Paul Givan
Lagan Valley · Democratic Unionist Party · Northern Ireland
“The EA's enhanced support model has been out for consultation. The Member's party is the largest political grouping on the Education Authority, so his party supported the model's being consulted on.”
“Protections around strike action and action short of strike are firmly established in statute for all workers, including teachers. If the Member is referring to the Education Inspections Bill, let me be clear: nothing in that legislation removes or undermines that right.”
“The issue was covered at length at the Education Committee. The position is still not where it ought to be. When I came into office, the position that I inherited was much worse than it is today.”
“It is an area that I have had to navigate, as have many previous Education Ministers. Industrial relations is an area that needs ongoing work. I have outlined how we can address it, but I come back to saying that, when workload was undefined, trade unions struggled to specify the challenge.”
“That is not a fair characterisation. In fact, I was with Justin McCamphill, the leader of NASUWT, at the launch of the curriculum reform, at which he commended me for it and said that he thought that it was good. I have sat in many a meeting with trade union representatives during which they have said, "This is a good initiative.”
“That is exactly why there is a 16-week consultation period, rather than the normal 12 weeks or the minimum eight weeks; to allow the public and teaching profession to very much engage in that curriculum, which I commend to all Members.”
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“It stressed that "most controversial" does not mean "most important", but stated that meaningful and lasting change cannot be delivered without broad consensus. That lack of agreement is not new. As far back as 2001, the Burns report recommended ending state transfer tests. The subsequent public consultation clearly demonstrated that there was no consensus on the way forward in either political or public discourse. Society was, and still is, deeply divided on the issue. Every year, thousands of parents choose to enter their children into the SEAG transfer procedure. Of course, it is not, now, a state test. Entry is a matter of individual choice. <BR /> <BR />In the absence of consensus on the issue, we face a choice.”
“<BR /> <BR />The independent review of education in Northern Ireland described academic selection, alongside community division, as being:”
“It would be interesting to know how many of those who advocate for change have gone into the grammar schools in their constituencies and said to the principals, "Remove academic selection from your criteria". Has Michelle Guy gone into Wallace High School and Friends' School, or written to their boards of governors, to demand that they remove selection from their access criteria? Have Sinn Féin or SDLP representatives done that? Schools choose to include academic selection in their criteria. They can abolish academic selection. How many of the advocates of change in here have gone into schools and said, "You're wrong. Change your process". None of them, bar, I suspect, Mr Carroll. If there was honesty in the debate, we would have seen it in the way in which Members engage with schools in their constituencies.”
“Not once did they ever say, "You're a failure", and I suspect that the parents of Mr Baker and Mr Butler did not either, yet people who advocate for abolishing academic selection label those who did not pass the 11-plus as failures. Do they realise the impact that their words have on those who are listening? Do they realise the impact that that terminology has on children who did not get the result that they wanted? They should reflect on that. <BR /> <BR />The issue has been discussed for many years, and the reality remains unchanged: there is no societal consensus on academic selection. This debate has confirmed that. There is no agreement on the best path forward among schools, principals, teachers, parents or young people.”
“Thank you, Mr Deputy Speaker. I will declare the same interest that seemingly everybody else who spoke in the debate declared: I did not pass the 11-plus. However, my father and mother never once said to me, "Son, you're a failure".”
“I am happy to look at the information and collect the data on withdrawal, because that information would be helpful. I suspect that it would point to the very small numbers who engage on the matter. In the Member's other comments, he highlighted that religious education should be open to all, but, if the solution to making it open to everybody is that we must accommodate those who do not want religious education or collective worship in our schools, it would not be open to all. That would deny it to the overwhelming majority of people in Northern Ireland and their children. I do not support what the Member presents, and I do not believe that the wider population would support the position that he has adopted.”
