Published in: Wellbeing and Schooling. Transdisciplinary Perspectives in Educational Research

Abstract:

This chapter describes two programmes, with significant similarities and differences, that have been available in Ireland since 1974 (Transition Year; TY) and South Korea since 2013 (Free Year Programme ; FYP ). TY takes place over one full year as an integrated part of mainstream secondary education. TY students engage in developmental activities, vocational work experience, and increased interaction with the adult world. These experiences are intended to facilitate enhanced maturity and broadened horizons, supporting young people in becoming fulfilled citizens. Although TY is well-established within Ireland, it is an unusual innovation internationally. However, 2013 saw the introduction of FYP , which was partially informed by TY. South Korean policy-makers recognised concern about student wellbeing and stress in a high-stakes academic environment , and challenges relating to students’ readiness for the working world. FYP is a response to those concerns. This chapter offers an overview and comparisons between the two programmes. We argue that both are founded on a eudaimonic view of wellbeing in education, aiming for more holistic and rounded student development. Significantly, both programmes emphasise community engagement and interpersonal development, alongside personal development and self-directed learning. The challenges and practices identified offer lessons for educators in Ireland, South Korea, and other jurisdictions.

Clerkin, A., Jeffers, G. & Choi, S.D. (2022). Wellbeing in personal development: Lessons from national school-based programmes in Ireland and South Korea. In: McLellan, R., Faucher, C. & Simovska, V. (eds) Wellbeing and Schooling. Transdisciplinary Perspectives in Educational Research. Vol. 4 (pp.155-172). Springer. https://doi.org/10.1007/978-3-030-95205-1_10