EARLY school leavers in Cork are abandoning the education system because the curriculum is too academic, according to a report published yesterday.
The report, Is There Room for Us?, says 69 per cent of the 206 early school leavers interviewed would have remained in the system had the curriculum been less academic.
The report was commissioned by a Fine Gael councillor, Mr Colm Burke, and researched by Ms Miriam Galvan, who holds a master's degree in social science.
At a news conference yesterday, Mr Burke said there was a clear message from those who had left the educational system early: "The system was too academic for them and we now know that there is a need to develop a curriculum which recognises different levels of aptitude and the different types of background among pupils.
"There is also a need for schools to prioritise the installation of personal skills, life skills, social skills and vocational skills. The research also clearly shows that there should be greater co ordination in dealing with early school leavers or those who fail the examinations in secondary schools, to ensure that they have suitable progression options."
According to the report, respondents agreed that education was vital to their future employment prospects and that a lack of education could lead to long term unemployment.
When asked if they believed that a good education could lead to success in the labour market, some 66 per cent of those interviewed responded positively. Similarly, 66.6 per cent of those who had left school early believed a lack of education could lead to long term unemployment.
The key reasons for leaving school early were to take up a job or training because of dissatisfaction with the curriculum (50 per cent); serious dissatisfaction with teachers (21.8 per cent); and 12.5 per cent because they were expelled or asked to leave.
Mr Burke said it was clear from the findings that pupils are opting out of the system because they lack motivation to stay there.
The report also shows that disadvantage is entrenched in some areas of Cork city. A large percentage of the participants come from either a working class background or one where the parents are disadvantaged. The report calls for the establishment of a forum through which the specific educational, vocational and social needs of the various sectors of the community may be voiced. It also calls for the location of community activities on school premises after school hours to help to de institutionalise the school and identify it as a vital organ in the body of the community.
Recommendations for secondary school teachers include setting a broader curriculum, and recognising different levels of aptitude as well as social and ethnic backgrounds of pupils.
The provision of effective career guidance and job preparation skills for all school going children is also recommended, along with a lower pupil teacher ratio, particularly in classes containing students of mixed ability and different ethnic backgrounds.
The report also further recommends that early school leavers in the more disadvantaged areas of Cork city be tracked and a record kept of their development after leaving the school system.