ࡱ> oM bjbj== 0^WW:Yl   33383z4 OhE(E"EE 52), figure I shows the percentage of candidates achieving a grade A regardless of level. Figure II then shows the percentage sitting each subject and achieving either an A grade or a B grade. Figure III shows the percentage sitting each subject who achieved either an A, B or C grade in the Junior Cert examination for that subject. Finally, figure IV shows the percentage achieving a pass in each subject, broken down by grade. Figures I (a), II (a), III (a) and IV (a) show corresponding figures where available from the 2001, 2000, 1999 and 1998 exam years). 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 participants achieving an A Grade in Junior Cert Exams 2003 (regardless of level)  From Figure I, we can see that in 2003, the percentage of participants sitting the Junior Certificate who achieved a grade A (regardless of level), was highest in English (13%), Maths (10%), Home Economics (6%) and Civic, Political and Social Education (5% achieving an A grade). Figure I (a): Percentage of participants achieving an A Grade Junior Cert 1998-2003*  *No data was collected for the 2002 exam year Figure I (a) shows the comparable figures from 1998-2001 where available (sample greater than 45). The percentage of A grades achieved in English has increased again towards its original level of 1998-1999. In Maths, Art, Craft and Design and Materials Technology the percentage of A grades has decreased to its lowest over the 5 years that data has been collected. Figure II: Percentage of participants achieving an A or a B Grade Junior Cert 2003  EMBED MSGraph.Chart.8 \s  Figure II shows the highest scoring participants 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 (42% of those taking this paper and whose results were supplied in the survey achieved an A or a B grade in 2001). This is followed closely by English (41%), Maths and Metalwork (40%). Figure II(a): Percentage of participants achieving an A or a B Grade Junior Cert 1998-2003  Figure II (a) presents a more stable picture than figure I(a) in the subjects Maths, Art, Craft and Design and Home Economics. Materials Technology has continued its downward slope in the number of A and B grades. In English,the percentage of A and B grades has risen since 2000 and 2001 to a level comparable to 1998 and 1999. Figure III: Percentage of participants achieving a C Grade or Higher in each subject - Junior Certificate 2001  EMBED MSGraph.Chart.8 \s  Figure III looks at the percentage of participants who sat each subject in 2003 and achieved either an A, B or C grade in the examination. It shows clearly that the vast majority of those who sat the Metalwork paper (91%) achieved at least a grade C. Figure III (a): Percentage of participants achieving a C Grade or higher in each subject - Junior Certificate 1998-2003  Most subjects show a decrease in percentage of participants achieving at least a C grade. 71% of participants achieved at least a C grade in Art Craft and Design this shows a marked decrease on the figures from 1998-2001 (89% in 2001, 95% achieved a C grade or higher in 1998, 88% in 1999, 84% in 2000). A similar situation exists in relation to Materials Technology with 75% achieving at least a C grade in 2003 compared with 83% in 2001, 87% in 2000, 89% in 1999 and 95% in 1998. Figure IV: Percentage of participants achieving a Pass Grade or higher in each subject - Junior Certificate 2003   Finally Figure IV looks at the percentage of participants who sat each subject and 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 Metalwork (100%) and Materials Technology (98% pass rate). Participants in Materials Technology enjoyed a 100% pass rate for the 4 years from 1998 to 2001, which compared favourably with national statistics which showed a 4.5% failure rate in 2001 (Department of Education and Science, 2002). The pass rate for Art, Craft and Design has also taken a tumbe from 99% in 2001 