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.”
The complete record
Every one of 6,258 lines we hold for Paul Givan, in date order, each linked to its source. Free to read, in full, without an account. Page 38 of 126.
“The question is exclusively about the Causeway proposal. Members can ask what they wish, but I do not have a response prepared for that question.”
“I appreciate the question about the timeline, and I have asked EA and my officials to bring forward information on that as soon as possible so that we can give clarity to the school.”
“I appreciate the comments and share the views that the Member has raised with me. I have met the principals behind the school, and, recently, I have engaged with the newly appointed principal who will take forward the school, and those concerns have been expressed to me. As I said in my original response, I have met my senior officials and the EA, and they are reviewing the issues for me. <BR /> <BR />Options are being considered. They include the operation of the school on a split-site basis. It would be premature, though, to speculate on the preferred site option until all options under consideration had been progressed through the business case process. That is what will identify the preferred way forward.”
“The Education Authority (EA) submitted a business case to my Department on 4 April 2025 to facilitate the establishment of Causeway Academy. My Department has never had such a significant capital requirement presented to it arising from an approved development proposal (DP), and it has never committed to such significant works to facilitate a DP as those proposed for Causeway Academy without the full rigours of a major works call for projects. I met EA officials on 8 April to discuss the options in the business case, and I asked for the options to be reviewed and the business case resubmitted to my Department. That work is currently under way.”
“It is a project-led funding stream. It may be that, in certain RAISE areas, a school comes forward with a project, and that project is funded. There may be some RAISE areas in which no school comes forward with a project but a project is led by other community-based organisations. The funding follows the project. No school will get any automatic funding as a result of the RAISE programme.”
“I will clarify that, if it was not clear. The process for identifying the 15 RAISE areas was identified and followed, and we have provided transparency around that. Some groups, particularly in West Belfast, said that there were some areas that they may wish to be included, and there has been a degree of flexibility to allow that. However, that is still done within the funding envelope that was awarded on the basis of the criteria that were used. Where there is a connection that, strictly speaking, falls outside a zoned RAISE area and another school or community wants to be involved, there is some flexibility for those RAISE areas to do that. They will, however, do it with the resources that they have. Again, I put on record that no school is being provided with funding as a result of the RAISE programme.”
“As a Department, we engage with young people on any initiatives that we take forward, ensuring that any programmes that we develop have input from young people. That is at a strategic level, but schools have the autonomy to bring services in to help in the area of mental health and well-being. Having engaged with young people, schools are well placed to know, in the process of developing their approaches and policies, what types of services may be the most beneficial to those particular young people. It is important that we recognise the fact that schools have that autonomy and the ability to bring in support where they feel that it is necessary, tailoring it to the young people at their school.”
“It is an area on which we should try to make progress on behalf of young people, whether they are staying here in Northern Ireland or going to Great Britain. Likewise, it appears that it has become more difficult to access universities in the Republic of Ireland, and that has an impact on young people. We are undertaking a piece of work to identify a resolution to the issue and to try to make sure that the barriers to accessing higher education in the Republic of Ireland can be addressed.”
“That is a really important question. It is not a matter that was expressly on the agenda for that particular sectoral meeting. However, it is an area that my officials and I are engaged on in looking at the barriers that inhibit people from Northern Ireland from accessing universities in the Republic of Ireland. The way in which they look at A levels in comparison with the process and qualifications in the Republic of Ireland is an issue. It suggests that there is a real challenge when it comes to the portability and recognition of the qualifications when accessing higher education institutions in the Republic of Ireland. <BR /> <BR />The deputy First Minister has also been looking into that area and has raised the issue with the Taoiseach. I have every sympathy when it comes to that.”
“We had some discussion on those areas, and there is a joint initiative to help to align efforts in developing good practice and high-quality resources for schools to avail themselves of.”
“If we can harness AI to help teachers at a leadership level with their workload and with the delivery of lesson plans and assessments, we should look at how AI can help to enable that work and allow teachers to do what they do best, which is delivering the lesson and working with our young people. <BR /> <BR />AI is an area that will continue to require exploration. One of the areas that we discussed was digital literacy and ensuring those essential skills. Equipping our young people to be literate when it comes to digital areas will be important. It is about critically assessing online content, how to identify misinformation and how to engage responsibly with digital media.”
