Abstract

Transition Year (TY) is a one-year programme in the Irish secondary school system designed to support personal, social, and vocational development. It takes place in year four of a six-year cycle in secondary school after the first formal State exam. Children who are in TY are typically aged 15-16. This study presents a systematic analysis of 32 STEM-focused TY projects funded through the Discover Programme of Research Ireland (formerly Science Foundation Ireland) between 2018 and 2022. Using internal reports, externally commissioned evaluations, and mixed-methods analysis, the study explores how project teams approached impact assessment within diverse educational contexts. While surveys were commonly used (75%) and mixed-methods approaches appeared in half of all projects, external evaluation (31%) and longitudinal tracking were applied selectively, often reflecting project scope, capacity, and local considerations. The findings highlight the natural variation that emerges when flexible funding programmes support a wide range of partners, pedagogical models, and community needs. The findings also reveal that Research Ireland can encourage researchers to strengthen their evaluation capacity through cocreated, context sensitive methodologies by enhancing support for reflective and participatory practices. This work contributes to the ongoing development of a coherent, inclusive evaluation culture in Ireland’s STEM education landscape.

Keywords: Transition Year, STEM Education, Evaluation practices, Longitudinal tracking, Discover programme