REPORT ON THE REVIEW OF POST-PRIMARY EDUCATION IN NORTHERN IRELAND
SESSION 2001/2002 FIRST REPORT
Ordered by The Committee for Education to be printed 9 October 2001
Report: 01/01 R (to the Northern Ireland Assembly from the Committee for Education)
COMMITTEE FOR EDUCATION
VOLUME 1 -REPORT AND PROCEEDINGS OF THE COMMITTEE RELATING TO THE REPORT
COMMITTEE FOR EDUCATION
POWERS
The Committee for Education is a Statutory Departmental Committee established in accordance with paragraphs 8 and 9 of the Belfast Agreement, Section 29 of the Northern Ireland Act 1998 and under Assembly Standing Order 46. The Committee has a scrutiny, policy development and consultation role with respect to the Department of Education and has a role in the initiation of legislation.
The Committee has the power to:
n consider and advise on Departmental budgets and Annual Plans in the context of the overall budget allocation;
n approve relevant secondary legislation and take the Committee stage of relevant primary legislation;
n call for persons and papers;
n initiate inquiries and make reports; and
n consider and advise on matters brought to the Committee by the Minister of Education
MEMBERSHIP
The Committee was established on 29 November 1999 with 11 members, including a Chairperson and Deputy Chairperson and a quorum of five.
The membership of the Committee is as follows:
n Mr Danny Kennedy (Chairperson)
n Mr Sammy Wilson (Deputy Chairperson)
n Mrs Eileen Bell
n Mr John Fee
n Mr Tommy Gallagher
n Mr Oliver Gibson
n Mr Tom Hamilton*
n Ms Patricia Lewsley
n Mr Barry McElduff
n Mr Gerry McHugh
n Mr Ken Robinson
* Mr Tom Hamilton replaced Mr Tom Benson on 29 January 2001. Mr Benson died on 24 December 2000.
Reports and evidence of the Committee are published by the Stationery Office by Order of the Committee. All publications of the Committee are posted on the Assembly's website: archive.niassembly.gov.uk
All correspondence should be addressed to the Clerk to the Committee for Education, Committee Office, Northern Ireland Asembly, Room 242, Parliament Buildings, Stormont, Belfast BT4 3XX. ( (028) 9052 1629;Ê (028) 9052 1371; e-mail: committee.education@niassembly.gov.uk
TABLE OF CONTENTS
VOLUME 1 - REPORT AND PROCEEDINGS OF THE COMMITTEE
Committee for Education - Powers and Membership
Introduction
Background to the Report
Purpose of the Report
The Approach Taken by the Committee
Acknowledgements
The Context
The Historical Context
The Contribution of Education to the Development of Northern Ireland
Patterns of School Organisation and Demographic Trends
Review of the Evidence
Suggested Strengths of the Current System
Suggested Weaknesses of the Current System
Contributions from Research
Attitudes Towards Selection at 11
Views on the Current Transfer Test
The Concern for Greater Flexibility
Modernising the Curriculum and 'Parity of Esteem'
The Need for Local Solutions
Summary of Key Issues to be Addressed
Consideration of the Key Issues
A Framework for the Curriculum
Structures for the Future
The current Bi-Partite System
All-Ability Schools
Delayed Selection Systems
Specialist Schools
Consortia of Schools
Options Relating to Transfer Test Procedures
Conclusions
Recommendations
APPENDICES
Appendix 1 - Terms of Reference of the Review Body on Arrangements for Post-Primary Education
Appendix 2 - Minutes of Proceedings of the Committee relating to the Report
Appendix 3 - Minutes of Evidence
Appendix 4 - Written Submissions to the Committee
Appendix 5 - Report of the Focus Group Research on Selection and Post-Primary Education
Appendix 6 - NI Assembly Research and Library Service Papers on various
Post-Primary Education Systems
Appendix 7 - Schedule of Visits Undertaken in Germany and Scotland
1. INTRODUCTION
1.1.1 The Minister of Education published the results of the research carried out by Professor Tony Gallagher and Professor Alan Smith into the Effects of the Selective System of Secondary Education in Northern Ireland on 28 September 2000. The research had been commissioned by the Department of Education in September 1998. At the same time the Minister outlined his intentions for taking forward a public debate on the future arrangements for post-primary education and announced the formation of an independent Review Body on Post-Primary Education. The terms of reference for the Body are included in this report at Appendix 1. In his statement the Minister of Education said:
"After 50 years of the current selective education arrangements, during which time the world has changed significantly, and as we start a new century with a locally elected Assembly and Executive, the time is right for the issues raised by this report to be examined and for everyone to have a say in the type of education system we want for our children. In launching this report today, I am therefore also launching a public debate on the future arrangements for education here."
1.1.2 On 12 October 2000 the Committee for Education met with the Minister of Education to discuss the Terms of Reference for the Review of Post-Primary Education, the make-up of the independent body and the proposed timescale. Subsequently ten members were appointed to the Review Body including the Chairman, Mr Gerry Burns. A panel of five Education Advisers and an Education Consultative Forum were also established to assist the Review Body with its work.
1.1.3 In pursuance of its scrutiny role the Committee for Education met with Mr Burns and the Secretary to the Review Body, Mr Alan McVeigh, on 26 October 2000 to discuss how the Review would be carried out. The Committee was concerned to ensure that the Review was well publicised and that the consultation period was long enough to ensure that as many interested organisations, schools, teachers and individuals had an opportunity to participate and express their views and comments.
1.1.4 The Committee was also very concerned about the proposed date of completion of the Review, given its very wide remit and raised this matter with Mr Burns and the Minister of Education on a number of occasions. The Committee therefore welcomed the announcement made by the Minister of Education in March 2001 to extend the timeframe for the Report from the Review Body from May 2001 until October 2001.
1.2.1 Following the launch of the Review Body's consultation exercise the Committee considered the issue of Post-Primary Education in Northern Ireland. While the Committee did not wish to replicate the Review Body's consultation exercise it did believe that the issues under consideration were of fundamental importance to the education system in Northern Ireland and any decisions taken would affect generations to come. The Committee therefore felt it had to give the matter due time and consideration. It was decided that the purpose of the Report would be to crystallise the views of the Committee and enable it to carry out an informed assessment of the recommendations of the Review Body when they were announced. The Committee also agreed that any evidence and findings it gathered and the views and conclusions it reached should be published to inform further consideration of the issues and contribute to the public debate that would no doubt follow the publication of the Review Body's report.
1.3 The Approach taken by the Committee
1.3.1 The Committee agreed, at its meeting on 14 December 2000 that it would draw up a programme to consult with interested groups and organisations. The Committee recognised that it could only hear evidence from a relatively small number of the many groups, organisations and individuals with an interest in this issue. It therefore identified a number of key witnesses which included the main education organisations including Higher and Further Education organisations, Teacher and Headteacher organisations, Employer organisations and academics who had carried out relevant research and invited them to make written submissions, focusing as far as possible on a number of key questions posed by the Committee.
1.3.2 Thirty-three written submissions, many of which were substantial and detailed and offered a wide variety of views, were received and these are included in this Report at Appendix 4. The Committee also had access to the views and comments expressed to the Review Body through its website.
1.3.3 The Committee held nineteen oral evidence sessions between February and May 2001. The transcripts of the oral evidence sessions are included under Minutes of Evidence at Appendix 3 together with a full list of all the witnesses who gave evidence.
1.3.4 The Committee also commissioned a number of focus groups in Belfast, Fermanagh and Tyrone to directly ascertain the views of parents, pupils and teachers on the main issues. The focus groups were organised by Research and Evaluation Services and the views expressed are summarised in the Report at Appendix 5.
1.3.5 The Committee received information and briefings from the Assembly Research Directorate on systems operating in other countries and the papers on the various systems are included at Appendix 6.
1.3.6 Members of the Committee also travelled to Kiel and Munich in Germany and Edinburgh and Glasgow in Scotland. During the visits the Committee received informal briefings from officials and visited a number of schools. The schedule for each visit is appended to this Report in Appendix 7. Germany was chosen as an example of a differentiated system of education with a strong vocational ethos and Scotland was selected as an example of a comprehensive system. While the Committee recognised it would be helpful to observe at first hand other systems it also acknowledged that a model could not simply be lifted from somewhere else and applied without account being taken of the unique circumstances and historical context of Northern Ireland. The Committee would like to thank the people we met during our visits for their hospitality and helpfulness.
1.3.7 In addition a number of other research reports and publications were brought to the attention of the Committee. These included a report prepared on behalf of the Northern Ireland Human Rights' Commission into access to post-primary schools[i], a research report which documented children's experiences of the transfer test[ii] and on-going research which is exploring alternative methods of assessment[iii].
1.3.8 Members of the Committee also held informal meetings with a range of groups, individuals and school principals where many of the issues were discussed.
1.3.9 The Committee appointed Professor John Gray of the Faculty of Education at Cambridge University in May 2001 to act as Specialist Adviser.
1.4.1 The Committee would like to warmly thank all those who contributed to its consideration of the Review of Post- Primary Education in Northern Ireland through written and oral evidence. This participation enabled the Committee to consider in detail the key issues and to hear a wide range of views and the contributions were invaluable.
1.4.2 The Committee also wishes to express its thanks to the Specialist Adviser, Professor John Gray, for the contribution he made to this Report and to his colleagues Brian and Sheila Wilcox for their assistance in summarising the evidence received.
1.4.3 In addition, the Committee wishes to place on record its appreciation of the work of the Clerk to the Committee and her staff and researchers within the Assembly Research and Library Services in producing this report.
2. The Context
2.1.1 The primary legislation shaping the current system of education in Northern Ireland now dates back some 50 years to the 1944 and 1947 Education Acts. These proposed that free compulsory secondary education should be provided for all. A system of selection would be introduced at the age of 11 to 'identify those pupils best suited to the distinctive curricula provided by grammar schools/technical colleges'; pupils not selected would be expected to attend secondary schools.
2.1.2 The main function of the grammar schools was to provide pupils with access to an academic curriculum. The technical element of schooling did not develop and, as a result, a bipartite system of grammar and secondary schools emerged. Pupils at grammar schools were expected to stay on at school beyond the leaving age before joining the labour market or entering higher education. It was not anticipated that pupils at secondary schools would take public examinations. The primary purpose of these schools was to provide an education, which instilled basic skills and provided a broader general education. The expectation was that the vast majority would be leaving school at the earliest possible age to take up employment in manufacturing or the rural economy where they would be provided with appropriate skills through apprenticeships and other forms of on-the-job training. A further group of so-called 'technical' schools was also expected to emerge as a result of these reforms but, for a variety of reasons, such institutions failed to take root.
2.1.3 The legacy of the 1947 settlement, therefore, was the bi-partite system, which has survived relatively intact to this day. Demands on the system have changed dramatically however. Whereas then only a small minority of pupils was expected to secure formal exam qualifications now the greater majority do so (see Table 1).
Table 1: Highest Qualifications of School Leavers and Entrants to Higher Education in
Northern Ireland 1990 - 2000
Source: Department of Education Statistical Press Release, 26 June 2001, Northen Ireland Education Statistics
1987/88 - 1999/2000 NISRA, 2001.
2.1.4 Whilst the organisational forms of schooling introduced in the 1947 'settlement' remain in place, there have been considerable changes and modifications to the system, notably as a result of the 1989 Education Reform Order which introduced greater parental choice, open enrolment and some degree of 'competition' between schools as well as the introduction of a National Curriculum and key stage testing.
2.1.5 Many would argue that the emerging system has served Northern Ireland well over the years. Many others submitting evidence to the Inquiry, however, have suggested that, given changing expectations of education, substantial reforms are now required. Underlying the Committee's deliberations, therefore, has been a concern to review how far arrangements are currently meeting the needs of the various communities in Northern Ireland as well as the extent to which changes may be required if it is to rise to the challenges of the future.
2.2 The Contribution of Education to the Development of Northern Ireland
2.2.1 Educational systems fulfil a variety of purposes - social and economic as well as educational. The Committee took the opportunity to ask those giving evidence to say what objectives they themselves held for the future of the Northern Ireland service. Whilst a wide range of views were expressed there was a considerable measure of agreement about the general directions the system should be taking.
2.2.2 One of the fullest statements of these concerns came in a submission which brought together the responses of all five Education and Library Boards (ELBs). They argued that the education service should promote:
n educational excellence for all;
n the development of pupils' talents to the full;
n parity of esteem, self-esteem and self-worth;
n adaptiveness to change;
n the importance of both vocational and academic courses;
n lifelong learning leading to a learning society;
n the development of spiritual, cultural and moral values and respect for self;
n problem-solving, team working and creativity;
n equality of opportunity; and
n inclusiveness.
2.2.3 These views were echoed in submissions from the teaching profession. One group looked for:
"a system which focuses on the needs of the child; provides the development of all aspects of the person; caters and develops all types of intelligence; provides opportunities for pupils to exercise ownership and choice; ensures that all children feel equally cherished, have equality of esteem and equality of access to life's opportunities; and meet the challenging needs of society" (AHTSS).
2.2.4 Other groups responded in similar vein. There was also a concern to:
"..ensure that spiritual and pastoral concerns continue to attract high value. and that all young people are equally valued" (Catholic Heads Association).