“AI is something that we are all trying to harness effectively. In education, we have to look at what opportunities there are when it comes to AI. It was not discussed at the meeting at Middletown or, if it was, it was very tangentially on the margins, but, in a Northern Ireland context, a pilot scheme has been running in which AI is being used by some of our school leaders to create school development plans and update policies. Obviously, that has to be within certain safeguards when it comes to the parameters by which the technology is being used. There has been some really positive feedback from some of our principals in Northern Ireland on how that work is helping them to perform the administrative functions very effectively.”
“Beyond the site and its location, it is about the expertise that they provide when it comes to supporting children, particularly those with autism. There is a highly experienced team that is out visiting schools and providing support to schools and to families. It is a resource that we would do well to try to harness. It is something that I have been impressed with on my two visits. More important is the work that they are doing in Northern Ireland and the Republic of Ireland in supporting children and young people who have autism and their families.”
“There is great heritage at that site. I think that the Education Committee visited it recently, but I say to anyone who has not been down that it is well worth visiting.”
“That is a good question, Mr Buchanan. I have been down to Middletown on a couple of occasions now. It is a beautiful site. It has within its responsibility some buildings, including a lovely, old, ornate chapel. It is not used from an education perspective, but there is a responsibility to help maintain it.”
“We are therefore trying to gather information at an international level to help inform what we do in Northern Ireland. I am, however, more than happy to visit a DEIS school.”
“I do not think that I have, but if there is an opportunity for me to visit and learn from a school, I will. I visited a number of schools in London to see how they deliver their approaches to teaching and to the curriculum that they cover. If, however, there is an opportunity for me to visit a school in the Republic of Ireland, I will do so, because, when we look at international measures of performance, the Republic of Ireland is outperforming Northern Ireland in a number of key areas. We rightly should ask, "Why is that? What is it doing that we could be doing?". That is why, for the TransformED strategy that I announced and am taking forward, we have an international ministerial advisory panel, and one of its members is a former Chief Inspector of Education in the Republic of Ireland.”
“I thank the Member for his question, because Mr Brooks asked about some of the exchanges involving young people. One of the exchange programmes that I believe to be beneficial is the teachers' research exchange, which is otherwise known as T-REX. We will also be taking forward Creative Connections, which is a creative arts programme. That teacher exchange programme provides an opportunity for collaboration and for sharing of best practice. We can all learn from one another. Nobody is an expert in anything, so one always has to look elsewhere. If we can get that exchange of information, we should encourage it. The T-REX programme therefore provides a good opportunity for us to have that collaboration.”
“I think that Northern Ireland is better at capturing data and information on autism, however. That is borne out by the higher prevalence of children with additional needs. It is not that I think that there are fewer children in the Republic of Ireland with additional needs. Rather, it is the case that we are good at capturing the information. When it comes to meeting the needs out of the resources that we are able to provide, however, we have a different challenge from that in the South. There is very much a willingness in both Departments of Education, North and South, to collaborate where we can. If we can share information and best practice, we should do so. I certainly encourage it.”
“I thank the Member for the question. It is apt, because the meeting was held in Middletown, which is a centre of excellence. Although Middletown is the headquarters, its staff, who are from across Northern Ireland and the Republic of Ireland, are out providing support to schools, and also to families, so, as an example, it is important that we continue to support the work of Middletown. <BR /> <BR />The two Departments jointly fund the centre. There is a funding allocation of just over £3 million. We have just refreshed the board appointments at Middletown. The centre also undertakes important research work, which can be to the benefit of all schools, so, where we can collaborate, we should, because the issues that we are facing in Northern Ireland are the same as those being faced in the Republic of Ireland.”
“We must ensure that we seek to close that attainment gap by putting effective measures in place. That will be really important in assessing what proposals come forward. Without prejudging what local areas design — ultimately, it is something that they need to design — underpinning all of it has to be closing that educational underachievement gap. <BR /> <BR />There has been detailed communication with the Education Committee on RAISE. The Committee has taken an interest in that area and received briefings on it. I am happy to provide the Member with any more information if he wants to have it.”
