Centre Publications

IN THE FRAME
Integrated Education in Northern Ireland:
the implications of expansion

APPENDIX A

Main Aims of Project
1. To examine the expansion of provision for integrated education in Northern Ireland since 1990.

2. To gain a clearer understanding of the relationship between integrated schools and aspects of the traditional educational structures in Northern Ireland, i.e. other types of schools, administrative bodies, government departments and agencies, and the churches.

This is the second project of this kind. The first, on the roles of parents and teachers in the planned integrated schools in Northern Ireland, was published as Breaking the Mould by the Centre for the Study of Conflict, UUC. When the fieldwork for it began in January 1989, there were 8 planned integrated schools, two a secondary level and six primaries. In September 1996, at the beginning of the school year, the total had risen to 33, i.e. 11 colleges and 22 primaries, including both 'new' and ‘transformed’ schools. Clearly, integrated education could not be regarded as an isolated and perhaps short-lived phenomenon touching only the few. We wanted to know about the impact it was having on Northern Ireland society, especially those constituents which by tradition had a close involvement with the provision of education.

Interviews with Principals of Integrated Schools
In these interviews, we try to address a number of concerns which taken together will help us to gain a picture of the role of integrated education within the context of Northern Ireland society as a whole:

• basic background details about the school, e.g. roll, gender and religious balance, staff, accommodation,
• relationship with DENI,
• relationship with ELB,
• relationship with other local schools (primary and secondary level),
• links with other ‘integrated’ principals,
• relationship with the main churches,
• relationship with NICIE,
• parental involvement e.g. in founder group, on Board of Governors, Parents’ Council, generally.

FORMAT FOR INTERVIEW WITH PRINCIPALS OF INTEGRATED SCHOOLS

1. Background - Motivation, career, etc.

2. Staff - Numbers, recruitment, mobility.

3. Students - Roll, catchment area, religion/gender/class balance.

4. Relationships with other schools - primary/secondary.

5. Relationship with churches.

6. Relationship with DENI.

7. Relationship with ELB.

8. Board of Governors I parents.

9. Relationship with community as a whole.

10. Relationship with other integrated principals and schools.

11. Obstacles to growth.

12. Other.

FORMAT FOR INTERVIEW WITH PRINCIPALS OF CONTROLLED AND MAINTAINED SCHOOLS

1. Roll, staffing.

2. First year intake.

3. Catchment area.

4. Current competition for recruitment.

5. Relevance of transformation to integrated status.

6. Opening of integrated secondary college.

FORMAT FOR INTERVIEW WITH OFFICIALS OF DEPARTMENT OF EDUCATION FOR NORTHERN IRELAND

1. Role of DENI in relation to integrated schools - statutory requirements, funding, equity, accommodation, administration.

2. Parental choice as determinant of policy.

3. Transformation process - reasons for, criteria adopted for schools wishing to transform, legislative framework, cost, role of ELB ‘s, perceptions of.

4. DENI policy on integrated education - reactive / pro-active?

FORMAT FOR INTERVIEW WITH OFFICIALS OF EDUCATION AND LIBRARY BOARDS

1. Interviewee - professional details.

2. Board integrated schools - factual information.

3. Board policy/strategy on integrated education.

4. Relationship of ELB with integrated schools - comparison with relationship with other schools in ELB area. Board provision for integrated schools.

5. Relationship with NICIE.

6. The transformation option.

7. Possible concerns - funding, accommodation, equity, other.

FORMAT FOR INTERVIEW WITH OFFICIAL/S OF COUNCIL FOR CATHOLIC MAINTAINED SCHOOLS

1. Interviewee - professional details.

2. Role of CCMS.

3. Role of integrated education in Northern Ireland society.

4. Possible concerns over integrated education - legislation, funding, parental choice, effect on Catholic schools, other.