“Part of the issue is that RE has not been subject to wider inspection. We will correct that, and that will help to ensure consistency in the application of the curriculum. We are addressing that. I have provided schools with interim guidance and information to which they can refer. The Council for the Curriculum, Examinations and Assessment (CCEA) has material that, in the interim period, addresses the issues that the Supreme Court highlighted around objectivity. Material is available. I encourage schools to access that material in relation to the religious education that they currently deliver. We will put the guidance on a firm foundation when we work through the process of establishing the curriculum.”
“Collective worship, as it is currently practised in our schools, can continue. It is legal; indeed, it is a requirement in law.”
“I am happy to give the Member that assurance. I agree with what he said. The number of people who engage in such hostile activity is small, but that small number can, nevertheless, have a disproportionate impact. We need to be able to withstand that. This approach strikes the right balance in respect of the Supreme Court judgement. It properly respects the Christian ethos in our schools and reflects, historically and culturally, the Northern Ireland of today. I believe that it is the right way to take things forward. Let the working group get on with the job, and let us appoint the specialists to draft the curriculum. We will engage with stakeholders and the wider public through the proper processes and get to a point at which we can bring forward a revised curriculum.”
“If a parent complains that a Christian minister has done that, the school should not empower that parent by having that Christian minister or other organisation removed. That would be to have that minority — that vocal individual — dictate to the majority in the school, and we should not facilitate that.”
“Schools will continue to be able to bring in third parties for religious education and acts of collective worship. I trust very much that, when our school leaders and principals bring people into a school, they will ensure that those individuals act responsibly. Indeed, that is the case. If there is evidence of someone having been brought into a school and having said something inappropriate or acted inappropriately, that should be reported through the normal processes, and I would anticipate the school taking the appropriate actions. <BR /> <BR />That is very different from somebody saying that they disagree with a Christian minister coming into a school and putting forward their Christian beliefs. There are those who do not agree with that.”
“I thank the Member for that question. I propose to bring proposals to the Executive over the coming weeks and to ask them to agree to removing the exemption from the inspection process for RE. That would allow for a Bill to be drafted, introduced to the Assembly and enacted before the end of the Assembly term.”
“I will ensure that the Churches continue to have a specific role in that process. <BR /> <BR />All people will be able to engage with the public consultation and provide feedback, but I do not want to create the impression that those who would seek to have a secularist, non-religious aspect to religious education will be able to sway me to a different outcome in the matter, because they will not.”
“I respect the fact that Mr O'Toole does not seek an assault on Christianity in our schools, but he is wrong to suggest that there are not those in our society who are engaged in an assault on Christianity being taught in our schools and on collective worship. I have spoken to numerous principals who have told me that parents have demanded that there should not be collective worship practices in schools and that there should not even be nativity plays put on. Those principals often feel the pressure that is being put on them by a very small but very vocal minority. I am ensuring that that noisy minority will not be the determinant factor. The majority of people support the current practice of collective worship and of Christianity being at the core of religious education, and I will ensure that that continues.”
“Without having to rely on a UK Supreme Court judgement, I hope that all children feel empowered to be able to engage. I certainly was. My RE teacher would tell you that RE was probably one of the subjects in which I was most participative. Young people should feel that they can engage. That should be happening irrespective of the court judgement. I have outlined how we will take forward the curriculum review and have addressed the issue of collective worship. That is a proportionate way in which to do it, but it does ensure and will ensure that Christianity remains the central tenet of religious education in Northern Ireland. That will continue to be the case.”
“The answer is an emphatic yes. They can. I gave those assurances very quickly after the UK Supreme Court judgement. Today, I have outlined in further detail the way in which we are responding legally and proportionately to that judgement. It is absolutely the case that schools can continue with the practice of collective worship, as has been the case. We now need to have an effective right of withdrawal in place, however. That is the way in which we are responding to that court judgement.”
“Inspection of religious education would also mean being able to monitor the effective application of the withdrawal policies that would operate in schools. It would also mean being able to report that schools were complying with the law and making sure that collective worship was taking place in our schools.”
