A Review of Policy Areas Affecting Integration of the Education System in Northern Ireland

Alan Smith, Ulf Hansson

Research output: Book/ReportCommissioned report

Abstract

This scoping exercise, carried out by the UNESCO Centre at Ulster University for the Integrated Education Fund, provides an analysis of current education policy and practice in Northern Ireland across four key areas. The review involves an analysis of legislation, policy and practices within the existing system of education where change might lead to better integration of the education system as a whole. The study focuses on the following policy areas: Ownership and financing of the school estate; Area based planning of education provision; School governance arrangements; and Policies related to teacher training, recruitment and deploymentThe review provides a succinct summary of the current position with regard to the ownership, funding and capital value of schools in Northern Ireland. It outlines the current enrolment and distribution of school pupils and the range of providers – Catholic Maintained, Controlled, Controlled Integrated, Grant Maintained Integrated, Voluntary Grammar and Irish Medium. The majority of school pupils in Northern Ireland continue to be educated in schools primarily associated with one of the two largest communities and that despite a statutory duty on the Department of Education to encourage and facilitate integrated education for more than twenty-five years integrated schooling still only caters for 7% of the total school population. This suggests that the obstacles to integration may be deeply imbedded within the education system itself since we know from public surveys that parents are highly supportive of their children being educated together.The review looks closely at the history of area based planning of education provision in Northern Ireland and highlights a number of deficiencies raised by educational stakeholders, politicians and local communities in both the planning and implementation of the process. These include concerns around the approach to consultation and stakeholder engagement, the Needs Model, the attitude and approach of the various educational providers, the failure of the process to fully take into account the statutory duty to encourage and facilitate the development of integrated education, and the entire process taking place during a time of wider educational uncertainly and political disagreement relating to the ultimately failed attempt to establish an Education and Skills Authority for Northern Ireland. This has led to a deeply unsatisfactory situation in which opportunities for real change to the educational landscape have not been taken and retrenchment of resources has become a hallmark of the process.School governance is another policy area where the composition of Boards of Governors reflects historical and political interests associated with separate school sectors. In Northern Ireland the composition of Boards of Governors varies depending on school management type as does the various categories of governors. It has been noted that the approach taken in Northern Ireland can be best described as a stakeholder model, where the governing body represents a range of interests, including parents, the school founders and the employing authority. The review notes that challenges exist with regard to the role of Governors, the recruitment and active participation of parents on Boards of Governors, and the relationship between Governors and the churches. The growing cooperation between Governors from different schools and sectors, particularly with regard to shared education, is also discussed alongside a short discussion on school governance models in other contexts, for example, the establishment of School Boards in Scotland or the more decentralised Finnish delivery model.The final section of the review focuses on policies related to teacher education, recruitment and deployment in Northern Ireland, outlining and reflecting on the distinctive elements of the education system as well as on the factors which have contributed to shaping it. The section also discusses policy approaches and initiatives which have aimed to reform the system of teacher education in Northern Ireland, including issues such as overall student numbers and providers, Fair Employment Legislation, the Certificate in Catholic Education, and opportunities for deeper cross sectoral collaboration.
LanguageEnglish
Number of pages60
Publication statusPublished - Sep 2015

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policy area
education system
school
education
parents
stakeholder
governance
planning
pupil
legislation
policy approach
political interest
UNESCO
teacher
teacher training
community
grant
certification
politician
grammar

