For this assignment you can describe one or more learning experiences on your third level programme so far. You may decide to focus on one module or several modules or a particular event such as your experience of making the transition from second to third level. Try to consider the problems and frustrations you have experienced in addition to identifying accomplishments.
You must also include a screenshot of the information literacy quiz mark in your journal as this will form part of the overall grade awarded.
Education is an important aspect of the modern life. In Ireland, for instance, it is considered as the stepping stone for a successful future of a person. However, the level of education of a person increases as one grows. I believe that the transition in those levels especially from second to the third level of education is characterized by a lot of differences. According to Hout, (2000), in Ireland, there are three main stages of education: the primary level which on average of ages of four to eleven, the second level on an average of twelve to eighteen years and third level which is the highest education level. In this reflective journal, I examine the transitional matters such as my expectations, hopes and concerns regarding the transition.
A myriad of theories have been establishing regarding the third level of education which is the highest education level (Coulby, Cowen and Jones, 2012). Personally, I believe that in the third level of education, students have more time for themselves than the time spent in dealing with academic matters. This is because of the tales of how the third level of education students have the freedom to do other things while studying at the same time. I felt as if joining a third level institution means that one was in some kind of vacation since one was tasked to attend classes for few hours in a day, which were also optional. The thought that student loan was much money supersede my mind as I joined this institution of higher learning. With the economy being tough and more students being admitted to join higher institutions, the level of student loans decreases thus coercing students to find other means to get money or learn techniques to use the loan sparingly. Lastly, my thinking was that in the third level of education, more practical activities were prevalent than reading. As much as there are practical lessons to equip students with the necessary knowledge to be effective in the job market, wide reading is necessary and inevitable.
The first classes in I have attended while in this higher institution, almost all of them were about the introduction to various courses that I was pursuing. One of the phenomena that I discovered was the outrageous, size of classes especially in some courses which consist of a combination of students taking various specializations. As much as there is equipment which enhances a professor’s voice, the concentration level in large classes is very difficult (Murphy and Brennan, 2011). I have established in large classes quality and quantity in regards to interaction with the lectures is not guaranteed. This is because the lecturers are typically unavailable to students. I have realized that time management is the biggest key to success in college. In my experience, I have been able to note that students spend less time in class and are expected to do so much on their own in order to complete their coursework. As per, Nijhof, Heikkinen and Nieuwenhuis, (2003), many students usually engage themselves in off-campus jobs hence one is left to ponder how such students are able to complete their assignments and able to keep track of other academic obligations. I have noted that some students have a customized calendar which helps them to keep track of important obligations.
Attending a third level institution requires heavy investment in term of finances (Watson, 2012). This includes expenses on rooms, tuition and other costs which are associated with daily college life. In addition, I have seen most college students developing and furnishing their rooms, semester textbooks, and snacks to eat out on movies and another activities. All these make many students have problems with how they are going to budget the little money that they have. I have seen many students having overdrawn their banks and fail to pay their credit cards. Transitioning to a third level institution comes with the challenge of responsibility (Briz-Ponce, Juanes-Mendez and Garci?a Pen?alvo, 2016). Most of us on the second level of education used to be under strict supervision of parents and teachers. This is not the same once a student joins college. A college student will be held accountable for one’s actions. Third level education students are responsible for making decisions about what they eat, what they ware or where they go, among other activities. It may be a new challenge for the student to be responsible for own actions without having the opportunity to turn to a parent or guardian to fend for one. Lastly, I have discovered that the major challenge is a social challenge for new students entering college. This is because almost every student begin their college life with a clean slate and in some way, they change. A new student will have the social responsibility of socializing with classmates, new roommates and at the same time realize that one is at the bottom of school hierarchy. Many students are on the verge of subverting to social pressure who engage in official and unofficial activities. Coulby, Cowen and Jones, (2000) assert that it is momentous that students should be aware of activities in which they undertake as it will determine their stay in college.
As much as I have reiterated a lot of challenges in regards to transitioning from the second level to the third level of education, there is some good that comes out of that transition. Students are able to learn new life skills that are important once one is out of college, for instance, I have learned how to cook and do laundry for myself (Watts and Walstad, 2002). Such skills were normal but I have never given interest to experience how they are done. Also, some life skills, assist students to be financially responsible. This is because once individual experiences financial problems, managing money becomes a necessary skill.