“There was some criticism in the court judgement that, for inspection of religious education to be carried out, it required the express approval of boards of governors. That is not the case for other subjects, and, therefore, we seek to correct that. When we develop the curriculum for religious education, we need to ensure that it is academic and powerful. In order for us to monitor that, some form of inspection must take place. Historically, under the law, there was a responsibility on the Churches to carry out the inspection of RE. In practice, that was not happening, or, if it was, it was happening very much on the periphery. It is therefore right that an element of the inspection process should incorporate religious education.”
“Parents have a right to choose the school in which they want to have their children brought up. That is protected under European Convention rights. Therefore, we are striking, in my view, the right balance: we will develop the religious education curriculum appropriately, but, when it comes to collective worship, there will be no change. However, that is where we have to have an effective withdrawal mechanism that does not stigmatise and that respects the unqualified rights of the parents without negotiation or discussion. There should be meaningful purpose for the children in those cases. We have then, at least once a term, a wider celebration of an aspect of school life where no child should feel that they need to withdraw.”
“I have outlined how the religious education aspect of the curriculum will be taken forward. In regards to collective worship, I made it clear in the opening statement to the House that you cannot change that collective worship approach whereby a Christian minister or priest participates in a school assembly. We cannot expect them to say that what they believe is, however, somehow disagreed with by other religious beliefs. It is not practical or, in my view, desirable for that to take place in a collective worship scenario. <BR /> <BR />That is why there will be no change to collective worship. When I look at the Catholic Church and see what happens in Catholic schools, I see that they have to have the Catholic ethos respected, whether or not I agree with it.”
“<BR /> <BR />I do not anticipate any circumstance in which the curriculum would be drafted by the subject working group and the Churches — we have engaged with the TRC and the Catholic Church — would not have a role. I do not envisage any circumstance in which I would put out a curriculum for wider public consultation without having the support of the Churches for what is contained in it. Then, when we put it out for public consultation, everybody will be able to participate in the consultation process.”
“Members will have read the court judgement. It has helped to inform the creation of the subject working group. That is why it is being led by Professor Noel Purdy and Joyce Logue, and we are appointing subject specialist professionals from within the education sector. Churches will have a key role in that, but the court was also critical of the previous way in which the curriculum was drafted: it was drafted directly by Churches. Therefore, I have sought to find a way to make sure that we respect what the court said whilst respecting the important role that the Churches have. That will ensure that there is due recognition, and then there will be wider public consultation.”
“They absolutely can. Indeed, they are legally required to do so. That should be taking place. All publicly funded schools, with the exception of nursery schools, have a legal requirement to provide daily collective worship. That legislation was not set aside by the courts. That is why I welcome the opportunity to provide an inspection process that will make sure that all schools provide collective worship. People have had some concern about Christianity's being taken out of our schools. Far from it; this ensures that Christianity remains central to our schools and collective worship. However, we also need to make sure that all schools comply with the law when it comes to collective worship. The inspectorate will be able to monitor that and provide information to us in that respect.”
“<BR /> <BR />The other issue is that, in addition to the legal requirement on schools to ensure that collective worship takes place, I have asked them to hold an assembly without a religious component at least once a month that celebrates other aspects of the school in which everyone can participate.”
“I am very clear about how that should be handled. As I outlined in the statement, it should be a very clear and simple process. It should not be subject to negotiation if parents do not want to go into it or have a discussion; they have an unqualified right to withdrawal. However, if children are not taking part in collective worship, they need to have a meaningful purpose. I have been in school assemblies where some children have participated in certain elements and have then withdrawn from a religious aspect. That is where you have a partial withdrawal arrangement. The withdrawal mechanism has to be effective. Ultimately, the right of parents should be facilitated by the school. The process will be much clearer and simpler, and it will be done in a way that does not stigmatise.”
“However, that is not to the exclusion of other Churches; they will be able to have input into the process.”