Keywords

  • integrated education shared education northern Ireland education policy

Cite this

@book{de684bdabae546ec85ba0226f3812e8d,
title = "A Review of Policy Areas Affecting Integration of the Education System in Northern Ireland",
abstract = "This scoping exercise, carried out by the UNESCO Centre at Ulster University for the Integrated Education Fund, provides an analysis of current education policy and practice in Northern Ireland across four key areas. The review involves an analysis of legislation, policy and practices within the existing system of education where change might lead to better integration of the education system as a whole. The study focuses on the following policy areas: Ownership and financing of the school estate; Area based planning of education provision; School governance arrangements; and Policies related to teacher training, recruitment and deploymentThe review provides a succinct summary of the current position with regard to the ownership, funding and capital value of schools in Northern Ireland. It outlines the current enrolment and distribution of school pupils and the range of providers – Catholic Maintained, Controlled, Controlled Integrated, Grant Maintained Integrated, Voluntary Grammar and Irish Medium. The majority of school pupils in Northern Ireland continue to be educated in schools primarily associated with one of the two largest communities and that despite a statutory duty on the Department of Education to encourage and facilitate integrated education for more than twenty-five years integrated schooling still only caters for 7{\%} of the total school population. This suggests that the obstacles to integration may be deeply imbedded within the education system itself since we know from public surveys that parents are highly supportive of their children being educated together.The review looks closely at the history of area based planning of education provision in Northern Ireland and highlights a number of deficiencies raised by educational stakeholders, politicians and local communities in both the planning and implementation of the process. These include concerns around the approach to consultation and stakeholder engagement, the Needs Model, the attitude and approach of the various educational providers, the failure of the process to fully take into account the statutory duty to encourage and facilitate the development of integrated education, and the entire process taking place during a time of wider educational uncertainly and political disagreement relating to the ultimately failed attempt to establish an Education and Skills Authority for Northern Ireland. This has led to a deeply unsatisfactory situation in which opportunities for real change to the educational landscape have not been taken and retrenchment of resources has become a hallmark of the process.School governance is another policy area where the composition of Boards of Governors reflects historical and political interests associated with separate school sectors. In Northern Ireland the composition of Boards of Governors varies depending on school management type as does the various categories of governors. It has been noted that the approach taken in Northern Ireland can be best described as a stakeholder model, where the governing body represents a range of interests, including parents, the school founders and the employing authority. The review notes that challenges exist with regard to the role of Governors, the recruitment and active participation of parents on Boards of Governors, and the relationship between Governors and the churches. The growing cooperation between Governors from different schools and sectors, particularly with regard to shared education, is also discussed alongside a short discussion on school governance models in other contexts, for example, the establishment of School Boards in Scotland or the more decentralised Finnish delivery model.The final section of the review focuses on policies related to teacher education, recruitment and deployment in Northern Ireland, outlining and reflecting on the distinctive elements of the education system as well as on the factors which have contributed to shaping it. The section also discusses policy approaches and initiatives which have aimed to reform the system of teacher education in Northern Ireland, including issues such as overall student numbers and providers, Fair Employment Legislation, the Certificate in Catholic Education, and opportunities for deeper cross sectoral collaboration.",
keywords = "integrated education shared education northern Ireland education policy",
author = "Alan Smith and Ulf Hansson",
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year = "2015",
month = "9",
language = "English",

}

A Review of Policy Areas Affecting Integration of the Education System in Northern Ireland. / Smith, Alan; Hansson, Ulf.

2015. 60 p.

Research output: Book/ReportCommissioned report

TY - BOOK

T1 - A Review of Policy Areas Affecting Integration of the Education System in Northern Ireland

