 trainee, 1 centre provides Finnish for 1 trainee and 4 centres provide History for a total of 5 trainees) Leaving Certificate Applied There is a slight increase in the provision of the LCA from 17% of centres in 2000 to 22% in 2001. Again the most popular subjects are Social Education, maths application (80% of centres providing LCA) followed by English and Communication (68%) and IT (64%). The most popular modern language to be provided is French (40 %). The most popular 'vocational specialisms' are Hotel and Catering (56% of centres providing an LCA programme) and Leisure and Recreation (52% of centres with LCA) - this trend is almost identical to 2000. Other Qualifications The percentage of centres to provide other qualifications has decreased to 39% from 47% in 2000. It is interesting to note that in 14 instances a programme is provided in just one centre. Nearly one fifth (18%) provide a programme toward the European Computer Driving License and a further 3% provide other IT courses/programmes. Intention to Provide Programmes 2001-2002 Again nearly 9 out of 10 centres intend to provide NCVA certification in 2002. There has been a big jump in the numbers of centres intending to provide the ECDL programme - while 18% provided a programme in 2001, 39% intend to provide it in 2001-2002. There has been a slight drop in the intention to provide Junior Cert and a slight rise in the intention to provide Leaving cert applied. METHODOLOGY A questionnaire concerning the provision of Junior Certificate, Leaving Certificate and NCVA programmes in centres under the YOUTHREACH programme was circulated to all VEC YOUTHREACH, Community Training Workshops and Senior Traveller Training Centres in April 2002. 115 of the 161 centres returned completed questionnaires, giving a response rate of 71%. In the year 2000 the response rate rose slightly on previous years from 61% in the 1998 survey and 60% in the 1999 survey to 64% in the 2000 survey. Again this year the response rate is higher than for the previous years and at 71% gives weight to the reasons suggested for the slight increase last year. As in last years survey, the 2001 survey included NCVA and Leaving Cert programmes not previously covered in 1998 and 1999. This may have yielded a higher response from centres with no involvement with the Junior Certificate, who are involved in these programmes. Again as in last years survey, each of the three National Co-ordinators were responsible for distributing and collecting the questionnaires from their own centres, instead of central co-ordination of all questionnaires being based in the office of the National Co-ordinator of Youthreach (Department of Education and Science). This may have increased the response rate from Community Training Workshops and Traveller Training Centres. In the present survey, the 115 centres provided junior certificate results for 218 students. Only the provision of NCVA modules and Leaving Certificate programmes was analysed (subject provision, level and number of trainees). Information about the trainee results was not collected. Quantitative data was inputted and analysed using a computerised statistical package. RESULTS SECTION I JUNIOR CERTIFICATE PROGRAMME Figures relating to the provision of education and training prgogrammes, and Junior Certificate results from previous years are cited from: Ryan, S. (1999) Junior Certificate Results 1998 in VEC YOUTHREACH Centres, Community Training Workshops and Senior Traveller Training Centres, Dublin: National Co-ordinators YOUTHREACH Ryan, S. (2000) Junior Certificate Results 1999 in VEC YOUTHREACH Centres, Community Training Workshops and Senior Traveller Training Centres, Dublin: National Co-ordinators YOUTHREACH Ryan, S. (2001) Provision of Junior Certificate, NCVA and Leaving Certificate Programmes 2000 in VEC YOUTHREACH Centres, Community Training Workshops & Senior Traveller Training Centres, Dublin: National Co-ordinators YOUTHREACH 1.1 Involvement with the Junior Certificate 15% of centres who responded claimed the status of a recognised junior certificate exam centre i.e. Junior Certificate examinations are actually held on the centre premises. This is a slight increase on the figures of 2000 (13%) and 1999 (11% of centres) but is still a fall on the situation in 1998 when nearly one fifth of centres claimed recognised examination centre status. Just over one quarter of centres (28%) that responded provided a Junior Certificate programme leading to exams in Summer 2001. This is a decrease on the figure of 2000 - 35%. This would seem to indicate that there is a 'real' decrease in number of centres providing Junior Certificate programmes since 1998 and 1999 exam years. The figure for 2000 was already a decrease on the percentage of centres providing Junior Certificate programmes in the 1999 exam year (47%). Part of this large decrease (12% of centres) was attributed to the change of focus of the survey between 1999 and 2000 - the inclusion of other programmes such as NCVA and Leaving certificate programmes makes it likely that there was a higher response rate from centres that have no involvement with the junior certificate programmes. It was concluded that the 'real' decrease in Junior Certificate provision was somewhat smaller than 12%. Between 2000 and 2001, there is a decrease in provision of a further 7% of centres using the same survey questionnaire as in 2000, which would indicate that the trend in numbers of centres providing Junior Certificate programmes is negative. Looking back to the figures for 97/98 provision, over half the centres who responded had some involvement with the Junior certificate (55%) broken down as 5% providing a full junior certificate programme, 34% or just over one third of centres providing a partial programme in junior certificate and 16% facilitating individuals who wish to sit subjects in the junior certificate examinations. This figure is not directly comparable to the 1999, 2000 or 2001 figures as the question was asked differently in 1998. What we can loosely compare across the four years is the number of centres who had no junior certificate programme. In 1998, 45% of centres had no involvement in the junior certificate examination, in 1999 53% of centres who responded did not provide a junior certificate programme, in 2000 65% of centres who responded did not provide a junior certificate programme and in 2001 72% of centres who responded do not provide a Junior Certificate programme . While some of the increase in numbers who are not providing a Junior Certificate programme can be attributed to the inclusion of other programmes in the survey and the likely increase in respondents who are not involved in junior certificate, it is clear however that there is a trend toward decrease in provision of junior certificate programmes. Table 1.1 shows the involvement with the junior certificate examination by type of centre. Table 1.1: Provision of Junior Certificate Programme in 2001 Junior Certificate InvolvementVEC YOUTHREACH Centres (70)*Community Training Workshop (32)*Senior Traveller Training Centres (15)*Yes provided programme in 200130%28%13%No did not provide programme in 200170%72%87%* Clare Youth Service is a CTW and a YOUTHREACH Centre, the Youth Development Project in Thurles is a CTW and an STTC. 1.2 Subject Provision 2001 Table 1.2 below shows the subjects provided by centres who provided a programme in 2001. The comparable figures from 1998, 1999, and 2000 are shown in itallics in the left hand columns. Similar to the results of the analyses of previous years, English and Maths are by far the most popular subjects for which centres provide tuition, with all but one centre providing English and all but 4 centres providing Maths. The next most popular subject has increased in popularity over the 4 years of the survey - Materials technology is provided by 69% of centres providing a Junior Certificate programme - this is quite a jump from the level it was provided at previously (1998 - 24% of centres, 1999- 28% of centres and 2000 - 39% of centres). The increase in popularity of provision of materials technology may be partly due to the success of students over the past 3 years in this subject - among YOUTHREACH, CTW and STTC trainees surveyed between 1998 and 2000 there was a failure rate of zero in Materials Technology. Again in 2001 there is a 100% pass rate. This high pass rate also compares favourably with the Department of Education and Science statistics on Junior Certificate results where there was a failure rate of 4.5% in 2001 (Department of Education and Science, 2002). 