Dáil Éireann Debate, Tuesday - 25 March 2025
405. Deputy Paul Nicholas Gogarty asked the Minister for Education if there are any plans in place to set up a regional scheme to assist parents who wish to give their children the opportunity to complete transition year, but whose school either does not provide the year or holds lotteries that exclude students; and if she will make a statement on the matter. [14076/25]
View answer407. Deputy Paul Nicholas Gogarty asked the Minister for Education the reason schools, that have autonomy on enrolment but nonetheless must complete the designated curriculum, are given leeway in terms of running a transition year programme or limiting numbers and subjecting students and parents to lotteries; whether there are plans to make transition year a mandatory component of the senior cycle; and if she will make a statement on the matter. [14078/25]
View answer408. Deputy Paul Nicholas Gogarty asked the Minister for Education what legal mechanisms exist for parents whose children have been refused a transition year place; and if she will make a statement on the matter. [14079/25]
View answerI propose to take Questions Nos. 405, 407 and 408 together.
Transition Year is a valuable programme for students that offers opportunities for life skills, personal, social and academic development and experience of adult and working life. As Minister for Education I am committed to expanding access to Transition Year as part of the ongoing redevelopment of Senior Cycle, so that in the future every student who wishes to participate in Transition Year will have the opportunity to do so. Since its introduction, the popularity and uptake of Transition Year has increased significantly to the point and is now offered in almost every post-primary school. The number of students participating in Transition Year has also grown in recent years, with the latest figures showing that over 60,000 students are currently in Transition Year, equivalent to just over 80% of the number of third year students in the previous school year. All schools design their own Transition Year programmes within set guidelines to suit the needs and interests of their students. A new Transition Year Programme Statement was published last September and provides a framework for schools to develop their programmes. The new Programme Statement continues to offer schools a significant level of autonomy while placing more structure on the design of Transition Year programmes. The Programme Statement was developed following public consultation in which the level of autonomy for schools was welcomed while also providing parameters and guidance within which schools will work to develop the TY Programme. With regard to parents whose children have been unable to access a Transition Year place in a given school, it would not be appropriate for me or my Department to provide legal advice. More generally, under the Education Act 1998, the Board of Management of a school is the body charged with the direct governance of a school and is accountable to the Patron of the school. The School Principal manages the school on a day-to-day basis. Timetabling for the academic year is arranged by the school and unfortunately this may not always be able to accommodate every student’s subject or programme choice. In cases where restrictions apply, schools should have clear procedures regarding admission to the programme which indicate how places are allocated to students if there is over or under subscription for a particular subject or programme. Where a student has been unable to access a Transition Year place, it is open to them and/or their parents to discuss any concerns with the Principal and/or guidance counsellor. A school may also have a formal complaints process in which case this should be followed in pursuing any complaint. In the event that a parent is of the view that a school's board of management has failed to investigate or adequately investigated her complaint, it is open to them to raise the matter directly with the Chairperson of the Board of Management by correspondence. As part of the Senior Cycle Redevelopment programme, I am committed to expanding access to Transition Year and to supporting schools in giving every student the option of participating in Transition Year in the future. My officials are currently working to identify barriers to participation and understand their causes and this work will inform my approach to making Transition Year accessible to all.