AU - Smith, Alan

AU - Hansson, Ulf

N1 - Reference text: Akenson, Donald H. The Irish Education Experiment. London: Routledge & Kegan Paul, 1970. Association of Teachers and Lecaturers (ATL) (2013) Consultation on the review of Initial Teacher Education (ITE) infrastructure in Northern Ireland December 2013. 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Her Majesty’s Inspectorate for Education and Training in Wales Estyn (2013) School size and educational effectiveness. file:///C:/Users/e10113727/Downloads/School_size_and_educational_effectiveness_-_December_2013%20(1).pdf Hughes, J. (2014) Contact and context: sharing education and building relationships in a divided society, Research Papers in Education, 29:2, 193-210, DOI: 10.1080/02671522.2012.754928. Hughes , J (2014) Briefing Notes from the Centre for Shared education at Queen’s University to the Committee for Education, Northern Ireland Assembly http://www.niassembly.gov.uk/globalassets/documents/education/inquiries-and-reviews/shared-and-integrated-education/professor-hughes-qub-centre-for-shared-education.pdf Hughes, J.. Lolliot, S., Hewstone, M., Schmid, K., & Carlisle, K. (2012). Sharing Classes between Separate Schools: a mechanism for improving inter-group relations in Northern Ireland?. Policy Futures in Education, 10(5), 528-539. 10.2304/pfie.2012.10.5.528 Hughes, J. (2011). Are separate schools divisive? A case study from Northern Ireland. British Educational Research Journal,37(5), 829-851. 10.1080/01411926.2010.506943 Hunter, A., McCully, A., O’Connor- Bones. U. and Bates, J. (2013) Knowledge Exchange Seminar, 24 October 2013, Evaluation on the Primary Integrating and Enriching Education (PIEE) Project. http://www.niassembly.gov.uk/globalassets/documents/raise/knowledge_exchange/briefing_papers/series3/hunter241013.pdf Hyland, A. (1996) Multidenominational Education in the Republic of Ireland 1975-1995 Cynos, Vol 13 Irish Times (2015) 2/1/2015 Forum head calls on church to speed up schools handover. http://www.irishtimes.com/news/education/forum-head-calls-on-church-to-speed-up-schools-handover-1.2052481 Knox, C. (2012), Community Engagement in the Education Policy Debate. Jordanstown, University of Ulster. Knox, C (2010) Sharing Education Programme Views from the White Board. Jordanstown, University of Ulster. Lundy, L., Emerson, L., and Byrne, B. (2012) A Human Rights Review of the Northern Ireland Education System. Northern Ireland Human Rights Commission. Lundy, L. (2000) Education, Law Policy and Practice in Northern Ireland. SLS Legal Publications. Lundy, L. (1998) From Act to Order: the metamorphosis of education legislation, Liverpool Law Review XX/1 (1998), pp. 63-93 Macaulay Associates (2013) NICIE Shared Classrooms Deepening Learning Final Project Evaluation Draft Report. http://scdl.co.uk/wp-content/uploads/2013/11/SCDL-Final-Evaluation-Report.docx Macaulay, T. (2009) Churches and Christian Ethos in Integrated Schools. Belfast: Macaulay Associates Maguire, M (2014) Governance, pp, 17-47, in McQueen, H, in Roles, Rights, and Responsibilities in UK Education. Tensions and Inequalities. Palgrave, Houndmills, Basingstoke Minogue, O. and Schubotz, D. (2013). The Impact of Parental Involvement in the School Experience of 10 and 11-Year Olds (Research Update). Londonderry and Belfast: University of Ulster and Queen's University of Belfast http://www.ark.ac.uk/publications/updates/update85.pdf Moffat, C. (2013) Education Rights in Divided Societies: A Right to Integrated Education in Northern Ireland? Socio-Legal Studies Review (23), pp. 23-54. Moy Area Playgroup, Moy Regional Primary School and St. John’s Primary School (2014) Shared/Integrated Education Enquiry. Joint Response from Moy Area Playgroup, Moy Regional PS and St. John’s PS. http://www.niassembly.gov.uk/Documents/Education/Inquiries-and-Reviews/shared-and-integrated-education/Moy-Area-Playgroup-Moy-Regional-PS-and-St-Johns-PS.pdf. National Association of Schoolmasters Union of Women Teachers (NASUWT) (2013) Consultation Response. Department of Employment and Learning. Study of the future of the teacher education infrastructure in Northern Ireland, 18 December 2013 Nelson, J. (2010) Religious segregation and teacher education in Northern Ireland, Research