Shared education could bridge the partisan divide

While there are high levels of educational attainment, there are also worrying levels of underachievement and social inequality. In addition, academic selection continues to operate in grammar schools.

Education in Northern Ireland is facing a number of challenges, some of which may have a major impact on outcomes for pupils. The United Nations Convention on the Rights of the Child contains key recommendations about education. Article 28 is about the right of access to education, on the basis of equality of opportunity, and Article 29 states that the education of children and young people should “prepare them for responsible life in a free society, in a spirit of understanding, peace, tolerance, equality of gender and friendship.”

With the latter point in mind, Northern Ireland’s education minister last year announced his plan to promote shared education, where pupils from different schools share classes, teachers or resources. He said this would “deliver equality, good relations and community cohesion benefits”.

While this has generated debate, I was concerned that the most important voices were absent – those of children and young people. So my office consulted with pupils to ensure they helped inform the debate. This provided many pupils with their first opportunity to talk about shared education. They offered a range of insights into their experiences as well as practical suggestions.

Pupils generally agreed on the importance of young people from different school types and backgrounds learning together. They recognised its potential to enhance the experience of learning. But they also highlighted a number of issues that schools and the government should address to improve “shared” education. Some pupils and schools still regarded the practice of shared education as challenging in terms of managing spaces with people of different religions, abilities and backgrounds. Pupils also felt it was important to consider the experience of feeling “out of place”, or of being in a minority in another school, and the increased potential for bullying.

Dealing with negative preconceptions
Through the consultation, pupils therefore acknowledged the importance of introducing shared education at an early stage. They also said it was crucial to challenge negative preconceptions and stereotypes prior to and during shared learning time.

There are also logistical issues. Schools identified difficulties in delivering the curriculum while organising suitable timetables and travel.

Pupils and teachers acknowledged the importance of trialling shared education. They called for buddy and mentor schemes and suggested more collaborative learning approaches, with particular subjects to be included. 

Shared education in Northern Ireland is likely to be taken forward. However, its objectives must be clearly defined if it is to succeed. To make sure it is a positive and genuine experience for all pupils, we must understand what truly is happening in practice; whether it is about reducing costs, extending curriculum access or enhancing mutual understanding and good relations. Also, how can we guarantee to consider and act upon pupils’ views and issues as part of any decisions made?

Shared education gives us huge opportunities to address division and difference in Northern Ireland. It is vital that the Department of Education here supports schools to provide genuine shared learning, and that pupils play a role in influencing exactly how it happens.