to 90% in 2003. The pass rate in Maths has risen again after its low pass rate in 2001 of 80% (87% in 2000, 92% in 1999, 93% in 1998). While these achievements are naturally a source of satisfaction to programme providers, especially given that participants have left the school system with poor qualifications, it must also be borne in mind that those taking the Junior Certificate from the centres under review are a minority of participants. In all cases, they have engaged in personal development in their Centre or Workshop and have achieved a sufficient level of motivation to study for and attempt the examination. Furthermore, they are elective participants in the examinations and in some cases take subjects in different years. It would therefore be unwise to reach conclusions regarding the relative merits of one approach over another. Suffice to say that these results represent a considerable achievement on the part of providers and participants alike. 1.6 Current Status of Centre/Workshop Participants in the Junior Certificate 2003 Programme Respondents were asked to give the current status of the learners whose results they had given as part of this research. Table 1.6.1 shows the outcomes. Table 1.6.1 Status of participants after Junior Certificate 2000 and 2001200020012003STATUS OF TRAINEENo. %*No.% *No.%*Participating in General Centre programme7328%167%21%Taking more Junior Certificate Subjects176%2712%159%Participating in Leaving Certificate Programme73%73%1710.5%Participating in LCA93%2311%85%Participating in LCVP----10.6%Completing FETAC Module3112%178%4528%Completing other certification73%42% (FIT)--In Employment7830%3014%3119%Further Education and Training197%146%85%Work Experience104%52%--Unemployed21%146%2515%Apprenticeship31%146%85%Other - Moved away, parenting, prison31%31%10.6%Unknown4015%4521%138%* 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. Nine per cent of participants who sat the Junior Certificate in 2003 in some subjects were again participating in the Junior Certificate programme in 2004. This is a slight decrease on the figures for 2004 where 12% were taking Junior Certificate subjects. 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 cannot otherwise be responded to by the mainstream educational system. The percentage of those who participated in the Junior Certificate Examinations in 2003, who have gone on to participate in the Leaving Certificate Applied programme has also decreased from 11% of the 2001 participants to 5% of the 2003 participants. In contrast, the proportion who have gone on to participate in the traditional leaving certificate programme has more than tripled from 3% in 2000 and 2001 to 10.5% in 2003. Similarly, the proportion of participants who have gone on to embark on completing FETAC modules has more than tripled from 8% to 28%. This again is evidence of the growing popularity of the FETAC programme. In all, 49% of trainees who sat subjects for their Junior Cert in 2003 were involved in some sort of further education (including one or more of the following taking more JC subjects, LCA programme , LCVP or FETAC modules and other education and training). This is an increase on the results of the research in 2001 and 2000 where the percentages were 40% and 27% respectively. Twenty four per cent of those who participated in the Junior Certificate examinations in 2003 were in some type of employment when this data was collected, a figure similar to that of 2001 (22%) which itself was a decrease on the figure for the year 2000 (34%). It was suggested that the buoyant labour market had attracted trainees in 2000, however the changing situation encouraged them to avail of further education opportunities in 2001. This seems to remain the case for 2003 participants where 15% are confirmed as unemployed compared with 6% in 2001 and only 1% in 2000. SECTION II: PROVISION OF PROGRAMMES LEADING TO FETAC QUALIFICATIONS 2.1 Provision