Education Committee Northern Ireland Assembly 01/01/R Report

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 3 - Written Submissions relating to the report

Appendix 4

WRITTEN SUBMISSIONS

WRITTEN SUBMISSION BY:
ASSOCIATION OF HEAD TEACHERS IN SECONDARY SCHOOLS

PART ONE

In the light of the recent research and our experience, there is an urgent need to re-examine the nature and purpose of selection at 11.

The main purpose appears to be that of sorting children into ranked groups or 'pecking order' for consideration for placement in grammar schools.

The simple question - Why do this? - given the common curriculum and common examination systems at KS3 and KS4 which exist in the post primary system - remains unanswered.

It is our view that the selection process is an artificial device used to separate children to meet the needs of organisation and accommodation.

n It has the effect of devaluing the majority of children and, in some cases, significantly damaging their self-esteem at a crucial stage of their emotional and educational development.

n It has also led to the primary school curriculum being distorted as schools try to ensure that their pupils obtain as many of the higher grades as possible.

n The question of fairness remains, despite all the modifications and adjustments made in the procedure down through the decades. For example, is it fair to the gender or social background of the child?

We cannot continue to have a system of education in the new millennium which leads to educational inequality prior to school leaving age or is a hindrance to employment in later life.

The Association of Head Teachers for Secondary Schools believes that: this issue, the single most important one facing our education system, cannot be dealt with in such a short period as presently envisaged. We would support the department of education's desire to have widespread and informed debate and certainly the matter demand this but over this issue, above all, we would encourage the Department to live up to its name and educate the public to take part in the debate and not just the "selected few". We would consider it helpful for the Department of education to provide much more information about the alternatives; that they use press, radio and television to inform the public about the choices and about the issues at stake. Many of those who most want to take part in the debate are those who lost out last time round. The challenge for the Department is to find a means of articulating the views of the less articulate.

Our desire is to have a system which is designed to meet the needs of children not educational institutions. One which is committed to equality of opportunity, inclusiveness and excellence for all. Any proposals for change therefore must:-

n focus on the educational needs of the child;

n provide for the development of all aspects of the person - intellectual, spiritual, physical, creative etc;

n cater for and develop all types of intelligence;

n promote opportunities for pupils to exercise ownership and choice yet avoid pressure on them to make premature decisions;

n ensure that all children

- feel equally cherished by the educational system;

- have equality of esteem;

- have equality of access to life opportunities

n meet the changing needs of society and the economy.

Schools based on these principles will:-

n serve all children in the neighbourhood;

n actively promote the initiative of pupils and teachers;

n avoid fixing ability levels;

n give children confidence in their own ability;

n have high expectations for the children's intellectual, emotional, social, moral and creative development;

n make available a range of educational opportunities while ensuring a common core of basic study;

n welcome parents involvement in the school and their children's education;

n value the children's own culture and experience.

The task schools face is to create an educational environment and to build a curriculum, sufficiently broad, flexible and stimulating to engage the diverse, restless range of aptitudes young people bring with them to school. It is for schools to assist pupils in developing intelligences and to discover and to nurture their individual aptitudes and abilities, whatever these may be. The good school will seek to provide not a single ladder of progress which advances a few at the expense of many but to create a broad trellis, where there is room for movement in all directions and where there is no longer just one route, one top or one excellence.

The post-primary institutions required must be better instruments by which society may pursue the education of its young, of whatever age, gender, background and aptitude, into the new millennium.

PART TWO

Age of Transfer

The Executive believes that the optimum age for transfer is eleven.

The Most Appropriate Structures

The Executive committee of AHTSS, having studied the Gardner Report (Gardner, J and Cowan, P (2000) Testing the Test: a study of the reliability and validity of the Northern Ireland Transfer Procedure test in enabling the selection of pupils for Grammar School places: Queen's University Belfast), concludes that the present arrangements for transfer by selection do not meet the requirements of equality of opportunity and social inclusion. They also believe that these arrangements fail to recognise the range of multiple intelligences identified in the work of Howard Gardner ('Frames of Mind') and others.

Having studied the alternative modes suggested in the Gallagher Report on "The effects of the Selective System of Secondary Education in Northern Ireland" the committee believes that the Scottish model of all-through comprehensive schools best meets the developing needs of secondary provision in Northern Ireland in the 21st Century.

The Executive has studied the Scottish system closely and is impressed by the way in which it provides for a smooth transition from the Primary to Secondary stage, allowing close collaboration between Primary Schools and their local Comprehensives. This is embodied in the 5-14 curriculum which has been developed across the Primary and Secondary phases. The Executive believes that this provides a system which combines the principles of social inclusion and equality of opportunity with the overall raising of standards for the majority without significantly impairing the performance of the most able (as demonstrated in the Gallagher Report).

The system also offers a broad-based curriculum combining flexibility and the range of social and inter-personal experiences necessary for success in the 21st Century. It allows pupils across the full range of abilities to share a common breadth of curriculum. The system encourages parity of esteem by allowing pupils of all abilities to study a wide range of vocational and academic subjects at the same institution. Membership of the same institution obviates the very real danger of the creation of a divided curricular pattern for different types of schools with accompanying differential perceptions of esteem. It is essential that all citizens of the future, whatever their intellectual gifts, are equipped with an awareness of vocational and technological issues, and that attainments in all these areas are valued equally.

The organisation of educational provision into all-through Post Primary Schools catering for pupils up to the age of 18 has resulted in a high and increasing uptake of Post 16 education amongst all young people in Scotland. This, in turn, has led to a correspondingly higher uptake of further and higher education.

The system has proved to have gained general support in Scottish society with only 5% of pupils being sent to the contracting independent sector. (20% in the unique circumstances of Edinburgh.) The independent sector is, of course, comprehensive in terms of ability: its sole claim to selectivity being the socio-economic.

State Provision

The Executive is aware that the present consultation exercise refers to State provision and the State's responsibilities to all its citizens with regard to equality of opportunity and social inclusiveness. Its recommendations are on that basis and it believes that decisions about future provision should relate to State provision alone. It may be that a tiny minority of schools may attempt to opt out and become independent. It is unlikely that such a sector would be significant once divorced from State financial subvention.

Administrative Arrangements Facilitating Transfer

(a) End of all forms of selection by ability.

(b) The establishment of catchment areas ensuring a balanced social and academic mix.

(d) Financial support should only be available to schools that participate in the non-selective system.

The Gardner Report has demonstrated the inadequacies of the selection system, even in selecting accurately across a narrow range of abilities. The present selection system's limitations are compounded by the fact that it focuses on a limited range of abilities and fails to recognise the potential of many pupils as identified by the work on multiple intelligences.

Catchment Areas

In many parts of Northern Ireland, particularly rural and provincial towns, the identification of catchment areas should be relatively easy. This system should reflect the whole range of the existing social mix in terms of the local community.

Religious Ethos

The Executive believes that in the State System, including the present maintained system, pupils should transfer to their 'area' comprehensive with freedom of choice in respect to a school's religious or integrated ethos being maintained.

School Size

(a) 800-900 pupils optimum.

Educational research would suggest that the optimal size for schools is reckoned to be about 800-900 pupils. In many locations such area schools should enable rationalisation to take place, removing duplication caused by the presence of one or more Grammar and High Schools in the same town. This would release substantial financial resources for necessary development and improved resources: professional, administrative and physical. Legislation could be brought forward requiring funds released by the sale of property or resources in any sector of education under Best Value schemes to be reinvested within the sector.

Determination of Catchment Areas

In large, urban areas such as Belfast, the presence of large schools concentrated in close proximity or in commercial areas, which offer no readily identified catchment area, presents a challenge.

As in other areas where schools are identified with concentrations of high or low socio-economic status, catchment areas could be tailored to achieve a mix of social class and ability. The following strategies could be used for example: catchment areas could be formed from alternating concentric bands, be balloon shaped, corridor shaped or segment shaped with adjacent apices, leading from areas of low population density to those of higher density and embracing a wide range of socio-economic backgrounds.

In Scotland the practice is that Primary schools are geographically linked to certain comprehensives. If parents wish to choose an alternative school they either choose to go to the private sector, without subsidy, or may elect for a parental placement. This means that they may apply to another school which, if it has places to spare, having taken all pupils wishing to enrol from its own catchment area, will accept their child. Such a procedure must be based on commonly held, universally applied criteria and operated in the context of tightly regulated admission and enrolment numbers. If the system is to be successfully established there must be tight supervision of such out 'of catchment' movement in the early years.

This method seems to have been more successful in guaranteeing a social mix in Scotland than the system of Open Enrolment which has been so damaging to some English comprehensives. It must however be recognised that unfettered use of parental choice is likely to lead to disparities in the social mix of schools and continue inequalities from which many of our existing schools suffer under the selective system. (Experience in England has demonstrated that Open Enrolment has led to marked inequalities, as has the continuance of ersatz selection under a variety of guises ranging from denominational schools to Centres of Excellence.)

Cross Phase Transfer of Information

In this system the administration of the transfer of pupil information from Key Stage 2 to Key Stage 3 would be more effective and comprehensive in its nature. Scottish Schools report that they are able to receive wide ranging, detailed information about individual pupils, even including their preferred learning styles. Good working relationships between staff in both Primary school and Comprehensive are enabled, with the result that pupils are the focus of extended, coherent programmes leading to support in both academic and pastoral areas.

Primary School Curriculum

As indicated, this system model should also allow for the development of a common, progressive curriculum in Key Stages 1 and 2, avoiding distortion between Key Stages 2 and 3 and encouraging cross phase curriculum development as part of the evolving Northern Ireland Common Curriculum.

11-16 Curriculum

The 11-16 Curriculum should build on the strengths of the Northern Ireland Common Curriculum with a core at Key Stage 3 and the opportunity for all pupils to experience both vocational and academic subjects at Key Stage 4.

Post 16 Provision

The Scottish experience would suggest that the retention of sixth forms and the development of Post 16 education in all schools is an important factor in the search for parity of esteem between schools. The consensus in Scotland is that the ethos and character of schools and the personal development of pupils themselves, is enhanced by the presence of Post 16 students who serve to set the tone and act as models for younger pupils. Such provision would also assist the development of all schools as community learning centres to which adults could also be attracted. As mentioned above, the Scottish experience is that the staying on rates to Post 16 education are markedly influenced by the opportunity to remain in a familiar institution. This is particularly beneficial because it involves young people drawn from the full range of socio-economic groups.

Curriculum/Assessment Implications

The curriculum of second level schools tends to be assessment dominated in the same way as selection at eleven shapes the curriculum in primary schools. Any changes in the curriculum of schools must be paralleled by concomitant developments in the external examination structure.

Within schools it is essential that all pupils, from the intellectually most gifted to those drawn from across the full range of ability, receive an education which equips them to operate equally successfully in both academic and vocational fields. Historians suggest that the success of the Industrial Revolution lay in the close relations between intellectuals and technologists. Economic success in the future will only be achievable if the most able have the necessary breadth of experience in their educational programmes and know that involvement in vocational and technological areas is esteemed by society.

Implications for Current School Structures

The implications for current school structures are wide ranging.

(a) The end of a 'two tier' grammar and secondary system, leading to all ability intakes. (Many grammar school intakes have moved this way in an effort to maintain enrolment numbers.)

(b) The amalgamation of smaller secondary and grammar schools where feasible, particularly in rural areas and towns.

(d) Identification of all schools with 'local' communities. (Not necessarily 'adjacent' as in the case of large schools in areas with a high concentration of schools or of a school situated in a non-residential area.)

(e) There will be a need for considerable staff development to prepare teachers and administrators for change.

(f) The process will lessen duplication, and allow for the reallocation of resources, as well as permitting considerable economies of scale in the long term. The process will also permit greater rationality to be introduced into the development of state education.

Implications for Further and Higher Education

Key Stage 4

As at present there are a number of areas in which FE Colleges can contribute to curriculum enhancement at Key Stage 4 in Post Primary schools. It may be that in the interests of providing wide ranging courses in vocational and technological areas these partnership relationships may be extended.

Post 16

The development of greater access to post 16 education in schools should prepare a greater number of students more effectively for entry into Further Education Colleges. This would enable such colleges to develop their provision aimed at a higher level of attainment. It should also increase the numbers of students wishing to proceed to further education.

The post 16 curriculum in schools, and the Adult Education Centre provision, would be greatly enhanced by what the Scots refer to as 'Neighbouring'. This is the formation of local consortia involving schools and Further Education Colleges to work together to extend curriculum provision in the post 16 area. Such consortia, together with the increasing use of the Internet in the future, offer exciting opportunities for schools, colleges and their students whilst not sacrificing the integrity of the comprehensive schools as the Scots believe an alternative such as the Sixth Form College would do.

Uptake for Further Education and school college partnerships should be increased by the encouragement of schools to use their resources to provide Adult Education Centres.

The impact on the Higher Education sector could be marked. Evidence from Scotland would suggest a higher uptake is very likely. Whilst it is clear that, at the highest levels, Northern Ireland A-level students are more academically advanced at the 'intermediate' stage of University entrance, there is no suggestion that Scottish graduates are any less well qualified than graduates originating from other systems. Indeed there is evidence to suggest that A-level grades are not necessarily good predictors of final degree classifications. We must remember that the important target for Universities and the economy is the level reached at the final stage of graduation.

Costings

It is clear that any radical change will have high start-up costs. This process must be gradual and staged, albeit in such a way as not to prejudice its final success. The costs should be largely offset by the economies of scale, the partial removal of duplication or proliferation of provision and the sale of valuable real estate for private development purposes under Best Value policies. It is essential that all such finances in whatever sector must be required to be returned to the benefit of education.

It should be noted that such costs can be partially offset against the 'do nothing' costs of maintaining the present school estate with its areas of over provision, duplication and ageing buildings.

Timing

The process must be evolutionary rather than revolutionary with ample time provided for the development of administrative structures and staff development in all areas of the education service.

Three years, the length of Key Stage 3, would seem to be a suitable period to give schools and administrators the opportunity to establish alternative processes.

It could be clearly established that, after that time, no pupils admitted to any school on grounds of selection by ability or social advantage would attract state funding.

The fact that we have the NICC at Key Stage 3 and Key Stage 4 would allow for the ending of the Eleven Plus at any time. All pupils admitted to whatever school presently have the opportunity to sit the same GCSE examinations at an appropriate level.

School Admission figures would need to be tightly managed with former grammar schools, in particular, being limited to their normal admissions figure, discounting enhancements over recent years. This would have the immediate effect of increasing the ability levels of admissions to local secondary schools in many areas.

At our oral submission to the Review Body we were asked to address the following questions.

(a) What is to replace the current provision?

(see above)

(b) How would Grammar Schools react to our proposals?

It is unlikely that Grammar Schools, even whilst seeing the rationality and equity of our position, would greet these proposals with equanimity given the erosion of their privileged status. However, a centrally driven campaign of staff development and public education addressing the need for change would be an essential part of the programme. This would need strong political direction. It is certain that given the equity implications and the financial considerations few grammar schools would feel able to remain outside the system.

Opt Outs

A small number of Grammar Schools might seek to 'go it alone'. Whether or not any would really have this choice in terms of their constitution, it is difficult to see that more than one or two could survive once stripped of state subventions through capital or revenue funding or schemes like "Assisted Places". If any wished to follow this route they should be permitted to test the market.

How do you ensure a balanced social intake in some areas?

This question raises difficulties which are not insuperable if approached with determination. In many areas of Northern Ireland we have a reasonably mixed social profile and there would be few problems outside a small number of cities and towns. In those where such problems would arise, the successful establishment of state provision, in schools sharing parity of esteem, would require the exercise of tight admissions numbers, carefully and imaginatively drawn catchment areas (see above) and considerable central direction. Schools facing difficulties should be supported by all, as under-subscription to one non-selective school would imply problems for all in the local area.

What are we proposing for the large Grammar School?

(see above)

How do we deal with transition?

The transition period is crucial to the overall, long-term success of the programme. It is essential that during this period there is tight central control of admissions and enrolment numbers. It is also clear that at this stage there should be central support for schools having difficulty in establishing themselves.

Parents need reassurance with relation to children presently in the system

The guarantee for the quality of education provided for pupils within the system is underpinned by entitlement to the Northern Ireland Common Curriculum and the present external examination structure. Under present arrangements no child currently in the system will be deprived of the opportunity to perform to the best of his or her ability.

WRITTEN SUBMISSION BY:
ASSOCIATION OF NORTHERN IRELAND COLLEGES

THE CURRENT SYSTEM

1. Members of the Association of Northern Ireland Colleges (ANIC) believe that the current transfer procedure for pupils from primary to post-primary education needs to change. The current system of competitive selection at 11 seems almost universally unpopular. We believe that it fails to address the needs of children of eleven, and damages the self-confidence of the majority of pupils who are not selected for grammar school education.

2. Selection on academic grounds is not, in fact, inevitable. There are studies available to the committee, which reflect various alternatives to the current system.

Even within Northern Ireland there are examples of comprehensive schools. In the Craigavon area selection at a later age is another option. The comprehensive solution, so prevalent in England and Scotland, seems to offer similar mixed blessings to co-educational education - better for the boys, less successful for the girls. For perhaps 25% of young people grammar school provides a quality of education of which the academic rigour compares favourably with anything in Europe. The cost to the other 75% is difficult to measure.

The Craigavon approach defers selection to an age when pupils are more mature and thus able to ride the effects of an outcome perceived by many as less auspicious. There the choice offered is between academic "grammar" and more vocational educational provision. The perception of society that the latter represents less value than the former is deeply ingrained and one of the most damaging aspects of modern life.

Yet children vary infinitely in personality and learning styles. It seems to be generally accepted that there are many kinds of intelligence. To allow the potential of each pupil to be reached requires a child-centered and an equally child-centered administration.

3. Professors Gallagher and Smith acknowledge the high academic standards of Northern Ireland's grammar schools. They also highlight as a positive benefit the learning support available to pupils in secondary schools.

They identify a detrimental effect on the primary school curriculum, since teaching of the subjects to be tested is "geared to enhance test performance". Similarly, for many pupils, the transition to secondary school is adversely affected by the selection process.

Other significant weaknesses include a large number of low-achieving schools, a consequence of the academic excellence of the grammar schools. It is clear that society accords generally lower esteem to secondary school than to grammar schools - to the extent, the authors demonstrate, that many parents feel it necessary to pay for additional coaching for their children.

More worrying than the many administrative issues identified in the report is the damage to the self-esteem of many pupils who start their secondary education considering themselves failures. Restoring the self-confidence and self-esteem of such children is such a familiar element of the curriculum that "secondary schools make pastoral care a key priority".

4. The community continues to place a disproportionate value upon the grammar school system which prepares pupils for a career in the traditional professions. A prosperous Northern Ireland needs business, entrepreneurial and industrial skills in equal measure to professional expertise.

5. Pending the cultural change which would accord more esteem to a variety of secondary choices, a better transfer process than the current system is essential. Its objective should be to identify the provision which allows each child to meet his or her potential. If a two-tier system is to continue, there should be multiple links which would allow easy transfer at each stage. Any selection should involve a combination of continuous assessment, parental and teacher input, and the results of continuous assessment.

TRANSITION TO POST-PRIMARY SCHOOL

1. Automatic transfer to a secondary school of choice could happen at eleven or at an identified stage up to two or even three years later. It is the selective testing that "fails" 70% of candidates which is damaging. If the Department eventually opts for a system perceived as competitive, then it should impose it on pupils at a more mature age.

2. Primary school teachers frequently express concern at the degree to which the curriculum is skewed by the pressure to do well in selection tests. Gallagher and Smith report findings that the primary curriculum is narrowed by the prospect of the current selection procedure. Secondary teachers also report a negative effect on children commencing Key Stage III. "Teaching to the test" means neglecting other aspects of the curriculum, and may curb children's curiosity and enjoyment of learning.

3. The parental role of support and encouragement of the child transferring to secondary education is key to a successful transition. It is counter-productive for parents to express disappointment in the child's achievement. All teachers have encountered parents with unrealistic expectations of their child's academic ability, but on the whole parents know their child's potential, or can be brought to assess it with reasonable objectivity. Thus parental input in the transfer process can be uniquely valuable, and should be recognised as the resource it is. We should be prepared to trust that a parent will want what is best for the child - and if we can offer an educational system which is flexible enough to serve each child's potential, we will eventually reach the point where parents trust the system to conform to the child, rather than vice-versa.

EXAMINATIONS AND QUALIFICATIONS

1. The common curriculum promoted for all pupils is desirable as a core set of skills and information for living and learning, in a society whose members can be expected to opt in and out of learning at different stages throughout adult life. There should however be sufficient flexibility to address the needs of pupils of different abilities and learning styles. A major concern should be to ensure pupils have a positive experience of learning, as well as the opportunity to develop talents and become well-rounded adults. This flexibility will require all schools to offer subjects in addition to the core curriculum, and may also lead to schools offering different specialist subjects.

2. Vocational education suffers from lower status than academic in the perception of the Northern Ireland community. Indeed the aspirations of pupils themselves tend to ignore the opportunities offered by appropriate vocational qualifications. We would not argue for widespread extension of vocational provision within Key Stage 4. Specifically vocational education is currently delivered principally after GCSE, either in school sixth forms or in FE Colleges, and we believe that in the majority of cases a wide curriculum of general studies is most appropriate for eleven-to sixteen-year-olds. That said, the delivery methods developed for the modern curriculum of vocational education does have much to offer pupils who learn better experientially than by theory. These are methods in which Further Education Colleges specialise, and we should emphasise the success of techniques developed for teaching courses such as GNVQs.

3. We believe that equal value should be placed on academic and vocational achievements. The introduction of NICATS will offer a system of comparative values and equivalencies. Meanwhile, access to Higher Education is available through a vocational as well as an academic route, which is perhaps one measure of comparability.

4. The more intractable problem is the public perception of a lesser status. All parties involved in the funding, provision and development of vocational education and training should make clear their opinion of the value to the individual and the economy of high quality vocational education. A more equitable funding regime would help to convey the required message.

ALTERNATIVE STRUCTURES AND SYSTEMS

(a) Northern Ireland may not be best served by importing a system developed for another country. Ideally we need a solution which would preserve our strongest academic schools and our best secondary schools, many of which have developed irreplaceable community links, key elements of local identity.

(b) The Dickson Plan model deserves to have wider consideration in the development of any new system. The delayed selection and the junior high school elements could have much to offer other communities.

(c) A system as differentiated as the German post-primary provision might not address the needs of our much smaller population. A range of schools with reasonable transferability would provide a better-fit flexible provision here.

Any major adjustment of an existing system will have substantial staffing and financial consequences. These could be very significant in the short term, but long-term efficiencies may be possible, and the value of a well-educated population to the knowledge-based economy is difficult to overstate.

THE PURPOSE OF THE EDUCATION SYSTEM

The Further Education Colleges are depressingly familiar with the phenomenon of both young people and adults who regard themselves as unlikely to benefit from education. Frequently, hearteningly, we are able to change such attitudes. Colleges change lives. Nevertheless, it is surely an indictment of the present system that this lack of self-knowledge persists. Our primary and secondary education should combine to develop young people with the ability and self-confidence to live happy, fulfilled and economically productive lives.

written submission by:
belfast institute of further and higher education

current system

Q.1. Do you believe the current transfer procedure for pupils from primary to post-primary school should remain or be changed? Why?

A.1. The present transfer system should be changed for the following reasons:

(a) it divides our children into "successes" and "failures" thereby creating a social stigma which effectively marks them for life;

(b) it heavily influences the replication of the social division identified in (a) in economic terms by dividing our workforce into those who get their hands dirty and those who do not;

(c) it inherently implies that there are two "types" of education - academic and vocational, one which can be accessed by "successes" and the other by "failures";

(d) it creates immense personal stress for children and their families.

Q.2. Do you think some form of selection is inevitable? If so, what form should it take?

A.2. Thus there are two questions here:

Selection is based on our decision that education should be divided into certain categories and that children should be forced/guided into one of those categories at a predetermined age. As long as we retain that view of education, ie the academic and the vocational, selection in inevitable. How we categorise children into vocational and academic streams is irrelevant - the fact that we do it is significant. Perhaps what we need to do first is to reconsider our view of education - and that is already happening on the ground in, for example, the development of GNVQ which has been devised as a combination of academic and vocational. Whether it is any good or not is a separate point - the concept behind it is important.

Q.3. Do you think the "Gallagher and Smith" report accurately reflects the effects of the Selective System of Secondary Education in Northern Ireland? In what way?

A.3. The report's findings are based on empirical data and a methodology which are difficult to challenge and thus it must be generally accepted.

Q.4. Do you think that sections of society are more/less advantaged by the current system?

A.4. Those sections which value education are obviously advantaged by the system but it must be remembered that only 30% of entrants can benefit from the system so even a value of education is not a guarantee of benefit by it. A significant majority will always be disadvantaged by the system.

Q.5. If the current selection system was maintained what are your views on selecting by:

a. Setting tests which cover broader areas of the curriculum.

b. Allowing individual schools to set their own entrance tests.

c. Teachers and Principals of Primary Schools making the recommendations.

d. A system of continuous assessment.

e. Parental Input.

f. Combination of the above options.

A.5. The various questions in this section can all be addressed by asking "What is the purpose of selection in the current context?". If it is to maintain the educational status quo, then the system is best left unchanged. If it is to maintain the status quo but to present a more human face, then change that face. If it is to change the educational outcomes of the system, then such small scale tinkering is unlikely to have an impact.

(a) The breadth of the curriculum in relation to the 11+ cannot be viewed in isolation from the debate over specialist versus broad curriculum generally. At this age a broad curriculum is generally more useful than a narrow one.

(b) The difficulty here would be maintaining standards.

(d) This would be helpful - especially if it covered several years - not just before the age of 11, but long after it.

(e) It is difficult to see how this would work in practice.

(f) It would depend on the combination.

transition to post-primary school

Q.1. What age do you believe is most appropriate for pupils transferring from primary to post-primary school and why?

A.1. The present transfer age would appear to have many advantages, but the question needs to be seen in the context of another question: what is transfer for? Assuming that it is to facilitate the intellectual growth of children by giving them access to broader and more advanced learning opportunities, then the optimum age of transfer will be related to the content of the curriculum at both primary and secondary levels. For example, if children in Northern Ireland might be expected to enter adult life with a second modern language in addition to English, they should ideally begin learning that second language at the age of four. The age at which they are transferred to secondary school therefore does not really matter.

If however we see language learning as something which should only take place in secondary school, the age of transfer should be as early as possible. That age - and this is meant as a humorous remark to stress a point - should ideally be four. The issue which arises here is: what is our education system trying to achieve? Until we are clear on that point, it will be difficult to find a context for answering other questions.

Q.2. What effect do you think the transfer test has on the delivery of the curriculum?

A.2. Curriculum delivery is skewed towards the transfer system in the latter years in primary school. It does not appear to have the same significance in the early years of secondary school.

Q.3. What role do you think parents should have in the process?

A.3. The present system is quantitative, ie children receive a certain number of marks for their test efforts. It is difficult to see how parents might be involved in this process.

Q.4. What suggestions do you have to improve the transition between primary and post-primary schools?

A.4. The best way might be through curriculum continuity. The example of language learning might be used again: children could be educated to look on secondary school as nothing more than a continuity of improving their language skills. Thus they would focus on their learning and its outcomes, not the address of the school, its uniform or its status. The emphasis would be on learning, not its social trappings.

examinations and qualifications

Q.1. What are your views on the same curriculum being taught to all pupils? Should all schools provide the same curriculum?

A.1. If it is agreed that within our society education should produce certain outcomes, then in an area the size of Northern Ireland there is a strong argument for standardisation of the curriculum. However, how each school achieves those curricular outcomes should be at their discretion.

Q.2. How important is vocational education? Do you think there are sufficient opportunities for pupils to pursue vocational training qualifications within the current education system?

A.2. Because of our emphasis on the social status of academic education, vocational education tends to be seen as somehow inferior. But the real issue here is that there is even a distinction between vocational and academic. Knowledge is knowledge and learning is learning, whatever the nature of that knowledge or learning might be. For example, the study of structural mechanics is inherently tied in to the design and installation of roof trusses. Our education system teaches one group how to design the trusses and another group how to install them without either group having the opportunity to learn beyond the boundaries which we have set for them.

How many young people at grammar school learn the principles of electricity without ever being taught how to mend an electrical plug? So the issue is not just that we do not offer enough vocational education, the issue is that we see vocational and academic as somehow different and even competing. As a result few of our children ever discover the interrelationships between, for example, welding and art of sculpture, geomorphology and the poetry of landscape, psychology and sport. Our education systems tends to segment: it is Tuesday, this is the chemistry class, do not mention the danger of illegal drugs, that will be dealt with in the religion class.

One of the difficulties in learning is not absorbing the individual pieces of knowledge into the brain - it is understanding the significance of that knowledge and its inter-relationship with other knowledge. The divide between academic and vocational tends to accentuate that difficulty.

Q.3. Do you believe equal emphasis should be placed on academic and vocational achievement?

A.3. No - I believe that learning without doing is not really learning and that the difference between vocational and academic should be dropped in favour of a single concept of education. The difference, after all, is a product of the 11+ system. Yes - I believe in equal emphasis for both but as an integrated system of knowledge, understanding and competence rather than as two distinct educational entities.

Q.4. How could equal status be obtained for both academic and vocational qualifications?

A.4. We could start by changing the transfer system.

alternative structures and systems

Q.1. What are your views of:

a. A comprehensive system (eg the Scottish System).

b. Delayed selection (eg the Dickson Plan in Craigavon).

c. A more differentiated system of post-primary schools (eg in Germany where pupils opt for a vocational, technical or academic school).

A.1. The important point to remember here is that there is no "right" system. A systems are merely more or less useful than others. It is also important to focus on the fact that the system cannot be judged in isolation from its intended outcomes - what do we want our children to learn; what skills and knowledge do we want our adults to have; what values do we want to foster in our society? When we have answered these questions we will be in a position to give a more informed answer to the following three points.

(a) The comprehensive system has a lot to recommend it and it might usefully be applied to Northern Ireland.

(b) I think the evidence from this system is encouraging.

(c) This is the model which the Westminster Government appears to favour at present. Its advantages would be maximised by facilitating transfer into a specialist educational institution as late as possible, eg post-16.

Q.2. What manpower/financial implications would arise from each of the above options?

A.2. I honestly do not know.

Q.3. What implementation difficulties could arise?

A.3. Obviously there will be implementation difficulties, but we have a choice: do we hold on to our present system simply because it is the easiest option or do we go for the best option and live with the difficulties of change?

Q.4. Are there other systems/structures which you believe would be suitable? What are the manpower/financial implications and possible implementation difficulties of these?

A.4. All possible systems lie along two axes: (a) the continuum from specialist education to broad education and (b) the continuum from the age of 11 to the age of 16. Our debate comes down to determining an appropriate point on the graph paper to accommodate both axes.

the purpose of the education system

Q.1. What conditions do you believe would enable all pupils to maximise their potential? How could these be achieved?

A.1. I think this section addresses the key issues and I would advocate that no decision on the transfer system is taken until such times as we have some clear agreement on the answers to these two questions. Not only will these answers give us a framework for decision-making on the transfer system, they will require us to examine the nature and content of education at all levels - primary, secondary, further and higher. The danger in our debate to date is that we have concentrated on the transfer system without extending that debate to query for example the role of university education. Now is the time to ask: what are universities for?

1. There are two possible approaches here: one lies in the delivery of learning and includes a wide range of issues from teaching and learning methodologies to student teacher ratios and the availability of resources; the other is more difficult to tackle, because it involves society at large putting a value on education. In contemporary society a minority values education (and an even smaller minority values the educators). Unless and until every person in society respects educators and values education, each child will not reach the maximum of his or her potential. Teachers no longer command respect in society - their pay is proof of that - and this merely reflects what is often seen as the irrelevance of education. Those who regard it as irrelevant can never maximise their potential.

Q.2. What objectives should be identified for education systems in terms of social, educational and economic outcomes?

A.2. The objectives might include the acquisition of knowledge, understanding and skills for personal development and for the enhancement of society.

WRITTEN SUBMISSION BY:
PROFessor TOM BRYCE AND PROFessor WALTER HUMES

For each of your questions you will find a significant body of relevant research findings in the volume: Scottish Education, edited by Bruce & Humes, 1999, Edinburgh University Press. Here we will be brief in our responses as you have requested.

1. How effective is banding and setting? Is streaming used? Teachers' views of banding, setting and mixed ability?

For quite some time, Scotland has used mixed-ability groupings in S1 and S2 with a significant number of schools introducing setting by subject (for some subjects) into the second year. S3 and S4 are almost exclusively set (the years of the Standard Grade courses which yield national certificates at the end of S4, at 16 years). Usually there are two sets, the higher of the two containing pupils who will tackle either Credit or General at the end of S4; the lower containing those who will tackle General or Foundation at the end of S4. S5 is further set for subjects taken at Higher or Standard Grade (and now the new Higher Still courses, which will eventually offer five levels - these will soon be called National Qualifications). Streaming isn't used in Scotland. Many teachers are content with S1, S2 mixed-ability groupings; many are discontent. There tends to be a split which is both ideological (the 'comprehensive principle') and subject specific: often science and English want things kept as mixed-ability where maths colleagues (often in the same schools) want earlier setting. The HMI pressure in recent years has been for schools to introduce setting earlier, largely in reaction to the acknowledged, somewhat disappointing, levels of achievement by the end of S2. There is currently a detectable concern about S1, S2, there courses having been the subject of least overhaul in the last 20 years. [Then again everyone has groaned about the effort required to overhaul, first S3, S4 and now S5, S6; technically S1, S2 was revised by the 5-14 ("national curriculum" of Scotland) but while it has detectably improved primary schools, secondaries have been slow to adapt.] We would predict that things will continue as they are at present, or more pressure to introduce setting earlier will be exerted. Streaming will not return. An additional factor is that to improve continuity between primary and secondary school, the policy of exposing pupils to fewer specialist teachers in S1 and S2 is being introduced in some areas.

2. Schools industry liaison? Effectiveness of SCEIN in providing liaison?
Mechanisms for industry/trade influences upon the curriculum?

This is more difficult to answer for there are a variety of ways in which industry does influence the curriculum. A first point to note is that the new Higher Still courses (which have blended Highers and SCOTVEC modules into one multi-level system spanning upper secondary and FE) contain a number of more vocationally oriented courses and, over the years, this will mean further (modest) shifts in the curriculum towards vocational learning. Second, there are work-experience placements for S4 and S5 pupils (usually of one week duration). These are somewhat varied in quality across the country but undoubtedly 'work', in both directions, for certain sectors of employment and in some parts of the country. The Scottish Council Education Industry Network (SCEIN) is a local authority organisation which deals with liaison, links and placements. To some it overlaps with what Education Business Partnerships (EBPs) provide (and there can be squabbles!). In places, there is joint activity (and sometimes it can be via one and the same person!). On the whole, there is good evidence to support the generally held view that Scotland is doing better than other countries and (though we have not studied it carefully) you may note the contents of the recent HMI report: "Education for Work in Schools", a copy of which is attached. We believe that in 2002, a new national body will be formed (together with local derivatives) which will bring together the different organisations, and it will have Ministerial leadership. [It is currently called 'Career Scotland', but that is to change.] Some innovative thinking in this area is being undertaken by the Scottish Council Foundation, an independent think thank based in Edinburgh. (It may be useful for you to have a copy of Dynamic Security-Skills and Employability in Scotland, ed. Alistair Wylie, 1999 - scf@scottishpolicynet.org.uk/website - www.scottishpolicynet.org.uk.

3. Why is Scottish comprehensive education perceived so positively? Is the perception accurate?

Yes it is fairly well regarded. The reasons are partly historical, partly economic, partly ideological/ political. When comprehensives were created they tended to copy the senior secondary, rather than the junior secondary model, so the perceived movement was upwards, certainly in the urban middle belt of Scotland. Furthermore the omnibus schools which already existed in more rural areas were effectively comprehensive in ethos and function. This has to be said in an overall context where some 95% of the population goes to state school (and this figure has altered little in the more affluent years since WWII). Scotland is of course Labour-oriented on the whole in its voting pattern and there is therefore a reasonably strongly held, principled view which supports comprehensive schooling. That said, it should be noted that social class and poverty bear upon the matter. A comprehensive school in a disadvantaged conurbation of the central belt is a different place from that in the leafy suburbs or the rural small towns. Both may be positively regarded by their respective parent populations, but for differing reasons and with different effects in terms of ethos and achievement. Note also that there has been in Glasgow a determined effort to introduce more specialisation to secondary schools (dance; music; international; sport .). Where these are strong just now, they have not significantly changed the comprehensive culture; they just mean longer journeys for children who are driven to schools or take long bus rides. [This is nothing to do with the recent Blair announcement for England and Wales . Or maybe it has but he is taking the lead from Scotland!] The recent proposals for England and Wales to increase specialisation to the point where the comprehensive principles may have to be abandoned would be unlikely to gain widespread support in Scotland. In summary it might be fair to say that while comprehensives have served the bulk of the population well in the 1965-2000 period, it is less certain that they will fully meet the educational needs of the 21^st century.

4. Effects of the independent sector on Scottish education? Why do some parents go private?

As said above, not many parents go private, perhaps some 4-5%. As ever, they will feel that this buys them something better. Our own view is that the higher academic achievements which normally prevail in these schools is a reflection of the pupils who go, and therefore their parents, rather than a reflection of the schools themselves (which are often on a par to local comprehensives, in the socially better areas). Independent schools which take mainly boarders do also benefit from smaller class sizes. There are more such schools in Edinburgh and it constitutes a tradition; ie it runs in families on the whole, or with the nouveau-riche who are impressed with the possibilities apparently on hand. This to say that the perception of social contagion is real in some parts of the central belt. Glasgow in particular has 2 or 3 independent schools whose intakes are bolstered by parental judgements of the inadequacy of local schools with mixed, social catchment areas (over and above those who attend because that's what mother or father did).

5. The main challenges and difficulties ahead?

The real challenge is to confront the gap between the rich and the poor, between the relatively advantaged suburbs and rural settings and those where multiple deprivation is still very real (and we are thinking of the over-spill housing schemes in the central belt, especially near Glasgow). Putting it so bluntly is to say that the question is much more than one about education. All of the social services are vexed by the problems. Our attempts with New Community Schools offer one hope (where multi-professional groups work under one roof in an organised way). But the Scottish Parliament will have to stay firm on this (with financial support) or the anticipated gains will not be made (or not sustained beyond the "novelty" stage).

The notion of increased specialisation, referred to above, also opens up the real chance of diversification without a necessary loss to extant features of comprehensive education. Our comprehensives will certainly evolve and the mainstreaming that has taken place, for example, has made them educational richer as a result. Like other countries the poorer-than-desired performance by the end of S2 must be worked at. It is unlikely that any structural changes will be contemplated (such as middle schools, which we have not had). However the role of FE colleges in post-primary provision is expanding and many continue to do so as more Higher Still provision comes on stream. Much more hangs by the recently voted-for McCrone agreement which will require the system to develop good forms of Continuous Professional Development (CPD) for teachers (as the government's side of the bargain). We have a looming crisis in relation to the age of the teaching profession. While we haven't been short of teachers like England and Wales, we still face a serious challenge. In short, our personal view is that teaching won't attract teachers in the numbers required as a result of the McCrone settlement. It is unlikely that in addressing the challenge we will move in the direction of teacher training in England which has become heavily school based and patchy in quality. In reviewing these matters the evolving role of the new Scottish Parliament will be crucial and will almost certainly follow the traditions of a Whitehall government.

written submission by:
catholic heads association

The Catholic Heads Association welcomes the opportunity to contribute to the debate following the publication of the Gallagher and Smith Report on 'The Effects of the Selective System of Education in Northern Ireland'. The Association believes that this report raises many issues which require thorough examination. The inadequacies of the current system of transfer has been recognised in the past and a change in procedures is long overdue. Concerns such as the distortion caused to the primary school curriculum, the effects of selection on some young people and the impact of coaching are only some of the issues which have attracted attention throughout the past fifty three years of selective education in Northern Ireland. Implementing any change to existing procedures or structures will have far reaching consequences for educational provision within the province and it is imperative that the complex nature of the many related issues is fully recognised and given very careful consideration.

The Catholic Heads Association draws its membership from the thirty two Catholic Voluntary Grammar Schools in the province. Though representing the particular interests of the Catholic Voluntary Grammar sector, members are very aware that their views in this debate must be based on the needs of the entire Catholic community. As Catholic educators, we accept our responsibilities to address issues of equality and social justice within the community and to ensure that no one, particularly among the young and most vulnerable, feels any sense of alienation or rejection. The current selective system within our schools presents some difficulty in pursuing those values we wish to promote.

The Association takes issue with the suggestion that the selection procedure has been a significant contributory factor towards underachievement in our schools. There is clear evidence to indicate that this is far from true and that schools in this province have served our young people well. The academic performances in schools in Northern Ireland reflect much higher levels of achievement than those parts of the United Kingdom where a comparable curriculum exists.

