The Transition Year Programme: An Assessment

January 05, 2005

News

05/01/2005

 

The Transition Year Programme: An Assessment

By Emer Smyth, Delma Byrne and Carmel Hannan The number of students taking part in the Transition Year programme has grown significantly since the mid-1990s. However, little is known about the nature of the programme and its impact on the students who take it. This study provides a comprehensive examination of the operation of the Transition Year programme using information gathered from school principals, teachers and students themselves.

Key findings:

 

 

  • The experience of Transition Year varies from school to school. Schools differ in the kinds of subjects students can study, the nature of their work experience placement, the kind of assessment used (for example, project-work or formal exams) and the extent to which all (or most) teachers in the school are involved in the programme.
  • School principals and teachers see the Transition Year programme as broadly successful, especially in developing personal and social skills among students. However, principals in designated disadvantaged schools, smaller schools and those in the vocational sector are somewhat less likely to see the programme as effective.
  • Many students feel that Transition Year exposes them to different experiences, providing a 'break' after studying for the Junior Certificate and making them more mature. However, other students consider the year to be a 'doss' and 'boring'. Students who are not very positive about school life in general tend to have more negative views about Transition Year, especially if they attend schools where the programme is compulsory.
  • Taking Transition Year has an impact on students’ academic outcomes, even taking account of initial differences between participants and non-participants. On average, students who take part in Transition Year achieve higher Leaving Certificate exam grades and are more likely to go on to higher education than non-participants.
  • However, not all students do better academically as a result of taking Transition Year. This is the case for two groups of students: male students who work part-time and continue to work up to their Leaving Certificate year; and students in more disadvantaged schools where the programme is compulsory.
  • A successful Transition Year programme has a number of features: a whole-school commitment to the programme; time for co-ordination activities and for co-operation among teachers; varied programme content, covering a range of different subject areas; a structured exposure to the world of work; the use of more innovative teaching methods and forms of assessment and accreditation; and on-going evaluation and redesign of the programme within the school.
  • The main constraints to the successful operation of Transition Year are lack of time and insufficient financial resources (for funding activities and outings).



The Transition Year Programme is published by Liffey Press in conjunction with the Economic and Social Research Institute. Copies of the book are available from bookshops or direct from the publisher (ISBN 1-904148-53-0).



Members of the Press are invited to attend the launch, by the Minister for Education & Science Ms. MARY HANAFIN, T.D., of the publication on Wednesday 5th January 2005, at The Clock Tower, Department of Education & Science, Marlborough Street, D1, at 3.00pm