of programmes leading to FETAC qualifications Ninety of the 98 centres surveyed provide programmes which led to FETAC qualifications in 2003 (92%). Again this reflects the growing commitment to FETAC modules as a core provision within the YOUTHREACH programme. This is a rise of 10% on the same figure in 2001. Table 2.1 Number of NCVA programmes provided per centre200020012003Number of FETAC ProgrammesNo. of Centres% of CentresNo. of Centres% of CentresNo. of Centres% of Centres1-5 subjects1923%1718%89%6-10 subjects4149%4851%3741%11-15 subjects2125%1920%3134%16-20 subjects23%77%910%21-30 subjects33%56% As in both 2000 and 2001, the majority of centres entering participants for FETAC qualifications in 2003, provided between 6 and 10 different modules. However, this year over one third (34%) of centres who provide FETAC modules provided between 11 and 15 modules. In 2000 and 2001, the modal number of modules was 9 (18%, 16% of centres providing FETAC respectively), in 2003 the modal number has risen to 10 (11%). The trend for centres to provide increasing numbers of modules has continued : 16% of centres provide more than 16 modules compared with 10% in 2001 and 3% in 2000. Table 2.2 (over) shows the provision of modules leading to FETAC certification in YOUTHREACH centres and Senior Traveller Training Centres in 2003. In total, 90 different modules are provided throughout the 90 responding centres, an increase in 12 modules on the absolute number of modules provided in 2001, which was itself an increase of 12 modules on the previous year. In 2003, 20 new modules are emerged that were not provided in 2001. The FETAC programme offers much scope for flexibility to meet local trainee needs, with 28 modules being offered by only one centre. Both Food and Cookery and Food and Nutrition show an increase in the percentage of centres which provide them (12% and 8% increases respectively). Preparation for Work also shows a 12% increase, information technology skills shows a 15% increase and drawing shows an 8% increase in provision. As previously, when we look at modules provided by over one fifth of centres, clusters of interest emerge. IT related modules, food and catering modules, personal development modules, and craft related modules are the main groupings. Table 2.2 NCVA Modules Provided 2003 ModuleNo. and % of centres providing NCVA (Base=90) ModuleNo. and % of centres providing NCVA (Base=90)Computer literacy72 (80%)Literacy3 (3%)Communications70 (78%)Word Processing3 (3%)Mathematics66 (73%)Spreadsheet Methods3 (3%)Food and Nutrition48 (53%)Graphic Design3 (3%)Art and Design47 (52%)Early Childhood Education3 (3%)Personal Effectiveness45 (50%)Transnational Experience3 (3%)Caring for Children42 (47%)Machine Knitting3 (3%)Personal and Interpersonal Skills40 (44%)Craft Puppetry3 (3%)Food and Cookery38 (42%)Kayaking* 3 (3%)Preparation for Work33 (37%)Arts and Crafts for Children2 (2%)Craft Wood30 (33%)Business Calculations2 (2%) Craft Textiles30 (33%)Internet2 (2%)Information Technology Skills27 (30%)Cultural Studies* 2 (2%)Health Related Fitness22 (24%)Occupational First Aid*2 (2%)Woodcraft22 (24%)French* 2 (2%)Child Development and Play21 (23%)Information & Administration*2 (2%)Computer Applications18 (20%)Intercultural Awareness*2 (2%)Work Experience18 (20%)Database Methods1 (1%)Consumer Awareness15 (17%)Visual Arts Practice1 (1%)Engineering Workshop Process14 (16%)Information Systems1 (1%)Drama13 (14%)Customer Service1 (1%)Career Information13 (14%)Craft Print1 (1%)Office Procedure13 (14%)Video Expression1 (1%)Drawing13 (14%)Desk Top Publishing1 (1%)Personal Care and Presentation*11 (12%)Information Processing1 (1%)Ceramics11 (12%)Business Administration1 (1%) Outdoor Pursuits10 (11%)Bookkeeping and computers1 (1%) Work Orientation9 (10%)Text Production1 (1%)Painting8 (9%)Combined Materials1 (1%)Childcare8 (9%)Haircare1 (1%)Metalwork7 (8%)Technical Drawing1 (1%)Horticulture7 (8%)Water