TACOT:IE - General Principles

General Principles

5. A constant issue in the Group's discussion was the importance of inclusiveness ie recognising that all schools could and should contribute to the objective of promoting a culture of tolerance and that many schools of all management types were already doing so. Some members felt that this contrasted with the "special" status afforded by legislation to the integrated education sector in comparison with the controlled, Catholic-maintained and other sectors. Legislation, however, recognises the need for an education system that responds to a variety of demands. It was noted that in addition to the statutory duty on the Department "to encourage and facilitate" integrated education, there was a general duty to have regard to the general principle that, "so far as is compatible with the provision of efficient instruction and training and the avoidance of unreasonable public expenditure, pupils shall be educated in accordance with the wishes of their parents" and a general duty on each Board to "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 attitudes."

6. Market forces in education policy have engendered a sense of competition within all school sectors, and Northern Ireland is no different in this respect than other parts of the UK There is often a competitive and even combative relationship amongst schools and this is particularly so where new integrated schools are being proposed by parents in areas where there is surplus school accommodation or recent school closures. On the other hand there is a perception within parts of the integrated sector that the hurdles to grant-aided status are unnecessarily high and that other agencies are not supportive to this expression of parental choice. Transforming schools also report a variety of advice and some ambivalence from different agencies. Equally, there is a perception within some elements of the controlled and maintained sectors that there is preferential treatment for integrated schools, extra funding and more favourable consideration for capital monies. More generally the perception that one sector is being presented or supported as "better" than another sector is unhelpful.

7. Against this background, therefore, it is important that there should be greater openness and transparency in regard to the arrangements and funding for integration. It was recognised that there was a need for all partners in the education system to move together in developing and maintaining a system of education which is sensitive and fair to all the interests involved, as well as providing equality of opportunity and equity of provision. The following key principles are identified:

a. It is a seminal purpose of the Northern Ireland Education Service to promote a culture of tolerance and reconciliation and, for schools, to do so in keeping with the particular ethos and circumstances within which they operate. These different approaches should be valued and all schools encouraged to provide further opportunities to promote a culture of tolerance. b. There should continue to be a pluralist approach to education, expressed in a plurality of structures (ie different types of school) and ethos. c. All schools should provide a pluralist curriculum promoting tolerance and mutual understanding. d. The present structure for schooling has been determined by parental wishes and, subject to the provision of efficient instruction and training and the avoidance of unreasonable public expenditure, pupils should continue to be educated in accordance with the wishes of their parents. e. education policy, administration, school funding and school support should be fair and equitable to all grant-aided schools, ie controlled, voluntary, integrated, Irish-medium maintained, denominational, non-denominational, etc.

OTHER CHAPTERS

Introduction
A strategic approach to the promotion of a culture of tolerance
Pluralism/mixed schools
Formal Integrated Schools

APPENDICES

Working group on integrated education - membership
Initial terms of reference
Revised terms of reference