In accepting that this is an appropriate time to consider change, the Catholic Heads Association does not regard the present educational system as failing but wishes to acknowledge that significant educational, social, economic and political developments have taken place since the present system of transfer to second level education was introduced in 1947. Indeed, it would be naïve to believe that the standard of educational provision will be improved by merely tinkering around with the selection procedure. Furthermore, it is inappropriate that this debate should examine the options for selection in isolation from the many other related issues. Previous attempts to make cosmetic amendments to the transfer procedure at 11 failed as they did not address the significant anomalies within the process. The central issue in this debate is how we educate our young people well into the twenty first century and, consequently, our efforts must be directed towards ensuring that high quality provision will continue to be available to future generations. It is important that all involved with education in our province examine the selection issue in the context of the total educational provision for young people in all our schools, 4 to 18 years and even beyond.

It must be recognised that the Gallagher and Smith Report had a very limited remit due to the emphasis on the process of selection at 11 and its impact on schools and young people. In documenting the inadequacies within the present system of selection, the Report has not presented a considered programme for moving this debate forward. Care must be exercised, in proposing changes to an obviously flawed system of selection, that we do not rush into introducing other changes which could have very serious and detrimental effects on the quality of the work currently being carried out in our schools. Gallagher and Smith compliment the high standards achieved within schools in Northern Ireland, indeed, standards which are internationally recognised as among the highest to be found anywhere.

The Catholic Heads Association is concerned that, in the absence of carefully considered proposals, this debate is taking place without any real focus and is very aware that its outcome will determine the shape of educational provision in our province for future generations. The fact that we are discussing an issue which will impact on future generations of young people requires those who make the final decision to give the fullest possible consideration to all relevant matters. Our belief is that considerable time is required to allow for a full debate to take place, this is not an issue where decisions should be made on the basis of political expediency or as a result of pressure from particular vested interests. We must 'get it right' for all our young people, ensuring that we maintain what is best in our present provision and, at the same time, address fully those issues which cause concern.

We propose that a general statement of intent should be published detailing how the issues arising from the current debate should be approached. This statement must be accompanied by the publication of a carefully considered set of principles with the intention of securing general agreement on how future structures could be shaped. A limited period of time should be provided after the initial publication of principles to allow for a final opportunity for amendment. This set of principles will facilitate proposals on how structures and procedures could be developed which will meet the future educational needs of all our young people.

Issues requiring detailed consideration include:

n Alternatives to the current unacceptable system of transfer selection; it is unrealistic to have an educational system without some element of selection.

n A review of the curricular needs of all our young people, relating these needs to the needs of society.

n The development of a range of curriculum options suitable for all pupils and where the emphasis is on 'choice' rather than 'selection'.

n The most appropriate age to effect transfer.

n A programme for addressing the links between social deprivation and low achievement with special emphasis on primary school provision.

n Adequate funding for all schools to improve and enhance current provision.

n The impact upon pupil enrolment arising from demographic changes.

n Structures to retain the distinctive and valued identity of our schools.

n A programme to ensure that spiritual and pastoral concerns continue to attract a high value in our system.

n The development of a school system which will provide consistency in the choices available to all pupils and parents throughout the province.

n The creation of structures where all young people are equally valued within the educational provision available.

n Procedures for fair and equitable distribution of resources among all schools.

n The provision of opportunities to permit mobility and transfer within and between schools, taking account of pupils' developing aptitudes, abilities and needs.

n The development of an understanding within the wider community of the validity of a variety of educational pathways and the achievement of equality of status between vocational and academic education.

In conclusion, the Catholic Heads Association believes that no action should be taken to undertake significant changes to the present educational structures until we are fully confident that improvements will be secured.

written submission by:
cbi northern ireland

INTRODUCTION - THE IMPORTANCE OF ENSURING ALL THE KEY ISSUES ARE ADDRESSED

1. The Confederation of British Industry is an independent, non-party political organisation funded by its members in industry and commerce. Its mission is to help create and sustain the conditions in which businesses in the UK can compete and prosper. CBI members come from all sectors of UK business and include more than 250,000 public and private companies, as well as more than 200 trade associations.

2. CBI Northern Ireland welcomes the opportunity of providing a submission to the Review Body. In developing this submission we have consulted extensively with our members. We hope that our views will assist the Review Body reach a set of conclusions which will enhance the education experience of our young people by providing them with the attitudes, knowledge and skills which they will require for their employability.

3. We believe the review must be strongly outcome-focused. We also believe that it is essential that adequate time is allocated to the Review Body to assess the major issues and challenges facing the education system. The Review Body should be prepared to indicate, if necessary, that additional time or research is required before determining its final conclusions.

4. The quality and outputs of our education system are critical for the future success of the Northern Ireland economy. High educational standards are an attractive part of the package attracting international investors and their families to consider moving to Northern Ireland. A vibrant economy in turn is critical to providing opportunities and in contributing to social and environmental progress. It is therefore of the utmost importance that changes to the educational system proceed carefully and on the basis of good evidence, taking into account the wide range of issues which impact on improving standards. Changing the structures of parts of the education system in isolation from addressing these other issues will not achieve the desired results. We wish to stress the importance of ensuring that all the key issues are addressed and avoiding too narrow a focus on the selection issue only.

5. The response is set out in four sections:

n developing a consensus on the educational outcomes required

n addressing the weaknesses in the existing system

n the way forward

n working with the realities

DEVELOPING A CONSENSUS ON THE EDUCATIONAL OUTCOMES REQUIRED - ENHANCING EMPLOYABILITY

6. The concluding paragraph of the Gallagher/Smith Report (subsequently referred to as the Report) on the Effects of the Selective System of Secondary Education in Northern Ireland states

"A debate that simply revolves around school structures may unduly narrow the terms of the discussion, encourage the inaccurate view that significant problems are easily solved and lose sight of the broader purposes of education. The starting point for discussion ought to be the social, educational and economic objectives young people should achieve from their educational experience."

We hope this submission will assist the Review Body address this critical issue and ensure that other key elements of the educational experience are adequately taken into account during the review process.

7. The business community has a vested interest in the education and training system in Northern Ireland - as stated above the outputs of the education system will be a key determinant of the success or otherwise of the Northern Ireland economy and in turn the prosperity of the people of Northern Ireland. But it is not just in economic terms that skills play a vital role. Skills are also an important element in ensuring an equitable society, given the strong link between skills levels and likelihood of securing high earning employment. If Northern Ireland is to be a society with opportunities for all, an equitable distribution of skills must be a priority for public policy.

8. There is widespread recognition that Northern Ireland needs to move up the value chain: from a low-skilled and low productivity economy to a knowledge-based, high-skilled and high productivity economy. The liberalisation and growth of world trade and capital flows and unprecedented rate of technological innovation have made markets increasingly contestable and competitive. To successfully compete in these markets companies will need to increase their skills base - the implications for education are that the demand for a highly skilled, adaptable and creative workforce will increase. It is therefore critical that we develop an education system that can increase standards of attainment, ensure young people have the ability to learn and adapt, and maintain the excellence which pertains in parts of the current system.

9. Recent research by CBI Northern Ireland confirms how these trends will impact on graduates.

Exhibit 2 Trends in demand for key attributes of graduates over the next 10 years

	Substantial Increase		Slight Increase		No Change		Slight Decrease
Intellectual Ability	31	(33)	44	(47)	25	(16)	0	(1)
Specialist Knowledge	45	(38)	43	(44)	11	(11)	1	(3)
Transferable/Key Skills	51	(49)	40	(35)	9	(10)	0	(1)	(1)

Anecdotal evidence from CBI Northern Ireland members suggests that there will be similar pattern of increasing demands and expectations from many lower-skilled employees. There is ample evidence from the National Skills Task Force to support this view - 93% of establishments seeking to upgrade the quality of their products in some way cited at least one 'new or additional' skill would be required in order to meet objectives. Generic skills like team working, customer handling and communication were cited by 72%, 70% and 69% of establishments respectively as skills that were needed.

10. Our vision for Northern Ireland's education and training system is set out below

A system that creates high expectations and provides every individual with the ability to develop their potential to the optimum, encouraging them to achieve the relevant knowledge, skills and values appropriate to their needs, and which enables them to make informed choices for their life-long development and employment.

11. Employability must be at the heart of the education system - this is not some narrow business-focused agenda but rather the key attitudes, knowledge and skills that all young people will need to succeed in, and indeed to contribute to, our society. Day-to-day employability means being able to get or keep a job - in other words, the ability of an individual to add value in work whether that be in the private, public or community/voluntary sectors. Also important, in a broader sense, is an individual's longer-term ability to build a career and prosper in the flexible labour market. This requires a more complex definition. The CBI has defined employability as follows:

'Employability is the possession by an individual of the qualities and competences required to meet the changing needs of employers and customers and thereby help to realise his or her aspirations and potential in work'.

12. Exhibit 1 outlines the qualities and competences required. Employability is important because:

n the labour market is flexible and changeable

n the rate at which new skills and abilities are required is higher than the rate at which young people enter the labour market

n the average time a person spends in a job is declining - fewer people expect a 'job for life'

n it is required to address the needs of those who would otherwise be left behind by changes in society and the labour market eg the long term unemployed.

Exhibit 1 Qualities and Competences which make up employability

n Values and attitudes - including a desire to learn and to apply that learning, to improve and to take advantage of change, regard for others, self-confidence, motivation and integrity

n Basic skills (literacy and numeracy)

n The six key skills (communication, application of number, information technology, improving one's own learning and performance, working with others, problem solving) sufficient for the needs of the work.

n Other generic skills that are becoming increasingly 'key' - such as modern language and customer service skills.

n Up-to-date and relevant knowledge and understanding.

n Up-to-date job-specific skills.

n The ability to manage one's own career

n Sources: In search of employability, CBI 1998, Greater Expectations, CBI 1998

13. We agree with those who say that preparation for the world of work is not the sole function of education. And we recognise that some of the more traditional aims of education, such as developing good citizenship, are of value to employers. There needs to be greater, and wider, recognition that the view that life skills and work skills are different is an outdated dichotomy. It is essential that we build a consensus on the outcomes required from the education system for our young people. The same skills and competencies are required to succeed, and contribute to society, and enjoy life to the full, as are required for the world of work. Unless the education system can deliver these employability attributes it will be failing our young people.

14. The education system must be designed with the needs of individual pupils as the key focus. The prime role of education is surely to develop the potential of every individual by providing the most appropriate education for him/her -raising standards for all pupils is the key issue. A system is required which focuses on the individual and is customised as much as possible. In this respect it is important to encourage students from lower socio-economic groups to reach the highest levels of achievement. Northern Ireland is fortunate to already have a substantially higher percentage of students from the lower socio-economic groups entering higher education (31%) compared with Scotland (25%) and England (23%). This is encouraging and needs to be built on.

ADDRESSING THE WEAKNESSES IN THE EXISTING SYSTEM

15. The current education system does have major strengths including providing a very good foundation for many high achieving young people. However there are also significant weaknesses reflected in too many young people leaving school with a low level of (academic) qualifications, poor numeracy and literacy levels and little or no vocational skills relevant to the world of work. Key skills in many pupils are also poorly developed. There are also concerns for those that pursue the academic route that there is insufficient breadth in their learning, especially at post 16.

16. The key test for any reform will be whether it can help raise standards, including skill levels, among the low and under-achievers currently disadvantaged by the existing system without, in turn, lowering standards among those who currently succeed through the grammar schools.

17. It is also clear that people have different innate abilities and different desires and preferences. Individuals learn at different rates and this will vary as they develop/mature. A one size fits all approach will not work - this has particular implications for the curriculum and assessment. Too many young people still leave the education system without basic skills. We believe that no pupil should leave the school system without the necessary basic skills and key skills needed for their future life in a world where life-long learning is becoming the norm.

18. To address basic skills of literacy and numeracy the post primary or indeed primary education system may be too late. When children enter the primary education system they may already be conditioned by their socio-economic background to a non-learning environment. Consideration needs to be given to preparation for education in the pre-primary education system. It is clear that young people need to learn the basic disciplines of learning during their formative years, which are during the pre-primary stage. This would allow for maximum benefit to be derived from primary and post primary education. An objective should be to provide compulsory pre-primary education to all children in Northern Ireland.

19. Expectations in many young people also need to be raised. The opportunities for young people are much greater now than at any time over the last few decades. The education system needs to raise further its expectations of what learners and teachers can achieve. Indeed in many cases the awareness and expectations of parents also need to increase. Northern Ireland experiences high levels of poverty and social disadvantage and has significant literacy and numeracy weaknesses in the adult population - many of these individuals are parents and many will have difficulty encouraging and assisting their children with their learning - this creates significant challenges if the cycle of deprivation is to be broken. All young people need to be offered top quality opportunities, relevant to their needs and an integrated and holistic approach to addressing specific needs, particularly during the pre-primary formative years, will be required.

20. There are weaknesses in the assessment of overall standards, particularly in respect to the wider attributes of employability - the necessary information and assessment systems do not currently exist. Without more comprehensive performance measures the benchmarks which can currently be used are Key Stage 2 (KS2), KS3, GCSE (at 16) and A levels. Unfortunately the report does not give overall performance measures comparing Northern Ireland with other UK countries, or indeed other comparable EU regions. We would emphasise the importance of comparisons with other EU countries and other leading industrial nations. Many other countries perform much better - and it is these that we need to benchmark ourselves with.

21. The key points we wish to make with regard to increasing standards are as follows:

n The evidence from other sources clearly indicates that overall standards in Northern Ireland exceed those in England and Wales. At GCSE level Northern Ireland outperforms England by about 8 percentage points (47.9% of school leavers in England achieved 5 A-C grades (in 98/99), compared to 56% for Northern Ireland). And the five Northern Ireland Education and Library Boards all appear in the top 30 league table, by GCSE grades, of the 154 GB and NI Local Education Authorities. However this does mask the high level of low and under-achievement in the schools system which is an issue of concern to employers.

n Comparisons with Scotland are more difficult (due to the different examination systems) and the report is unable to provide evidence as to the overall performance of all pupils. However the Scottish system is far from perfect. A recent CBI Scotland report (Rethinking Scotland's Skills Agenda available on www.cbi.org.uk/scotland) notes that

"employers still express concern that too few young people have the right attitudes and key skills to be effective in the modern workplace".

n The report also reveals that 76% of Scottish 19 year olds have at least SVQ2 or equivalent compared to a UK figure of 74%.

n CBI Northern Ireland has strongly supported public policy directed at removing the tail of under-achievement in the school system.

22. It is clear that a key issue which needs to be addressed is the type of curriculum pupils are exposed to during their school learning experience. A major difficulty with the current curriculum is the number of demotivated pupils, struggling with subjects with little relevance or interest to them. Expectations of all young people need to be increased - an appropriate curriculum that is relevant to their needs and aspirations is a key requirement.

23. CBI Northern Ireland believes that there are a range of other key weaknesses in the existing education system:

n Measures need to be taken to address the weaknesses in under-performing primary schools, and comparisons with pre-primary entry and non pre-primary entry need to be undertaken. The publication of KSI and KS2 tests for all primary schools is critical in this respect.

n Early intervention, at pre-primary and in the first years of primary are required to enhance the attainment levels of under-achieving pupils (see below). Literacy and numeracy problems can be more effectively addressed at early stages of learning and must be a priority.

n It is critical that all schools' performance is monitored - this can help raise standards, encourage accountability, enable schools to evaluate and benchmark their own performance and provide parents and employers with relevant information - improvements to current monitoring are essential.

n As the report highlights the existing testing system results in a loss of esteem in many pupils who fail to achieve a grammar place. Many young people who "fail" do go on to be very successful academically - this raises the question of how good a predictor the current test is for judging capability at 16-18.

n The existing system is too polarised between two very different standards of education with only limited opportunities for movement between the two.

n There is some evidence, albeit somewhat 'woolly', that the existing test distorts the KS2 curriculum - further analysis with respect to the impact of testing is required.

Raising overall standards, particularly with respect to employability, must be a key goal - we need to be ambitious, increase expectations, and attain the highest standards benchmarked against the best in the world.

24. Under the second objective set for the Review Body there is an opportunity to review the broader aspects of the post primary school system. We believe this is timely. We need to be imaginative. And the answer to the challenges and weaknesses are unlikely to be simple solutions, or be achieved within a short timeframe. We therefore suggest that some of the broader problems which exist are reviewed, and at least considered at this stage although we recognise that some of these issues may extend beyond the remit of the Review Body:

n Practical constraints which no longer should apply - eg the size and shape of classrooms and delivery by teachers has now been in existence for some 150 years

n timetables dominate and go unchallenged

n the system fails to treat young people as individuals, with them often being grouped in large classes and following a standard curriculum which first tier pupils can master, but the remaining second and third tier pupils just meet or fail to meet

n a system that concentrates on what can be measured and not what is valuable

n a teaching profession that is reluctant to recognise and reward high performance and which resists measures to make teachers individually accountable.

the way forward

25. In the following few paragraphs we identify some of the possible opportunities and challenges that may create the foundation for the education system of the future - it may be argued that this is too ambitious an agenda - and indeed addressing all the issues at once may create turmoil in the education system. But it is essential that the Review Body considers the visionary approach to ensure that whatever conclusions and recommendations they arrive at are moving the education system in Northern Ireland in the right direction.

26. Better 'mass customisation' could be central to an improved model of schooling involving:

n identifying the individual needs of each pupil, and tracking and monitoring progress in each child's understanding of key concepts and skills development, with measures showing the value added by the school

n an individualised time-table and curriculum, with far more flexibility in learning and teaching - one-to-one, in small groups, in large groups, according to need and regardless of age

n use of individual skills passports to accredit learning

n self-directed learning, with pupils largely controlling what and when they learn - a technique adopted in the Arthur Anderson community learning centre in Alameda

n pre-primary education for all children to inculcate learning disciplines/skills at an early stage

Children should benefit from having a learning experience that is tailored to their needs and abilities - this is not to suggest that one form of tailoring is better than another but it suggests that the system must be flexible to accommodate the eclectic nature of children's learning needs. Nor should such a system prevent more able children help their peers and develop the skills to become managers and leaders of tomorrow.

27. The school of the future would use ICT as an integral part of teaching and learning wherever it could make a positive difference, perhaps leading to:

n a quantum leap in attainment and expectations, with much higher levels of analysis and research by pupils. Learning through dialogue with colleagues in Europe and globally could become normal

n learning centres, with more learning outside the school, and involving the community to a much greater extent

n the creation of e-annexes by schools - for example, departments, project groups or functions which are based on new ways of exploiting ICT would trial new techniques which could be rolled out across the school

n a continuous freeing-up of a school's resources and a transformation of the school infrastructure through e-business.

28. There will need to be the right balance between central direction and local enterprise in the future school system. A large number of highly autonomous school units is also inefficient (figures in the Report indicate that the total number of schools could be reduced by 25%). Schools need to become a more integral part of the community and vice-versa. Together these factors might lead to:

n local ownership, with the Government providing a framework of regional guidance. In Sweden, for example, there is scope to create new locally-owned schools.

n federal schools. There could be local 'pyramids' of schools, or larger 'chains', or less formal associations, where schools receive a quality mark or franchise from an over-arching organisation.

29. There are major barriers in the way of the kind of transformation of schooling that is required. The key problems which need to be addressed are:

structural:

n resources - how to finance the required investment? - are we getting value from existing assets?

n current management - is it up to the process of change?

n the educational pendulum - how to retain a commitment to rigour and excellence and also to individualised learning and creativity?

cultural:

n how to achieve a society-wide understanding and consensus?

n how to refocus on 'outcomes' and 'economic needs'?

n low aspirations - to an extent from both the teaching profession, and parents

social:

n and individualised system could potentially lead to a bigger gap between 'can-do' and 'can't-do' young people.

30. The primary objective of the education system must surely be to increase overall standards of outcomes from the education system. As we have stated CBI Northern Ireland would prefer to see all the attributes of employability measured and benchmarked. A stronger and more respected vocational/technical stream would be warmly welcomed by the business sector - there are, and we anticipate will continue to be, good employment opportunities for individuals with relevant technical skills across a range of disciplines, provided the young people display the other attributes of employability. A key challenge of any reforms is to reduce further the significant levels of low and under-achievement.

31. CBI Northern Ireland believes the future Northern Ireland education system will need to contain the following:

n To ensure high academic standards are maintained in top performing pupils some form of selection/ streaming will be essential - it is essential that we maintain the excellence in standards that our top performing pupils achieve. Indeed as we emphasise later we would favour the opportunity of faster progression for high achievers

n Measures need to be taken to address the weaknesses in under-performing primary schools. The publication of KSI and KS2 tests for all primary schools is critical in this respect.

n Early interventions, at pre-primary and in the first years of primary are required to enhance the attainment levels of under-achieving pupils (see below). Literacy and numeracy problems can be more effectively addressed at early stages of learning and must be a priority.

n KS2 pupils need to be provided with a broad and balanced curriculum - and any assessment should seek to measure this requirement.

n Standards in secondary education need to be improved further - there is clear evidence that this can be achieved. As research on behalf of the Northern Ireland Economic Council has shown (Research Monographs 4 and 7), more effort at spreading information and best practice, internal monitoring and information, and leadership and staff development leading to enhanced quality in teaching and learning are all critical. The development of a more relevant curriculum (see below) will also assist.

n It is critical that all schools' performance is monitored - this can help raise standards, encourage accountability, enable schools to evaluate and benchmark their own performance and provide parents and employers with relevant information - improvements to current monitoring are essential.

n There needs to be greater opportunity for individuals to move between post-primary schools to reflect their performance and interests.

n The system should concentrate on finding out what students are good at and building an education experience around this (while not forgetting the basics) as opposed to finding out that certain students are not good at what we are measuring and as such deeming them incapable of stretching levels of education in the future.

Focusing on raising standards will create greater convergence, and should lessen the importance attached to school selection over time. It is clearly important that standards, especially in secondary schools are increased, although there is also potential for improvement in grammar schools as well.

32. Children's environment in the early years of life has profound implications for an individual's facility for learning later on. This is principally the responsibility of parents and supporting services. But encouraging a stimulating environment for young children will have long-term benefits and should be considered by the Department of Education and its partners. US experience suggests a high rate of return on such investment. We would favour new measures to promote early learning - including good quality pre-school education for all children, regardless of socio-economic position, but also taking account of less formal initiatives such as the promotion of parenting and family learning initiatives in partnership with voluntary organisations and community groups.

33. A prescriptive approach in this area would not be justified. It is arguable that children's needs differ even more widely here than at later stages in their learning. We do suggest, however, that policy for early learning should aim to help parents and carers provide a supportive environment for children in the early years at home as well as while they are at school.

34. The development of the new curriculum is a key issue - significant changes are required for all pupils, including those that pursue the academic route - CBI Northern Ireland has been contributing and will continue to contribute to the current curriculum review. Major weaknesses in key skills need to be addressed while at the post-16 level greater breadth is required. The new curriculum has the potential to make a significant difference to improving standards and the learning experience of many young people by increasing relevance and motivation.

35. We believe the new curriculum should

n ensure a balanced core of subjects

n ensure the framework for assessment is flexible enough to support and encourage all children of whatever ability - this should include faster progression for high achievers

n maintain the momentum at all learning points

36. The business community would be keen to support different curriculae, but including a smaller common core. A small core curriculum will be essential to allow mobility across schools and should consist of maths, English, science and information technology together with the other key skills. The opportunity to develop a strong vocational/technical curriculum particularly in KS4 has much merit. However the creation of two distinct routes is somewhat dated - the preferred option is one which creates a broad spectrum of provision including academic and vocational routes but perhaps involving different means of learning, while ending up with similar outcomes.

37. A single, coherent qualifications framework which promotes, enables and enhances learning is essential. It must be inclusive and holistic, require all standards to be based on explicit outcomes, facilitate transfer and progression and it must recognise achievement. Two elements are needed to provide essential underpinning for this structure: access to high quality, impartial careers education and guidance; and the development and use of a National Record of Achievement.

38. We believe that we must also create an environment where students are encouraged to think not just to learn. We need to create an environment in which students are encouraged to challenge and question the viewpoints of others thereby developing the view that change is positive and good - resistance to change in business is one of the primary obstacles to growth and development.

39. From a business perspective there is a strong desire to see higher levels of integrated education - the lack of integration is viewed as a bigger social barrier than the desire to see the mixing of social groups. The Review Body is encouraged to assess how an accelerated development of integrated schools could overcome some of the weaknesses in the current system.

WORKING WITH THE REALITIES

40. The review must also take into account the need to balance the vision of an ideal/perfect education system and the reality that we are not starting with a blank sheet of paper. There are a number of limiting factors which need to be considered - some of which may prove more difficult to overcome than others:

n there are significant resource issues to be considered if major change is recommended - cost-benefit analyses will be required to ensure that the changes are the most cost-effective in realising the objectives - are there alternatives?

n some form of selection will be required with any system which provides choice to the individual and where demand outstrips supply. Developing a range of quality options will reduce the importance of selection although this will take some time to deliver.

There are unlikely to be quick fixes - there are dangers in over-concentrating on post-primary as there are clearly important improvements required in pre-school and primary schools as well.

41. If selection is to continue the two key questions are at what age and how. Any testing needs to be accurate. We also recognise that the issue of the loss of self-esteem and the sense of failure clearly needs to be addressed. The existing test is flawed in this respect but we understand it is considered to be a relatively reliable assessment of pupils' achievement, but not necessarily their ability. (Source: Gardner and Cowan, 2000)

42. If testing is to continue, a curriculum-based test is clearly required although assessing for vocational aptitude as well as academic ability would be an improvement, particularly if the alternative to the academic grammar route is a range of options involving various degrees of high quality technical/vocational education. The inclusion of some form of continuous assessment also needs to be considered (generally considered more acceptable by parents) as well as whether the Key Stage 2 testing can also be incorporated in some manner. We hope that the review body will explore fully the various options for assessment. Any continuing form of assessment needs to move away from the success/failure measure to one where the differentiation is more a horizontal one - ie academic on one side, vocational on the other. Indeed the preferred option, and one desirable in the long-term, would be to have a system where testing is not actually required and where choice by pupil/parent with appropriate assistance from teachers would determine the best post-primary educational route for the pupil.

43. With regards to at what age such testing should take place (if it is to continue) we have no strong views on the matter. We note that the evidence from the Craigavon area is not overwhelming in terms of the advantages of a 14+ plus system, and indeed there are weaknesses particularly for those not selected for grammar schools. The Report summarises this model as follows

"the delayed selection arrangements did not provide a better alternative to the 11+ arrangements operating throughout the rest of Northern Ireland".

However, up until two years ago the Portadown FE College was a technology based school which relied upon a lecture/tutorial environment which was only recently recognised as unsuitable for 14 year olds, many of whom were lost to this system. It is therefore only recently that the results would generate a fair reflection.

44. We do not believe in the medium term that a 'one size fits all' model would be in the best interests of improving overall standards of education in Northern Ireland. A more appropriate way forward may be to seek/ encourage/incentivise a range of local solutions - including local groups of schools and facilitating the creation of mixed ability schools. A range of local solutions may be the most appropriate way forward - a 'one-size fits all' approach is unlikely to deliver the necessary improvements. We hope that the Review Body will explore the potential of developing an evolutionary approach which could minimise disruption yet achieve more effective results sooner. While a cautious approach may be prudent some imagination will be essential, and it is clear that much can, and should, be done to address the existing weaknesses. A radical shake-up at this stage may not be the most effective way forward but should not be ruled out in the future if alternative measures fail to deliver the necessary results. We are also concerned that the time allowed for the existing review may not enable all the key aspects of the education system to be adequately assessed.

45. CBI Northern Ireland is also strongly against the development of elitist independent schools which would lead to a higher level of social segregation. Hence our preference for ensuring all young people regardless of socio-economic circumstances are provided with effective pre-primary education.

46. We believe that the overall costs and inefficiencies of the current education system cannot be overlooked. The Review Body must address this issue especially where there are opportunities to analyse the current costs with regard to performance measures and to reinvest in more effective schools provision, perhaps on the lines of incentivising groups of schools to come forward with local solutions (or introduce compulsory pre-primary learning to a wider range of children, in particular those that are disadvantaged).

CONCLUDING COMMENTS

47. In conclusion we would emphasise a number of key points to the Review Body

n It is essential that we develop a consensus on the outcomes required from the education system

n The importance of ensuring that all the key issues are addressed and avoiding too narrow a focus on the selection issue only

n A system is required which focuses on the individual and is customised as much as possible

n Current weaknesses must be addressed - raising overall standards, particularly with respect to employability, must be a key goal - we need to be ambitious, increase expectations, and attain the highest standards benchmarked against the best in the world

n The new curriculum has the potential to make a significant difference to improving standards and the learning experiences of many young people by increasing relevance and motivation

n There are unlikely to be quick fixes - there are dangers in over-concentrating on post-primary as there are clearly important improvements required in pre-school and primary schools as well

n A range of local solutions may be the most appropriate way forward - a 'one-size fits all' approach is unlikely to deliver the necessary improvements

n A radical shake-up at this stage may not be the most effective way forward but should not be ruled out in the future if alternative measures fail to deliver the necessary results

WRITTEN SUBMISSION BY:
COMHAIRLE NA GAELSCOLAÍOCHTA

At a meeting on 23 January 2001 arranged by Comhairle na Gaelscolaíochta a group of practising teachers from the Irish-medium (IM) Primary Sector discussed the present selection procedure and its adverse effects on educational in IM schools. The groups felt that those children currently in IM schools seeking places in Grammar schools are a disadvantaged group.

It was felt that in terms of FAIRNESS, RELIABILITY and VALIDITY the whole examination process needed looked at and changed. Basically it was felt that immersion pupils' outcomes in the translated versions of the tests should not be validated against the outcomes of the tests for pupils in monolingual first language education programmes. They are not equivalent tests.

Issues identified were as follows:

(a) learning processes in immersion programmes where the curriculum is delivered to pupils in the second language are not considered in the process of testing in the transfer procedure. Measurement of attainment in the programmes of study in a first language cannot be fairly validated against measures of attainment in the programmes of study in the second language.

(b) the perception that pupils in immersion programmes attain as highly in their second language as they do in their first is false.

(c) Mere translation of questions from the original English to a second language cannot be deemed to be equivalent. Translation brings a plethora of problems that can have a cumulative effect on pupils' performance. Problems of translation include guaranteeing equivalence in levels of difficulty; a lack of clarity, ambiguity, the use of inappropriate vocabulary, errors, awkward and unfamiliar terms and low-frequency vocabulary and structures.

(d) more words in the Irish version of the papers means more reading for IM pupils and this is not taken into consideration.

(e) there is no scope within the present testing procedure to recognise the additional knowledge and skills achieved by bilingual children.

(f) tests for IM education pupils are based on only three of the four core subjects at key stage two - Irish, Maths and Science. They are not tested on their ability in English.

(g) an unusually large number of pupils from IM schools who were awarded "D" grades have since gained more than six GCSEs, indicating low predictive validity in the tests.

(h) children in IM schools are disadvantaged in not having access to the wide range of textbooks, practice exam papers, study guides, computer software, encyclopaedias etc which are available to children in English-medium schools.

Several recommendations have been to CCEA as a result of the meeting:

(a) greater freedom should be given to the translator enabling the incorporation of high-frequency vocabulary in Mathematical and Scientific questions - this would alleviate the struggle IM pupils have with language which is pitched too highly.

(b) a wider pool of translators which would enable input from teachers who work or previously worked in IM education thus ensuring an appropriate level of translation.

(c) practising teachers should be provided with sample translations to enable them to give feedback on the appropriateness of translations.

(d) CCEA officials should spend time in IM classrooms to gain an appreciation of the type of vocabulary used. Children's written work and textbooks could also be studied to give an appreciation of appropriate vocabulary.

(e) examinations where they continue to be used should be designed to suite IM education (immersion/bilingual) eg like those used for children coming from schools outside Northern Ireland who seek a place in Grammar schools.

(f) an attempt should be made to research the results of internal assessment methods used in IM schools (eg Edinburgh Reading Tests, NFER Mathematics Tests) against results in the Transfer procedure and subsequent GCSE results. Past experience has found discrepancies in these two sets of results.

Seán MacCorraidh, currently lecturing in IM education at St Mary's University College has undertaken research in this area of the transfer procedure. A copy of his main findings are attached to this submission.

Papers from Áine Andrews, Principal of Gaelschoil na bhFál and a response from Bunscoil Cholmcille, Derry are also included for the Committee's perusal.

Results of research conducted by Seán Mac Corraidh on transfer procedure

There are some issues of fairness, reliability and validity in relation to the transfer procedure for Irish-medium pupils that should be considered and acted upon. Immersion pupils' outcomes in the translated versions of the tests should not be validated against the outcomes of the tests for pupils in monolingual first language education programmes. They are not equivalent tests.

The learning processes in immersion programmes where the curriculum is delivered to pupils in the second language is not considered in the process of testing in the transfer procedure. Measurement of attainment in the programmes of study in a first language cannot be fairly validated against measures of attainment in the programmes of study in the second language. The programmes of study are not available in Irish for teachers or for teacher educators in Irish-medium education. The language register of pupils beginning year seven in Irish-medium education programmes is not taken into account either. Very often the constructs of Science and Mathematics are testing second language reading attainment before the concepts of the subject involved are addressed. This is due to the language being rampant with infrequently encountered vocabulary and structures and it being pitched too highly. The inflated levels of language in Maths and Science questions create a double testing of both language and subject content. Constructors/Translators are neither seemingly unaware of what pupils can achieve in reading in the second language or of the nature of second language use in immersion classrooms. Therefore these factors are not considered in the translation process.

The perception is that pupils in immersion programmes attain as highly in their second language as they do in their first. This is a false perception. When the amount of time pupils are in contact with the second language is calculated, it is seen to be deceivingly short.

It is indeed a much heavier burden on Irish language immersion teachers than on the majority of English-medium teachers to try and bring pupils to similar levels of attainment as their peers in monolingual education in order that they can compete with them in the same high-stakes tests. It is unfair competition in the race for grammar school places. The circumstances under which the second language is learned do not compare to the linguistic environment of learning in monolingual, English-medium education.

The perception held by those in control is that because the Maths and Science questions are translated versions of the original English language questions that they both are equivalent. The Italians have the phrase 'traduttore, traditore' 'the translator is the traitor'. It is highly relevant in the context of translating subject content-based questions in the transfer tests. Translation brings a plethora of problems that have a cumulative effect on pupils' performance in the tests that is impossible to quantify. These problems include among others: guaranteeing equivalence in levels of difficulty, a lack of clarity, ambiguity, the use of inappropriate vocabulary, errors, awkward and unfamiliar terms and low-frequency vocabulary/structures.

Formal, decontextualised testing in the second language can be discriminatory. In many cases a simple rephrasing can result in better understanding and therefore a fuller response. Presently it seems that translators do not have the insight to know how to cut to a minimum the demands made on the pupils by the language in which subject content is tested. This lack of insight in the present system militates against Irish-medium education pupils resulting in adverse affects on their performance.

Invariably there are more words in the Irish language version of the tests which is a factor which will also have an adverse affect on performance simply because more has to be read within the same period of time. Research carried out in the USA with native English speaking pupils being educated through the medium of Spanish indicated that children, although reading Mathematics questions in Spanish, were doing simultaneous translation into English and all of the internal processes were happening in English. This translation process is another factor affecting the performance of Irish-medium education pupils in the timed transfer tests and accordingly their outcomes. Highly dedicated teachers and supportive parents do not override the imbalance created by the second language factor and by the consequences of translation.

No serious attempt has been made to identify the difficulties in assessing attainment in the medium of the second language at this stage in its acquisition by a process of early immersion in that language. In fact, bilingual children instead of being commended and recognised in terms of additional knowledge and skills have been and are being graded unfavourably. One would never consider rating a decathlete on performance solely in the one hundred-metre sprint. That is very analogous to what happens in the testing of Irish-medium pupils in the transfer test. Ranking pupils without consideration of the second language variable or additional knowledge and skills is a flawed practice. There is an increased pressure on time for a pupil processing subject-content questions in the second language as opposed to the first language and this is not fair in the context of a high-stakes timed test.

The tests for Irish-medium education pupils are based on only three of the four core subjects studied at key stage two Irish, Mathematics and Science. English is not a component of the testing of Irish-medium pupils in the transfer procedure but teachers put enormous effort into the teaching of English at key stage two. For the majority of pupils, those in English-medium education, the tests are based on the full core curriculum, English, Mathematics and Science. Therefore children in Irish medium immersion education will not get as much exposure as English-medium pupils to areas to be tested in the transfer procedure. The extra core subject, the broadest curriculum, the skills and learning and experiences that are beyond those common to most children are in fact an obstacle to pupils whose parents strongly wish them to gain a grammar school place. The test does not measure the additional knowledge and skills that immersion pupils acquire. These concerns have been aired but either trivialised or dismissed in the past.

Examination of the academic careers of Irish-medium pupils who were awarded Ds indicates low predictive validity in the tests as an unusually large percentage of these pupils have since gained more than six GCSEs or more and are involved in further academic study.

These are but some of the issues which practitioners in Irish-medium education feel adversely affect Irish-medium pupils grading in the transfer procedure. The potential for misclassification in the testing of Irish-medium education pupils is enormous. The relevant agency involved in the construction/translation of the tests for Irish-medium pupils should engage with practitioners in that sector in order that suggestions made can advise policy as to fairer ways of testing these pupils within the present procedure.

Post-primary Structures and Systems

On the question of alternative post-primary structures, should the present system be changed, it has to be said that Comhairle na Gaelscolaíochta has not yet had the opportunity to come to a consensus view on this matter as it has not been formed for long enough. It is hoped that individuals in the sector as well as many schools will have made their own submissions on this issue.

All that can be said at the moment as far IM post-primary structures are concerned is that both IM post-primary schools attempt to be 11-18 all-through, all-ability schools.

This is not to be taken as an indication necessarily of consensus across the sector

Áine Mhic Giolla Cheara
Convenor

GAELSCOIL NA BHFÁL

I wish to draw the Review Board attention to a number of problems which impact specifically on the Irish-medium sector under the present selection procedure.

I do not intend to make a case either for or against selection. The likelihood exists that selection in some form or another may still remain after the Review Board has made its submission.

However, the particular character of Irish-medium education, the nature of the exam to date and the adjustments that have been made to accommodate the Irish-medium sector has resulted in a procedure which makes the present system a more flawed, and unreliable selective device in the Irish-medium sector than in the English-medium sector. If selection is to remain, with or without substantial changes the issues specific to the Irish-medium sector must be identified and addressed.

I don't think it unreasonable to assume that the present format for the selection procedure was designed initially with the realities and possibilities of the English-medium situation in mind. Also it seems quite clear that English, Maths and Science were chosen as the components of the examination both because they are the core subjects within the English-medium curriculum and because they are the subjects which receive the major emphasis within the teaching day.

It appears that the selection procedure for Irish-medium schools was designed to mirror as closely as possible the format being implemented in English-medium schools. However the accommodation of Irish-medium schools within this particular construct is problematic.

Up until the end of key stage 1 children in Irish-medium schools do three core subjects.- Irish, Maths and Science, adding English to the core curriculum from the end of Key Stage 1 onwards. At this point, as well as continuing to fulfil their statutory obligation with regard to the other subsidiary subjects in the curriculum, Irish-medium schools carry four core subjects while English-medium schools only do three.

A considerable amount of effort is put into the teaching of English. Parental expectation and the demands of the society in which the children live require us to ensure that standards of achievement in English do not constitute an obstacle to the children's progress when they leave the primary school. Teachers are also expected to achieve levels in all other subjects which are at least comparable with those achieved English-medium schools.

In fact any major pattern of discrepancy between our children and children in English-medium schools in any of the subject areas would be unacceptable to ourselves, parents or any external regulating body such as the DENI Inspectorate.

Essentially, within the time available to them, children in Irish-medium schools do not have the same exposure to their four core subjects as children in English-medium schools have to their three. Common sense dictates that this will have an impact on the overall levels achieved throughout the curriculum. This does not imply a lower level of achievement. It implies that the achievement is spread across a broader range. Children in Irish-medium schools are examined on 75% of their core curriculum. Children in English medium schools are examined on 100% of theirs.

In other words, where all factors but the extra subject factor are the same, children in an Irish-medium school will do less well when examined in three core subjects than a child in an English-medium school.

This fundamental problem for children in the Irish speaking sector is compounded by two other issues - translation of the Science and Maths components along with the inclusion of an Irish language component which substitutes for the English language component in the English-medium transfer test.

While it can be reasonably argued that the Maths and Science component should be a translation from the English, nevertheless, there are a number of problems inherent in any translation process.