15 centres provide Art, Craft and Design - this number of centres has stayed relatively stable over the 4 year period (13 centres in 1998, 14 in 1999, 13 in 2000). Next in popularity is geography which has also increased in provision based on the levels of previous years - in 2001, 13 centres offered Geography (41%), in 1999 9 centres offered Geography as a subject (23%) and in 2000 9 centres offered Geography as a subject in their Junior Certificate programme. Newly emerging in the 2000 Civic, Social and Political education was provided by 8 centres in the year 2000, this has increased to 10 centres in 2001 (nearly one third of centres who provide a Junior Certificate programme in 2001). Irish and Metalwork both provided by one quarter of the centres surveyed, both show an increase in the level of provision in comparison to the last three years of the survey. Irish is provided by 8 of the centres (25%) as part of their Junior Certificate programme (1998 - 2 centres 6%, 1999 - 4 centres 10%, 2000 - 6 centres 17%). Metalwork has increased from 3 centres in 1998 and 1999 (9% and 8% of centres providing a programme in each year respectively) to 4 centres in 2000 (11%) doubling to 8 centres in 2001. Table 1.2: Subjects provided by Centres offering a Junior Certificate Programme SUBJECTNo. of Centres (%)1998 (Base = 33)1999 (Base = 40)2000 (Base=36)2001 (Base=32)English32 (97%)37 (93%)36 (100%)31 (97%)Maths29 (88%)33 (83%)32 (89%)28(88%)Materials Technology8 (24%)11 (28%)14 (39%)22 (69%)History *11 (28%)15 (42%)16 (50%)Home Economics12 (36%)9 (23%)14 (39%)16 (50%)Art, Craft and Design13 (39%)14 (35%)13 (36%)15 (47%)Geography*9 (23%)9 (25%)13 (41%)Civic, Social and Political Education--8 (22%)10 (31%)Irish2 (6%)4 (10%)6 (17%)8 (25%)Metalwork3 (9%)3 (8%) 4 (11%)8 (25%)Technical Graphics3 (9%)6 (15%)4 (11%)6 (19%)Business Studies6 (18%)7 (18%)6 (17%)5 (16%)Typewriting5 (15%)5 (13%)3 (8%)4 (13%)Science2 (6%)3 (8%)3 (8%)3 (9%)French1 (3%)3 (8%)1 (3%)3 (9%)Music--3 (8%)1 (3%)Environmental and Social Studies--1 (3%)1 (3%)Technology--1 (3%)-German-1 (3%)--Italian-1 (3%)--Spanish-1 (3%)1 (3%)-* No comparable percentage in 1998 History and Geography grouped together The provision of Modern Languages has again decreased with no centre providing German, Italian or Spanish ( German and Italian 1 centre in 1999, Spanish 1 centre in 1999 and 2000). However 3 centres offered programmes in French which is an increase on last years one centre. Other subjects provided include Technical Graphics (6 centres 19%), Business Studies (5 centres 16%), typewriting (4 centres 13%), Science (3 centres, 9%), Music (1 centre 3%) and Environmental and Social Studies (1 centre 3%). Looking at the overall trends, the tendency towards the provision of practically oriented subjects is still evident with Materials Technology, Home Economics, Art, Craft and Design, and Metalwork - all coming in the top ten most popular subjects, provided and provided by at least one quarter of centres who have a Junior Certificate programme in 2001. It is interesting to note that though the provision of Junior Certificate programmes in YOUTHREACH, CTWs and STTCs is decreasing both in percentage of centres and numbers of centres (1999 40 centres 47%, 2000 36 centres 35% and 2001 32 centres 28%), that 12 of the 21 subjects show an increase in numbers of centres providing a subject or have remained at the same level of provision. It would indicate that though fewer centres are providing a Junior Certificate programme, those that are are providing more subjects than before. This is also supported by the statistics from the previous surveys (in 2000 the modal (most popular) number of subjects provided was 6 with 25% of centres providing this number of subjects (each centre provided on average 5 subjects); in 2001 the modal number of subjects was 7 with 22% of centres providing this number of subjects (centres surveyed provide an average of 6 subjects per centre). 1.3 Intention to provide Junior Certificate Programme in 2001-2002 34% of centres who responded indicated that they would be providing a Junior Certificate programme in the academic year 2001-2002, with 66% confirming they would not be offering a programme in this academic year. This is a decrease on those who claimed they would be providing a programme in 2000-2001 (39%) and those who claimed they would provide a Junior Certificate programme in 1999-2000 (49%). This again shows the decreasing trend in the provision of Junior Certificate programmes in YOUTHREACH, CTW, and STTCs. 91% of centres who provided a programme in 2001, claim they will provide a programme in 2001-2002. 9% (3) of centres who did provide a Junior Certificate programme in 2000-2001, therefore do not intend to provide a similar programme in 2001-2002. 12% (10) of centres who did not provide a JC programme in 2000-2001 indicated the intention to offer a Junior Certificate programme in 2001-2002. 1.4 Subjects examined in the Junior Certificate 2001 Junior Certificate Results were supplied for 218 students 127 Male and 91 female. In the year 2001, the modal number of subjects taken by trainees was five with 19% of trainees taking this number of subjects. This is a huge increase on the modal number in the 2000 exam year where the modal number of subjects taken was two with 26% of trainees taking this number of subjects. This is followed by taking one or two subjects (both at 17% of trainees), and then four or six subjects both at 12% of trainees. The average number of subjects taken by trainees in the Junior Certificate exam has increased on that of previous years. In the 2000 exam year 50% of trainees took either one or two subjects; the corresponding percentage for 1999 was 57%. In 2001 this percentage has decreased to 34% of trainees taking either one or two subjects. Therefore though the number of centres providing Junior Certificate programmes is decreasing, the numbers of subjects that trainees in these centres are taking in the Junior Certificate is increasing. This upward trend in numbers of subjects taken is also evident when looking at those taking greater numbers of subjects: 19% took 5 subjects (14% in 2000, 12% in 1999); 12% took 4 subjects (7%in 2000, 6% in 1999); 12% took 3 subjects (12% in 1999 and 2000); 12% took six subjects (11% in 2000, 6% in 1999); 5% took 7 subjects (2% in 2000, 3% in 1999) 2% took 9 subjects (no trainees in 1999 or 2000). Table 1.4.1: Number of Trainees Examined in each Subject Junior Certificate 2001 Trainees Examined in Each Subject 2001 (1998, 1999, 2000 in italics) SUBJECT% of trainees 1998 (Base = 257)% of trainees 1999 (Base = 233)% of Trainees 2000 (base 262)% of Trainees 2001 (base 218)No. of Trainees 2001English79%78%77%72%156Maths72%72%68%71%154Home Economics32%24%34%42%91Materials Technology21%23%21%39%85Art, Craft and Design33%26%26%35%76History 21%15%25%28%61Geography14%10%14%21%46Civic, Political and Social Education-0%15%17%36Typewriting16%9%11%14%30Metalwork9%3%8%13%29Business Studies3%8%8%12%26Technical Graphics5%10%5%10%22Irish6%3%4%7%16Music-.5%5%3%7French1%1%0.3%3%6Science4%5%4%2%5Technology---1%2Environmental-0%0.3%0.5%1Spanish-3%0.3%0%0Italian-.5%0%0%0German-.5%0%0%0 Again in agreement with the most popular subjects provided by centres and the trends for the past three years, the most popular subjects for trainees to take were English and Maths. Table 1.4.1 above, shows the percentage of trainees who took each subject. The same patterns are evident here as in the provision of subjects by centres. 