2.2.5 Organisations representing industry were also sympathetic to these views but, not surprisingly, gave greater prominence to young people's potential contribution to the economy. Looking to the future the CBI stated that:
"Northern Ireland needs to move from a low-skilled and low productivity economy to a knowledge-based, high-skilled and high productivity economy. The demand for a highly-skilled, adaptable and creative workforce will increase."
2.2.6 Another group, meanwhile, looked for a system:
"which ensures the employability of all its young people" (Institute of Directors)
whilst recognising that this might mean undertaking considerable changes to secure it.
2.2.7 The extent to which the present system might need to be reformed was a challenge present in many of the submissions the Committee received. The calls came from many quarters. One group argued that:
"'The education service is being challenged to fulfill its role in effecting and making changes in our society. A radical realignment of attitudes and values in society is needed. Education has a vital role to play in that" (Ulster Teachers Union).
2.2.8 Another suggested that:
".this is the opportunity for Northern Ireland to examine its system of education and make changes to place us at the forefront of education in the 21C thereby justifying the manpower and finance to do so....Northern Ireland's asset is the intelligence of its people and their capacity to develop in the knowledge-based economy which we believe will form the basis of our success in the next 10-15 years" (Irish National Teachers Organisation).
2.2.9 Whilst a third saw wider benefits stemming from change:
".children brought up in a plural and divided society should be nurtured in their parents' religious and national traditions and identity whilst respecting the identity and appreciating the traditions of others" (Northern Ireland Council for Integrated Education).
2.2.10 In short there was widespread support for the vision of an educational system, which could be seen as the engine-room for individual, economic and societal change. As the Executive Programme for Government recently suggested:
"The basic right to education opens new opportunities for the individual. It is also key to our development as a society and as a strong and vibrant economy. It is essential that we equip our young people particularly with the confidence, abilities and values to live their lives to the full and create a stronger, peaceful society" (Northern Ireland Executive Programme for Government 2001/2004).
2.2.11 Although some propose further debate on these issues, the Education Committee took the view that there is already substantial agreement about the broad aims and values which ought to underpin the development of the educational system in Northern Ireland as well as many of the challenges that remain to be addressed. It is on their implications for policy and practice, therefore, that the rest of this report is focused.
2.3 Patterns of School Organisation and Demographic Trends
2.3.1 Changing patterns of educational participation have put the existing system under pressure and contributed to the need for a review. The 1947 settlement envisaged that whilst pupils in grammar schools would stay on beyond the compulsory school leaving age, the greater majority of young people attending secondary schools would leave at the earliest possible opportunity. The Raising of the School Leaving Age in the 1970s considerably modified this assumption - all young people were required to stay on for an extra year. The reforms of the 1980s - and in particular the introduction of the GCSE - further ensured that the entire year cohort now stay on until at least the age of 16 to attempt valued qualifications. Furthermore, there has been a general trend over the last two decades across Europe (and one which is present in Northern Ireland) for more young people to stay on beyond the compulsory school leaving age.
2.3.2 One consequence of this rising demand for places has been to mask the decline in pupil numbers on the system. Whatever changes or reforms are contemplated over the next decade, account will need to be taken of demand for places and population patterns. Demographic trends already indicate that the school population will be decreasing over the next two decades. Indeed, it has been projected that over the period 1998 to 2023 there will be around a 20% decline - in other words, 25,000 fewer places for 10-14 year olds will be required (see Table 2). Furthermore, much of the evidence for this is based on trends already confirmed by actual births. A considerable amount of 'spare capacity' is likely to emerge in the not too distant future.
Table 2: Projected Population by Quinary group (10-14 year olds)
(1998 based) by age and gender 1998 to 2023
1998 |
2003 |
2008 |
2013 |
2018 |
2023 |
135,000 |
132,000 |
123,000 |
117,000 |
112,000 |
110,000 |
Source: Northern Ireland Annual Abstract of Statistics 2000
2.3.3 During the academic year 2000/01 there were 238 post-primary schools in Northern Ireland. Of these 72 were grammar schools and 166 were classified as secondary schools (see Table 3).
Table 3:
Number of Post-primary Schools in Northern Ireland by school and management type (2000/01)
School Type |
Management Type |
Number |
|---|---|---|
Secondary |
Controlled* |
72 |
(Non-grammar) |
Catholic Maintained |
76 |
|
Irish Medium |
1 |
|
Integrated |
17 |
|
Total |
166 |
Grammar |
Controlled* |
18 |
|
Voluntary (Catholic management) |
32 |
|
Voluntary (Other management)** |
22 |
|
Total |
72 |
Post-primary Schools |
Grand Total |
238 |
* 'Controlled' generally denotes schools where the vast majority of pupils are Protestant.
** 'Other management' refers in the majority of cases to 'Protestant' management.
Source: Department of Education Statistical Press Release April 2001.
2.3.4 Table 4 shows the breakdown of pupils across the various school types in percentage terms. Approximately 40 per cent of the school population are in grammar schools with the remaining 60 per cent in schools classified as secondary (which includes the 'integrated' and 'Irish medium' schools).
Table 4: Number of Pupils attending post-primary schools in Northern Ireland by school
And management type 2000/01
School Type |
School Management Type |
||||||
|---|---|---|---|---|---|---|---|
Post-primary Schools |
Controlled |
Catholic Maintained |
Irish |
Integrated |
Voluntary |
Total |
|
|
|
|
|
|
Catholic management |
Other management |
|
Secondary |
24.8% |
29.2% |
0.2% |
5.6% |
0.0% |
0.0% |
100.0% (92,979) |
Grammar |
9.6% |
0.0% |
0.0% |
0.0% |
17.9% |
12.8% |
100.0% (62,574) |
Total |
53,268 |
45,382 |
332 |
8688 |
27897 |
19986 |
155,553 |
Source: Department of Education Statistical Press Release (April 2001)
2.3.5 Table 5 shows the distribution of school sizes. Almost half the total number of schools has fewer than 600 pupils (n=117). The vast majority of these are secondary schools. Further analysis indicates that almost 25% of schools have fewer than 400 pupils. Some of these institutions are as large as local circumstances will permit but others have emerged over a number of years as the consequences of parental preferences have taken their toll. While the table does not indicate where individual schools are located (i.e. in an urban or rural setting) the nature of the area covered by each Education and Library Board does give some indication of the communities which schools are serving; using this indicator it can be seen that a considerable number of small schools are located in urban areas.
Table 5: Post-Primary School Sizes in Northern Ireland by Education and Library board
Pupils |
Education and Library Boards |
||||||
|---|---|---|---|---|---|---|---|
|
BELB |
WELB |
NEELB |
SEELB |
SELB |
Total |
|
<200 |
1 |
3 |
3 |
0 |
2 |
9 |
|
200-400 |
5 |
15 |
12 |
10 |
6 |
48 |
|
400-600 |
5 |
14 |
13 |
10 |
18 |
60 |
|
600-800 |
12 |
5 |
15 |
5 |
12 |
49 |
|
800-1000 |
4 |
12 |
7 |
9 |
10 |
42 |
|
1000+ |
12 |
2 |
5 |
6 |
5 |
30 |
|
Total |
39 |
51 |
55 |
40 |
53 |
238 |
|
Source: Department of Education, September 2001.
2.3.6 The Committee is aware that some localities have little choice but to operate small schools because no alternative arrangements are possible. Whilst acknowledging the very valuable contribution of small schools, the Committee recognises that it can be difficult to make adequate provision for curricular diversity or to take on new initiatives when schools have relatively small numbers of pupils.
2.3.7 In sum, increased educational participation rates, potentially spiralling 'spare capacity' and the need for schools to be assured of viable numbers of pupils have combined to put further pressures on the 1947 'settlement'. Irrespective of the debates about the strengths and weaknesses of the current bi-partite system, some measure of reorganisation now seems inevitable.
3. Review of the Evidence
In taking stock the Education Committee systematically reviewed the perceived strengths and weaknesses of the current system in Northern Ireland emerging from the evidence-base.
3.1 Suggested Strengths of the Current System
3.1.1 A wide range of submissions pointed to some of the achievements of the current system. Points frequently made included the following:
n the general levels of pupils' performance in public examinations with over half now securing five or more GCSE passes at grades A*-C;
n the standards of excellence reached in some of Northern Ireland's grammar schools;
n the extent to which certain secondary schools have enabled so-called 'failures' to reach levels of achievement sufficient for them to proceed to A levels and subsequently to enter higher education;
n the tailoring of the post-primary curriculum to meet the distinctive needs of pupils of different ability levels;
n the availability of grammar school places allocated on the basis of 'ability' rather than 'background', thereby providing an academic education for young people from working class and disadvantaged contexts who might otherwise not have secured them; and
n the somewhat higher levels of participation in higher education of young people from traditional working class backgrounds in comparison with England, Scotland and Wales.
3.2 Suggested Weaknesses of the Current System
3.2.1 An equally wide (and numerically somewhat larger) range of submissions pointed to various weaknesses in current provision. Points frequently made included:
n the low levels of pupil performance found in many secondary schools, the extent of the so-called 'tail' of low-achieving schools and the effects on many young people's life-chances of not receiving the levels of support and 'sponsorship' associated with the grammar schools;
n the differential provision of grammar school places across Northern Ireland with take-up partially determined by geographical location; there was particular concern about the extent to which the chances of pupils with C and (sometimes) D transfer grades securing a grammar school place varied across Northern Ireland;
n the under-representation of disadvantaged groups in the grammar schools;
n the extensive use of out-of-school coaching in relation to preparation for the transfer tests by parents who could afford to pay for it;
n the 'backwash' effects of the transfer procedures on the primary school curriculum with the consequent tendency for the curriculum to be narrowed to concentrate on those areas being assessed by the transfer tests;
n the short and longer-term effects of 'failing' the 11+ on large numbers of pupils, resulting in lowered self- esteem and poorer attitudes towards education, along with the stress caused to children and their families; and
n the extent to which selection at 11 provides an additional source of conflict and anxiety in a society which is already struggling to work across a number of 'fault-lines'.
3.3 Contributions from Research
3.3.1 Many of those making submissions drew the Committee's attention to research evidence and, in particular, the recently completed studies of Gallagher and Smith (2000).[iv] In general, few respondents dissented from the main conclusions of their extensive research. Four of their findings seem particularly pertinent. These relate to:
n the size of the grammar school effect;
n the influence of testing procedures on primary school practice;
n variations in the provision and take-up of grammar school places; and
n the increasing contribution of secondary schools to the national achievement profile.
3.3.2 Gallagher and Smith estimate that a young person who attends a grammar school secures the equivalent of three more GCSE passes (at grade C) than their counterpart who is 'similar' in key respects (including transfer grades) but attends a secondary school. This seems to happen because pupils in grammar schools perform better, given their abilities, and are entered for more exams. The differences in expectations, ethos and learning environment in such schools contribute to their higher performance. It needs to be acknowledged that differences between school types on this scale are substantial by international standards, are likely to affect subsequent educational opportunities and almost certainly influence young people's life-chances over the longer term. Northern Ireland also appears to have a longer 'tail' of under-performing schools than educational systems in other countries.
3.3.3 Second, their research indicates that there are considerable 'backwash' effects from the current transfer procedures on primary schools - both for pupils and teachers. Preparation for the transfer tests dominates curricular provision in many schools during P6 and P7 with consequent distortion of pupils' experiences. Interestingly, these effects continue to constitute barriers to the effective functioning during the post-primary phase as well.
3.3.4 Third, provision and take-up of grammar school places varies considerably across Northern Ireland. A range of factors (many of them unplanned) have contributed to this situation. They include historical constraints and attitudes, changing demographics in particular localities, the development of new schools, differential opportunities for expansion, open enrolment and parental demand. Whatever the particular causes, the chances of securing a grammar school place for similarly-qualified pupils appear to vary according to where they live.
3.3.5 Finally, rising expectations have changed the role of many secondary schools from that originally envisaged in the 1947 settlement. Secondary schools are now making a significant contribution to the national profile of exam performance and many young people attending them feel great loyalty to them. Roughly one in three young people attaining 5 or more A*-C passes (the traditional benchmark of grammar school performance) are currently being educated in schools which are outside the grammar school sector. They provide a further, albeit informal, 'grammar school' stream within the system.
3.3.6 The evidence from the various submissions and the research has, in combination, reinforced the Committee's view that some reform of the current system may be appropriate. It is clear that the educational system currently operating in Northern Ireland has changed and adapted over the years in ways which were not envisaged when it was first established. The demand for grammar school places from parents still considerably exceeds the numbers on offer whilst the ability to benefit from them seems to be running at levels well in excess of provision. The so-called 'grammar school' effect shown in the research is sizeable. There are also striking variations in take-up and provision between localities that do not appear to have been systematically planned. The Committee also recognises that the equivalent of a 'grammar school' band has developed in a wide range of secondary schools in response to local demand which would need to be more formally acknowledged in any future reorganisation.
3.4 Attitudes towards Selection at 11
3.4.1 There was almost general agreement amongst those submitting evidence that 11 is a suitable age for pupils to transfer from the primary to post-primary stages of education. Most felt that a change in pupils' approach to learning was needed at around this time and that no strong case had been put forward for any other age of transfer.