Safety1 (1%)Graphic Communication7 (8%)Everyday Science* 1 (1%)Catering7 (8%)Security Industry*1 (1%)Craft - Upholstery7 (8%)Sewing* 1 (1%)Craft - Pyrography6 (7%)Aqua*1 (1%)Craft - Glass6 (7%)Colour and Light*1 (1%)Craft - Leather6 (7%)Soccer*1 (1%)Music Appreciation6 (6%)Social Studies*1 (1%)Swimming5 (6%)Tourism Awareness*1 (1%)English5 (6%)Historical Studies*1 (1%)Crafts5 (6%)Metalwork Enamelling*1 (1%)Data Entry4 (4%)Reception*1 (1%)Fast Food Catering4 (4%)Safety and Health at Work*1 (1%)Working in Childcare4 (4%)Irish*1 (1%)*New in 2003 Table 2.3: Provision of FETAC modules and Number of Trainees Completing Each (2003) ModuleNo. and % of centres providing NCVA (Base=90) No. of Trainees ModuleNo. and % of centres providing NCVA (Base=90) No. of traineesComputer literacy72 (80%)777Literacy3 (3%)34Communications70 (78%)728Fast Food Catering4 (4%)32Mathematics66 (73%)606Spreadsheet Methods3 (3%)32Personal Effectiveness45 (50%)476Cultural Studies* 2 (2%)26Art and Design47 (52%)475Intercultural Awareness*2 (2%)26Food and Nutrition48 (53%)366Kayaking* 3 (3%)25Caring for Children42 (47%)328Word Processing3 (3%)20Food and Cookery38 (42%)307Text Production1 (1%)20Personal and Interpersonal Skills40 (44%)283Internet2 (2%)20Preparation for Work33 (37%)253Reception*1 (1%)20Woodcraft22 (24%)230Business Calculations2 (2%) 18Craft Textiles30 (33%)225Data Entry4 (4%)17Health Related Fitness22 (24%)213Bookkeeping and computers1 (1%) 16Information Technology Skills27 (30%)208French* 2 (2%)15Craft Wood30 (33%)201Transnational Experience3 (3%)14Work Experience18 (20%)168Information & Administration*2 (2%)12Child Development and Play21 (23%)155Aqua*1 (1%)12Computer Applications18 (20%)151Early Childhood Education3 (3%)11Drama13 (14%)135Working in Childcare4 (4%)11Outdoor Pursuits10 (11%)122Business Administration1 (1%) 10Work Orientation9 (10%)120Tourism Awareness*1 (1%)10Engineering Workshop Process14 (16%)103Safety and Health at Work*1 (1%)10Career Information13 (14%)103Metalwork Enamelling*1 (1%)10Office Procedure13 (14%)103Graphic Design3 (3%)9Consumer Awareness15 (17%)92Craft Puppetry3 (3%)8Personal Care and Presentation*11 (12%)91Video Expression1 (1%)8Metalwork7 (8%)83Arts and Crafts for Children2 (2%)6Catering7 (8%)75Historical Studies*1 (1%)6English5 (6%)70Colour and Light*1 (1%)6Ceramics11 (12%)54Technical Drawing1 (1%)5Drawing13 (14%)51Occupational First Aid*2 (2%)5Painting8 (9%)22Visual Arts Practice1 (1%)4Childcare8 (9%)68Craft Print1 (1%)4Crafts5 (6%)55Desk Top Publishing1 (1%)4Swimming5 (6%)52Water Safety1 (1%)4Craft - Pyrography6 (7%)50Soccer*1 (1%)4Graphic Communication7 (8%)47Haircare1 (1%)3Music Appreciation6 (6%)46Security Industry*1 (1%)2Craft - Upholstery7 (8%)44Sewing* 1 (1%)2Customer Service1 (1%)42Information Processing1 (1%)1Craft - Leather6 (7%)41Database Methods1 (1%)1Machine Knitting3 (3%)40Information Systems1 (1%)1Craft - Glass6 (7%)39Combined Materials1 (1%)1Horticulture7 (8%)36Everyday Science* 1 (1%)1Social Studies*1 (1%)1Irish*1 (1%)1 Table 2.3 shows the number of participants who are completing each of the modules provided in 2003. If we look at modules that are chosen by over 100 participants, a number of clusters of modules emerge. The numbers of trainees in all of the IT/maths modules have increased on the 2001 numbers: Computer Literacy (777 trainees, +6 trainees) Mathematics (606 trainees, +89), and Information Technology Skills (208 trainees, +85). The food based modules have shown a similar increase in trainee numbers: Food and Nutrition (366 trainees, +65) and Food and Cookery (307, +141 trainees). Vocational preparation and guidance modules reveal increases and decreases in numbers of trainees: Preparation for Work (253 trainees, -70 trainees), Work Experience (168, +25 trainees) Work Orientation (120, -2 trainees) and career information (103, +13 trainees). In the practically oriented cluster, Art and Design (475 trainees, +110), Craft - textiles (225, + 57 trainees), woodcraft (230, +67 trainees) all show increases in numbers of trainees, however, Craft - wood (201, -46), and engineering workshop processes (103, -20 trainees) show decreases in the numbers of trainees. Both Caring for Children and Child Development and Play show increases in the numbers of trainees on the results of the research on the year 2001 (328, +51 trainees and 155, +21 trainees respectively). Two of the three modules in the personal development cluster show an increase in numbers of trainees: Communications (728 trainees, +108), Personal Effectiveness (476, + 17) and Personal and Interpersonal Skills (283, -107) trainees) Again the individual orientation of the programmes provided in YOUTHREACH Centres and Senior Traveller Training Centres is reflected in the number of centres providing tuition/training towards FETAC accreditation in certain modules for very small numbers of learners. Eighteen centres are providing modules for five or less learners, seven for only one learner and two for only two learners. Appendix II details the provision of FETAC modules in alphabetical order including details of levels offered. SECTION III: PROVISION OF LEAVING CERTIFICATE PROGRAMMES 2003 Table 3.1: Provision of Leaving Certificate Programmes2000 Base: 1042001 Base:1152003 Base:98TYPE OF LC PROGRAMMENo. & % of CentresNo. & % of CentresNo. & % of CentresLeaving Certificate Applied22 (21%)25 (22%)25 (25%)Traditional Leaving Certificate11 (10.5%)9 (8%)6 (6%)Leaving Certificate Vocational Programme0 (0%)1 (1%)- Results for 2003 reveal a very slight increase in the percentage of centres providing an LCA programme and a continuation in the very gradual downward trend in percentage of centres providing the Leaving Certificate traditional programme. Leaving Certificate Applied 2003 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 specialisms' (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) One quarter of the centres who responded provided a Leaving Certificate Applied programme in 2003. This represents a slight increase on the percentages of centres from 2000 and 2001. Table 3.2: Subject Provision Leaving Certificate Applied Programme Base: 25 centres who provide a programme in LCASubjectNo. and % of Centres providing an LCA programme 2001No. and % of Centres providing an LCA programme 2003Maths Application20 (80%)24 (96%) English and Communication17 (68%)24 (96%) Social Education20 (80%)22 (88%)Irish13 (52%)22 (88%)IT16 (64%)19 (76%)Vocational Preparation16 (64%)19 (76%)Art and Craft2 (8%)15 (60%)Hotel and Catering14 (56%)13 (52%)Construction6 (24%)11 (44%)Leisure and Recreation13 (52%)10 (40%)French10(40%)10 (40%)Hair and Beauty5 (20%)7 (28%)Engineering1 (4%)7 (28%)Community Care4 (16%)6 (24%)Craft and Design4 (16%)6 (24%)Music3 (12%)5 (20%)Spanish5 (20%)5 (20%)Work Experience- 5 (20%)German2 (8%)4 (16%)Horticulture- 3 (12%)Drama - 3 (12%)Art Visual8 (32%)2 (8%)Office Skills5 (20%)2 (8%)Arts Education3 (12%)2 (8%)Health Education- 1 (4%)rReligion- 1 (4%)rWoodwork- 1 (4%)rCommunications5 (20%)-Art3 (12%)-Introduction to IT1 (4%)-Graphics and Construction1 (4%)-Preparation for Work1 (4%)- All but one centre providing an LCA programme provide the subjects maths application and English and Communication. Social Education is provided by 88% of centres (22 of the 25). All three along with a language and two vocational specialisms are necessary for the final LCA examination. Vocational preparation is provided by 76% of centres providing LCA. The most popular vocational specialisms to be provided are as follows: IT (76% of centres providing LCA), Art and Craft (60%), Hotel and catering (52%), and Construction (44%). In relation to languages the most popular language provided by centres providing a programme in the LCA are as follows: Irish (88% of centres) French (40%), Spanish (20%) and lastly German (16%). Table 3.3 gives readers an indication of the numbers of