FORMAT FOR INTERVIEW WITH REPRESENTATIVES OF TEACHING UNIONS / ORGANISATIONS

1. The union / organisation - membership details.

2. Role of integrated education in Northern Ireland society.

3. Perception of government policy on integrated education motivation, structures involved, funding, criteria, equity.

4. Perception of integrated schools.

5. Future for integrated education.

FORMAT FOR INTERVIEW WITH REPRESENTATIVES OF POLITICAL PARTIES

1. Role of integrated education in Northern Ireland society.

2. Perception of government policy on integrated education.

3. Possible concerns - funding, parental choice, effect on education system, other.

INTEGRATED EDUCATION IN NORTHERN IRELAND

NEELB POLICY DOCUMENT

Section 1 Background page 3

Section 2 General Policy page 4

Section 3 Policy Implementation page 5

In recent years, the growth of integrated education in Northern Ireland was the result of groups of people seeking ways to educate children together, with respect for valuing their religious affiliations and cultural traditions.

In the beginning, schools established specifically to offer "integrated" education were first given recognition as independent schools but when they demonstrated their viability they sought and obtained recognition as voluntary maintained schools. Lagan College was the first to open as an independent school in the 1981/82 school year with an enrolment of 31 pupils. It had an enrolment of 917 in October 1994. In September 1995 there were 28 schools officially recognised as integrated (14 grant maintained integrated primary schools, 8 grant maintained integrated secondary schools, 4 controlled integrated primary schools and 1 controlled integrated secondary school) with a total enrolment of approximately 5,100 pupils.

Controlled Integrated Status
Controlled integrated status was introduced in the Education (Northern Ireland) Act 1978 and later incorporated into the Education (Northern Ireland) Order 1984 "in order to facilitate the establishment of schools likely to be attended by pupils of different religious affiliations or cultural traditions". Very few schools took advantage of the new legislation and to date there are only 6 controlled integrated primary schools (2 in NEELB) and 1 controlled integrated secondary school in Northern Ireland with, in September 1995, a total enrolment in primary of 415 and in secondary of 266.

Grant Maintained Integrated (GNU) Status
Grant maintained integrated school status was introduced in the Education Reform (Northern Ireland) Order 1989. Article 64 of the Order place a duty on the Department of Education "to encourage and facilitate the development of integrated education, that is to say the education together at school of Protestant and Roman Catholic pupils". Schools which had been established as independent, became viable and gained voluntary maintained status. These schools then sought and were granted recognition as grant maintained integrated schools. Under this legislation it became possible to establish new schools as GMI and attract revenue grant-aid but it is still not possible to receive funding for a building programme until long term viability has been demonstrated.

The total enrolment of independent and voluntary maintained integrated schools in 1989 was 1190 pupils. In October 1994 the total enrolment figure in GMI schools was 4123, an almost fourfold increase.

The Education Reform (Northern Ireland) Order 1989 introduced, with the Northern Ireland Curriculum, the cross curricular themes "Education for Mutual Understanding" and "Cultural Heritage". These initiated much good innovative practice and the Cross Community Contact Scheme has been useful in supporting a proportion of that work.

Provincial Level
Three grant maintained integrated secondary schools with a total enrolment of 219, 1 grant maintained integrated primary school with an enrolment of 25 and 1 controlled integrated primary school with an enrolment of 53, opened for the first time in September 1995.

Board Level
In 1989 the enrolment of the 1 GMI primary school was 90 while in October 1994 the enrolment of the now four GMI primary schools was 512, more than a fivefold increase. In February 1996 ministerial approval was given to the establishment of two GMI secondary schools in the North-Eastern Education and Library Board’s area, one in Coleraine and the other in Ballymena.

The Board, as a responsible body administering the public education service, would wish to play its part in promoting reconciliation in Northern Ireland, by supporting peace and community harmony, so that cultural diversity may be seen as a strength in society. As part of its strategy the Board has adopted the theme "Broadening Horizons" which seeks to ensure that young people can participate in educational experiences and opportunities on a cross community basis, develop mutual understanding, and so build a future for the benefit of all.

The Board therefore, in consultation with its partners, intends to promote integration in its education service at all levels formally and informally.

The following objectives aim to build on these principles and the Board’s general policy by extending further the range of options and opportunities available to parents, children and young people as well as making effective use of the resources within the Board’s control.

• will offer to parents in its area a wider choice of school provision.
• will make more effective and efficient use of resources.
• will play a full part in promoting and supporting a community at peace with itself.

