Michelle McIlveen
Strangford · Democratic Unionist Party · Northern Ireland
“Public confidence depends not only on effective enforcement but on enforcement being exercised fairly and consistently. <BR /> <BR />There is widespread concern across Northern Ireland about the condition of many of our lakes and rivers, and there are a vast number of factors that contribute to water quality challenges.”
“Although we support the overall direction of travel, I think that is appropriate to reflect on the concerns that have been raised and ensure that the legislation is proportionate, practical and capable of delivering its intended outcomes.”
“If we are therefore serious about improving our aquatic environment, every source of pollution must be addressed. New legislative powers are meaningful only if the Department has the resources, the expertise and the personnel necessary to implement them effectively.”
“There is, however, a need for accompanying clear guidance and support and for regulatory consistency and prompt decision-making. Delays, uncertainty and excessive bureaucracy will undoubtedly discourage investment and undermine confidence in the sector.”
“Subordinate legislation should not become a substitute for proper democratic accountability. Consultation and engagement must be undertaken before regulations are introduced, and I cannot overstate the need for stakeholder engagement. <BR /> <BR />I will now talk about the Bill's proposed enforcement powers.”
“The DUP broadly welcomes the Bill. As has been said, it provides an opportunity to modernise legislation that, in some areas, has remained largely unchanged for decades. The Bill strengthens the protection of our fisheries, improves the regulatory framework for aquaculture and enhances the management of our water environment.”
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“If you do not mind, I want to proceed with my comments. <BR /> <BR />Most schools have a mix of children from different socio-economic backgrounds, and many schools of all types have a significant number of children on free school meals. Similarly, all primary schools are all-ability. Consequently, those elements of the definition potentially apply to a wide range of education. <BR /> <BR />It is also not clear from what stage of education the Bill would apply. If it were to go beyond compulsory schooling, it would have significant implications for preschool provision, which is delivered by many types of statutory and voluntary providers.”
“The support structures for area planning have been carefully constructed to ensure that all school types are represented in the planning arena. My Department has no preferred model of delivery, as it respects parents' right to state their preference. Elevating one school sector above all others completely undermines the complex and sensitive environment within which area planning takes place. The trust and collaboration that have been carefully nurtured will not survive if the Bill becomes law.”
“The development proposal process includes consultation with other potentially affected schools in the area and, additionally, includes wider public consultation through the statutory objection period. <BR /> <BR />Area planning was established in the context of our diverse education system. It was developed to support the implementation of the sustainable schools policy and aims to ensure that we have a system of schools that is educationally and financially viable: schools that are of the right size and right type and that are in the right place at the right time to meet the needs of the children and the communities that they serve.”
“<BR /> <BR />Far from the current practice by which support for an integrated school grows from the parents and communities in which the school is situated or in which it seeks to be situated, the outworkings of the Bill will remove any due process of parental and community engagement. The Bill will serve to raise the integrated education sector above any other sector. The wishes of parents, children and the associated parental preference will be secondary to sectoral interests. <BR /> <BR />It is not clear from the Bill whether the Member intends that any school with a mixed-religion pupil intake will automatically become an integrated school or that it could ask to be redesignated as an integrated school without going through the current transformation process, which includes a development proposal.”
“Although it may not be the Member for Strangford's intention, the Bill redefines the understanding of integrated education, and it will impact on the ethos that integrated schools have worked so hard to develop and refine over the last 40 years. The proposed change would also allow any school potentially to meet the definition of an integrated school, thereby reducing legal clarity in the definition of what an integrated school is. In fact, it could serve to dilute the whole concept of integrated education, as an integrated school has, until this point, been one that is defined and constituted in law as a grant-maintained or controlled integrated school.”
“The Bill proposes to define "integrated education" as:”
“<BR /> <BR />I have looked closely at the 15 clauses set out in the Integrated Education private Member's Bill. It is very clear that, should it become law, the Bill will completely undermine the independent review of education. The Bill is about empowering one sector. Let us remember that a number of sectors currently deliver education in Northern Ireland. If we wish to bring those sectors together, that will simply not be achieved by the elevation of the integrated education sector above all others in the way intended by the Bill. <BR /> <BR />"Integrated education" is currently defined in the Education Reform (Northern Ireland) Order 1989 as:”
“<BR /> <BR />In January 2020, the political parties agreed that a non-political, non-sectoral and wholly objective review was an essential starting point for change. That remains my view. It is not strategically sound to push ahead with this legislation, which has not been subject to the same level of engagement, consultation or scrutiny that the review will be subject to. However, listening to Members, I question whether we should effectively tear up the terms of reference of the review and save the £1·5 million that has been allocated to that work. When considering the implications of the Bill, it is important that we do not conflate our joint desire to have our children educated together with the supercharging of a single sector in our education system.”