3.4.2 A wide range of views was put forward to the Committee about whether a system of formal selection was needed at or around the age of 11 on transfer from the primary to the post-primary stages of education. Views about this issue tended to be held more strongly than on some of the others the Committee considered. On the one hand there were those who argued that such a system was 'unjust', 'discriminatory', 'fundamentally flawed' and 'highly divisive'; on the other those who claimed that selection was 'inevitable' if children were to receive an education that 'matched their aptitudes and abilities'.
3.4.3 A clear majority of those submitting evidence to the review stated that formal selection as currently organised in Northern Ireland should be abolished. Of the remainder some were clearly strongly opposed to such steps being taken, some explicitly stated that they preferred not to take a position and some did not appear to have a clear view. Even those arguing for the retention of selection frequently proposed changes and modifications to the existing transfer arrangements.
3.4.4 Feelings about whether selection should be retained or not provide some pointers regarding the general directions respondents would like post-primary reorganisation to take. However, they do not offer much insight into the process by which this should be achieved or the timetable which might be adopted. Very few of those proposing all-ability schools as the way forward envisaged mixed-ability teaching being introduced on a widespread basis, for example, and very few of those who argued that the grammar school system had served Northern Ireland well felt that it should be retained without modification. Those who wanted to retain selection at 11 often expressed interest in the potential of developing further school improvement strategies to lever up performance in under-performing schools.
3.4.5 In proposing changes the greater majority of submissions focused on some of the following issues:
n whether the existing tests were appropriate for the purposes to which they were being put;
n how greater 'flexibility' could be introduced into the post-primary years (and especially during Key Stage 3) so that young people could change routes if they wanted to;
n the types of curriculum and experiences which might best meet the future requirements of young people with differing needs and emerging identities;
n the difficulties of securing sufficient 'parity of esteem' between the different routes; and
n the possibility of giving parents and pupils a greater role in deciding what kind of education they would receive - what was referred to as a system of 'election' rather than 'selection'.
3.5 Views on the Current Transfer Tests
3.5.1 Whatever attitudes towards the need for a system of selection from 11 years upwards were adopted in particular submissions, there was widespread dissatisfaction with the present transfer procedures and the part played by the current transfer tests. The main criticisms included:
n the predictive power of the tests as regards future performance - young people who were judged by the tests to have only modest potential for an 'academic' education quite often went on to perform well;
n the extent to which 'stress' and related factors might produce test performances at variance with pupils' previous known levels of attainment during the primary years;
n the effects of 'coaching' (and especially private tutoring) on performance and the consequent advantages accruing to those families which could afford to pay or were motivated to do so;
n the severe narrowing of the primary curriculum pupils experienced, especially during the final two years of primary schooling;
n the nature of the tests themselves including the ways in which they might reflect possibly 'outmoded' views of intelligence where current research was tending to suggest that people had 'multiple intelligences';
n the extent to which the tests might disadvantage certain groups (examples given ranged from pupils studying in Irish medium schools to dyslexics to children unable to overcome test anxiety); and
n the longer-term consequences for pupils' self-esteem of 'failing' the tests.
3.5.2 A minority of submissions argued for the retention of the current tests on the grounds that they were entirely 'objective' and relatively easy to administer. Furthermore, whilst some parents might not be satisfied with the particular results achieved by their children, very few in practice appealed against them.
3.5.3 Not surprisingly those who wished to discontinue selection at 11 most frequently expressed criticisms. However, the Committee also noted that even those who wished to see formal selection retained also voiced many of these same concerns. There is clearly widespread dissatisfaction with the current procedures for organising transfer from primary to post-primary schools and considerable concern about the testing arrangements.
3.6 The Concern for Greater 'Flexibility'
3.6.1 A very substantial majority of the submissions maintained that too much of fundamental importance to pupils' subsequent futures hangs upon decisions made at too early a stage of their educational careers. They argued that pupils are still very actively developing their attitudes, capacities and orientations in the early teenage years (between the ages of 11 and 14 when they are preparing for Key Stage 3). Whilst most accept that some differentiation according to needs and abilities is appropriate, there is strong support for a core curriculum which is seen as essential if transfers between 'tracks' are to be maintained. Many are also worried that too early allocation to truly distinctive post-primary 'routes' could throw up additional barriers to pupil progress. Even those who are largely content with current arrangements expressed concern that, for a variety of practical reasons, transfers between institutions are less frequent than might be expected and are largely unplanned.
3.6.2 For these or associated reasons very large numbers of respondents drew attention to educational systems in other countries where formal selection is either delayed or greater 'flexibility' after the age of 11 still seems to be possible. There was considerable debate, however, about how such systems might be translated into the Northern Ireland context.
3.6.3 In sum, the Committee became aware of the very substantial body of support for the view that it is not until pupils are around the age of 14 that decisions about the most appropriate routes for them to take can sensibly be confirmed. There is considerable support for the retention of a core curriculum up to this stage to facilitate transfers between 'tracks' and greater 'flexibility' in the structuring of opportunities between the ages of 11 and 14 is widely seen as desirable.
3.7 Modernising the Curriculum and 'Parity of Esteem'
3.7.1 There is a very large body of opinion represented in the submissions from most quarters which suggests that the post-primary curriculum in Northern Ireland needs to be updated and modernised. Particular concern was expressed about traditional conceptions of 'vocational' education, which were frequently seen as outdated. There were also worries about the quality of much 'vocational' education. Nonetheless, many respondents saw considerable advantages in strengthening and upgrading the vocational side over the coming decade and this perception cut across views about the appropriateness of selection. Several submissions from supporters of bi-partite systems, for example, argued for a more 'vocational' dimension to be incorporated into the curricular experiences of more able pupils as part of their preparation for the Northern Ireland of the future.
3.7.2 There was considerable support for the views expressed by employers' organisations on these matters. In addition to expecting a good general education, pursued through a largely common core curriculum to the age of 14, employers said they were looking for a higher knowledge base in their employees, good interpersonal skills, a problem-solving orientation, flexibility and adaptability. Greater familiarity with ICT-related developments and mastery of foreign languages were also felt to be useful. Submissions from across the spectrum alluded to similar aspirations. Consequently many respondents welcomed the Council for the Curriculum, Examinations and Assessment (CCEA) proposals for a new curriculum with their 'key competences' approach.
3.7.3 There was widespread concern that whatever options were made available in the future they should have 'parity of esteem'. Many shared employers' concerns that 'vocational' routes were still seen as relatively low-status and some attributed the current difficulties the system was facing to this problem. There was strong support for the introduction of vocational courses which were not only accessible to all but taken up, to a greater or lesser extent, by the greater majority of pupils. These should lead to qualifications which had market currency and were valued by both employers and higher education. There was also considerable support for the introduction of a range of 'vocational' GCSEs in such subjects as Business, Health and Social Care, ICT, Leisure and Tourism and Manufacturing.
3.7.4 During the course of its Inquiry many different views about the nature of 'academic' and 'vocational' subjects were expressed by those submitting evidence. The Committee noted that there were no clearly understood definitions which permitted subjects to be neatly divided into one category or the other. Whatever the difficulties of making such judgements, however, there was very considerable interest in an updated and modernised post-primary curriculum which gives a larger place to the 'practical' and 'vocational' dimensions of education, makes these available to all young people, and is underpinned by a greater measure of 'parity of esteem'. There is also a strong commitment to ensuring that, in the immediate post-primary years, a greater degree of 'flexibility' about the routes young people will eventually take is built into the system.
3.8 The Need for Local Solutions
3.8.1 Many submissions argued from the particular circumstances facing the communities and schools with which they were most familiar. There was a strong awareness that local contexts varied and that future plans and opportunities would be strongly constrained by existing buildings, resources, teachers and parental wishes. The Committee noted that any recommendations it might make about possible reorganisation would need to be interpreted in the light of local realities.
3.9 Summary of Key Issues to be Addressed
3.9.1 Three key issues emerged from the Committee's review of the evidence submitted to it. These were:
n the nature of the curricular opportunities and experiences which should be made available to all pupils;
n whether the current arrangements for organising schools are appropriate to the future demands of the system or whether some structural changes are called for; and
n whether changes to the procedures by which pupils are allocated to post-primary schools are required; the nature of such changes would obviously depend on the extent to which current arrangements for selection were modified.
3.9.2 Underlying these concerns is the wish of the greater majority of those submitting evidence that any restructuring should meet the educational and social needs of Northern Ireland for at least the next two decades.
4. Consideration of the Key Issues
The Committee consulted widely about the perceived advantages and disadvantages of different forms of post-primary organisation. It received evidence from expert witnesses on the arrangements prevailing in other European countries, asked for further information about others and, in addition, undertook visits in its own right to learn more about the systems in several countries including Germany and Scotland.
The Committee was impressed by much of what it saw and heard about the experiences of other countries. However, it was also mindful of the expert advice it received that selective 'borrowing' from other systems may not work well unless the cultural contexts are very similar. Such advice reinforced the need to develop solutions which were sensitive to the Northern Ireland situation.
Before turning to possible structures, however, the Committee spent some time reviewing the curricular experiences any post-primary school in Northern Ireland might be expected to deliver in the future.
4.1 A Framework for the Curriculum
4.1.1 Many submissions either explicitly or implicitly endorsed the proposals currently being considered by the CCEA. Particular importance was attached to the need for pupils to have curricular experiences which would help them to:
n learn to relate to others of all ages and types in a confident and appropriate way. Ways of achieving this might include drama-based activities, giving talks, involvement in seminars, role-plays and visiting speakers;
n acquire basic competence in core subjects which would eventually be accredited (for example at GCSE). Such core subjects would probably include English Language, Maths, Science and another Language plus one or more subjects taken from the Social Sciences, Humanities, Fine and Performance Arts and practical and vocationally-related subjects; and
n develop appropriate levels of competence in ICT-related areas. All pupils would be expected to achieve basic skills and to use ICT for fact-finding and research whilst most would proceed to one or more specialist applications (such as engineering/technical drawing, data recording and manipulation, computer simulation and modelling, computer-aided design of gardens or kitchens, creative art work, computer-guided machine tools and so on).
4.1.2 There was widespread concern that pupils should encounter a range of other experiences during their compulsory years of schooling. Areas which were frequently mentioned included the need for pupils to learn something about:
n how democracy works, how it has developed and what it is to be an 'active citizen';
n the religious, moral and spiritual dimensions of human experience; and
n the performing and fine arts along with some aspect of physical activity.
4.1.3 Generally, it was not felt desirable for pupils to commit themselves too early or too heavily to educational routes which could be seen as mainly 'academic' or 'vocational' in orientation. However, there was considerable interest in ensuring that pupils took steps to prepare themselves adequately for the time when such decisions might need to be made by acquiring:
n some knowledge and appropriate experience of the workplace through talks from working people and work placements; and
n some idea of the kind of job or career they would like to embark on along with some sense of how to take appropriate steps towards such goals.
4.1.4 In making such decisions there was great concern that the wishes of pupils and parents should be given a prominent role, guided where necessary by competent professionals.
4.2.1 The Committee was aware that some schools already aspire to offer such a range of experiences but was conscious that, for one reason or another, many others were not yet in a position to do so without some structural reorganisation. Eventually the Committee found itself reviewing the strengths and weaknesses of a number of alternatives including:
n the current bi-partite system of grammar and secondary schools (or some modification of it);
n a new system of 'all-ability' schools; and
n a system of 'delayed selection and specialisation' in which all pupils would go to 11-14 schools before proceeding to more specialised 14-18 institutions.
4.3 The Current Bi-Partite System
4.3.1 The Committee began its review of future options with a discussion of the present bi-partite system. It saw a number of advantages in building on the present system. These included, in relation to the other options under consideration:
n the possibility of retaining the excellence of many grammar schools with their particular expertise in catering for more 'academic' children;
n maintenance of the comparable expertise of secondary teachers in raising standards and in dealing with pupils from a wide range of backgrounds (including those with learning difficulties). Such an outcome would depend on secondary schools being permitted to adopt the proposed more flexible curriculum, which could be more closely suited to the needs of individual pupils, and on very large numbers of parents electing to send their children to them; and
n the absence of a potentially disruptive break at the age of 14 which would occur in the 'delayed selection' option.
4.3.2 On the other hand the Committee identified a number of difficulties in using the present bi-partite system of school organisation as the basis for future developments. Amongst those it identified were the following:
n the fact that if many vestiges of the present selective system were to remain it would be difficult to establish the widely-desired 'parity of esteem' within and between the grammar and secondary sectors;
n the heavy investment needed in secondary schools, especially some of the under-performing ones, to improve teaching, learning and performance. Furthermore, schools in difficulty would need considerable support and guidance on how to improve over and above that offered to the majority of schools. The Committee is uncertain, on the basis of experience to date, whether the necessary degree of school improvement is feasible within the present structures; and
n to deliver the required curriculum breadth in both types of school, quite large changes in the curriculum will be necessary. A considerable number of schools in the present system are likely to be too small to deliver the broad curriculum which is needed in the interests both of individuals and Northern Ireland's future economy.
4.4.1 A clear majority of those submitting evidence to the Committee were in favour of Northern Ireland moving towards a system of 'all-ability' schools. The Committee identified two main types of such institution which might be suitable.
