Education System In Northern Ireland Research Articles

A review of existing methods used to assess demand for integrated education in Northern Ireland

AbstractThe education system in Northern Ireland (NI) is complex with the diversity of management structures reflecting religious affiliation and academic selection. Within the system, integrated education provides a mechanism to promote reconciliation among divided communities. Integrated education has been aided by legislation—most recently, the Integrated Education Act (NI) 2022, which places responsibility on the Department of Education and the Education Authority to encourage, facilitate and support integrated education. However, there is no standardised or agreed operational methodology on assessing demand for this. This study aims to examine the current approaches to assessing demand for integrated education in NI by collating existing evidence from key stakeholders and reviewing academic literature. Publicly available information was synthesised from the websites of key stakeholders, and a rapid literature review was conducted to identify methods used in NI and internationally to ascertain demand for education provision. The literature review returned limited results, and the review of key stakeholders' websites illustrated that although existing methods used in NI monitor support in principle for integrated education, they do not capture the full range of factors considered by parents when selecting a school. As a result, the findings indicate a mismatch between articulated preferences for integrated education, the availability of places in integrated schools, and the uptake of these. This study concludes that although existing methods provide part of the evidence jigsaw necessary to assess demand, alternative approaches must be considered to acknowledge the existing complexities within the education system and wider societal structures in NI.

The right to education for humanity

This article begins by briefly surveying relevant international human rights law concerning the right to education and critiques its failure to guarantee children an education which is free from parental and/or religious domination. It then makes a positive case for guaranteeing children the right to ‘education for humanity’, meaning an education which equips them to be citizens of the world rather than captives of a particular creed, view of history or community tradition. It argues that conflicts could be reduced if schools were to focus on conveying an understanding of a wide range of beliefs and cultures. The piece then tests this position by considering the current education system in Northern Ireland, looking at six dimensions to the ongoing influence of religion on that system. It makes some suggestions for reform and ends with a more general proposal for a guaranteed right to education for humanity worldwide.

Caught in the conundrum: Neoliberalism and education in post-conflict Northern Ireland – Exploring shared education

Northern Ireland (NI) is emerging from a violent period in its troubled history and remains a society characterized by segregation between its two main communities. Nowhere is this more apparent than in education, where for the most part Catholic and Protestant pupils are educated separately. During the last 30 years there has been twofold pressure placed on the education system in NI – at one level to respond to intergroup tensions by promoting reconciliation, and at another, to deal with national policy demands derived from a global neoliberalist economic agenda. With reference to current efforts to promote shared education between separate schools, we explore the uneasy dynamic between a school-based reconciliation programme in a transitioning society and system-wide values that are driven by neoliberalism and its organizational manifestation – new managerialism. We argue that whilst the former seeks to promote social democratic ideals in education that can have a potentially transformative effect at the societal level, neoliberal priorities have the potential to both subvert shared education and also to embed it.

Inequality, segregation and poor performance: the education system in Northern Ireland

Northern Ireland is now a post-conflict society but one of the legacies of the “troubles” is an education system which is defined by religious affiliation/identity. A parallel system of schools continues to exist where Catholics largely attend “maintained” schools and Protestants “controlled” or state schools. While segregation along religious grounds is the most obvious fault line in Northern Ireland schools, more insidious problems of access and performance inequalities exist which have been overshadowed by efforts to improve community relations between children and promote integrated education. This article uses school leavers’ data to examine the nature of inequality in schools and consider an alternative policy option for tackling inequality and segregation, respectively.

Cultural Attitudes, Parental Aspirations, and Socioeconomic Influence on Post-Primary School Selection in Northern Ireland

ABSTRACTThis research considers implications of planned reform of the education system in Northern Ireland for school choice and travel behavior. The school system is currently segregated on the basis of religion and academic ability at age 11. Discrete Choice Models based on a Stated Preference experiment included in a program of parental surveys yielded insights into likely responses of parents to both current options and potential reforms. Surprisingly, most parents would not be adverse to the removal of religious segregation from schools while availability of free school transport is not a significant factor in the school choice process. Aspirations of academic quality are higher among more affluent parents.

Does social deprivation influence inter-group contact outcomes for pupils in Northern Ireland?

The education system in Northern Ireland is characterized by division, with around 95% of the pupil population attending predominantly co-religionist schools. In a society that is transitioning from a thirty year conflict that has been framed by hostilities between the main Catholic and Protestant communities, reconciliation interventions in education have sought to promote the value of intergroup contact between pupils attending separate schools. Some qualitative research suggests that such initiatives are more likely to have positive outcomes for pupils from more middle class backgrounds than those from more disadvantaged communities and areas that experienced high levels of conflict related incidents and deaths during the pre-ceasefire years. Drawing on contact theory and empirical evidence from a large scale quantitative study, we seek to examine this theory. Using free school meals as a proxy for social class, our findings are consistent in finding that there is a differential impact of contact for those from less affluent backgrounds, and we conclude by arguing that this should be reflected in policy responses.