“There are 15 recommendations, directly from the review of integrated education, which have been included in the terms of reference for the independent review of education, through which they are to be considered further. <BR /> <BR />Mr Lyttle asked why the recommendations from the integrated education review were not taken forward before now. Doing that would have been considered a significant policy change and would have required legislation, neither of which could have proceeded without a functioning Executive. To bring into effect legislation such as this, which attempts to pre-empt the findings of the independent review of education and would significantly impinge on the work of the panel, would be unwelcome and unhelpful.”
“It is important to note that the 2017 review of integrated education, which is referred to in the explanatory and financial memorandum, contains a number of recommendations relating to how integrated education was defined in law, how it could be grown and to reviewing the religious balance criteria:”
“I remain committed to achieving that, but I do not believe that it will be achieved by this Bill.”
“Indeed, we must all approach the review with open minds and without predetermined views on what the key findings will be and what recommendations should be forthcoming. <BR /> <BR />Rushing into unsound legislation now will not solve the challenges that we face in the design of our education system, nor will it secure broad support across all stakeholders. Such broad support is essential for true transformation. The review provides the best chance to agree a vision of what a high-quality, innovative and inclusive education system could look like, the outcomes that could be achieved and the challenges that need to be overcome to deliver long-lasting reforms. <BR /> <BR />'New Decade, New Approach' also sets out:”
“The Executive have endorsed the terms of reference, which set out a wide-ranging assignment, with a core focus on quality, equity and sustainability. I hope to be in a position in the near future to appoint the panel to commence that important work. <BR /> <BR />The independent review of education provides a chance to develop a radical and ambitious vision for education design and delivery in Northern Ireland and to agree evidence-based recommendations for reform and transformation. Without prejudging the outworkings of the review, it is clear that there are a range of areas in the design of the current system where there may be duplication, fragmentation and inefficiency. It is critical that the review panel is given the time, space and opportunity to consider those issues objectively.”
“<BR /> <BR />The forthcoming independent review of education is the most appropriate way to achieve that, as it provides the opportunity to strategically assess education design and delivery, consider examples of best practice, gather evidence, and, importantly, listen carefully to the voices of all stakeholders. The review was agreed as a key priority in 'New Decade, New Approach'. That agreement stated that such a review should be established:”
“<BR /> <BR />Whilst I understand and appreciate where the Member for Strangford is coming from in seeking to bring communities together in our classrooms and schools, this Bill, brought in at this time and without full and appropriate engagement and consultation with schools from all sectors, would serve only to drive people further apart. Education is an area that people have strong views about, and there are evident challenges with the way that the system works now. However, the best way to bring people together is to take the time to engage and listen, to take the time to understand why views are so strongly held at the individual and community level and to take the time to get it right.”
“It is important to recognise that each sector in education, supported by a number of sectoral bodies, is working to do its best for our children. No sector sets out to divide our young people. We would not have the quality of education that exists, even with those divisions, if our schools were not supported by the work of the sectoral bodies. We should also acknowledge that the different education sectors have made significant efforts to work with each other, break down barriers, and support educating our children together. For example, 60% of schools are involved in shared education: that is to be celebrated and built on.”
“As someone who is fortunate to have been educated at Methodist College, where there was natural integration, the slow pace of change, even since that vision was first laid out in October 2010, is a frustration to me. There has been investment in shared education campuses and programmes, but, almost 11 years on, we need a coherent plan for how we will achieve and accelerate our shared goal. That is why the Executive have funded the forthcoming independent review of education. <BR /> <BR />As a result of a history of concessions and compromises, the current system is deeply complex, with a variety of sectors, management structures and ownership models. This Bill, if passed, will have significant implications for the entire education system.”
“His ultimate vision, one to which we can all subscribe, is that our children will all be educated together. However, to effect lasting and effective change, that must evolve. It cannot be effected simply by clumsy legislation.”
“It is a cruel result of our divided society that many of our children have been, and continue to be, educated separately. For many onlookers in places where conflict has not existed or occurred in their dim and distant past, the proliferation of sectors and divisions along perceived religious lines simply defies logic. It has already been referenced, but how different would our society be today if the proposals of Northern Ireland's first Education Minister, for a single, non-denominational education system, had been passed? <BR /> <BR />Since those times, our education system has become even more complex and is faced with today's realities. Former First Minister Peter Robinson set out his desire to end what he called the "benign form of apartheid" that exists in our education system.”
