Summary
This report presents findings from a three-year, three-wave longitudinal study of students’ experiences and perceptions of Transition Year (TY) and associated socioemotional outcomes. Some aspects of the study have been reported elsewhere (Clerkin, 2016, 2018a, 2018c, 2019). The current report focuses especially on the student voice: what students know and think about TY while in Third Year, such as the parts of TY that would attract them and those that would deter; what they report from their experience as participants during TY; and how they view TY in retrospect from a more senior vantage point in Fifth Year and Sixth Year. A wide range of viewpoints is represented, including students who opted to take part in TY, students who took part in a compulsory TY, and students who chose to skip the programme entirely. The nature and extent of variation in students’ TY experience between schools is also considered.
Published in: NCCA Senior Cycle Review discussion paper
Abstract:
This summary gives a brief overview of what is known from previous research on Transition Year (TY), which draws strongly on the views of students and teachers. It includes the most commonly-reported benefits and problems that are associated with TY, as well as several important issues about which we still have relatively limited information.
The summary ends with some suggestions for aspects of TY provision that are worth reflecting on at a time when the Irish senior cycle, including TY, is under review. The senior cycle consultation provides an opportunity to critically examine and reappraise our assumptions about TY and the various ways in which it has been implemented in different schools and different contexts. In doing so, we can consider areas where students’ educational experience could be enhanced in a future senior cycle, and identify existing practices or ideas that should be maintained for future cohorts.
Clerkin, A. (2019). What do we know about Transition Year? Looking to the future. (Senior Cycle Review discussion paper). Dublin: Educational Research Centre and National Council for Curriculum and Assessment. https://www.ncca.ie/media/3758/scr-erc-ty-research.pdf