In translation, the maintenance of an equivalent level of difficulty cannot be guaranteed. It is worth remembering that a paper in translation is not the same as an original. Questions, instructions, explanations, may become easier or more difficult as the result of such things as changes in style, greater or lesser clarity, use of difficult or inappropriate vocabulary, the avoidance of the creation of ambiguities, etc. Even the length of the text may change. In a situation where time is important this can have a critical affect.

Any one of these factors may influence the level of difficulty of a paper and children's performance in ways which it may not be possible to identify or measure.

The issue of terminology also adds an extra level of difficulty to the exam. In the English speaking world, children have easy access to scientific and mathematical terminology. Some of it constitutes everyday language. Parents may use it naturally with their children or incorporate it deliberately in their language activities with children in order to support their preparation for the examination. There is a vast range of written material available for children to draw on. Children in the Irish-medium sector, whose parents are English speakers and who live in an English language dominated world cannot develop the same familiarity with terminology in Irish.

The Irish-language component part of this examination is also problematic. No scientific body of information exist which confirms the markers for the levels of language competence which can be justifiably expected from different ability groups in a second language situation. The levels of attainment for Irish which are used as the bench-mark for the Irish component in the selection procedure were not based on any scientific analysis or research.

The purpose of the transfer procedure is to select through competition those children who could most benefit from a Grammar school education. As well as innate ability, it can be acknowledged that a number of factors - external and internal - short term and long term - teacher effectiveness, resources, home background and luck - can either enhance or inhibit a child's chances of success. However, it can be argued that because it is not possible to identify or quantify the effect of this wide range of variables in any given situation it is equally impossible to take compensatory measures.

There is however one major difference between the issue of the extra subject in Irish-medium schools and the other unpredictable variables. The factors of teacher effectiveness, resources, individual ability, background and luck have a greater or lesser impact on all children including those in Irish-medium schools. However only children in Irish-medium schools are subject to the variable of an extra core subject. On this basis alone there is ample justification for making adjustments in the design of the exam or in the marking procedures implemented.

Furthermore the translation of the Science and Maths components with all the problems described, along with a language component which is quite different from that in the English-medium examination, means in effect that the Irish transfer examination is a different examination entirely. Nevertheless it is regarded as the same competition.

A competition which aspires to be fair must present all with the same advantage or disadvantage. This is patently not the case in the Irish-medium sector. While there is an overlap between the English-medium and Irish-medium sectors, there are significant differences. The outcome of selection is a major factor in determining and influencing subsequent academic achievement. If selection is to remain, the reality of Irish-medium education must be taken into account, so that children in the Irish-medium sector are not unfairly disadvantaged. Selection in the Irish-medium sector should not be based on a monoglot English model with an Irish-medium bolt-on.

ÁINE ANDREWS
Priomhoide/Principal

athbhreithniú ar chóras an mhodha aistrithe

Tá codarsnacht bunúsach idir aidhreneanna poiblí an chórais oideachais agus cleachtadh an Mhodha Aistrithe chamh maith le struchtúir reatha eagrú ár gcuid iarbhunscoileanna. Ar thaobh amháin deirtear gur chóir go raibh teagasc agus foghlaim, srl. dírithe go hiomlán ar riachtanais an dalta i dtólamh agus ansin ar an taobh eile tá scrúduithe ag aois 11 agus córas scoileanna againn a scriosann muinín mhórchuid daltaí, a scoilteann óna chéile aid, a spreagann míchrothromas failleanna forbartha agus oideachasúla agus a chothaíonn claonadh ar bharr claonta.

Maidir leis an tumoideachas de bhí daltaí i s'againne, dtólamp taoi mhibhuntáiste ó thaobh an Mhadha Aistrithe de sa mhéid is nár aithníodh namh i gcomnthéacs an Mhodha Aistrithe an banc breise eolais agus foghlamtha a chuir daltaí s'againne i gcrich i gcónaí tríd an dara teanga a fhoghlaim le linn a gcuid ama ar an bhunschoil. Cé gur ghlac an Roinn Oideaschais leis seo ó bhéal ag cruinnithe áirithe roimhe seo ba í ba chúis leis an easpa aitheantais praiticiúil sa Mhodh Aistrithe féin ná nac dtiocfadh leis an Roinn Oideachais socrú ar shás lena láimhseáil a mbeadh sí féin compordach leis.

1. Aontaítear gur chóir deireadh a chur le roghnú páistí ag aois 11.

2. Aontaítear gur chóir deireadh a chur leis na scrúduithe atá mar phríomheilimint an Mhodha Aistrithe.

3. Aontaítear gur chóir athmhachnamh cúramach a dhéanamh ar chothroin na féinne a chur ar fáil do dhaltaí tumoideachais ag gach uile leibhéal sa chóras oideachas.

4. Aontaítear go bhfuil sé an-deacair ag bunscoileanna taithí fhairsing agus cothrom, a bhí mar chuspóir ag an churaclam reachtúil, a chur ar fáil do dhaltaí sa dá bhliain dheireanach.

5. Aontaítear go bhfuil oiliúint taobh amuigh den scoil forleathan agus go bhfágann sé seans níos lú ag páisti nach bhfuil an acmhainn ag a dtuistí.

6. Aontaítear go bhfágtar cuid mhór páistí le easpa muiníne agus nach bhfuil sin ar leas oideachasúil s'acu ó sin amach.

7. Aontaítear go bhfuil obair an-deacair ag na meánscoileanna agus go gcuireann tionchar an Mhodha Aistrithe le deacracht a gcuid oibre.

Ag leibhéal na hiarbhunscolaíochta ba chóir do cibé córas a bheas ag feidhmiú amach anseo freastal ceart a sholáthar d'iardhaltaí na scoileanna lán-Ghaeilge ionas gur féidir leis na daltaí an oiread tairbhe oideachasúil a bhaint amach as ábaltacht teangeolaíocht s'acu agus is féidir. Faoi láthair nil na hiarbhunscoileanna ag freastal go sásúil ar riachtanais Ghaeilge ár n-iardhaltaí, d'ainneoin iarrachtaí inmholta mionlach iarbhunscoileanna, agus mar sin de níl cóir ná cothrom na féinne oideachasúil, cultúrtha á gcur ar fail d'iardhaitaí s'againne. Léiríonn sé seo codarsnacht bunúsach eile idir aidhmeanna poiblí an chórais oideachaís i leith na ndaltaí agus soláthar, cleachtadh is dearcadh praiticiúil sna hiarbhunscoileanna.

Creideann muid gur chóir go mbeadh córas ag feidhmiú amach anseo a chothóidh comhfhaill, ilghnéitheacht cultúrtha, cóir agus cothrom na féinne don uile dalta. Ba chóir go mbeadh cibé córas a eagrófar amach anseo chomh solúbtha agus is féidir leis a bheith le ligint do dhaltaí neartanna agus abaltachtaí s'acu a fhorbairt chomh maith agus is féidir, iardhaltaí bhunscoileanna lán-Ghaeilge san áireamh.

Aontaíonn muid leis na bunphrionsabail atá leagtha amach ag CSCC sa cháipéis dár tideal 'A Fairer Deal for all Children - The need for Change', Samhain 1999.

written submission by:
professor john coolahan
department of education,
national university of ireland

1. the transition year

'Pros'

n A key value of the Transition Year is the greater flexibility and professional opportunities to design curricula, modules, short courses or experiences which are more tailored to the specific needs of pupils in particular locations than is available in the "mainstream", common curricular courses.

n Transition Year allows for greater engagement by parents, the local community and local enterprises in the education process of teenagers. In some cases Transition Year has been particularly effective in consolidating links between schools and local communities, notably through work experience, community service, and project work.

n Some of the experiences in Transition Year serve to broaden the mental and affective horizons of teenagers as they encounter situations and personnel often outside their normal experience eg disabled persons etc.

n There is growing evidence that students who have taken Transition Year are more mature and more self-reliant learners when they enter third-level than their peers.

n Working on Transition Year programmes has often served as an action-research form of in-career development for teachers. The professional development consequences for school staffs, particularly Transition Year Co-ordinators have been wide-ranging. Having a dedicated support staff for Transition Year greatly assisted that process.

n It may be worth noting a central conclusion of an evaluation conducted by the Inspectorate of Transition Year in 1996 -

The consensus among principals, teachers and pupils is that the Transition Year Programme is a very worthwhile initiative, allowing the school to engage in genuine in-school curriculum development, affording teachers the opportunity to break free of overly compartmentalised subject teaching, and giving pupils the space and time to grow in maturity and to develop in self-confidence.

n A more recent (1999) evaluation by the inspectorate reported the following:

The TYP in Schools

The TYP and the Pupils

What do the pupils say about the TYP

- They enjoy it. They value the opportunity to be so active in a creative way. The appreciate the variety.

- They relish the opportunity to develop so many technical and interpersonal skills.

- They value the opportunity given by the TYP to sample different subjects.

- Many pupils appreciate the bonding effects of the TYP on inter-pupil relationships and on pupil- teacher relationships.

- Pupils frequently value the opportunity provided by the TYP for personal development.

The TYP and the Teachers

The TYP, is a most effective form of teacher in-service training. Like the TYP itself, it is a case of learning by doing. Teachers engaged in the TYP have to devise, develop, resource and assess their own teaching programmes. It is not surprising that some of the most dynamic teachers in the schools are heavily involved in the TYP. They see it as an opportunity to be creative and innovative.

The TYP and the Parents

Parents' attitudes to the programme seem to undergo a significant transformation in the course of the year during which their children are doing TYP. Many of them are quite speptical about the TYP before the year begins. By the end of the year they tend to be much more positive about its benefits. The change in traditional homework patterns and the perception of parents that the school's role should be exclusively academic are two of the factors contributing to some parents prejudiced view of the TYP. The experience of seeing their children mature through their TYP experiences does much to alter their original perceptions. Needless to say, if pupils do not commit themselves to the TYP, and a number don't, their parents are quite justified in questioning its value for their children.

'Cons'

n Transition Year is optional, with just about 40% of the pupil cohort taking it. Some small schools do not offer it at all and some larger schools choose not to do so.

n Work experience was especially useful at a time of high unemployment; a booming economy has altered that and now there is some concern about a possible connection between getting work experience in Transition Year and leaving school before completing the senior cycle.

n In some schools the emphasis in developing a programme has been so much on the non-traditional aspects that the core academic challenges can be neglected. In such situations parents are uncomfortable and talk about the year as 'a doss', and may contend that 'students lose the study habit'.

2. challenges for teachers in transition year

n Teachers have been used to having curricula and syllabi planned centrally; when given the freedom to devise their own programmes, some lack confidence and competence. The lack of a tradition of working as a team to plan a programme sometimes results in too much being left to the Co-ordinator while, at the same time, individual teachers teach their own distinct but sometimes disconnected modules or subjects.

n Sometimes too much work is left to the Transition Year Co-ordinator and there can be dangers of burn-out.

n The guidelines emphasise that a 'a key feature of Transition Year should be the use of a wide range of teaching/learning methodologies and situations'. In some schools the range of methodologies employed may be more limited than what is advocated.

n Assessment decisions are a matter for each school, though it is suggested that 'appropriate modes of assessment should be chosen to complement the variety of approaches used in implementing the programme' - active teaching and learning methodologies. It is not clear that the full range of assessment strategies is always employed.

n An interdisciplinary approach to learning, as policy would desire, poses challenges to teachers.

n Teachers also complain about inadequate time for planning of programmes and communicating about them.

n It is noteworthy that in a recent survey of Transition Year Co-ordinators, they testified to a high rate of job satisfaction both professional and personal and considered that Transition Year is bringing about recognised and worthwhile student development. However, they also recommended on-going training for Co-ordinators.

3. extent of parental choice within the system

In theory parents have a full and free choice regarding the school to which they wish to send their children. However, depending on demographic pressure, the choice in practice may be more limited. In many towns there is a variety of school types. Schools are legally forbidden to operate entrance lists for academic selection purposes. Since 1993 schools are required to disclose their enrolment policies and the criteria used for enrolment. Some schools hold tests of admitted pupils to help in internal organisation of classes. Where there is an over-demand for places in any one school, the authorities usually operate a waiting list on criteria such as a sibling already enrolled, contiguity to the school etc. In some towns or urban areas there is just one catchment school at which the vast majority of the boys and girls in the locality attend.

About 6% of post-primary schools charge fees. These are usually prestigious, secondary schools, run by religious denominations eg Blackrock College, Clongowes, Glenstal. Of course, ability to pay and a concern for social cache are relevant in these instances.

Many parents tend to opt for pupils attending a local school, follow traditional linkages/allegiances and like the idea of continuity between the local primary school, with the local post-primary school and the sense of 'belonging' in the local community which this tends to give to pupils. Some parents opt for a single sex school by choice.

As the numbers of post-primary pupils decline parents have greater freedom to pick and choose between schools and this is likely to foster greater competition between schools in the years ahead. Thus, there is an increasing awareness of marketing ploys by schools anxious to retain their numbers. In such circumstances, less prestigious schools such as some vocational schools lose out.

4. formal collaboration between schools and industry

For many years now the Irish business and employers Federation (IBEC) has taken an active interest in educational policy and issues. It has an Education Committee which among other things has initiated a number of initiatives encouraging greater awareness of the world of work among school pupils. IBEC has prepared curricular packs and made these available to schools. It also links up with FAS, the trade union movement and the Departments of Education and Science and of Enterprise and Employment on conferences/exhibitions on careers etc. IBEC has also used its good offices to assist students on school guidance counselling courses to engage in placements in industry. At local level schools have increasingly established links with employers, particularly for work experience in course such as Transition Year and the Applied Leaving Certificate. They also draw on local employers for career talks etc.

Perhaps one of the most useful guidelines to draw on is from a recent IBEC survey of Industry-School links. The following sets out key points from this survey.

n 286 (73%) of responding organisations had students on work experience.

n 63% (over 140,000 students) were from second-level schools.

n In 58% of cases the initiative was by the school, 50% by the individual student, 32% by an employee of the organisation (sometimes a combination was involved).

n 47% of placements were of two weeks' duration, 23% of one week, and 13% of more than four weeks.

n Prior planning with schools took place in only 41% of the organisations.

n 68% of organisations took part in an evaluation of the work experience.

n 57% of organisations made some type of payment. Where the placement was of one week's duration 54% made no payment and where the placement were of two weeks' duration 42% of organisations made no payment.

n 59% of all employers surveyed rated the experience Satisfactory/Very Satisfactory, (64% for those dealing with second-level students), 5% rated the experience Unsatisfactory (29% are classified as neither satisfactory nor unsatisfactory 29%) and 7% did not state either (3%).

n Asked for their likely response to future demands for work experience, 67% of all employers surveyed plan to maintain current provision (75%), 22% to increase it (17%) and 6% to decrease it (6%).

n Asked to rate the current demand for work experience, 22% said Very High (24%), 46% said Moderate (51%) and 29% said Low (23%).

5. effectiveness and perceived parity of the three leaving
certificate courses

It is the case that the traditional, established Leaving Certificate continues to be the most prestigious course and is linked most closely with the points system for third-level entry. However, the Leaving Certificate Vocational Programme (LCVP) has been winning a lot of support because the nature of the methodologies, a good deal of the content and the skills developed are seen to be very congenial to the requirements of the changing job market.

A transition has been taking place in long-established traditional attitudes which tended to regard practical applied and vocational subject as lower in status than "academic subjects". the LCVP has been blending and merging "academic" and "applied". A view is going around that the traditional Leaving Certificate would greatly benefit from some of the pedagogical approaches of LCVP. Parents are becoming more sophisticated regarding the subjects and experiences for which their children may have aptitudes and from which they could benefit. The Link-Units of LCVP are now recognised for credit by the universities and the ITS.

The Leaving Certificate Applied (LCA) is the most recent innovation. At first, a great deal of uncertainty surrounded the LCA regarding its public acceptability. However, a very careful nurturing of the programme, effective public relations and high profile backing have paid dividends. It is now a securely established programme which does not attract a "dumbing-down" label. It is accepted for what it is. The pupils are not regarded as second-class citizens and engage with their peers in other school activities. Nevertheless, the LCA is generally regarded as for the less able pupils and aspiring parents would probably be rather uneasy about their children taking the LCA, unless they realised that this was in the best interest of their children.

6. current challenges facing the education system

Among the key challenges are the following:

n The satisfactory implementation of a wide range of educational policy measures.

n Promoting a tradition of greater collegiality, school planning and whole-school evaluation within schools.

n Aspects of reform in the public examinations process - involving more continuous assessment formats to supplement the terminal written examinations.

n The integration of pupils with disabilities within the mainstream system.

n Making successful interventions in favour of under-achieving pupils - targeting of the disadvantaged.

n Adopting lifelong learning in a meaningful way throughout the education system.

n Supporting the teaching profession by higher salaries, improved initial teacher education and greater investment in continuing professional development of teachers.

n More satisfactory rationalisation of school provision.

n More satisfactory responses to the increasing demands of multi-cultural education.

written submission by
Council for catholic maintained schools

executive summary

PREFACE

Northern Ireland is currently emerging from a protracted period of direct rule during which time the prevailing policy was the maintenance of "parity" with England and Wales. In the new era of devolved government, consideration should be given to what might be deemed a zero based approach to policy, i.e. an approach based upon an analysis of needs and the development of principles to guide decision making.

INTRODUCTION

The Council has long called for a consideration of the "structural" implications of Selection and to that end has published a series of papers culminating in its Position Statement of 1998 which specifically called for research on the issue.

In addition to calling for an informed debate on the issue, the Council has also counselled against any attempt to develop a "sectoral" approach to any structural changes. Such an approach will not work given the disaggregated pattern of governance of Northern Ireland's schools.

Context and Framework of the Council's Response

The Council concurs with Gallagher & Smith in their call for the debate to transcend a narrow reflection on structures to embrace the social, educational and economic objectives young people should achieve. In keeping with this the Council has considered the issue "in the round" embracing the gestalt of education from 4 - third level and embracing the concept of life-long learning and issues such as economic status as a determinant of educational success.

The Council considers that any consideration of structures must be predicated upon an analysis of the needs of individuals, the economy and society and of the philosophical political and social factors that impinge on the education system and the development of social and educational policy.

Prominent amongst the factors noted above are the changes introduced by the 1989 Education Reform Order (NI) including the operation of Open Enrolment and the impact of Selection on the operation of the primary curriculum. In addition, there is the need to profile accurately the skills and needs of the knowledge based economy and, as importantly, the requirement to "disperse" such skills in a manner that will ensure both prosperity and social cohesion.

There exists a considerable body of evidence in respect of the skills deficit and its potential implications for Northern Ireland. The Council considers that this issue cannot be considered solely within the context of the compulsory education framework and in isolation from the Further and Higher Education system. In short, the Council believes that any measures to address the above will call for a new synchronisation of planning, resourcing and outcomes across the whole of the Education Service. Such "synchronicity" must be planned for and to date there is limited evidence of the structured planning process the Council feels is necessary.

In addition, the whole issue is further complicated by the predicted marked downturn in pupil numbers over the next 13 years which will see pupil numbers fall significantly in the 4-16 age range. Having reflected on the issues alluded to above, the Council has identified a series of core issues both generic and what might be called "Selection" specific arising from the analysis, and a set of guiding principles that it believes should underpin any structural changes emerging from the above.

The Council's approach to this issue is essentially rooted in the belief that form should follow purpose and structures should reflect strategic needs. It is only via an approach such as this that the Council believes we can be assured that the debate is removed from the arenas of emotion or self- interest.

In articulating guiding principles, the Council has clearly recognised that a "do nothing" option is not possible. The demands of the knowledge based economy, allied to the practical implications of demography, render a minimalist approach impractical. Equally, any response rooted in the concept of local solutions is no longer appropriate. It is imperative that the issues confronting us be addressed in a structured way with strategy driven by a universal set of guiding principles.

In light of its contextual analysis, the Council calls for an end to Selection at age 11. It also clearly sees the need for a major and systemic review of the interaction between all phases of education and the development of a viable and valued alternative curricular and accreditation pathway that will address not only the skills deficit identified in research but will also offer quality education for all and a clear pathway to third level education. It is only with the introduction of change such as that outlined above that we will see the introduction of meaningful choice for all.

The Council, in reflecting on the issues of choice and curricular change, has identified the need to develop viable alternatives in respect of vocational education along the lines of those to be found in Germany and elsewhere. However, it also notes the cultural and contextual differences that exist between Northern Ireland and European alternatives and counsels against an overly simplistic adaptation of models from a European context.

The Council recognises that any move to end Selection at age 11 will require a major re-think in respect of other issues and the paper offers a set of parameters within which further considerations should be framed.

CONCLUSION

In calling for a phased approach to the review process, the Council is anxious that this should not be viewed as an excuse for a protracted programme of analysis. Rather, it would consider that the issue should be given the very highest priority by the Northern Ireland Assembly and that tile process, which essentially must be cross-departmental in nature, be managed via a project team at the very highest level. To be meaningful this process must embrace all the partners committed to the educational, economic and social well being of our community and our children. The Council stands ready to engage in such a debate and would hope that measures would be put into place, as a matter of urgency, to expedite this essential programme of analysis and reflection.

PREFACE

In coming to reflect on this issue, the Council for Catholic Maintained Schools (hereafter referred to as the Council) has been struck not only by the significance of the issues to be addressed, but also by the fact that the debate is taking place in, what in terms of Northern Ireland, is a novel environment i.e. a context of policy autonomy. The significance of this cannot be overemphasised given that the policy decisions emanating from the process of consultation will be taken in a re-invigorated political arena.

Northern Ireland, emerging as it is from what might be deemed "political introversion" into the world of "policy autonomy and priority setting", has important issues to consider around the meaning of autonomy. For many years the concept of "parity" with the rest of Great Britain was paramount, in practice, in education terms, this tended to mean parity with England and Wales. Many within the world of education have suggested that the out-workings of such parity was to import to Northern Ireland, policies seen as a response to problems that may existed in England and Wales did not necessarily exist in Northern Ireland.

There is a school of thought articulated by Sir George Quigley who (although recognising that there are clear constraints) argues that the "Assembly and Executive Committee should start with "zero based policy formation"'. It would seem appropriate given the significance of the issue under review, that we should adopt just such an approach.

The concept of a zero-based approach encompassing a "root and branch" review requires a structured analytical approach to the definition of needs and the consideration of options. In essence the search is for solutions that reflect the identified needs and the specific Northern Ireland context rather than a broader UK policy context. The needs definition exercise must, of course, consider educational, economic and social policy and the fiscal and political realities emerging from those. Within these constraints and the parameters emerging, such an approach offers certain opportunities particularly in respect of an issue that is potentially emotive.

The concept of a "zero based approach" is attractive for a number of important reasons:

n It removes the straitjacket of a simplistic "parity approach" - increasingly significant in a European context with a burgeoning economy in the south of the island.

n It should afford opportunities to reflect afresh on the gestalt of education from 4 - 19 + rather than a "compartmentalised" analysis that would be inherently flawed and limiting.

n It offers the opportunity to take an appropriately strategic view of economic, social and individual needs and solutions.

n It should lead away from a constituency driven "self interest" analysis of both needs and solutions.

The issues confronting the Northern Ireland Assembly are of enormous significance but that body has a truly unique opportunity to secure the economic and social well-being of Northern Ireland via an appropriately structured, resourced and focused education system. The advent of devolved government which has brought to the fore local expertise, knowledge and accountability, offers a welcome opportunity for a detailed analysis of needs and solutions in all areas of policy. The Council has been much encouraged by the recent publication of the ambitious Programme for Government which it believes illustrates the benefits of local knowledge in policy decisions that will have widespread ramifications for the future of our children and our society. Selection is just such an issue.

The debate which is underway is timely. It is indeed fitting that we should review our education strategy and the structures and processes that underpin it at the beginning of a new era of peace, and one would hope, prosperity. Northern Ireland is most fortunate in that it has been well served by an education community that has been characterised by a sense of professionalism and commitment. It is important that in progressing this debate we celebrate these qualities and strengths and preserve the obvious sense of vocation, commitment and dedication amongst our teachers. Our objective must be to preserve the best of our system, to build on its strengths and to restructure our education service, including our schools so that we might face the demands of the 21st century with confidence. Development and change requires discourse and commitment and it is imperative in moving forward that we develop a unity of purpose amongst our teachers, our parents and, indeed the broader education service.

1.0 INTRODUCTION AND BACKGROUND

1.1 The Council welcomes the opportunity afforded by the consultation process to contribute to this debate which it views as possibly the most significant since the 1947 Education Act itself. The issue has long been a matter of concern for the Council. Indeed in responding to the then Minister's proposals regarding education reform (which culminated in the Education Reform Order (NI) 1989) the Council questioned the Minister's assumptions in regard to selection and expressed concern that he

"........did not feel it necessary at least to examine the whole question of the need for selectivity rather than how such selectivity should be administered"

(CCMS 1988: Response to the Consultative Document
"Education in Northern Ireland - Proposals for Reform")

1.2 The Council revisited the issue in 1993 when it published its report on underachievement in which it clearly identified Selection as a structural impediment to the raising of standards. The Council's ongoing concerns regarding underachievement and the implications of the out-workings of the Education Reform Order in a selective system (which will be considered later in the paper ef 4.1) prompted the Council to revisit the issue of selection in two papers published in 1998, namely "Selection, a Considered Perspective" and "Selection a Position Statement"'. In the latter paper, the Council called for a research programme in respect of Selection and was pleased when the Department moved to initiate just such a programme culminating in the Gallagher & Smith Report.

1.3 The Council also noted in its 1998 statement that the disaggregated pattern of school governance, with its mixture of centralised management bodies and independent governing bodies, made it impossible for any one sector to address the issue unilaterally. The Council further called for the issue to be addressed at a structural and strategic level encompassing all partners within the education service. It is particularly gratifying that the Education Service is now being asked to reflect collectively, along with the wider community, on this most important issue.

1.4 It is worth noting that, in the culture of inertia characterised by Direct Rule and the subsequent failure to review the operation of Selection, the Council, in partnership with Senior Trustees, has sought, where appropriate, to address the difficulties arising from the out-workings of Selection on a local basis, as and when suitable opportunities arose. The Council's experience in this area has provided many valuable lessons in regard to the management of significant structural change in an environment characterised by a need for transparency and the development of partnerships (further consideration will be given to this issue later in the paper see 2.3)

1.5 In light of the above, the Council considers the current review with its all - embracing remit as both appropriate and timely. The Minister and the Assembly are to be commended for the transparency and the inclusiveness of the review process. Particularly welcome is the commitment to a wide ranging consultation process. The Council in the preparation of its response, conscious that it serves a constituency of some 530 schools, educating 38% of the pupil population of Northern Ireland and anxious to ensure that it appropriately represents the views of that constituency, has likewise sought to consult widely and to that end:

n established a working group representing all of the constituencies within the Catholic Maintained Sector. (For Membership details see Appendix A).

n embarked on a series of meetings with principals in all dioceses : 13 meetings involving 310 principals representing 60% of the Catholic Maintained Schools

n consulted with the Trustees of Catholic Maintained Schools

n liaised with bodies such as the Teaching Unions, CCEA, NIBEP and the Council's Industry Liaison Panel

n consulted with the CHA representing Catholic Grammar Schools regarding the articulation of a set of guiding principles in respect of Catholic Education

n consulted with the Council's five Diocesan Education Committees reflecting the views of parents, teachers and governors.

The Council looks forward to participating in the ongoing process in partnership with the other constituencies and, in due course, making its submission to the Review Body.

2. CONTEXT AND FRAMEWORK OF THE COUNCIL'S RESPONSE

2.1 It is appropriate at this juncture to reflect on the review itself. As has been noted above, the Council warmly welcomes the review and concurs with the sentiments of the Gallagher & Smith Report in respect of the need for the debate to transcend a limited and limiting discussion of structure to embrace :

"the social, educational and economic objectives young people should achieve from their educational experience". (Gallagher & Smith "Main Report etc." 10.4.1)

These sentiments resonate with the Council's views as expressed in its 1998 Position Statement which called for any future debate to be couched in terms of "fitness for purpose" rather than a precipitive discussion on structures alone.

2.2 The Gallagher & Smith exhortations to avoid a limited approach to the process of discussion and review is indeed prescient. For the issues are both significant and wide embracing:

n the totality of the educational experience offered within the education service including HE and FE

n the economic and social imperatives that will impact on education

n the ongoing curriculum review and

n the logistical impact of factors such as demographic change

2.3 It is clear from the complexity and interrelatedness of the issues above, and in light of the lessons gleaned from Council's experiences at a micro level in respect of the development of local alternatives, that success in such ventures is dependent upon:

n the development and agreement, at the beginning of the process, of a clear set of guiding principles

n an openly transparent process with appropriate avenues for the expression of viewpoints

n the development of a clear sense of ownership amongst most stakeholders

n the dissemination of information in a clearly digestible format

n a time-frame that is seen to allow for considered reflection

Thus a zero based approach to this issue is the most appropriate. This inevitably dictates a two-phased approach to the process reflecting the fact that educational structures should reflect and support agreed principles, identified needs and appropriate strategies. This notion is aptly enshrined in the maxim that form should reflect purpose and structure follow strategy. There is consequently a need to identify and agree needs and purpose (i.e. the 'what') before moving to a consideration of the form and structures (i.e. the 'how'). The definition of the 'what' of education will, of necessity, be derived from our understanding of the philosophy and values of education, an analysis of the needs of society and the economy and the implications of current government policies, both social and educational. It is only if we have successfully identified the latter and the principles emanating from it that we are in a position to identify the appropriate structures that will secure the delivery of 4 same and thus apply the litmus test of "fitness for purpose". It is this logic that has thus guided the Council's response.

2.4 The principles alluded to above will reflect a variety of perspectives. Some of the principles will reflect notions or values such as dignity, justice and respect, essentially reflecting our vision of "humanity" and the purposes of our existence and all that flows from that. Others will reflect on education in the service of the "common good" embracing both social and economic well being. Yet others will reflect the existing economic and political realities which may enhance or curtail developments. As with any set of principles there will inevitably be, to a greater or lesser degree, tension between them for it is only in the most perfect of situations that all will be equally realisable.

2.5 In seeking to inform our thinking it is imperative that we begin with a consideration of the educational, socio-economic and philosophical context within which we seek to educate our children

3.0 PHILOSOPHICAL CONTEXT

3.1 All education is based on values either explicit or implicit. Our understanding of the nature of humankind and its intrinsic worth and mission is essential to our understanding of the mission and purpose of education. This understanding is manifest in the ethos and core beliefs of the school. The Council for Catholic Maintained Schools, in partnership with the Bishops across the five Dioceses in Northern Ireland, have set out clearly their views as to the nature and purpose of the Catholic school. It is not the intention here to deliberate in depth on this issue, rather Appendix B reproduces unit one of the nine unit publication "Life to the Full, A Vision for Catholic Education" which sets out a de-facto credo for Catholic Education. It is the core beliefs articulated in that document that will inform the Council's understanding of the guiding principles in regard to issues such as dignity, justice, respect and diversity.

4.0 EDUCATIONAL CONTEXT

4.0.1 Education does not occur in a vacuum rather it reflects, to a greater or lesser extent, society and its expectations, economic needs and ever increasingly the prevailing political philosophy. Certainly the advent of Conservative Rule resulted in a clearly political agenda emerging with considerable implications for schools in Northern Ireland. In considering this issue our concern is to reflect on how the policies introduced have impacted on Northern Ireland's selective system and to consider the implications.

In reflecting on this issue consideration will be given to:

n The Education Reform (NI) Order 1989 and its implications for post primary schools particularly in light of demographic trends

n The Selection Process and

- the primary curriculum

- the Transfer Test itself as an instrument for decision making

n Social class as a determinant of success (this issue will be considered in a thematic way throughout the section rather than as a discrete issue).

4.1 ERO and Post Primary Schools

4.1.1 Mention has already been made of the notion of parity and certainly with the advent of the 1989 Education Reform Order (NI), effectively a clone of its English counterpart the 1988 Act, Northern Ireland saw the introduction of a market forces philosophy into education. This new culture was underpinned by an "entitlement curriculum" prescribed in law, the introduction of financial delegation, formula funding (predominantly pupil driven) coupled with open enrolment and the publication of Performance Tables. The intention of such changes was to create an entrepreneurial environment with parents as consumers and schools as competitors. The purpose in outlining the changes attendant upon the '89 Order is not merely to reflect on the cultural change, but rather to offer a backdrop for the consideration of the implications of such policies. It is interesting to note that the first warnings in regard to the difficulties implicit in introducing Open Enrolment in a selective education system came from the Education and Training Inspectorate in 1990. The issue was further addressed in 1994 when the ETI, reviewing the first 5 years of ERO, alluded to the impact of the changes on the post primary sector namely :

n growth in grammar school numbers as a percentage of pupil cohort from 27% to nearer 35%

n creeping "comprehensivisation" of some grammar schools

n aggregation in some non-selective schools of significant numbers of pupils with particular problems in literacy and numeracy

4.1.2 The above is ample evidence of the prescience of the Inspectorate's 1990 observations. Mr Ivan Wallace, former Chief Inspector, speaking in January 1997 took up the theme of market forces in education and noted that in the market place economy, grammar schools with their traditionally high status are confident of their pupil numbers and thus are effectively sheltered from the vagaries of market forces. In contrast, the secondary sector and in particular schools that are less popular (most often situated in areas of social deprivation), are ruthlessly exposed to market forces with all the attendant difficulties that this brings in the terms of financial constraints and a limited ability to resource development plans. This impact is particularly apparent at a time of demographic downturn.

4.1.3 Given the above, it is not surprising to note the Inspectorate's comments to the effect that for schools with a concentration of pupils with learning difficulties, and these are inevitably secondary schools:

"In many instances the resources and expertise ... are not adequate to cope with the challenge of making appropriate provision for these pupils."

(DENI "Secondary Education 1994")

In short, the out-workings of Open Enrolment has impacted differentially on grammar and non-selective schools and this raises significant issues in respect of equality, an issue which will be considered further at a later stage.

4.2 Post Primary School Performance

It is not the intention here to rehearse the arguments in respect of the relative performance of the diverse types of post primary schools other than to draw attention to two issues :

n The "Grammar School Effect"

n a Non-selective schools and academic performance

4.2.1 School Performance and the Grammar School Effect

It is not intended to dwell on the issue of comparative performance in detail, rather the intention is to reflect on two aspects namely the remarkable academic success of many students in post primary non selective schools and the issue of the supposed "Grammar School Effect".

The Council's understanding of success within education extends beyond the academic to embrace the moral, social, artistic and sporting aspects of schooling. The Council does, however, recognise the importance of academic success and that is evident in the Council's commitment to the raising of standards. That standards have improved significantly over the intervening years across all non selective schools and the fact that over 30% of all pupils in non selective schools achieve 5 or more GCSEs at grade A*- C is eloquent testimony to the diligence of both pupils and teachers. However more importantly it clearly illustrates that many pupils who were not successful in gaining a grammar school place were none the less quite capable of undertaking academic studies. This raises issues as to the test procedure itself, which will be considered later. The Council is conscious of some who voice the opinion that the solution to the difficulties manifest in our non selective post primary schools is to be found in an adjustment to the curriculum in such schools rather than in any structured and rigorous analysis of needs and possible restructuring. The Council would consider this to be an overly simplistic if not fatally flawed response to what is a demonstrably complex issue.

4.2.4 The issue of the so called "Grammar School Effect" is of interest to the Council on two counts:

n The potential of the "notion" to confuse

n The important issue of socio-economic status or social profile as a factor in relative academic performance

As presented, within the main body of the report, the notion is confusing. Certainly the "headline" presentation did not add clarity - neglecting to make reference to issues such as "social capital ", the size of the sample and the issues around that, or indeed the resource stability associated with stable enrolments of grammar schools as possible explanatory factors in respect of differential performance. It, however, recognised that these issues did feature in the substantive research papers.

4.2.5 The second issue is that of the "social profile" within a school, and the cultural capital associated with that. A system that effectively segregates on social grounds, via a system of transfer that demonstrably favours the more affluent leading to the aggregation of such within grammar schools, which in turn results in a social profile within such schools that further advantages that cohort. The validity of this latter assertion was clearly demonstrated in the Department of Education's 1996 publications Statistical Bulletins 96/1 and 96/2 which reflected in depth on the issue of socio-economic deprivation as a determinant of success in the selection process. Indeed the Department's bulletins even charted the heightened impact of the factor since the move to a curricular based test. Shuttleworth and Daly's findings, as outlined in paper SEL3. 1, confirm the significance of socio-economic status and speak of the impact of "the aggregate social composition of the pupil body".

4.2.6 The notion of "social composition" as a factor is not new to educational research. There are many papers on the issue. It raises important issues for policy makers for as Shuttleworth and Daly note:

"The relationship between social background and transfer grade, type of school attended and GCSE outcomes, questions the meritocratic basis for Selection at age 11"

This concern is not new indeed the standing Advisory Commission on Human Rights in its Nineteenth Report 1994 commented that :

"....the selective system differentiates, at least to some extent, by social status as well as ability. This may perpetuate inequality and it should be considered within the context of the new guidelines on Policy Appraisal and Fair Treatment (PAFT)".

The PAFT regulations had no "teeth" and thus were not perhaps an appropriate vehicle to facilitate a review. However, given the increased awareness within society of both the human rights and indeed the equality requirements arising from the Northern Ireland Act 1998, it is probable that the issue of Selection will be subject to legal challenge.

4.2.7 Thus far we have reflected on aspects of policy and performance and how policy, particularly Open Enrolment, might be seen to contribute inadvertently to social segregation. This retrospective analysis is useful in so far as it throws into relief issues and outcomes but policy must also reflect on future trends and the implications of same. It is in recognition of this fact that attention is now turned to demography.

4.3 Demographic Trends

4.3.1 As has been seen, the evidence clearly indicates that Open Enrolment in Northern Ireland has impacted differentially on selective and non-selective schools. However, what is of crucial importance is the fact that this has been the case in an environment where pupil numbers have been relatively stable. That situation will change radically over the coming years with a significant reduction forecast in the number of children within the province. The Northern Ireland Statistical Research Agency - in a recently published report (NISRA Occasional Paper l4-Oct 00) - indicates a fall in the number of children aged 16 years and under of 13% in the years to 2013. However, the aggregated figures mask some significant facts - for example the figures for Belfast, North Down and Newtownabbey show a drop of 23%, 19% and 15% respectively. These are significant reductions in areas with a considerable number of grammar schools and thus the impact on non-selective schools is likely to be acute should present policies prevail. The Department of Education have already recognised the difficulties engendered by the operation of untrammelled market forces and have responded with a novel and costly initiative designed to break the cycle of deprivation induced by those policies namely the "Group 1" Initiative. It is noteworthy that the area which will be worst effected by the future demographic downturn, namely Belfast, already contains four out of the five schools within the Group 1 Initiative.

4.3.2 It is recognised that some of the projected reductions above will, in part, be offset by an increase in numbers in the 16+ age range. Nonetheless it is self evident that changes of this magnitude will exacerbate the difficulties alluded to above facing non-selective secondary schools particularly in the three areas identified above. In short these trends have major implications in terms of the management of contraction and future planning. What is important is that this situation is viewed as providing opportunities for innovative thinking rather than merely presenting problems.

4.3.3 As a codicil to this section, there is merit in reflecting on another aspect of this issue namely the impact of population patterns on access to grammar school education. Certainly in the past there was an under provision of grammar school places within the Catholic Sector, however, the main issue to be considered is the geographical dispersal of such schools and the impact this has on access. Whilst the Department is always careful to remind parents that no grade guarantees a place in a grammar school the "local" availability of places results in grades having a de facto differential worth. Once again this is an issue that raises questions in regard to equality of access.

Thus far we have reflected on the impact of the broad raft of "ERO" policies on the post primary sector we turn now to a consideration of the impact of Selection on the primary sector and to aspects of the Test itself

4.4 Selection and The Primary Curriculum

4.4.1 The Council is aware of the significant amount of interest and data generated in respect of this issue. It is noteworthy that, the researchers were exhorted to consult with the DE Inspectorate in regard to the impact of the Transfer Process on the KS2 curriculum. The Inspectorate have always been most forthright in their observations in respect of this issue. Reporting in 1994 on the quality of teaching and learning in English, Mathematics and Science in a sample of primary schools (a survey based on a study of a total of 78 schools) the Inspectorate noted

"In many schools the curriculum is distorted in years 6 and 7 by excessive preparation for the Transfer Procedure. Often the completion of practice tests replaces sound experiences in English, mathematics and science. Written factual work is predominant and the scope and the amount of practical and investigative work are consequently diminished". (DENI 1994)

4.4.2 That the situation above still pertains is borne out by discussions that Officers of Council have had, in the course of recent weeks, with a large number of principals across Northern Ireland. Regretfully, the principals would suggest that in the intervening years the situation has become worse. Perhaps the most interesting of these discussions was that involving principals of schools feeding into a bilateral college which admitted some pupils from a specific set of feeder schools as of right, and others via the selection process. The learning experiences of the pupils differed significantly - the latter cohort receiving a significantly more restricted diet than the other. Perhaps more worrying was the issue of stress, which was reported as being prevalent in one set of pupils and absent in the other.