“The Assembly has discussed that area on a number of occasions. At a high level, €24 million is being made available to us for the RAISE programme. It is being funded through the Republic of Ireland. We identified 15 areas that provided regional balance to that. I made the point that many areas did not qualify that would have liked to have qualified but that the funding that is available for it is limited. The groups have now been formally advised of the allocations. That allows them to get on with designing the particular schemes that they want to design and to bring them forward. However, clearly, that has to be tied to an output in helping to close the educational under-attainment gap. The gap is most pronounced between those who have and those who have not.”
“I thank the Member for his question. The exchange programme is an opportunity not just for teachers but for young people to engage in civic exchanges, particularly in border communities. The North/South body provides funding to the programme. I would like to see that work being taken forward. To date, funding allocations for seven education-related projects have been approved under the PEACE PLUS investment area. That is worth almost €68 million, so it is not an insignificant amount of funding; it is very significant. Support for two Shared Learning Together projects is also included. My Department has a role in accounting for that particular area of spend in SEUPB — and I think that it is an area of very worthwhile expenditure.”
“If there are opportunities for it to be extended beyond two years, we need to start to develop those programmes. The Irish Government have indicated a willingness to have the conversation. I believe that we can secure additional funding beyond the two-year period. Let us progress the work. Then, we can go to the Government in the South and see whether there is potential for funding. They have indicated that there may be funding for a further two years, but we would need to engage with them on that. The priority now has to be to develop the specific plans through the locality reference groups in those 15 areas and allocate the funding to them to allow that work to commence.”
“To pick up on the point that I made to Mr Mathison, issues were brought to my attention that were reflected upon. For example, flexibility has been provided to allow one area in West Belfast to include, if it wishes, areas that are, strictly speaking, outside the parameters, but it is still within the funding envelope provided for that area. <BR /> <BR />I know that many other areas in Northern Ireland would love to be included. The pot of funding that is available for it is limited. The Government in the Republic of Ireland have provided funding and are keen to provide future funding. It is important that we get on with developing the plans in those areas so that they can come forward and decisions can be taken to proceed with funding.”
“The Minister in the Republic of Ireland was particularly keen to get an update, and I hope that we will be able to make progress on the roll-out of the RAISE programmes in the various areas.”
“I thank the Member for the question. An update was provided on the RAISE programme. We have been continuing to roll the programme out. Members and stakeholders provided feedback, which was taken into account in making subsequent decisions. All groups have now been informed of their allocations. They are developing their plans, which will need to come forward for approval. However, work continues to take ahead RAISE programmes where they are operating in Northern Ireland. The key tenet of the programme's design is the locality reference groups, which are being established in each RAISE area. I am keen that we get on with the work, and that we can get funding rolled out. That work is ongoing.”
“It is an area in which we in Northern Ireland do a considerable amount of work, as does the Republic of Ireland. There is a well-being framework that can connect both jurisdictions, and where we can learn from each other, we should — and we do.”
“I thank the Member for that important question. We have important work in that area in Northern Ireland, but on a North/South cooperative basis, an emotional health and well-being framework is in place that helps to provide overarching guidance. The framework was published in 2021, and it helps with a whole-school approach. That is what we are doing in Northern Ireland with the Department of Health. That is an area that Helen McEntee, the new Minister, is keen to explore, so both jurisdictions have a well-being framework in place, which focuses on a whole-school preventative approach. <BR /> <BR />The position is similar as regards schools that have the autonomy to use programmes that can support emotional health and well-being to best meet the needs of their pupils.”
“Ministers noted the continued cooperation across inspectorates in promoting well-being and mental health in schools. The council welcomed a presentation on behalf of the OUR Generation partnership, funded under the PEACE PLUS theme 3, which is empowering and investing in young people, and investment area 3.3, youth mental health and well-being, and commended the joint working in that area across the jurisdictions. Ministers noted the policy and delivery framework position in both jurisdictions on an emotional health and well-being framework and noted that officials would explore potential options for collaboration and provide an update at the next meeting. <BR /> <BR />That concludes my update on that North/South meeting.”
“It also noted the ongoing work of the North/South youth work sector practice development hub in strengthening and developing sustainable North/South youth work sector relationships and enhancing the quality of the learning experience of young people participating in youth services across the island.”