71% of trainees who sat the Junior Certificate in 2001, were examined in either English or Maths (figure for 1998 and 1999 was 72%, 2000 was 68%). Again, the leaning towards the more practical subjects is evident. Leaving aside the core subjects of English and Maths, Home Economics, Materials Technology and Art, Craft and Design are the three most popular subjects taken by trainees in the year 2001, all appearing high in the ranking of subject take up. There has been an increase in the percentage of trainees taking these subjects as part of their Junior Certificate programme in all three of these subjects. Linked to its increase in level of provision, Materials Technology has seen the biggest jump in percentage of trainees taking this subject for Junior Certificate. 39% of trainees completed an exam in materials technology in 2001, this compares with 21% in 2000, 23% in 1999 and 21% in 1998. The slight decrease in the take up junior certificate maths evident in the 2000 percentage of trainees (down 4% on the figure for the previous two years) has been counterbalanced this year. Though this year shows a slight decrease in the take up of Junior Certificate English (down 5% on the figure of last year). In all there has been an increase in the percentage of trainee take up in thirteen of the twenty subjects in the table. Only English shows a decrease in percentage of trainee take up of more than 2%. Evidence again that though Junior Certificate programmes are provided by a decreasing number and percentage of centres, trainees are taking up more subjects than in previous years. As in previous years, the take up modern languages is low, with only six trainees taking French and no trainees taking either Italian, Spanish or German. Table 1.4.2: Percentage of Trainees at each Level of Paper for Junior Certificate Subjects 2001 English (n=156)Maths (n=154)Home Economics (n=91)Materials Technology (n=85)Art, Craft and Design (n=76)History (n=61)Foundation57%74%----Ordinary42%26%91%84%89%97%Higher 1%- 9%16%11% 3% Taking account of the all the papers sat by each of the 218 trainees in the 2001 Junior Certificate examination, 5% of papers were taken at higher level (2000 3%, 1999 8% and 1998 5%). Therefore as the table shows, trainees are more likely to take the higher paper in Materials Technology, home economics and art craft and design than in other subjects - again showing the leaning towards practical subjects. Conversely, trainees are unlikely to take higher level papers in either English or Maths though these are by far the most popular subjects provided. This reinforces the findings of previous years where the same three subjects are more likely than average to be taken at higher level. 95% of papers were taken at either ordinary or foundation level in 2001, 97% in 2000, 92% in 1999 and 95% in 1998. Looking at the combined figure for English and Maths where foundation level is available, 65.5% of papers were taken at foundation level, 34% at ordinary level and 0.5% at higher level - exactly the same percentages as in 2000. Trainees were far more likely to take foundation level maths than foundation level English (again following the trends from previous years). 1.5 Junior Certificate 2001 Trainee Results Appendix I details the results of the trainees in each subject and level. Comparisons between grades in the different subjects need to be treated cautiously due to the wide range in sample sizes completing examinations in each subject and level. However when loosely comparing the grade results of the more popular subjects (sample size > 60), figure I shows the percentage of students achieving a grade A regardless of level (figure I (a) shows corresponding figures where available from the 2000, 1999 and 1998 exam years ). Figure II then shows the percentage of trainees sitting each subject and achieving either an A grade or a B grade (figure II (a) shows corresponding figures where available from 2000, 1999 and 1998 exam years). Figure III shows the percentage of students sitting each subject who achieved either an A, B or C grade in the Junior Cert examination for that subject (figure III (a) shows corresponding figures where available from the 2000, 1999 and 1998 exam years). Then finally figure IV shows the percentage of students who achieved a pass in each subject, broken down by grade (figure IV (a) shows corresponding fgures where available from 2000, 1999 and 1998). All percentages in the following figures are based on the number of papers where a grade/ result was indicated (i.e. not always on the number who took each paper as in Appendix I). Figure I: Percentage of Trainees Achieving an A Grade in Junior Cert Exams 2001 (regardless of level)  From Figure I, it is clear that in 2000, the percentage of trainees sitting the Junior Certificate who achieved a grade A (regardless of level), was highest in Maths (16%), Materials Technology (10%) and History (with 9% of participants achieving an A grade). Figure I (A) : Percentage of Trainees who Achieved an A Grade  Junior Cert 1998-2001   Figure I (A) shows the comparable figures from 1999 and 1998 where available ( sample greater than 45). The decrease in the percentage of A grades achieved in both English and Art, Craft and Design between 1999 and 2000 has remained stable. Though Home Economics was showing an upward trend in the percentage of A grades achieved from 1998 to 2000, there were no A grades in 2001. The percentage of A grades in Maths has increased and seems to following a slight upward trend. Both Materials technology and History seem relatively stable in percentage of A grades. Figure II: Percentage of Trainees who Achieved an A or a B Grade Junior Cert 2001  Figure II shows the highest scoring trainees in each subject using a grade B as the cut off point. The picture has changed somewhat here with the highest percentage of A and B grades in the Art, Craft and Design papers (46% of trainees taking this paper and whose results were supplied in the survey achieved an A or a B grade in Art, Craft and Design in 2001). This percentage is followed closely by those for Materials Technology (40%) and Maths (38%). The same three subjects had the highest three percentages of A and B in 2000 also. Figure II(A): Percentage of Trainees who Achieved an A or a B Grade Junior Cert 1998-2001 A more even picture emerges from figure II (A) than figure I (A). The decrease in percentages achieving A or B grades in both English and Materials Technology evident in 2000 has remained in 2001. For the first time in the four years of the survey, materials technology does not show the highest percentage of A and B grades, Art, Craft and Design has emerged as the highest 'scoring' subject at this level (46%). Figure III: Percentage of Trainees who