Transition Year (TY) in Ireland offers students a unique, exam-free year focused on personal development, practical learning, and exploration. However, implementing effective TY programmes requires significant teacher involvement and resources. To understand the challenges and opportunities within this educational phase, we conducted a comprehensive survey targeting all TY teachers in Ireland. The survey ran from February 29th to March 22nd, 2024, and gathered responses from 57 teachers, shedding light on their experiences and the systemic issues they face.
Survey Participation and Methodology
The survey reached out to 583 educators through emails, social media, and the FutureFocus21C email campaign. Despite extensive outreach, the response rate was 9.8%, aligning with national trends of 10-15% for similar consultations and discussions with other researchers. This initial data collection aimed to establish a baseline for understanding the factors influencing teacher engagement with external programmes.
Key Findings
Time and Resource Allocation
A significant finding from the survey is the lack of allocated time for teachers to engage in extracurricular activities. Over half (56.1%) of respondents reported having no dedicated time during working hours for such activities, while an additional 29.9% had less than three hours per week. Consequently, teachers often extend their work beyond scheduled hours, with over 50% dedicating more than seven hours weekly to work-related tasks outside their normal hours, primarily for lesson planning (89.5%), marking (78.9%), and Continuing Professional Development (CPD) (54.4%).
Engagement with Extracurricular Activities and External Programmes
Despite these constraints, many teachers actively participate in extracurricular activities, with involvement in school clubs (50.9%), Green School initiatives (23.6%), sports (18.2%), and union activities (18.2%). Additionally, teachers implement a variety of external programmes, with popular choices including Young Entrepreneur (42.6%), Young Scientist (40.4%), and Junk Kouture (40.4%). However, time (94.7%), funding (59.6%), and resources (43.9%) were identified as the primary barriers to adopting new programmes.
Attractiveness of External Programmes
Teachers highlighted several factors that make external programmes appealing, such as practical learning opportunities (71.9%), ease of use (70.2%), and clear curriculum links (66.7%). Despite TY's aim to provide a flexible learning environment, there is a tendency to align activities with the Senior Cycle curriculum, suggesting that TY is often seen as preparatory rather than exploratory.
Challenges in Delivering External Programmes
The survey revealed significant logistical challenges in delivering external programmes. Teachers cited timetabling (60.7%), preparation and planning (57.1%), cost (46.4%), and the need for support and training (41.1%) as major obstacles. The diversity in school schedules, with some operating on 40-minute classes and others on 60-minute classes, exacerbates these issues. The frequent changes in timetables due to various TY activities further complicate programme delivery.
Needs and Gaps in Transition Year
Teachers expressed a need for more training and professional development (26%), resources and materials (18%), and support for time and financial management (18%). They also identified gaps within TY programmes, including management and structural issues (32%), curriculum and academic gaps (25%), and resource/financial deficiencies (12%).
When asked about desirable new programmes, teachers favoured practical and career-focused initiatives (28%), such as QQI-approved courses, hairdressing, driving theory tests, carpentry, and partnerships with industry and higher education institutions. Personal development and life skills (17%) and arts and creative programmes (15%) were also popular choices.
Sustainability Education
Sustainability emerged as a critical theme, with teachers defining it in terms of environmental conservation and resource management (34%), sustainable development (16%), and reuse/recycling (15%). While 46.5% of teachers were positive about their familiarity with sustainability education, they expressed the need for greater emphasis and support within their schools.
Awareness of Educational Reviews
The survey also explored teachers' awareness of key educational reviews. While 85.5% were aware of the Senior Cycle review, only 33.9% had read it, and of those, a mere 8% viewed it positively. Criticisms focused on inadequate resources, practicality, and potential disadvantages for students. Awareness of the National Council for Curriculum Assessment's Transition Year Programme Statement draft was lower, with 53.6% aware and 23.6% having read it. Feedback was mixed, with many calling for more flexibility, support, and investment in TY.
Conclusion
The survey highlights the dedication of TY teachers amidst significant challenges. Time constraints, resource limitations, and logistical hurdles are prominent barriers to engaging with external programmes. Addressing these issues through targeted support, professional development, and strategic resource allocation is essential for enhancing the TY experience. This survey also highlights the need for policy and systemic change to develop better supports for teachers and learners which promote more holistic learning within the educational system.
Muinín Catalyst Sustainable STEAM (MCSS) is designed to reduce teacher planning time while supporting active, project-based, learner-led learning. The programmes are free to use and include detailed lesson plans with worksheets, teachers’ notes, linked learning and media links to support both teachers and learners. Our programmes are aligned with the Senior Cycle statements of learning and develop Transition Year skills. Our 1:1 induction and online clinics provide the CPD necessary to ensure teachers have the tools to deliver our lessons.
The Future is Now.
It is time to prepare today's students for today’s world.
Please get in contact at rebecca.white@ucd.ie if you are interested in using our resources with your learners.
Muinín Catalyst Sustainable STEAM uses a transdisciplinary, STEAM-based pedagogical approach. Returning to SDG 4, Target 4.7, one of the core missions of the Muinín Catalyst Sustainable STEAM programme is to ensure an arts / design and culture-led approach to learning that is transdisciplinary and transformative. Learning that supports the development of informed citizens, that are systemic, critical and creative thinkers who can apply their knowledge in agile ways that are sensitive, generative and appropriately responsive to context, in relevant and meaningful ways.
This is done through placed-based learning, which enables individuals to experience learning in local, real-life scenarios. Place-based approaches to learning grounded in local communities and contexts are relevant, engaging and inquiry-based. Students gain confidence and competence in affecting change, learning to manage risk, and develop creative, real-world solutions that are eco-socially just and restorative.
Comentários