Papers in Education, 25:1, 1-20. Montgomery, A. and McGlynn, C. (2009) New peace, new teachers: Student teachers’ perspectives of diversity and community relations in Northern Ireland, in Teaching and Teacher Education, 25 391–399. Montgomery, Alison and Smith, Alan (2006) Teacher Education in Northern Ireland: Policy Variations Since Devolution. Scottish Educational Review, 37. pp. 46-58. Northern Ireland Assembly (2015) Committee for Education, Official Report (Hansard), 29 April2015, Inquiry into Shared and Integrated Education — Community Relations, Equality and Diversity Policy: Department of Education, Education and Training Inspectorate http://data.niassembly.gov.uk/HansardXml/committee-13450.pdf Northern Ireland Assembly (2015) Private Members' Business Teacher Employment: Inequality, Official Report (Hansard), Monday 13 April 2015 Volume 103, No 6, http://data.niassembly.gov.uk/HansardXml/plenary-13-04-2015.pdf Northern Ireland Assembly (2015) Committee for Education, Official Report: Minutes of Evidence Report, Wednesday, 18 March 2015, Inquiry into Shared and Integrated Education: Brookeborough Shared education Partnership. See: http://aims.niassembly.gov.uk/officialreport/minutesofevidencereport.aspx?AgendaId=12853&eveID=7459 Northern Ireland Assembly (2014) Committee for Education, Official Report (Hansard), Inquiry into the Education and Training Inspectorate and School Improvement Process — PISA Tests and OECD Report, DE Briefing, Wednesday, 19 February 2014. http://www.niassembly.gov.uk/globalassets/documents/official-reports/education/2013-2014/140219_inquiryintoetiandschoolimprovementprocessde.pdf Northern Ireland assembly, Official Report (Hansard), Monday 17 November 2014, Volume 99, No. 5, http://data.niassembly.gov.uk/HansardXml/plenary-17-11-2014.pdf Northern Ireland Assembly (2014) Committee for Employment and Learning, Official Report (Hansard), Review of Initial Teacher Education Infrastructure, St Mary's University College, 17 September 2014, http://data.niassembly.gov.uk/HansardXml/committee-9672.pdf Northern Ireland Assembly (2014) Committee for Education, Official Report (Hansard) Inquiry into the Education and Training Inspectorate and School Improvement Process — PISA Tests and OECD Report (DE Briefing) 19 February 2014, http://www.niassembly.gov.uk/globalassets/documents/official-reports/education/2013-2014/140219_inquiryintoetiandschoolimprovementprocessde.pdf Northern Ireland Assembly (2013) Committee for Education Official Report (Hansard), Certificate in Religious Education, CCMS Briefing, 29 May 2013. http://www.niassembly.gov.uk/globalassets/documents/official-reports/education/2012-2013/130529_certificateinreligiouseducationccmsbriefing.pdf Northern Ireland Assembly (2013) Private Members' Business, Teachers: Employment Law, Official Report (Hansard), Monday 22 April 2013, Volume 84, No 3, http://www.niassembly.gov.uk/globalassets/documents/official-reports/plenary/2012-13/22.04.13-revised.pdf Northern Ireland Assembly (2011) PRIVATE MEMBERS’ BUSINESS http://archive.niassembly.gov.uk/record/reports2011/110607.htm#c Northern Ireland Assembly (2011) Jim Allister, TUV, Question: To ask the Minister for Employment and Learning how many students from (a) a Roman Catholic and (b) a Protestant background have (i) applied for a place at; and (ii) enrolled at (a) Queen's University; (b) the University of Ulster, broken down by each campus; (iii) St Mary's University College; and (iv) Stranmillis University College in each of the last five years. http://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=111727 Northern Ireland Audit Office (2015) Department of Education: Sustainability of Schools. Belfast, Northern Ireland Audit Office. Northern Ireland Council for Integrated Education (NICIE) Statement of Principles. Available http://www.nicie.org/wp-content/uploads/2012/08/Statement-of-Principles1.pdf. Accessed 24/09/14. Northern Ireland Council for Integrated Education (NICIE) (2014) Prior to presentation by NICIE to the education committee on November 19, submitted additional evidence. See http://www.niassembly.gov.uk/globalassets/documents/education/inquiries-and-reviews/shared-and-integrated-education/northern-ireland-council-for-integrated-education-2.pdf. Northern