The Integrated Education Fund (IEF) notes the Minister for Education’s Position Paper on ‘reasonable numbers’ of Protestant and Catholic children in Integrated schools and the general principle contained within.
The Integrated Education Fund (IEF) notes the Minister for Education’s Position Paper on ‘reasonable numbers’ of Protestant and Catholic children in Integrated schools and the general principle contained within.
The IEF is of the view that an overly rigid approach to reasonable numbers which fails to consider the unique circumstances facing each school should be avoided.
Whilst reasonable numbers of Protestant and Catholic children are important to Integrated Education, so too are those of different cultures and religious beliefs and of none, as well as pupils of all abilities and diverse socio-economic backgrounds. An Integrated ethos is also paramount, as is the composition of Boards of Governors. Unfortunately, the Position Paper refers little to this significant aspect of Integrated Education, instead focusing almost solely on the percentages/numbers of Protestants and Catholic pupils alone.
The IEF recognises that increasing minority enrolments during the Transformation process can be a challenge for some schools. However, the analysis fails to take into consideration the different contexts facing each school in terms of demographics, locality and size. Some schools start the process having very few, if any, children from a particular faith. This is the reality of an education system where less than 2% of children enrolled in Catholic Maintained schools identify as Protestant and less than 9% of children attending a Controlled school identify as Catholic.
The Position Paper includes an analysis of ‘reasonable numbers’ of existing transformed schools. It provides a series of ‘examples’, which are devoid of context. Unfortunately, it does not include the numerous examples where Transformation has been a resounding success. According to Department of Education school census data, an overwhelming majority of schools experience an increase in minority enrolment during the Transformation process. Rather than criticising transforming schools, perhaps the Minister could do more to ‘encourage, facilitate and support’ them on their journey of integration, consistent with demonstrable overwhelming parental demand, which is of course his legal duty.
The IEF is hugely proud of all integrated schools, parents, pupils and teachers for the contribution they make to a more inclusive society. While we note the selective negative analysis from the Minister, Integrated schools are helping to increase the number of children and young people being educated together in the same classroom every day, recognising why diversity and difference is a positive thing, adding value to their educational experience.
