Wellbeing in Personal Development: Lessons from National School-Based Programmes in Ireland and South Korea

Abstract

This chapter describes two programmesProgrammes, with significant similarities and differences, that have been available in IrelandIreland since 1974 (Transition Year; TY) and South KoreaSouth Korea since 2013 (Free Year ProgrammeProgrammes; FYPFree Year Program (FYP)). TY takes place over one full year as an integrated part of mainstream secondary educationSecondary education. TY students engage in developmental activitiesActivities, vocational work experienceWork experience, and increased interaction with the adult world. These experiences are intended to facilitate enhanced maturityMaturity and broadened horizonsBroadened horizons, supporting young people in becomingBecoming fulfilled citizens. Although TY is well-established within IrelandIreland, it is an unusual innovationInnovationsinternationally. However, 2013 saw the introduction of FYPFree Year Program (FYP), which was partially informed by TY. South Korean policy-makers recognised concern about student wellbeingStudent wellbeing and stressStress in a high-stakes academic environmentEnvironments, and challenges relating to students' readiness for the working world. FYPFree Year Program (FYP)is a response to those concerns. This chapter offers an overview and comparisons between the two programmesProgrammes. We argue that both are founded on a eudaimonic view of wellbeingWellbeing in educationEducation, aiming for more holistic and rounded student development. Significantly, both programmesProgrammes emphasise communityCommunitiesengagement and interpersonal development, alongside personal developmentPersonal development and self-directed learningSelf-directed learning. The challenges and practicesPractices identified offer lessons for educators in IrelandIreland, South KoreaSouth Korea, and other jurisdictions.