Personal development in secondary education: the Irish Transition Year

Clerkin, Aidan

doi:10.14507/epaa.v20n38.2012

Cited by 22 publications

(24 citation statements)

References 36 publications

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“…The uniqueness of the TY is that there are no other similar programmes comparable with it anywhere else in the world (Moynihan, 2015). In recent years research into the TY has gained momentum (Smyth, Byrne & Hannan, 2004;Jeffers, 2007Jeffers, , 2010Jeffers, , 2011Clerkin, 2012Clerkin, , 2013, but has received little international attention (Clerkin, 2013). Jeffers (2007) reminds us of the view of Richard Burke, the Minister for Education responsible for introducing the transition year in 1974:…”

Section: The Transition Year (Ty) In Irelandmentioning

confidence: 99%

"Connectedness" in Business Studies pedagogy: Is a transition year alluring?

America

Mallon

2020

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The continuously changing business world demands that students entering the world of work have an adaptable skill set. The acquisition of appropriate exit-level knowledge, skills and competencies also holds true for young school learners and early school leavers. At school level the engagement and connectedness with the outside world and the development of subject-specific practical competencies could be structured through an experiential education approach that will allow learners to become self-regulating and active in their learning. This kind of active learning could involve an education that also facilitates a "real-life" experience in the workplace. This article argues for a workplace-based learning approach for Business Studies teaching by reflecting on the "connectedness" dimension of the productive pedagogies framework. In doing so, the authors deliberate on a unique Irish model called the "transition year" (TY), its orientation of "real-life" learning, the background to the development of the TY, its implementation and its viability within a South African school context.

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Section: The Transition Year (Ty) In Irelandmentioning

confidence: 99%

"Connectedness" in Business Studies pedagogy: Is a transition year alluring?

America

Mallon

2020

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“…Between the Junior and Senior cycles, students have the option of enrolling in a one-year 'transition year' programme that is available in a large proportion (81%) of post-primary schools in ROI [20]. This programme is a non-academic 'gap' year, which seeks to promote students' social and personal development [21]. Students then progress, either directly from Junior Cycle, or from transition year, to Senior Cycle.…”

Section: Republic Of Irelandmentioning

confidence: 99%

Teachers’ self-perceptions of mathematical knowledge for teaching at the transition between primary and post-primary school

O’Meara

Prendergast

Cantley

et al. 2019

International Journal of Mathematical Education in Science and

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The school system in both the Republic of Ireland [ROI] and Northern Ireland [NI] is configured to accommodate children into discrete educational bands at different stages on their learning journey. Research has consistently shown that the transition from primary to postprimary, which typically occurs between the ages of 11 and 13, is the most challenging transition with the negative effects more pronounced for mathematics than any other subject. This cross-border study investigates this transition in mathematics education from the final year of primary school to first year of post-primary school from the perspective of teachers involved with these year groups. It examines teachers' knowledge of the mathematics curriculum and teaching strategies employed in the other phase. The majority of primary teachers reported being unfamiliar with the curriculum and teaching approaches employed in the first year of post-primary and the differences between the two jurisdictions were not significant. However, a difference was noted in the responses of second level teachers. Teachers in NI appeared more confident in their knowledge of the curriculum and teaching approaches adopted in the final year of primary school than their ROI colleagues. In this paper, the authors will elaborate on these findings; outline possible reasons for the differences across jurisdictions and share what impact teacher knowledge is having on classroom practices.

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“…Transition Year is costly to run and, for those schools who offer the year, costs that exceed the financial support provided by government are passed on to students and their families. However, research suggests this non-examination year which allows for engagement in a wide-range of more exploratory options has an influence on increased maturity, greater confidence, social competence and social awareness: students who complete Transition Year generally also experience a positive impact on subsequent academic performance (Clerkin 2012) and, one might assume, higher levels of employability skills. Students in Transition Year commonly spend up to one full day a week in a workplace setting.…”

Section: Workplace Learning and The Senior School Curriculum In The Rmentioning

confidence: 99%

Humans, nonhumans and the mediation of workplace learning in the senior school curriculum

Kamp

2017

Journal of Vocational Education & Training

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This paper brings together concepts draw from Actor Network Theory (ANT) and data generated in a research project that was conducted across the island of Ireland. Using surveys and interviews with school staff, that research explored the limits and possibilities for workplace learning as a valued component of the senior school curriculum. The current paper works with the data from the Republic of Ireland only and brings into focus the full range of actors-both human and nonhuman-that generate, or constrain, productive workplace learning opportunities for students. In the wake of the Great Recession, it is suggested that such opportunities have gained increased importance. The analysis suggests attention to the full range of actors highlights areas for intervention, and the possibilities for alliances that may be beneficial for students and their schools, for employers who provide workplace learning placements, and for vocational learning itself.

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Personal development in secondary education: the Irish Transition Year

Cited by 22 publications

References 36 publications

"Connectedness" in Business Studies pedagogy: Is a transition year alluring?

"Connectedness" in Business Studies pedagogy: Is a transition year alluring?

Teachers’ self-perceptions of mathematical knowledge for teaching at the transition between primary and post-primary school

Humans, nonhumans and the mediation of workplace learning in the senior school curriculum

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