Achieved a C Grade or Higher in each subject - Junior Certificate 2001  Figure III looks at the percentage of trainees who sat each subject in 2001 and achieved either an A, B or C grade in the examination. It shows clearly that the vast majority of those who sat the Art, Craft and Design (89%), and the Materials Technology papers (83%) achieved at least a grade C. Again this success in the practically oriented subjects follows the trend of the previous three years results where trainees achieved similar grades in Art, Craft and Design (95% of trainees achieved a C grade or higher in 1998, 88% in 1999, 84% in 2000) Materials Technology papers (90% achieved a grade C or higher in 1998, 89% in 1999 and 87% in 2000). Figure III (A): Percentage of Trainees who Achieved a C Grade or Higher in Each Subject - Junior Certificate 1998-2001 The percentage of trainees achieving a C grade or higher is again quite constant over the four years of the research. None of the 2000 figures had increased on the corresponding percentage for 1999. The percentage of trainees achieving a C grade or higher has again decreased between 2000 and 2001, in Maths and in Materials Technology. The percentage for Home Economics has remained the same, however the percentage achieving a C grade or over has increased (if in some cases only slightly) in English, History and Art, Craft and Design. Figure IV: Percentage of Trainees who Achieved a Pass Grade or Higher in Each Subject - Junior Certificate 2001     Finally Figure IV looks at the percentage of trainees who sat each subject who achieved pass level or higher i.e. those who achieved grades A,B,C or D. Again the front running subjects are the practically oriented Materials Technology (100% pass rate) and Art, Craft and Design (99% pass rate). Every trainee from the sample (excluding those who did not supply any result) who sat the Junior Certificate examination in Materials Technology in 2001 passed. These excellent results in this subject have remained constant over the four years of the Junior Certificate research. Therefore, over the four exam years 1998-2001 there was a zero failure rate in materials technology among the YOUTHREACH, CTW and STTC trainees. This high pass rate compares favourably with the Department of Education and Science figures on the Materials Technology Junior Certificate results based on all examination candidates in 2001 *(Department of Education and Science, 2002) where there was a 4.5% failure rate. 99% of trainees who sat papers in Art, Craft and Design in 2001 passed (2000 100%). These high pass rates again give supporting evidence to the leaning towards practically oriented subjects by YOUTHREACH, CTW and STTC trainees. This also compares favourably with the Department of Education and Science statistics based on the examination results of all Junior Certificate candidates, where there was a failure rate of 5.8%. All trainees who sat the Technical Graphics paper in 2001 (and whose results were supplied n=21) also achieved an A, B, C or D grade - another 100% pass rate in a practically oriented subject. 95% of those who gave a result for the English papers achieved grade D or higher (compared with 92% in 2000 and 95% in both 1999 and 1998). It should be noted that the pass rates in Maths has been declining over the four year period of the research. In 2001, the pass rate for Maths has decreased to 80% (93% in 1998, 92% in 1999, 87% in 2000). 1.6 Current Status of Young People Who Participated in the Junior Certificate 2000 Programme Respondents were asked to give the current status of the young person whose results they had given as part of this research. Table 1.6.1 shows status of trainees whose results were given as part of this research. Table 1.6.1 Status of Trainees after Junior Certificate 2000 and 2001 20002001STATUS OF TRAINEENo. of Trainees% of Trainees*No. of Trainees% of Trainees*Participating in General Centre programme7328%167%Taking more Junior Certificate Subjects176%2712%Participating in leaving Certificate Programme73%73%Participating in LCA93%2311%Participating in LCVP----Completing NCVA Module3112%178%Completing other certification 200073%42% (FIT) CAD Programme 2 ECDL 3 Inservice Certificate 1 Junior trade Exams Hairdressing 1 2001 FIT programme 4In Employment7830%3014%Further Education and Training197%146%Work Experience104%52%Unemployed21%146%Apprenticeship31%146%Other - Moved away, parenting, prison31%31%Unknown4015%4521%* Percentages sum to over 100% as some trainees fall into more than one category e.g. in employment part time and completing an NCVA module. 12% of trainees who sat the Junior Certificate in 2001 in a some subjects, were again participating in the Junior Certificate programme in 2002. YOUTHREACH, CTW and STTC provide this unique opportunity to participate in the Junior Certificate programme without taking the same number of subjects in any one sitting as they may have to in mainstream schools. In the absence of programmes such as YOUTHREACH, the opportunity to take subjects from the junior certificate programme in such a staggered way would be unlikely. This reflects the way in which the YOUTHREACH strands accommodate the educational and social needs of trainees that can not otherwise be responded to by the mainstream educational system. The percentage of trainees taking additional subjects in the JC has doubled on that of the year 2000. This again gives us evidence that though the percentage of centres involved in Junior Certificate provision is decreasing, the programme is firmly embedded in those centres that are providing it. Of some note also is the percentage of students who are participating in the Leaving Certificate Applied programme after participating in the Junior Cert. 11% of trainees whose 2001 results were analysed in the present research were participating in the LCA programme. Again this shows an increase in popularity from 3% of trainees completing JC in 2000 to 11% in 2001. The percentage of trainees working for NCVA certification has decreased slightly - but may be a consequence of the increase in popularity of both taking extra Junior Certificate subjects or participating in the LCA programme. In all 40% of trainees who sat subjects for their Junior Cert in 2001 were involved in some sort of further education (including one or more of the following taking more JC subjects 12%, LCA programme 11%, 8% NCVA modules, 6% in further education and training, 3% participating in the Leaving Cert programme, 2% pursuing other certification). This is an increase on the results of the research in 2000 where 27% of the trainees were involved in some sort of further education programme. When we look at the statistics for employment, we can see that there is a shift from employment to education between the research in 2000 exam year and the present research on the 2001 exam year. 22% of trainees who sat Junior Certificate subjects in 2001 were in some type of employment at the time of the research (employed, work experience or apprenticeship). This is a decrease on the figure of the 2000 exam year when 34% were involved in the same activities. The shift is clear, where in 2000 1% of trainees were known to be unemployed, in 2001 6% are known to be so. Where in 2000, job opportunities were enticing trainees into the labour market, the changing situation has encouraged them to avail of further education opportunities in 2001. SECTION II: PROVISION OF PROGRAMMES LEADING TO NCVA QUALIFICATIONS 2.1 Provision of NCVA 94 of the 115 centres surveyed provide programmes which led to NCVA qualifications in the year 2001 (82%) - more than double the number of centres offering Junior Certificate programmes, and a slight increase on the percentage of centres offering NCVA in last years research. 