4.4.3 In addition to the above, the Council's consultation with principals raised other substantive issues, also alluded to in the Gallagher & Smith Report such as the fact that the compression of the Key Stage 2 curriculum to fit in with the test schedule with an inappropriately early advance to level 5 material and concepts results in "test competence" but no internalisation of concepts.

4.4.4 It is clear both from the findings of the research and the Council's consultations with its schools that the existence of the Transfer Test effectively restricts the curriculum on offer at Key Stage 2. Sadly, the fact that the Test effectively shapes or is perceived to shape life's chances renders it as "high stakes " in the eyes of parents and thus ensures that teachers will continue to be pressurised to maintain the practices alluded to by the inspectorate. The "high stakes" nature of the test has one other unfortunate side effect in that it has created a cottage industry in coaching; a practice which also raises issues around affordability and consequently of social justice. Thus far we have reflected on the effects of the test but what of the test itself ?

4.5 Transfer Test: "Fitness for Purpose"

4.5.1 Any reflection on the Test must inevitably start with a consideration of our changing understanding of both the nature of intelligence and of how pupils learn. Interestingly, the research considers the latter issue with Johnston and McClune, having reflected on learning styles and the pedagogical style of teachers as a factor in pupil receptivity and progress, commenting :

"Indeed it is reasonable to conclude that the teachers' own dispositions (in respect of learning styles) together with the outworking of the Northern Ireland Curriculum and the effects of Selection on teaching practice, may result in some pupils being subjected to school experiences which not only leave them uninterested and de-motivated, but indeed misunderstood as learners"

(SELS. 1)

Given the nature of the test, its impact on the curriculum and indeed on pupil groupings in Primary 6 in particular and the consequences of success or failure the above observations should give all within the education service cause for concern.

4.5.2 In addition to the above we must be cognisant of the new understandings regarding the nature of intelligence itself. It is a sobering thought to consider that the origins of our selective system stretch back to the 1940's and the now discredited theories of intelligence prevalent at that time. Whilst there still remains debate on the nature of intelligence, researchers have effectively rejected the simplistic concept of a singular measurable intelligence in favour of what has been deemed the "pluralization" of intelligence.

4.5.3 Undoubtedly the most influential apologist in this field has been Howard Gardner with his concept of "multiple intelligences". One of the more succinct analyses of this issue is that offered by Bowring-Carr and West-Burnham who commenting on the work of H. Gardner and others in the field of neurology and cognitive psychology, suggest that they have effectively developed new principles about the nature of human intelligence which they summarise as follows:

n intelligence is not fixed at birth -it can be enhanced by every individual

n the process of improving intelligence can be taught

n intelligence is a multiple reality - it can be expressed in many forms

n acts of the intellect require a range of intelligences to work together in varying proportions according to the task

n learning requires an understanding of the various intelligences and the ability to relate them to specific activities.

(Bowring-Carr West-Burnham: Effective Learning in Schools. FT Pitman 1997 P. 102)

It would be inappropriate here to delve in detail into Gardner's theories other than to consider briefly the assertion that:

"Most students of intelligence, however, are now coming to the realisation that intelligence cannot be conceptualised, or measured with accuracy, independent of the particular contexts in which an individual happens to live, work and play, and of the opportunities and values provided by that milieu."

(Gardner H. "INTELLIGENCE IN SEVEN STEPS" in Creating the Future ed. Dickson.
New Horizons for Learning 1998)

4.5.4 In developing the point above Dickson continues:

"Intelligence is always an interaction between biological proclivities and opportunities for learning in a particular cultural context"

This is an interesting assertion clearly recognising what might be deemed the contextual aspects of education. Professor John Gardner in his recent review of the Transfer Test, "Testing the Test" published in April 2000, also addressed this issue. Reflecting on the nature of the test as a measure of achievement rather than ability, he noted that whilst the former is clearly linked to the latter it is also clearly subject to what might be called "environmental factors". Professor Gardner goes on to elaborate on the issues that might arise

"Did the child's class cover all of the necessary curriculum? Was their teacher fully trained in primary science education? Did their class have sufficient resources to cover the curriculum? Did they experience any significant disruptions in the teaching they received?".

Furthermore in the light of Johnston's work on learning styles, reported in paper SEL 3.1, we might add other questions to the above. These would include their teachers' proclivities in regard to pedagogical styles and the pupil preferences in learning styles and thus the implications for pupils' achievement.

4.5.5 Professor Gardner notes that the previous style of tests, namely: general reasoning tests. were used directly to gauge the child's ability.

"... since these tests effectively measure one thing, something which might be called ability or intelligence".

However, Professor Gardner's "qualification" above, in respect of intelligence, is important for as is implied, and as his namesake has shown, the concept of intelligence is far from simplistic and certainly is not amenable to measurement via a series of one hour tests, if at all. His study raises many other issues, however, of most interest in this context might be the flawed logic inherent in the aggregation of three discrete scores to produce a composite score for the purpose of providing a rank order to facilitate selection for grammar school. Indeed Gardner's finding reveal the alarming fact that candidates can be misplaced by up to three grades.

4.5.6 Through the years, various senior spokespersons for the Department of Education have reiterated that the Transfer Test, in its many guises, is no more than an administrative mechanism that facilitates the placement of children in grammar schools. Indeed the recent changes to the grading system which saw a move to 6 grades was introduced to more readily expedite that task. Effectively, the system facilitates the allocation of children to differing institutions to follow the same prescribed curriculum on the basis of an outmoded and flawed understanding of intelligence and using a test that is itself demonstrably inadequate. These issues raise major concerns about social justice.

5.0 THE ECONOMIC AND SOCIO-POLITICAL CONTEXT

5.0.1 As has been noted earlier, education policy is driven, in part, by social policy and economic necessity and it is in light of that truism that we must reflect on these issues. Whilst the Council has often articulated its concerns in regard to what it considers an over emphasis on the utilitarian aspects of education, it has nonetheless always regarded education as being of central importance in the development of a stable society and a prosperous economy.

5.0.2 What then are the needs of Northern Ireland's economy and society? It is important to be conscious that in seeking to address this question we are, to an extent, in the realms of speculation, albeit as informed by data regarding trends and past patterns of behaviour. The March 1999 Report of the Northern Ireland Economic Development Strategy Review Group "Strategy 2010 " offers a good starting point. The paper sets out its vision for Northern Ireland as follows:

"A fast growing, competitive, innovative, knowledge based economy where there are plentiful opportunities and a population equipped to grasp them"

(Strategy 2010 (9) Dept of Economic Development March 1999)

The document goes on to offer an analysis of the changing economic world and of the socio-economic factors that will promote or inhibit the realisation of this vision. As a community on the periphery of the European Union, characterised by a shrinking manufacturing and agricultural base, a historic over dependence on Public Sector employment and a comparatively poor record in technical and job related training, Northern Ireland will have to compete in the increasingly globalised economy. An economy in which as the World Bank noted in 1998:

"..............the balance between knowledge and resources has shifted so far towards the former that knowledge has become perhaps the most important factor determining the standard of living .......... Today's most technologically advanced economies are truly knowledge based, (2010 [3.13])"

The future prosperity and indeed social cohesion of Northern Ireland will thus depend on the development of an appropriate skills and knowledge base within our society. The question remains at what level will these skills be needed, are we currently doing enough? One interesting statistic to emerge in recent years is that whilst:

".........The long term unemployed are dominated by the unskilled ... there are clearly a substantial minority - a third - with "A" levels or above".

(NIEC Occasional Paper, 8 June 1997:
Towards resolving long-term unemployment in Northern Ireland 2.1 8).

5.0.3 This raises major questions as to how we are identifying our skill and knowledge needs and as importantly, how we are advising our pupils in terms of career opportunities. This issue has also concerned the National Advisory Council for Education and Training Targets [NACETT] which in its February 2000 Report "Learning Pays and Learning Works", sought, amongst other things, to articulate the significance of developing an appropriate skills base to facilitate economic development and social cohesion. Speaking of the United Kingdom as a whole the report noted:

"55% of all new jobs that are likely to be created in the next few years (444,000 out of 851,000) will be at levels NVQ3 and above. Only 18% (155,000) are likely to require qualifications below level 2. Compared to the qualifications structure of the existing workforce this represents a substantial increase in the demand for higher level skills ... and a considerable reduction in the demand for skills at NVQ 1 or below. The effect on unemployment rates and earnings will be to widen still further these differentials by qualification level unless skill levels catch up".

(NACETT : Learning Pays and Learning Works. Feb 2000 [3.2]).

This issue has also been considered in some depth by the National Skills Task Force, who although primarily focused on education provision and curriculum at 14+ and 16+, takes the view that early experiences of the educational system influence an individual's attitudes to training and learning for the rest of their lives [a further analysis of the issue of skills is included in Appendix C].

5.0.4 It must be remembered that skills are not merely a vehicle for delivering in terms of the needs of industry and commerce. Skills are also a potent vehicle in ensuring greater social cohesion and avoiding the development of an even wider financial and social gap between the appropriately skilled and the unskilled. The National Skills Task Force makes a most pertinent point when they indicate that skills and learning have become key determinants of the economic prosperity and social cohesion of the country. The linkage between earnings and skills and the clear linkage between the subsequent accessing of training and success at school indicates how important it is that our school system develops within all students a sense of success and a thirst for "life-long learning". This represents a major challenge to an education system which whilst producing excellent results for many of its pupils nonetheless as Gallagher & Smith point out also creates a long tail of low achievement.

5.0.5 We have already reflected on the personal consequences of a failure to acquire appropriate skills and the implications for society in terms of social cohesion, but there are also significant implications for the economy itself. The significance of skills as a vehicle for employment and prosperity cannot be overestimated and it is to that issue that we now turn.

5.1 SKILLS - THE BASIS FOR EMPLOYMENT

5.1.1 NACETT, in its February 2000 Report, also considered this issue in some depth and having reviewed the relevant research concluded that many of the differences in productivity and performance between U.K. companies and their overseas competitors can be attributed to relatively lower skills especially at the intermediate level. In regard to those countries within the European Union research reveals

"Productivity gaps of between 25% and 60% exist in matched samples of organisations in the engineering, clothing, furniture, food processing and hotel sectors of the British economy compared to those in Germany, France and The Netherlands. These productivity differentials are largely the result of differences in skill levels/vocational qualifications between the organisations in Britain and those elsewhere in the European Union, rather than the differences in capital equipment. The main reason for higher output per employee was the qualifications and skills of the workers".

The starkness of these findings should be "a wake up" call to Northern Ireland at any time but particularly now, when a possible US led recession coupled with the resource implications of EU enlargement and the fiscal power of the Celtic Tiger is likely to impact significantly on our economic prospects. Indeed, given that Northern Ireland is a region characterised by small and medium sized enterprises with a poor record in respect of in-house training, we should be even more concerned. Best, in a report for the Northern Ireland Economic Council: Research Monograph 8: The Capabilities and Innovation Perspective: The Way Ahead in Northern Ireland (Dec 2000) offers a revealing insight into the differences in third level education output between Northern Ireland and our Southern counterparts in respect of technology graduates. Best notes that in the years 1997 to 2003 the Republic of Ireland will have some 5400 graduates of which 3100 will be degree level professionals and 2200 will be diploma/certificate level technicians. In comparison, the situation in Northern Ireland in respect of IT graduates from QUB and UU will be an average of 825 with a further 1000 from FE Colleges in the period 1997 to 2001. The out-workings of this are clearly evident in the differential pace of IT development between the two jurisdictions. Best's paper has a most serious point to make namely the need to engage in a manpower planning exercise to inform policy making and planning in the areas of industrial development and skills acquisition.

"Advancing the rate of skill formation and defining the precise combination of generic and specialist skills requires process integration and simplification across teachers at all levels, and education authorities."

To date this integrated approach to planning has not been evident. As yet we do not have a common understanding of our needs much less the curriculum required within our schools nor the structures or interfaces required to deliver that curriculum.

5.1.2 What is evident is that in seeking to synthesise the above objectives we will need to be imaginative in our thinking and seek to create natural pathways through our education system that optimise opportunities for all and address the needs of those at risk of being marginalised. This concept of social inclusivity pervades government social policy and thinking and it is to that issue that we now turn.

6.0 THE SOCIO-POLITICAL CONTEXT AND THE CONCEPT OF INCLUSIVITY

6.0.1 Thus far we have reflected on the threats and opportunities implicit in the changing social, political and economic circumstances of this new millennium. We must be equally mindful that all social planning and policy will continue to be influenced, if not actually driven, by the recent overarching policies in relation to social exclusion. The commitment to the above are exemplified in the establishment of a Cabinet Office Social Exclusion Unit (SEU) for England, the establishment of the Equality Commission for Northern Ireland and the reinvigoration within Northern Ireland of the New TSN Programme and of course the recently published Department of Education Report "A Culture of Tolerance".

6.0.2 The avowed purpose of all of the above is to create in Northern Ireland a truly inclusive society. This commitment is clearly enshrined in the First Minister and Deputy First Ministers' preface to the Draft Programme for Government in which they exhort the community to :

"Help us to achieve the goal of making a difference to the lives of people, enabling us to grow together as a peaceful, fair and inclusive community".

These seminal themes of cohesion, justice and inclusion are reprised in section (1.3) of the Programme and indeed appropriately echo throughout the document, not least in Section 4, "Investing in Education and Skills", which extends the above themes to include quality and equal access for all. Paragraph 4.2 of that section, in essence, offers a summary of the Northern Ireland Assembly's objectives in respect of the Education System namely :

".....to ensure the highest possible standard of education for all children and young people which will motivate them to achieve their potential, build their confidence and enrich their lives .... [and thus] ..... provide the foundation for an inclusive society, a strong and vibrant economy and an incentive for lifelong learning."

[Draft Programme of Government (4.2)]

In considering our current situation, and in reflecting on a possible future, we will have to do so against this framework of expectations.

6.0.3 Inclusivity is often spoken of in communal and or economic terms and it is important that these aspects are both recognised and indeed delivered upon. However, the concept must transcend these to embrace the notion of "poverty of opportunity" and this returns us yet again to the issue of socio-economic status and education success. If the Secretary of State's observations regarding New TSN namely that it means amongst other things :

n helping people gain the knowledge and skids to make the best of their opportunities for employment

n regenerating disadvantaged communities

n helping disadvantaged children and young people so that they have the best possible start in life (New TSN Vision into Practice-1999)

are to be considered meaningful, then all policies must be seen to contribute to those goals including the structures of our education system and the resources allocated in respect of the disadvantaged.

6.0.4 There should be no tension between the social objectives of government policy and the needs of the economy. Indeed, as evidenced earlier, our future prosperity is dependent upon our population being possessed of a skills base far in excess of that which now exists.

As can be seen from this analysis, the Council has major concerns that the present system of education, primary and post primary, is to varying degrees, hampered in its capacity to address effectively the needs of its pupils and indeed of society and the economy. However, whilst recognising that reality, the Council is equally convinced of yet another reality namely that, at present, the issues and needs have not been satisfactorily identified and agreed to allow for the detailed analysis which must precede a coherent and structured programme of change. The Council is conscious of the dangers of what has been deemed by social scientists "first order change" namely change without deterrence. Equally it would counsel against a programme of change that is not rooted in an appropriate analysis of the core issues and appropriate guiding principles. It is to these issues that we now turn.

7.0 CORE ISSUES

7.0.1 Throughout this paper questions have been posed, both explicitly and implicitly, about education and its purpose and its mission. Care has been taken to reflect, in a relatively expansive way, on these issues for it is imperative that we recognise the multifaceted nature of education. Care has been taken equally to avoid a narrow stance in regard to structures, for that, as the Council has repeatedly said, would be limiting and ultimately self-defeating. Northern Ireland stands on the cusp of a new era of peace and reconciliation but it will also be a time of challenge- a challenge to build the world-class economy called for in "Strategy 2010" and the pluralist, inclusive and enriched society envisaged in "The Culture of Tolerance Report". Education will have a semi-dual role to play in the development of that society and in the "skilling" of our community to ensure progress and prosperity.

7.0.2 Our contextual analysis has thrown into relief, a series of issues which need to be considered under the headings : Generic and Selection Specific.

Generic

n Northern Ireland's political landscape has altered dramatically reflecting a new autonomy that affords a unique opportunity to adopt a "zero-based" approach to policy development reflecting the wider European perspective within which we live.

n The new political dispensation is predicated upon the basic premises of justice, equality, inclusivity and pluralism and thus all social policies including education must reflect and underpin these concepts.

n Significant developments at both macro level in respect of the changing patterns and pace of technological change and economic volatility, allied to changes at the micro level in respect of demographic change and developments within the local economy have significant implications for our education system.

n In addition, it is increasingly obvious that changing work patterns allied to the pace of technological change and the exponential growth in knowledge, have rendered redundant the concept of education as a "one off' preparation for life. Thus our education and training system must both inculcate and support a culture of "lifelong learning".

n The success of the current system particularly in the area of promoting and facilitating high academic achievement amongst the most able is clearly recognised and this must be celebrated and maintained.

n It is also clear that despite the strengths alluded to above it has not produced the profile of skills or, as importantly, the broad communal dispersal of skills that will ensure prosperity for all and enhanced economic competitiveness. This is particularly significant in the increasingly globalised economy. It is the implications of the above that underpin the recommendation in Strategy 2010 (9.6.2) that "economic development strategy must inform education and training policy, funding and delivery mechanisms". It is of interest that the strategy document introduces at this stage the concept of "fitness for purpose" into its deliberations - a feature which resonates loudly with the Council's thinking.

n Northern Ireland needs to address the issue of skills development and in particular the issues of skills level and nature. There is a clearly different pattern of skill dispersal between the UK and many of its EU counterparts. Therefore the Strategy 2010 recommendation (9.6.4), in terms of the development of sub-degree level vocational or technical education, must be addressed. Noteworthy is the caveat attached to the above that this must also be addressed along with the issue of parity in respect of academic versus vocational or technical pathways.

n The bifurcation within the labour market between those who understand and accrue credentials and qualifications and those who do not, has found to be closely allied to the reproduction of social inequality across the generations and is a central mechanism in the solidifying of social exclusion. An individual's cognitive maps of training, learning and skills' formation are determined by a range of social factors including their early success or otherwise within the education system.

Selection Specific

n The present system resulting from Selection, of an effective singular curricular pathway served by two categories of schools creates an effective "pecking order" of status with all that this means in a culture characterised by "market forces".

n The operation of the Transfer Test clearly impacts on our primary schools in a number of ways:

- it skews and restricts and yet telescopes the Curriculum offered at Key Stage 2

- it can lead to inappropriate classroom groupings

- it impacts adversely on many children in respect of their sense of self-esteem.

n The concept of selection at 11, as a means of ascertaining the most appropriate educational pathway, is flawed and unjust reflecting an outmoded concept of intelligence and, in the eyes of many, underpins relative disadvantage.

n The Council's consultation exercise has revealed a widespread unease within the teaching profession at the continuation of a policy so demonstrably flawed.

n The above core issues, both generic and specific, raise many questions in respect of the on-going curriculum reviews and the interface between that review which is confined to years 4-19 and the Further Education and Higher Education Sectors. If we are to reflect critically on the issue of curricular cohesion, pathways and esteem then it must be done in a holistic way otherwise we run the risk of developing a fragmented strategy where tragically "the whole will not be greater than the sum of the parts". This is effectively the situation that pertains now.

7.0.3 In seeking to divine what that system might look like, we first need to develop a set of principles against which we might measure our possibilities. This is a particularly apposite approach given Sir George Quigley's exhortation that we adopt, within the province a zero-based approach to policy development and given the significant logistical implications of the demographic changes recently identified and noted above. It equally allows for a dispassionate consideration of options which itself is important given the considerable vested interests that exist.

8.0 GUIDING PRINCIPLES

8.0.1 In the light of the need to respect the sense of the dignity of children the education system must address the realities that:

n Each pupil is unique and equal to all others in dignity and rights regardless of intellectual ability, emotional, social or physical disability, gender, creed or class.

n Education should be an emancipatory activity for all, encouraging social participation and enhancing the individual's sense of dignity and their capacity to participate in, and benefit from, the social, cultural and economic activities of society.

n Children should, as far as practical, be empowered to make decisions (albeit in concert with parents/ guardians/teachers) in regard to their education.

8.0.2 As a response to the changing and developing needs of an economy, which is increasingly knowledge and technology driven, the education system must:

n Ensure a sound base of appropriate basic skills, key skills and broader learning opportunities for all young people at all stages of their formal education and beyond in keeping with the concept of lifelong learning.

n Promote the capacity for creativity, initiative, co-operative working, problem solving, and continued learning and development, reflecting the more flexible forms of working which will be the norm in the future.

n Sustain and promote a culture of academic excellence.

n Seek to manage the Post-16 education and training system to ensure a sound match between present and future skills needs and skills supply.

n Not constrain choice to decisions at age 11 or otherwise but must provide windows of opportunity for flexible transfer between curricular pathways and or institutions.

8.0.3 In keeping with the above and in seeking to address the imperatives of social justice, equality and respect society must ensure that :

n All children enjoy equality of access to quality education suited to their needs and aptitudes.

n Government policy, educational or otherwise, seek to enhance the life chances of all and in no way inhibit the opportunities of any.

n The management processes in respect of any proposed structural changes are such as to protect the rights of all children presently within the system.

n The right of parental choice and interest in their children's education be recognised.

n Our education system reflects the dual concepts of pluralism and inclusivity.

Implicit in the above is the notion of diversity and a facility for choice and this is in keeping with the Councils long standing acceptance of parental rights. The notion of choice, however, is not a simple one for it is inevitably constrained by both by logistics and indeed perceptions for choice only exists where alternatives are valued and viable and it is to this issue that we now turn.

9.0 CHOICE: THE REALITY

9.0.1 The Council has already indicated its support for enhanced pupil and parent involvement in decision making processes in respect of courses or "pathways". The concept of choice, however, is only meaningful in so far as the options on offer are perceived to be equally valid and valuable. Gallagher and Smith reflect on a variety of systems and options both in the UK and Europe and in the course of our consultations many have expressed an interest in the German and other systems which would appear to offer a variety of curricular pathways including technical and vocational. What must be remembered, of course, is that these models often operate in a cultural context that differs significantly to that which pertains in Northern Ireland. Thus the notion that there may be a ready solution in the simple development of a vocational pathway is overly simplistic. Rather if we were to consider the development of such an alternative curricular pathway there needs to be a strategic decision to develop a system of appropriate accreditation and qualification accrual, facilitating access to all levels of education and training including third level. Such qualifications, courses and pathways must be clearly seen as affording access to employment and career development. Whilst this is the situation that pertains in Germany it will not emerge in Northern Ireland without a commitment at the highest levels of the education service to undertake the development work and effectively create a new pathway to opportunity.

9.0.2. Whilst not wishing to pre-empt the structured analysis called for in the body of this paper, the Council is of the belief that the needs of the knowledge based economy cannot be met without a significant re-alignment of the curriculum and would posit that this must involve the development of technical/vocational pathways of the type found in other European jurisdictions. What is essential is that these courses are not only flexible and applied but academically rigorous and attractive to the whole spectrum of academic ability including those who presently restrict their choices to a strictly academic pathway. Failure to achieve this goal will inevitably result in a concomitant failure to achieve the goals of Strategy 2010 in regards to skills acquisition.

10.0 RECOMMENDATIONS

10.0.1. So far this paper has sought to reflect on the multi-faceted expectations from our education system and the pressures engendered by factors as diverse as economic competition, political and social aspirations, and demographic change. What is clear from the above is that change is inevitable if Northern Ireland is to prosper in the world of the knowledge based economy and we are to forge a more inclusive and cohesive society. What is equally clear is that the task is to match needs to processes and structures.

10.0.2 The Council has already spoken of the complexities surrounding this issue but is itself satisfied that the present arrangements and structures and interfaces will not adequately provide for Northern Ireland's needs in the new economic world. It is in light of this that the Council recommends that :

10.0.3 Selection at age 11 should be ended as soon as is practicable

n The implementation of this recommendation, if it is to be successful, will require a realignment of many other aspects of our education system. The nature and extent of the changes are such as to require a structured "task group" approach embracing not only schools but indeed further and higher education and the respective Departments namely DE and DHFETE. It will also require policy decisions in areas as diverse as Open Enrolment, Curriculum and Resourcing. Effectively this is a systemic review of significant aspects of the education system : its purposes, its interfaces, curriculum and assessment processes. If such a process is to be both fruitful and expedited quickly, it follows that:

n The review process should be completed in two phases reflecting the notion that structures support strategies and should effectively meet needs. Phase one of the process should be a "service wide" and "interdepartmental review" of social and economic needs. Phase two should reflect on structures, interfaces and logistics including the impact of demographic downturn". It is imperative that both phases of the exercise be completed within a relatively short timeframe and the process be adequately resourced and co-ordinated. It must also be remembered that significant work has already been undertaken in respect of significant aspects of the above.

10.0.4 Whilst advocating a holistic approach involving all of the diverse partners within the Education Service, the Council would nevertheless suggest that such deliberations should take place within the following parameters:

n Early Years (2 - 4+) : In light of the evidence in respect of the significance of pre-school and early years education for academic and social success in later life, particularly for children in areas of socio-economic deprivation, this area of education should be afforded funding priority

n Primary Education: The primary phase of education should remain as now i.e. 4 years to 11 years with movement to the post primary setting at age 11. However, in light of the emerging needs in respect of skills and the growing concern about both the introduction of formal education at a, perhaps inappropriately, early stage and the over prescription of the curriculum at Key Stage2 we should move to expedite the ongoing CCEA Review in these areas and indeed the wider review of curriculum.

n Post Primary Education: In respect to the post primary phase of education whilst it is obvious that any reorganisation will be dependant on the major review envisaged above, any new arrangements should be predicated upon the following :

- Key Stage 3 (11 - 14): All pupils should follow a common core curriculum in Key Stage 3 . Such a core should afford considerable flexibility to schools and should not exceed 80% of the timetable.

- Informed Choice: Students in Key Stage 3 should be afforded what might be deemed structured "sampler programmes" related to whatever course / pathway options are to be made available (following review) at Key Stage 4. Such "sampler programmes" would provide a vehicle to evaluate student interests and aptitudes.

- Consideration should be given to the development of a culture within Post primary education of election to courses or pathways rather than selection for. In essence this amounts to guided pupil and parental choice which itself will require:

the provision of an enhanced Careers Guidance and Advice facility within all post primary schools and at all stages of schooling

the development of a tightly structured assessment and recording process augmented by an enhanced Record of Achievement support System.

the involvement of pupils and parents in a more direct way than is currently the norm.

This would represent a considerable cultural shift on the part of both teachers and parents but is perhaps more in keeping with current thinking as to assessment and its purpose.

- Key Stage 4 (14 -16): Arrangements at Key Stage 4 and beyond should offer flexibility of choice and facilitate where appropriate movement between courses / pathways. Realisation of this condition will require consideration of a structured modular approach to course specification, accreditation and a fuller exploration of Credit Transfer arrangements.

- Access to Third Level : There must be a review of assessment and accreditation processes at all stages of education but particularly at age 16 and beyond to ensure that all children have access to a quality, accredited and valued courses of study. All pathways should provide access to the fullest range of third level courses both at degree and sub degree level (this would be in keeping with the vision of Strategy 2010).

n Universal Application: Any proposed changes to structures or interfaces must be adopted on a education "service wide" basis (reflecting the issues raised at 1.3 above and the need to ensure equality of access for all irrespective of their location or social status). Such structures should reflect agreed principles. It follows therefor from the above that the concept of "Local Solutions", previously embraced by the Council in the absence of a clear government policy in respect to selection is no longer an adequate response.

n Social Inclusion: In recognition that socio-economic deprivation operates at both a personal and communal level and impacts significantly on educational attainment, and in keeping with new TSN policies, social and educational policy and funding should be expressly targeted on areas characterised by high levels of socio-economic deprivation.

10.0.5. Reference has already been made to the logistical implications of change and in particular the implications of the projected demographic downturn; the Council is conscious of the significance of these issues but would suggest that the latter may well offer opportunities as well as presenting difficulties.

11.0 DEMOGRAPHIC DOWNTURN: CONSTRAINTS OR OPPORTUNITIES?

11.0.1 Reference has already been made to the projected drop in pupil numbers over the next decade. This drop in numbers assumes a new significance when considered alongside the current surplus capacity within the post-primary sector of some 14900 places. Whilst this situation may be viewed as presenting particular difficulties in respect of the strategic management of the school "network" the Council considers that it also offers significant potential to introduce innovative and flexible approaches to schooling. There exists within this situation the potential to recoup resources and save on recurrent costs thus freeing resources for reallocation within the system. The demographic downturn while currently posing a significant challenge to the education system also, conversely, may provide an opportunity for a more flexible use of the current plant to provide the structures appropriate to the delivery of any new post-primary system.

11.0.2. Structural possibilities may include the following:

n Single site institutions providing a variety of pathways

n Multi-site campus arrangements with discrete institutions operating either as consortia or under one management umbrella

n The development of a limited number of specialist schools, or in rural areas specialist units, serving discrete catchments

n Multi-agency education service provision within one or across a number of institutions - offering a variety of services, courses and training across the age spectrum

n Community learning networks offering linkages with alternative provider.

11.0.3 In preparation for any process of systemic review, the Council will embark upon a preparatory exercise to accurately determine the effects of the demographic downturn on the post-primary school stock. Such a mapping exercise will provide essential management information to inform future discussions, deliberations and decisions. The issue of demography is compounded by the existence of surplus places and this issue must also be addressed. As referred to earlier in this paper, the needs definition exercise itself must take the current and future demographic and school estate position into account.

11.0.4 The Council is conscious that speculation in respect of potential configuration and management of facilities and schools is rendered less meaningful in the absence of a clear definition of needs and purposes (the "what" of education) but it simply offers the above as an illustration of potential for creative thinking created by the flexibility resulting from a strategic management of network contraction.

12.0 CONCLUSION

12.0.I. Throughout this document the Council has argued for a process of systemic review in the belief that is only through such a process that we will reach consensus both in regard to our needs and the strategies required to address those needs. Goodman reminds us that if we are to expedite meaningful change then there must, of necessity, be

"...... a recognition that school restructuring efforts should be built upon an open discourse regarding the type of culture we wish to build and the relationship between schooling and this future society".

Goodman: "Change Without Difference" Harvard Educational Rev Vol 65 No. 1

12.0.2. The Council, in its belief that this review process should be conducted in two phases, stands ready to engage with its partners in the Education Service and the community at large in the discourse that Goodman calls for. The Council sees such a strategy as being in keeping with the concept of zero based policy formation but does not consider that this process should be overly protracted. Rather, the Northern Ireland Assembly should seek a structured review of the issues raised in this paper, many of which are inter-departmental in nature. Indeed the imperative for such a review is to be found in the Executive's own Programme for Government and the objectives enshrined therein.

12.0.3. The Council looks forward to the coming debate and views it as offering the unique opportunity to ensure that all aspects of Northern Ireland's Education Service, from pre-school to third level, meet the Litmus Test of "Fitness for Purpose".

appendix a

ccms task group: selection response

Chair	Mr Ivan Davidson Member of CCMS Council Member of SEELB (Former Chairman) Member of Church of Ireland Synod
Brother D Gleeson	Member of CCMS Council Former Principal of St Mary's Grammar School, Belfast
Mr Eugene McGrade	Member of CCMS Council Principal of St John's High School, Dromore
Sr Rosaleen MacMahon	Principal of St Louise's Comprehensive College, Belfast
Mr Sean McIlwee	Principal of St Patrick's College, Maghera
Mr Oliver Mooney	Principal of St Joseph's High School, Newry
Dr Aidan Hamill	Principal of La Salle Boys' School, Belfast
Mr Pat McAleavey	Principal of St Patrick's High School, Keady
Ms Deirdre McNally	Principal of St Mary's High School, Lurgan
Mr Tony Devlin	Principal of Holy Trinity Primary School, Cookstown
Mrs Catherine Wegwermer	Principal of St Joseph's Primary School, Crumlin
Mr Tom Maguire	Former Principal of St Colman's High School, Draperstown
Mrs Sarah Kelly	Principal of St Joseph's Secondary, School, Derry
Miss Dympna McNamee	Principal of St Mary's Girls' Primary School, Strabane

ccms officers

Mr Donal Flanagan - Chief Executive

Mr Eddie McArdle - Deputy Chief Executive

Mr Dermot Mullan - Head of School Planning and Development

Mr Gerry Lundy - Senior Adviser

Mr Martin Donnelly - Senior Adviser Secretary to the Task Group

APPENDIX B

Unit 1

The Catholic schools is committed to the development of the whole human being, since in Christ, the Perfect Man, all human values find their fulfilment and unity. Herein lies the specifically Catholic character of the school. Its duty to cultivate human values in their own legitimate right in accordance with its particular mission to serve all has its origin in the figure of Christ. He is the one who ennobles humanity, gives meaning to human life, and is the Model which the Catholic school offers to its pupils.

The Catholic School 35

The distinctive nature of the Catholic school is expressed in the way our faith affects what we do, how we do it and why we do it. This means that life within the school community is centred on the presence of Christ among its members. The example and values of Jesus Christ permeate all the relationships within the school and beyond it. In becoming man, Christ has made known to us the nobility of our vocation to become fully human. It is therefore the purpose of the Catholic school to bring pupils to an understanding

n of the world as God's creation;

n of the sacredness of life;

n of their uniqueness and dignity;

n of their vocation in Christ;

n of how to fulfil that vocation.

This religious dimension constitutes the distinctive nature of a Catholic school. Speaking in the context of education, a Vatican Council document observed that this distinctive quality

'Is to be found in
the educational climate,
the personal development of each student,
the relationship established between culture and the Gospel,
the illumination of all knowledge with the light of faith.'

(The Religious Dimension of Education in a Catholic School 1) (Hereafter RDECS)

Catholic education is the responsibility of the entire Church community and is delivered initially through the influence of three key partners, namely, the home, the school and the parish community. These partners work together to create the best possible environment for children to develop all their physical, emotional, spiritual, intellectual and social skills/gifts. The success of this educational project depends on the kind of relationships, the style of leadership and the type of curriculum which the pupils experience. The interaction of all these elements enables pupils to

n experience God's love

n love and respect each other's uniqueness and dignity

n make the world a better place through justice and peace

n celebrate diversity in culture and tradition

n pray and grow in friendship with Jesus

n celebrate the sacraments

n acquire a rich, varied and challenging education

n strive for excellence

Beyond the school community, Catholic education continues throughout life as a journey into a mature faith in Christ. Therefore the foundations laid in the Catholic school aim to help pupils to judge certain values such as faith, hope, love and truth as being of ultimate concern in their lives.

While a Catholic school seeks to promote the highest possible educational standards, it also facilitates the pupils' acquisition of values and the discovery of truth in all of human experience.

The responsibility of a Catholic school is enormous and complex. it must respect and obey the laws that define methods, programmes, structure etc., and at the same time it must fulfil its own educational goals by blending human culture with the message of salvation in a co-ordinated programme; it must help each of the students to actually become the 'new creature' that each one is potentially, and at the same time prepare them for the responsibilities of an adult member of society.

rdecs 1100

In order to achieve the goals of a Catholic school the teachers have a key role to play. They are in a unique position to help shape the hearts and minds of pupils. This power to influence future lives is a tremendous privilege for the Catholic teacher yet at the same time it presents difficult challenges. This is especially true at times when alternative value systems in our society compete with the message of the Gospel for the attention of the pupils. Such competition often threatens to undermine the mission of teachers as they share and celebrate the Christian vision as well as promote the highest human values in the school community. In view of this reality, the trustees, board of governors, parents and clergy are constantly invited to play an active role in supporting the entire school community in achieving its goals. Within this atmosphere of co-operation, the Catholic school leads pupils to Christ in order to live a fully human life.

thus, as catholic educators, we believe

n it is the mission of the Catholic school to liberate pupils to achieve their full potential and awaken in them a sense of their dignity and worth;

n at the core of our system is the nurturing of each person's spiritual and personal development - pupils and staff alike;

n the ethos of the school is created and sustained by wan and positive relationships among pupils and staff;

n each pupil is unique and equal to all others in dignity and rights regardless of intellectual ability, emotional, social or physical disability, gender, creed or class;

n each pupil and member of staff has gifts which must be recognised and developed. This represents a celebration of diversity which enriches and affirms the unique contribution of each person;

n our schools empower pupils and staff to contribute significantly to each other's development as well as to the life of the Church, the wider community and society as a whole;

n our schools share in the mission of the Church to bring Christ to the world;

n a Catholic education respects the autonomy of human knowledge and its unique role in the integral formation of each person;

n Catholic education is a responsibility shared in partnership with the local Church.

I have come so that you may have life and have it to the full.

John 10:10

1. How does our school enable pupils to contribute significantly and positively to each other, to the parish and to the wider community as a whole?

2. In what ways to staff, pupils and parents feel valued in our school?

3. In the light of discussions so far, which aspect of our distinctive nature as a Catholic school do we agree to review?

appendix c

CCMS Selection Task Group support papers

Background paper into the need to enhance vocational education and training in order to promote lifelong learning and achievement for all.

Introduction

The following paper takes as its rationale the view that a key issue central to the consideration of the aims and purposes of post-primary education is that of the relevant status of academic and vocational education in the current post-primary educational system in the UK and its required status in an educational system relevant to the needs of the emerging society in a knowledge-driven and knowledge-rich age. The paper draws heavily on the work of the National Skills Task Force, which although primarily focused on education provision and curriculum at 14+ and 16+, takes the view that early experiences of the educational system influence an individual's attitudes to training and learning for the rest of their lives. The paper also draws on the Selection Report SEL 8.1: Perspectives on the effects of selection, by J DArcy, BDO Stoy Harward, and the IFF report for the T&EA into skills needs in Northern Ireland 1999.

The paper is presented in eight sections:

Section one: Aims and purposes of education

Section two:Research findings on the need to narrow the gaps between people's choices and aspirations, the opportunities open to them and their future employment from (a) an individual's perspective and (b) a social class perspective.

Section three:Young people's perspectives on Vocational courses and Training.

Section four:Employers' views on Training and Skills formation for the adult workforce and their views and role in 'life-long learning' and skills development of the workforce.

Section five:Key Skills and the role that they have to play in addressing concerns about the breadth of educational experience that young people have.

Section six:Summary of the perspectives that employers and trainers have as reflected in the Selection Report SEL 8.1. Perspectives on the effects of selection, by John D'Arcy, BDO Stoy Harward.

Section seven:Summary points from the National Skills Task Force Report's findings and recommendations.

Section eight:Concluding remarks.

section one

Aims and purposes of education

In considering issues surrounding the selection debate this paper aims to focus on a key issue relevant to the consideration of the aims and purposes of education. It takes as a key issue that of the relevant status of academic and vocational education as a way of addressing the need to shape educational systems and practices with a view to the emerging society in a knowledge driven and knowledge-rich age. It is important to bear in mind that there is a significant pace of technological-driven change not just in the economy but in society as a whole.

In considering any systemic changes which are a response to the need to provide a fit-for-purpose education system for the first two decades of the twenty-first century, there is a need to balance high academic achievement and a moral obligation for social inclusion. Alongside this there is also a need to consider precisely what are the social, moral, educational and economic objectives that young people should derive from their education.

As we move into the new century it may be said that skills and learning have become the key determinants of the economic prosperity and social cohesion of the country. In the new economy it is education and skills which will shape the opportunities and rewards which are available to individuals. The skills agenda is about opportunities for all. Equality of opportunity is not simply a moral or social obligation or objective. Everybody must be provided with lifelong recurrent opportunities to develop their skills and go as far as their talents will take them.

However too many young people still enter the world of work without those qualifications which are the absolute baseline for successful labour market participation. These poor basic skills then lock people into a cycle of social exclusion. Two key elements of a possible strategy to address the issues are (a) to strengthen the links between what people learn and the jobs they will have in the future, and (b) to create excellence in vocational learning for all to achieve their full potential.

To deliver the first element there is a need to narrow the gap between people's choices and aspirations, the opportunities for learning open to them and their future employment.

section two

Research Findings

Research earned out for the National Skills Task Form provides stark evidence of the difficulty of breaking into this cycle and the perpetuity of the cycle between and across generations.

Research into the need to narrow the gap puts forward the notion that a series of 'cognitive filters' operate within the skills' formation arena and strongly influence individuals' decision-making. Furthermore it also recognizes that such 'cognitive filters' are asymmetric: the least privileged in terms of social background have the least knowledge about how the system itself operates.

There is a need to consider how the research is indicating the impact upon society from several aspects.

n in the first instance it is necessary to consider the effects at an individual level.