“The Member is right: there is considerable growth outside of the three main Protestant denominations in various different evangelical churches and denominations. They will have an opportunity, as will everybody, to participate in the public consultation. There is a unique historical context in that the Presbyterian Church in Ireland, the Church of Ireland and the Methodist Church led on education. They recognised the value of having children educated. They developed schools, and then, when Northern Ireland came into being, they transferred those schools to the state. The Catholic Church equally valued education, and it retains its specific role in education. It is right that we not only acknowledge that but celebrate it. They should have a role.”
“The group will contain nominees from the Catholic Church and the Transferor Representatives' Council, which has representatives from the three Protestant Churches that transferred their schools to the state. The historic role of the Churches in education, and their continued contribution to school ethos and community life, means that their voices must be heard and respected. The consultative group will contain nominees from those bodies. They will be able to engage as the subject working group develops the curriculum.”
“I thank the Member for his question. He is right that the way in which the Supreme Court was misrepresented by those who take a hostile view towards Christianity caused unnecessary concern. I sought to allay those fears as quickly as I could, but they have continued with those who have engaged with the process. I trust that what I have said today will continue to allay those fears. There are those who wish to pursue a secular, humanist-type approach to religious education, but that will not be happening in Northern Ireland. <BR /> <BR />The Churches will continue to have a role. Extensive engagement with a consultative group of the main Churches will be a central element of the process.”
“However, there will then be a public consultation, and everybody across society will be able to have an input into what that curriculum should contain. It will then be for the Department to take that forward, and, subject to the normal processes, give it statutory underpinning.”
“Obviously, we want every child to be able to attend religious education. It is beneficial. When I was at school, I was able to learn about other religious beliefs, which helped to enrich my understanding, particularly of other countries because you get a better grip of the historical and cultural influences that religious teachings have had in them. The key issue is objectivity and how the learning is presented in schools. That will be reflected on as part of the development of the curriculum. <BR /> <BR />We can now get on with establishing the subject working group. I have identified who will lead that group, and we will make the relevant appointments to it. That will then be developed. There will be an opportunity to engage on that. Specifically, the Churches will retain a unique role in their aspects of the curriculum.”
“The reference in RE to Holy Scriptures will not be changing. It is not required to change. When we talk about objectivity, the key point that came through in the court judgement is that schools, in order to provide the necessary level of objectivity, should be indicating what Christians believe in the same way that they indicate what followers of Judaism and Islam believe. That came through in the court judgement, and it will be reflected in the approach. <BR /> <BR />Ultimately, however, when you are teaching what Christianity teaches, it is based upon —. I do not use the term "Holy Scriptures". It is a matter of terminology. People refer to "the scriptures", "the Bible" or whatever term they want to use. However, that will be retained because, obviously, the fundamental underpinning of Christian teaching comes from the Bible.”
“I addressed some of those points in the early commentary, but the Member highlights the issue of how we address division. Key to Christianity is respect, tolerance and greater understanding. That is why it has enriched our society for many, many years. It is why those within Church leadership have often been to the fore of seeking to get peace and reconciliation in our communities. The Member is right about how we should take forward religious education and the way that it should foster that spirit of respect in our society. <BR /> <BR />I am confident that, under Professor Noel Purdy and Joyce Logue, and when we appoint the subject specialists, we will be able to enhance the religious education curriculum. It has been over 20 years since such an exercise was carried out, and I welcome the opportunity that it presents.”
“There will, no doubt, be those who seek a mandate for such changes at the next election. That is the place for such changes to be determined. However, if such changes are to be introduced at some point in the future, they will be for another Minister and another term of the Assembly.”
“Historically and today, Christianity is the most important religion in Northern Ireland, and that reality will continue to be reflected in our curriculum. There was also no challenge in this case to the principle that collective worship in schools in Northern Ireland may focus on the Christian religion or that, in Catholic maintained schools, the focus of collective worship may reflect the distinctive character of the Catholic tradition. This statement and the changes proposed are a product of a judgement of the Supreme Court. It is not my intention to bring about changes to the arrangements for religious education and collective worship beyond the terms of that judgement. I know that there are others who would take a different approach and would seek more far-reaching changes.”