trainees participating in each subject. Table 3.3 Subject Provision: Leaving Certificate Applied Programme and numbers of participants Base: 25 centres who provide a programme in LCA and responded to this question SubjectNo. and % of Centres providing an LCA programme Number of participantsMaths Application24 (96%) 235English and Communication24 (96%) 235Social Education22 (88%)214Irish22 (88%)205IT19 (76%)189Vocational Preparation19 (76%)184Art and Craft15 (60%)122Hotel and Catering13 (52%)94Construction11 (44%)82Leisure and Recreation10 (40%)101French10 (40%)126Hair and Beauty7 (28%)59Engineering7 (28%)77Community Care6 (24%)59Craft and Design6 (24%)65Music5 (20%)46Spanish5 (20%)50Work Experience5 (20%)51German4 (16%)37Horticulture3 (12%)20Drama 3 (12%)37Art Visual2 (8%)17Office Skills2 (8%)19Arts Education2 (8%)35Health Education1 (4%)7Religion1 (4%)7Woodwork1 (4%)4Communications--Art--Introduction to IT--Graphics and Construction--Preparation for Work-- The Leaving Certificate Programme Table 3.4: Subject Provision - Leaving Certificate Programme Base: 6 Centres providing Leaving Certificate ProgrammeSubjectNo. and % of Centres providing LC programme Number of participantsEnglish6 (100%)68 Home Economics4 (67%)53Geography4 (67%)43Maths4 (67%)57Business Organisation3 (50%)39History3 (50%)11Irish3 (50%)3Art2 (33%)10Biology1 (17%)3Construction 1 (17%)1 All of the centres providing the Leaving Certificate programme provide English as a subject, with a total of 68 learners. The numbers of learners are greater in 2003 for a smaller number of centres. This may indicate at least some of the centres are larger centres. Of the 6 centres who provide subjects at Leaving Certificate level, one offers 8 subjects, 3 offer 5 subjects, one offers 1 subject with one non-response. Once again the individual orientation of the programmes provided by the centres and Workshops is reflected in the number of centres providing programmes for small numbers of trainees (1 centre provides Construction for 1 individual, 3 centres provide Irish for a total of 3 individuals and one centre provides Biology for 3 individuals). Clearly, this represents a considerable drain on Centre/Workshop resources and this is an issue that needs to be addresses, especially in the light of the Education Welfare Act. SECTION IV: OTHER QUALIFICATIONS AND INTENTION TO PROVIDE PROGRAMMES IN THE FUTURE Thirty three centres (35%) provided other qualifications in addition or alternatively to the programmes described in the previous three sections. Table 4.1: Other Qualifications Provided Base: 98 Centres Other qualification% of centresECDL18 (18%)First Aid14 (14%)Driving instruction4 (4%)Fit for technology2 (2%)London Rock School Guitar1 (1%)LAMDA for drama1 (1%)Omar B Maritime project1 (1%)Mountain Skills 1 (1%)MOUS (IT)1 (1%)Kayaking and Survival at Sea1 (1%)Cert Food and Beverage course (in conjunction with Local hotel)1 (1%)Forklift truck training1 (1%) Again the individuality and needs based approach of the programme is reflected in the fact that eight centres are providing qualifications that are not provided in other centres. Again nearly one fifth of centres are providing training towards the ECDL qualification (similar to 2001). Table 4.2: Intention to Provide Programmes in 2003-2004 Base: 98 Centres Programme Number of Centres & % 2000-2001Number of Centres & % 2001-2002Number of Centres & % 2003-2004FETAC Modules91 (88%)100 (87%)88 (95%)ECDL16 (15%)45 (39%)41 (44%)Junior Certificate 41 (39%)39 (34%)27 (29%)LCA 29 (28%)37 (32%)27 (29%)FS City and Guilds28 (27%)26 (23%)-*Leaving Certificate 10 (10%)7 (6%)10 (11%)First Aid Irish Red Cross4 (4%)6 (5%)-LCVP-2 (2%)1 (1%)Other 8 (8%)15 (13%)2 (2%) The intention to provide FETAC qualifications in the year 2003-2004 has increased to over nine out of every ten centres. The increase in the percentage of centres intending to provide ECDL between 2000/01 and 2001/02 is still