4.4.2 The first is the 11-16 all-through school with pupils subsequently progressing to Sixth Forms, Sixth Form Colleges, Further Education Colleges, further training or employment. Some of those submitting evidence suggested that this model might be appropriate for rural areas or urban catchment areas where high take-up of sixth form opportunities was likely to be fairly low, thus making traditional sixth form provision too expensive. The second is the 11-18 all-through school with pupils remaining in the same institution for sixth form provision.
4.4.3 The Committee was aware that the introduction of such a system would represent a considerable break with previous practice but nonetheless identified a number of advantages. These included:
n the possible effects on pupils' self-image and motivation arising from the elimination of selection for different types of school, with particular benefits for those who would previously have failed to secure grammar school places;
n the possibilities for greater 'parity of esteem' because all pupils attend the same schools;
n the diminution of pressures on primary schools, their pupils and parents arising from the absence of formal selection procedures at the time of transfer;
n the creation of larger schools and larger year cohorts, thus enhancing an individual school's capacity to deliver a broad and pupil-tailored curriculum for all;
n the opportunities for all pupils to mix with a broader cross-section of society which should be a better preparation for life;
n the possibilities for teachers to teach across the ability range and to higher levels, rather than being tied to a single age-group or ability group; and
n the need for fewer management teams with consequent savings of resources.
4.4.4 The Committee also noted a number of potential challenges or difficulties that might arise. These included:
n the possibility that schools might become too big for effective management and maintenance of discipline (some of those submitting evidence suggested that more work needs to be done on the optimum size of post-primary schools);
n the possible loss of opportunities for the very highest flyers currently catered for by grammar schools;
n the fact that bigger schools will result in some school amalgamations, making some senior staff redundant and requiring their redeployment or compensation;
n the need for some staff in the present system to receive extra training and support to help them succeed in teaching groups of children they have not taught before; and
n the difficulty, in some contexts, of drawing catchment boundaries to secure a degree of social mix.
4.5.1 Many submissions drew attention to the alternative forms of school organisation operating in many European countries. These combine features of the bi-partite and all-ability systems outlined above. In the Northern Ireland context such systems might involve all pupils attending local 11-14 schools and then subsequently transferring to 14-18 institutions. The 14-18 institutions could be either: (a) all-ability multi-pathway organisations based in the existing grammar or secondary schools; or (b) separate bi-partite institutions based in the existing schools - in this second case additional resourcing would be required to achieve parity of esteem and provision; or (c) 'lower' schools in which pupils stayed until age 16 before transferring to linked Sixth Form Colleges, Further Education Colleges or the sixth forms of bi-partite institutions.
4.5.2 The Committee noted a number of advantages which could result from moves towards this form of educational organisation. These included:
n the maintenance of greater flexibility during the early teenage years regarding the educational routes eventually to be taken;
n the extent to which the curriculum would map readily onto Key Stage 3 and reflect the current 'breaks' in the Key Stage system by encapsulating Key Stage 2 to Key Stage 3;
n the extent to which, at a time when GCSE is losing its place as a terminal examination and more young people are being encouraged to stay on post-16, the 14-18 curriculum could be increasingly planned as a set of more integrated experiences;
n the greater opportunities for schools to differentiate their curriculum and specialise in their age group;
n the likely reduction in 'backwash' effects on the primary school curriculum;
n the likelihood that pupils themselves would have greater knowledge of when they intended to leave school, what route they wanted to take and what efforts they would need to make to secure their objectives;
n the greater scope for developing and negotiating parental/pupil views about the most appropriate routes to opt for post-14;
n the fact that some of the advantages for educational organisation related to selection and curriculum differentiation would be delayed but not abolished;
n the possibility of considerably increasing the number of more 'academically-focused' places by locating them in existing grammar schools (which would have space released by the removal of the 11, 12 and 13 age-groups); and
n the potential for developing more vocationally appropriate curricula for those who opted for these routes post-14.
4.5.3 As with other alternatives the Committee also noted a number of disadvantages associated with these options. These included:
n the potential disruption caused by a change of school at age 14 which might cause difficulties in planning an 11-16 curriculum (a possible way of reducing this might be to confine transfers to those who wanted to move into more 'academically-focused' schools at age 14);
n the fact that as selection would be delayed but not abolished, it would still be necessary to develop systems (perhaps combining continuous assessment with summative information about pupil performance) for the purposes of selection; pupils and parents might recognise these as fairer but they would still create some stress and anxiety;
n the need to ensure that all 11-14 schools made strong and appropriately-tailored provision for more able pupils;
n the need for good liaison between 11-14 and 14-18 institutions;
n the possibility that more management teams might be required, depending on how many 11-14 and 14-18 institutions were created; and
n the need for further expenditure on 14-18 institutions - 'academically-focused' institutions might well require some additional facilities whilst more 'vocationally-focused' institutions would need to ensure they were resourced to levels which gave them good prospects of ensuring parity of esteem - some further link-ups with local Further Education Colleges might help here.
4.6.1 The Committee is aware that the English system has begun to develop a number of so-called 'Specialist' schools in recent years and that more are envisaged. The main thrust of such policies has been to give each school a distinct identity. Such identities are expected to emerge by allowing schools to develop particular curricular strengths (in maths, modern foreign languages, ICT or sport for example) as part of their provision. Such 'specialisation' carries some entitlement to resource enhancement with it. The Committee acknowledged the contribution that having a 'distinct identity' could offer to a school's public profile. Such an approach might well be compatible with some of the directions in which post-16 institutions might want to develop in the future. In general, however, the Committee recognised that the introduction of further 'types' of school was not likely to add much to a situation in which most schools already had multiple identities.
4.7.1 Communities in a small number of localities have begun to establish Consortia of schools. Informal collaborations between institutions have, of course, existed for some time, notably in relation to post-16 provision. Schools have made arrangements, for example, jointly to put on A level subjects. By pooling efforts they have been able to mount teaching in areas for which there might not otherwise have been sufficient demand in a single school to justify resources. Other schools have collaborated on activities beyond the confines of the formal curriculum - on cultural events, business links and awareness-raising - whilst still others have planned joint professional development activities for their staffs. More recently, there has also been some interest in twinning arrangements whereby heads and teachers have contributed their mutual expertise to addressing some of their common challenges. The Committee sees advantages in these various arrangements and expects them to develop over the next few years.
4.7.2 The Committee noted that a number of schools have begun to explore the potential of such Consortia to facilitate improvements across broader fronts. In a very small number of cases collaboration has extended to issues which lie at the heart of school organisation such as staffing, curriculum and admissions policies. The Committee is aware that in other educational systems such co-operation has gone so far as to incorporate joint approaches to a range of management issues with a single senior management team co-ordinating policies across Consortia schools. Such an approach might be of considerable benefit in the Northern Ireland context (especially in relation to small schools). The Committee looks forward to learning more about the experiences of pioneering Consortia, if more schools decide to go down this route.
4.8 Options Relating to Transfer Test Procedures
4.8.1 The Committee noted the general dissatisfaction with the current procedures for organising transfer from primary to post-primary schools and, in particular, the concerns about the current transfer tests themselves which were outlined in a previous section. It identified three options for the future. These are:
n to abolish use of the tests entirely as part of the transfer procedures;
n to initiate major modifications to the information contributing to transfer decisions with a view to creating a fuller 'Transfer Profile' on each pupil; or
n to undertake certain minor modifications to the current testing arrangements.
4.8.2 The Committee agreed that which of these options was taken would depend, in large measure, on what uses it was proposed to put the information to. If all-ability schools were to be introduced across Northern Ireland (or across a part of it), then the first option would be feasible. Transfer information would be passed on to post-primary schools solely for the purposes of informing within-school decisions.
4.8.3 A submission from the CCEA suggested that some minor modifications to the current testing arrangements might be possible. These related primarily to the setting of the grade boundaries and the timing of the tests and could be implemented in the fairly near future. If the present tests are retained then the Committee sees some advantage to these modifications being undertaken.
4.8.4 The third option seeks to answer a number of concerns which were voiced in submissions to the Committee. A 'Transfer Profile' would include a wider range of information on individual pupils than that available from the current testing arrangements. The Committee received evidence about the arrangements for transfer operating in other systems and the efforts made to acknowledge parental preferences - what is often termed a system of 'election' rather than 'selection'. Such an approach would seek to combine information on four key elements relating to transfer: (1) pupil performance as at present but using the current tests administered as part of the Key Stage 2 testing arrangements covering English, Maths and Science; (2) other aspects of pupils' motivations, interests and orientations; (3) informed parental wishes about the type of education that they would like for their child; and (4) teacher 'guidance'. The Committee felt that if such an approach were to be adopted further work and discussion would need to take place about the relative weightings of each of these four components in the final profile. Further advice would also need to be sought about the best ways of incorporating parents' and teachers' perspectives into the evidence-base on each pupil.
5.1 The Education Committee appreciates that the Review of Post-Primary Education has initiated the first in-depth debate in many years on the education system in Northern Ireland. During the course of its Inquiry the Committee has heard a wide range of views from a diverse range of individuals and organisations about the directions our education system should be taking over the coming decades.
5.2 The Committee also recognises that there are a number of other on-going Reviews including the Northern Ireland Curriculum Review and the Local Management of Schools Funding Formula Review. We believe that none of the issues associated with these Reviews can be considered or progressed in isolation. They are all inter-linked to varying degrees and any decisions on the way forward for one Review will have implications for the others.
5.3 In considering the post-primary system of education the Committee was reminded on a number of occasions both of the opportunities and the responsibilities it faces. In the process of reflecting on the post-primary phase we became increasingly aware of the connections with other phases of the learning process and we have now embarked on an Inquiry into Early Years Learning. The Committee also appreciates that key developments to provide choice and flexibility could improve provision for all pupils and encourage greater numbers to stay on in formal education and training.
5.4 While elements of the current system are regarded positively it has become increasingly apparent that change is both necessary and appropriate. For the system as a whole to move forward the Committee believes that it is essential that a high level of consensus be constructed. Such a consensus already exists in some areas - in others it has yet to emerge.
5.5 The Education Committee has examined the post-primary system of education in Northern Ireland in detail and has made a number of recommendations in Section 6 of this report based on consideration of the evidence from a wide range of interests. We hope this report will make a positive and constructive contribution to the forthcoming public consultation and debate when the report from the Burns Review Body is published.
As a result of its deliberations the Education Committee makes the following recommendations:
6.1 The Education System of the Future
In considering the way forward the Committee wishes to focus on the required functions of the education system rather than on the structure and the Committee recommends that the following principles must underpin any future developments:
6.1.1 The social, economic and educational objectives of any future system must be clearly identified and stated. These should include:
n offering pupils the opportunity to develop to their fullest potential - intellectually, physically, spiritually, socially and creatively;
n being conscious of the particular needs, experiences and aspirations of all young people of varying socio-economic, religious and cultural backgrounds within society;
n enabling every individual to identify and develop his/her particular aptitudes, interests and vocation in life;
n providing pupils with opportunities to exercise ownership and choice;
n promoting vital aspects of pupils' personal well-being such as the development of effective thinking, problem-solving, communication skills and self-management and responsibility;
n providing appropriate and varied opportunities for the development of a well-educated, skilled and employable workforce for the Northern Ireland economy;
n placing greater emphasis on innovation, creativity and entrepreneurial skills;
n promoting a higher degree of integration between various school stages, further and higher education, business, industry and economic strategy; and
n improving the processes for identifying and addressing elements of deprivation and disadvantage which may impact on pupil performance.
6.1.2 Any reforms to the current education system should be phased in over a period of time and involve key groups - teachers, Govenors, parents, pupils and other interested bodies and groups - throughout the change process.
6.1.3 Real choices with respect to post-primary schooling should be offered to pupils and their parents in the context of changing transfer procedures; such choices should be guided by teachers where appropriate.
6.1.4 Recognition must be given where there are localised solutions currently operating effectively and with widespread community support.
6.1.5 The high educational standards which have been achieved in Northern Ireland over the years must be maintained whilst vigorous action must be taken to tackle the perceived 'tail of underachievement'; any changes introduced must recognise and build upon the strengths of the current system.
6.1.6 Whatever the nature of the educational provision at post-primary level 'parity of esteem' must be achieveable.
6.1.7 Any changes introduced should ensure that the system offers pupils and parents education choices that are of perceptibly high quality.
6.1.8 Any changes introduced must recognise that the commitment and contribution of all teaching staff will be central to the implementation programme.
6.1.9 Any changes introduced should not encourage the development of a sizeable independent sector.
The figure below illustrates the Committee's view of the key components of any future system .
6.2 The Transfer Procedure
6.2.1 The Committee noted a considerable degree of dissatisfaction with the current procedures for organising pupil transfers from primary to post-primary schools along with a range of concerns about the current transfer tests. The Committee recommends that:
6.2.2 The current tests should cease to be administered from such future date as is feasible to implement. As an interim measure, CCEA should be instructed to undertake such improvements as can be made within a limited time-scale whilst ensuring that such changes have widespread support within the teaching profession.
6.2.3 A 'Transfer Profile' seeking to combine the four elements of current pupil performance, other aspects of pupil development, parental wishes and teacher guidance should be introduced as soon as possible to provide a fuller and broader picture of pupils' achievements during their primary years. The Committee recognises that such 'profiles' will require further discussion and trialling before they can be widely implemented but anticipates that a system could be in operation within the next three years.