An individual's cognitive maps of training learning and skills' formation are determined by a range of social factors. Research has shown that their early experiences of the educational system influence an individual's attitudes to training and learning for the remainder of their lives. Positive encouragement and early success tend to reinforce a continuing desire to learn. On the other hand a lack of such encouragement and poor academic performance can leave people with a fear of failure and a lack of desire to engage in formal learning in the future. This produces a twin-track, dual bifurcated world of skills' formation. This is associated with a situation whereby most training and learning in Britain still continues to be undertaken by those with the highest levels of educational qualification.

Allied to this the research also indicates that an individual's awareness of the learning and training system is very patchy. Long-established, traditional qualifications such as A-level or City and Guilds are relatively widely known whilst more recent innovations such as NVQs and BTEC are far less well known.

The bifurcation within the labour market between those who understand and accrue credentials and those who do not, has been found to be closely allied to the reproduction of social inequality across the generations and is a central mechanism in the solidifying of social exclusion. Awareness and knowledge on the one hand, and lack of such awareness and knowledge on the other, centre upon families, and a wide range of social and educational research has shown how this process works across successive generations.

This is not to say that it has an inexorable, iron logic. A considerable number of boys and girls from disadvantaged backgrounds do acquire qualifications and enter higher-level occupations. However, their relative chances are dramatically less than those from advantaged backgrounds and these relative chances have changed little since World War II. Nor is lack of knowledge and awareness within the family the only factor of significance: poorer families often need their children to obtain paid work as soon as possible. Overall there is no doubt that those who have been excluded from educational success have the least knowledge and awareness of the skills' formation system in contemporary Britain and that this is strongly reproduced across the generations.

n The effects on social class

Recent research on the relationship between cognitive maps and social class has suggested a more complex model than that of the traditional division between 'middle class' and 'working class'. Rather than a two-class model, research has indicated the importance of a fourfold categorization.

Social Class Maps of Skill

Professional - Managerial
Routine Non-manual (Clerical)
Skilled Manual
Non-Skilled Manual

(Diagram 1)

Professional-managerial strata have a particular frame of reference in relation to skills. It emphasises academic, codified knowledge and abstract reasoning. Their cognitive map lays great emphasis on university education and sees it both as the norm for higher-level skills and the prerequisite for future success for their children. This orientation strongly permeates the schooling system in contemporary Britain and has a powerful purchase on a wide range of institutions that influence the operation of the labour market.

Routine white-collar workers also emphasise the relative importance and desirability of non-manual work. They emphasise both their relative proximity to professional-managerial strata and their distance from manual work which is disparaged as dirty and crude. They also emphasise credentials as a prerequisite for occupational success.

Skilled manual workers emphasise particularly the centrality of apprenticeships for the pursuit of craft-work. There is also a strong emphasis on the significance of membership of a specific 'trade' which should be defended against all-comers, including management, other trades and the non-skilled. There is in additional a strong orientation towards self-employment for many craft-workers. The desire to set up on their own as self-employed artisans is a high priority and is a central mechanism in acceptance of relatively low rates of pay during the initial apprenticeship period.

The non-skilled tend to be far more short-term in their orientations towards paid employment. There is a far higher level of hedonism amongst younger cohorts: it is very much a matter of 'live now, pay later'. Most non-skilled manual jobs are perceived as relatively dull and more-or-less equivalent. The main focus of interest is pay. There is relatively little interest in progressing through a lifetime career. Most non-skilled workers have few credentials or educational qualifications and there is a low level interest in training or education amongst this stratum.

section three

Young People's Perspectives on Vocational Courses and Qualifications

Another significant area for consideration is that of how young people perceive the new emphasis on vocational courses and qualifications. The point at which young people engage with vocational courses and qualifications has changed considerably over the last decade. It should be recognised now that the fragmentation of people's domestic lives, changing social structures and the disappearance of the concept of a 'job for life' put young people in a much more vulnerable position that their parents and grandparents. A recent NFER (1998) survey of over 200 Year 8 and Year 11 pupils in 42 secondary schools in England found that academic performance was a strong influence on their decision not to remain in full-time education. The year 11 pupils who were planning to leave school were expecting poor GCSE results, whilst the year 8 pupils, who were contemplating leaving at 16, graded their school work as average or below average. They did see the importance of continuing with education and training but not in a full-time capacity. Reasons for leaving school were:

n desire to earn money

n dislike of school and belief that life would be better outside school

n school was a waste of time

n schoolwork not relevant to getting a job or coping with life

A study of young people in the prototype year of the Modem Apprenticeship found that even among those who had achieved good enough GCSE results to remain in full-time education, there was a strong desire to continue learning via a work-based route. These young people spoke of the workplace as somewhere which gave them "the chance to shine", to show their talents in ways denied them at school.

section four

Employers' Views on Training and Skills Formation for the Adult Work Force

It is also relevant to consider what the research reveals about how employers view training and skills formation in the workforce and to see to what extent any skills or achievements deficiencies that a student may have on leaving formal education are compensated for or redressed by training and skills formation in the workforce.

n Winners and losers

Age, gender, educational background, social class, occupation, hours of work and employment status all exert considerable influence on an individual's access to learning opportunities in the workplace. Metcalf, Walling and Fogerty (1994) suggest a very uneven pattern of distribution.

Data from IFF's Employer Provided Training in the UK survey (IFF Research Ltd, 1997) mirrors this picture, with 63 per cent of managers and professional staff receiving training in 1993, as against 31 per cent of manual workers (1997:32). Managers and other more seni9or staff also appear to receive more days of training per annum than lower ranking employees. In 1993, managers and professional staff received an average of four training course days per employee, as opposed to just two days per manual employee (1997:39). Overall, IFF's figures suggested that "roughly half the training days in 1993 were delivered to managerial, professional and associate grades who together account for 35 per cent of the workforce" (1997:39). This picture of the distribution of workplace learning is replicated in the wider incidence of adult learning (whether inside or outside the workplace). The DFEE's adult learning survey (Social and Community Planning Research, 1998) suggests whereas nine out of ten of those working in managerial/professional jobs had undertaken some form of structured learning in the previous three years, the proportion dropped to just under half for these in unskilled manual occupations.

Within this overall pattern, some groups of workers do particularly badly. Rather unsurprisingly the 'flexible' workforce turns out to be one of the losers. With some limited exceptions, workers employed on a typical contract, particularly part-timers, tend in general to be severely disadvantaged in terms of skill development opportunities (Tam, 1997; Gallie et al, 1998).

Another group of relative losers are those adults working in small firms (Matlay, 1994 and 1996) EMPS (Dench, 1993a) showed smaller organisations were both less likely to provide adult training and, if they did offer any, for this to be in smaller amounts per employee than larger organisations. On the whole, small firms are less likely to offer formal training opportunities to their adult employees, and if they do they appear less willing for that training provision to encompass non-task specific skills. (Metcalf, Walling and Fogerty, 1994)

n Job and/or task specific training of broader up-skilling

The final dimension of employer provided adult training relates to its scope and focus. Training can be located within a spectrum, at one end very narrowly focused on particular task specific skills (which may or may not be firm specific), and at the other aimed at training for promotion, the creation of general and transferable skills, and even learning opportunities that may not be geared in any direct way with work.

Using a threefold typology of job specific training for promotion, and other or general training. Metcalf, Walling and Fogerty's research shows that the distribution of these different types of training appears to be heavily skewed across the occupational hierarchy. Put bluntly, managers receive large amounts of general training or training for promotion, whereas other groups fare less well, and those at the bottom of the ladder receive little except job specific training - if they are lucky enough to receive any training at all. Nearly half of all employers in Metcalf, Walling and Fogerty's sample who did provide other or general training to any of their workforce restricted its availability to certain occupational groups, mainly managers, professionals and associate professionals and technical staff (1994:17). Data from the individual survey undertaken as part of the ESRC Learning Society Programme's Getting the Measure of Training project (Felstead, Green and Mayhew, 1997) replicates this broad picture, as does data from EMPS (Dench, 1993a).

This situation has significant policy implications. As Tremlett and Park's DFEE - funded study notes, "with most employer training being both job-specific and targeted on those in certain occupations, for many employees the notion of full 'lifetime' learning, whereby all individuals are continuously learning new and varied skills, remains just that - a notion" (1996:8). Moreover, employers show little sign of wanting to alter this situation. The DFEE's survey of employers' attitudes towards individual commitment to learning (Metcalf, Walling and Fogerty, 1994) indicated very clearly that relatively few employers saw it as their concern to provide non-job specific training to their non-managerial workforce.

Finally, the UK is probably not alone in facing this problem. Research in the Netherlands (Onstenk, 1997) suggests the existence of similar problems in some Dutch companies.

n Employers' perceptions underlying this pattern of provision:

In seeking to account for this pattern of training provision, it is clear from the research that many employers have firm and rather narrow views of the value of different forms of adult training for different segments of their employees (Metcalf Walling and Fogerty, 1994). Many employers focus on the direct benefits from training. Some are aware that there might be wider spin-offs from training such as improved staff morale, retention and flexibility, but these were rarely regarded as important enough to justify investment in training (Metcalf, Walling and Fogerty, 1994:31-32).

DFEE sponsored research on employers' attitudes towards adult training suggested that "nearly all employers said they only provided training that benefited the business" (Tremlett and Park, 1995:8). The kind of training that employers believe produces this desired outcome often appears to be restricted to job specific skills training (Metcalf, Walling and Fogerty, 1994:22), but this approach might be open to outside influence in order to broaden it.

Many employers perceived clear disadvantages with training those of their workers in lower occupational status groups (Metcalf, Walling and Fogerty, 1994), in particular training that was not narrowly focused on their immediate job and task-specific skills.

These potential disadvantages were identified as:

n Increased staff turnover

n Increased dissatisfaction with boring and menial jobs

n The raising of unrealistic expectations (about opportunities for progression for example)

Despite the fact that most employers appear to support the abstract concept of lifelong learning, it is also clear from the same study that the majority of employers were not enthusiastic about being encouraged or assisted in supporting greater other or general training. They saw this type of lifelong learning activity as having nothing to do with them and as being the responsibility of either the individual or the government (Metcalf, Walling and Fogerty, 1994:30). As one insurance company manager commented, "I believe in the benefits of lifetime learning, but training has to be focused on the business. Were not altruistic enough to grow the person" (1994:73).

n Problems with the Current Pattern of Provision

The problems with employer-provided adult training appear to be thus a relative under-provision for certain categories of adult worker (part-timers, older workers the less well-qualified, those in low status/low paid jobs). This leads to significant sections of the adult workforce being effectively excluded from employers' training plans. In 1997 the report of the National Advisory Committee on Continuing Education and Lifelong Learning noted that one in three adults appeared not to have taken part in any formalised education or training since leaving school and a small proportion reported that their employer had never offered them any kind of training (Fryer, 1997:1-2). Such a situation seriously undermines the concepts of the learning organisation and the learning society.

There is evidence to support the belief that there are difficulties with employer-provided training in non-work related, general or transferable skills, ie precisely those skills that might support the concept of 'employability'. As the CBI have noted, "all employees - including low-skilled, temporary and part-time workers - need to maintain and improve their employability. An inclusive approach to training and development can help many to realise their potential more fully and add more value in work" (CBI 1998:25). It is this inclusive approach that is lacking in many workplaces. A significant proportion of the adult workforce appear to receive either very infrequent or no training, and much of the training that is provided for those in lower occupational groups is job specific rather than developmental. As Metcalf Walling and Fogerty (1994:1) note, "a number of studies have shown how lack of opportunities for progressive learning leads, at all occupational levels, to flat or deteriorating performance and to loss of motivation and ability to learn and adapt", see Daly et al, 1985; Koike and Inoki 1990; Nonaka, 1991.

The research evidence is strongly indicating that a skills and qualifications deficit that an individual may have on leaving formal education is not addressed through training and skills formation in the workplace thus perpetuating the generational cycle of under-achievement and disengagement from 'lifelong learning' as outlined above.

section five

Key Skills

It is appropriate to consider the role that key skills have to play in addressing concerns about the breadth of the educational experience that young people in post-primary education have, though the main fear of development in this area has been in Post Compulsory Education.

n Definitions of Skills

To gain an understanding of job skills it is useful to group aspects of skills under a small number of meaningful headings. The choice of groups is both a statistical one and one which makes sense, in that similar activities are grouped under the same heading. The headings include most of the key generic skills referred to by commentators. Thus, the following skill indices (detailed in Table 1) include: Verbal, Manual, Problem-Solving & Checking, Numerical, Planning, Client Communication, Horizontal Communication, Professional Communication, Computing, Autonomy, Variety and Organised Teamworking.

Table 1 Skill Definitions

Generic Skill	Broad Description
Panel A - Skills Derived form the "Importance" of Activities in the Job
Verbal	Reading and Writing Skills
Manual	Physical strength, physical stamina, dexterity and knowledge of tools etc.
Problem-Solving and Checking	Identifying, analysing and resolving problems, noticing and dealing with mistakes
Numerical	Calculations at various levels of complexity
Planning	Planning one's own and others' activities, thinking ahead, organising time
Client Communication	Dealing with people, selling a product of service, counselling, advising or caring for customers or clients
Horizontal Communication	Instructing or teaching people, working with a team of people, listening to colleagues
Professional Communication	Instructing people, making speeches, persuading or influencing people, analysing complex problems, writing long documents, planning the activities of others.
Panel B - Other Skills Measures Using Job Analysis
Computing	This measure combines whether computers are used at all, with a judgement about the level of complexity of use
Autonomy	Measured by choice over how to do the job, and less supervision
Variety	Measured by job variety and less task repetition
Organised Teamworking	Whether there is any organised teamworking as part of the job

n The role that Key Skills play

Key Skills (previously known as 'core' skills) are central to the UK's on-going debate about how best to ensure that qualifications for young people have breadth as well as depth. They are defined by the DfEE as being "the generic skills which individuals need in order to be effective members of a flexible, adaptable and competitive workforce and to lifelong learning". The current UK government, like its predecessor, has made a commitment to the inclusion and assessment of key skill unite(in communication, application of number, and information technology) in all post-16 qualification pathways via a new single Key Skills qualification. (Three further groups of key skills are being developed: working with others; improving own learning and performance; and problem solving). Key Skills are also included in some degree courses in higher education.

However not all educationalists and industrialist have confidence in the Key Skills approach. Critics of Key Skills argue that they neither tackle problems in basic skills nor enrich the vocational curriculum. For example, Green (1997) argues that Key Skills represent:

...an impoverished form of general education, which is neither adequately delivering the minimum basic skills normally associated with an effective general education, such as verbal articulacy, logical skills and mathematical literacy, nor even attempting to impart a foundation of scientific and humanistic culture adequate to the demands of active citizenship in modern societies.

(p100)

In addition studies which do exist suggest that there is a gulf between the concept of Key Skills as espoused by policymakers and the lived reality of Key Skills as practised in classrooms and workplaces. There are interesting questions about the 'ownership' of these skills and doubts are raised about their acceptability among people for whom they are presumed to be relevant yet whom were not consulted about their definition or development. Research shows that teachers are concerned about the language ( or jargon as they see it) in which Key Skills are expressed and are confused about how to teach and develop them in young people.

In some studies of GNVQ students, it has been found that whilst the students were generally satisfied with their GNVQ courses, the one aspect they consistently said they disliked was the Key Skills component: Many students fail to see the relevance of key skills and they claim that the time devoted to this area of work could be better utilised on other activities. It has also been noted that many of the students who expressed dislike of Key Skills had had difficulty with mathematics and English during their compulsory schooling phase.

Although it has become generally agreed that the Modem Apprenticeship is offering a broader and more substantive VET programme for young people than previous youth training schemes, the place and implementation of Key Skills is proving to be problematic. Development work is being carried out by some of the NTOs who design the apprenticeship frameworks, particularly in relation to the process of assessment of Key Skills. Employers do, of course, require employees to be able to demonstrate a range of Key Skills and have long criticised education, including higher education, for not paying enough attention to them. Currently, however there is confusion as to the difference between the concept of Key Skills and basic skills. If we take the basic skill of numeracy, we see that it now appears as the Key Skill application of number. Applying numeracy in a workplace setting will vary enormously from one context to another. The danger is that a young person might be assessed as having achieved the Key Skill of application of number yet still have a very low level of numerical ability. Similarly, a young person may be very effective in terms of verbal communication but have a low level of functional literacy. Young people who leave school without GCSEs in Maths and English need to improve their literacy and numeracy and for that they need access to basic skills ( as opposed to Key Skills) tuition.

It is also relevant at this point to consider the views of the IFF report for the T&EA into Skills Needs in Northern Ireland, 1999 which, in the area of Skills Gaps (section 2.2) identified a significant gap in Technical and Practical skills and problem solving skills and that around one in seven employers with employees possessed and those that they needed to meet the employer's business objectives. The main gaps for younger employees are to be found in the areas of customer handling skills, general communication skills and team working skills.

The research available is indicating significant problems with the Key skills area in the Education system, for the students and for employers.

Section six

Perspectives on the effects of selection, by John D'Arcy, BDO Stoy Harward

This section provides a brief summary of the perspectives that employers and trainers have reflected in the Selection Report SEL8.1: Perspectives on the effects of selection, by JOhn D'Arcy, BDO Stoy Harward

n Some employers expressed concern about the range of qualifications available within the different types of school not being sufficiently wide to be of benefit to individual pupils and potential employers.

n Some participants, employers and trainers in particular, felt that there was an underlying conflict between these perceived negative aspects of the current selective system and the Government's developments in the area of 'lifelong learning'. The negative aspects referred to are the potential marginalisation of a large proportion of our young people at an early stage in their education.

n Several employers referred to the excellent high academic standards achieved by many grammar school pupils while other employers were uneasy about the appropriateness of the traditional grammar school education for the new types of jobs which are becoming more common in our society.

n Concerns were also expressed re qualifications with the feeling expressed that the vocational element needed to be strengthened in terms of pupils being encouraged to follow the pathway that was most appropriate for them and it was suggested that the perceived limitations of opportunities and directions for pupils had a negative effect on developing the Northern Ireland Economy as a result of young people being channelled into restrictive routes at too early a stage in their careers. This choice restriction was perceived as being equally applicable to those pupils who get to grammar schools as well as those who attended secondary schools.

n It was also felt by some participants that the current approach stifled creativity which is being increasingly seen as a key factor in the development, particularly economic, of all societies. The perceived status and importance of solely academic qualifications and grammar schools was perceived as limiting for Northern Ireland at such a time of change in so many aspects of our lives.

n It was generally felt that it was important to maintain the good attainments of the Northern Ireland education system despite criticisms of the outcomes of the current Selective System. However the challenge was to widen provision and opportunity for all pupils. A considerable number of employers pointed to the outputs of the current selective system, from grammar schools in particular, which many considered to be at least on a par with other parts of the UK in terms of GCSE and A Level results.

n Core skills and positive attitudes were considered to be very important and these are important targets for the system to address.

section seven

Summary Points from the National Skills Task Force Report's findings and recommendations

equality of opportunity and access

n Learning and skills are the bedrock of social justice and economic prosperity.

n Opportunity for all means skills for all and equipping people for change rather than abandoning them to it.

n Opportunities to attain and maintain skills appropriate for the knowledge-based economy of the future must be available to all and not just to a highly skilled elite.

n The watchword is inclusivity: consigning a significant section of the population to a low-skilled future with the economic and employment instability that that implies cannot be an option. Successful economies in the 21st century are those in which all have the opportunity to realise their potential acquiring skills and knowledge and developing their careers.

vocational education

n There is a need in particular to enhance the status and quality of vocational education and training.

n A robust, high standard system of vocational learning is critical to the successful progression of the skills enhancement route. There needs to be a single, respected, vocational route with a strong ladder of progression from age 14 up to foundation degree level and beyond. There needs to be a mixed system of consistently high standards which can meet individual needs and circumstances.

n A vocational route that breaks down artificial barriers and promotes flexible transfer between pathways and allows young people to progress and realise their full potential.

n The lack of a high quality, vocational education and training system as part of a coherent foundation learning system has held back attainment and participation for many years in the UK.

n There must also be a significant improvement in the type of careers advice provided at an early stage in post-primary education. There must be a robust system of advice and guidance for young people.

key skills/school systems

n The compulsory school system must ensure a sound base of basic skills, key skills and broader learning for all young people through a balanced choice/provision of quality academic, general and vocational options from age 14.

n There is a need to ensure that everyone has the opportunity to acquire a sound foundation of the basic skills of literacy and numeracy, key skills and technical knowledge and skills which equip them properly for working life and widen opportunities for further learning and economic mobility.

n It is essential that a broad definition of skill is maintained. Employers require not only the specific vocational skills but also the softer and transferable employability skills.

n The education system must promote the capacity for creativity, initiative and continuing learning and development for the newer, more flexible forms of working which will be the norm in the future.

n There is a need to manage the post 16 education and training system so that there is established and maintained a sound match between skills needs and skills supply.

n There is a need to raise aspirations and opportunities amongst young people to achieve Level 3 skills. With the likelihood that two thirds of jobs will expect this level of qualification by 2010 such an expectation must become the norm. The evidence shows that there is a significant rate of return on an individual's investment in NVQ Level 2 and 3 training particularly for those students at the lower end of the ability scale.

section eight

Concluding remarks

One of the Key Goals of the National Skills Task Force Report ma be summed up in the statements:

The vision is that of a high skill, high value-added economy which delivers competitiveness and social cohesion and where economic and social goals are inextricably linked. It is a vision for instilling a culture of lifelong learning in the UK in which individuals and employers recognise the importance of re-skilling and up-skilling and have the capacity and the confidence to succeed.

It is important that any systemic changes to post-primary education in Northern Ireland should also facilitate the delivery of this vision to our society, and that the recommendations as outlined above should also be adapted appropriately and applied to build a high quality and inclusive post-primary system.

written submission by:
professor david crook, professor sally power
and professor geoff whitTY
institute of education, university of london

introduction

In 1998, the Institute of Education, University of London undertook a review of the research evidence into selective and comprehensive education.[1] The School Standards and Framework Act (1998) made it possible for parents to decide the future of England's remaining state grammar schools by means of local ballots. Our review was intended to identify the strengths and weaknesses of evidence on selective and comprehensive education, so that local debates and ballots might have a basis in informed, rather than uninformed, opinion. The report provided the basis of our short book, published at the end of 1999 (Crook, Power and Whitty, 1999), which has attracted attention both in the national and educational press.

We welcome the opportunity to contribute to the consultation process on selective education in Northern Ireland and we are encouraged by the constructive spirit of open-mindedness and discussion among politicians, educationists, parents and other interested parties.

The remainder of this paper is divided into three sections. First, we provide an overview of our published review of research on comprehensive and selective education (Crook, Power and Whitty, 1999). The next section examines the Northern Ireland context. Finally, we raise some considerations for the future.

Summary of The grammar school question

In the introduction to The Grammar School Question we pointed to the uneven distribution of England's remaining 164 grammar schools, highlighted some features of current admissions processes, discussed legal issues arising out of the new legislation and noted some of the positions, opinions and prejudices of interested individuals, groups and media voices.

The second chapter provided an historical overview, tracing the rise of the municipal grammar school during the early part of the twentieth century, the post-Second World War establishment of free secondary education for all, and the drive for multilateral - or comprehensive - education from the late 1950s. By the early 1980s there were relatively few selective schools left, but the issue of academic selection - particularly in respect of the surviving grammar schools - has remained highly contentious. In the 1980s comprehensive education was subjected to significant redefinition as a consequence of Conservative policies designed to promote 'choice' and 'diversity'. At several points during the following decade there was talk of reviving the English grammar school, but no groundswell of support emerged and John Major's vision of 'a grammar school in every town' was dashed by New Labour's election victory of 1997. Secondary education has proved to be no less a vexing issue for the Labour Party. Since 1996 official Labour policy has been to support the principle of some secondary schools selecting a proportion of pupils - usually up to ten per cent - by aptitude, though not by ability. The Prime Minister has sought to distance himself from decisions about the future of England's remaining grammar schools, maintaining that the future of these schools should rest with parents, rather than with politicians. Mr Blair has, however, strongly committed his government to a system in which half of all secondary schools will have specialist status, whether by curriculum specialism, faith or both.

The third and most substantial chapter of The Grammar School Question concentrates on research. A wide range of studies on selective and comprehensive school systems have been produced, including historical studies of the development of comprehensive education, surveys detailing current national secondary education trends and ethnographic studies of particular schools. In our review we largely focused on studies comparing the performance of selective and comprehensive schools and school systems with a view to answering the question 'which is best?'

While this appears to be a straightforward question, a succession of research studies over a period of more than 30 years has failed to produce a consensus. In part this is because passions run so high on this issue. There is a tendency for those who support comprehensive schools to find that a comprehensive system can cater for all students without 'holding back' the most able. In contrast, those who wish to defend a selective system are more likely to find that students in grammar and secondary modern schools do better than those in comprehensive schools. Some of the methodological difficulties are fundamental, such as the inability to define a comprehensive school. Others are more complex, such as the problems associated with classifying comprehensive schools as 'uncreamed' or 'creamed'. During the past 30 years the absence of the necessary preconditions for a serious and successful study of this question have rendered it unanswerable. This is likely to remain the case now that the number of selective schools has declined to a level 'where further meaningful comparisons between systems are impossible' (Walford, 1994, p.23).

Caution, therefore, must be exercised in relating conclusions from earlier studies to the current situation in England, where a relatively small number of unevenly distributed grammar schools continue to operate. Many of the data are now old and may tell us more about the changing educational landscape of past decades than the strengths and weaknesses of current arrangements. Moreover, the complexity of factors is such that clear-cut judgements and predictions about individual schools' performance cannot be made.

Nevertheless, it is possible to distil some general conclusions from the research studies which appear to be least partisan. Some of the studies also use data that are likely to be more reliable than others. As Gray, Jesson and Jones (1984) argue, it is essential either to make sure that the intakes of different systems are comparable or to make sure that there are enough data on the intakes so that statistical adjustments can be made to 'measure' performance. The research by Marks, Cox and Pomian-Srzednicki (1983), for example, does not fulfil these criteria. Kerckhoff, Fogelman, Crook and Reeder (1996) put forward four studies which do: Steedman (1980 and 1983), Gray, McPherson and Raffe (1983) and Reynold and Sullivan with Murgatroyd (1987). Although these are not consistent in their finding, they are likely to be more robust than most other studies.

These more reliable studies, and the analysis of data undertaken by Kerckhoff, Fogelman, Crook and Reeder (1996), indicate that the difference between either system is small. Indeed, the latter analysis demonstrates that the average output, or 'system productivity', of selective and comprehensive systems is much the same. However, there would appear to be variations at school level which suggest that more able children do better in grammar schools and less able children do better in comprehensive schools. It needs to be noted though that even in these cases the differences are very small. It also needs to be noted that studies found larger differences between the results of different schools of the same type than between the average results of different systems.

Even if one accepts a system-level difference, it cannot be assumed that the 'superior' achievements of the academically able arise from the selective nature of the grammar schools rather than from, for instance, the more favourable resourcing and teacher retention rates associated with these schools. The evidence certainly suggests that promoting higher achievement across the board will require more than a change in school admissions policies alone.

In November 1999, as The Grammar School Question was going to press, new research by Professor David Jesson was reported (see, for example, Times Educational Supplement, 5 November 1999). Jesson compared GCSE results for every English school with the results from the Key Stage 3 tests taken by the same pupils two years earlier. Three principal conclusions emerged. First, he found no evidence to support the claim that selective educational systems provide better GCSE results than comprehensive systems. A second conclusion was that comprehensive systems in England are now delivering performance that is at least as good if not better than that achieved by selective schools. Finally, Jesson found that selective systems, with the majority of pupils in secondary modern schools, appear to perform less well overall than fully comprehensive systems with similar pupils (Jesson, 2000, p.37). This research delighted comprehensive activists, but others argued that the study did not recognise the value added by grammar schools between the ages of 11 and 14. This methodological objection will be overcome when GCSE data from the first pupil cohort to sit Key Stage 2 tests become available.

the northern ireland context

The historical, religious and cultural reasons that lie behind the development of segregated state education systems and the large scale provision of single sex schooling in Northern Ireland are too complex to address here. The historical background to the current secondary school arrangements is more straightforward. A selective system of post-primary education was introduced in Northern Ireland as recently as 1948 and it has remained a characteristic of secondary schooling ever since, in contrast to Wales and Scotland, which both developed almost fully comprehensive national secondary systems, and also to England, where a shift to a predominantly comprehensive system occurred during the 1960s and 1970s.

For us, current concerns in Northern Ireland about the fairness of the eleven-plus evoke a strong sense of déjà vu. Arguments that children from wealthier families benefit from additional 'coaching' (see Times Educational Supplement, 26 November 1999) and that there is a 'backwash' effect upon the final year curriculum of the primary school were advanced strongly in other parts of the United Kingdom during the 1960s. Many of the claims and counter-claims that form part of the current debate over selection are also familiar to us. Preservationists argue that a move to comprehensive education will undermine or even destroy traditions of excellence to be found in the grammar schools. By contrast, supporters of comprehensive education condemn grammar school elitism and suggest that pupils who are not awarded a grammar school place experience a sense of failure and defeatism.

It seems to us that equity issues have been - and remain - to the fore in discussions about education in Northern Ireland. For example, in 1999 Professor Alex McEwen, an academic from Queen's University, reported that the performance of Catholics in the eleven-plus examination had worsened over the past three years (Irish News, 13 February 1999). The shortage of grammar school places within the Catholic sector has often been cited as a factor behind the relatively high rates of unemployment among Catholics. This may help us to understand why some industrialists, including key individuals associated with the Northern Ireland Economic Council, have been openly critical of the selective system.

On the basis of what we have read, grammar schools in Northern Ireland are typically more inclusive than those to be found in England. We were surprised to discover that some two-thirds of secondary-age children attend non- denominational grammar schools maintained by the Belfast Education and Library Board. Across Northern Ireland as a whole, however, around one-third of primary school pupils proceed to a grammar school after sitting eleven-plus tests.

One of the most powerful arguments in defence of the status quo is likely to be that a higher percentage of children obtain five or more GCSE passes at A* to C in Northern Ireland compared to those in England. John Marks, among others, has made effective use of striking headline statistics (Marks, 1991, pp. 11-12), but the difficulties of comparing results from a fully selective secondary system with a predominantly comprehensive system are legion. Some have argued that a global comparison between Northern Ireland and England is actually less valid that a comparison between Northern Ireland's fully selective system and Scotland's fully comprehensive system. Figures presented at a recent conference indicated that Scottish pupils were slightly outperforming their contemporaries from Northern Ireland at age 16 (CASE, 1999).

There is a strong tradition of grammar school pupils from Northern Ireland - including some from modest family backgrounds - progressing to university and making their mark in public or professional life. We do not doubt that high-achieving pupils benefit from excellent educational standards in some of Northern Ireland's grammar schools. In common with the English experience, however, there are concerns both about standards in the secondary intermediate schools and about the motivation of pupils who are not selected for grammar schools. According to some arguments that we have read the gulf between the grammar schools and the secondary intermediate schools has actually widened since the 1980s.

future consideration

Professor McEwen and others have argued strongly that this is an historic time for Northern Ireland, and that the themes of equality and justice for all should be at the heart of a non-sectarian civic project to create a better future for the 21st century. Many would argue that the introduction of comprehensive education is an essential precondition to the creation of a just society in Northern Ireland (see Irish News, 19 September 2000). Others would go further in insisting that comprehensive schools should be non-sectarian in character. After making early strides during the 1980s the momentum behind the integrated schooling movement slowed during the following decade and rather less than five per cent of secondary-age children currently attend an integrated school.

The positions of church and community leaders during the following months will, inevitably, be vital factors that will impinge upon the educational reform agenda. The grammar schools are greatly prized, as Professor McEwen acknowledged in 1999: 'Both communities take pride in the fact that, because of the quality of grammar schools, their children can compete with pupils from anywhere in the United Kingdom' (quoted in Irish News, 28 September 2000).

The Minister and the Education Committee of the Northern Ireland Assembly will be faced with some hard choices in the months to come. Some voices will, doubtless, demand the preservation of the status quo, although we have been surprised by the general absence of entrenched opinions. One possible anxiety, expressed by the NASUWT, is that the abolition of selection might drive some grammar schools out of the state sector. Dr Wilfred Mulryne, Principal of Belfast's Methodist College, has predicted that 'some form of independent sector' is likely to emerge in this eventuality (Irish News, 28 September 2000).

There are several possible options for reform of the present system. The least radical of these might be to delay selection, perhaps to the age of 14, by introducing a two-tier secondary scheme along the lines of the 'Dickson plan' system, currently operating in the Craigavon area, administered by the Southern Education and Library Board. Two-tier schemes might be linked to the creation of distinct academic and vocational pathways, as is typical of some countries in continental Europe. More radical proposals for a fully comprehensive education system have been set out by the Education Reform 21 pressure group (McCafferty, 2000). If the Committee were to adopt such a plan they may be encouraged by the view of Dr Linda Croxford from Edinburgh University, who is reported to have said that

". if you are going to do it [introduce comprehensive education], do it wholeheartedly .. If Northern Ireland is to go comprehensive at last, it has the opportunity to take account of the hard-learned lessons of the rest of the UK concerning problems of creaming and social segregation."

(Quoted in Irish News,19 September 2000)

As a first step to possible reform there may be interest in organising a parental plebiscite or ballot, or perhaps several of these. Some survey evidence is already available. Four months ago, for example, it was reported that some 88 per cent of respondents to a survey in Newry were opposed to the current arrangements for secondary education (Irish News, 28 September 2000).

Whatever decisions are made about the future of selective education in Northern Ireland, it needs to be remembered that developing successful comprehensive education will involve more than changing school names and reorganising buildings.

Bibliography

Campaign for State Education (CASE) (1999), 'Report of the CASE Seminar held on 1 November at Westminster Central Hall' at http://www.mandolin.demon.co.uk/case/mcca.html Crook, D, S Power, and G Whitty (1999), The Grammar School Question: A Review of Research on Comprehensive and Selective Education. London: Institute of Education.

Gray, J, AF McPherson, and D Raffe (1983), Reconstructions of Secondary Education. London: Routledge and Kegan Paul.

Gray, J, D Jesson and B Jones (1984), 'Predicting differences in examination results between local education authorities: Does school organisation matter?', Oxford Review of Education 10, 1, pp. 69-74.

Kerckhoff, AC, K Fogelman, D Crook and D Reeder (1996), Going Comprehensive in England and Wales: A Study of Uneven Change. London: Woburn Press.

Jesson, D (2000), 'The comparative evaluation of GCSE value-added performance by type of school and LEA'. Unpublished paper available for download at http://www.york.ac.uk/depts/econ/rc/cperm.htm

McCafferty, N (2000), 'A community comprehensive education system', Education Reform 21, 8.

Marks, J, C Cox and M Pomian-Srzednicki (1983), Standards in English Schools. London: National Council for Educational Standards.

Marks, J (1991), Standards in Schools: Assessment, Accountability and the Purposes of Education. London: Social Market Foundation.

Reynolds, D and M Sullivan, with S Murgatroyd (1987), The Comprehensive Experiment: A Comparison of the Selective and Non-Selective System of School Organisation. London: Falmer Press

Steedman, J (1980), Progress in Secondary Schools. London: National Children's Bureau.

Steedman, J (1983), Examination Results in Selective and Non-Selective Schools. London: National Children's Bureau.

Walford, G (1994), 'A return to selection?', Westminster Studies in Education 17, pp. 19-30.

written submission by:
education & library boards

review of post-primary education in northern ireland

Further to your letter of 4 January 2001, I am enclosing a submission which has been prepared by the Chief Executives of Education and Library Boards in response to the questions posed by the Assembly Education Committee.

It is important to emphasise that each of the Boards is an independent body with defined statutory responsibilities for the area which it serves. Each Board has prepared its own individual response to the Review Body, and in doing so has sought to take account of the particular circumstances and educational needs of its local area. Copies of these individual responses are enclosed with this submission, for the information of the Education Committee. In preparing this submission the Chief Executives have attempted to collate the common features of their boards' individual responses, but they wish to emphasise that a collective response cannot adequately reflect the complexity of the issues involved, or the variations in the views of individual Boards. This collective response must not be allowed to dilute in any way the views expressed individually by each of the Boards in their separate submissions to the Review Body.

All of the Boards are in agreement with the concluding statement in the Gallagher and Smith report:

"a debate that simply revolves around school structures may unduly narrow the terms of the discussion, encourage the inaccurate view that significant problems are easily solved and lose sight of the broader purposes of education. The starting point for discussion ought to be the social, educational and economic objectives young people should achieve from their educational experience. Then the education structure that seems best placed to provide these ends can be determined."

The Boards believe that in seeking to establish these objectives there is a need to take full account of the socio-economic context in which the education system will be required to operate in the 21st Century, and to recognise that the post-primary phase of education should be considered not in isolation, but as an integral part of a life-long formative process through which every individual should be enabled to develop their talents to the full and to realise their creative potential.

My colleagues and I are very conscious of the fundamental importance of the issues arising from the current Review, and hope that these comments and the enclosed submission will be helpful to the Education Committee in its deliberations.

joseph martin
chief executive

post-primary education review

response by the chief executives of education and library boards to questions raised by the education committee of the northern ireland assembly

All of the five education and library boards have submitted their individual responses to the Review Body, and in doing so have sought to take account of the particular circumstances and needs of their respective areas. The Chief Executives have attempted in this paper to identify the extent to which there is general agreement among the boards about the various questions raised by the Education Committee. They would wish to emphasise, however, that this response must not be allowed to dilute in any way the views expressed individually by each of the boards in their separate submissions to the Review Body.

current system

1. Do you think the current transfer procedure for pupils from primary to post-primary school should remain or be changed? Why?

In their submissions to the Review Body all of the education and library boards have acknowledged major concerns about aspects of the current transfer procedure for pupils from primary to post-primary school. Four boards have expressed a clear view that the current procedure should be discontinued, and that any replacement arrangement should not include selection on the basis of academic ability at the age of eleven. The Belfast Board has not yet finalised its response to the Review Body, and is still engaged in a process of exploring the extent to which consensus about future needs and arrangements for post-primary education can be achieved among the stakeholders within its area. While the Belfast Board has not at this stage expressed any explicit view about future arrangements for transfer it has already stated in its interim response that 'choice should lie with the learner in determining his or her own future education', and that 'this issue of self-determination should be applied consistently to all transition points in educational provision'. It is clear therefore that none of the boards believe that the current transfer procedure can be allowed to remain in its present form.

All of the boards would acknowledge that the existing selective system has certain strengths, particularly in terms of the high standards of academic attainment which are characteristically achieved by many able pupils, and for which the education system in Northern Ireland is renowned. The boards are also conscious however of what the Gallagher and Smith Report describes as the 'longer tail of low achieving schools' which 'may be an inevitable consequence of the selective system'. There is a general feeling among the boards that while the existing selective system may have served the community well in the past, it is no longer appropriate as a response to the very different needs of the 21st Century. The boards are very conscious of the need for the education system to be focused on the needs of every child, to take full account of the concept of 'multiple intelligences' and to be sufficiently flexible to respond to unprecedented rates of technological and social change. The Gallagher and Smith Report has identified many negative aspects of the existing transfer arrangements, in terms of impact on the upper primary curriculum, teachers' perceptions and expectations of pupils, effect on pupils' self-esteem, lack of continuity between the upper primary and lower post-primary curriculum, and disparity of esteem between grammar and secondary schools.

2. Do you think some form of selection is inevitable? If so, what form should it take?

The boards do not accept that some form of selection on the basis of academic ability is inevitable, at least at the early age of 10/11, as a means of allocating pupils to different categories of school. There would however be a general acceptance among boards that within schools, streaming, banding and setting may be justifiable on educational grounds provided that arrangements are sufficiently flexible to facilitate movement where appropriate in the light of pupil progress.

3. Do you think the Gallagher and Smith Report accurately reflects the effects of the Selective System of Secondary Education in Northern Ireland? In what way?

In their submissions to the Review Body none of the boards have found it necessary to challenge any of the findings of the Gallagher and Smith Report about the effects of the selective system of secondary education in Northern Ireland. There is a general acceptance that the research upon which the report is based is thorough, robust and reputable, and that it provides a balanced view of the effects of current transfer arrangements.

4. Do you think that sections of society are more/less advantaged by the current system?

Free school meals entitlement figures suggest that there is significant under-representation of pupils from socially disadvantaged backgrounds at grammar schools, and significant over-representation of pupils from socially disadvantaged backgrounds at secondary schools. The boards are conscious of the findings in the Gallagher and Smith Report about the prevalence of coaching for the transfer test, and the possibility that children whose parents are unable to afford the high cost of out-of-school coaching may be at a significant disadvantage in the competitive environment of the transfer test.

