David Stanton
Ceist:53 Mr. Stanton asked the Minister for Education and Science his views on the operation and future of the transition year in second level schools; and if he will make a statement on the matter. [14772/02]
Written Answers. - Transition Year Programme.
The transition year programme was offered in the current school year to 22,772 students in 502 schools. It is operated in accordance with guidelines issued to schools by my Department. The choice of whether to offer the programme is a matter for the school. It is also up to the school to decide whether to make it compulsory for all students in the particular year group or to invite pupils to participate and carry out a selection process according to criteria developed by the school. In-service support is offered to schools, where the programme is in place, by the transition year curriculum support service. This consists of a five person team of seconded teachers working within the structure of the second level support service.
I am broadly happy with how the present arrangements for the programme are operating. A major evaluation of the programme was carried out by my Department's inspectorate in 146 schools offering it in 1994-95 school year. This showed that most schools offering the programme used the freedom afforded in a responsible and creative manner. Under the heading quality of teaching and learning, 88% of the schools evaluated performed well or very well. Weaknesses emerged in two areas. First, in the assessment of pupils' work, 19% of schools evaluated were considered to be weak. Second, in the evaluation of the programme by the school, 25% of schools needed to do more work. My Department has followed up on this evaluation report in a number of ways including ongoing evaluation of the programme in schools and support to schools in the area of assessment of pupils' work and evaluation of the programme by the schools.
The Education Research Centre, Drumcondra, carried out a longitudinal study for the National Council for Curriculum and Assessment on 1994 junior certificate students who sat their leaving certificate examination in 1997. This study provided useful evidence that the programme enhances students' performance at leaving certificate level by 26 points, offsets the handicap of disadvantage and makes students more ready to attempt higher level papers in their leaving certificate examinations.
All programmes need ongoing review and the transition year programme is no exception. At present the NCCA is carrying out a review of the arrangements for senior cycle in second level schools. It is also examining the possibility of merging the elements of the programme which are most beneficial in a more streamlined senior cycle. The review group's report will be published in the autumn. It will be presented to me following public consultation and amendment. I will then consider in detail the future of the transition year programme in that context.