Mr. Barry Peak:

The argument about this type of learning being crammed into transition year has been well rehearsed and was put forward by many organisations when the National Council for Curriculum and Assessment, NCCA, did its consultation. In other parts of post-primary education, there is simply not enough space in the curriculum to focus, for example, on social justice and the things that really interest young people. Particularly in the final two years of the senior cycle when students are preparing for their leaving certificate examinations, it does become a race for points for university entrance. That means there is no space in the curriculum for young people to do things that give them joy and pleasure, and which make an impact on the communities in which they live. We consider that very important.

From my own experience of the university and college admission system in the North, I know university places are offered on the basis of a student's personal statement, which includes the community work and sporting achievements of a student. Students are, therefore, incentivised to do those things whereas the system in the South is very much focused on points. There can be changes in the education system that incentivise young people to do this type of learning because we know it has benefits for them. Using their voices and agency can have an impact.

We also know there is a correlation between educational attainment and different types of thinking, such as systems thinking, design thinking and critical thinking. Those are the things that are lost in a lot of mainstream education. Creating the space to allow young people to do those things will have an impact on them as individuals and the communities in which they live.