School Choice and Travel Patterns in Northern Ireland

The Northern Ireland government is implementing policy reforms to its education system. These reforms have generated much heated debate and division along political party lines. However, none of the controversy has addressed the implications of the current or potential arrangements for travel and sustainability. This paper considers the implications of the planned reform of the education system in Northern Ireland, some potential alternatives for school choice and travel behavior, and the financial, economic, and environmental impacts on society. The study is informed by in-depth household-based surveys that encompass school choice and travel patterns, attitudinal questions, and stated preference experiments. Northern Ireland offers an indication of the potential pitfalls other areas may encounter when emphasizing increased choice in education systems.

Context and Implications Document for: Sustaining school partnerships: the context of cross‐sectoral collaboration between schools in a separate education system in Northern Ireland

This guide accompanies the following article: Gavin Duffy and Tony Gallagher, Sustaining school partnerships: the context of cross‐sectoral collaboration between schools in a separate education system in Northern Ireland, Review of Education, 10.1002/rev3.3034

Sustaining school partnerships: the context of cross‐sectoral collaboration between schools in a separate education system in Northern Ireland

This study explores the current understanding of cross‐sectoral collaboration between schools in a divided society. The paper provides the context surrounding inter‐school collaboration in Northern Ireland then presents findings based on a qualitative study of five post‐primary partnerships made up of schools from the various sectors in Northern Ireland (maintained/Catholic, controlled/Protestant and integrated sectors). Participants in the study are teachers and school leaders. Evidence from this study reveals a number of things: despite a separate education system made up of different sectors, schools on an inter‐sectoral basis are willing to collaborate and those represented in this study appeared disposed to sustain partnership activities; schools recognised that collaboration and partnership while beset with a number of logistical challenges, is also beneficial for pupils and institutions. In all cases there remained evidence of sustainable collaborative practice; although some of this was more developed in some partnerships than in others. In effect this paper concludes by recognising that schools do require some level of funding to sustain partnership working but that sustainability should not be couched entirely around these terms; rather, sustainability is about creating the right conditions to allow schools to develop effective and strong partnerships. These conditions are outlined in the latter stages of this paper.

Student teachers’ attitudes to inclusion: implications for Initial Teacher Education in Northern Ireland

With the imminent passing of the Special Educational Needs and Disabilities Act (SENDA) into law in Northern Ireland, along with changes to the curriculum and the planned move away from academic selection for post‐primary pupils in 2008, the education system in Northern Ireland is about to embrace radical change. Inclusion has now become one of the most pressing educational issues both nationally and internationally. As we move to address such change, there is a recognition that Initial Teacher Education (ITE) must review how new teachers are trained so they are equipped to teach effectively in classrooms that may be very different from their own learning experience. This paper focuses on a research project undertaken at the University of Ulster that considers student teachers’ attitudes to inclusion before their first teaching practice experience. While the findings reveal evidence of support for the philosophy of inclusion and for inclusive practices generally, they also show that many young teachers still show a strong attachment to, and belief in, traditional academic selection as a preferred education model

Religious Segregation and the Emergence of Integrated Schools in Northern Ireland

A distinctive characteristic of the education system in Northern Ireland is that most Protestant and Catholic children attend separate schools. Following the partition of Ireland the Protestant Churches transferred their schools to the new state in return for full funding and representation in the management of state controlled schools and non-denominational religious instruction was given a statutory place within such schools. The Catholic Church retained control over its own system of voluntary maintained schools, initially receiving only 65% of capital funding; however all grant-aided schools in Northern Ireland are now eligible for full funding of running costs and capital development. This paper highlights the emergence of a small number of integrated schools since the 1980s. Catholic and Protestant parents have come together as the impetus for these schools and this presents an implicit challenge to the status quo of church involvement in the management and control of schools. In practical terms the integrated schools have had to develop more inclusive arrangements for religious education, and legislation that permits existing schools to 'transform' into integrated schools also presents new challenges for the society as a whole.

Recent developments in the science education of 14‐16 year olds in Northern Ireland or ’A Tale of Two Policies’

ABSTRACTIn Northern Ireland, in recent years, concerns have been expressed about the large number of pupils who do not continue with formal science education beyond the age of 14. The introduction of a statutory curriculum, however, brought with it the requirement that all our young people should study science throughout compulsory schooling. This paper describes the implementation of this policy as it applies to 14‐16 year olds, including the development of the science programmes, their selection by schools and their uptake by pupils. The marked difference between the outcome of the new curriculum policy in the province and the outcome of a similar science policy in England is explored in terms of the distinctive features of the education system in Northern Ireland.

Professionalism and accountability: investigating the constructional nature of accounting in the vocational education system in Northern Ireland

Professionalism and accountability: investigating the constructional nature of accounting in the vocational education system in Northern Ireland