“I thank the Member for his question. He will understand that we have ministerial duties and that there is a ministerial code that we need to abide by. However, all strands need to work together, and, clearly, if there are serious east-west issues, those will reflect on our North/South relationships. Those relationships will be impacted, and that will be demonstrated, as the Member knows.”
“I thank the Member for his question. As of today, 85 children are unplaced. As he will know, there has been work over the last number of weeks to rectify that. A number of challenges have been presented, and we have made some temporary variations to schools to alleviate some of the pressures. There are some areas in which it is more difficult to achieve extra places, because schools physically may not be able to take a larger school population. We have been working closely with the EA, schools and parents to find suitable places. I appeal to parents to identify a school for their child. If they do that, we can see where the true pressures are, and we can try to alleviate them. As of today, the number has decreased, but it is still a little too high for my liking.”
“I thank the Member for his question. As I said a number of times in the statement, I was not present at the meeting, so I am not sure whether anything further was discussed about any sort of prospective fund. I am happy to follow that up.”
“That meeting was scheduled to take place in May, and I understand that it will now take place in September. I do not have further details on that.”
“To apply for schools projects, schools must provide general vocational or technical education at any level from primary to upper secondary or be a national schools consortium such as the Education Authority and be applying on behalf of a number of schools. Unfortunately, to date, no schools from Northern Ireland have applied to the Turing scheme. I understand that the Minister for the Economy will meet the Minister of State for universities at the Department of Education in England to discuss how to raise awareness of the scheme to schools and colleges.”
“I thank the Member for his question. I could put the question back to him, as he was at the meeting. Gavin Williamson, the Education Secretary, announced last December that a pot of around £100 million would be provided to enable over 35,000 students to go on placements and exchanges overseas. That was to start in September 2021. The Member will know that the Irish Government have also put a scheme in place that will allow higher-education students from Northern Ireland to have continued access to and to avail themselves of Erasmus mobilities in Europe. <BR /> <BR />The majority of the Turing scheme funding is focused on higher education and really falls within the remit of the Department for the Economy.”
“However, I understand that the issues about which there were concerns at the meeting were of data adequacy and data sharing.”
“I thank the Member for his question. I understand that the issue related to data sharing. There may be a bit of an issue with how the regulators continue their work in developing responses. I am mindful that there is cross-border mobility for teachers, and the General Teaching Council for Northern Ireland and the Teaching Council have engaged with each other and, I understand, with other UK teaching regulators to mitigate any immediate issues. Moreover, policies have been put in place to ensure that suitably qualified teachers continue to be able to register and work in either jurisdiction. That facilitates mobility while ensuring that all necessary safeguards are put in place and observed. That may have been discussed at a previous meeting.”
“I thank the Member for her question. I refer to my previous response to Mr Sheehan. I was not present at the meeting, so, at this stage, I am unaware of the ongoing work on underachievement. I know that an update was given on 'A Fair Start', which is the document that was published on educational underachievement in Northern Ireland. I would like to think that lessons will be learned on both sides of the border from that ongoing work.”
“The learning support and assessment service is a second-level service that delivers intensive assessment and learning support — it has been adapted to meet COVID-19 regulations — to around 60 children and young people with autism through a transdisciplinary approach. It also has three whole-school referrals, facilitating school staff to create an autism-friendly environment on an annual basis in Northern Ireland. There were also 12 referrals to the learning support and assessment service in the Republic of Ireland, where overall delivery is much more focused on training. In 2021-22, the centre aims to provide 3,300 training opportunities to professionals, as well as to 1,000 parents in Northern Ireland. It also aims to provide 7,000 professional training opportunities alongside 7,000 parental training opportunities in the Irish Republic.”
“I thank the Member for his question. The Middletown Centre for Autism is absolutely known for its outstanding work. If the Committee gets the opportunity, and if visits are permitted post September, I recommend that it takes the opportunity to go to the centre to see the work that it has been doing. I had the opportunity to do that when I was on the Committee. <BR /> <BR />The Middletown Centre for Autism received a total annual resource budget of £2·5 million for 2021-22. The Department provided £1·25 million of that. The allocated capital budget for that period is £0·2 million, of which the Department provided £100,000. <BR /> <BR />As you know, the Middletown Centre for Autism was established in 2007. It supports the delivery of services for learning support and assessment as well as training and research.”