“Ministers noted progress to the implementation stage of successful applicants to the PEACE PLUS programme under the Shared Learning Together investment area, including specific North/South school civic exchanges and youth mental health and well-being area programmes. We welcomed the progress that has been made by both Education Departments and Mary Immaculate College, Limerick, to extend development and delivery of the teacher research exchange across both jurisdictions. The NSMC noted the ongoing review of the North/South education and training standards committee, which endorses undergraduate and postgraduate youth work programmes.”
“The Council agreed that officials will explore the potential for further cooperation in addressing educational disadvantage and provide an update at the next sectoral meeting. <BR /> <BR />On digital literacy, Ministers welcomed the proposed project to provide teacher professional learning resources on how to inform students on disinformation/misinformation, including the impact of AI, and heard how both Departments intend to explore that area further for potential collaboration. <BR /> <BR />The Council noted the activity on pupil, youth, student and teacher exchanges on a North/South basis and the valuable experience that they have provided to those involved. Ministers requested that a progress report on those activities be provided on an annual basis to the NSMC education sectoral meetings.”
“Ministers noted the announcement of the RAISE programme on 16 October 2024, supported by an allocation of up to €25 million from the Government of Ireland's Shared Island Fund, and agreed that updates on the overall delivery of the pilot programme will be provided at future meetings. <BR /> <BR />The NSMC noted that the funding allocation also includes up to €4 million for Northern Ireland to extend the teacher research exchange (T-REX) platform and provide a new Creative Connections arts education pilot programme and that those programmes are currently under development. The progress made in implementing projects that are being supported under the PEACE PLUS Shared Learning Together programme was noted, and we welcomed the official launches of related projects that have been held to date or are planned to take place shortly.”
“The Council noted further opportunities for joint cooperation by both Departments in relation to special educational needs and inclusion to develop, extend and enhance the transformation of services to support children and young people with SEN across both jurisdictions. The Council also welcomed the appointment of five new members to the board of Middletown last year. We thank the outgoing members for their contribution to the governance of the centre. <BR /> <BR />On addressing educational disadvantage, the Council received an update on the implementation of the RAISE programme and noted the signing of the memorandum of understanding between the Departments of Education in both jurisdictions supporting the pilot cooperation programme to address educational disadvantage, which includes the RAISE programme.”
“All delegates welcomed the opportunity to visit the centre and to see at first hand the important specialist educational services being provided to autistic children and young people. The following main areas were discussed at the meeting: special educational needs (SEN); addressing educational disadvantage; digital literacy; school, youth and teacher exchanges; and promoting well-being and mental health in schools. I will go through each one in detail <BR /> <BR />On special educational needs, Ministers welcomed the continued work of both Departments and the Middletown Centre for Autism to develop, extend and enhance its services and to scope the potential for expansion of the services to meet the needs, including emergent needs, across the jurisdictions.”
“In compliance with section 52 of the Northern Ireland Act 1998, I make the following statement on the meeting of the North/South Ministerial Council (NSMC) in the education sector that was held on Wednesday 2 April 2025. The meeting took place in the Middletown Centre for Autism and was chaired by me. Other attendees included Helen McEntee TD, Minister for Education in the Republic of Ireland, and John O'Dowd, Minister of Finance, who attended as the accompanying Minister. Minister O'Dowd has agreed the statement and that I make it on his behalf. <BR /> <BR />The meeting was held on World Autism Awareness Day. I thank the Middletown Centre for Autism for hosting the meeting.”
“On a point of order, Mr Speaker. During the debate, the Chairman of the Committee indicated that it will be the responsibility of DUP members to outline at the Committee meeting how they will deliver on this. Mr Speaker, can you confirm that it is the responsibility of the Committee, particularly the Chairman of the Committee, to comply with the ruling of the Assembly, which has just passed the motion unanimously?”
“Some of the principals whom I have met are deeply concerned that they are reaching the point at which they will have to say to a child, "You're not able to come to the school, because your medical needs cannot be catered for". That is not a tenable position. We do not want that to be the case. That is why we need to secure the appropriate support. I am seeking to do that with the Minister of Health.”
“Obviously, there is support for our special schools, but they are managing increasingly difficult medical complexities. The pupils who are coming forward, thankfully, live much longer than used to be the case as a result of advances in the medical world. However, that means that support is required in our special schools to enable the principals to, first and foremost, provide an education for those young people. That will be possible only where there is the appropriate medical support.”