84% of VEC YOUTHREACH centres (70), 69% of Community Training Workshops (22) and 100% of Senior Traveller Training Workshops (15) offer NCVA programmes. Table 2.1 below shows the number of subjects provided by each centre. Table 2.1 Number of NCVA programmes provided per centre 20002001Number of NCVA ProgrammesNumber of CentresPercentage of CentresNumber of CentresPercentage of Centres1-5 subjects1923%1718%6-10 subjects4149%4851%11-15 subjects2125%1920%16-20 subjects23%77%21-30 subjects33% As in 2000, the majority of centres who provided NCVA qualifications in 2001, provided between 6 and 10 different modules. In 2000, the modal number of modules was 9 (18%) followed by 10 (11%), in 2001 the modal number is 9 modules (16%) followed by 8 modules (13%). However when we look more closely, it seems that centres are providing an increasing number of modules. In 2001, 3 centres are providing more than 20 modules, no centres were providing more than 20 modules in 2000. 10% of centres are providing more than 16 modules compared with 3% of centres in 2000. Table 2.2 NCVA Modules Provided 2001 ModuleNo. and % of centres providing NCVA (Base=94) ModuleNo. and % of centres providing NCVA (Base=94)Communications72 (77%)Database Methods4 (4%)Computer literacy72 (77%)Spreadsheet Methods4 (4%)Mathematics64 (68%)Music Appreciation4 (4%)Personal Effectiveness42 (45%)Transnational Experience4 (4%)Food and Nutrition42 (45%)Working in Childcare4 (4%)Art and Design41 (44%)Graphic Design4 (4%)Caring for Children39 (42%)Craft - Glass4 (4%)Personal and Interpersonal Skills37 (39%)Craft - Leather4 (4%)Craft Wood30 (32%)Childcare4 (4%)Food and Cookery28 (30%)Craft Puppetry3 (3%)Woodcraft26 (28%)Crafts3 (3%)Craft Textiles25 (27%)Visual Arts Practice3 (3%)Preparation for Work23 (25%)Information Systems3 (3%)Child Development and Play21 (22%)Machine Knitting3 (3%)Computer Applications20 (21%)Customer Service2 92%)Health Related Fitness20 (21%)Craft Print2 (2%)Work Orientation18 (19%)Early Childhood Education2 (2%)Engineering Workshop Process14 (15%)Video Expression2 (2%)Information Technology Skills14 (15%)Desk Top Publishing2 (2%)Career Information14 (15%)Business Calculations2 (2%)Work Experience13 (14%)Information Processing2 (2%)Consumer Awareness12 (13%)Business Administration1 (1%)Drama12 (13%)Bookkeeping and computers1 (1%)Office Procedure10 (11%)Care Proof practice1 (1%)Painting9 (10%)Fast Food Catering1 (1%)Ceramics9 (10%)Stable and Yard1 (1%)Metalwork9 (10%)Text Production1 (1%)Horticulture8 (9%)Youthwork Skills1 (1%)Graphic Communication7 (7%)Arts and Crafts for Children1 (1%)Catering7 (7%)Construction1 (1%)Data Entry7 (7%)Combined Materials1 (1%)Craft - Upholstery7 (7%)Haircare1 (1%)English6 (6%)Image processing1 (1%)Drawing6 (6%)Italian 1 (1%)Swimming5 (5%)Technical Drawing1 (1%)Outdoor Pursuits5 (5%)Water Safety1 (1%)Literacy5 (5%)Sports Horse riding1 (1%)Craft - Pyrography5 (5%)Pre-parenting 1 (1%)Word Processing5 (5%)Internet1 (1%) Table 2.2 shows the provision of modules leading to NCVA certification in YOUTHREACH centres, Community Training Workshops and Senior Traveller Training Centres in 2001. In total, 78 different modules are provided throughout the 94 centres, with the increase in centres providing training and tuition towards NCVA since the 2000 exam year(+11 centres), reflected in the increase in number of different modules provided (+12 modules). New modules provided are as follows: Business Administration, Bookkeeping and Computers, Arts and Crafts for Children, Construction, Haircare, Image Processing, Italian, Technical Drawing, Sports - horse Riding, Pre-parenting, Internet (all provided by 1 centre) and Business calculations and Customer Service (2 centres). Knitting, provided by 1 centre in the results of the 2000 research is no longer provided. The new subjects introduced show a slight leaning toward the business and IT sector - business administration, bookkeeping and computers, Internet and Business calculations, customer service. Following the results of the 2000 research, Communications is again the most popular module with just over three quarters (77%) of centres who provide NCVA modules providing this module (75% of centres providing NCVA modules in 2000). Computer Literacy is provided by the same percentage of centres (77%) an increase of 11% on the percentage in 2000. The modules which showed an increase in provision of 4% or more of centres between 2000 and 2001 can be grouped into 5 clusters. Where an increase is accompanied by a corresponding decrease in the provision of a related and similar subject (e.g. a swing from the Personal Effectiveness module to the Personal and Interpersonal Skills module), this has been shown and the combined increase/decrease highlighted below: IT/mathematics: Computer Literacy (+11%)/Information Technology Skills (-4%)- combined increase +7% Computer Applications (+6%) Word Processing (+4%) Mathematics (+4%) Practical oriented modules: Craft - Wood (+21%) Woodcraft (-9%) Combined increase +12% Craft - textiles (+6%) Catering (+5%) Metalwork (+4%) Social, Personal and Health Education: Personal and Interpersonal Skills (+16%) Personal Effectiveness (-8%) Combined increase +8% Health Related Fitness (+6%) Preparation for the Labour Market and Further Opportunities: Work Experience (+7%) Career Information (+4%) Work Orientation (+4%) English/Literacy: English (+5%) Literacy (+4%) Excluding those indicated above (where part of the increase/decrease in percentage could be attributed to a 'swing' between related modules), there were decreases in provision of 4% or more of centres providing NCVA modules, in the following modules: Child Development and Play (-7%) Engineering Workshop Process (-6%) Machine Knitting (-9%) Similar to the results of the 2000 research, when looking at modules provided by over one fifth of centres, clusters of modules emerge. Under the umbrella of 'personal, social and health development/education, Communications provided by 77% of centres, Personal Effectiveness (45% of centres), Personal and Interpersonal Skills (39% of centres) and Health Related Fitness (21%). Computer Literacy is provided by 77% of centres, computer applications by 21% of centres and Mathematics by 68% of centres - again reiterating the point made from last years research that the high level of provision of these subjects reflects the view that these are core skills for progression of trainees. Food and Nutrition is provided by 45% of centres, food and cookery by 30% indicating the popularity of the catering and food preparation sector for future careers of trainees. 42% of centres providing modules towards NCVA accreditationin 2001, provide the module 'Caring for Children', and 22% provide 'Child Development and Play' which may again reflect the importance of Childcare and parenting skills for many of the trainees. 44% of centres provide Art, Craft and Design, 32% provide Craft-Wood, 28% Woodcraft and 27% Craft -Textiles again showing the leaning already established in the provision of Junior Certificate provision toward practically oriented subjects. 