evident, indeed with a slight increase again. The percentage intending to provide Junior Certificate continues its downward trend. Intentions regarding the Leaving Certificate Applied have remained relatively stable over the three time periods. * FS City and Guilds certification is being incorporated into the FETAC accreditation structure. REFERENCES Department of Education and Science (1996). Brief Introduction to the Irish Education System. Dublin: Government Publications Department of Education and Science (2002). Figures released by the Department on Junior Certificate results 2001. Ryan, S. (2002) Provision of Junior Certificate, NCVA and Leaving Certificate Programmes 2000 in VEC YOUTHREACH Centres, Community Training Workshops & Senior Traveller Training Centres 2001, 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 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. (1999) Junior Certificate Results 1998 in VEC YOUTHREACH Centres, Community Training Workshops and Senior Traveller Training Centres, Dublin: National Co-ordinators YOUTHREACH APPENDIX I JUNIOR CERT ENGLISH RESULTS 2003 Base: 125 participants who sat an English PaperGRADEOVERALLFoundation (Base: 79)Ordinary (Base: 46)A13%18% 4.3%B27%33% 17%C 29%25% 35%D24%14% 41% E5%6% 2%F1%1% - NG - -No grade supplied1%2.5% - JUNIOR CERT MATHS RESULTS 2003 Base: 86 participants who sat a Maths PaperGRADEOVERALLFoundation (Base: 82)Ordinary (Base: 3)Higher (Base: 1)A9%10% --B30%31% 33.3% (1)-C35%34% 66.7%(2)-D16%16% -100%(1)E6%6% --F1%1%--NG----No grade supplied2%2%-- JUNIOR CERT ART, CRAFT AND DESIGN RESULTS 2003 Base: 84 participants who sat an Art, Craft and Design PaperGRADEOVERALLOrdinary (Base: 78)Higher (Base: 6)A4% 3% 17% (1)B37% 38% 17% (1)C29%28% 33% (2)D19% 18% 33% (2)E4%4% -F5% 5% -NG1% 1% -No grade supplied2%2% - JUNIOR CERT CIVIC, SOCIAL AND POLITICAL STUDIES RESULTS 2003 Base: 83 participant who sat a Civic, Social and Political Studies PaperGRADEOVERALLCommon (Base: 83)A5%5%B28%28%C43%43%D17%17%E--F6%6%No Grade Given1%1% JUNIOR CERT MATERIALS TECHNOLOGY RESULTS 2003 Base: 56 participants who sat a Materials Technology PaperGRADEOVERALLOrdinary (Base: 51)Higher (Base: 6)A4%4%-B25%27.5%-C41%41%40% (2)D21%18%60% (3)E---F---NG2%2%-No grade supplied7%8%- JUNIOR CERT METALWORK RESULTS 2003 Base: 55 participants who sat a Metalwork PaperGRADEOVERALLOrdinary (Base: 54)Higher (Base: 1)A4%4%-B40%41%-C47%46%100%D9%9%- JUNIOR CERT HOME ECONOMICS RESULTS 2003 Base: 53 participants who sat a Home Economics PaperGRADEOVERALLOrdinary (Base: 51)Higher (Base: 2)A6% (3)6% (3)-B32% (17)33% (17)-C34% (18)35% (18)-D21% (11)18% (9)100% (2)E4% (2)4% (2)-F2% (1)2% (1)-NG--No grade supplied2% (1)2% (1)- JUNIOR CERT HISTORY RESULTS 2003 Base: 38 participants who sat a History PaperGRADEOVERALLOrdinary (Base: 38)A2.5%2.5% (13%)B32%32% (33%)C18%18% (31%)D32%32% (19%)E13%13% (4%)F2.5%2.5% (1%)NG-- JUNIOR CERT GEOGRAPHY RESULTS 2003 Base: 29 participants who sat a Geography PaperGRADEOVERALLOrdinary (Base: 29)A3%3%B34%34%C21%21%D28%28%E14%14% JUNIOR CERT BUSINESS STUDIES RESULTS 2003 Base: 16 participant who sat a Business Studies PaperGRADEOVERALLOrdinary (Base: 16)A--B12.5%12.5%C37.5%37.5%D31%31%E19%19% JUNIOR CERT SCIENCE RESULTS 2003 Base: 11 participants who sat a Science PaperGRADEOVERALLOrdinary (Base: 11)A--B9% (1)9% (1)C18% (2)18% (2)D27% (3)27% (3)E27% (3)27% (3)F18% (2)18% (2) JUNIOR CERT IRISH RESULTS 2003 Base: 8 participants who sat a Junior Cert Irish ExaminationGRADEOVERALLFoundation (Base: 6)Ordinary (Base: 2)A12.5%(1)16.7%(1)-B25%(2)33.3% (2)-C50%(4)50% (3)50% (1)D12.5%(1)-50% (1) JUNIOR CERT TECHNOLOGY RESULTS 2003 Base: 4 participants who sat a Technology PaperGRADEOVERALLOrdinary (Base: 4)A--B--C75% (3)75% (3)D25% (1)25% (1) JUNIOR CERT TECHNICAL GRAPHICS RESULTS 2003 Base: 1 participant who sat a Technical Graphics PaperGRADEOVERALLOrdinary (Base: 1)A--B100%100% (1)C--D-- JUNIOR CERT FRENCH RESULTS 2003 Base: 1 participant