5. If the current system was maintained what are your views on selecting by:

(a) setting tests which cover broader areas of the curriculum

(b) allowing individual schools to set their own entrance tests

(c) teachers and principals of primary schools making the recommendations

(d) a system of continuous assessment

(e) parental input

(f) combination of the above options

If tests were extended to cover broader areas of the curriculum they would be in danger of becoming even more intrusive in terms of their impact on the upper primary stage, by encouraging an undue emphasis on retention of factual information at the expense of creativity and other less tangible aspects of the education process.

The Boards would feel that none of the options set out in this Question are capable of providing an adequate arrangement for transfer, because the fundamental issue which needs to be addressed is much deeper than merely a question of transfer mechanisms. All of the boards have concurred with Gallagher and Smith's view that

'The starting point for discussion ought to be the social, educational and economic objectives young people should achieve from their educational experience. Then the education structure that seems best placed to provide these ends can be determined.'

transition to post-primary school

1. What age do you believe is most appropriate for pupils transferring from primary to post-primary school and why?

The boards are not aware of any strong educational evidence to suggest that any age other than 11 is a more appropriate age for transfer to post-primary school.

2. What effect do you think the transfer test has on the delivery of the curriculum?

The boards would accept Gallagher and Smith's assessment of the effects of the transfer test on the Key Stage 2 curriculum in primary schools.

3. What role do you think parents should have in the process?

The boards believe that it is essential for parents to be fully involved in all issues relating to the educational progress of their children. It is not possible however to define a specific role for parents in the transfer process until the social, educational and economic objectives which need to be established for the post-primary education system have been clearly articulated.

4. What suggestions do you have to improve the transition between primary and post-primary schools?

There is evidence that the transfer test disrupts continuity and progression at the Key Stage 2/3 interface, and it may be argued that the opportunity for pupils to transfer without selection to the post-primary phase would facilitate a more 'seamless' transition for pupils. It would also allow more effective communication, transfer of information and curriculum co-ordination between primary and post-primary schools, and more effective dialogue with parents about ways in which they can help to support their children at both the pre-transfer and post-transfer stages.

examinations and qualifications

1. What are your views on the same curriculum being taught to all pupils? Should all schools provide the same curriculum?

There is general agreement among the boards that at Key Stage 3 (ie ages 11-14) all pupils should be provided with a broad and balanced common core curriculum, taking due account of the current curriculum review being carried out by CCEA and the need to allow sufficient flexibility to take account of the needs of individual pupils. There should always be scope for differentiation in terms of the level at which the curriculum is to be delivered, to take account of the needs of pupils with different levels and types of ability.

From the age of 14 there should be a variety of pathways across a broad spectrum of provision, allowing maximum flexibility to meet individual learning needs and career orientations, along with a core of key skills.

2. How important is vocational education? Do you think there are sufficient opportunities for pupils to pursue vocational training qualifications within the current education system?

The importance of vocational education cannot be over-estimated, particularly in view of the emergence of new technologies and the pace of economic change. An unfortunate side effect of the existing selective system in Northern Ireland is that there is still evidence of significant disparity of esteem between academic and vocational forms of study. There is a need for every pupil to have an opportunity to experience a blend of academic and vocational studies designed specifically to take account of his/her unique range of intelligences, in order to ensure that the curriculum continues to be directly relevant throughout each individual's educational experience.

3. Do you believe equal emphasis should be placed on academic and vocational achievement?

The boards would feel that parity of esteem between academic and vocational pathways should be a pre-requisite for any future pattern of educational provision.

4. How could equal status be obtained for both academic and vocational qualifications?

The curriculum review currently being undertaken by CCEA needs to give equal status to academic and vocational pathways in terms of weighting and accessibility. There is also a need to question the continuing relevance of the distinction which is currently drawn between the terms 'academic' and 'vocational'. This should lead to an exploration of how to promote new mindsets on the part of everyone concerned to take account of the concept of 'multiple intelligences', and the need for studies to be tailored to the unique profile of intelligences of every individual.

alternative structures and systems

1. What are your views of:

(a) a comprehensive system (eg the Scottish system)

(b) delayed selection (eg the Dickson Plan in Craigavon)

(c) a more differentiated system of post-primary schools (eg in Germany where pupils opt for a vocational, technical or academic school)?

Each pattern of educational provision has its particular strengths, and needs to be evaluated in the context within which it is required to operate. It is not possible for the boards to give a collective view on the relative merits and demerits of particular systems, and it is doubtful whether it will be possible to identify a single system capable of satisfying the particular needs of all areas within Northern Ireland.

2. What manpower/financial implications would arise from each of the above options?

Any major change in patterns of provision will inevitably require substantial capital investment if its outcome is to be an education system capable of meeting the developing needs of Northern Ireland in the 21st Century. Some patterns will inevitably be shown to be more costly than others, but it is imperative that decisions are taken on the basis of sound education considerations, and not simply on the basis of cost.

3. What implementation difficulties could arise?

It is possible to address this question only in the most general of terms. Issues requiring careful attention in the case of any major change would be:

n Promotion of the new arrangements, and awareness raising among parents, employers and the general public

n Fundamental review of curriculum

n Arrangements to ensure effective deployment of existing teaching and non-teaching staff

n Need for large scale training of staff

n Arrangements to ensure effective deployment of existing buildings and facilities

n Resourcing of new capital provision where necessary within limited timescales.

4. Are there other systems/structures which you believe would be suitable?

It is not possible for the boards at this stage to present any collective view of other suitable arrangements or structures.

the purpose of the education system

1. What conditions do you believe would enable all pupils to maximise their potential? How could these be achieved?

The conditions which boards have identified as being necessary include the following:

n The needs of each individual child must be the central focus of the education system

n The education system must promote inclusiveness, and equality of access to all educational opportunities

n The education system should provide a supportive environment for all pupils, and should exclude any feature which can be shown to undermine the self esteem of a proportion of children

n The curriculum must be sufficiently flexible to ensure its continuing relevance for every child throughout his/her educational career

n There should be co-ordinated planning of provision for the full age range within each area, in order to make most effective use of resources, provide effective arrangements for progression, and ensure the widest possible range of educational opportunities for all pupils

n There should be effective arrangements for meaningful involvement of parents in the education of their children

n The teaching force must be well trained and highly motivated

n There must always be adequate and equitable resourcing arrangements for all schools

2. What objectives should be identified for the education system in terms of social, educational and economic outcomes?

The boards believe that the education system should:

n Lead to educational excellence for all pupils

n Enable all pupils to develop their talents to the full and to realise their creative potential, including accepting responsibility for their own lives and the achievement of their personal aims

n Promote parity of esteem, self esteem and self worth

n Equip pupils to adapt to change

n Recognise the importance of both vocational and academic courses

n Promote the concept of lifelong learning and lead to a learning society

n Promote the development of spiritual, cultural and moral values and respect for self and others

n Enable children to develop the skills in problem-solving, team working and creativity necessary to participate in the knowledge economy and play a full part as an active citizen

n Ensure equality of opportunity for all pupils

n Promote inclusiveness and aim to redress the effects of social disadvantage, ensuring that educational structures do not themselves serve to reinforce existing disadvantage.

WRITTEN SUBMISSION BY:
BELFAST EDUCATION & LIBRARY BOARD (interim)

EDUCATION FOR LIFE IN A LEARNING SOCIETY -
A VISION FOR EDUCATION IN BELFAST

Introduction

1.1 This interim response by the Belfast Education and Library Board to the Post Primary Education Review Body represents a stage in a process of discussion and consensus which will culminate in a full response at a later date. It sets out values and principles for the provision of education in Belfast, attempts to address deficiencies highlighted in the Gallagher & Smith report and provides a vision for education in the 21st Century. This vision is built upon five cornerstones.

The need to:

n pursue actively a policy of inclusion for all young people;

n establish the learner as the focus of the curriculum;

n accept responsible decision making as the core key skill required by learners;

n to locate the responsibility of choice with young people as learners in determining their own futures;

n establish flexibility as a key attribute of educational provision, to allow for the exercise of choice and decision making.

The Effects of the Selective System of Secondary Education

1.2 The report has highlighted some clear conclusions about our current system. The selective system generally promotes high standards of academic achievement in grammar schools. Against that it is recognised that there is a narrowing of the primary school curriculum experiences for children who, at a relatively early age, are placed under substantial pressure in facing a test which publicly confers upon them various levels of success and failure. There is discontinuity between the upper primary and the lower post-primary school curriculum. Personal chances of achievement in the system are clearly skewed in favour of those from 'non manual backgrounds'. Teachers and pupils in some secondary schools may suffer from the effects of low public esteem and status and one of the outcomes of the current system has been to produce a long tail of low achievement. In the light of the findings the board recalls the final unequivocal words of John Harland's report 'Real Curriculum at the end of Key Stage 2:

"it seems appropriate to conclude by asking whether the exigencies of the transfer procedure could ever be compatible with the fundamental aims of the Northern Ireland curriculum."

Rationale and Process

1.3 The board agrees with Gallagher and Smith that to bring structural solutions directly to these problems is simplistic and misguided and, as a result, has set about developing a vision for education which provides a sound rationale for any development of the current system. A working party of board members representative of all the interests on the board developed a strategy for producing a response and, at a board planning day, consensus was achieved regarding a set of values and principles which should underpin any vision. The process was informed by recent research on children's learning of the increasing knowledge of workings of the brain, as well as the ongoing technological revolution which is increasingly affecting the learning process. As a logical extension of this approach, the board further recognises the need to achieve a consensus with other stakeholders in Belfast, to account for the different experiences, values and viewpoints of people across the city. As a consequence the board proposes to consult widely on this interim response in an attempt to test whether the level of consensus could be achieved around which the current education service could be developed. The board will advise the review group with a further response on this process as soon as possible.

Values and Principles

1.4 Using the board's mission statement: "The Belfast Education and Library Board is committed to providing a quality education, library and youth service which contributes to lifelong learning for all the people of Belfast. As a springboard to stimulate debate the following shared values were agreed:

"It is imperative that we develop citizens who are decision-makers, fully engaged with their own learning and intrinsically motivated by it. Learning should be enjoyable, supported by new technology with which every learner should be conversant".

The following principles were also established:

Inclusion

Creed, ability, wealth and vulnerability should not be discriminators in education.

Access

Pathways should be kept open for flexible learning and personal choice.

Introduction into Society

We should prepare for life in a rapidly changing world, minimising injustice, inequality and division.

Holistic Education

We should educate, not just accredit and encompass emotional, spiritual, moral, physical and intellectual development in balance, taking particular cognisance of recent information on how children learn.

A Model for Education in the 21st Century

1.5 Applying these values and principles to the process of learning the following template is suggested as a model for any development in our current education service. Although the model may be applied to formal education, it must be emphasised that a focus on the learner will require much greater synergy between formal and informal learning.

Educational debate is currently shifting the focus of the curriculum from performance to learning. This board has taken the process a step further and relocated the focus on the learner.

A graphic depiction of the model is contained in Appendix 1

There are three purposes of education:

n Facilitating responsible individual choice throughout life

n Education functions to increase the choices available to a person and so increase their life changes;

n Inducting individuals into society

For society to continue, individuals must understand their responsibilities as well as their rights and benefits of membership; and

Building economic capacity

Society requires skills to flourish in an economic system which in turn allows its citizens to flourish.

The key characteristics of the system to deliver these purposes are outlined below:

Facilitating Individual Choice Throughout Life

1.6 Five key aspects to curriculum design are vital to realise this purpose:

n empowerment

- young people must not only develop an ability to make choices but also the will to make them;

n relevance

- young people must become effective decisions makers, sustained by self esteem, based upon a knowledge of their own intelligence, emotions and abilities. They require problem-solving and thinking skills, flexibility and motivation. Above all, the curriculum and its delivery must involve learners. A relocation of the focus of the curriculum to facilitate this decision making will create a more relevant learning experience thus minimising the dangers of alienation and disaffection;

n a focus on citizenship

- to become an effective decision maker the learner will need to have a sound knowledge of citizenship in its fullest sense. This includes an awareness of the responsibilities entailed in being a citizen and also a knowledge of how society and its public structures work;

n the development of interpersonal skills

- these skills will include the capacity to listen, respond, value, care, negotiate, persuade and cooperate with others. This will enhance the process of individual, group and community learning;

n developing key life skills

- this will include interpersonal skills, together with the essential core skills of numeracy, literacy and ICT.

Evidence shows that lasting and important attitudes to learning are shaped early, most critically before the age of six. Any curriculum and associated education structure must emphasise the crucial importance of this stage in development. We ignore the vital importance of setting good early foundations for learning at our peril.

Inducting Individuals into Society

1.7 There are three key aspects associated with this purpose:

n inclusion

- for society to be viable, all of its citizens must be and perceive themselves to be included. The board believes that the principle of inclusion is a fundamental one which the review group must tackle. Marginalisation alienation and exclusion have been the experience of too many of our young people at a considerable cost to society in the last century. The way in which this issue is addressed today will become a touchstone for measuring the success of any developments in the education service in the twenty first century;

n equality

- there must be equality among citizens irrespective of their status whether economic, social, political, religious, cultural or ethnic background, disability or gender;

n security

- for society to flourish it is important that its citizens are nurtured, respected and valued through active involvement in the development of that society.

Building Economic Capacity

1.8 We must recognise that we are presently considering a system of educational provision for millennium babies who will perhaps be departing it in the year 2019. We have no idea of what they will be facing in the world of business and industry at that time. Consequently

n schools must facilitate as wide a range of subjects and skills as possible, they must diversify their market in uncertain times to service the potential needs of the economy;

n it is untenable to attach priority to certain subjects and devalue others in the face of shifting values. There must be equality and opportunity in the school curriculum;

n schools must be focussed and proactive in identifying and nurturing talents and skills in every individual;

n young people must learn to be flexible, adaptable and self-reliant in order to respond to changes in employment requirements. They must be prepared to educate themselves throughout their lives as the demands of the economic climate change.

Transition and Choice

1.9 The key questions in relation to the essential empowerment of the learner centres upon how and when they make decisions with regard to curriculum provision. The selection which currently occurs at age eleven is largely controlled by the receiving school and is justified by reference to transfer test scores. However, in a model of provision which has as its focus the learner as decision maker, choice should lie with the learner in determining his or her own future education. This clearly has implications for when that decision may be made and must take account of the particular needs and maturation of the learner. This issue of self determination has to be applied consistently to all transition points in educational provision.

1.10 Flexibility

The current system does not allow for flexible re-routing. Once in a grammar or secondary school, or once established in a particular group of subjects, change is difficult as the school organisation is generally built on a presumption of 'no change'. Timetable difficulties often stand in the way of the learner who has changed his or her mind about a chosen future and wants to change routes. However, it is a function of the mind to change with new experience and learning - it is a new mind! None of us are the same people we were a year ago, we have new understandings and awareness and few of us wish to be imprisoned in a future we determined when we knew less than we do now, or worse, one which was determined for us. Our system of education must keep the doors open for changing educational pathways.

1.11 Achievement

Any system must consider the areas of achievement and accreditation. Perhaps, as a consequence of an educational system that has become predominantly 'ends led', we depend a great deal on extrinsic means to recognise and reward achievement. The research on how we learn suggests strongly that reward has little impact, unless the learner understands the connection between the action rewarded and the reward. Continuous assessment provides a sound basis for recognising achievement and rewarding it appropriately. Accreditation is the most conventional way of recognising achievement and it will doubtless continue to be so. However, conventional tests currently inflate the worth of knowledge beyond its market value. The advent of the information heralded and quickly developed with the appearance of portable high capacity computers linked to the internet, has seen the value placed upon an individual's ability to store data plummet. We must ensure that tests are effective in testing skills and understanding rather than simple facts.

School Improvement

1.12 As schools seek to measure their success as organisations, accreditation statistics provides a convenient if dangerous means to do so. Gallagher and Smith observe that there has been a recent trend in OECD countries to focus on raising standards (rather than quality) which has led to convergence in systems of educational provision. A well debated problem with this trend is that schools increasingly refer to simple outputs defined in test scores to measure their effectiveness and the curriculum is narrowed to prepare children for tests by 'topping up' their knowledge. This is an example of the assessment tail wagging the curriculum dog as outlined elsewhere in Gallagher and Smith's report. An important consideration of a quality curriculum approach as outlined above is to ensure that schools develop their professional expertise to measure the quality of provision and the quality of experience that learners have of the curriculum, rather than depend on one dimensional outcomes, concentration on which can distort that experience.

1.13 Conclusion

The Belfast Education and Library Board believes that this paper presents a vision and rationale for educational provision which will empower and engage young people more effectively in their learning. It is hoped that the review group will find its contents useful in providing a coherent and soundly based framework for their discussions.

The board will continue to discuss this model with its partners with a view to achieving a level of consensus within the city.

APPENDIX 1

EDUCATION FOR LIFE IN A LEARNING SOCIETY
A VISION FOR EDUCATION IN BELFAST

written submission by:
belfast education and library board (FINAL)

Contents

1.0 From educational principles to a system of provision.

2.0 Diagrammatic representation of the Interim Response of the Board - establishing a vision for education.

3.0 Summary of the Process of Consultation with stakeholders in Belfast.

4.0 Design for an education system to translate the vision into provision.

EDUCATION FOR LIFE IN A LEARNING SOCIETY
from principles of provision of provision, October 2000 too May 2001

Key functions of a system of Public Education

3.0 consultation process

3.1 A consultation process has been managed with school principals, boards of governors and other stakeholders in Belfast to test the level of consensus with the values, principles, functions, attributes and key issues of the vision for educational provision in the Board's Interim Response to the Review Body for Post Primary Education. Consensus was particularly sought regarding the central theme 'the learner as a responsible decision maker'.

3.2 The outcomes of the process indicated a strong level of consensus with all of the elements tested. The Post Primary Review Working Party of the Board met to consider these outcomes, and agreed to proceed with the development of a system of educational provision based on the vision expressed in the Interim Response.

3.3 Consultation Summary

Audience	Form of Consultation	Consistently identified main issues (for)	Consistently identified main issues (against)
Primary Principals (13 attendees)	2 meetings	Strong support for values, principles, attributes and central theme.	Key skills should be wider than the 'obvious' literacy etc. There should be a reference to partnership with parents in induction into society function.
Post Primary Principals	Conference	Learner centred provision inclusion and equality issues. Learning should be enjoyable. Varied learning pathways with parity of esteem.
All schools (10 responses)	Written response sought against main issues of vision shown on diagram (2.0).	Values, principles, learner centred approach, inclusion, equality, flexible access and decision maker focus giving choice to the learner.	A number of points raised, but none were repeated (ie need to address obligations of pupils to their school.
Public Bodies eg. University of Ulster, Partnership Boards, NIPPA, CARE, MAGNI, Sports Council, N&W Health & Social Services Trust.	Written response sought against main issues of vision shown on diagram (2.0).	Strong support for values, principles, attributes and central theme.	Congruence needed between the Board's approach to managing learning in Belfast and the values expressed in the vision.

comments received from respondents to belb post primary review interim response

Respondent	Areas of Support	Areas of Criticism	Further Comments/Suggestions
Finaghy Primary School	values and principles sound/appropriate		school values reflect the macro issues outline
Orangefield High School	values and principles are laudable learner at the core of the system support all points 3.4-3.7	4.3 is climate amenable to such change	stress on inclusion is important essential support structures must exist to ensure
St Gabriel's College	broad agreement on appropriateness economic aspects at 3.7 learner at core of educative system choice 3 functions of the system appropriate strongly support concept of inclusion citizenship an important element	'learning' needs clarification reference needed: economic dimension learners require advice and challenge	learning is denigrated by recourse to simple evaluation need for radically different form of accreditation all learning needs appropriate status decision making needs to be supported structured choice should be developed similar to DE strategic plan and CCEA approach not sole responsibility of education system need in Belfast for large educational establishments strong support for key skills, MI's, creativity parenting skills should be incorporated at Key Stage 4 support removal of Test, selection at 11, radical review
Belmont Infants' School	decision makers engaged with learning equality, breadth, openness, flexibility choice exercised by learner key functions and attributes appropriate appropriate radical approach of Board		success, self esteem and self confidence must be promoted vital to take account of research into learning brain appropriate stage of maturity for choice to be exercised heartened at emphasis on sound early foundations mirrors and complements curricular changes proposed staff need to feel confident and valued to carry thro' change
Strandtown Primary School	BoG welcomed interim response		keen to see how the principles are translated into proposals
St Malachy's Primary School	decision makers engaged with learning inclusion, equality, empowerment		full support for work of Board in securing such an end present selective system exclusive. Principles create a tremendous challenge for future system
St Louise's Comprehensive	full agreement with interim response		a positive, inclusive and potentially exciting vision would like to see proposals regarding the 'how' next . earning a place in society and delivering
Hazelwood College	BELB echoes values and ideas of Hazelwood's response (attached)
Belfast Royal Academy		response general and vague	should 'equality' not be 'equality of opportunity' doubts re sentence 'there must be equality & opportunity in the school curriculum'
Strand Primary School	flexibility of access - ability to change holistic approach to education focus on the learner Key Functions of education Key Attributes	need to address obligations of pupils fear introduction of empowerment	clarification needed re selection for individual curricula countered by target setting, transfer, Key Stage tests needs a very inclusive society with respect to values, is it achievable? good to develop a more analytic approach to curriculum need a change in assessment emphasis - more significance would have to be placed on decision making suggest: two way process suggesting learner's part in
School of Music	strong agreement with shared values agreement with principles Model for Education in 21^{st Century}	strongly disagree with Key Functions: too limiting in scope - no awareness of creative or cultural education in them Key Attributes don't emphasise holistic development of learner Key Issues don't fully address role of an education system for well being	should value needs/aspirations of the learner two additional functions should be added: creative education and cultural education creativity is a key skill over emphasis on process and under emphasis on values
University of Ulster	focus on underlying values/principles general agreement		suggest: informed decision makers a better term; parity of esteem explicitly stated as a principle; respect for diversity under the citizenship heading
South Belfast Partnership Board	agreement with values focus on inclusion focus on learner as a responsible decision maker learning attitudes shaped before 6 years building economic capacity objectives need for flexibility in the system		enjoyable learning - this must have a bearing on class sizes; if the system should educate not just accredit, this countered by the increasing focus on assessment; formal learning at age 4/5 runs counter to responding to recent information on how the brain and children learn how can we facilitate individual choice/maximise talents within the current selective system divisive system filters negative messages to young children how can these objectives be achieved? need for strong statement on ways system can provide it need to reiterate role of library/youth services in delivering a comprehensive school system.
NIPPA	develop citizens who are decision makers committed to their learning holistic education		principle not matched by pre-school sector little recognition of role of voluntary sector in adult education pre-school focus is on narrow educ objectives no recognition received from BELB for Hi-Scope approach BELB must escape its traditionalism and engage with voluntary and independent sectors to realise the vision
CARE	good principles for education system children as responsible decision makers developing citizens		suggest: discerning decision makers spiritual and moral development important and should be referred to in Section 3.5, page 7 suggest emphasis on interdependency - role of community
MAGNI (Museums and Galleries of NI)	shared values endorsed inclusion Model for Education in 21^{st Century} key functions/attributes of system learner as responsible decision maker learning attitudes shaped before 6 years inducting individuals into society building economic capacity learning as a lifelong process flexible access achievement empowerment and engagement		MAGNI can facilitate cultural diversity, experiential learning and enhancement of quality of SEN learning broaden category to include disability and ethnicity MAGNI seeks greater synergy between formal/informal learning MAGNI can facilitate these functions, especially via Living Museum policy and EMU citizenship programme MAGNI plans for future gallery development for very young MAGNI plans for programme of events and exhibitions MAGNI can contribute to programme in several ways central to MAGNI programmes
Institute of Directors			Acknowledgement
CCMS (Council for Catholic Maintained Schools)			Acknowledgement
Chief Executive's Dept Belfast City Council			Acknowledgement
GBA (Governing Bodies Association)			Acknowledgement
Greater East Belfast Partnership Board Education and Play Working Group	Principles and values stated		Report of consultation with local parents attached
Sports Council for Northern Ireland	principles and values stated learner as responsible decision maker three functions of education system five attributes of an education system key issues		congruence needed between Response & Corporate Plan enhances individual as active/responsible learner lifelong learning added to first function equivalent importance attached to each of the five attributes issue of access critical and central to success of education children must be allowed choice and not be limited
Eastern Health & Social Services			Acknowledgement
N & W Belfast H&SS Trust	inclusion, access, induction into Society and Holistic Education shift from performance to learning focus learner as responsible decision maker learners determining their pathways		redresses absence of learners' 'ownership' of the process Model brings a broad view of education for future provision

survey by youth service
Views Sought of Young People Regarding the Transfer Test

Youth Service Provider	Agree With Test	% Retain	Disagree With Test	% Dump	Retain For Older	% Later
Newhill YC	2	4.9	20	48.8	19	46.3
OCR Training Group	0	0.0	10	50.0	10	50.0
Upper And'town Comm Forum	0	0.0	30	100.0	0	0.0
St John Vianney YC	13	10.0	100	76.9	17	13.1
Finaghy	10	16.7	50	83.3	0	0.0
Belfast Area Project	0	0.0	20	100.0	0	0.0
Charter YC	0	0.0	25	75.8	8	24.2
St Teresa's YC	42	13.8	263	86.2	0	0.0
Archway YC	18	60.0	3	10.0	9	30.0
Outer West Belfast Area Project	0	0.0	36	72.0	14	28.0
Lower North Belfast Area Project	5	4.8	100	95.2	0	0.0
Holy Trinity YC	0	0.0	60	100.0	0	0.0
St Michael's	1	1.4	46	63.9	25	34.7
West Belfast Area Project (1)	0	0.0	84	86.6	13	13.4
West Belfast Area Project (2)	2	4.3	45	95.7	0	0.0
West Belfast Area Project (3)	4	12.9	22	71.0	5	16.1
Totals	97	8.6	914	80.8	120	10.6

Total number of respondents 1,131.

EDUCATION FOR LIFE IN A LEARNING SOCIETY
Facilitating the Learner as a Responsible Decision Maker

WRITTEN SUBMISSION BY:
NORTH EASTERN EDUCATION AND LIBRARY BOARD

1. Introduction

1.1 The Board welcomes the opportunity to respond to the Review of Post Primary Education. The outcomes of this process will be important in shaping the type of education system which is offered to young people in Northern Ireland for a significant part of the 21st century.

1.2 The board is one of the largest public bodies in Northern Ireland, employing approximately 11,000 full and part-time staff, managing and supporting over 300 institutions and controlling a budget of over £200 million. As an education and library authority the Board provides an education support service to approximately 75,000 pupils in 215 primary schools, 11 special schools, 24 nursery schools/units, 35 secondary schools and 17 grammar schools. Most recently the Board has played the lead role in the development of preschool education in its area.

1.3 As a key player in the education service the Board is therefore deeply committed to providing education for all with the aim of 'Developing People for Life'. In this debate on the future of post primary education, we want to ensure that whatever changes take place enhance the ability for all young people to fulfil their potential. We welcome the debate, we wish to play a full part in it, and we applaud the Review Body for its attempts to consult widely and stimulate the debate.

2. Context

2.1 The world of the 21st century in which our young people will live and work will be very different from the world of the 19th and 20th centuries which shaped the present structure of education. Whilst it is impossible to predict the future, present trends would suggest -

n the pace of change will be fast: knowledge and skills will quickly become out of date

n advances in technology will continue to be central to life and work

n globalisation will become an increasingly dominant force in economics, finance and business

n the skills and abilities of our people will remain the major factor in international competitiveness and the quality of individual's lives

n the need to be aware of environment change and sustainable developments

2.2 These changes demand that we re-engineer our education system to allow children to develop the skills in problem-solving, team working and creativity necessary to participate in the knowledge economy and play a full part as an active citizen.

2.3 Schools should become community learning centres providing an integrated range of services which will assist in tackling the social and economic barriers that prevent learners of all ages achieving success. The developments in new technology will assist in the creation of a flexible education service, where age barriers are removed, progress is based on achievement, and the place of learning becomes less important.

2.4 We have a highly committed, dedicated and professional teaching force in Northern Ireland. We believe they are capable of coping with change provided it is well managed, and that they share the vision of an education service fit for the 21st century. It is essential that any structural review gains the commitment of those who will be key in implementing it, and the teachers are essential stakeholders.

2.5 We believe that this review allows the education service to move in the direction outlined above. We firmly hold the view that structure cannot and must not be isolated from the environment in which it operates, from the vision we have of the future and from the curriculum we expect it to deliver. We urge the Review Body to ensure it considers these important issues before reaching any conclusions or recommendations.

3. The Role of the Education Service

3.1 Given the dynamic, global context in which we now find ourselves the education service has the lead role in preparing our young people for work and life after school. The Board believes that the education service should be seeking to educate our young people so that

n they are highly motivated and achieve their full potential

n they have the skills, adaptability and enterprise to develop and maintain a prosperous economy

n they have a commitment and enthusiasm for life long learning

n they recognise and can cope with the impact of continuous change for their careers and working lives

n they seek to promote a more just and humane world and are aware of their uniqueness and dignity

n they should be competent in the following key areas

n literacy and communication

n numeracy and application of number

n information and communications technology

n working with others

n problem solving and creativity

n improving their own learning and performance

4. Key Principles

4.1 The Board is keen to emphasise the key principles, which it believes should underpin any future education provision. These key principles are based on the ideals of equality, fairness, inclusiveness and parity of esteem and form a firm foundation on which to raise educational standards and prepare young people for the world of work . (Appendix 1)

It is the Board's belief that the education structure should:

4.2 ensure that everyone has equal access to education regardless of ability, race, gender, sex, religion, disability or family circumstances;

4.3 have the flexibility to enable pupils to access equally accredited routes and give young people the opportunity to develop their talents through either academic, vocational or technical routes;

4.4 offer parents a choice of educational provision so that they can choose the route that best suits their child so that each child has the opportunity to develop his/her talents to the full;

4.5 hold all schools in equal esteem and they should have the support of the community in promoting and raising the self-esteem of their pupils;

4.6 be open and accessible to all members of society particularly, those who are marginalised. The Education System should support learning and help to tackle the social and economic barriers that can prevent learners from succeeding;

4.7 build on the strengths of our present system which is characterised by the high academic attainment of pupils, the wide range of opportunities offered by schools to pupils of all abilities and interests as well as the quality of the teaching staff working within our schools.

4.8 assist the development of spiritual and moral values.

5. The Process of Consultation

(a) Board Level

5.1 To enable the Board, to prepare a response to the Post Primary Review Body, a working party consisting of 15 Board members was established. The remit of this group was to discuss and report to the Board on the review of Post Primary Education. This group met on 5 occasions between November 2000 and January 2001.

5.2 At these meetings the group debated the significant issues which could influence the content of the response paper. This included the analysis of a set of underlying principles which should underpin any future education service, the consideration of a variety of structural models and how well these key principles matched with various options. The group also considered the context that the education service is likely to be operating within in the future and the skills which young people will need to be equipped with for employability in the 21st century.

(b) Principals

5.3 The group was anxious to take account of the views of Principals within the Board area. To enable this to happen the principals of all schools in the Board area were invited to attend one half-day consultation session in Antrim Board Centre. At each Y2day workshop forum the Principals were given the opportunity to discuss with their colleagues the key issues of

i. The Underlying Principles of the Education Service

ii. The Structural Models for the Education Service

iii. The Outcomes of the Education Service

The analysis of the feedback from these sessions was important in formulating this response paper.

A total of 51 Principals attended the workshops. Of these

n 29 were from primary schools

n 18 were from secondary schools

n 4 were from grammar schools

This represents 18% of the total number of Principals in the NEELB area.

5.4 At the end of the consultation workshops, Principals were asked to anonymous by complete a questionnaire indicating their views on the present system and their preferred option for the future. (Appendix 2) 92% of those attending did this. Principals were also asked to indicate a preference for the models under consideration. An analysis of the questionnaire is set out below.

Do you think that the status quo should be preserved?

The replies indicated that -

78% were against retaining the present system.

8.5% were in favour of retaining the present system.

Please place the following models in priority order (1-4)

n Delayed selection

n All through Comprehensive School

n Common primary and lower secondary/different upper secondary

n Different post primary school with distinctive academic, vocational and technical

Most Popular (ranked 1)

Delayed selection 7.5%

All through Comprehensive School 47.5%

Common primary and lower secondary/different upper secondary 27.5%

Different post primary school with distinctive academic, vocational/technical 7.5%

Are there any other comments that you wish to make?

A number of Principals indicated that in considering changes to the present structure, the review group should be mindful not to replace the 11+ with teacher selection. There was recognition that changing the present system would be difficult, but that this should not cloud judgement as to what was the right thing to do and that any changes must be adequately financed.

To enable the Board to be aware of the views of young people presently experiencing the education system, a Citizens Jury of Young People was established.

This was facilitated by the Democratic Dialogue Forum and organised over a three day period in January 2001. A Young Citizens' Jury comprising of eighteen year eleven pupils randomly selected from post primary schools across the Boards' area met to consider the future of the selection system for post primary education.

The Jury was addressed by a number of key speakers (see appendix 3) and the young people had the opportunity to cross-examine the speakers on the views expressed.

As a conclusion to the exercise the young people compiled a report summarising their responses to the views presented (appendix 4). The content of this report was considered by the Board.

6. Review of Structural Models and Observations on the Selection System

6.1 The Board gave careful consideration to the models discussed in the Report -

1. Delayed Selection

2. All-through Comprehensive System

3. Common Primary and lower Secondary, followed by differentiated schooling

4. Differentiated Post-Primary Schooling with distinctive academic and vocational-technical routes

5. Retaining the Status Quo

6.2 Arising out of an initial analysis of these models it was agreed to give further detailed consideration to the following options -

n All-through comprehensive system

n Delayed Selection

n Junior, Middle and Senior School Model

n Common Primary and lower Secondary followed by differentiated schooling (European Model)

n Comprehensive System followed by Sixth Form College

6.3 In attempting to address what was acknowledged to be a very complex issue, the Board was aware of the observations in the conclusions of the main Report which read

"a debate that simply revolves around school structures may unduly narrow the terms of the discussion, encourage the inaccurate view that significant problems are easily solved and lose sight of the broader purpose of education. The starting point for the discussion ought to be the social, educational and economic objectives young people should achieve from their educational experience ."

With this context in mind the Board adhered to the philosophical approach established at the commencement of its analysis of the present Selection System.

n the establishment of a set of basic principles as the cornerstone of any future educational system appropriate to meet the needs of a rapidly changing Northern Ireland society;

n an identification of the outcomes required of the education service in 2020;

n the identification of a model which best meets the basic principles, delivers the revised curriculum and achieves the outcomes of the education service in 2020.

7. Observations and Recommendations

The following emerged as key policy issues during informed discussion.

7.1 Key Policy Issues

1. The Board recognises the many strengths of the present system but in light of the rapid changes taking place in society, a model which has served society well in the past may not be appropriate for the needs of the twenty first century.

2. Potential changes to educational structures are futile without a major review of the content and balance of the curriculum. The present curriculum is neither appropriate nor challenging to a sizeable percentage of the school population. It is essential that the curriculum is stimulating, differentiated, relevant, flexible and acts as a liberating agent and not a straightjacket.

3. Schooling is a once in a lifetime experience. Any changes to the existing system must not jeopardise the education of those presently in the system. Change should be introduced only after full and proper consultation and with a clear commitment that any changes will be properly resourced.

4. The impact of tertiary education on the post primary sector is an issue of concern that must be addressed. At present it has a very restrictive effect on post primary education and is a major inhibiting factor in the development of alternative routes of accreditation which have public credibility.

5. The quality of the Northern Ireland teaching force is one of the province's greatest strengths. This must be publicly recognised and if it is decided to make changes then such change must be communicated effectively to the teaching force with opportunities at initial teacher education and for retraining or staff development where appropriate.

7.2 Key Recommendation

After detailed consideration of a wide range of options, the Board was of the view that the time is opportune to recognise the strengths and weaknesses of the existing system, build on the strengths, address the weaknesses and create an education system which meets the underpinning principles (appendix 1) and enables Northern Ireland to deliver a world class education service.

7.3 Transfer and Selection

In considering the adequacy of the present Transfer Procedure, the Board arrived at a view that the present Transfer Procedure was flawed and it was unacceptable to continue with it in its present form.

The Board expressed a majority view

"that pupils should transfer (without selection) to a common system of schooling at age 11"

7.4 In making this recommendation the Board is placing on record the following observations.

Within such a common system of schooling, the option of selection or transfer at age 14 or 16 remains.

The Board would welcome the opportunity to comment further on the preferred model which emerges after the present consultation but the following are the building blocks of such a system of schooling.

a) If selection was deferred until age 16 the opportunity exists at pre 16, to develop a range of provision appropriate to the needs of all pupils with a mixed economy of academic, vocational and work related learning. Developments are presently underway to make this a reality.

b) At post 16 level, a number of attractive options could be developed as part of the coherent provision within an area.

n Development of Sixth Form Colleges within a defined local area or/and

n Extension of a limited number of schools into 11-18 schools, as an option of providing post 16 provision within an area or/and

n Specialist Schools

n The provision of a small number of Specialist Schools within the overall provision offering specialisms in areas such as Technology, Arts, Sport etc.

n Consortia of Schools

n This model lends itself to particularly innovative approaches to educational provision, including the provision and delivery of post 16 provision on a joint basis between schools of different backgrounds and traditions.

Depending on the model adopted, there are a number of permutations of the above that would be appropriate but these are dependent on the acceptance of the key recommendation.

7.5 The Board is of the unanimous view that such a system requires the removal of open enrolment and the development of a genuine community based education service. The Board acknowledges the need for demanding targets for schools and the education service at large but the removal of the present climate of unhealthy competitiveness generated by open enrolment would be a positive development on a number of fronts. The present system would be replaced by the development of a range of educational provision within a community, each with its own status and strengths and recognised as such by government and society.

7.6 In supporting this model the Board would also highlight the need for action at a strategic level to address the terminology and misconceptions associated with comprehensive education. It is interested in a model which best meets the needs and aspirations of the children and young citizens of tomorrow. In advocating an option which might be described by some as a form of comprehensive education the Board is placing on record that its key recommendation is based on the premise that within such a system there will be opportunities for streaming and differentiated provision.

7.7 The Board would also place on record the opportunity afforded by the present Review to undertake a strategic and radical examination of educational provision throughout the province. The opportunity exists in consultation with other providers to create a system which meets the needs of a pluralist society through the establishment of a genuinely comprehensive and inclusive education system, an opportunity which may not arise again for many decades.

The Board would ask decision-makers to give this matter serious consideration if it is proposed to undertake a radical review of existing provision. Such a model would have much to commend it in terms of contributing to an inclusive society and it is the model that would make most effective use of resources. A starting point could be to have a fully integrated, non segregated schooling system for 16-18 year olds.

7.8 The Board also expressed a minority view which while recognising that the status quo was not an option, nevertheless supported a form of selection at 11. They recognised the strengths of the existing system and wished to ensure that these are incorporated into any new structure. There was a view that diversity within a system has strengths and should not always be seen as a weakness.

There was considerable support for a refinement of one of the models identified in the main Report, with particular interest and support for a more detailed analysis of the German system of education and its applicability to the Northern Ireland context. The Board noted the high status accorded to vocational education within the German system, the flexibility between sectors and the high academic standards achieved by the system.

8. Conclusion

8.1 The Board recognises that any changes to the present system must be addressed not only at a strategic level but all the implications must be carefully examined. It is therefore vital that change is well managed, well planned and well-resourced.

8.2 The Board would recommend that the major issue to be addressed is that of parity of esteem, amongst vocational/ academic and technical routes. The issue of securing public confidence in any new education system is pivotal to its success.

Government and the Review Group must ensure that a programme is developed to communicate with the public the rationale for change and the improvements being made to the system.

8.3 The Board would welcome the opportunity to discuss its views with the Review Group.

APPENDIX 1

Key Principles Discussion Paper

Key Principles

1. Equality of Opportunity

The structure should ensure that everyone has equal access to education regardless of ability, race, gender, sex, religion, disability or family background. Within the education structure offered there should be equality of opportunity for all pupils to develop to their full potential.

2. Flexibility

The structure should have the flexibility to enable pupils to access equally accredited routes and give pupils the opportunity to develop their talents through either academic, vocational or technical courses. Furthermore, there is a need for greater curriculum flexibility so that pupils can be offered a course that matches their particular needs and talents. Schools should also be offered the opportunity to specialise in particular areas of the curriculum eg creativity (music, drama, arts) or sciences. The Board would aspire to have a curriculum in place which is liberating not restrictive.

3. Choice and Access

The structure should offer a choice of educational provision to which parents could send their children.

Children have different abilities and talents and the current curriculum offers limited choice. Parents and pupils should be able to choose the type of curriculum and education route that best suits them.

4. Parity of Esteem

The structure should ensure that schools are equally valued regardless of intake, curriculum or position. Schools should have the support of the community in promoting and raising the self-esteem and self-worth of their pupils. The value of pupils and the learning process must be at the core of education.