“The first is a new religious education curriculum, developed under the leadership of Professor Noel Purdy, supported by Joyce Logue and experienced subject specialists. That process will involve extensive consultation, including with the Churches. The second is guidance ensuring that the right of withdrawal is meaningful, straightforward and fully compliant with legal obligations. The third is legislation to introduce inspection of religious education and arrangements for withdrawal, ensuring transparency and building public confidence. <BR /> <BR />Finally, the court made clear that this case was not about secularism or removing religion from our education system, nor was it about whether Christianity should be the main or primary faith that pupils learn about in schools in Northern Ireland.”
“<BR /> <BR />The Supreme Court also criticised the current lack of inspection of religious education and collective worship. To address that gap, I intend to introduce legislation in the current Assembly term to ensure robust, transparent and accountable inspection arrangements for religious education and arrangements for withdrawal. I will bring a paper to the Executive over the coming weeks and will ask for their full support in taking forward that important legislation. That will support the implementation of effective processes for withdrawal and the further enhancement of religious education as an important and high-quality element of the curriculum. <BR /> <BR />This is a measured and responsible response to the Supreme Court judgement. I am taking three key steps.”
“The right to withdrawal will involve a simple and confidential procedure via a standard form, without parents needing to provide reasons, justifications or declarations of their own beliefs. The school must grant the request promptly, without negotiation, approval processes or delays. Partial withdrawal from specific topics or activities is permitted. There must be no stigmatisation of the child. Children should participate in meaningful, supervised alternative activity such as independent study, reading or play, integrated discreetly to avoid singling them out. In circumstances where an effective right of withdrawal is in place, schools will be able to continue with their existing practices and routine in regard to collective worship.”
“There must be no undue burden on parents. In short, withdrawal must be straightforward, stigma-free and supported.”
“Parents must be informed about the right of and arrangements for withdrawal when their child is admitted to the school and again annually.”
“In this case, exercising the right of withdrawal was not considered straightforward either for the parent or the school, as no pre-existing alternative arrangements were in place and the parents had to negotiate with the school before withdrawal, which created complexity and risk. <BR /> <BR />The court concluded that the right of withdrawal must be practical and effective, not theoretical and illusory. Exercising that right should be simple and frictionless. There should be pre-existing arrangements that are ready to be implemented to avoid the need for discussions with parents that risk them feeling that they need to disclose their own religious or philosophical convictions. Today, I am publishing guidance to support schools to meet those requirements and to ensure clarity and consistency across all schools.”
“In the meantime, my officials have written to schools today to remind them that, in delivering RE and using the current core syllabus, they should include additional objective, critical and pluralistic material to ensure that there is no breach of European Convention rights. My Department will also issue interim guidance for the 2026-27 academic year before the summer. <BR /> <BR />The current legislation provides for an unqualified right of withdrawal from religious education and collective worship. I have concluded that it is neither desirable nor easily achievable to bring about fundamental changes to collective worship. Therefore, I believe that meeting the requirements of the judgement will involve ensuring that the right of withdrawal is consistent with all necessary requirements.”
“Their historical role in education and their continued contribution to school ethos and community life means that their voices must be heard and respected. There will also be extensive wider public engagement through an open call for evidence and focus group discussions with key stakeholders including children, young people and parents. <BR /> <BR />I hope that the drafting group will provide me with a new draft syllabus that is consistent with existing statutory obligations and the recent judgement by the summer of 2026. I anticipate that the new religious education curriculum will subsequently be consulted on, with the new regulations being made in the autumn and the new syllabus implemented from September 2027.”
