THE FIRST round of CAO points requirement - published this morning - provide a fascinating insight into how the class of 2008 view future prospects for the economy. There is little optimism in the air. The Government may roll out the rhetoric about a "soft landing" for the economy; it can point to the billions earmarked for infrastructural development. But students and their parents appear unconvinced.
The class of 2008 has deserted courses in property, construction, civil engineering and architecture. Many business courses, which flourished during the boom years, have seen their points requirements tumble this year. Students are not convinced that recovery is just around the corner.
Meanwhile, there is a marked return to safer, more conservative choices. There has been a surge in demand for teaching places. A tally of 470 CAO points - by any measure an outstanding Leaving Cert results - is required for primary teaching at Mary Immaculate College in Limerick and St Patrick's Training College in Dublin. Similarly, there is continuing strong demand for most arts and humanities courses. Students are hedging their bets about the future direction of the economy, opting for general courses which will give them flexibility to take a range of jobs in business and public administration.
On science and technology, there is little in the latest CAO figures which will encourage policymakers. Yes, Computer Science in UCD is up by 30 points to 335 and the DIT course has increased to 230 points but the 470 tally required for primary teaching puts these figures into sharp perspective. Student interest in science degrees also remains at a very low level. Remarkably, just 300 points is the new benchmark for a higher level degree course in science at UCD, 50 points less than the figure required for an arts degree. Within science faculties academics say many students with relatively low points scores will struggle to complete the degree. In recent years, up to 30 per cent of students in first year UCD science have either failed or dropped out of the course. Many struggle with the maths component of the studies.
The Government may have identified science and technology courses as the essential building blocks of the knowledge economy. But, on the basis of these CAO figures, the class of 2008 is looking the other way. The challenge of reversing these trends is formidable - and one which will will take time, energy and investment. The introduction of an exciting science course will have an impact. Revised courses at second level and the upgrading of laboratories will also help.
But, as the Expert Skills Group on ICT concluded recently, science needs to divest itself of its "geeky" image among students. The Government can do something to help. Stern lectures and finger-wagging about the importance of science to the economy serve little purpose. A fresh and innovative publicity campaign highlighting the sheer excitement of science - and the employment opportunities which it offers to students - would make more sense.