Reflecting on the Transition from Second to Third Level Education

This reflective journal examines the transition from second to third level education, focusing on the student's personal experiences, expectations, and challenges. The author reflects on their feelings about the transition, analyzing aspects such as class sizes, time management, financial considerations, and the development of responsibility and social skills. The journal details the differences between second and third level education in Ireland, highlighting both the difficulties and advantages of this transition. Specific conclusions are drawn, along with action plans for future educational endeavors. The student offers insights into the importance of financial management, peer influence, and the value of independence, providing a comprehensive view of the transition process. The author also suggests policy recommendations for improving the transition experience for other students.

The Transition From Second To Third Level Education 1
THE TRANSITION FROM SECOND TO THIRD LEVEL EDUCATION
Student’s Name
Code + Course Name
Professor’s Name
University Name
City, State
Date

The Transition From Second To Third Level Education 2
Description
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.
Feelings
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

The Transition From Second To Third Level Education 3
with the necessary knowledge to be effective in the job market, wide reading is necessary and
inevitable.
Analysis
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.

The Transition From Second To Third Level Education 4
Transitioning to a third level institution comes with the challenge of responsibility (Briz-Ponce,
Juanes-Mendez and García Peñalvo, 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

The Transition From Second To Third Level Education 5
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.
Specific conclusions
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

The Transition From Second To Third Level Education 6
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.
Conclusions general
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.
Action plans
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.

The Transition From Second To Third Level Education 7
References
Blossfeld, H. (2009). Globalization, Uncertainty and Youth in Society. Taylor & Francis, p.424.
Briz-Ponce, L., Juanes-Mendez, J. and García Peñalvo, 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.

The Transition From Second To Third Level Education 8
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.