6.3 The Curriculum
6.3.1 In discussing the arrangements for post-primary education it was apparent that the nature and content of the curriculum is a key issue. The Committee is of the view that changes to the current curriculum are necessary and should be implemented as an integral part of any changes to the post-primary education system. The Committee recommends that:
6.3.2 A core curriculum should be offered which all pupils would follow until around the age of 13 or 14 years. Such a curriculum would probably include (but not be confined to) English, Mathematics, Sciences, at least one additional Language, Humanities, Personal Development, Physical Education and ICT.
6.3.3 In identifying such a 'core', some flexibility should be permitted in terms of implementation to reflect the needs and circumstances of individual pupils.
6.3.4 All pupils should be able to sample a range of subjects before deciding which ones to commit themselves to; the choices on offer should include subjects which might loosely be described as 'academic', 'vocational' and 'technical'.
6.3.5 Where necessary schools should explore collaborative arrangements with other institutions in order to ensure that their pupils experience a sufficiently diverse range of opportunities before opting for the particular 'mixes' they favour.
6.3.6 A broad 'skills-based' curriculum should be implemented along the general lines already recommended by the CCEA in its on-going Review of the Northern Ireland Curriculum.
6.3.7 The need for flexibility regarding pupils' curricular choices should be respected and all pupils should have the opportunity, as far as possible, to select subjects in multiple combinations and to change 'track' if desired.
6.3.8 The curriculum framework eventually adopted should stretch and challenge all pupils so that all have the opportunity and support to maximise their potential.
6.3.9 A formal mechanism by which business and industry can highlight changing skill requirements at a relatively early stage in order to inform curriculum developers and managers should be established.
6.3.10 Detailed consideration must be given to how stronger and more effective links between schools and Further Education/Higher Education providers can be established and sustained to increase the flexibility of provision.
6.3.11 In the light of revisions made to the structure and content of the curriculum, consideration must be given to the implications for both initial and on-going teacher training.
Terms of reference of the review body
ON arrangements for post-primary education
REVIEW BODY ON ARRANGEMENTS FOR POST-PRIMARY EDUCATION
TERMS OF REFERENCE
To consider research and other relevant information on the impact of Selection on pupils, parents, teachers, the economy and society and undertake widespread consultation in order to:
n identify and consider key issues arising from the current Selective system of post-primary education;
n assess the extent to which the current arrangements for post-primary education meet the needs and aspirations of children and their parents and the requirements of the economy and society; and
n report to the Minister of Education its conclusions and recommendations on the future arrangements for post-primary education and address specifically:
i.the most appropriate structures for post-primary education including the age or ages at which transfer should occur;
ii.the administrative arrangements for transfer;
iii.the implications for the curriculum at primary and post-primary levels;
iv.the implications for current school structures;
v.the implications for further and higher education and training;
vi.the anticipated impact of any proposed new arrangements on the economy;
vii.the costs of any revised arrangements; and
viii.the timing and phasing of any new proposed arrangements.
minutes of proceedings of the
committee relating to the report
Minutes of proceedings
THURSDAY 28 SEPTEMBER 2000
ROOM 135, PARLIAMENT BUILDINGS
Present: Mr D Kennedy (Chairman)
Mr S Wilson (Deputy Chairman)
Mrs E Bell
Mr T Benson
Mr T Gallagher
Mrs P Lewsley
Mr B McElduff
Mr G McHugh
Mr K Robinson
In Attendance: Mrs G Ardis (Committee Clerk)
Mrs C Darrah
Miss J Adair
Ms C Angelone
The Committee met at 12.16 pm.
The meeting adjourned at 12.45 pm. and reconvened at 1.00 pm.
6. Presentation on the Gallagher Report
The Chairman welcomed Mr Tony Marken and Ms Alison Montgomery to the meeting. Mr Marken and Ms Montgomery gave an overview of the main findings contained in the Gallagher Report, including the impact of the selection procedure on pupils, teachers, schools and the curriculum and the perceptions of wider society.
The Chairman thanked Mr Marken and Ms Montgomery for a very informative presentation.
Following the presentation the Committee agreed the format for the public meeting later in the day and discussed questions. The Chairman informed members that, in his press statement, the Minister had indicated that he wished to consult with the Committee before finalising the membership of the independent Review Body that he was establishing to examine the arrangements for post-primary education. The Committee agreed that the Chairman would write to the Minister requesting an early meeting to discuss the details of the consultation process.
[Extract]
Minutes of proceedings
THURSDAY 28 SEPTEMBER 2000
IN THE SENATE CHAMBER,
PARLIAMENT BUILDINGS
Present: Mr D Kennedy (Chairman)
Mr S Wilson (Deputy Chairman)
Mrs E Bell
Mr T Gallagher
Mr B McElduff
Mr G McHugh
Mr K Robinson
In Attendance: Mrs G Ardis (Committee Clerk)
Mrs C Darrah
Miss J Adair Ms C Angelone
The Committee met at 2.30 pm in public session.
1. Public Evidence Session - Professor Tony Gallagher and Professor Alan Smith
Professor Tony Gallagher and Professor Alan Smith gave oral evidence on their report into the effects of the Selective System of Secondary Education in Northern Ireland.
Mrs E Bell left the meeting at 3.58 pm.
The meeting concluded at 4.08 pm.
DANNY KENNEDY
Committee Chairman
5 October 2000
MINUTES OF PROCEEDINGS
THURSDAY 5 OCTOBER 2000
ROOM 135, PARLIAMENT BUILDINGS
Present: Mr D Kennedy (Chairman)
Mr S Wilson (Deputy Chairman)
Mrs E Bell
Mr T Benson
Mr T Gallagher
Mrs P Lewsley
Mr B McElduff
Mr G McHugh
Mr K Robinson
In Attendance: Mrs G Ardis (Committee Clerk)
Mrs C Darrah
Miss J Adair
Ms C Angelone
The Committee met at 10.40 am.
2. Matters Arising from the Minutes of Proceedings
(v) Copies of the Chairman's letter to the Minister of Education regarding an early meeting to discuss the consultation process following the launch of the Gallagher Report had been circulated. The Minister had replied and copies of his response had also been circulated.
The Chairman advised members that the Minister would meet with the Committee on Thursday 12 October at 10.30 a.m. to discuss the consultation process. The Minister had also requested nominations from the Committee of suitable individuals for the Review Body.
Members agreed that each grouping within the Committee would provide a single nomination to the Clerk by 5.00 p.m. on Monday 9 October 2000 and that the Clerk would draw up a composite list for the next Committee meeting.
[Extract]
MINUTES OF PROCEEDINGS
THURSDAY 12 OCTOBER 2000.
ROOM 135, PARLIAMENT BUILDINGS
Present: Mr D Kennedy (Chairman)
Mr S Wilson (Deputy Chairman)
Mrs E Bell
Mr T Benson
Mr T Gallagher
Mr O Gibson
Mr B McElduff
Mr G McHugh
Mr K Robinson
In Attendance: Mrs G Ardis (Committee Clerk)
Mrs C Darrah
Miss J Adair
Ms C Angelone
Miss L Tracey
The Committee met at 10.21 am in private session.
1. Format for the Public Session
Mr McElduff and Mr McHugh joined the meeting at 10.26 am.
Mr Benson and Mr Wilson joined the meeting at 10.30 am.
The Committee, in preparing for the public session, discussed the bodies announced by the Minister to take forward the consultation process on post-primary education and noted the terms of reference for the independent Review Body. Members also discussed the issues they wished to raise with the Minister.
The Committee went into public session.
2. Discussion with the Minister for Education
The Minister for Education, Mr Martin McGuinness, joined the meeting. He was accompanied by Dr Mark Browne, Head of School Funding and Administration and Mr Aidan McAteer, Special Adviser to the Minister.
The Chairman welcomed everyone to the meeting the purpose of which was to discuss the consultation process on post primary education. A detailed discussion ensued. The key issues discussed included the reasons for setting up the various consultation bodies; the appointment mechanism used to select the Chairperson of the Review Body; the composition of the Review Body; the staffing structure and resources allocated to the Body; the need for widespread and comprehensive consultation; the timescale of the review process; and the relationship between the Review Body, the Panel of Education Advisers and the Education Consultative Forum.
In response to a question, the Minister informed members that he hoped the Education Committee would play a key role in the process. He expected the Committee to provide a submission to the Review Body. The Chairman of the Review Body had indicated that he would like to meet with the Committee to discuss the Body's proposals for the consultation process. He would also meet again with the Committee to discuss the findings of the review process in due course. Submissions to the Review Body would be placed on the Department's website and the Committee would be notified of any significant submissions. The Minister would also meet with the Committee prior to the findings of the review being made public. The Education Committee and the Assembly would also have a significant role to play in implementing any necessary legislative changes to the education system.
The Chairman thanked the Minister for meeting with the Committee and informed him that the Committee would submit nominations for the Review Body in the near future. The Minister then left the meeting.
The Committee went into private session.
3. Discussion of the Consultation Process
Mrs Bell joined the meeting at 11.52 am.
The nominations to the Review Body were circulated and the Committee agreed to forward them to the Minister. Members also agreed to discuss the role the Committee would play in the consultation process at the next meeting of the Committee.
[Extract]
MINUTES OF PROCEEDINGS
THURSDAY 19 OCTOBER 2000.
ROOM 135, PARLIAMENT BUILDINGS
Present: Mr D Kennedy (Chairman)
Mr S Wilson (Deputy Chairman)
Mrs E Bell
Mr T Benson
Mr T Gallagher
Mr O Gibson
Mrs P Lewsley
Mr B McElduff
Mr G McHugh
Mr K Robinson
In Attendance: Mrs G Ardis (Committee Clerk)
Mrs C Darrah
Miss J Adair
Ms C Angelone
The Committee met at 10.35 am.
4. Discussion of the Committee's role in the consultation process following the launch of the Gallagher Report
A short discussion took place and the Committee agreed that the Chairman would invite Mr Gerry Burns, Chairman of the Review Body, to the next meeting of the Committee to discuss the Terms of Reference for the Review Body and the proposals for the consultation exercise on post primary education. Following this, members would discuss a timetable for considering and consulting on this major issue.
The Clerk was also instructed to obtain research on the systems of post primary education in a number of other countries.
[Extract]
MINUTES OF PROCEEDINGS
THURSDAY 26 october 2000
ROOM 135, PARLIAMENT BUILDINGS
Present: Mr D Kennedy (Chairman)
Mr S Wilson (Deputy Chairman)
Mrs P Lewsley
Mr B McElduff
Mr G McHugh
Mr K Robinson
In Attendance: Mrs G Ardis (Committee Clerk)
Mrs C Darrah
Miss J Adair
Ms C Angelone
The Committee met at 10.27 am in private session.
The Committee went into public session.
5. Presentation by Mr Gerry Burns, Chairman of the Review Body on Post Primary Education
The Chairman welcomed Mr Gerry Burns, Chairman of the Review Body on Post Primary Education and Mr Alan McVeigh, Secretary. Mr Burns gave oral evidence on the Review Body's Terms of Reference and its proposed handling of the consultation exercise. This was followed by a detailed question and answer session. Hansard recorded the evidence for publication in due course.
The Chairman thanked Mr Burns and Mr McVeigh for an interesting discussion and they left the meeting.
The Committee went into private session.
Members agreed that the Chairman would write to the Minister for Education seeking clarification regarding who was responsible for appointing the Consultative Forum/Educational Advisers and concerning the issue of significant submissions. The Chairman would also inform the Minister that the Committee would wish to discuss these matters further at the meeting on 9 November.
[Extract]
MINUTES OF PROCEEDINGS
THURSDAY 9 NOVEMBER 2000.
ROOM 135, PARLIAMENT BUILDINGS
Present: Mr D Kennedy (Chairman)
Mr S Wilson (Deputy Chairman)
Mrs E Bell
Mr T Gallagher
Mr O Gibson
Mrs P Lewsley
Mr B McElduff
Mr G McHugh
Mr K Robinson
In Attendance: Mrs G Ardis (Committee Clerk) Mrs C Darrah
Miss J Adair
Ms C Angelone
The Committee met at 10.26 am in private session.
7. Discussion of the Committee's handling of the consultation process on Post-Primary Education
A paper outlining a proposed programme for presentations to the Committee on alternative systems of post-primary education and for holding focus groups to gauge parents', pupils' and teachers' views had been circulated. Following discussion, members agreed to the presentations. Members also agreed to pilot the focus groups in Belfast and review the outcome.
A draft letter from the Chairman to Mr Gerry Burns, seeking clarification of a variety of issues arising from the discussion on 26 October had been circulated. The Committee agreed the letter to Mr Burns.
[Extract]
MINUTES OF PROCEEDINGS
THURSDAY 16 NOVEMBER 2000
ROOM 135, PARLIAMENT BUILDINGS
Present: Mr D Kennedy (Chairman)
Mr S Wilson (Deputy Chairman)
Mrs E Bell
Mr T Gallagher
Mr O Gibson
Mrs P Lewsley
Mr B McElduff
Mr G McHugh
Mr K Robinson
In Attendance: Mrs G Ardis (Committee Clerk) Mrs C Darrah
Miss J Adair
Ms C Angelone
The Committee met at 10.36 am in private session.