“I thank the Member for her question and will refer back to my response to Mr Butler. It has had quite a significant impact, in that they have not been able to have face-to-face engagement, which is critical, particularly to the shared education experience. Although online technologies are beneficial, they have not been able to replace that face-to-face engagement. I am glad that we are in a situation where we are able to seek an extension of that funding so that that invaluable work can continue.”
“I thank the Member for her question. She brings her own experience from the Department for the Economy and, no doubt, from her grandchildren. My nieces and nephews were digitally aware from the age of about three. They can probably work my phone better than I can. I absolutely agree with the Member's sentiment. We need to be much more cognisant of that and to focus our funding on it. That very much ties into the commentary from the Chair of the Committee.”
“Principals and leaders have been working hard to try to fulfil the needs associated with shared education programmes. Obviously, face-to-face contact was missing during that period and has been replaced, to a certain degree, by online technology. <BR /> <BR />Work to deliver on those projects has continued. Both projects have sought an extension for a further year. The Special EU Programmes Body (SEUPB) has approved the extension for the Sharing from the Start project. The extension for Collaboration and Sharing in Education is under consideration and will require approval from SEUPB. Work to reach a solution is continuing.”
“I thank the Member for his question. I understand that there have been some concerns about that. The are two main shared education Peace IV projects for which the Department of Education was identified as the accountable Department: Collaboration and Sharing in Education, which takes place in primary, post-primary and special schools; and Sharing from the Start, which takes place in early years settings. Both projects have been impacted by COVID and the associated periods of school closure, as you would imagine. <BR /> <BR />I understand that there have been requests for a temporary variation arrangement. That has provided some flexibility and ensured that schools and early years settings have not been penalised for an interruption to delivery.”
“I thank the Member for his question. That issue was primarily about data sharing and data adequacy. Since that meeting, the issue has essentially been resolved. Alongside the recognition of professional qualifications, data issues fell in with other implications for the EA, CCEA and the Middletown Centre for Autism in providing services in, and employing staff from, Northern Ireland and the Republic of Ireland. Sharing information was a concern at that meeting. However, since then and after more than a year of discussions, the European Union has formally recognised the UK's high data protection standards. That will allow the seamless flow of personal data from the EU to the UK, which will address the concerns that were raised at the meeting.”
“I thank the Member for his question. As he will understand, I was not present at the meeting to get the full report of the engagement on educational underachievement. The work that we have done in Northern Ireland will be useful as a reference point to those in the Irish Republic as well. As you know, the work recommended by the panel through 'A Fair Start' has a substantial budget attached to it. We will be working towards it as an Executive. Sharing best practice is useful, and I am confident that that will continue in the discussions.”
“That has enabled important learning to be shared in relation to remote learning, support for schools, Education Restart, public examinations, recovery and transition through to a resumption of inspection. As the Member will appreciate, this has been a particularly challenging time across education, and it is good to know that inspectors have been continuing on work and learning of best practice from others.”
“I thank the Member for his question. I welcome the cooperation that has taken place between both inspectorates. I am pleased that the Education and Training Inspectorate (ETI) has been able to share its knowledge, skills and insight with other inspectors and learn from its counterparts. Over the past year, for example, the ETI has shared practice on its approach towards inspecting how schools in Northern Ireland address bullying. Since the beginning of the pandemic, the senior management of both inspectorates have continued to engage regularly and have shared information and practice with the heads and deputy heads of inspectorates across the United Kingdom and the Republic of Ireland.”
“I thank the Chair of the Committee for his comments, particularly those in relation to digital devices and the ongoing issues relating to internet access. They create a problem and, obviously, relate to inequality among pupils. He will be aware that, up until 21 June, 24,824 new devices had been provided through the Education Authority (EA) to schools to lend to pupils. Schools have been informed that devices will remain with them into the next year for ongoing support for learning for disadvantaged and vulnerable pupils. A small contingency of devices has been kept in case of further lockdown or to replace damaged devices. It is an issue that is ongoing in the Department, particularly in discussions with EA, and anything that we can do to address it is on our radar.”
“<BR /> <BR />My officials and I look forward to working with Minister Foley and her Department as we continue to meet the challenges presented by the COVID-19 pandemic.”
“The Council welcomed the efforts of the MCA management and staff to remain operational and the continued delivery of elements of their service throughout the period of COVID-19 restrictions. The proposed delivery plan for the centre and the fact that the new board has been in place since April 2021 were noted. The NSMC noted that the MCA's day-to-day operations have been largely unaffected by the UK withdrawal from the EU, but matters of data transfer and recognition of professional qualifications remain under consideration. The Council also noted recent developments in the delivery of special educational needs programmes in both jurisdictions. <BR /> <BR />Ministers welcomed the continuing collaborative work of the education inspectorates, albeit online due to public health advice.”