25% of the centres provide the 'Preparation for Work' module. Table 2.3: Provision of NCVA modules and Number of Trainees Completing Each (2001) ModuleNo. and % of centres providing NCVA (Base=94) No. of Trainees ModuleNo. and % of centres providing NCVA (Base=94) No. of TraineesComputer literacy72 (77%)771Visual Arts Practice3 (3%)43Communications72 (77%)600Working in Childcare4 (4%)33Mathematics64 (68%)517Swimming5 (5%)32Personal Effectiveness42 (45%)459Data Entry7 (7%)31Art and Design41 (44%)365Drawing6 (6%)30Food and Nutrition42 (45%)301Childcare4 (4%)29Personal and Interpersonal Skills37 (39%)391Craft - Leather4 (4%)28Preparation for Work23 (25%)323Graphic Design4 (4%)25Caring for Children39 (42%)277Craft - Glass4 (4%)20Craft Wood30 (32%)247Craft Puppetry3 (3%)16Health Related Fitness20 (21%)201Video Expression2 (2%)16Craft Textiles25 (27%)168Machine Knitting3 (3%)15Woodcraft26 (28%)167Fast Food Catering1 (1%)14Food and Cookery28 (30%)166Crafts3 (3%)14Metalwork9 (10%)152Transnational Experience4 (4%)12Work Experience13 (14%)143Customer Service2 (2%)12Computer Applications20 (21%)141Business Calculations2 (2%)12Child Development and Play21 (22%)134Bookkeeping and computers1 (1%)11Engineering Workshop Process14 (15%)123Business Administration1 (1%)11Information Technology Skills14 (15%)123Pre-parenting 1 (1%)10Work Orientation18 (19%)122Craft Print2 (2%)10Career Information14 (15%)90Internet1 (1%)9Consumer Awareness12 (13%)87Early Childhood Education2 (2%)9Literacy5 (5%)83Information Processing2 (2%)9Word Processing5 (5%)80Information Systems3 (3%)8Office Procedure10 (11%)79Haircare1 (1%)8Outdoor Pursuits5 (5%)76Image processing1 (1%)7English6 (6%)76Youthwork Skills1 (1%)7Drama12 (13%)72Water Safety1 (1%)4Ceramics9 (10%)71Music Appreciation4 (4%)4Spreadsheet Methods4 (4%)56Care Proof practice1 (1%)2Craft - Upholstery7 (7%)55Combined Materials1 (1%)2Database Methods4 (4%)51Stable and Yard1 (1%)1Graphic Communication7 (7%)51Text Production1 (1%)1Horticulture8 (9%)50Arts and Crafts for Children1 (1%)1Desk Top Publishing2 (2%)48Technical Drawing1 (1%)1Painting9 (10%)45Sports Horse riding1 (1%)1Catering7 (7%)45Construction1 (1%)No replyCraft - Pyrography5 (5%)45Italian 1 (1%)No reply Table 2.3 shows the number of trainees who are completing each of the modules provided in 2001. The increase in numbers of trainees taking some of the modules in 2001 is a reflection of the increase in the numbers of centres providing modules towards NCVA accreditation and the increase in the numbers of modules provided by centres. Again if we look at modules that are chosen by over 100 trainees, the same clusters of subjects emerge. In the following clusters all modules show an increase in numbers of trainees: Computer Literacy (771 trainees) Mathematics (517 trainees), and Information Technology Skills (123 trainees); Communications (600 trainees), Personal Effectiveness (459) and Personal and Interpersonal Skills (391 trainees); Food and Nutrition (301 trainees) and Food and Cookery (166); Preparation for Work (323), Work Experience (143) and Work Orientation (122). In the practically oriented cluster, Art and Design (365)Craft - wood (247), metalwork (152) show increases in numbers of trainess, however, Craft - textiles (168), woodcraft (167) and engineering workshop processes (123) show decreases in the numbers of trainees. Both Caring for Children and Child Development and Play show decreases in the numbers of trainees on the results of the research on the year 2000. Again the individuality of the programmes provided in VEC YOUTHREACH, FS Community Training Workshops and Senior Traveller Training Centres is reflected in the number of centres which provide tuition/training towards NCVA accreditation in certain modules for very small numbers of trainees. 6 centres provide a module for NCVA certification for only one trainee, 2 centres provide a module for just 2 trainees, and 2 centres provide tuition in a module for 4 trainees Appendix II details the provision of NCVA modules in alphabetical order including details of levels offered. SECTION III: PROVISION OF LEAVING CERTIFICATE PROGRAMMES 2001 Table 3.1: Provision of Leaving Certificate Programmes 2000 Base: 1042001 Base:115 TYPE OF LC PROGRAMMENo. & % of CentresNo. & % of CentresTraditional Leaving Certificate11 (10.5%)9 (8%)Leaving Certificate Applied22 (21%)25 (22%)Leaving Certificate Vocational Programme0 (0%)1 (1%) In 2001, 28% of centres provided at least one of the three Leaving Certificate programmes, a slight decrease on the figure of 2000 (30%). 25 centres provided the Leaving Certificate Applied programme (just over one fifth 22%), 9 (8%) providing subjects from the Leaving Certificate programme and 1 centre (1%) providing a programme in LCVP. The percentage of centres providing LCA programmes is similar to last year, while the provision of programmes in the traditional leaving certificate has decreased slightly. Traditional Leaving Certificate Programme Table 3.2: Subject Provision - Traditional Leaving Certificate Programme Base: 9 Centres providing Leaving Certificate Programme SubjectNo. and % of Centres providing an LC programme Number of TraineesMaths8 (89%)30English7 (78%)18Art6 (67%)16Home Economics4 (44%)17Business Organisation4 (44%)13History4 (44%)5Geography3 (33%)10Irish2 (22%)10Biology2 (22%)2German1 (11%)2French1 (11%)5Finnish1 (11%)1Music1 (11%)1 Nearly 90% of centres providing the Leaving Certificate programme provide Maths as a subject for a total of 30 trainees. This has taken over from English as the most popular subject provided in the leaving certificate traditional programme with an increase of 8% of centres. English is provided by 78% of the 9 centres (7 centres) compared with 90% of the 11 centres in the 2000 research. Art is provided by 6 centres for 16 trainees and Home Economics is provided by 4 centres for a total of 17 trainees. This follows the trend in Junior Certificate provision where the these 4 subjects appear in the top 5 provided by centres. Again the individuality of the programmes provided by VEC Youthreach Centres, Community Training Workshops and Senior Traveller Training Centres is reflected in the number of centres providing programmes for small numbers of trainees (1 centre provides Music and 1 centre provides Finnish for 1 trainee, 4 centres provide history for a total of 5 trainees, 2 centres provide Biology for a total of 2 trainees and 1 centre provides German for 2 trainees). Of the 9 centres who provide subjects at Leaving Certificate level, 3 offer 2 subjects, 2 offer 5 subjects, and 1 offers each of 4, 6, 8 and 10 subjects. Over half of the centres offer 5 or more subjects (56% 5 centres) which is a slight increase on last years percentage of 45% offering 5 or more subjects from the traditional leaving certificate programme. Leaving Certificate Applied 2001 The Leaving Certificate Applied is a distinct, self-contained two-year Leaving Certificate programme aimed at preparing students for adult and working life. It is a two year programme consisting of 4 half-year sessions where courses are offered in three main areas: Vocational Preparation, involving work experience, enterprise and communication General Education, offering lifeskills, the arts, social education, leisure and language Vocational Education. Modules for each course take place over half a year. Students also choose from 'vocational spectialisms' (practical courses). A final examination must be taken in the following areas: English and Communication Two vocational specialisms Mathematical Applications Language Social Education. (Department of Education and Science, 1996 ) Over one fifth, 22% of centres provided a Leaving Certificate Applies programme in 2001. This represents an increase in the percentage of centres from 17% of centres in 2000. Table 3.3 Subject Provision: Leaving Certificate Applied Programme Base: 25 centres who provide a programme in LCA SubjectNo. and % of Centres providing an LCA programmeSocial Education20 (80%)Maths Application20 (80%)English and