Most students including myself usually understand that education at college is usually harder than that of second level education (Streefland and Bishop, 2012). In this regard, students prepare themselves well for a college education. I have discovered that education in college helps students to understand better their syllabus and engage in wide reading so that they can be able to tackle their assignment in the right way. Due to this many are able to gain knowledge which deviates from their training in college. Those students who fail shortly for academic advantage do not prepare themselves well for the differences of education that exists in third level education (Jimerson, Oakland and Farrell, 2007). Another advantage that I have experience in joining third level education is the level of independence. I and most of the students live away from home. This implies that there is no supervision from anyone apart from myself. The fact that I am able to make a lot of decision without the knowledge of my parents prove the level of independence that I have. Consequently, I have established that the more parents encourage once independence the more one is able to make the right decision with the knowledge that one will be responsible for any decision made.
If an opportunity rose again to join the third level of education, I would undertake additional courses immediately after completing second level education. This is because of the opportunity that the education sector provides for graduates of second level education can further their education course which in return receive Quality and Qualifications Ireland (QQI). Unlike other third level education in the United States, in Ireland, most of the third level education institutions are non-residential due to a large number of students being admitted each year (Malek, Lowenstein and Gonzalez, 2002). In this connection, if another chance rose again I would choose not to be allocated rooms in the hostel. This is because I would have an opportunity to be able to choose my roommate and be able to learn basic skills which will be significant in future. Since I will be liable for the cost of accommodation I will be able to engage in money generating activities and expand my knowledge in business.
In conclusion, there are a large number of challenges that students face when transitioning from second level education to third level education. As I have discussed, it is clear that the challenges have a negative impact on the academic achievement of many students. In addition, the challenges are a form of advantages to those students who are transitioning as they are able to learn from their mistakes. However, there is a range of mitigation measures in which the transitioning students can apply in order to make the transitioning as seamless as possible.
There is nothing that I would do differently I am given another chance to join third level education. Those individuals who attend third level education have a range of benefits from personal, financial and other long-term benefits which are important in the day to day activities of life (Blossfeld, 2009). The policy makers of Ireland should ensure that the uneven entry to third level education vis-à-vis the graduates of second level education should be looked at keenly (Cullinan and Flannery, 2017). In the matter concerning personal experience, I would have ensured that I learn financial management skills long before I joined third level education. During my first days in college, I succumbed to financial mismanagement as a result of peer pressure. I ended up spending more on entertainment activities instead of using the money as I had budgeted it for. In addition, I could have ensured that I choose my friends wisely before yielding to peer pressure which leads to misfortunes that I had to suffer alone.
Blossfeld, H. (2009). Globalization, Uncertainty and Youth in Society. Taylor & Francis, p.424.
Briz-Ponce, L., Juanes-Mendez, J. and Garci?a Pen?alvo, F. (2016). Handbook of research on mobile devices and applications in higher education settings. IGI Global, p.112.
Cullinan, J. and Flannery, D. (2017). Economic Insights on Higher Education Policy in Ireland. [S.l.]: Springer International Publishing, p.46.
Coulby, D., Cowen, R. and Jones, C. (2012). Education in times of transition. London: Routledge, p.43.
Hout, M. (2000). Following in father's footsteps: Social Mobility in Ireland. Cambridge, Mass.: Harvard University Press, p.204.
Jimerson, S., Oakland, T. and Farrell, P. (2007). The Handbook of International School Psychology. SAGE, p.178.
Malek, M., Lowenstein, W. and Gonzalez, J. (2002). Humanitarian development studies in Europe. Bilbao: University of Deusto, p.172.
Murphy, J. and Brennan, A. (2011). NAIRTL grants initiative. Cork, Co. Cork, IRL: NAIRTL, p.20.
Nijhof, W., Heikkinen, A. and Nieuwenhuis, L. (2003). Shaping Flexibility in Vocational Education and Training. Dordrecht: Springer Netherlands, p.107.
Streefland, L. and Bishop, A. (2012). Fractions in Realistic Mathematics Education. Dordrecht: Springer Netherlands, p.226.
Watson, K. (2012). Education in the Third World. Routledge, p.113.
Watts, M. and Walstad, W. (2002). Reforming economics and economics teaching in the transition economies. Cheltenham etc.: Edward Elgar, p.164.
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