who sat a French PaperGRADEOVERALLOrdinary (Base: 1)A--B--C--D1 (100%)1 (100%)E--F-- APPENDIX II: PROVISION OF FETAC MODULES AND LEVELS OFFERED IN EACH 2003 ModuleNo. and % of centres providing NCVA (Base=90)Levels offered% of Centres (base=no. of centres offering module)Art and Crafts for Children2 (2%)Level 12 (100%)Art and Design47 (52%)Level 1 47 (100%)Level 2 47 (100%)Foundation47 (100%)Aqua1 (1%)Foundation1 (100%)Bookkeeping and Computers1 (1%)Level 21 (100%)Business Administration1 (1%)Level 21 (100%)Business Calculation2 (2%)Level 22 (100%)Career Information13 (14%)Foundation12 (100%)Level 12 (100%)Caring for Children42 (47%)Level 133 Level 214Foundation1 Catering7 (8%)Level 1 2 Foundation 4 Ceramics11 (12%)Level 12Level 21Foundation9 Childcare8 (9%)Foundation5 Level 12 Level 22Level 3 1Child Development and Play21 (23%)Level 1 9 Level 2 1Foundation15 Combined Materials1 (1%)Level 2 1 (100%)Communications70 (78%)Level 127Level 24 Foundation61Computer Applications18 (20%)Foundation4Level 116Level 21Computer literacy72 (80%)Level 18 Level 2 1 Foundation69Consumer Awareness15 (17%)Foundation15 (100%)Crafts5 (6%)Foundation5 (100%)Craft - Glass6 (7%)Foundation6 (100%)Craft - Leather6 (7%)Foundation 6 (100%)Craft - Print1 (1%)Foundation1 (100%)Craft Puppetry3 (3%)Foundation3 (100%)Craft - Pyrography6 (7%)Foundation  6 (100%)Craft - Textiles30 (33%)Level 14Foundation28 Craft - Upholstery7 (8%)Foundation6Craft - Wood30 (33%)Level 17Foundation26Colour and Light1 (1%)Level 11 (100%)Cultural Studies2 (2%)Foundation 1 (50%)Level 1 1 (50%)Customer Service1 (1%)Level 21 (100%)Database Methods 1 (1%)Level 21 (100%)Data Entry4 (4%)Foundation1Level 13Desk Top Publishing1 (1%)Level 21 (100%)Drama13 (14%)Foundation10Level 12 Drawing13 (14%)Foundation 1Level 111Level 21Early Childhood Education3 (3%)Level 23 (100%)Engineering Workshop Process14 (16%)Foundation14 (100%)Level 11English5 (6%)Foundation5 (100%)Level 13 Everyday Science1 (1%)Level 11 (100%)Fast Food Catering4 (4%)Foundation2 (50%)Level 12 (50%)First Aid (occupational)2 (2%)Level 22 (100%)Food and Cookery38 (42%)Foundation38 (100%)Level 11Food and Nutrition48 (53%)Foundation46Level 12Level 21French2 (2%)Foundation2 (100%)Graphic Communication7 (8%)Foundation7 (100%)Graphic Design3 (3%)Foundation1 (33%)Level 11 (33%)Level 21 (33%)Haircare1 (1%)Level 11 (100%)Level 21 (100%)Health Related Fitness22 (24%)Foundation19 Level 14Historical Studies1 (1%)Level 11 (100%)Horticulture7 (8%)Foundation7 (100%)Information and Administration2 (2%)Level 22 (100%)Information Processing1 (1%)Level 21 (100%)Level 2 1 (100%)Information Systems1 (1%)Level 11 (100%)Information Technology Skills27 (30%)Foundation2Level 125Internet2 (2%)Level 12 (100%)Irish1 (1%)Foundation1 (100%)Intercultural Awareness2 (2%)Foundation2 (100%)Kayaking3 (3%)Foundation3 (100%)Literacy3 (3%)Foundation3 (100%)Level 11 (33%)Machine Knitting3 (3%)Foundation3 (100%)Mathematics66 (73%)Foundation62Level 117Metalwork7 (8%)Foundation6Level 12Metalwork Enamelling1 (1%)Foundation1 (100%)Music Appreciation6 (7%)Foundation6 (100%)Office Procedure13 (14%)Foundation12 Level 11 Outdoor Pursuits10 (11%)Foundation8Level 21Painting8 (9%)Level 18 (100%)Level 31Personal and Interpersonal Skills40 (44%)Foundation32Level 19Level 21Personal Care and Presentation11 (12%)Foundation11 (100%)Personal Effectiveness45 (50%)Foundation43Level 19Preparation for Work33 (37%)Foundation32Level 11Level 21Reception1 (100%)Level 21 (100%)Safety and Health at Work1 (1%)Level 21 (100%)Security Industry Awareness1 (1%)Level 11 (100%)Sewing1 (1%)Foundation1 (100%)Soccer1 (1%)Level 11 (100%)Social Studies1 (1%)Level 11 (100%)Spreadsheet Methods3 (3%)Level 11 (33%)Level 22 (66%)Swimming5 (6%)Foundation5 (100%)Technical Drawing1 (1%)Foundation1 (100%)Text Production1 (1%)Level 11 (100%)Tourism Awareness1 (1%)Level 21 (100%)Transnational Experience3 (3%)Foundation3 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