Analysis: What began as a modest educational innovation in 1974 has become a huge success story with benefits for all involved
While Leaving Cert results capture the spotlight in August, the focus will soon shift to the Junior Cert and the exciting next step for many students: Transition Year. As TY approaches its 50th anniversary, it remains an important part of the Irish educational system. In 2022, Minister of Education Norma Foley announced plans for a revamped Senior Cycle, which includes the development of a revised Transition Year programme to be introduced in schools.
For some of us, TY is a familiar journey we once took ourselves, but it's an unknown experience for many others. How well do we truly know this unique programme? How has it evolved from a modest educational innovation? What are the opportunities and challenges it faces as it looks ahead to the next 50 years?
Where it all began
Then Minister of Education Richard Burke introduced the TY programme in 1974. During a speech at the Education Council for Secondary Schools, he expressed concern that the education system was becoming too focused on grades and high-stakes assessments. He proposed an alternative approach that would give students the opportunity to step back, explore their interests, and engage with the society around them.
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From RTÉ Archives, Gerry Reynolds reports for Newsline in 1989 on how transition year went mainstream
This idea became the basis for the TY programme, which started that September with just three schools participating in the pilot. Despite a slow start, the programme gradually gained momentum, even in the face of economic and fiscal challenges during the 1980s. By the mid-1990s, the programme had expanded dramatically, with 497 schools offering TY to 24,036 students in September 1995.
As of 2022, 98% of schools in Ireland now offer the TY programme. Key initiatives that supported this growth included the Department of Education mainstreaming the programme in the 1990s with the publication of national guidelines for schools, schools receiving small grants for each participating student and teachers being seconded to provide professional development for schools implementing the programme.
What's the feedback from students and teachers?
Over the years, several studies have looked into the strengths and limitations of the TY programme. Research by Dr Gerry Jeffers shows that students, teachers, and the broader school community praise the programme's impact. Students often highlight the unique opportunities TY offers, such as involvement in community initiatives and work placements, which they find to be a refreshing change from the pressure-filled environments of the Junior and Leaving Certificate classes.
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From RTÉ Radio 1's Today with Claire Byrne, is transition year worth it?
Teachers and principals also recognise the benefits, though they have concerns about the adequacy of professional learning for those delivering the TY programme. While TY can be viewed as a temporary break from the high-pressure demands of other school years, especially those focused on high-stakes assessments, Jeffers notes that this perception can have unintended consequences. Specifically, it can reduce the focus on social and personal development in other years, where these aspects should ideally be integrated throughout the entire schooling experience.
While many third-year students look forward to TY, research by Dr Aidan Clerkin at the Education Research Centre found that a minority of students view it as a "doss year," especially when they feel the programme lacks direction or when promised activities are not delivered. Some students express frustration when their expectations are not met, with nearly two-fifths of students reporting in Clerkin’s research that TY did not live up to what they had anticipated and one-quarter stating that their school needed to provide more information about the programme during the Third Year.
Clerkin's research has also found that students in schools where TY participation was mandatory were more likely to express dissatisfaction. These students were more prone to feeling that they had not enjoyed the year, that it was not helpful, and that it left them unprepared for the Leaving Certificate. This suggests that mandated participation in TY should be approached with caution. Schools should ensure that even less enthusiastic students are actively engaged in the programme to minimise the risk of negative experiences and perceptions of wasted time.
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From RTÉ News in 2021, new transition year programme to be rolled out in schools
Lessons for the future
We can extract some important lessons from the success of TY. First, teachers require specific professional learning to adjust their teaching for TY confidently. Second, research has shown that schools with higher levels of socioeconomic disadvantage tend to have lower participation rates in TY due to concerns about the academic impact and financial costs.
Even a basic TY programme can be expensive for schools and families, especially when considering the out-of-school activities that can be part of the TY experience. To address this, additional resources should be directed towards schools in disadvantaged areas and towards supporting students from lower socioeconomic backgrounds to make TY accessible to everyone. Finally, future reforms should also aim to integrate aspects of the TY programme with the junior and senior cycles, ensuring a cohesive educational journey for all students.
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From RTÉ Radio 1's Oliver Callan Show, TY students from Coláiste Dún an Rí in Cavan talking about developing a self-sorting bin
At 50, TY stands at a pivotal point. It has evolved from a small pilot project into an integral part of Irish education, providing students with a unique combination of personal development, practical experiences and a break from the pressures of traditional assessments.
To ensure the continued success of TY for the next 50 years, we need to implement thoughtful reforms that address any existing gaps and provide the necessary resources and support for both schools and students. The legacy of TY lies not only in its history but also in its potential to shape the future of Irish education by empowering young people to enter the world with confidence, equipped with skills, resilience, and a deeper understanding of themselves and their society.
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The views expressed here are those of the author and do not represent or reflect the views of RTÉ
