TACOT:IE - Formal Integrated Schools - Demand
Formal Integrated Schools
a. Demand
21. In 1994, the IEF commissioned a review of the projected growth of integrated schools. This was undertaken by EPMG Management Consultants using costings sourced from DENI and in line with Green Book Guidelines. Three models for growth up to 1998 were projected:
i. a containment model of minimum growth which involved restricting the opening of integrated schools to 1 primary and 1 second-level school per year for the 5-year period (1994-98). This model estimated the total required for capital development as £49.9m.
ii. a reactive model which involved NICIE simply responding to parental demand known at the time. This involved 6 primary and 7 second-level schools over the 5-year period (1994-98). This model estimated the total required for capital development as £56.6m.
iii. a proactive model of growth which would have involved NICIE adopting an active strategy to stimulate demand for new schools amongst parent groups. This would have resulted in 22 primary and 13 second-level schools over the 5-year period (1994-98). This model estimated a total capital requirement of £79.8m.
22. The reality has been that during the 5-year period (1994-98) there have been 15 new grant maintained integrated schools established (5 primary and 10 second-level) of which three (Oakwood, Strangford and Ulidia) do not receive DENI funding. This suggests that growth in the primary sector has been similar to the containment model and growth in the secondary sector has slightly exceeded the reactive model.
23. In total, there are currently 25 integrated primary schools (total enrolment 4,400) and 15 integrated secondary schools (total enrolment 6,000) in Northern Ireland. Enrolment at integrated primary schools is now about seven times greater than in 1990/91, whilst enrolment at integrated secondary schools is about six times greater than then. Enrolment at existing recently opened integrated schools will increase over the next few years as the initial cohort of entrants is joined by subsequent first year intakes.
24. Evidence from the 1991 Population Census shows a high degree of residential segregation between the Protestant and Catholic communities in Northern Ireland. In about half of Northern Ireland’s enumeration districts (small homogeneous areas containing around 150 households) the population was either more than 90% Protestant or more than 90% Catholic, while in a further 17% of enumeration districts one or other community accounted for between 80% and 90% of the population. It is interesting, however, that there is presently no obvious pattern to the location of either "mixed" or formally integrated primary and secondary schools: they are found in areas of high, moderate and low religious mix. The distribution of the Northern Ireland population is such however that, even with extensive bussing of pupils (with its significant transport costs), the long-term potential for the development of formally integrated schools is limited.
25. Research information on the reasons why parents choose integrated education also provides no help in the assessment of demand. There are a variety of reasons, eg ·ideological choice (that is for children to meet pupils from the 'other' community); ·educational criteria (such as the availability of nursery provision in integrated schools and the lack of emphasis on selection at eleven plus); ·dissatisfaction with existing schools; ·geographical convenience; and ·mixed marriages between Catholics and Protestants.
26. Direct demand for integrated education is, therefore, very difficult to measure and prevailing local factors are likely to have a significant impact. Research shows a high level of acceptance of the principle that integrated education should be made available for parents who wanted it. The growth to date has also been achieved in circumstances where there has been limited promotion. With a more pro-active policy it is likely that the present rate of growth could be accelerated.
Demand
A planned approach
Transformation
New schools
Pre-school
Post-16 provision
Grammar provision