“Mrs Joyce Logue, a former principal of Long Tower Primary School, will serve as the vice-chair of the group. Joyce is a long-serving and deeply respected educationalist and will ensure strong professional leadership and practitioner voice. <BR /> <BR />My officials will invite an open call for applications to join the drafting group from experienced primary school teachers and RE subject specialists in schools across Northern Ireland, who will contribute their expertise to this important task. There will be representation from every school sector. That approach reflects my commitment to transparency, professionalism and broad educational input. I also want to emphasise that extensive engagement with a consultative group of the main Churches will be a central element of the process.”
“In Northern Ireland, that includes understanding the Christian tradition, which has profoundly influenced literature, art, law, ethics and political history. <BR /> <BR />Today, I have published terms of reference for the review of the RE syllabus. That review is separate from the review of the wider curriculum, which is now well under way. To take the work forward, I am appointing Professor Noel Purdy OBE, director of research and scholarship at Stranmillis University College, to chair the new syllabus drafting group. Professor Purdy is a leading educational expert in Northern Ireland and has contributed extensively to educational policy, research and public discourse. I am confident that he will bring academic rigour and significant experience to the process.”
“<BR /> <BR />Let me be clear, however: as upheld by the court, Christianity will remain central to the revised syllabus. The reality of Northern Ireland’s historical, cultural and legal context means that Christianity should and will continue to be the primary focus of the revised syllabus. It will give continued recognition to the historical role of Christianity in Northern Ireland’s education system and society. While religious diversity is increasing, Christianity continues to shape our cultural norms, public holidays and civic life. A curriculum that ignores that reality would fail to prepare pupils for the social and historical context in which they live. Subjects should introduce pupils to powerful knowledge that helps them to understand the world.”
“<BR /> <BR />All subjects across the curriculum should introduce pupils to disciplines of thought that provide powerful knowledge beyond their immediate experience. RE should exemplify that principle. RE is also about engaging pupils with profound questions of meaning, identity and ethics. It develops analytical skills through interpreting texts, evaluating arguments and understanding historical and cultural contexts. In doing so, RE prepares young people for life in modern society and cultivates qualities that are essential for democratic citizenship. A revised syllabus will reflect those ambitions, ensuring that RE is taught objectively, critically and pluralistically. The revision of the syllabus will therefore, above all, strengthen RE as an academic discipline.”
“Further, a wide range of stakeholders, including the Transferor Representatives' Council (TRC), have indicated their support for revision of the syllabus, and there is wide recognition of the need for clarity, consistency and modernisation, reinforcing the need for change. <BR /> <BR />In addition, I am especially mindful of the need to safeguard religious education as an important academic discipline in the curriculum. A useful and enriching knowledge of Christianity and, more widely, the world's main religious and philosophical traditions, studied with academic rigour, will be the ambition of the new syllabus. In that way, we will equip young people with the essential knowledge to understand a vital phenomenon that continues to shape today's world: religious tradition, belief and practice.”
“I have therefore decided that it is necessary for the Department to revise the core syllabus. While the court recognised that schools can deliver RE lawfully, where they incorporate broader material beyond the core syllabus, I do not believe that it is reasonable to leave schools to interpret the judgment alone. Different approaches in different settings lead to a heavy burden for schools. The absence of nationally agreed core content standards would also ultimately lead to significant disparities in the nature and quality of RE across schools. <BR /> <BR />The time is now right for a review of the syllabus. It has been nearly 20 years since it was last revised, and a wider curriculum review is already under way.”
“Three issues in particular demand attention: ensuring that the core syllabus for religious education is objective, critical and pluralistic; ensuring that the right of withdrawal from RE and collective worship is practical and effective and does not place an undue burden on parents; and ensuring that a robust inspection regime is in place to monitor and uphold standards in RE. <BR /> <BR />I will address each issue in turn, starting with revision of the core syllabus for RE. Religious education in all schools must include the core syllabus specified in article 11 of the Education (Northern Ireland) Order 2006. The syllabus sets out core matters, skills and processes to be taught. The court found that the Department of Education, having assumed responsibility for setting the core syllabus:”