“The Chief Nursing Officer has been commissioning work for allied health professionals who operate in our special schools. That is an area on which I have engaged with the Health Minister, and I will continue to do so. We await a report on how that work is being taken forward, because I have heard concerns from principals about the need to have that support in our special schools.”
“Lucy Crehan will also present key outcomes from the strategic review of the Northern Ireland curriculum, offering a first look at potential changes that could redefine education in Northern Ireland. <BR /> <BR />The conference will be a huge event. We already have over 500 principals who will attend, and I expect that number to increase. We anticipate having 800 educationalists together on that date as we move forward our education system in Northern Ireland.”
“I concur with the Member. She is absolutely right about the importance of excellence. <BR /> <BR />The next stage of the TransformED will be a detailed implementation plan to support the delivery of the strategy over the next number of years. That will identify lead organisations and delivery mechanisms as well as funding requirements. Officials are engaging with key stakeholders to discuss the plan. <BR /> <BR />I am also delighted that the inaugural TransformED conference will be held on 8 May. That event will bring together school leaders and policymakers to provide them with an opportunity to engage directly with global education experts and learn more about the reform agenda. Speakers will include members of the international ministerial advisory group, such as Daisy Christodoulou and Tim Oates.”
“Officials are engaging with key stakeholders to discuss the plan. <BR /> <BR />This week, I will issue a new TransformED magazine. That will keep school leaders and teachers updated each term on the programmes and reforms that are being taken forward as part of the TransformED strategy.”
“<BR /> <BR />I have also announced a new programme called "Making Best Practice, Common Practice", which aims to bridge the gap between academic research and classroom practice. TransformED contains a specific action to improve access for teachers to educational research. The Making Best Practice, Common Practice programme includes three key elements: funding for school and school clusters to support research-informed conferences; a monthly newsletter for teachers on the science of learning; and a quarterly Northern Ireland publication for teachers on wider education research. <BR /> <BR />Most critically, my officials are working on a detailed implementation plan to support delivery of the TransformED strategy over the next number of years. That will identify lead organisations and delivery mechanisms as well as funding requirements.”
“Following the launch of the TransformED strategy, there have been important announcements about assessment and professional learning. Working with the Council for the Curriculum, Examinations and Assessment (CCEA), we have introduced a new system-level sample assessment in literacy and numeracy for pupils at the end of Key Stage 3. That mirrors arrangements in many high-performing jurisdictions. The new tests will involve a representative sample of around one third of schools. That will begin in March 2026 and will provide important data on how our system is performing in those areas. It is something that trade union representatives have welcomed, because the involvement of CCEA in the assessment will assist in reducing the workload of teachers.”
“We need to ensure that every child who should have a place will have a place for the next academic year.”
“There is ongoing engagement on the issue and has been over the past week. This week, the most senior representatives of the Education Authority — the chief executive and directors — will actively meet schools in areas where need has been identified in order to provide assurances that the schools will be supported when they engage with the Education Authority to enhance the provision in their school. Some schools are concerned that they are not supported when they make provision available, so the EA is engaging in outreach work with schools. The SEN task force that was established last year will meet on 16 April. My most senior officials — the permanent secretary and deputy secretaries — will be part of that task force to make sure that, whatever support the Education Authority needs, my Department will be there, engaging with it.”
“That is an important issue on which we continue to engage with the Education Authority. We believe that around 1,300 places are required to accommodate the need identified for September 2025. While the Education Authority has been working to increase the majority of the capacity across the school estate, an assumed pressure of around 400 places remains in advance of the new academic year.”
“Maybe the Member is incapable of reading. He may want to go back to school so that he can read the agreement. The agreement includes 26 workload areas. That was the commitment that management side entered into with the teaching trade unions. We have not only delivered a 5·5% increase but committed to 26 areas around workload. We listened, rightly so, and I then intervened to say, "Let us set up a commission. We will appoint three members to it. It will carry out oversight, report to me and hold not just me and my Department but others to account, so that this is delivered on". As a DUP Education Minister, I have engaged, listened and delivered, and I will continue to do so.”