2. Matters Arising from the Minutes of Proceedings
(vi) The Chairman advised the Committee that he had received a response to his letter to Mr Gerry Burns, Chairman of the Review Body, on the consultation process. Following discussion, members agreed that they needed to see all the submissions and consider the information from the proposed Open Days scheduled for February 2001. It would, therefore, be March at the earliest before the Committee would be in a position to respond to the Review Body. It was agreed that the Chairman should write to Mr Burns seeking further clarification.
Mr Gallagher left the meeting at 10.45 am.
The Committee went into public session.
4. Presentation by Assembly Researchers on the Systems of Post-Primary Education in Scotland and the Republic of Ireland
The Chairman welcomed Ms Alison Montgomery and Ms Sandra McElhinney, Assembly Researchers, to the meeting. Ms Montgomery gave an overview of the system of post-primary education in Scotland and Ms McElhinney gave an overview of the system in the Republic of Ireland. Both overviews were followed by detailed question and answer sessions. Hansard recorded the evidence for publication in due course.
Mr Gallagher returned to the meeting at 11.03 am.
Mr McHugh joined the meeting at 11.25 am.
Mr Gallagher left the meeting at 11.25 am. and returned at 11.56 am.
Mrs Bell left the meeting at 11.25 am. and returned at 11.44 am.
Mr McHugh left the meeting at 12 noon and returned at 12.10 pm.
The Chairman thanked Ms Montgomery and Ms McElhinney for an interesting and informative presentation and for answering members' questions and they left the meeting.
[Extract]
MINUTES OF PROCEEDINGS
THURSDAY 30 NOVEMBER 2000
ROOM 135, PARLIAMENT BUILDINGS
Present: Mr D Kennedy (Chairman)
Mr S Wilson (Deputy Chairman)
Mr T Gallagher
Mr O Gibson
Mrs P Lewsley
Mr B McElduff
Mr G McHugh
Mr K Robinson
In Attendance: Mrs G Ardis (Committee Clerk)
Mrs C Darrah
Miss J Adair
Ms C Angelone
The Committee met at 10.28 am in private session.
3. Chairman's Business
(iii) The Chairman informed members that the website for the Review Body on Post-Primary Education was due to be on-line by Friday 1 December. Members instructed the Clerk to write to the Secretary of the Review Body seeking clarification on the nature and format of submissions which would be placed on the website.
The Committee went into public session.
6. Presentation by Assembly Researchers on Alternative Systems of Post-Primary Education: Current European Systems
As part of the Committee's programme of presentations, the Chairman welcomed Ms Alison Montgomery and Ms Sandra McElhinney, Assembly Researchers, to the meeting. Ms Montgomery gave an overview of the systems of post-primary education in Germany, Austria and Scandinavia and Ms McElhinney gave an overview of the systems in France and Italy. The overviews were followed by detailed question and answer sessions. Hansard recorded the evidence for publication in due course.
Mr Wilson joined the meeting at 10.58 am.
Mr McHugh left the meeting at 11.12 am and returned at 11.25 am.
Mr Gibson left the meeting at 11.22 am and returned at 11.29 am.
Mr Robinson left the meeting at 12.02 pm.
Following a short discussion, members instructed the Clerk to commission research on the finance costs involved in the various post-primary education systems. They also requested a brief overview of the public meetings attended by the Researchers.
The Chairman thanked Ms Montgomery and Ms McElhinney for an interesting and informative presentation and for answering members' questions and they left the meeting.
[Extract]
MINUTES OF PROCEEDINGS
THURSDAY 14 DECEMBER 2000
ROOM 135, PARLIAMENT BUILDINGS
Present: Mr D Kennedy (Chairman)
Mr S Wilson (Deputy Chairman)
Mr T Gallagher
Mr O Gibson
Mrs P Lewsley
Mr G McHugh
Mr K Robinson
In Attendance: Mrs C Darrah (Committee Clerk)
Miss J Adair
Ms C Angelone
The Committee met at 10.23 am in private session.
2. Matters Arising from the Minutes of Proceedings
(iv) The Assembly Researchers would provide a synopsis of written submissions placed on the website of the Review Body on Post-Primary Education on a regular basis for members' information.
4. Chairman's Business
(i) A paper outlining proposals for the handling of the Committee's response to the Review Body on Post-Primary Education had been circulated. Following discussion, members agreed the proposals, which included publishing a formal Report in response to the Review; commissioning a further series of focus groups outside Belfast to gauge parents', pupils' and teachers' views; and seeking written submissions from the main education organisations and interests.
[Extract]
MINUTES OF PROCEEDINGS
THURSDAY 18 JANUARY 2001
ROOM 135, PARLIAMENT BUILDINGS
Present: Mr D Kennedy (Chairman)
Mr S Wilson (Deputy Chairman)
Mrs E Bell
Mr J Fee
Mr T Gallagher
Mr O Gibson
Mrs P Lewsley
Mr B McElduff
Mr K Robinson
In Attendance: Mrs C Darrah (Committee Clerk)
Mrs J McMurray
Miss J Adair
Ms C Angelone
The Committee met at 10.30 am in private session.
2. Matters Arising from the Minutes of Proceedings
(ii) The Chairman advised members that the agreed arrangements were in place for handling the Committee's consideration of the Review of Post-Primary Education. The first synopsis of the submissions on the Review Body's website would be circulated in the near future.
To assist the Committee's consideration of this important issue, the Chairman proposed that a delegation of members should visit Germany and Scotland, to gain first hand knowledge of the systems of post-primary education in those countries. Following discussion, members instructed the Clerk to identify possible suitable dates for each visit and prepare draft programmes for the consideration of the Committee.
[Extract]
MINUTES OF PROCEEDINGS ROOM
THURSDAY 1 FEBRUARY 2001
room 135, PARLIAMENT BUILDINGS
Present: Mr D Kennedy (Chairman)
Mr S Wilson (Deputy Chairman)
Mrs E Bell
Mr T Gallagher
Mr O Gibson
Mrs P Lewsley
Mr B McElduff
Mr G McHugh
Mr K Robinson
In Attendance: Mrs C Darrah (Committee Clerk)
Mrs J McMurray
Miss J Adair
Ms C Angelone
The Committee met at 10.30 am in private session.
The Committee went into public session.
5. Discussion with Mr Gerry Burns on the Review of Post-Primary Education
The Chairman welcomed Mr Gerry Burns, Chairman of the Review Body on Post-Primary Education, and Mr Alan McVeigh, Secretary to the meeting. Mr Burns outlined the progress on the Review to date and the main issues/themes being highlighted in the written submissions and public meetings. This was followed by a detailed question and answer session covering the timescale of the Review; the visits to schools undertaken by the Review Body; the format of the public meetings; the composition and role of the Education Consultative Forum; the role of the panel of educational advisers and research being undertaken; the consideration given to systems of post-primary education in other countries; and the need to ensure that all interests have an equal opportunity to be heard.
The Chairman thanked Mr Burns and Mr McVeigh for a useful and informative discussion and they left the meeting.
[Extract]
MINUTES OF PROCEEDINGS
THURSDAY 22 february 2001
ROOM 135, PARLIAMENT BUILDINGS
Present: Mr D Kennedy (Chairman)
Mr S Wilson (Deputy Chairman)
Mrs E Bell
Mr T Gallagher
Mr O Gibson
Mrs P Lewsley
Mr G McHugh
Mr K Robinson
In Attendance: Mrs C Darrah (Committee Clerk)
Mrs J McMurray
Miss J Adair
Ms C Angelone
The Committee met at 10.35 am in private session.
The Committee went into public session.
4. Evidence Session from the Education and Library Boards on Post-Primary Education
As part of the Committee's consideration of the Review of Post-Primary Education, the Chairman welcomed Mr Martin, Chief Executive of the Western Education and Library Board, Mr Cargo, Chief Executive of the Belfast Education and Library Board, Mr Fitzsimons, Chief Executive of the South Eastern Education and Library Board, and Mr Topping, Chief Executive of the North Eastern Education and Library Board to the meeting. They gave oral evidence on the Board's submission to the Committee on post-primary education and this was followed by a detailed question and answer session. Areas discussed included:
n The need for a wide debate on education issues.
n The problems with the transfer test.
n The need to set principles for the education system before considering structures.
n Vocational training and parity of esteem.
n The curriculum.
n The importance of social inclusion and parental choice.
Hansard recorded the evidence for publication in due course.
[Extract]
MINUTES OF PROCEEDINGS
THURSDAY 1 MARCH 2001
ROOM 135, PARLIAMENT BUILDINGS
Present: Mr D Kennedy (Chairman)
Mr S Wilson (Deputy Chairman)
Mrs E Bell
Mr T Gallagher
Mr T Hamilton
Mr B McElduff
In Attendance: Mrs C Darrah (Committee Clerk)
Mrs J McMurray
Miss J Adair
Ms C Angelone
The Committee met at 2.00 pm in private session.
The Committee went into public session.
3. Evidence Session on the outcome of the Focus Groups with parents, teachers and pupils in the Belfast, Fermanagh and Tyrone areas.
The Chairman welcomed Ms Rhona Reid, Research and Evaluation Services, and Ms Alison Montgomery, Senior Assembly Researcher to the meeting to discuss the outcome of the Focus Groups in Belfast, Fermanagh and Tyrone, commissioned by the Committee to gauge the views of parents, teachers and pupils. Ms Reid gave an overview on the findings of the Focus Groups and then answered members' questions. Issues discussed included:
n Pupil views of the 11+ and its importance.
n Whether preparation interfered with other activities.
n What their parents/teachers felt about the test.
n Parents' opinions of the transfer test and of secondary level education.
n Parents' views on possible alternative systems.
n Teachers' opinions of the current system and of selection by examination.
n Teachers' views of the impact of the common curriculum.
n Teachers' views of possible alternative structures.
Hansard recorded the evidence for publication in due course.
4. Evidence Session with the National Association of Schoolmasters Union of Women Teachers (NASUWT) on Post-Primary Education
As part of the Committee's consideration of the Review of Post-Primary Education, the Chairman welcomed Mr McKee and Mr Scott from NASUWT to the meeting. They gave oral evidence on the NASUWT's submission to the Committee on post-primary education and this was followed by a detailed question and answer session.
Areas discussed included:
n The problems with the current transfer test.
n Most appropriate age to transfer to post primary education.
n The need to achieve parity of esteem between academic and vocational education and between different qualifications and examinations.
n Possible systems of comprehensive or 'all inclusive' education and the use of setting/streaming.
n The danger of some grammar schools becoming independent, fee-paying schools.
n How to achieve a flexible system.
n The need for job security and retention of terms and conditions for teachers in any changes.
Hansard recorded the evidence for publication in due course.
[Extract]
MINUTES OF PROCEEDINGS
THURSDAY 15 MARCH 2001
ROOM 135, PARLIAMENT BUILDINGS
Present: Mr D Kennedy (Chairman)
Mr S Wilson (Deputy Chairman)
Mr J Fee
Mr T Gallagher
Mr O Gibson
Mr T Hamilton
Mrs P Lewsley
Mr B McElduff
Mr G McHugh
Mr K Robinson
In Attendance: Mrs C Darrah (Committee Clerk)
Mrs J McMurray
Miss J Adair
Ms C Angelone
The Committee met at 10.57 am in private session with the Deputy in the Chair.
The Committee went into public session.
5. Evidence Session with the Youth Council on Post-Primary Education
As part of the Committee's consideration of the Review of Post-Primary Education, the Deputy Chairman welcomed Mr Guilfoyle, Ms Young, Mr McKee and Ms McKinney to the meeting. They gave oral evidence on the Youth Council's submission to the Committee on post-primary education and this was followed by a detailed question and answer session. Areas discussed included:
n The role of the Youth Council in providing opportunities for personal and social development of young people.
n The need to establish closer links between formal and informal education.
n Possible systems for the transfer from primary to post-primary education.
n The need for appropriate teacher training to assist marginalised and special needs pupils.
n The common curriculum.
n The role of the transition year in personal development.
n The need to access the views of young people on the Review.
Hansard recorded the evidence for publication in due course.
The Chairman joined the meeting at 11.30 am and assumed the chair.
6. Evidence Session with the Catholic Heads Association on Post-Primary Education
As part of the Committee's consideration of the Review of Post-Primary Education, the Chairman welcomed Mr Tierney, Sister Hegarty, Mrs Pettigrew and Mr Stuart to the meeting. They gave oral evidence on the Catholic Heads Association's submission to the Committee on post-primary education and this was followed by a detailed question and answer session. Areas discussed included:
n The deficiencies of the current transfer procedure.
n The benefits of the present system of post-primary education.
n The use of continuous assessment at primary level.
n The most appropriate age of transfer to post-primary education.
n The need to set principles for the education system before considering structures.
n Possible systems of post-primary education.
n The need to achieve parity of esteem between academic and vocational education and the different qualifications and examinations.
n The curriculum.
Hansard recorded the evidence for publication in due course.