Ireland Executive (2011) Programme for Government 2011-2015. Available http://www.northernireland.gov.uk/pfg-2011-2015-final-report.pdf. Accessed 24/09/14. Northern Ireland Executive (2014) Ministers launch call for applications from schools for Shared education Signature Project, http://www.northernireland.gov.uk/news-de-011214-ministers-launch-call Northern Ireland Human Rights Commission (2014) Submission of the Northern Ireland Human Rights Commission to the Committee for Education Inquiry into Shared and Integrated Education. http://www.nihrc.org/uploads/publications/Submission_of_the_NIHRC_inquiry_into_shared_and_integrated_education.pdf Northern Ireland Statistics and Research Agency (NISRA) (2014) Enrolments at schools and in funded pre-school education in Northern Ireland 2013/14 (revised). See http://www.deni.gov.uk/enrolments_in_schools_1314__-_february_release_-_final_rev_2.pdf. Northern Ireland Statistics and Research Agency (NISRA) (2012) Review of The Certificate in Religious Education. Qualitative Research Findings – November 2012. O’Connor, U., Beattie, K. and Niens, U.(2009) An evaluation of the introduction of Local and Global Citizenship to the Northern Ireland curriuclum. Belfast, CCEA. OECD (2013) Education Policy Outlook. Finland. http://www.oecd.org/edu/EDUCATION%20POLICY%20OUTLOOK%20FINLAND_EN.pdf OECD (2007) Improving School Leadership, Finland. Country Background Report. Publications of the Ministry of Education. http://www.oecd.org/finland/38529249.pdf OECD (2007) Improving School Leadership. Country Background Report for Northern Ireland. http://www.oecd.org/edu/school/38752145.pdf Office of the First and Deputy First Minister (OFMDFM) (2013) Together: Building a United Community. See http://www.ofmdfmni.gov.uk/together-building-a-united-community-strategy.pdf. Accessed 24/09/14. Office of the First and Deputy First Minister (OFMDFM) (2005) A Shared Future Policy and Strategic Framework for Good Relations in Northern Ireland. See http://www.ofmdfmni.gov.uk/policy-strategic-framework-good-relations.pdf Oireachtas(2015)http://oireachtasdebates.oireachtas.ie/debates%20authoring/debateswebpack.nsf/(indexlookupdail)/20150331~WRU?opendocument#WRU00150. Written answer, 31 March 2015, Minister for Education and Skills (Deputy Jan O'Sullivan): O’Sullivan, P., O’Flynn, I. and Russell, D. (2008) Education and a shared future. Options for sharing and collaboration in Northern Ireland schools. School of Education, Queen’s University Belfast. Oxford Economics (2010) Developing the case for shared education. Scoping paper (Final version) Belfast, Integrated Education Fund (IEF). Available at http://www.ief.org.uk/wp-content/uploads/2011/09/Economic-case.pdf. Accessed 24/09/14. Perry, C. (2012) Shared education and Lisanelly. Paper 153/12 4th October 2012 NIAR 561-12. Available at http://www.niassembly.gov.uk/Documents/RaISe/Publications/2012/education/15312.pdf. Accessed 24/09/14. Perry, C. (2012) Models of school ownership and management. Paper 32/12, 9th February 2012 NIAR 906-11. Available at http://www.niassembly.gov.uk/Documents/RaISe/Publications/2012/education/3212.pdf. Accessed 24/09/14. Perry, C. (2012) Sharing and collaborating in education. Paper 165/11 9th September 2011. Perry, C. (2011) School Governors. Paper 86/11, 30 August 2011, NIAR 398-11. Available at http://www.niassembly.gov.uk/Documents/RaISe/Publications/2011/Education/8611.pdf. Accessed 24/09/14. Perry, C (2011) Sharing and collaborating in education. Paper 165/11 9th September 2011, NIAR 399-11. Available at http://www.niassembly.gov.uk/Documents/RaISe/Publications/2011/Education/16511.pdf. Accessed 24/09/14. Official Report (Hansard), Session: 2013/2014, Date: Wednesday, 15 January 2014, Committee for Education, Area-based Planning: Queen's University Belfast and University of Ulster. OSCE (2005) Civil society in BiH speaks out when schools try to segregate, http://www.osce.org/bih/57446 PricewaterhouseCoopers (2010) School Governors: The Guardians of Our Schools. Bangor, Department of Education. Available at http://www.deni.gov.uk/school_governors_the_guardians_of_our_schools_-_report_number_54.pdf. Accessed 24/09/14. Queens’ University Belfast (2012) Report on the Sharing Education Learning Forum Conference 