• will have an opportunity to discuss the advantages of controlled integrated status and make a considered judgement on it.
• which decide to change to controlled integrated status will have access to the necessary support and guidance.

• will have greater opportunities to express a preference for integrated education for their children.
• will be encouraged to play their full role in the education of their children.
• will have more confidence in the range of educational resources provided by the Board.

• will have increased opportunity to understand and respect all traditions in Northern Ireland.
• will feel confident to develop appropriate social relationships across the community.

In implementing its general policy the Board will work at local level supporting schools, colleges and youth units in the delivery of formal and informal experiences and at Board level, the Board will encourage and provide opportunities across its area for young people to work, learn, play and live together in harmony, tolerance and mutual respect.

At Local Level
The concept of integrating education is reflected in one of the Board’s key strategic themes:
Broadening Horizons which accepts that "children, young people and adults, require to develop the skills necessary to live in an increasingly international environment, one which values mutual understanding, respects diversity and develops innovative and collaborative ways of working". It also recognises the valuable and successful initiatives already carried out by and amongst schools supported by the North-Eastern Education and Library Board.

The Board will seek to play a proactive role in integrating education at local level by:

• encouraging schools to allocate adequate resources to activities within the curriculum and to establish good relationships with other schools in the area;
• encouraging schools serving both communities to work together in cultural activities such as art, music, drama and sport;
• continuing to use the music service to bring together children from all sections of the community;
• working closely with other statutory and non-statutory bodies;
• ensuring that teachers and youth personnel are kept informed about current developments in relation to EMU and Cultural Heritage;
• providing appropriate in-service training and support;
• promoting a bi-annual festival celebrating cultural heritage and involving other statutory and non-statutory bodies;
• encouraging more effective use of the Cross Community Contact scheme;
• allocating a permanent officer the responsibility for this sphere of work; and
• promoting a number of specific initiatives in different curricular areas to promote Education for Mutual Understanding.

The NEELB is an acknowledged leader in the field of international education and already has well established links with France, Spain and Germany. Exchanges of pupils, teachers and principals between these countries take place on a regular basis.

The Board will seek to use the European and International dimension of its activities and its links with other jurisdictions in an innovative manner to promote integration by:

• encouraging schools and the youth service on a cross community basis to participate in exchanges and visits to develop a European dimension within their curricula;
• establishing jurisdictional links with a number of other countries and establishing a number of multi-lateral networks with: France, Germany, Republic of Ireland, Spain;
• encouraging schools, colleges and the youth service to explore a wide range of strategies when establishing contacts with other European countries;
• identifying opportunities for European exchanges for principals and staff through schemes initiated by the Board and other agencies;
• establishing meaningful contact with external agencies promoting European education;
• encouraging schools from different traditions in Northern Ireland to participate in exchanges on a joint basis;
• organising a number of special international events to promote international understanding;
• helping schools to access sources of funding/ opportunities for international links/exchanges;
• developing appropriate curriculum materials.

• cross community contacts and developments through all educational services;
• consultation with other parties in the education service such as CCMS, NICIE and ‘Transferors;
• the development of controlled integrated status for schools; and in liaison with CCMS, a number of areas of common interest where both bodies can work towards:

1. a common policy to promote Education for Mutual Understanding and Cultural Heritage;
2. the development of schemes for joint provision where appropriate; and
3. the organisation of a bi-annual festival to celebrate Education for Mutual Understanding and Cultural Heritage.

Controlled integrated education seeks to provide young people of different religious affiliations and/or cultural traditions with an opportunity to attend schools where they can learn together and play together in an atmosphere which respects difference and promotes tolerance and mutual respect.

• produce guidance/support materials for Boards of Governors seeking to consider changing from controlled to controlled integrated status which would address the following:

• enter into discussions with the Department of Education with a view to:

• establish a partnership with NICIE with a view to:

The Board accepts that NICIE has particular expertise in promoting Integrated Education and would seek to utilise this expertise in a spirit of partnership.

• establish expertise at Board officer level to be able to assist schools seeking to acquire a change in status;
• establish a number of pilot programmes at primary and post primary level on an individual school and area basis.

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