7. Evidence Session with the Secondary Heads Association on Post-Primary Education
As part of the Committee's consideration of the Review of Post-Primary Education, the Chairman welcomed Mr Stuart, Mr McBain and Mr Wilson to the meeting. They gave oral evidence on the Secondary Heads Association's submission to the Committee on post-primary education and this was followed by a detailed question and answer session. Areas discussed included:
n The deficiencies of the transfer system.
n The need to achieve parity of esteem between academic and vocational education.
n The most appropriate age of transfer to post-primary education.
n Possible systems of selection, assessment and the role of parental choice.
n The curriculum.
n The need to tackle underachievement.
n Appropriate timescales for implementation of change.
Hansard recorded the evidence for publication in due course.
8. Evidence Session with the National Association of Headteachers (NI) on Post-Primary Education
As part of the Committee's consideration of the Review of Post-Primary Education, the Chairman welcomed Mr Irwin, Mr Arbuthnot, Mr Greenwood and Mr Hamilton to the meeting. They gave oral evidence on the National Association of Headteachers' submission to the Committee on post-primary education and this was followed by a detailed question and answer session. Areas discussed included:
n The deficiencies of the present transfer system.
n The most appropriate age of transfer to post-primary education.
n The curriculum.
n The advantages of a comprehensive system of education.
n Possible systems of selection and assessment at primary level.
n Vocational education and qualifications.
Hansard recorded the evidence for publication in due course.
9. Evidence Session with the Irish National Teachers' Organisation on Post-Primary Education
As part of the Committee's consideration of the Review of Post-Primary Education, the Chairman welcomed Mr Bunting and Ms O'Donnell to the meeting. They gave oral evidence on the Irish National Teachers' Organisation's submission to the Committee on post-primary education and this was followed by a detailed question and answer session. Areas discussed included:
n The deficiencies of the present transfer system.
n The need to ensure equality of opportunity and funding for all education sectors.
n The importance of social inclusion and pupil/parental choice.
n Possible systems of comprehensive education and the use of setting/streaming.
n The curriculum.
n The possibility of establishing local systems of education.
n The need to find an agreed way forward.
Hansard recorded the evidence for publication in due course.
[Extract]
MINUTES OF PROCEEDINGS
THURSDAY 22 MARCH 2001
ROOM 135, PARLIAMENT BUILDINGS
Present: Mr D Kennedy (Chairman)
Mr S Wilson (Deputy Chairman)
Mrs E Bell
Mr O Gibson
Mr T Hamilton
Mr B McElduff
Mr G McHugh
Mr K Robinson
In Attendance: Mrs C Darrah (Committee Clerk)
Mrs J McMurray
Miss J Adair
Ms C Angelone
The Committee met at 10.28 am in private session.
The Committee went into public session.
4. Evidence Session with the Council for Catholic Maintained Schools on Post-Primary Education
As part of the Committee's consideration of the Review of Post-Primary Education, the Chairman welcomed Mr Flanagan, Mr McArdle, Mr Davidson and Mr Lundy to the meeting. They gave oral evidence on the submission by the Council for Catholic Maintained Schools to the Committee on post-primary education and this was followed by a detailed question and answer session. Areas discussed included:
n The need to set objectives for the education system before considering structures.
n The need for education to reflect the requirements of society and industry and commerce and the need for a manpower analysis in Northern Ireland.
n The need to provide meaningful choice by ensuring equality of esteem between academic and vocational education.
n The most appropriate age of transfer to post-primary education.
n The development of a culture of election rather than selection and the role of parents and pupils.
Hansard recorded the evidence for publication in due course.
The Committee adjourned at 11.35 am and reconvened at 2.00 pm.
6. Evidence Session with the Governing Bodies Association on Post-Primary Education
As part of the Committee's consideration of the Review of Post-Primary Education, the Chairman welcomed Mr Algeo, Mr McCallion, Dr Rodgers and Mr Miskelly to the meeting. They gave oral evidence on the Governing Bodies Association's submission to the Committee on post-primary education and this was followed by a detailed question and answer session. Areas discussed included:
n The deficiencies and benefits of the current transfer procedure.
n Possible systems of selection and assessment at primary level.
n The curriculum.
n The most appropriate age for transfer to post primary education.
n Social inclusion and parental choice.
n The deficiencies of the comprehensive school system.
Hansard recorded the evidence for publication in due course.
7. Evidence Session with Comhairle Na Gaelscolaíochta on Post-Primary Education
As part of the Committee's consideration of the Review of Post-Primary Education, the Chairman welcomed Mr MacMuiris, Mr ÓhÍr and Ms Ruane to the meeting. They gave oral evidence on Comhairle Na Gaelscolaíochta's submission to the Committee on post-primary education and this was followed by a detailed question and answer session. Areas discussed included:
n The deficiencies of the current transfer procedure particularly in relation to bi-lingual education.
n The need to set objectives for the education system before considering education structures.
n The benefits of the comprehensive or 'all-through' system of education.
n Social inclusion and the role of parental choice.
Hansard recorded the evidence for publication in due course.
8. Evidence Session with the Ulster Teachers' Union on Post-Primary Education
As part of the Committee's consideration of the Review of Post-Primary Education, the Chairman welcomed Mr Calvin, Ms Hall-Callaghan, Ms Barton and Ms Garrett to the meeting. They gave oral evidence on the Ulster Teachers' Union's submission to the Committee on post-primary education and this was followed by a detailed question and answer session. Areas discussed included:
n The deficiencies of the current transfer procedure.
n The advantages of implementing a delayed selection system such as the Dickson Plan system throughout Northern Ireland.
n Possible systems of assessment and selection and the role of parental choice.
n The need to establish parity of esteem between vocational and academic education.
n The relative merits of other systems of education including comprehensive education and the German system of education.
Hansard recorded the evidence for publication in due course.
[Extract]
MINUTES OF PROCEEDINGS
THURSDAY 29 MARCH 2001
ROOM 135, PARLIAMENT BUILDINGS
Present: Mr D Kennedy (Chairman)
Mrs E Bell
Mr T Gallagher
Mr T Hamilton
Mr B McElduff
Mr G McHugh
Mr K Robinson
In Attendance: Mrs C Darrah (Committee Clerk)
Mrs J McMurray
Miss J Adair
Ms C Angelone
The Committee met at 10.55 am in private session.
The Committee went into public session.
5. Evidence Session with the Transferor Representatives' Council on Post-Primary Education
As part of the Committee's consideration of the Review of Post-Primary Education, the Chairman welcomed Canon McKelvey, the Rev. McAllistair, Mr Orr and the Rev. Glenny to the meeting. They gave oral evidence on the submission by the Transferor Representatives' Council to the Committee on post-primary education and this was followed by a detailed question and answer session. Areas discussed included:
n The deficiencies and benefits of the current transfer system.
n The need to recognise genuine fears about the Review process and ensure community confidence in the education system.
n The need for community ownership of education through the establishment of local community education audits.
n The need to ensure parity of esteem between academic and vocational education.
n The most appropriate age of transfer to post-primary education.
n The curriculum.
Possible systems of post-primary education.
The lack of a representative body for Controlled schools
Hansard recorded the evidence for publication in due course.
6. Evidence Session with the Association of Headteachers in Secondary Schools on Post-Primary Education
As part of the Committee's consideration of the Review of Post-Primary Education, the Chairman welcomed Mr McCrea, Mr McKimm, Mr Rafferty and Mr Browne to the meeting. They gave oral evidence on the submission by the Association of Headteachers in Secondary Schools to the Committee on post-primary education and this was followed by a detailed question and answer session. Areas discussed included:
n The purpose and effectiveness of selection.
n The deficiencies of the current transfer system.
n The need to ensure parity of esteem between academic and vocational education.
n The need to ensure the education system reflects the requirements of society and industry and commerce.
n The benefits of a comprehensive system.
n The need to consider current research on learning and teaching methods.
Hansard recorded the evidence for publication in due course.
[Extract]
MINUTES OF PROCEEDINGS
THURSDAY 26 APRIL 2001
ROOM 135, PARLIAMENT BUILDINGS
Present: Mr D Kennedy (Chairman)
Mr S Wilson (Deputy Chairman)
Mrs E Bell
Mr T Gallagher
Mrs P Lewsley
Mr B McElduff
Mr K Robinson
In Attendance: Mrs C Darrah (Committee Clerk)
Mrs J McMurray
Miss J Adair
Ms C Angelone
The Committee met at 10.45 am in private session.
The Committee went into public session.
7. Evidence Session with the Institute of Directors on Post-Primary Education
As part of the Committee's consideration of the Review of Post-Primary Education the Chairman welcomed Mr Bell, Mr McCall and Ms Brown to the meeting. They gave oral evidence on the submission by the Institute of Directors to the Committee on the review of post-primary education and this was followed by a detailed question and answer session. Areas discussed included:
n The deficiencies of the current system.
n The need to retain the high standards of academic performance achieved by the current system in any reform.
n The need to develop a partnership approach between education, business and industry.
n The benefits of differentiated or two-route system of post-primary education.
n Possible systems of selection and assessment and the role of parental choice.
n Ways of establishing parity of esteem between academic and vocational education.
n The most appropriate age of transfer to post-primary education.
n The curriculum.
Hansard recorded the session for publication in due course.
[Extract]
MINUTES OF PROCEEDINGS
THURSDAY 10 MAY 2001
IN COMMITTEE ROOM 1
THE SCOTTISH PARLIAMENT, EDINBURGH
Present: Mr D Kennedy (Chairman)
Mrs E Bell
Mrs P Lewsley
Mr B McElduff
Mr G McHugh
In Attendance: Mrs C Darrah (Committee Clerk)
Miss J Adair
Miss A Montgomery
The Committee met at 4.15 pm in public session.
The Chairman opened the meeting and thanked the Convenor, members and staff of the Education, Culture and Sports Committee of the Scottish Parliament for their assistance in arranging the Evidence Sessions and for their hospitality.
The Convenor of the Scottish Education, Culture and Sports Committee, Mrs Gillen and Deputy Convenor, Ms Peattie who attended the opening of the meeting welcomed the Northern Ireland Assembly Education Committee to the Scottish Parliament. The meeting was the first held by another Assembly Committee in the Scottish Parliament.
1. Evidence Session with Professor Tom Bryce and Professor Walter Humes on the Scottish System of Post-Primary Education
As part of the Committee's consideration of the Review of Post-Primary Education, the Chairman welcomed Professor Tom Bryce, Vice Dean and Professor Walter Humes, Department of Education at the University of Strathclyde to the meeting. They gave oral evidence and outlined the main points of their paper to the Committee on the system of post-primary education in Scotland. This was followed by a detailed question and answer session. Areas discussed included:
n Public perception of the Scottish system of post-primary education.
n The effectiveness of banding/streaming/setting.
n The curriculum.
n The liaison between schools and business/industry.
n The benefits of the Scottish comprehensive system for pupils from poorer socio-economic backgrounds.
n Community Schools.
n Mainstreaming and Special Educational Needs.
n The McCrone Agreement and teacher development.
n The main challenges being faced.
Hansard recorded the evidence for publication in due course.
2. Evidence Session with Professor Munn on the Scottish System of Post-Primary Education
As part of the Committee's consideration of the Review of Post-Primary Education, the Chairman welcomed Professor Pamela Munn, Professor of Curriculum Research at the University of Edinburgh to the meeting. Professor Munn gave oral evidence and outlined the main points of her paper to the Committee on the system of post-primary education in Scotland. This was followed by a detailed question and answer session. Areas discussed included:
n Public perception of the Scottish system of post-primary education.
n The effectiveness of banding/streaming/setting.
n The curriculum.
n The introduction of the Higher Still exams.
n The McCrone Agreement and teacher development.
n The main challenges for Scottish education.
n The approach to vocational education and training.
n Special Educational Needs.
Hansard recorded the evidence for publication in due course.
[Extract]
MINUTES OF PROCEEDINGS
THURSDAY 17 MAY 2001
ROOM 135, PARLIAMENT BUILDINGS
Present: Mr D Kennedy (Chairman)
Mr S Wilson (Deputy Chairman)
Mrs E Bell
Mr O Gibson
Mr T Hamilton
Mr B McElduff
Mr G McHugh
In Attendance: Mrs C Darrah (Committee Clerk)
Mrs V Artt
Mrs J McMurray
Ms C Angelone
The Committee met at 10.35 am in private session.
The Committee went into public session.
4. Evidence Session with the Northern Ireland Council for the Curriculum Examinations and Assessment
As part of the Committee's consideration of the Review of Post-Primary Education, the Chairman welcomed Mr Lennon and Mr Boyd to the meeting. They gave oral evidence on the CCEA's submission to the Committee on post-primary education and this was followed by a detailed question and answer session. Areas discussed included:
n The need to recognise the strengths of the present system while appreciating the changing needs of society and the economy.
n The importance of the review of the curriculum.
n The role of teachers and appropriate teacher training.
n The need to focus on the end result ensuring that it matches employers' needs.
n The development of early years provision.
n The importance of achieving parity of esteem between vocational and academic qualifications and the need to make vocational subjects more available.
n Possible methods of targeting underachievement and social exclusion.
Hansard recorded the evidence for publication in due course.
Mrs Bell left the meeting at 12 05 pm.