Communication17 (68%)IT16 (64%)Vocational Preparation16 (64%)Hotel and Catering14 (56%)Leisure and Recreation13 (52%)Irish13 (52%)French10(40%)Art Visual8 (32%)Construction6 (24%)Office Skills5 (20%)Hair and Beauty5 (20%)Spanish5 (20%)Communications5 (20%)Community Care4 (16%)Craft and Design4 (16%)Arts Education3 (12%)Music3 (12%)Art3 (12%)Art and Craft2 (8%)German2 (8%)Engineering1 (4%)Introduction to IT1 (4%)Graphics and Construction1 (4%)Preparation for Work1 (4%) Over two thirds of centres are providing modules in the following subjects: Social Education (80%), Maths Application(80%) and English and Communications (68% of centres). All three along with a language and two vocational specialisms are necessary for the final LCA examination. Vocational preparation is provided by 64% of centres providing LCA. The most popular vocational specialisms to be provided are as follows: IT (64% of centres providing LCA), Hotel and catering (56%), Leisure and recreation (52%). All other vocational specialisms are provided by less than one third of the centres providing LCA. In relation to languages the most popular language provided by centres providing a programme in the LCA are as follows: Irish (52% of centres) French (40%), Spanish (20%) and lastly German (8%). Table 3.4 Subject Provision: Leaving Certificate Applied Programme and Numbers of Trainees Base: 25 centres who provide a programme in LCA and responded to this question (4 no replies) SubjectNo. and % of Centres providing an LCA programme Number of TraineesSocial Education20 (80%)150Maths Application20 (80%)136IT16 (64%)119Vocational Preparation16 (64%)111English and Communication17 (68%)108Hotel and Catering14 (56%)95Irish13 (52%)69Leisure and Recreation13 (52%)59French10(40%)51Construction6 (24%)32Arts Education3 (12%)32Art Visual8 (32%)31Office Skills5 (20%)26Spanish5 (20%)23Craft and Design4 (16%)23Hair and Beauty5 (20%)22Communications5 (20%)22Community Care4 (16%)22Art3 (12%)19Art and Craft2 (8%)12Introduction to IT1 (4%)8Preparation for Work1 (4%)8Music3 (12%)5Engineering1 (4%)5Graphics and Construction1 (4%)5German2 (8%)4 The same subjects emerge when looking at the take up of LCA modules and subjects (Table 3.4 above), with Hotel and Catering and Leisure and Recreation the most popular 'vocational specialisms' and French the most popular language after Irish. SECTION IV: OTHER QUALIFICATIONS AND INTENTION TO PROVIDE PROGRAMMES IN THE FUTURE 45 centres (39%) provided other qualifications in addition or alternatively to the programmes described in the previous three sections. Although the number of centres has only decreased by 2 (47 in 2000) the percentage of centres has decreased by 8% from 47% of centres in 2000. Table 4.1: Other Qualifications Provided Base: 115 VEC YOUTHREACH centres, Community Training Workshops and Senior traveller Training Centres Other qualification% of centresECDL21 (18%)IAS FS Hair10 (9%)First Aid9 (8%)City and Guilds7 (6%)JEB Teaching IT, MOUS exams, web design4 (3%)Finance and Admin cert, payroll, Institute of Accounting Technichians3 (3%)Photography3 (3%)Diploma in Childcare/ Marino Childcare level II3 (3%)Irish Water Safety2 (2%)NRHB food hygiene, food and health2 (2%)FAI Coaching1 (1%)Apprenticeship1 (1%)Youth Horizons1 (1%)Travel and Tourism1 (1%)Gym instructor1 (1%)Gaisce1 (1%)OU Maths programme1 (1%)Safe Pass1 (1%)Foundation in instructors orienteering1 (1%)Certificate of training and practical skill ability for counterbalance forklift truck (AITT)1(1%)OCM exams1(1%)Certification in Oral History accredited by the National College of Ireland`1(1%)Canoeing accreditation- through the Irish Canoe Union1(1%)Surfing courses through the Irish surfing association and the association of adventure sports1 (1%) It is interesting to note in 14 cases there is just one centre providing a programme, which again reflects the individual and needs based approach of YOUTHREACH, CTW and STT centres. Nearly one fifth of centres provide the European Computer Driving License programme. A further 3% provide other IT programmes/courses. Table 4.2: Intention to Provide Programmes in 2001-2002 Base: 115 VEC YOUTHREACH, Community Training Workshops and Senior Travelller Training Centres ProgrammeNumber of Centres & % 2000-2001Number of Centres & % 2001-2002NCVA Modules91 (88%)100 (87%)ECDL16 (15%)45 (39%)Junior Certificate 41 (39%)39 (34%)LCA 29 (28%)37 (32%)FS City and Guilds28 (27%)26 (23%)Leaving Cert Trad10 (10%)7 (6%)First Aid Irish Red Cross4 (4%)6 (5%)LCVP-2 (2%)Other 8 (8%)15 (13%) The intention to provide NCVA qualifications in the year 2001-2002 has remained stable since the previous year. Again nearly 9 out of every 10 centres intend to provide programmes toward NCVA certification reflecting its popularity as a structure for programmes in all three strands of YOUTHREACH. The numbers and percentage of centres providing the ECDL programme has jumped from 15% in who intended to provide it in the 2000-2001 year to 39% intending to provide the ECDL programme in the 2001-2002 year - perhaps reflecting the recognition of the currency of this certification. There has been a slight drop in the intention to provide Junior Certificate programmes from 39% to 34% and a slight rise in the intention to provide the Leaving certificate applied from 28% to 32%. REFERENCES Department of Education and Science (1996) Brief Introduction to the Irish Education System Dublin: Government Publications Department of Education and Science (2002) Figures sent from Department on JC results 2001. Ryan, S. (1999) Junior Certificate Results 1998 in VEC YOUTHREACH Centres, Community Training Workshops and Senior Traveller Training Centres, Dublin: National Co-ordinators YOUTHREACH Ryan, S. (2000) Junior Certificate Results 1999 in VEC YOUTHREACH Centres, Community Training Workshops and Senior Traveller Training Centres, Dublin: National Co-ordinators YOUTHREACH Ryan, S. (2001) Provision of Junior Certificate, NCVA and Leaving Certificate Programmes 2000 in VEC YOUTHREACH Centres, Community Training Workshops & Senior Traveller Training Centres, Dublin: National Co-ordinators YOUTHREACH APPENDIX I Figures in italics represent the 2001 Junior Certificate results for all candidates (source: Department of Education and Science, 2002). These figures are only given for subjects where the YOUTHREACH results have a sample of over 50. JUNIOR CERT ENGLISH RESULTS 2001 Base: 156 trainees who sat an English Paper GRADEOVERALLFoundation (Base: 89)Ordinary (Base: 66)Higher (Base: 1)A6%8% (9%)5% (6%)-B21%28% (33%)12% (25%)-C 37%33% (34%)42% (43%)-D26%18% (18%)35% (23%)100% (1)E3%5% (4%)2% ( 2.5%)-F2%3% (1.5%)- (0.5%)-NG- (0.5%)--No grade supplied5%6% 5%-- JUNIOR CERT MATHS RESULTS 2001 Base: 154 trainees who sat a Maths Paper GRADEOVERALLFoundation (Base: 114)Ordinary (Base: 40)A15%19% (14%)2.5%B21%23% (33%)17.5%C16%16% (27%)17.5%D23%18% (19%)35%E14%12% (6%)17.5%F6%5% (2%)7.5%NG- (0.2%)-No grade supplied5%6%2.5% JUNIOR CERT HOME ECONOMICS RESULTS 2001 Base: 91 trainees who sat a Home Economics Paper GRADEOVERALLOrdinary (Base: 83)Higher (Base: 8)A- (2%)-B29%29% (38%)25% (2)C39%36% (43%)62.5% (5)D20%22% (13%)12.5% (1)E6%5% ( 3%)-F1%1% (1%)-NG2%2%-No grade supplied4%5%- JUNIOR CERT MATERIALS TECHNOLOGY RESULTS 2001 Base: 85 trainees who sat a Materials Technology Paper GRADEOVERALLOrdinary (Base: 71)Higher (Base: 14)A9%11% (7%)-B29%31% (34%)22% C41%37% (35%)64% D17%17% (16%)14% E- - (3%)-F- - (4%)-NG- - (1%)-No grade supplied3.5%4%- JUNIOR CERT ART, CRAFT AND DESIGN RESULTS 2001 Base: 76 trainees who sat an Art Craft and Design Paper GRADEOVERALLOrdinary (Base: 68)Higher (Base: 8)A7%7% ( 