2012 ‘Supporting the Programme for Government Commitments on Shared education’ Held on Thursday 13 December 2012, Riddel Hall, Queen’s University Belfast. Available at http://www.schoolsworkingtogether.co.uk/documents/SELF%20Conference%20Report%20December%202012.pdf. Accessed 24/09/14. Queens University Belfast (2008) School Collaboration in Northern Ireland. Opportunities for Reconciliation? School of Education. Belfast, Queen’s University. Available at http://www.schoolsworkingtogether.co.uk/documents/School-Collaboration-in-NI.pdf. Accessed 24/09/14. Richardson, N. (2008a) ‘Faith Schooling: Implications for Teacher Educators – A Perspective from Northern Ireland’. In Journal of Beliefs & Values 29:1, April 2008, 1-10 Royal Courts of Justice (2014) Court Delivers Ruling on Department of Education’s Long Term Planning. Summary of Judgment. http://www.courtsni.gov.uk/en-GB/Judicial%20Decisions/SummaryJudgments/Documents/Court%20Delivers%20Ruling%20on%20Department%20of%20Education's%20Approach%20to%20Long%20Term%20Planning/j_j_Summary%20of%20judgment%20-%20In%20re%20Drumragh%20Integrated%20College%2015%20May%2014.htm Rural Community Network (2014) Response to the Inquiry by the Committee for Education by Rural Community Network. http://www.niassembly.gov.uk/globalassets/documents/education/inquiries-and-reviews/shared-and-integrated-education/rural-community-network.pdf Salisbury Report the Common Funding Scheme: A Response Vani Borooah and Colin Knox (August 2013). The Scottish Executive (2006) Parents as partners in their children’s learning. Toolkit. Available at: www.scotland.gov.uk/Resource/Doc/147410/0038822.pdf Scottish Schools (Parental Involvement) Act 2006. http://www.legislation.gov.uk/asp/2006/8/contents#pb1 Shewbridge, C. et al. (2014), OECD Reviews of Evaluation and Assessment in Education: Northern Ireland, United Kingdom, OECD Reviews of Evaluation and Assessment in Education, OECD Publishing. http://dx.doi.org/10.1787/9789264207707-en St Patrick’s College, Drumcondra (SPD), Mater Dei Institute of Education (MDI) and Church of Ireland College of Education (CICE) with Dublin City University (DCU) (2014) A new vision of education for all the children of Ireland. Incorporation of St Patrick’s College Drumcondra, Mater Dei Institute of Education & Church of Ireland College of Education into Dublin City University. Available at http://www.cice.ie/a_new_vision-for_education.pdf. Accessed 24/09/14. The Education Act (Northern Ireland) 2014, Chapter 12, http://www.legislation.gov.uk/nia/2014/12/pdfs/nia_20140012_en.pdf The Education and Libraries (Northern Ireland) Order 1986. Available at http://www.legislation.gov.uk/nisi/1986/594/contents. Accessed 24/09/14. The Fair Employment and Treatment (Northern Ireland) Order 1998. Available at http://www.legislation.gov.uk/nisi/1998/3162/contents/made. Accessed 24/9/14. Transferor Representatives’ Council (TRC) (2014) Submission to the NI Assembly Committee for Education Shared/Integrated Education Inquiry. http://www.niassembly.gov.uk/globalassets/documents/education/inquiries-and-reviews/shared-and-integrated-education/transferor-representatives-council.pdf United Kingdom Government (2014) UK Government Financial Package to Northern Ireland Summary (Stormont House Agreement), https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/390673/Stormont_House_Agreement_Financial_Annex.pdf Ulster Teachers’ Union Position on Advancing Shared education (2014) http://www.niassembly.gov.uk/globalassets/documents/education/inquiries-and-reviews/shared-and-integrated-education/ulster-teachers-union.pdf UN Human Rights Committee (2014) Concluding observations on the fourth periodic report of Ireland http://www.ihrec.ie/download/pdf/un_hrc_concluding_observations_on_ireland_and_iccpr_24_july_2014.pdf Wardlow, M. (2003) In Support of Integrated Education. Belfast, Northern Ireland Council for Integrated Education. Vice News (2014) Bosnia-Herzegovina Court Orders End to Ethnic Segregation of Schoolchildren, https://news.vice.com/article/bosnia-herzegovina-court-orders-end-to-ethnic-segregation-of-schoolchildren Young, O. (2010) Identifying Potential for Sharing Education in Interface Areas. Belfast, Integrated Education Fund and Belfast Interface Project.