5. Evidence Session with the Confederation of British Industry
As part of the Committee's consideration of the Review of Post-Primary Education the Chairman welcomed Mr Smyth, Mr Masterson, Mr Cooley and Mr Owens to the meeting. They gave oral evidence on the CBI's submission to the Committee on post-primary education and this was followed by a detailed question and answer session. Areas discussed included:
n The role of the education system in the future success of the Northern Ireland economy.
n The changing needs of employers and customers.
n The importance of placing employability at the heart of the education system.
n The development of mobility between schools and the need to broaden the curriculum.
n The current selection procedure and possible alternatives.
n The need to improve career planning advice.
n The need for equal recognition of vocational and academic subjects.
n The need to focus on reducing underachievement and ensure that all key skills are covered.
Hansard recorded the evidence for publication in due course.
[Extract]
MINUTES OF PROCEEDINGS
TUESDAY 22 MAY 2001
Room 135, PARLIAMENT BUILDINGS
Present: Mr D Kennedy (Chairman)
Mr S Wilson (Deputy Chairman)
Mrs E Bell
Mr J Fee
Mr O Gibson
Mr B McElduff
In Attendance: Mrs C Darrah
Mrs V Artt
Miss J Adair
Ms C Angelone
The Committee met at 11.27 am in private session.
The meeting was opened to the public at 11.45 am.
5. Evidence Session with the Northern Ireland Council for Integrated Education
As part of the Committee's consideration of the Review of Post-Primary Education, the Chairman welcomed Mr Wardlow, Mr Mullan and Mr Mackin to the meeting. They gave oral evidence on NICIE's submission to the Committee on post-primary education and this was followed by a detailed question and answer session. Areas discussed included:
n The benefits and deficits of the current system of post-primary education.
n The benefits of all-ability integrated schools.
n Mixed ability classes.
n The use of streamlining/setting/banding.
n How to achieve parity of esteem for vocational subjects.
n The use of academic selection criteria and alternative methods for transferring from primary to post-primary education.
n The need for an evolutionary approach.
Hansard recorded the evidence for publication in due course.
[Extract]
MINUTES OF PROCEEDINGS
Thursday 14 june 2001
Room 135, PARLIAMENT BUILDINGS
Present: Mr D Kennedy (Chairman)
Mr S Wilson (Deputy Chairman)
Mrs E Bell
Mr T Gallagher
Mr O Gibson
Mrs P Lewsley
Mr B McElduff
In Attendance: Mrs C Darrah
Mrs V Artt
Miss J Adair
Ms C Angelone
The Committee met at 10.35 am in private session.
7. Discussion with the Specialist Adviser on the Review of Post-Primary Education
The Chairman welcomed the Specialist Adviser on the Review of Post-Primary Education to the meeting. The Specialist Adviser briefed the Committee on his analysis of the written submissions and evidence sessions. This was followed by an initial discussion of the main issues for inclusion in the Committee response.
[Extract]
MINUTES OF PROCEEDINGS
Thursday 21 june 2001
Room 135, PARLIAMENT BUILDINGS
Present: Mr D Kennedy (Chairman)
Mr S Wilson (Deputy Chairman)
Mr T Gallagher
Mr O Gibson
Mr T Hamilton
Mrs P Lewsley
Mr G McHugh
Mr K Robinson
In Attendance: Mrs C Darrah
Mrs V Artt
Miss J Adair
Ms C Angelone
Ms A Montgomery (Assembly Research Directorate)
The Committee met at 10.30 am in private session.
6. Discussion with the Specialist Adviser on the Review of Post-Primary Education
The Chairman welcomed the Specialist Adviser on the Review of Post-Primary Education to the meeting. Following a lengthy and detailed discussion of the main issues for inclusion in the Committee response, the Committee agreed that the Specialist Adviser should provide a briefing paper to enable the discussion to be taken forward at the meeting on 28 June.
[Extract]
minutes of proceedings
thursday 28 june 2001
room 135, parliament buildings
Present: Mr D Kennedy (Chairman)
Mrs E Bell
Mr O Gibson
Mr T Hamilton
Mrs P Lewsley
Mr G McHugh
Mr K Robinson
In Attendance: Mrs C Darrah
Mrs V Artt
Miss J Adair
Ms C Angelone
Ms A Montgomery (Assembly Research Directorate)
The Committee met at 10.30 am in private session.
6. Discussion with the Specialist Adviser on the Review of Post-Primary Education
The Chairman welcomed the Specialist Adviser on the Review of Post-Primary Education to the meeting. A lengthy and detailed discussion of the main issues for inclusion in the Committee response took place. The Committee agreed to continue the discussion at the next meeting when the Specialist Adviser would provide a summary position paper.
[Extract]
minutes of proceedings
thursday 5 july 2001
room 135, parliament buildings
Present: Mr D Kennedy (Chairman)
Mr S Wilson (Deputy Chairman)
Mrs E Bell
Mr O Gibson
Mr T Hamilton
Mrs P Lewsley
Mr G McHugh
In Attendance: Mrs C Darrah
Mrs V Artt
Ms C Angelone
The Committee met at 10.25 am in private session.
9. Discussion with the Specialist Adviser on the Review of Post-Primary Education
The Chairman welcomed the Specialist Adviser on the Review of Post-Primary Education to the meeting. After a full and lengthy discussion it was agreed that he would prepare a first draft report covering the main issues and provide further information regarding the practicalities and resource implications to assist further consideration of the matter.
[Extract]
minutes of proceedings
tuesday 11 september 2001
room 152, parliament buildings
Present: Mr D Kennedy (Chairman)
Mr S Wilson (Deputy Chairman)
Mr T Gallagher
Mr O Gibson
Mr T Hamilton
Mr B McElduff
Mr G McHugh
Mr K Robinson
In Attendance: Mrs C Darrah
Mrs V Artt
Miss J Adair
Ms J Duffin
The Committee met at 11.10 am in private session.
1. Discussion with the Specialist Adviser on the Review of the Post-Primary Education
The Chairman welcomed the Specialist Adviser on the Review of Post-Primary Education to the meeting.
The Specialist Adviser briefed the Committee and it was agreed that two further sections regarding structure would be drafted for consideration.
A detailed discussion on the transfer test procedure ensued and the Committee agreed the Specialist Adviser should draft an appropriate section based on the conclusions reached.
Further detailed and lengthy discussion took place on a wide range of issues for inclusion in the draft report and the Committee agreed a number of proposals and amendments.
[Extract]
MINUTES of Proceedings
tuesday 18 september 2001
room 135, parliament buildings
Present: Mr D Kennedy (Chairman)
Mr S Wilson (Deputy Chairman)
Mrs E Bell
Mr T Gallagher
Mr O Gibson
Mr T Hamilton
Mrs P Lewsley
Mr B McElduff
Mr G McHugh
Mr K Robinson
In Attendance: Mrs C Darrah
Mrs V Artt
Miss J Adair
Ms C Angelone
Ms A Montgomery (Assembly Research Directorate)
The Committee met at 12.25 pm in private session.
2. Consideration of the initial draft Report on the Review of Post-Primary Education
The Committee considered a draft Report on the Review of Post-Primary Education and agreed a number of amendments to the wording and additional sections to be drafted. The Committee also agreed that any further amendments would be submitted to the Clerk for consideration at the next meeting.
[Extract]
MINUTES OF PROCEEDINGS
TUESDAY 25 SEPTEMBER 2001
room 135, parliament buildikngs
Present: Mr D Kennedy (Chairman)
Mr S Wilson (Deputy Chairman)
Mrs E Bell
Mr T Gallagher
Mr O Gibson
Mr T Hamilton
Mrs P Lewsley
Mr B McElduff
Mr K Robinson
In Attendance: Mrs C Darrah
Mrs V Artt
Miss J Adair
Ms C Angelone
Ms A Montgomery (Assembly Research Directorate)
The Committee met at 11 .20 am in private session.
2. Draft Report on the Review of Post-Primary Education
(i) The Committee considered the second draft of the Report on the Review of Post-Primary Education which included a number of amendments to the wording and additional sections which had been proposed at a previous meeting. Members considered the draft section by section and agreed the changes and additions.
(ii) A number proposed amendments to the report had been tabled by a member of the Committee to the Clerk and details had been circulated prior to the meeting. In the member's absence the Committee agreed that the proposed amendments should be held for consideration until the member was available to table and discuss them.
(iii) A paper outlining draft principles and recommendations was circulated at the meeting. The Committee agreed to accept, subject to some minor amendments, the principles and recommendations and include them in the report.
(iv) The Committee agreed that the Clerk should check the procedures and timescales for printing and publishing the Report.
[Extract]
MINUTES OF PROCEEDINGS
TUESDAY 2 OCTOBER 2001
ROOM 152, PARLIAMENT BUILDINGS
Present: Mr D Kennedy (Chairman)
Mr S Wilson (Deputy Chairman)
Mr T Gallagher
Mr B McElduff
Mr G McHugh
Mr K Robinson
In Attendance: Mrs C Darrah
Mrs V Artt
Ms C Angelone
The Committee met at 2.15 p.m. in private session.
2. Report on the Review of Post-Primary Education
(i) The Committee noted the inclusion of amendments and additions discussed and agreed at a previous meeting to the second draft of the report on the Review of Post-Primary Education.
(ii) The Committee agreed a number of amendments and additions to the Introduction and the reorganised Recommendations section of the report.
(iii) The Committee noted that a draft Conclusions section would be circulated prior to the next meeting for consideration.
(iv) The Committee discussed and agreed the Appendices to be included in the report.
(v) The Committee agreed that the Chairman should write to the Chairpersons of the relevant Committees to provide an opportunity for them to comment on the recommendations included in the report that may impinge on their responsibilities.
(vi) A paper tabled by Mr McHugh outlining his views on the issues contained in the report was briefly discussed.
(vii) The Committee considered a timetable forthe printing and publishing of the report. The Chairman explained how parts of the report could be produced on a CD ROM rather than in hard copy version as part of a pilot study for the future production of Assembly Committee reports. The Committee resolved that the report should be produced on CD ROM. A small number of hard copy versions of the report would also be available. The Committee also agreed that the report should be sent to the Printed Paper Office and a proof copy of the report should be ready for the next Committee meeting at which the report was scheduled to be discussed.
(viii) The Committee agreed that the Clerk should prepare a draft Motion and a draft press release for consideration.
(ix) The Committee agreed to meet on Tuesday 9 October at 12 noon in Room 152 Parliament Buildings to consider the proof copy of the report and discuss the printing and publishing schedule again.
[Extract]
MINUTES OF PROCEEDINGS
TUESDAY 9 OCTOBER 2001
ROOM 135, PARLIAMENT BUILDINGS
Present: Mr D Kennedy (Chairman)
Mr S Wilson (Deputy Chairman)
Mr O Gibson
Mr K Robinson
Mr T Hamilton
Mr G McHugh
Mrs E Bell
Mrs P Lewsley
In Attendance: Mrs C Darrah
Mrs V Artt
Miss P Bradley
Ms C Angelone
Ms Gillian Kane ( Assembly Research Directorate )
The Committee met at 10.15 am in private session.
2. Report on the Review of Post-Primary Education
(i) The Committee noted the comments received from the Committee for Education and Learning and the Committee for Enterprise, Trade and Investment on recommendations in the Report relating to their remit.
(ii) The final draft of the Committee's Report was read paragraph by paragraph:
Introduction - Paragraphs 1.1 to 1.4 read and agreed
The Context - Paragraphs 2.1 to 2.3 read and agreed
Review of the Evidence - Paragraphs 3.1 to 3.3 read and agreed
Paragraphs 3.4 to 3.9 read and agreed
Consideration of the Key Issues - Paragraphs 4.1 to 4.5 read and agreed
Paragraphs 4.6 to 4.8 read and agreed
Conclusions - Paragraphs 5.1 to 5.5 read, amended and agreed
Recommendations - Paragraph 6.1 read, amended and agreed
Paragraph 6.2 read, amended and agreed
Paragraphs 6.3 read and agreed
(iii) The Committee agreed that information on the Committee office and the Assembly researchers who had worked on the Report should be included.
(iv) The Committee agreed -
"That the Report should be the First Report of the Committee for Education to the Assembly and that it should be printed."
(v) The Committee agreed the wording of a Motion to be tabled in the Business Office for a debate in the Assembly.
(vi) The Committee discussed and agreed the printing and publishing schedule for the Report and the possible timing of the debate. The Committee also agreed that advance copies of the Report should be provided to the Minister of Education and the Chairman of the Review Body and sent to the media prior to the debate.
(vii) The Committee agreed that copies of the Report should be sent to each of the organisations and individuals who had submitted evidence to the Committee.
(viii) The Committee agreed that copies of the Report should be available on request in other mediums such as Irish Language, Ulster Scots, large print, braille, etc. and instructed the Clerk to inform the Printed Paper Office.
[Extract
[i] Lundy, L. (2001) Access to Post-primary schools in Northern Ireland, NI Human Rights Commission.
[ii] Leonard, M. & Davey, C (2001) Thoughts on the 11 Plus, Save the Children.
[iii] ALTA project, Graduate School of Education, The Queen's University Belfast.
[iv] Research into the Effects of the Selective System of Secondary Education in Northern Ireland. Gallagher, T and Smith, A (2000) Main Report and Volumes 1 and 2, Bangor: Department of Education