TACOT:IE - A strategic approach to the promotion of a culture of tolerance

A strategic approach to the promotion of a culture of tolerance

8. A strategic approach to the promotion of a culture of tolerance, as referred to in the Belfast Agreement, must embrace all schools, both formally integrated schools and other schools. It is only with the commitment of all schools that the principles outlined above will be given effect. In working towards this goal, a range of models, approaches and activities will contribute, and any strategy must explore, support, encourage and facilitate activities which will effectively contribute to the promotion of tolerance. Such approaches might range from measures to make the school more "open" and attractive to the "other" community through the values and curricular experiences promulgated by the school, through models of partnership and sharing, to transformation to formal integrated status or a new grant-maintained integrated school. It was recognised in particular, however, that many schools will wish to retain their existing ethos and status and it was important to preserve the rights of these parents. It is emphasised that whether a school is denominational should not affect its ability to promote tolerance and understanding.

9. The cross-community contact scheme and the introduction of the cross-curricular themes have been the result of pro-active central programmes which have met with varying responses in schools. As referred to in para 4, a separate group is being established to review the programmes and consider how they might be strengthened. The integrated sector, on the other hand, has grown from individual local initiatives to which NICIE and ELBs have responded and which the Department/IEF have funded.

10. The growth of the integrated education sector now requires that parental demand for this form of education should be considered within a strategic, planned approach to meeting the educational needs of local communities. To date the assessment of demand for and the strategic planning of controlled and maintained schools has been undertaken by Boards and CCMS respectively by using baptismal records, surveys and extrapolation methodologies. It is, however, now necessary to end the process by which demand is assessed to include other forms of education such as integrated, Irish Medium and other forms of denominational education.

11. In major new housing developments it is envisaged that the assessment process would consider the demand for all viable options before final decisions on new school development proposals are taken. One option suggested is that the Boards, as a priority, should first examine the opportunity for establishing controlled integrated schools, before pursuing any other controlled option.

12. Within existing residential areas, future planning of provision is restricted to separate considerations of viability by ELB's for the controlled sector and by CCMS for the Catholic-maintained sector with ad hoc local proposals for the establishment of an integrated or Irish-medium school or transformation to integrated status. While individual parental proposals for new integrated schools are likely to continue to arise, it is recognised that the duties in relation to parental choice and the encouragement of integrated schools should require an assessment in existing residential areas of the demand for transformation to establish, whether there is sufficient demand to make this a viable option. One option is to target these assessments initially in areas where there is likely to be me support for transformation. Further work is necessary to determine the criteria for the identification of target areas given that existing integrated schools have developed in a wide variety of areas.

13. In the absence of other information the only means by which demand for integrated (or Irish-medium) education can be assessed is by a survey in the form of a community audit. Further work, involving all partners, is required to consider how assessments of demand/community audits should be carried out and, in particular, what quality assurance controls will apply to ensure objectivity. Arrangements must also have regard to the need to avoid unnecessary disruption of detailed planning work which has already taken place.

14. The rights of parents to education in all types of schools should be valued equally, and it is recognised that in many cases the wishes of parents will result in the provision or continuation of existing types of schools. Other approaches could, however, be adopted in particular circumstances or for specific schools. Integrated provision on neutral sites as an alternative to separate controlled/maintained provision is already recognised as a possible option in pre-school provision, particularly in areas where separate provision would not be viable. Co-operative arrangements across school sectors (eg the clustering of small schools) and other forms of partnerships should also be explored.

15. There would be merit in exploring and assessing the relevance to Northern Ireland of evolving partnership and co-operation arrangements in other countries. While preserving the ethos of particular forms of education, these provide viable and effective educational provision which promotes 'open' schools. Equally in some areas it was noted that there is an increasing demand for church managed schools.

OTHER CHAPTERS

Introduction
General Principles
Pluralism/mixed schools
Formal Integrated Schools

APPENDICES

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