5. Inclusiveness

The structure should be open and accessible to all members of society. It should not reinforce the disadvantage that some minority groups such as the travelling community, young people in care, the marginalised and those from socially disadvantaged backgrounds already suffer from. The system should support learning and help tackle the social and economic bafflers that can prevent learners from succeeding. The education structure should also offer support for minority languages and ethnic minorities within the structure.

6. Raising Achievement

The structure that is adopted should lead to educational excellence for all pupils. Everyone should receive an education that enables them to contribute to the economy and society.

7. Build on Strengths

The structure adopted should incorporate the strengths of our present system. This is characterised by the high academic attainment of pupils and the wide range of opportunities offered by schools to pupils of all abilities and interests. Any new structure should seek to enhance the self-esteem of pupils and ensure that all children leave school with a qualification.

8. Ethos

The structure that is adopted should promote the development of spiritual and moral values and should include respect for self and others and the wide range of opportunities offered by schools to pupils of all abilities and interests.

9. Lifelong Learning

The structure should ensure that schools are at the heart of the learning community. A school should be a place where people of all ages are able to develop their talents to the full, to realise their creative potential and to achieve their personal aims.

10. Universal System

Pupils should have access to an educational system which is universal throughout Northern Ireland but with such a system there should be opportunities for different "career routes".

APPENDIX 2

POST PRIMARY EDUCATION REVIEW GROUP

The Post Primary Education Review Group is committed to consulting widely with a range of interests before formulating a response to the Gallagher Report.

The Review Group would greatly appreciate your assistance in answering the following questions. It is assumed the views expressed are personal and the information supplied is completely anonymous. The information will be of great value to the NEELB Review Group in assessing the views of the Headteachers in the Board area.

Q1 Do you think the status quo should be preserved YES/NO

Q2 Please place the following 4 models in priority order (1 to 4)

n Delayed Selection (ie Craigavon Model)

n All through Comprehensive School

n Common primary and lower secondary/different upper secondary

n Different post primary schools with distinctive academic and vocational/technical routes

Q3 Is there another model of organisation you would support in preference to proposed models?

Q4 Other comments

Thank you

APPENDIX 3

YOUNG CITIZENS JURY - THE FUTURE OF SELECTION

TIMETABLE OF EVENTS
VENUE: ANTRIM BOARD CENTRE, CONFERENCE ROOM 2

Wednesday 10 January 2001

10.00 am - 12.30 pm Background information and general discussion on the purpose and format of a Citizens' Jury. Briefing and discussion on the issues to be addressed.

12.30 pm - 1.30 pm LUNCH

1.30 pm - 3.00 pm Team Building

Monday 15 January 2001

9.30 am - 10.45 am Preparation. Clarifying arrangements and ground rules.

10.45 am - 11.15 am BREAK

11.15 am - 12.30 pm Preparation Briefing on questioning witnesses

12.30 pm - 1.30 LUNCH

1.30 pm - 2.00 pm First hearing of jury Presentation Professor Alan Smith
Questioning of witness

2.00 pm - 2.30 pm Second hearing of jury Presentation Carmel Gallagher,
CCEA Questioning of witness

2.30 pm - 3.00 pm Third hearing of jury Presentation Mr Uel McCrea,
Ballyclare Questioning of witness Secondary School

3.00 pm - 3.30 pm BREAK

3.30 pm - 4.00 pm Fourth hearing of jury Presentation Mr P Martin, Ballymena Academy
Questioning of witness

4.00 pm - 4.30 pm Reflection

Tuesday 16 January 2001

9.30 am - 10.00 am Preparation for Day 2

10.00 am - 10.30 am Fifth hearing of jury Presentation - Mr John Hegarty, St Mary's PS, Glenview, Maghera, Questioning of witness

10.30 am - 11.00 am Sixth hearing of jury Presentation Mr F Devenney, St Pius X Secondary School, Magherafelt, Questioning of witness

11.00 - 11.30 am BREAK

11.30 am - 12.00 pm Seventh hearing of jury Presentation Mr W S Calvert, Dalriada Grammar School, Ballymoney, Questioning of witness

12.30 pm - 1.30 pm LUNCH

1.30 pm - 4.00 pm Preparation of report

END

APPENDIX 4

RESPONSE OF THE YOUNG CITIZENS' JURY

Strengths and weaknesses of the current system

The jury, on the basis of the evidence presented to them and their own deliberations, identified the following strengths claimed for the current system:

n Northern Ireland schools achieve higher academic standards than those in England and Wales (though similar to those in Scotland).

n Northern Ireland enjoys a higher rate of participation in higher education than Great Britain (including Scotland), which may or may not be related to the 11+

n Selection (at some form and some stage) is inevitable because of over-subscription of some schools unless parental choice restricted.

n The 11+ prepared students for future examinations.

On the same basis, the following weaknesses were established:

n The 11+ distorts the curriculum and encourages a narrow, academic focus.

n The 11+ is unreliable and not a good indicator of adult potential; it also places too much emphasis on two tests.

n The test encourages parents and teachers to put potentially damaging pressure on children and may cause tension in families.

n Children who do not pass the 11+ may be irreversibly branded 'failures' and this may affect their self-esteem.

n Potential employers do not value a purely academic education.

n The 11+ test is a mechanism for the perpetuation of social division in some cases, eg coaching.

n It may be too early to face selection at 11; a decision later in life (14 or 16) could be based on choice as well as assessment.

Options for the future

The jurors were agreed that the status quo, of the 11+ with a common curriculum for grammar and other secondary schools, was not the way forward.

The jurors also agreed that transfer to secondary schools should be retained at age 11+.

The majority of jurors favoured secondary schools having different - mainly academic or vocational or specialised - curricula, with the 11+ replaced by a modular testing system.

Other jurors favour all-through comprehensives, with some supporting self-selection at age 14 or diverse curriculum options.

written submission by:
south eastern education and library board

the effects of the selection system of secondary education
in northern ireland

south eastern education and library board commentary

preamble

The South Eastern Education and Library Board welcomes the opportunity to participate in the debate on the effects of Selective Education in Northern Ireland. In offering the following views and comments on the above report the South Eastern Education and Library Board aims to contribute to and assist in the deliberations of the Review Body as it prepares its recommendations for submission to the Minister of Education.

The South Eastern Education and Library Board welcomes the fact that Education and Library Boards are to be invited to participate in the Education Consultative Forum. It looks forward to the opportunity to make further comments on the Minister's final proposals. Since each Education and Library Board has a unique portfolio of schools each may therefore have a somewhat different perspective on, and formulate a different response to the report. Consequently it is recommended that each Education and Library Board should have its own representative on the consultative forum.

summary of main conclusions

The main conclusions and recommendations contained within this commentary are as follows:-

(i) The current system of selection at 11 years of age should be abolished as soon as possible and certainly no later than September 2003.

(ii) Any new system that is developed as a consequence of this current review must recognise, cater for and develop each young person's unique qualities and simultaneously foster those skills and attributes required for the new Millennium.

(iii) There should be a common curriculum for years 1 to 10 which would be followed by all pupils. It should take account of the current review being led by the Council for the Curriculum, Examinations and Assessment and build upon pre-school experiences and the early years curriculum thus ensuring coherence, continuity and progression.

(iv) Flexibility should be built into this curriculum to enable teachers to employ their expertise and knowledge of the pupil in developing and education plan that would recognise the uniqueness of the individual.

(v) From year 11 onwards there should be a range of types of provision. All types of provision should be required to deliver a set of agreed "core" skills and competencies supplemented by "elective" programmes selected by the young person to develop skills and attributes compatible with their interests, aptitudes, abilities and future options.

(vi) Tests and assessments should no longer be age-related but should instead be taken by the young person only when it is agreed that there is genuine prospect of that young person realising success.

(vii) The totality of each young person's attainments - academic, emotional, social and personal - should be recognised and credited when achieved.

(viii) A Credit Accumulation and Transfer system (CAT) should be established for all attainments. This would create a pupil Curriculum Vitae which could be added to throughout life.

(ix) Throughout this review a key objective must be to ensure that while every effort should be made to improve the Northern Ireland system of education we must simultaneously strive to ensure that we retain all that is good within the current system.

INTRODUCTION

During the 1950s and 60s Northern Ireland had an Education system in place whereby transfer at 11 years directed pupils to a range of post-primary provision including technical, secondary and grammar schools. Each type of school offered a distinctive and different curriculum catering for the differing needs of our young people. However in practical terms, and in no small measure due to the introduction of the Northern Ireland Common Curriculum, this choice has now all but diminished to only Secondary and Grammar schools with the latter having a perceived higher status.

Although some flexibility has quite recently been added to the curriculum with the introduction of dis-application, it is still the case that almost all children must continue to follow a common curriculum and irrespective of their unique qualities have their ability judged by the same, and arguably very narrow and restrictive, academic criteria.

In formulating the views contained within this document the South Eastern Education and Library Board is keenly aware that the issue of selection, while extremely emotive and important, is only one of many critical educational issues. The Board hopes that the Minister's final proposals will include reference to how the Department might intend to address issues such as future funding methodology, open enrolment arrangements and curriculum innovation.

Throughout this response, therefore, the South Eastern Education and Library Board will highlight and as appropriate comment, albeit briefly, on other key educational issues and thus broaden the debate into an holistic consideration of Education.

To assist the Board in formulating its views on the report on 'The Effects of the Selection System of Secondary Education in Northern Ireland'. a number of consultative/information assimilation exercises was undertaken including:

a) Presentation on the German System by Dr Jurgen Martini, Lecturer in Education, University of Magdeburg to Board Members and officers;

b) Presentation to the Education Committee of the South Eastern Education and Library Board on the Craigavon System (Dickson Plan);

c) Study visits to Scotland, Wales and Craigavon to examine their respective post-primary education systems;

d) Discussions with European Teachers (Spain, Portugal, Greece and Germany) on exchange visits with South Eastern Education and Library Board Teachers;

e) Consultation with South Eastern Education and Library Board school principals;

f) Consultation meetings with all staff in the South Eastern Education and Library Board;

g) Review of the Board's position paper on selection (1999).

In responding to the report, the South Eastern Education and Library Board would stress that in most if not all of the countries/systems examined, selection often involving pupil and/or parental choice occurred in some form. In this commentary the term selection should be taken to include, intra school selection techniques such as setting and/or streaming. The South Eastern Education and Library Board thus offers its views and comments not on selection per se, but rather on the timing and methodology by which pupils progress from school to school and from phase to phase.

The South Eastern Education and Library Board would also wish to acknowledge and put on record its appreciation of the tremendous contribution made by all schools to the education and development of the young people of Northern Ireland. In reviewing the current system the South Eastern Education and Library Board would stress that a key objective must be to ensure that while every effort should be made to improve and enhance our system we must simultaneously strive to retain all that is good within the present system.

The South Eastern Education and Library Board has always been and remains fully committed to the centrality of the child/young person in the education process and is convinced that an educational system and structure which equips young people to contribute to society and its development in the future and also maximises their unique potential in all spheres of development (eg academic, social, moral and personal) must be devised. It must be a system that recognises, caters for and fosters each young person's unique qualities and attributes as well as developing agreed generic skills, values and competencies which society requires for the 21^st Century.

To this end the Board endorses the statement in para 10.4.1 of the main report when it states that

"the starting point for discussion ought to be the social, educational and economic objectives that young people should achieve from their educational experience. Then the education structure that seems best placed to provide these ends can be determined."

(Gallagher & Smith 2000)

The remainder of this paper will present the Board's views and comments in line with the five issues which the review will specifically address:

a) the implications for the curriculum at primary and post-primary levels;

b) the age at which transfer to post-primary education should occur;

c) the administrative arrangements for transfer;

d) the implications for current school structures;

e) the implications for further and higher education training and the economy.

This will be followed by a final section highlighting other key educational issues which must be considered in association with the report on Selection. In this manner the South Eastern Education and Library Board is endeavouring to help shape the final proposals which the Review Group will forward to the Minister for his consideration.

primary & post-primary curricula

The Board believes that the publication of this report, coupled with CCEA's review of the curriculum, offers an opportunity to develop an education system and provision which will be more meaningful and relevant to all our young people including that small but significant minority for whom education has, to date, been a less than positive and rewarding experience.

At the same time the report and the review of the curriculum present an opportunity to the wider education community within the Province to ensure that the curriculum and the schooling which our young people receive, will develop the skills and qualities they require to make a real and significant contribution to our society both now and in the future. In a very real sense it will better prepare our young people to deal with the present and to meet the challenges of the future.

The Board's view is that the current system of selection at age 11 years should be abolished by September 2003 and that from years 1-10 there should be a common curriculum which will be followed by all pupils. This curriculum should be designed to develop a range of appropriate skills such as creative, personal, and social skills, as well as those which are traditionally perceived as being of a more academic nature such as literacy, numeracy and ICT. As stated previously when designing this curriculum account should be taken of the review of the curriculum currently being undertaken by CCEA. Moreover the South Eastern Education and Library Board would wish to ensure that any new curriculum would have a built-in flexibility which would enable the teacher to employ his/her professional expertise and knowledge of the pupil in developing an education plan which would recognise the uniqueness of the individual.

From year 11 onwards there should be a core curriculum (generic skills and competencies such as literacy, numeracy, ICT and emotional development), augmented by programmes selected by the young person with guidance and advice from parents and professionals. These programmes would be designed to develop skills and competencies reflecting the young person's:

a) interests and aptitudes;

b) abilities - social, emotional, academic and personal;

c) possible career options, and further educational pathways.

From year 11 onwards each young person's achievements/attainments should be acknowledged and recognised by the award of a 'credit' and a system of Credit Accumulation and Transfer System (CATS) should be developed similar to that currently employed in a number of Institutes of Higher Education. 'Credits' should be awarded for all manner of achievements including social, emotional and physical achievements as well as those normally considered to be of an academic/intellectual nature. Such a system has the potential to lead to the formulation of an UK and potentially EU wide CAT system which would facilitate student mobility within both the national and European communities.

Essentially education post year 10 will be delivered on a modular (credit) basis and cover all areas of the curriculum including Careers Education, Personal and Social Education, subjects specialisms and personal interests.

The creation of a CAT system would enhance the flexibility afforded to individual students both in terms of the pace and age at which credits are acquired. In other words, test of attainment and other forms of assessment would no longer be age related but rather should be undertaken at a time whenever the young person is likely to realise success. In this way education could become a more positive experience for all. The development of a CAT system would also enable pupils to change the direction of their studies, to change their courses of study or the institution at which they are undertaking their studies, while still being credited for the work or modules they have completed. These credits could then be added to, or enhanced, throughout life developing a true life-long learning agenda cum profile.

age of transfer

Some of the problems associated with the present system of transfer at age 11 - distortion of the Primary school curriculum, the imposition of a 'high stakes test' on children whose skills and abilities are still fluid and unpredictable - could be solved by delaying 'progression' by choice until the age of 14 years. There are several persuasive arguments in favour of this:

a) Choice of future education would operate at a time when the development of the young person's skills and abilities is more stable and predictive of performance in late adolescence or early adulthood;

b) At this age, interests and motivational patterns (work habits, study skills) amongst young people are more certain and, again more predictive of later achievement;

c) At this stage the young person himself/herself will be better equipped to engage in the process of progression;

d) Pupils will have spent 10 years in a socially inclusive system with the attendant benefits to their social and societal development;

e) Progression at this stage would parallel the process at which Transition plans for pupils with Special Educational Needs are formulated and would therefore allow consonance within a culture of increasing integration/ inclusion of pupils with Special Educational Needs into mainstream schools.

Consequently the South Eastern Education and Library Board is of the opinion that progression from a year 1-10 all ability school system to one of a range of types of post year 10 provision should occur at age 14 years.

In reaching this position the South Eastern Education and Library Board recognises that there are difficulties associated with choice being deferred to 14 years of age. For instance it is at this age that many young people experience the physiological and emotional changes associated with puberty. However the Board is of the view for the reasons stated earlier that deferment of choice of educational pathways to 14 years of age is much preferable to the current system.

arrangements for choice

Because of existing experienced and trained personnel, the South Eastern Education and Library Board believes that the administration of progression at 14 years of age should continue to be undertaken by Education and Library Board staff.

The Board strongly recommends that the process by which progression is effected should be inclusive, with the pupil/parents/teachers and other professionals, most notably a Careers and Guidance Officer, as appropriate meeting at the end of year 10 to discuss possible options for progression.

The pupil, parent and teacher(s) discussions regarding choice will be augmented and supported by the young person's school record(s) including those from their Primary school(s).

It is suggested that if the tests used as part of the assessment process are properly designed, in other words, if they relate to and directly assess the desired curriculum outcomes, then since what gets tested often determines what gets taught, such an approach might ensure that unlike the current transfer test, these tests would not skew the years 9 & 10 curricula.

school structure

The South Eastern Education and Library Board is of the view that there should be a Common Curriculum for all pupils from year 1 to year 10. The exact nature of such a curriculum requires considerably more debate and it would be only after such discussion that the structure of schooling should be determined. In this way the Board believes that the curriculum, based upon the identified needs of the pupils will determine the structure and systems which are required and not the reverse. From year 11 onwards the South Eastern Education and Library Board believes that young people should have as wide a range of choices as possible, and that within such choices should be the opportunity to focus on a curriculum, which while delivering agreed "core" skills and competencies, would reflect their interests, abilities and possible future career options. As a result a "pluralist" provision could be offered allowing the young person to opt for an education which may be geared towards the academic, technical, vocational or indeed might focus on the development of specific skills or attributes eg performing arts, sport, creative arts.

The Board would also emphasise that throughout each pupil's school career and especially at progression from year 10 to year 11, structures and procedures must be in place to ensure seamless transition from one year to the next and continuity of learning.

Irrespective of the non-core elements being offered, all forms of provision should be accorded equal status, be able to offer education up top 18-19 years of age and provide a pathway of progression to further and/or higher education. These last two points are of particular importance if equality of status of the various types of provision is to be attained.

It is recommended that all assessments in core and non-core subjects (including those skills to be developed in specialist schools) should be standardised and include some component of externally set and marked tests.

While all education settings should be entitled to make provision up to 18/19 years of age pupils should still have the option to complete their statutory education at 16 years of age. However this option might only be extended to those who would be leaving the system to take up employment or pursue a full time course in either Higher or Further Education. For the remaining pupils continued attendance might be encouraged by the introduction of an attendance allowance similar to that currently employed in some areas of Scotland.

further & higher education, training and the economy

In respect of this section the Board would make the following comments:

First, equal status should be accorded to technical, applied and academic qualifications. Secondly, Further and Higher Education programmes should be modular and should thus readily augment and/or enhance credits already obtained.

Within the Further and Higher Education sectors the development of a compatible CAT system would enable each individual to compile and regularly update their own record of achievement. Thirdly the proposed new system has significant implications for teacher training at initial, early and continuing professional development levels. However, irrespective of the type of training received the South Eastern Education and Library Board is convinced that all teachers should be accorded equal status.

other issues

The South Eastern Education and Library Board is of the view that any change to the current system of education and in particular implementation of the changes offered in this paper for discussion will have significant impact upon the entire education system. In particular the Board is of the opinion that the following areas will require review.

a) Early Years Education

South Eastern Education and Library Board considers that it is imperative that there is a continuum of educational experience throughout a person's lifetime. The foundation of this continuum is a rich series of learning experiences which includes language development and emotional, social and cognitive growth. To optimise this development, there requires to be a continuity and breadth of provision to include:

n parental empowerment and partnership;

n a curriculum which stimulates the motivation to learn and develops the foundation skills for lifelong learning;

n multi-agency, community-based approaches.

b) Special Educational Needs

A major challenge for the educational system in the near future will be the inclusion of pupils with a wide range of special educational needs in mainstream schools. It is consistent with the views expressed in this paper that pupils with moderate or severe learning difficulties will only be meaningfully accommodated in a mainstream system which is non-selective in years 1-10.

Pupils who have special educational needs because of emotional and behavioural difficulties present a particular challenge for schools. It is the Board's view that a key element in meeting the needs of such pupils and minimizing the disruptive effect which they have on the education of other pupils is a flexible and relevant curriculum and appropriate staffing resources.

c) Underachievement Particularly of Boys

One of the major problems in the educational system in the last decade has been the significant educational underachievement of boys. It is the Board's view that any major review of the educational system would have to address the following issues:

n lack of role models;

n a curriculum which is perceived as irrelevant to current interests and future life chances;

n teaching styles which do not take account of the preferred learning styles of many boys.

d) ICT The role of ICT has two main strands:

n administrative which will involve electronic data interchange between the Board, schools and other agencies better facilitating the targeting of social needs and provision of information for the South Eastern Education and Library Board and schools to assist them with target-setting and self-evaluation;

n pedagogical which involves the use of ICT to enhance and extend the learning opportunities for children, by for example, enabling schools and pupils to make use of distance learning facilities and the internet. This has enormous potential for circumventing the difficulties experienced by small schools, especially rural schools and for maintaining links with the community.

e) Business/Educational Links and Partnerships

An interaction with the business community should be included within the primary and post-primary curriculum to develop creative and entrepreneurial skills and an awareness of the changing world of work. This would be facilitated by periods of exchange for staff between education and business/industry.

f) Open Enrolment

The arrangements for open enrolment will depend on the structures created by the new system. However, responsibility for the administrative arrangements for open enrolment should, in the Board's view, reside with Education and Library Boards for strategic planning purposes.

g) LMS and Funding

Arrangements for LMS will also depend on the nature of the structures created. There needs to be a fundamental review of funding to ensure fair and adequate distribution of resources. Decisions on a common LMS scheme should therefore be deferred until an educational structure has been agreed.

h) Target-setting

The move towards assessment at the point of readiness will have significant implications for the ways in which schools and others set targets. This will need to be reflected in the nature of and the forms in which performance information is presented. It is the Board's view that there is an urgent need to adopt a value-added model of evaluation.

conclusions

The South Eastern Education and Library Board is of the view that the comments and suggestions offered throughout this paper, if adopted, would contribute to the creation of an educational system which would recognise, cater for and develop the unique attributes of each individual. While promoting and developing agreed generic skills it would provide a flexible approach through the non-core elements which would render the education process meaningful and rewarding to the individual pupil. Furthermore the development of a CAT system across all levels of education would create a structure that would facilitate and promote life-long learning.

As a consequence we would have a trained and flexible workforce one which would recognise the need for and benefits to be derived from on-going education. A population that would have the skills and attributes to create a caring and tolerant society and one which could respond rapidly and appropriately to the changing needs of Industry and Commerce.

The South Eastern Education and Library Board offers these comments to the Review Group for their consideration in the knowledge that this is but the first, albeit very important step in an inclusive and extremely important and overdue review of our education system. The Board looks forward to working with all those interested in education as we move forward to further debate and discuss the future shape, structure, format and above all the purpose of our education system in Northern Ireland.

WRITTEN SUBMISSION BY:
SOUTHERN EDUCATION & LIBRARY BOARD

CONTENTS

1. Introduction

2. A summary of the proposition

3. Terminology: an explanation of words and phrases used in the paper

4. The objectives of formal education

5. The needs of the economy

6. Some considerations pertinent to Northern Ireland and to the area of the Southern Education and Library Board

7. The proposition in relation to post-primary education

8. Certain other issues

Appendix 1 A statement of the Terms of Reference of the Review Body on Post-Primary Education.

Appendix 2 The role of the board under legislation and as a participant and facilitator.

Appendix 3 The Current School Structures in the area of the Southern Education and Library Board.

Appendix 4 Views of the Boards of Governors in the area of the Southern Education and Library Board.

SECTION 1

Introduction

This document is the board's response to the invitation by the Review Body on Post Primary Education to provide comments on the issues raised by the Review.

The Review Body's Terms of Reference are set out in Appendix 1. It has been asked to report to the Minister for Education by 31 May 2001.

The Board welcomes this opportunity to be involved in the process of assessing the appropriateness of current educational provision for secondary age young people and of making suggestions for its enhancement where this is thought necessary if their experience of formal education is to meet their various development needs.

The board is aware of the immense contributions made by the individual schools in the different sectors and systems to the development of young people in all facets of their lives and of the high regard in which they are held by the communities they serve.

The Education and Libraries (Northern Ireland) Order 1986 gives each Education and Library Board responsibility for seeing that in its area there are sufficient schools and that they are of such nature as to provide all pupils with appropriate education and training. The relevant extracts are contained in Appendix 2.

The same legislation requires the board to publish development proposals for such provision whether the proposer is the board itself of some other provider.

The board's role is two-fold to ensure adequacy as to number and type of schools and to provide coherence through the exercise of oversight.

The Southern Education and Library Board is keenly aware of the diversity of provision in its area and, in the controlled and maintained sectors, of the evolution of school structures and the development of individual schools based on assessment of community needs and desires. The board believes that the reasons for the emergence of these structures must not be disregarded; the propositions contained in this document incorporate retention where current structures and schools meet the essential criterion that the present selection process for pupils aged 11 ceases. Where changes would result the board wishes those changes to be introduced with commonsense, care for local sensitivities and a determination to preserve what is inherently good in current structures.

Since the board accepts the benefits to young people and to the community of ending selection at age 11 as contained in the Report: "The Effects of the Selective System on Secondary Education in Northern Ireland" the arguments against selection at this age and criticism of the present instrument of selection are not repeated.

The board believes it is its duty not only to review the present arrangements for post-primary education but to identify those arrangements which should be maintained without change, those which, with some modification, should be retained and new arrangements which will in its opinion, be necessary if the outcomes of education it has identified are to be realised.

The board has noted that the invitation of 17 October 2000 to comment excludes references to certain areas of the remit of the Review Body, namely: the cost of any revised arrangements; and the timing and phasing of any new proposed arrangements. It has, therefore, not made comment on these aspects.

If the Review Body considers it would be helpful the board is willing to develop any elements of its response and or to meet members of the Body.

It wishes the Review Body success in the undertaking of its Remit.

SECTION 2

A Summary of the Proposition

1. In 2002 end the present instrument of selection, introduce an interim composite procedure whereby grammar schools would select pupils and, when a reformed system was in place in an area, end selection at 11+

2. No change where a school is already an 11-18 or 11-16 comprehensive in practice. In the case of the latter a new arrangement may be necessary for the "follow on", ie post 16 school.

3. Retain or introduce guided choice at age 14, the process whereby pupils either change schools or decide education programmes.

4. In an area where pupils change schools at age 14, the process including any assessment of capability should be common to all the schools in that area.

5. All post-primary schools to offer a general education experience to pupils aged 11-14 with increasing opportunity for pupils to assess their own interests, and familiarise themselves as to career opportunities and the nature of post-14 study.

6. Within schools distinguished by age-groups of pupils and having regard to the ability of schools in an area to deliver quality programmes of study to promote learning along vocational skills and vocational academic routes.

7. Create opportunities for young people at 14 to learn in a range of settings and thereby to develop an understanding of different attitudes, genders, cultures and beliefs.

SECTION 3

Terminology: An Explanation of Words and Phrases used in the Paper

'He' where the masculine pronoun is used it should be taken to mean girls also;

"Secondary school" a school other than a grammar school;

"Post-Primary" any school attended by pupils of 11 years and older;

"A vocational skills school", a school where a general education is combined with the gaining by the pupil of knowledge and skills of a technical nature with direct application to fields of employment and encouraging participation in Further Education;

"A vocational academic school", any school where the content of the courses prepares pupils for employment normally after study in a higher education setting;

"Selection instrument" the present Transfer Tests;

"Selection" which means a combination of pupil self-assessment, parental preferences, teacher guidance. A formal test or examination or continuous assessment may be an element;

"Consortium" an arrangement in an area voluntarily entered into by local schools whereby on a contractual basis between or among schools older pupils, normally 14 and over, can pursue a course in which they spend some time in another school.

SECTION 4

The Objectives of Formal Education

Primary and post-primary education should seek to satisfy the following objectives:

n Each child and young person should, through formal education, develop intellectually, spiritually and physically and acquire an understanding of how he can contribute to the well-being of the community in which he lives.

n Opportunity should be given in many forms for the child and young person to identify how they best learn and to practise these skills.

n His self-confidence should be developed through encouragement, praise for achievements and demonstration of how all forms of learning bring self-fulfilment;

n He should understand how working with others to a common purpose requires his personal contribution and his sharing a common goal;

n Formal education should be a pleasurable experience;

n Good habits of learning and recognition of the benefits of success should cause the learner to practise it as a lifelong habit, out of and after formal education ceases.

For these outcomes to be achieved the following conditions are necessary:

n Esteem in the family and the wider community for learning and for the application of skills in their diverse forms;

n Practical support and encouragement for the learner from his family;

n The relevance of learning and skills to the employment market;

n A curriculum which is imaginative and flexible and is deliverable by teachers;

n Monitoring and assessment practices which contribute to raising standards of learning

n Skilled and motivated teachers;

n Early successful intervention strategies where learning is faltering;

n The availability of targeted provision in and out of school when the learner is incapable of sustained self-discipline;

n Within school and in school support personnel the presence of teachers and other professionals to work with pupils who have learning or welfare problems.

SECTION 5

The Needs of the Economy

The following changes and the implications for the nature of education have been identified:

1. The demand for a skilled work force. Pressure from the development of applied technology requires an ongoing programme of re-skilling and enhancing the current skills of sectors of workshops. Complementary to this is the information revolution with its emphasis on accessing information, manipulating it, applying it to an endless range of work force situations. The effects of globalisation are felt at national and individual levels. A society where traditional low skills industries have persisted will lose out and countries where labour costs are low will benefit while individuals with high level skills will be attracted to economies which are developing.

2. Changes in employment practices arising from new management arrangements favour flexible employees. Team working, total quality management, best value studies, "delayering" as well as changing work patterns of job-sharing, short-term contracts, secondments require social abilities as well as skills.

3. The increase in service industries and the opportunities for the individual to deliver a personal service require new skills.

4. Whether through limited opportunity or personal decision some young people will derive little satisfaction when they enter employment and some will experience broken employment patterns. It is important that formal education motivates them to continue on a part-time basis to acquire skills and develop interests.

SECTION 6

Some Considerations Pertinent to Northern Ireland and to the area of the Southern Education Library Board

1. The region has not been heavily industrialised so the local economy especially in a provincial town or a rural area is in transition from farming dependent and light industry to a greater level of employment in service industries. This should encourage wider thinking in families about careers for their young people.

2. Typically in this area the population is dispersed among towns: Armagh, Banbridge, Cookstown, Dungannon, Lurgan, Newry and Portadown, smaller settlements such as Aughnacloy, Dromore, Kilkeel, Newtownhamilton and Tandragee, villages and rural communities comprising individual homes.

A town generally supports two to four post-primary schools being a mixture of controlled and Catholic maintained schools. In recent years three integrated post-primary schools have come into existence. Pupils leaving the single Irish medium primary school transfer to the post-primary school in Belfast. As primary schools and units at primary schools increase there may be a need for provision of a post-primary Irish-speaking school. The extension of parental preference complicates foreseeable arrangements both because of an increase in schools and the arrival of schools whose ethos and structure are complementary. An area arrangement will have to meet the increasing diversity of pupil and parental preferences.

3. The debate and the review itself are confined to the issue of selective or non-selective systems. In Northern Ireland other differences should be acknowledged: single-sex and coeducational schools, integrated and non-integrated schools, those under the management of the different churches and those which reflect religious views of the community but are not currently church schools. It seems paradoxical to tackle some aspects of diviseness while remaining silent about others.

The educational principles which should, indeed must, underpin changes need to provide for the development of today's children and young people in a more informed and tolerant society than was afforded previous generations. The "consortium model" or a variation on it should be thought through for incorporation in a new system or systems with the recognition that two outcomes must be kept in balance: the distinctive ethos of a school and the values and beliefs it encourages and the personal and IR community enrichment flowing from involvement in the ethos of another school. Whether by shared teaching or sixth form colleges or links with FE colleges experiences must be broadened leading to a pervasive culture of tolerance.

4. This board, especially in its system of controlled schools, supports a great diversity of provision: a legacy of educational principles translated into a deferred selective system, local 11-16 or 11-17 "community" schools, not bearing the name but having the hallmarks of support from the great majority of parents in an easily defined area, 11-18 comprehensive schools planned as such or not planned, "local" grammar schools and those drawing from extensive catchment areas which cross the Boarder. (See Appendix 3)

Many of these schools have evolved over the years to meet needs and are therefore highly prized. The contribution they make is rich, the pupils attending them are fortunate and the board could not support wholesale changes which would deny to children and young people opportunities for first-class education and justify it on the grounds of uniform treatment.

Not just parents but all in a community who are associated with the schools through direct support and indirect taxation need to be consulted and area plans arise from local consultation. Indeed the principle could be appropriately extended to non-school services; in the case of the board, it might be the library and youth services. It might be an ingredient in an area plan which would then address a wider range of community issues.

SECTION 7

The Proposition in Relation to Post-Primary Schools

A. Selection

1. End the present instrument of selection at age 11 and replace it by a different method of selecting primary school pupils for the September 2002 intakes to post-primary schools.

2. While the need persists for an instrument of selection in 2003 and thereafter develop a process which includes evidence from Key Stage 2 assessment, ongoing teacher assessment and, where necessary, the results of a test owned by the grammar school to which application has been made.

3. Guided options at an age later than 11 years should be an element in a portfolio of information used by the pupil, parents and schools in deciding how an individual pupil would pursue the most appropriate form of education. The "result" should not be pass/fail but a decision reached through identification of interests, strengths and weaknesses. This assessment process should replace the present Key Stage 3 assessment.

B. The Curriculum and the Learning Environment

1. The 3 years between the ages of 11 and 14 should be a time when the pupil is engrossed in acquiring a command of the essentials of a general education, overcoming inadequacies in literacy and numeracy, finding his own learning style and, with careers advice, making choices about what is most helpful for him to learn. The curriculum on which CCEA has consulted supports this objective: a number of core subjects with a wider choice of other subjects which might be pursued.

2. It may be necessary for post-primary schools to be resourced to a greater extent than at present to provide one to one help for certain pupils in basic skills and for an enhancement of teacher skills in challenging pupils.

3. School should develop great awareness of how adolescent boys feel about formal schooling and how they learn most effectively.

4. Given that 14 year old boys in particular welcome change a model of provision should build in opportunities either for transfer to another school or for the availability of a more varied experience.

5. No curriculum or structural changes will reduce the need for schools to face challenges from pupils who are disruptive. Schools and boards will need to pursue successful strategies for the disruptive who remain in schools, those who are expelled and those who withdraw from compulsory education. Partnerships between board services and with other bodies will need to increase if young people are to realise their potential.

6. Co-educational schools should investigate the benefits of certain classes or subjects being taught on a single sex basis.

7. A post-primary school should have the authority to advise a pupil and his parents that a year's study should be repeated.

Models Derived from the Proposition

1. The "All Transfer at 14" Model

11-14 School	Subsequent School
Pupil A	14-19 [vocational skills] with opportunity for continuing full-time study or part-time study after 16
Pupil B	14-18 [vocational academic]

2. The "Some Transfer" Model

11-18 School	Subsequent School
Pupil C	14-19 [vocational skills] with opportunity for continuing full-time or part-time study after 16
Pupil D	Remains in the school to pursue vocational academic courses.

3. The "All Transfer at 16" Model

11-16 School	Subsequent School
Pupil E	Area sixth form college + FE provision (for 1 year, 2 or 3 years of which some part-time)

4. The "Consortium" Model

11-18 Consortium School	11-18 Consortium School
Pupil F Follows a vocational specialism, skills or vocational academic programme.	Attends on a timetabled basis for a post-14 specialism

11-18 Consortium School

Pupil F

Follows a vocational specialism, skills or vocational academic programme.

Attends on a timetabled basis for a post-14 specialism

SECTION 8

Issues to be taken into account

1. The age of commencement of compulsory education should be questioned.

At present most children go to school between the ages of 4 and 5.

If this were raised to a minimum of 5 years the 4 year olds might attend as preschool children for a year or attend other preschool settings for one or two years.

2. The breadth of stipulated curriculum content at Key stage 1 should be replaced by discretion to teachers to determine the content of what is taught to achieve literacy and numeracy competence and to lay a foundation of study skills. Individual intervention should be resourced to ensure the great majority of pupils are competent at the end of their primary school education.

3. Key Stage 2 assessment should be based on a greater range of knowledge areas than the present English, Mathematics and Science.

4. For pupils aged 16 years GCSE or its counterpart of the day should be the examination taken by the majority.

APPENDIX 1

REVIEW BODY ON 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."

appendix 2

THE ROLE OF THE BOARD UNDER LEGISLATION AND
AS A PARTICIPANT AND FACILITATOR

The legislative base:

The Education and Libraries (Northern Ireland) Order 1986

"Powers and duties of boards in relation to primary and secondary education. Duty of boards to secure provision of primary and secondary education

6.1) Subject to paragraph (2), each board shall secure that there are available in its area sufficient schools for providing primary and secondary education and the schools available for an area shall not be deemed to be sufficient unless they are sufficient in number, character and equipment to afford for all pupils opportunity for education offering such variety of instruction and training as may be desirable in view of their different ages, abilities and aptitudes, and of the different periods for which they may be expected to remain at school, including practical instruction and training appropriate to their respective needs."

"Provision maintenance and management of controlled schools by boards

7. For the purposes of fulfilling its duties under this Order, a board may provide primary, secondary and special schools whether within or outside its area and shall maintain and manage any such school provided by it or transferred to its management by Article 7(2) of the 1972 Order."

The board therefore directly contributes to educational provision in its area, is responsible for the adequacy of total provision and facilitates the contributions of other providers of primary and secondary education.

While its role in respect of development proposals of other providers may appear passive it has the means of commenting on such proposals. To be an informed and helpful commentator the board could facilitate the planning of others and, indeed, help to smooth out difficulties.

"(2) Where a person other than a board proposes -

(a) to establish a new voluntary school;

(b) to have an existing school recognised as a grant-aided school;

(d) to make a significant change in the character or size of a voluntary school;

(e) to make any other change in a voluntary school which would have a significant effect on another grant-aided school, that person shall submit the proposal to the board for the area in which the school is or is to be situated and that board shall submit the proposal to the Department together with its views thereon."

"(5) A board, before submitting a proposal to the Department under paragraph (1), (2) or (3), shall consult the trustees and managers (or persons representing them) of any school or schools which would, in the opinion of the board, be affected by the proposal."

APPENDIX 3

CURRENT SCHOOL STRUCTURES IN THE AREA OF THE SOUTHERN EDUCATION AND LIBRARY BOARD

1. By management type:

1.1 Voluntary Grammar: 10 under Roman Catholic Management (1 14-18)
2 under Protestant Management

1.2 Secondary Catholic Maintained: 18

1.3 Controlled: Grammar 3
Secondary 17

1.4 Integrated: Controlled 1
Maintained 2

2. By age-groups served - controlled and controlled integrated

2.1 11-18

                        Comprehensive, recruiting all or most pupils in the area served: 3
             (Cookstown, Kilkeel and Newry High Schools)
             Comprehensive in a selective area: Fivemiletown Grammar: Banbridge Academy

2.2 11-17 (GCSE & GNVQ): 4

(City of Armagh, Banbridge High, Brownlow College, Drumglass High)

2.3 11-16: 5

(Aughnacloy, Dromore, Markethill, Newtownhamilton and Rathfriland High Schools)

2.4 11-14 Junior High Schools: 4

(Clounagh, Killicomaine, Lurgan andTandragee Junior High Schools)

2.5 14-16 Senior High School: 1

(Craigavon Senior High School)

2.6 14-18 Senior High Schools (Grammar): 2

(Lurgan and Portadown Colleges)

3. By age-groups served - maintained schools

3.1       11-18: 5
             (Lismore Comprehensive, St Catherine's College, St Ciaran's High School,
             St Patrick's High School, Keady, St Paul's High School, Bessbrook).

3.2       11-17: 5
             (Drumcree College, Holy Trinity College, St Mary's High School, Newry,
             St Patrick's Colleges (Banbridge and Dungannon)).

3.3       11-16: 8
             (St Brigid's Boys High School, St Columban's College, St Joseph's Boys High School,
             St Joseph's High Schools (Coalisland and Crossmaglen), St Mark's High School,
             St Mary's High School, Lurgan, St Paul's Junior High School (some pupils transfer at 14 to
             St Michael's 14-18 grammar school)).

4. Grant Maintained Integrated

4.1 11-16: 2
(Dungannon and New-bridge Colleges).

APPENDIX 4

a. levels of response to the board's letter

Controlled

Primary: 50 Boards of Governors (101 Boards)

Post-Primary: 17 Boards of Governors
Officers attended 16 Boards (21 Boards)

Maintained

Primary: 24 Boards of Governors (120 Boards)

Post-Primary: 6 Boards of Governors (18 Boards)

B. RESPONSES

1. The age at which transfer to post-primary education should occur.

Age 11 (unanimously)

2. The administrative arrangements for transfer

Not the present means of selection, with only one exception. In selective areas about equal division for a form of selection or no selection. In other areas, unanimous support for no selection, if selection was to continue the majority view was that it should relate to Key Stage 2 assessment with possible modifications. In a few cases any involvement of teachers was rejected.