12%)-B37%38% (26%)25% (2)C41%40% (33%)50% (4)D9%7% (18%)25% (2)E1%2% ( 7%)-F-- ( 3%)-No grade supplied5%6%- JUNIOR CERT HISTORY RESULTS 2001 Base: 61 trainees who sat a History Paper GRADEOVERALLOrdinary (Base: 59)Higher (Base:2)A8%9% (13%)-B18%19% (33%)-C38%37% (31%)50%(1)D16%15% (19%)50% (1)E10%10% (4%)-F3%3% (1%)-NG2%2% (0.1%)-No grade supplied5%5%- JUNIOR CERT GEOGRAPHY RESULTS 2001 Base: 46 trainees who sat a Geography Paper GRADEOVERALLOrdinary (Base: 46)A4%4%B13%13%C37%37%D30%30%E7%7%F2%2%NG--No grade supplied7%7% JUNIOR CERT CIVIC, POLITICAL AND SOCIAL STUDIES RESULTS 2001 Base: 36 trainee who sat a Junior Cert Civic, Political and Social Studies Paper GRADEOVERALLOrdinary (Base: 36)A6%6%B33%33%C14%14%D17%17%E11%11%F14%14%NG--No grade supplied6%6% JUNIOR CERT TYPEWRITING RESULTS 2001 Base: 30 trainees who sat a Typewriting Exam GRADEOVERALLOrdinary (Base: 28)Higher (Base: 2)A---B27%29%-C47%46%50% (1)D20%18% 50% (1)E7% (2)7% (2)-F---NG--- JUNIOR CERT METALWORK RESULTS 2001 Base: 29 trainees who sat a Metalwork Examination GRADEOVERALLOrdinary (Base: 27)|Higher (Base: 2)A---B31%33% -C55%52%100% (2)D3%4%-E---F---NG---No grade suppllied10%11%- JUNIOR CERT BUSINESS STUDIES RESULTS 2001 Base: 26 trainees who sat a Junior Cert Business Studies Paper GRADEOVERALLOrdinary (Base: 26)A--B38%38%C23%23%D27%27%E8%8%F4%4%NG-- JUNIOR CERT TECHNICAL GRAPHICS RESULTS 2001 Base: 22 trainees who sat a Junior Cert Technical Graphics Examination GRADEOVERALLOrdinary (Base: 21)Higher (Base: 1)A9%10%-B27%29%-C36%38%-D23%19%100% (1)E---F---NG---No grade supplied5%5% JUNIOR CERT IRISH RESULTS 2001 Base: 16 trainees who sat a Junior Cert Irish Examination GRADEOVERALLFoundation (Base: 10)Ordinary (Base: 6)A12.5%(2)10%(1)17% (1)B31%40% (4)17% (1)C25%20% (2)33% (2)D19%20% (2)17% (1)E---F---NG---No grade supplied12.5% (2)10% (1)17% (1) JUNIOR CERT MUSIC RESULTS 2001 Base: 7 trainee who sat a Junior Cert Music Paper GRADEOVERALLOrdinary (Base: 7)A--B14% (1)14% (1)C--D14% (1)14% (1)E14% (1)14% (1)F43% (3)43% (3)NG--No grade supplied14% (1)14% (1) JUNIOR CERT FRENCH RESULTS 2001 Base: 6 trainees who sat a Junior Cert French Paper GRADEOVERALLOrdinary (Base: 6)A--B--C50% (3)50% (3)D33% (2)33% (2)E17% (1)17% (1)F--NG-- JUNIOR CERT SCIENCE RESULTS 2001 Base: 5 trainees who sat a Junior Cert Science Paper GRADEOVERALLOrdinary (Base: 5)A--B--C20% (1)20% (1)D40% (2)40% (2)E20% (1)20% (1)F20% (1)20% (1)NG-- JUNIOR CERT TECHNOLOGY RESULTS 2001 Base: 2 trainee who sat a Junior Cert Technology Paper GRADEOVERALLOrdinary (Base: 2)A--B--C100% (2)100% (2)D--E--F--NG--No grade supplied-- JUNIOR CERT ENVIRONMENTAL AND SOCIAL STUDIES RESULTS 2001 Base: 1 trainee who sat a Junior Cert Environment Paper GRADEOVERALLOrdinary (Base: 1)A--B100% (1)100% (1)C--D--E--F--NG--No grade supplied-- APPENDIX II: PROVISION OF NCVA MODULES AND LEVELS OFFERED IN EACH 2001 ModuleNo. and % of centres providing NCVA (Base=94) Levels offered% of Centres (base=no. of centres offering module)Art and Crafts for Children1 (1%)Level 11 (100%)Art and Design41 (44%)Level 1 4( 10%)Level 2 3 (8%)Foundation38 (95%)Bookkeeping and Computers1 (1%)Level 21 (100%)Business Administration1 (1%)Level 21 (100%)Business Calculation2 (2%)Level 22 (100%)Caring for Children39 (42%)Level 1 5 (13%)Level 2 3 (8%)Foundation34 (87%)Child Development and Play21 (22%)Level 1 4 (19%)Level 2 3 (14%)Foundation15 (71%)Care Proof Practice1 (1%)Level 1 1 (100%)Catering7 (7%)Level 1 2 (29%)Foundation 5 (71%)Childcare4 (4%)Foundation 3 (75%)Level 2 1 (25%)Communications72 (77%)Level 115 (21%)Level 26 (8%)Foundation65 (90%)Computer literacy72 (77%)Level 12 (3%)Level 2 2 (3%)Level 31 (1%)Foundation70 (97%)Construction1 (1%)Level 1 1 (100%)Foundation 1 (100%)Craft - Leather4 (4%)Foundation  4 (100%)Craft - Pyrography5 (5%)Foundation  5 (100%)Craft - Textiles25 (26%)Level 11 (4%)Foundation24 (96%)Craft - Wood30 (32%)Level 14 (13%)Foundation27 (90%)Ceramics9 (10%)Foundation8 (89%)Computer Applications20 (21%)Foundation10 (50%)Level 111 (55%)Level 22 (10%)Level 31 (5%)Consumer Awareness12 (13%)Foundation12 (100%)Customer Service2 (2%)Level 11 (50%)Level 21 (50%)Combined Materials1 (1%)Level 2 1 (100%)Craft Puppetry3 (3%)Level 11 (33%)Foundation2 (66%)Crafts3 (3%)Foundation3 (100%)Career Information14 (15%)Level 12 (14%)Foundation12 (86%)Craft - Upholstery7 (7%)Foundation7 (100%)Craft - Print2 (2%)Foundation2 (2%)Craft - Glass4 (4%)Foundation4 (100%)Data Entry7 (7%)Foundation1 (14%)Level 16 (86%)Level 23 (43%)Level 31 (14%)Desk Top Publishing2 (2%)Foundation1 (50%)Level 1 1 (50%)Level 21 (50%)Database Methods4 (4%)Foundation1 (25%)Level 1 1 (25%)Level 24 (100%)Level 31 (25%)Drama12 (13%)Foundation12 (100%)Level 11 (8%)Drawing6 (6%)Foundation 3 (50%)Level 13 (50%)Fast Food Catering1 (1%)Level 11 (100%)Food and Cookery28 (30%)Foundation27 (96%)Food and Nutrition42 (45%)Foundation41 (97%)Early Childhood Education2 (2%)Level 22 (100%)English6 (6%)Foundation6 (100%)Level 12 (33%)Level 21 (17%)Engineering Workshop Process14 (15%)Foundation13 (93%)Level 13 (21%)Level 21 (7%)Level 31 (7%)Graphic Communication7 (7%)Foundation6 (85%)Graphic Design4 (4%)Foundation3 (75%)Level 11 (25%)Haircare1 (1%)Foundation 1 (100%)Level 11 (100%)Horticulture8 (9%)Foundation8 (100%)Level 11 (13%)Level 21 (13%)Level 31 (13%)Health Related Fitness20 (21%)Foundation19 (95%)Level 12 (10%)Image Processing1 (1%)Level 21 (100%)Information Processing2 (2%)Foundation1 (50%)Level 11 (50%)Level 2 1 (100%)Information Systems3 (3%)Level 11 (33%)Level 22 (66%)Information Technology Skills14 (15%)Foundation2 (14%)Level 113 (93%)Level 22 (14%)Level 31 (7%)Internet1 (1%)Level 21 (100%)Italian1 (1%)Foundation1 (100%)Literacy5 (5%)Foundation5 (100%)Level 12 (40%)Level 21 (20%)Level 3 1 (20%)Mathematics64 (68%)Foundation59 (92%)Level 19 (14%)Machine Knitting3 (3%)Foundation3 (3%)Metalwork9 (10%)Foundation7 (78%)Level 14 (44%)Music Appreciation4 (4%)Foundation4 (100%)Office Procedure10 (11%)Foundation10 (100%)Level 11 (10%)Outdoor Pursuits5 (5%)Foundation5 (100%)Level 11 (20%)Painting9 (10%)Foundation1 (11%)Level 18 (89%)Personal Effectiveness42 (45%)Foundation40 (95%)Level 12 (5%)Level 21 (2%)Personal and Interpersonal Skills37 (39%)Foundation30 (81%)Level 18 (22%)Level 21 (3%)Level 3 1 (3%)Pre-parenting1 (1%)Foundation1 (100%)Level 1 1 (100%)Preparation for Work23 (25%)Foundation22 (96%)Level 12 (9%)Sports Horse Riding1 (100%)Level 11 (100%)Spreadsheet Methods4 (4%)Foundation1 (25%)Level 12 (50%)Level 23 (75%)Level 31 (25%)Stable and Yard1 (1%)Level 11 (100%)Swimming5 (5%)Foundation5 (100%)Technical Drawing1 (1%)Level 11 (100%)Text Production1 (1%)Level 21 (100%)Transnational Experience4 (4%)Foundation3 (75%)Level 11 (25%)Visual Arts Practice3 (3%)Foundation3(100%)Video Expression2 (2%)Foundation2 (100%)Water Safety1 (1%)Foundation1 (100%)Working in Childcare4 (4%)Foundation 1 (25%)Level 11 (25%)Level 22 (50%)Work Orientation18 (19%)Foundation15 (83%)Level 11 (6%)Level 21 (6%)Word Processing5 (5%)Foundation2 (40%)Level 11 (20%)Level 24 (80%)Level 3 1 (20%)Work Experience13 (14%)Foundation6 (46%)Level 14 (31%)Level 24 (31%)Woodcraft26 (27%)Foundation18 (69%)Level 110 (39%)Youthwork Skills1 (1%)Foundation 1 (100%)  EMBED MSGraph.Chart.8 \s  EMBED MSGraph.Chart.8 \s   EMBED MSGraph.Chart.8 \s   EMBED MSGraph.Chart.8 \s  1998 1999 2000 2001 29% 38% 30% 40% 46% 28%  EMBED MSGraph.Chart.8 \s  EMBED MSGraph.Chart.8 \s  1998 1999 2000 2001  EMBED MSGraph.Chart.8 \s  55% 67% 70% 83% 89% 67%  EMBED MSGraph.Chart.8 \s  1998 1999 2000 2001  EMBED MSGraph.Chart.8 \s  D C B A 95% 80% 91% 100% 84% 99% 7% 16% 0% 10% 7% 9% N EFO>?GHTUp s + , M TURVX{}FG<=VWu  HJҺ 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