PY - 2015/9

Y1 - 2015/9

N2 - This scoping exercise, carried out by the UNESCO Centre at Ulster University for the Integrated Education Fund, provides an analysis of current education policy and practice in Northern Ireland across four key areas. The review involves an analysis of legislation, policy and practices within the existing system of education where change might lead to better integration of the education system as a whole. The study focuses on the following policy areas: Ownership and financing of the school estate; Area based planning of education provision; School governance arrangements; and Policies related to teacher training, recruitment and deploymentThe review provides a succinct summary of the current position with regard to the ownership, funding and capital value of schools in Northern Ireland. It outlines the current enrolment and distribution of school pupils and the range of providers – Catholic Maintained, Controlled, Controlled Integrated, Grant Maintained Integrated, Voluntary Grammar and Irish Medium. The majority of school pupils in Northern Ireland continue to be educated in schools primarily associated with one of the two largest communities and that despite a statutory duty on the Department of Education to encourage and facilitate integrated education for more than twenty-five years integrated schooling still only caters for 7% of the total school population. This suggests that the obstacles to integration may be deeply imbedded within the education system itself since we know from public surveys that parents are highly supportive of their children being educated together.The review looks closely at the history of area based planning of education provision in Northern Ireland and highlights a number of deficiencies raised by educational stakeholders, politicians and local communities in both the planning and implementation of the process. These include concerns around the approach to consultation and stakeholder engagement, the Needs Model, the attitude and approach of the various educational providers, the failure of the process to fully take into account the statutory duty to encourage and facilitate the development of integrated education, and the entire process taking place during a time of wider educational uncertainly and political disagreement relating to the ultimately failed attempt to establish an Education and Skills Authority for Northern Ireland. This has led to a deeply unsatisfactory situation in which opportunities for real change to the educational landscape have not been taken and retrenchment of resources has become a hallmark of the process.School governance is another policy area where the composition of Boards of Governors reflects historical and political interests associated with separate school sectors. In Northern Ireland the composition of Boards of Governors varies depending on school management type as does the various categories of governors. It has been noted that the approach taken in Northern Ireland can be best described as a stakeholder model, where the governing body represents a range of interests, including parents, the school founders and the employing authority. The review notes that challenges exist with regard to the role of Governors, the recruitment and active participation of parents on Boards of Governors, and the relationship between Governors and the churches. The growing cooperation between Governors from different schools and sectors, particularly with regard to shared education, is also discussed alongside a short discussion on school governance models in other contexts, for example, the establishment of School Boards in Scotland or the more decentralised Finnish delivery model.The final section of the review focuses on policies related to teacher education, recruitment and deployment in Northern Ireland, outlining and reflecting on the distinctive elements of the education system as well as on the factors which have contributed to shaping it. The section also discusses policy approaches and initiatives which have aimed to reform the system of teacher education in Northern Ireland, including issues such as overall student numbers and providers, Fair Employment Legislation, the Certificate in Catholic Education, and opportunities for deeper cross sectoral collaboration.