“<BR /> <BR />Ministers received an update from Gary Cooper, CEO of the Middletown Centre for Autism (MCA), and welcomed the progress made by the two Education Departments and the Middletown Centre for Autism to facilitate and maintain the delivery of the centre's range of services since the previous meeting in 2016.”
“<BR /> <BR />The NSMC noted that the expert panel, appointed by the Northern Ireland Minister of Education under the New Decade, New Approach (NDNA) agreement to examine the links between persistent educational underachievement and socio-economic background, delivered its final report in June 2021. <BR /> <BR />Ministers also noted that research on the Delivering Equality of Opportunity in Schools (DEIS) programme has been provided as part of the evidence base to the panel. The Council also noted that evidence gathered as part of 'A Fair Start' and the DEIS programme can be used as a basis for developing joint actions under the PEACE PLUS programme.”
“<BR /> <BR />The NSMC noted the commitment to reviewing the work programme and the plan to convene a meeting of senior officials from relevant Departments, co-chaired by the secretary general and the permanent secretary of the respective Education Departments, to make recommendations for the future work programme. <BR /> <BR />Ministers noted the continuing impact of COVID-19 on Peace IV-funded shared education projects and the enhanced use of online technologies to overcome the challenges posed by the pandemic. The developments made on Peace IV shared education programme delivery, including proposed extensions, and the positive findings of the recent Peace IV shared education impact evaluation, published in April 2021, were noted by the Council.”
“The Council noted the role played by education agencies in supporting pupils' well-being, particularly those vulnerable from interruptions to direct contact with teachers and the wider education community. The Council was also advised of the response by those delivering programmes in youth and other non-formal education provision. <BR /> <BR />Ministers also noted that both Education Departments continue to liaise and share learnings on the development and delivery of response and supports to schools. The Council commended the efforts of all educators and support staff to deliver as normal an education experience as possible to the 1·3 million pupils across both jurisdictions during the past 18 months, typifying the unspoken vocation associated with education.”
“<BR /> <BR />Ministers noted the Irish Government's decision to facilitate continued access for Northern Ireland higher education students wishing to avail themselves of ERASMUS mobilities in another participating country in Europe and reaffirmed their commitment to continued cooperation on education in the new relationship between the EU and the UK. Ministers also noted the UK's proposed funding of the Turing scheme. <BR /> <BR />Ministers noted the successful implementation of measures to facilitate the safe reopening of all schools, following the school closures in January and February 2021, and the continued support provided by teachers to their pupils through the delivery of online provision.”
“The meeting was cordial and productive, and progress was made on a number of key issues, including the education implications of the UK's withdrawal from the EU; the response to COVID-19; a review of the work programme; an update on EU funding; educational underachievement; special educational needs (SEN) and cooperation between the inspectorates. <BR /> <BR />The NSMC noted the current assessment of the education implications of the UK's withdrawal from the EU, and welcomed the ongoing engagement and implementation of all measures necessary to ensure that the agreed common travel area (CTA) rights and privileges are protected. Ministers also welcomed the commitments made on future funding for education programmes and the work that is under way to develop them.”
“In compliance with section 52 of the Northern Ireland Act 1998, I will make the following statement, on behalf of former Minister Weir and Minister Hargey, on the meeting of the North/South Ministerial Council (NSMC) in education sector format that was held on Wednesday 9 June 2021. <BR /> <BR />The meeting was conducted via videoconference owing to current COVID restrictions. Minister Foley TD, the Minister for Education in the Republic of Ireland, Minister Hargey as accompanying Minister and the then Minister of Education, Peter Weir MLA, attended the meeting.”
“I understand that some £9·5 million of capital and £10 million of resource funding have been allocated to address specific needs. Forty-two additional classrooms have been provided at 16 of the 39 special schools to accommodate 237 pupils. There has been a repurposing of the youth provision in Cookstown, and the Fortwilliam site in north Belfast is being used for, hopefully, temporary accommodation for the next two or three years in order to address the pressures experienced by Harberton Special School. <BR /> <BR />I understand that the main pressures are in Armagh, south Down, Belfast and mid-Ulster. I also understand that the EA is working to address those and is developing an area plan. That will be particularly useful in deciding how we move forward.”
“I thank the Member for his question. The number of children who present with special educational needs has increased considerably over the past number of years. That puts pressure on assessment and on making sure that there are appropriate placements for those children.”