Independent Review of Education

Part of Private Members' Business – in the Northern Ireland Assembly at 12:00 pm on 10 March 2020.

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Photo of Peter Weir Peter Weir DUP 12:00, 10 March 2020

I am sorry; I am a little pressed for time.

Mention has been made, which I will come back to in much greater detail at the Education Committee in a week's time, of the particular problems that have been shown by the audit of the Education Authority.

The review will wish to consider all those challenges and, more importantly, make recommendations on potential solutions. It is important that Members realise that we have not been simply operating against a blank page. The Department has taken a proactive approach to addressing some of these challenges, even in the absence of devolution, through the establishment of a transformation programme. It is to be commended for commencing the work in the absence of an Assembly and Executive. The programme involves a series of projects, each tasked with developing options that transform an aspect of education. Those include school funding, school transport, statutory assessment, area planning, delivery of pupil support services and 14-19 pathways, as well as a number of other issues.

While that does not go as far as some would wish, it does present an opportunity for meaningful action to be taken. Mention of procurement was made by the Member for South Belfast. I want to see greater devolution of that to school principals. Issues around employment of teachers and around pathways are all critical, and, in seeing that work progress, we should not use the panel or, indeed, the review as some opportunity simply to kick that can of issues down the road. Where positive changes can be made, we need to embrace those simultaneously with the review.

With regard to the design of the review, we would need to agree what the review will consider, how it is undertaken and by whom. Mr O'Dowd referred to a number of reports on the local education system, so considerable work has already been done. We need to recognise that the problem is not just that the education system has not been reviewed; the problem is that, sometimes, we fail to agree implementation. So, it is important that the review builds on previous work. There is little value in simply replicating what was there before.

It is also important that we take into account the teacher, parent, child and stakeholder. They are central to the process. Ultimately, it is my preference that the review focuses on identifying evidence-based solutions that can be supported, rather than spending time stating problems that we already understand. It is also important that we have practical solutions and do not simply disappear down rabbit holes, which will involve years of disagreement.

Let me reiterate that I fully intend to deliver on the commitments of New Decade, New Approach and will bring forward proposals to the Executive shortly. However, we need to be realistic, first of all, about timescale. While there will be an urgency, it will take a short period at least to establish those panels, but if this job is to be done thoroughly, we are probably talking about a review that will take a year from its establishment to when it reports. It will be completed within this term, but it cannot simply be bounced through in a very short time. It is also important that much-needed work on transformation reform is not stalled. The review is unlikely to be the silver bullet for all the challenges that we face, and we must make sure that time is not wasted simply regurgitating what has been there before.

I would highlight that there are two potential traps that I sometimes see people falling into. One is seeing money as the solution to everything. Yes, there is a need for additional money, but anyone who says that and does not say that there is a need for change and reform deludes themselves. Also, those who see the review as the solution to everything and feel that it will deliver change without significant additional resources being brought into education similarly delude themselves. From that point of view, the remarks of the previous chief executive of the EA that it will require substantial investment and reform are correct. The two go together.

We have to focus on finding solutions to the challenges that we face, building consensus on the delivery of those actions and securing the necessary resources and commitment for education transformation. Our goal should be that every child has the absolute best start in life and that the education system is efficient, effective, sustainable and designed to deliver positive outcomes for every pupil. I look forward to hearing from Members from across the House, the Committee, educational stakeholders and children and young people as we deliver on that commitment.