3. The implications for the curriculum at primary and post-primary levels

With one exception the negative impact of selection on the current primary curriculum was described. The benefits of a smooth transition from Key Stage 2 to Key Stage 3, more confident pupils, an integrated primary and post-curriculum were emphasised.

4. The implications for current school structures

All respondents described the need for schools to be helped to face the challenge of change in terms of teacher skills and confidence, curricular change, public esteem, adapted buildings, availability of finance, assessment procedures.

5. The implications for further and higher education, training and the economy

Most replies-suggested education after a restructuring of secondary education would encourage higher levels of participation in further and higher education and training, that a change of attitudes about schools, individual pupils and careers would benefit society and would link formal education and employment.

Partnerships with employers and further and higher education would increase in the vocational field. "Modern apprenticeships" would have to be created.

6. Selection of a model

By and large governors advocated the system currently applying in their area if it was non-selective or deferred selection. In selective areas there was an even spread of opinion favouring deferred selection, an all-through comprehensive system and common primary and larger secondary schools followed by differentiated secondary schools. A minority favoured the retention of the selective system in their area.

written submission by:
WESTERN EDUCATION AND LIBRARY BOARD (WELB)

This Report addresses the Review Body's 'Terms of Reference' and is structured as follows:

1. BACKGROUND

1.1 The WELB Discussion Paper - Transfer from Primary to Post-Primary Education, October 1997

1.2 The WELB Key Stage 2/3 Transition Programme

1.3 WELB Consultation Process

2. IDENTIFICATION AND CONSIDERATION OF THE KEY ISSUES ARISING FROM THE CURRENT SELECTIVE SYSTEM OF POST-PRIMARY EDUCATION WITH RESPECT TO:

2.1 The impact on Primary Education

2.2 The impact on Post-Primary Education

3. THE EXTENT TO WHICH THE CURRENT ARRANGEMENTS MEET THE NEEDS AND ASPIRATIONS OF CHILDREN AND THE REQUIREMENTS OF THE ECONOMY AND SOCIETY

4. THE OPPORTUNITY FOR CHANGE WITH REGARD TO:

4.1 The Curriculum at Primary and Post-Primary Levels

4.2 The Age, or Ages, at which Transfer should occur

4.3 The Administrative Arrangements for Transfer

4.4 The implications for Further and Higher Education, Training and the Economy

5. CONCLUSIONS

RESPONSE TO THE REVIEW BODY ON POST-PRIMARY EDUCaTION

The Western Education and Library Board welcomes the opportunity to contribute to the debate on the future of post-primary education, following the publication by the Department of Education, of the Report on 'The Effects of the Selective System of Secondary Education in Northern Ireland'. The Board sees this as a unique opportunity to have a serious, considered debate about the purposes of schools and to help create an education system for the 21st century. In its consideration of the key issues, it has adopted the Report's suggestion that:

'The starting-point for discussion ought to be the social, educational and economic objectives young people should achieve from their educational experience. Then the education structure that seems best placed to provide these ends can be determined.'

Following the publication of the Report, the Board established a Working Party of members and officers, to respond to the Review Body. In addition, meetings were held for principals from all schools in the Board's area for purposes of consultation. There was also consultation with staff of the Board's Curriculum Advisory and Support Service. This consultation process has facilitated the Board in coming to a considered view about the future of post-primary education. The key themes emerging from the consultation process are contained in this response.

1. BACKGROUND

In formulating this response, the Working Party took account of its own Discussion Paper, published in October 1997, on 'Transfer from Primary to Post-Primary Education, the findings of its Key Stage 2/3 transition programme, and the consultation process involving principals and advisory staff.

1.1 The WELB Discussion Paper - Transfer from Primary to Post-Primary Education October 1997

In its Discussion Paper (1997), the Board:

n suggested that a debate on the issue of transfer from primary to post-primary, could only be meaningful in the context of a VISION for education that would take account of the needs of a learning society and would promote learning throughout life;

n examined significant CHANGES which were taking place in the context of the provision of education, particularly changes in curriculum and assessment, in pupil numbers, in the number of places available in grammar and integrated schools and in the role and functions of Boards of Governors; and

n recognised the importance of discussion and consensus at local level and of a sense of ownership by local communities in the arrangements for the provision of education for their children.

The Board concluded at that time that the education system of the 21st century must be seen to offer the greatest possible educational opportunities to each and every child, whatever the circumstances and family background, and must ensure equality of opportunity for all pupils. To help inform its vision the Board considered two major publications on education:

1. The White Paper, from the European Union - 'Teaching and Learning - Towards a Learning Society' (1995); and

2. The Report to UNESCO of the International Commission on Education for the Twenty-first Century - 'Learning : The Treasure Within' (1996), chaired by former European Commission President, Jacques Delors. This Report saw secondary education as having a pivotal role to play in the individual learning paths of young people and in the development of societies. It also saw learning throughout life as one of the keys to meeting the challenges of the 21st century.

The Board's Discussion Paper stated that:

'documents set out a vision which will have a profound influence on the provision of education over the next twenty-five years. Both articulate the importance of creating a learning society where the ability to adapt to change, to be capable of critical thinking, to be technologically literate and to have a global perspective are essential qualities. These qualities, when developed alongside the acquisition of spiritual, moral and cultural values, will help to ensure that the society of the future is a learning society.'

The Board noted the view expressed in the UNESCO Report that learning throughout life makes it necessary

'to organise the various stages of education to provide for passage from one stage to another and to diversify the paths through the system, while enhancing the value of each. This could be a way of avoiding the invidious choice between selection by ability, which increases the number of academic failures and the risks of exclusion, and the same education for all, which can inhibit talent.'

The Discussion Paper concluded that a system for the transfer from primary to post-primary education could be regarded as appropriate only if it:

n led to educational excellence for all pupils;

n enabled all pupils to develop their talents to the full and to realise their creative potential, including accepting responsibility for their own lives and the achievement of their personal aims;

n promoted parity of esteem, self-esteem and self-worth;

n equipped pupils to adapt to change;

n recognised the importance and value of both 'vocational' and 'academic' courses;

n promoted the concept of lifelong learning and led to a learning society; and

n promoted the development of spiritual, cultural and moral values and respect for self and others.

The Board still believes that these are the necessary criteria for an effective education system for the 21st century.

1.2 The WELB Key Stage 2/3 Transition Programme (Quality Assured by DENI 1998/99)

The Board's Key Stage 2/3 Transition Programme has been in place since 1997. Its aim is to improve the quality of learning by promoting continuity in the curricular and pastoral experiences of pupils transferring from primary to post-primary schools.

In the course of this programme a number of concerns have been identified about continuity and progression at the Key Stage 2/3 interface. The programme has consistently revealed evidence that:

n the transfer test disrupts continuity and progression at the Key Stage 2/3 interface and that, generally, there is no shared vision between post-primary schools and their 'feeder' primary schools regarding the Key Stage 2/3 transition process;

n there is, generally, a lack of consistency and coherence with respect to:

(i) the timing of the transfer of information, so that it can enable the receiving school to plan curriculum provision;

(ii) agreement about the amount of information required;

(iii) discussion between teachers from the primary and post-primary schools about approaches to learning and teaching;

(iv) dialogue with parents about ways in which they can be involved in the education of their children in post-primary schools; and

(v) the resources (human and financial) available to agree and implement procedures which will facilitate planned continuity and progression.

n the absence of some, or all, of the above ingredients, combined with a change in schools, can have negative effects on pupils' performance in Key Stage 3.

The issues raised have important implications for both primary and post-primary schools, and need to be taken into account in the consideration of future arrangements for transfer to post-primary education.

1.3 WELB Consultation Process

The Board held a series of meetings for principals of all schools in its area for purposes of consultation on the issues raised in the Report. The key issue arising from this consultation exercise with Principals was that the Transfer Test is outdated and should be discontinued. The opinion of the great majority of Principals, both primary and post-primary, was that there should be no selection of pupils, on the basis of academic ability, at the age of 11. The views expressed are reflected in many of the points set out in subsequent sections of this Response.

2. IDENTIFICATION AND CONSIDERATION OF THE KEY ISSUES ARISING FROM THE CURRENT SELECTIVE SYSTEM OF POST-PRIMARY EDUCATION WITH RESPECT TO:

2.1 The Impact on Primary Education

n During the Board's consultation, an issue which emerged constantly was the narrowing of the P6/P7 curriculum and its adverse effect on learning and teaching. It was considered that the nature of the Test, and the importance attached to it, result in insufficient attention being given, generally, to the creative elements of the curriculum.

n The Test is a competition - not an assessment of pupils' attainment. Recent research from King's College, London ('Inside the Black Box'/ 'Beyond the Black Box') shows that constant testing (from Easter in P6 until the Test is over) has a very adverse effect on the morale of many pupils and even diminishes the performance of good pupils.

n Pupils who are not intending to transfer to a grammar school may opt out of the test. The organisation of work for these pupils is a management problem for schools. There is a perception that in some cases these pupils receive less attention, although it is accepted that teachers do their best to cater for their individual learning needs and aptitudes.

n Because some content in the Transfer Test is at Level 5, teachers are required to cover Level 5 curriculum at speed, in order that pupils will be able to answer the questions on the Test. When the Test is over, teachers often have to cover the same material again, at a more appropriate pace.

n The Test is extremely narrow, in that it tests, mainly, that which can be taught by transmissional teaching - content and recall. Pupils' understanding of content at Level 5 work are often superficial. Their thinking and problem-solving skills cannot be properly assessed in two papers of one hour each, covering English, Mathematics and Science. A test of this kind is outdated, in terms of what is now known about multiple intelligences and how pupils actually learn. The range and modes of assessment should parallel the full range of intelligences, not just those which can be measured through simple testing.

n There is concern that any unfairness in the Test can be compounded by the inclination of some parents to pay for out-of school coaching and by the inability of other parents, in certain socio-economic groups, to pay for such coaching. The Report identifies the high cost of coaching, which is clearly a prevalent practice associated with the Test. In addition, those who cannot avail of coaching may be disadvantaged further in some cases by the inability to provide a suitably supportive learning environment in the home.

2.2 The Impact on Post-Primary Education

The Board acknowledges the high levels of academic achievement in grammar schools in Northern Ireland. However, it shares the concern expressed in the Report about the long tail of low-achieving secondary schools, which the Report suggests

'may be an inevitable consequence of the selective system.'

n Grammar schools tend to have high public status whilst secondary schools tend to have lower public status. This is mainly to do with the current value system in education, where schools tend to be judged primarily on high academic achievement. Many pupils in secondary schools see themselves as 'failures' and teachers in these schools have to work very hard to remedy that loss of esteem and self-esteem.

n Because of open enrolment, grammar schools will almost inevitably fill their maximum intake and enrolment numbers. In a period of overall decline in pupil numbers, many grammar schools have experienced a considerable widening of the ability range of their pupils. Conversely, there is often an adverse effect on the enrolment and funding of secondary schools. Many secondary schools, unlike grammar schools, having fluctuations in their Year 8 enrolments from year to year. As a result, development planning can be difficult and staff morale can also be adversely affected. The effects of reductions in pupil numbers, corresponding reductions in LMS funding, and a curtailment in the range of ability available for enrolment, often combine to aggravate the perception of lower esteem in which some secondary schools are held in their communities.

n In general, there is an under-representation of pupils from socially disadvantaged backgrounds at grammar schools and an over-representation of pupils from socially disadvantaged backgrounds at secondary schools. Individual school enrolments, therefore, are not representative of their communities. It is noted that in the post-primary sector within the Western Board area, the percentage of pupils entitled to Free School Meals is currently 14% in grammar schools and 42% in secondary schools.

n As a result of the selective system, grammar schools tend to provide 'academic' pathways whilst secondary schools strive to provide both 'academic' and 'vocational' pathways. There is a danger that this distinction may lead to a narrowing of options, for both types of schools, at too early a stage.

n Reference has already been made to the negative effects of existing transfer arrangements identified in the Board's Key Stage 2/3 Transition Programme. It has become clear, through this Programme, that the selective system makes it much more difficult for primary and post-primary schools to have a shared vision of how to promote continuity and progression at the Key Stage 2/3 interface.

3. THE EXTENT TO WHICH THE CURRENT ARRANGEMENTS MEET THE NEEDS AND ASPIRATIONS OF CHILDREN AND THE REQUIREMENTS OF THE ECONOMY AND SOCIETY

It is clear from the Report that, although current arrangements result in high academic achievement for a significant proportion of pupils, nevertheless, these arrangements have important negative effects on the curriculum of both primary and post-primary schools. There is, as identified in the Report, a 'long tail of low-achieving secondary schools', and many young people suffer from low self-esteem, as a result of the selection process. According to a recently concluded thirty years study by the London School of Economics Centre for Economic Performance, children who lacked self-esteem at age ten, even those with academic achievement, were more likely to experience unemployment or work-performance problems.

Current arrangements are based on traditional perceptions of intelligence which deem children to be either 'academic' or 'non-academic'. These arrangements were developed in the context of a largely industrial model, where most people were educated or trained for a particular job and where that job in most cases remained the same for life. As a result there was strong emphasis in schools on absorbing a body of knowledge, with much less emphasis on the importance of learning to learn, or of continuing to learn, throughout life.

The school of the 21st century will need to take account of the following key elements:

(i) recent research on how people learn and, in particular, new understanding about multiple intelligences;

(ii) the impact of the new technologies in relation to where, when, how and what people learn and their likely implications for transforming the way in which learning is organised;

(iii) the changing world of work, new patterns of employment and the global economy; and

(iv) new approaches to lifelong learning.

Education is now facing challenges that are without precedent, and meeting these challenges calls for new priorities in education. The knowledge economy which is transforming work patterns and the nature of skills required by employers will require education to be redesigned to develop pupils' thinking and problem- solving skills and creative abilities, in order for them to play a meaningful part in society. The Report 'All Our Futures' argues that a national strategy for 'Creativity, Culture and Education', is essential to that process.

One of the most significant barriers to learning has been misunderstandings about what constitutes intelligence. Recent research, particularly the work of Howard Gardner, in relation to multiple intelligences, has profound implications for the way in which we learn and will create the need for classrooms in the future that give equal significance to all of the intelligencences.

Developments in Information and Communications Technology are creating opportunities for flexibility in education. ICT enables pupils to access information from a variety of sources and at their own pace. In this new scenario, responsibility for learning rests to a much greater degree with the pupil. The day of the individual learning plan is dawning and any new system will be expected by society to meet these sorts of aspirations.

One of the key themes emerging from the Board's consultation with schools was the need for schools to become Community Learning Centres, used to promote lifelong learning for all. The schools of the future should provide the full range of lifelong learning resources and should be open to local communities beyond the length of the present school day. It will be necessary for schools to reflect the kind of thinking which is presently informing adult learning. In this way, schools may be transformed into learning communities, meeting the needs and aspirations of pupils, parents, the economy and society. Community collaborative networks should be further developed and any new structures should enhance, not diminish, the rural community.

Schools will also have to take account of the key elements in Government's vision for a lifelong learning society, as set out in the Northern Ireland Executive Draft Programme for Government (October 2000):

n seeking to provide high quality education to all, with equal access for all;

n seeking to ensure that all our young people have the skills and qualifications to gain employment in a modern economy; enabling people to update their knowledge, skills and qualifications; and

n assisting and supporting the socially excluded to enable them to enter or return to the workforce.

If future arrangements are to meet the needs of the 21st century, then there needs to be a clear rationale for education that takes account of a stakeholder curriculum, the 'basic' skills, emotional literacy, social competence, thinking and learning ability, cultivating the capacity to learn, nurturing creativity, adaptability and flexibility. In the light of these elements, the Board considers that the process of selection on the basis of academic ability at the age of eleven is outdated and should be discontinued.

4. THE OPPORTUNITY FOR CHANGE WITH REGARD TO:

4.1 The Curriculum at Primary and Post-Primary Levels

The removal of selection at 11 should:

n free the primary curriculum from the constraints of a narrow testing process at age 11;

n facilitate the process of making a seamless transition at Key Stage 2/3 an entitlement for all pupils;

n result in learning, teaching and assessment that is appropriate to pupils' needs, as they move from one phase to another;

n result in shared vision about, and high expectations for, the transition process;

n enhance pupils' self-esteem and self-confidence, as their achievements and attainments in primary school are fully recognised, valued, validated and built upon;

n allow schools to monitor and evaluate the Key Stage 2/3 transition process regularly; and

n improve partnerships between pupils, parents, teachers and Boards of Governors.

4.2 The Age, or Ages, at Which Transfer Should Occur

Under current arrangements for compulsory education, pupils spend 7 years in primary school and 5 years in post-primary school. All pupils will soon have an opportunity to benefit from one year's nursery provision, and many pupils now remain at school after the compulsory phase. The Board considers that there is merit in examining the value of a more extended period of nursery education, prior to age 6. There is a need for examination of the Year 1 curriculum as part of the Curriculum Review currently being undertaken by the Council for Curriculum, Examinations and Assessment.

The Board believes that transition should continue to take place from primary to post-primary education at 11 years but that selection, on the basis of academic ability, should not be a part of this transition.

The Curriculum Review should define the core curricular entitlement for all pupils in Key Stages 1 and 2. Key Stage 3 should cover years 11 to 14 and continue to provide a core curriculum, where pupils build up Individual Learning Profiles, which inform their educational provision, post-14. Flexibility in the curriculum would allow schools to tailor their provision where necessary.

It is envisaged that all young people will stay in some form of education and/or training, until 18/19. The 14-16 phase (Key Stage 4) should offer a variety of learning pathways, with a Key Skills core. All students should receive appropriate accreditation through a variety of qualifications. Records of Achievement should also form part of the accreditation process. Work-related contexts should support the academic and vocational pathways and offer opportunities for developing pupils' Key Skills.

Providing students with guidance as to the range of subjects they may combine at both post-14 and post-16 will be very important, as will the mix of academic and vocational subjects. The 'Report of a Survey of Careers Education in Post-Primary Schools 1999/2000' published by the Education and Training Inspectorate, recommends as one of its key issues for action that

'Careers programmes need to place more emphasis on the development of the skills which will enable pupils to approach key transitional stages in their careers with confidence and security'.

The report also recommends that

'all pupils receive at least the same minimum entitlement in careers education'

and refers to

'the essential core which should be included in the schools' taught career programme'.

The Board believes that every pupil should have an entitlement to independent careers advice which focuses on all the potential career options at 16+.

Provision from 16-19 should build on developments at Key Stage 4. Students should have available to them a range of learning pathways from which to choose. The introduction of modular A/AS Levels, the alignment of vocational and general qualifications and the increasing importance of Key Skills should result in a less age-related curriculum. Also, community-based adult education should be a feature of the post-18/19 stage.

4.3 The Administrative Arrangements for Transfer

The Board is keenly aware of the need to ensure that any new non-selective system, which replaces the present selective system, must provide an education of high quality for all pupils. If restructuring is to succeed, then a systematic and structured process is needed that will provide adequate flexibility:

'Previous school reform movements, comprised of fragmented programmes and piecemeal approaches, failed because they lacked a coherent plan and process to implement school reform'

(Re-engineering and Total Quality in Schools, B Davies and J West-Burnham 1997).

The Report sets out a number of models for consideration. The Board considers that the most important element in any model or models will be the capacity of the school system to provide a broad, balanced and flexible curriculum for all pupils. Flexibility will be increasingly important as the speed of technological change accelerates with profound implications for the individual, society and the economy. Accordingly, the structures or models required to meet this constantly changing environment cannot be rigidly prescribed. They will also have to be adapted in the light of local geographical factors and may be different in large urban areas and dispersed rural areas. However, they should have the following common elements:

(i) transfer from primary to post-primary education at the age of 11 without selection based on academic criteria;

(ii) a core curriculum at Key Stage 3 (11-14);

(iii) a core curriculum and a variety of pathways Key Stage 4 (14-16), continuing at 16+, across a broad spectrum of provision, and allowing maximum flexibility to meet individual learning needs and career orientations; and

(iv) arrangements which promote parity of esteem between academic and vocational pathways, and which facilitate the development of learning pathways tailored to the needs of individual pupils.

The Board considers that the provision of 'vocational' and 'academic' pathways in separate institutions is unlikely to achieve these objectives. It also recognises that the disappearance of selection on grounds of 'academic ability', as represented by the transfer test, raises the key issue of what arrangements for transfer are to replace the present system. This is particularly pertinent in areas where there are a number of post-primary schools, and where the number of parents wishing to send their children to a particular school exceeds the number of places available. It is also conscious of the pressure which exists under the present selective arrangements to obtain places in grammar schools and the likelihood that such pressure would continue to exist, especially in the immediate aftermath of the implementation of new arrangements.

In examining how this issue should be approached, the Board takes the view that the introduction of any new arrangements for transfer should be linked to a review of the curriculum, new insights into the ways in which people learn, the new technologies and the role of schools as a learning resource for the community/communities in their areas. This will provide new opportunities for all post-primary schools to take a fresh approach to their provision of education. The Board recognises that significant changes have taken place in the past ten years in the range of intakes to some grammar schools. It is also conscious of the equally significant changes that have taken place in the curriculum on offer in other secondary schools, particularly at Key Stage 4 and increasingly at the 16+ stage. It recognises that such a process of change is likely to be accelerated in a new scenario, freed from the constraints of the present selective system. It also recognises that, with a greater awareness of the importance of education for life and for work, with increasing emphasis on accountability, all schools will be anxious to ensure that their provision is responsive to the needs and expectations of the community.

Another important factor to be taken into account is that school authorities will also wish to ensure that their provision in a new non-selective scenario will provide the best possible education for all pupils. Such provision will clearly have to take account of existing facilities and how new and imaginative ways can be developed, within a carefully considered time-scale, to use these, and new facilities where appropriate, to maximum effect in each locality. School authorities responded in a very positive manner to the challenges of the introduction of free secondary education for all in the 1950s, and created a new system which developed and responded in a flexible way in the intervening period to meet changing needs. They have the capacity to respond once again in a positive and imaginative way to the new challenges and the new opportunities which will be presented when a decision is taken to remove the selective system.

The consequence of all these factors is likely to be a narrowing of the gap, over time, in the public perception of all post-primary schools, and therefore a reduction in the pressure for admission to certain schools. Nevertheless, the Board recognises that some schools are likely to be oversubscribed and it will be necessary to determine criteria for admission. In a non-selective system, these criteria should not include what has been traditionally called 'academic ability'. They are likely to include such factors as geographical location (including distance from school), sibling relationships, and other connections with the school. The policy to be adopted on the provision of transport assistance will be an important consideration, particularly in rural areas. It will also be necessary to examine carefully the arrangements for the involvement of parents in the process of transfer. Clearly, these issues require the most thorough exploration, and the Board would urge the Review Body to examine them in detail. In addition, work done by CCEA on the Northern Ireland Curriculum Review, the proposals for a revised curriculum, and consideration of how it should be appropriately assessed, must be taken forward in parallel with the review of post-primary education. It is vital that there is a clear vision and strategy at Northern Ireland level, so as to ensure cohesion in the education system.

4.4 The Implications for Further and Higher Education, Training and The Economy

Huge shifts of working practice have taken place globally. These changes are having marked impacts on the Northern Ireland economy. Some of them have been negative with the demise of some traditional industries, whilst others have seen the emergence of new technologies and opportunities. Changes of this nature have major implications for the curriculum on offer and for the types of skills needing to be developed in pupils. A high priority should be given to allowing pupils to sample a wide range of vocational routes. In parallel, pupils will be expected to develop generic skills. Accordingly, all pupils emerging from the post-primary sector will need to gain the skills of managing their own learning, as well as the Key Skills of working with others, communication, numeracy and ICT.

The review of careers education by the Training and Employment Agency is timely. There should be a multi-agency approach to effective careers provision which provides additional curriculum experiences for demotivated and underachieving Year 11/12 pupils, and also equips 14 year olds to make informed decisions about which routes they should explore in Key Stage 4. Good quality careers programmes should be designed, which will help pupils make links between their progress in learning, their personal development and career pathways. Pupils should understand the career implications of pursuing particular learning pathways. Monitoring, target setting and guidance systems should be further developed covering all of these areas. This would enable teachers to focus on individual needs, respond to individual difficulties, negotiate targets for improvement and agree appropriate action points. Similarly, a wide range of objective information is needed by parents and children in making choices about post-16 provision. A multi-agency approach to effective careers provision and close collaboration between providers, post-14 and post-16, will benefit both the pupils and wider economy. Recent research shows that successful transition and progression at 16 results from good career exploration and self-awareness skills. Records of Achievement could be an important element in this respect and employers should be encouraged to take these into consideration.

Partnership will be essential between the Council for the Curriculum, Examinations and Assessment, Schools and Further and Higher Education Institutions, Employers, the Careers Service and the Northern Ireland Business Education Partnership, in the design of a curriculum that can motivate and make possible success for all young people. The ongoing work by the Qualifications and Curriculum Authority on 'Learning Through Work-Related Contexts' at Key Stage 4, provides the model of a curriculum which links to the local, national and international business community. It will need to recognise the full breadth of Gardner's intelligences. The 14-16 and 16-19 curriculum should be created in close collaboration with employers and should take into account the requirements of the economy. This practice is in line with CCEA's rationale for the Curriculum at Key Stage 4 which states that pupils' learning should allow them to develop as

'contributors to the economy and the environment'.

5. CONCLUSIONS

In addressing the issue of The Effects of the Selective System of Secondary Education, the Board has attempted to reflect the vision set out in the Northern Ireland Executive Draft Programme for Government:

"We need to improve significantly the education successes of so many of the young people in our schools, colleges and universities. Our vision is to extend accessibility, choice and excellence throughout our education system, raise standards and eliminate low achievement. Our aim is to allow everyone to fulfil his or her personal development and contribute fully to societal development. We will create a highly educated society in which all school leavers have qualifications and aptitudes to achieve self-fulfilment or proceed to further or higher education, receive vocational or professional training for participation in a modern workforce and lifelong learning opportunities to update their knowledge, skills and qualifications."

In its Response the Board has taken an outcome-orientated approach focussing clearly on the outcomes young people should be able to achieve from their educational experience in the 21st century. Once the social, educational, economic and spiritual objectives young people should achieve have been clearly identified, then the detailed organisational structures can be organised in a way that best suits the educative process. The Board believes that any future system must be sufficiently flexible to be capable of responding to ongoing change. It does not believe that the status quo is an option for the 21st century.

The Board's conclusions may be summarised as follows:

n the Board emphasises the importance of educational excellence for all;

n the process of selection on the basis of academic ability at the age of 11 is outdated and should be discontinued;

n transfer from primary to post-primary education should continue to take place at the age of 11;

n new arrangements for transfer must promote continuity and progression, as well as effective transmission of educational information, across the Key Stage 2/3 interface;

n new arrangements should promote parity of esteem for all schools within their communities;

n there should be a core curriculum and a variety of pathways at Key Stage 4 (14-16), continuing at 16+, embracing both academic and vocational elements and allowing maximum flexibility to meet individual learning needs and career orientations;

n all pupils should have an entitlement to independent careers advice making them aware of all the potential career options at 16+;

n new arrangements should promote parity of esteem between academic and vocational pathways, and should facilitate the development of learning pathways tailored to the needs of individual pupils. The provision of vocational and academic pathways in separate institutions is unlikely to achieve these objectives;

n the review of curriculum and assessment arrangements needs to be taken forward concurrently with the review of post-primary education; and

n our best chance to change schools in ways which prepare our pupils for the 21st century is to look at them in the context of the wider social, economic and environmental systems in which they function.

written submission by:
governing bodies association (NI)

response to questions which the education committee has raised regarding its examination of the review of post-primary education in northern ireland

current system

Q.1. Do you believe the current transfer procedure for pupils from primary to post-primary school should remain or be changed? Why?

A.1. The present transfer test is no longer widely acceptable. Criticism has been directed at

n the alleged distortion of the curriculum

n the "sudden death" impact of two tests

n the absence of continuous assessment

n effective parental involvement

n the long drawn out nature of the process in the P7 year

Q.2. Do you think some form of selection is inevitable? If so, what form should it take?

A.2. Yes. Selection will always occur in any school where the applications exceed the available places. In place of the transfer test/selection there should be a primary school profile constructed from a process - beginning at least in P5, of continuous assessment from P1 with greater input from teachers, pupils and parents, and extending over a wider curricular range.

Q.3. Do you think the "Gallagher and Smith" report accurately reflects the effects of the Selective System of Secondary Education in Northern Ireland? In what way?

A.3. The research has a number of major flaws.

n it comprises anecdotal and questionnaire data from people involved in education, and little hard data about standards reached in schools

n the key factor for individual pupils is not their origin or social background but their educational potential and attainments

n it deals only with a small number of schools in Northern Ireland and elsewhere even though data is available for all schools in the UK

n the report does not contain any assessment of the standards reached by pupils at various stages

n the report does not contain data about access to Universities

n there is no attempt to compare overall standards achieved by pupils in Northern Ireland with those in Scotland, England and Wales

n it did not give sufficient attention to grammar schools' co-curricular education or the examination successes of the non-grammar schools

Q.4. Do you think that sections of society are more/less advantaged by the current system?

A.4. Perceptions and influences outside education always influenced public opinion. In all societies throughout the world there are those who have, and those who have not. Human beings are neither the same at birth nor at death. However, in Northern Ireland a higher percentage, 31% of socio-economic groups IIIM - V go on to higher education than in Wales (24%), England (23%) or Scotland (22%).

Q.5. If the current selection system was maintained what are your views on selecting by:

a. Setting tests which cover broader areas of the curriculum.

b. Allowing individual schools to set their own entrance tests.

c. Teachers and Principals of Primary Schools making the recommendations.

d. A system of continuous assessment.

e. Parental Input.

f. Combination of the above options.

A.5. (a) wide ranging continuous assessment and reporting on pupils' gifts and talents

(b) some degree of standardisation is obviously desirable

(c) we would not wish to place the sole onus of responsibility for making recommendations on primary teachers and principals, but their knowledge and professionalism must have a role

(d) research currently being developed in the Post-Graduate School of Education at Queen's University offers great promise in the development of a system of assessment which conforms to international norms

(e) there must be a role for informed parental input

(f) yes - interested parties should be given time to engage in constructive discussion on the best form of combination.

transition to post-primary schools

Q.1. What age do you believe is most appropriate for pupils transferring from primary to post-primary school and why?

A.1. It is the unanimous view of the Association that age 11 (not 10 or 10½) is the most appropriate time for transfer. The age of 14 has a number of disadvantages - educational, social and biographical.

Q.2. What effect do you think the transfer test has on the delivery of the curriculum?

A.2. While it is accepted that a number of teachers testify that the transfer test distorts the curriculum, there is also a different view from teachers who believe that testing in Mathematics, English and Science concentrate on basics and indeed should be extended across a range of other subjects.

Preparatory department teachers would testify that their schools, long before the introduction of the Common Curriculum in 1989, had considerable breadth in subject teaching and pupils performed better in the tests with such breadth.

Q.3. What role do you think parents should have in the process?

A.3. Parents should have a key role in the education of their children and it is regrettable that social change has brought a diminution in many cases of parental interest and care.

It is widely believed that the transition between primary and post-primary schools is not an issue for the vast majority of pupils, but is of course an issue for parents.

Some children do not reveal anxieties about both tests and the transfer process, but in homes where parents do not make these an issue, and treat the process as a natural event, children are not distressed.

More liaison between Primary and Post-Primary schools.

examinations - qualifications

Q.1. What are your views on the same curriculum being taught to all pupils? Should all schools provide the same curriculum?

A.1. It is generally recognised by educationalists that a common curriculum should be taught in the early years. At the same time there must be flexibility to allow pupils to develop at their own pace and establish their natural gifts for certain subjects.

Q.2. How important is vocational education? Do you think there are sufficient opportunities for pupils to pursue vocational training qualifications within the current education system?

A.2. Improved vocational education is essential. When the secondary schools system was extended in the early 1960s many sought to mirror the grammar schools and the abandonment of the Junior Technical Colleges is now regretted.

Q.3. Do you believe equal emphasis should be placed on academic and vocational qualifications?

A.3. To achieve equal status between academic and vocational achievements, society will be required to change its values. The motor mechanic is as important as the surgeon, the electrician or the plumber as the IT specialist. Under former arrangements of elementary education, grammar and technical provision, pupils transferring to Technical Colleges did not feel disadvantaged, but regarded as place as a real stepping stone to employment. In the past forty years society, however, has moved to providing greater recognition, status and financial rewards to the professions. A dual school's model elsewhere gives equal esteem to academic and vocational schools.

Q.4. How could equal status be obtained for both academic and vocational qualifications?

A.4. Schools offering a curriculum alternative to the academic regime of grammar schools would enable pupils to savour success in a different field.

alternative structures and systems

Q.1. What are your views of:

a. A comprehensive system (eg the Scottish System).

b. Delayed selection (eg the Dickson Plan in Craigavon).

c. A more differentiated system of post-primary schools (eg in Germany where pupils opt for a vocational, technical or academic school).

A.1a The Scottish system is not successful and is currently under considerable pressure. It would limit the achievements of pupils of the higher levels of ability and may result in selection by Post Code.

The Scottish Examination system is not the same as GCSE; it may be suitable for its pupils and universities in that part of the UK. There are a number of independent schools in Scotland. The English comprehensive system does not work well, and indeed overall results in England and Wales testify to this, Streaming takes place within such schools and the temptation is on academically able children to conform to lower standards.

A.1b Many pupils opt out and go to grammar schools outside the Dickson area.

When pupils move on at 14 to grammar schools those who are unsuccessful are left in Junior High schools until 16 and this has a negative effect.

It is limiting on the ambitions of teachers, streaming or banding can produce a sense of fatalism among pupils in the lower bands from an early stage.

No public examinations up to 14 may create complacency. Results for pupils in senior high schools are lower than those in secondary schools elsewhere. The system may work within a small rural community, but would be difficult in the large urban areas.

The break at 14+ limits full development of the curriculum.

A.1c A differentiated model of post-primary schools with distinctive academic and vocational/technical routes is preferred. Flexibility across Northern Ireland would meet the different needs of pupils and areas - with a change in the curriculum differentiated from perhaps age 14.

The current problems appear to arise from a combination of under-achievement at primary school level and the lack of appropriate curriculum for secondary schools.

Pupils - and indeed staff - in some secondary schools lack motivation.

A greater vocational and technical provision within the secondary schools sector is considered to be the most appropriate way forward.

There is scope for greater partnerships between business, industry and institutions of higher education.

The overall education system should be allowed to evolve to meet changed circumstances as they arise and in response to local needs.

Q.2. What manpower/financial implications would arise from each of the above options?

A.2. There will be considerable manpower implications in any major structure innovation.

Q.3. What implementation difficulties could arise?

A.3. In any contemplated change the vital interests of children currently in the system must be safeguarded.

A Post-Primary system which provides parallel and complementary curriculum pathways - in schools with equal public esteem.

purpose of the education system

Q.1. What conditions do you believe would enable all pupils to maximise their potential? How could these be achieved?

A.1. While recognising that a number of pupils regrettably still leave school without any formal qualifications, and pupils in Northern Ireland perform better at the top end of ability range, the percentage of 3.1 is the lowest for any region in the UK.

For pupils to maximize their potential there needs to be variety of opportunity.

Improved concentration on vocational and technical education should be facilitated and encouraged to ensure that as a Province we have the appropriate skills to meet needs.

Education is a life long experience.

Education must always be more than meeting social or economic needs or outcomes. Moral and spiritual elements must not be overlooked.

written submission by:
heads of preparatory departments

In addition to the submissions from our respective Grammar schools, we as Heads of the Preparatory Departments - Connor House, Downey/Fullerton House and Regent House, would be grateful if the following points could be considered with regard to the Review of Post-Primary education.

Preparatory Departments of Grammar schools have existed since the 1947 Education Act and are an integral part of the Grammar schools, yet maintaining their own identity. Currently Prep Departments only receive 30% of their funding from the Government; the remainder is paid for by the parents thus making it a financially viable proposition for the tax-payer and the Government.

We deliver the statutory Northern Ireland curriculum and aim to prepare pupils for the highest possible level of achievement. On average 70 % of the pupils would transfer to the Grammar school following the Transfer Procedure. The ethos, motivational environment and transmission of social and personal skills make for a smooth transition to secondary level education.

Prep Departments have always welcomed pupils of all denominations and ethnic groupings. In fact they are an entirely natural integrated system. This is an important factor in terms of parental choice. We feel very strongly that parents have a right to choice in their children's education.

Parent opt for Prep education because of:

n the smaller class sizes which offer a good pupil-teacher ratio;

n the positive disciplined environment within the school;

n the holistic development of individual children;

n the high level of pastoral care;

n the access to specialist teaching in many areas eg Physical Education, Music, Drama, Art and ICT;

n the high level of parental involvement in many areas of school life; and

n the pre-school provision which is offered in most Preps.

We would be in favour of selection at 11 years rather than at 13-14 years as research has shown that the gap in maturity between boys and girls at 13-14 is at its greatest. At 11 years we feel that pupils are ready and open for transition and new challenges. However we would not be in favour of the present flawed Transfer Procedure Tests. Instead we would favour a system of continuous assessment over a period of the last three years backed up by elements of external assessment and standardised tests.

We feel strongly that some form of selection is essential. At present parents view the choice of secondary schools, excluding the Grammar sector, to be very restricted. Therefore we would envisage the Grammar schools, which have served us well, remaining and a non-grammar system which offers much more choice academically, technically and vocationally being established to enable pupils develop their strengths.

In terms of diversity and choice in education we submit the argument that it is to the benefit of parents, children and the wider community that Grammar schools and Prep Departments are retained.

YVONNE ANDERSON            Regent House
JOHN EAKIN                           Connor House
IAN JOHNSTON            Fullerton/Downey House

[1] The review was originally commissioned by Medway Council, an English LEA with a significant number of selective schools.

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 3 - Written Submissions relating to the report

WRITTEN SUBMISSION BY: ASSOCIATION OF HEAD TEACHERS IN SECONDARY SCHOOLS

PART ONE

PART TWO

WRITTEN SUBMISSION BY: ASSOCIATION OF NORTHERN IRELAND COLLEGES

written submission by: belfast institute of further and higher education

WRITTEN SUBMISSION BY: PROFessor TOM BRYCE AND PROFessor WALTER HUMES

written submission by: catholic heads association

written submission by: cbi northern ireland

WRITTEN SUBMISSION BY: COMHAIRLE NA GAELSCOLAÍOCHTA

written submission by: professor john coolahan department of education, national university of ireland

written submission by Council for catholic maintained schools

written submission by: professor david crook, professor sally power and professor geoff whitTY institute of education, university of london

written submission by: education & library boards

WRITTEN SUBMISSION BY: BELFAST EDUCATION & LIBRARY BOARD (interim)

written submission by: belfast education and library board (FINAL)

WRITTEN SUBMISSION BY: NORTH EASTERN EDUCATION AND LIBRARY BOARD

written submission by: south eastern education and library board

WRITTEN SUBMISSION BY: SOUTHERN EDUCATION & LIBRARY BOARD

written submission by: WESTERN EDUCATION AND LIBRARY BOARD (WELB)

written submission by: governing bodies association (NI)

written submission by: heads of preparatory departments

WRITTEN SUBMISSION BY:
ASSOCIATION OF HEAD TEACHERS IN SECONDARY SCHOOLS

WRITTEN SUBMISSION BY:
ASSOCIATION OF NORTHERN IRELAND COLLEGES

written submission by:
belfast institute of further and higher education

WRITTEN SUBMISSION BY:
PROFessor TOM BRYCE AND PROFessor WALTER HUMES

written submission by:
catholic heads association

written submission by:
cbi northern ireland

WRITTEN SUBMISSION BY:
COMHAIRLE NA GAELSCOLAÍOCHTA

written submission by:
professor john coolahan
department of education,
national university of ireland

written submission by
Council for catholic maintained schools

written submission by:
professor david crook, professor sally power
and professor geoff whitTY
institute of education, university of london

written submission by:
education & library boards

WRITTEN SUBMISSION BY:
BELFAST EDUCATION & LIBRARY BOARD (interim)

written submission by:
belfast education and library board (FINAL)

WRITTEN SUBMISSION BY:
NORTH EASTERN EDUCATION AND LIBRARY BOARD

written submission by:
south eastern education and library board

WRITTEN SUBMISSION BY:
SOUTHERN EDUCATION & LIBRARY BOARD

written submission by:
WESTERN EDUCATION AND LIBRARY BOARD (WELB)

written submission by:
governing bodies association (NI)

written submission by:
heads of preparatory departments