AB - This scoping exercise, carried out by the UNESCO Centre at Ulster University for the Integrated Education Fund, provides an analysis of current education policy and practice in Northern Ireland across four key areas. The review involves an analysis of legislation, policy and practices within the existing system of education where change might lead to better integration of the education system as a whole. The study focuses on the following policy areas: Ownership and financing of the school estate; Area based planning of education provision; School governance arrangements; and Policies related to teacher training, recruitment and deploymentThe review provides a succinct summary of the current position with regard to the ownership, funding and capital value of schools in Northern Ireland. It outlines the current enrolment and distribution of school pupils and the range of providers – Catholic Maintained, Controlled, Controlled Integrated, Grant Maintained Integrated, Voluntary Grammar and Irish Medium. The majority of school pupils in Northern Ireland continue to be educated in schools primarily associated with one of the two largest communities and that despite a statutory duty on the Department of Education to encourage and facilitate integrated education for more than twenty-five years integrated schooling still only caters for 7% of the total school population. This suggests that the obstacles to integration may be deeply imbedded within the education system itself since we know from public surveys that parents are highly supportive of their children being educated together.The review looks closely at the history of area based planning of education provision in Northern Ireland and highlights a number of deficiencies raised by educational stakeholders, politicians and local communities in both the planning and implementation of the process. These include concerns around the approach to consultation and stakeholder engagement, the Needs Model, the attitude and approach of the various educational providers, the failure of the process to fully take into account the statutory duty to encourage and facilitate the development of integrated education, and the entire process taking place during a time of wider educational uncertainly and political disagreement relating to the ultimately failed attempt to establish an Education and Skills Authority for Northern Ireland. This has led to a deeply unsatisfactory situation in which opportunities for real change to the educational landscape have not been taken and retrenchment of resources has become a hallmark of the process.School governance is another policy area where the composition of Boards of Governors reflects historical and political interests associated with separate school sectors. In Northern Ireland the composition of Boards of Governors varies depending on school management type as does the various categories of governors. It has been noted that the approach taken in Northern Ireland can be best described as a stakeholder model, where the governing body represents a range of interests, including parents, the school founders and the employing authority. The review notes that challenges exist with regard to the role of Governors, the recruitment and active participation of parents on Boards of Governors, and the relationship between Governors and the churches. The growing cooperation between Governors from different schools and sectors, particularly with regard to shared education, is also discussed alongside a short discussion on school governance models in other contexts, for example, the establishment of School Boards in Scotland or the more decentralised Finnish delivery model.The final section of the review focuses on policies related to teacher education, recruitment and deployment in Northern Ireland, outlining and reflecting on the distinctive elements of the education system as well as on the factors which have contributed to shaping it. The section also discusses policy approaches and initiatives which have aimed to reform the system of teacher education in Northern Ireland, including issues such as overall student numbers and providers, Fair Employment Legislation, the Certificate in Catholic Education, and opportunities for deeper cross sectoral collaboration.

KW - integrated education shared education northern Ireland education policy

M3 - Commissioned report

BT - A Review of Policy Areas Affecting Integration of the Education System in Northern Ireland

ER -