Selective Education (Hansard, 16 July 1998)

§ Mr. Worthington

The terms of reference for the major research project on the effects of the selective system of secondary education in Northern Ireland are as follows:

1. To investigate the effects on pupils and their families, teachers, schools and the community of the existing selective structure of secondary education in Northern Ireland, in order to provide a better basis for informed debate on the future structure of secondary education. Particular attention needs to be given to the identification of any differences in opportunity and performance in respect of different socio-economic groups, and especially between the constituent parts of the Northern Ireland community, which may result from the present system and structures. The study should also examine the inter-related effects of selection and open enrolment.
2. To prepare a Final Report setting out the key findings, supported by quantitative and qualitative evidence, and highlighting the main issues emerging for consideration in light of the research. This report should draw together all the relevant aspects, but may be supported by more detailed papers as necessary. Interim Reports on specific aspects of the project should be prepared and presented to the Department on a schedule to be agreed at the outset of the assignment. The main focus should be on the effects of the selective structure of the secondary sector, though attention should also be given to the effects of the Transfer Procedure. The study should consider how well the present structure serves to promote learning through fostering values and attitudes; raising standards of learning, and providing opportunities for personal development and fulfilment.

The research team should consult with the DENI Inspectorate where appropriate. The following points should be covered in the investigation and the report: 1 Pupils

a. effects of selection on achievement at GCSE level for all groups, including comparison of patterns of achievement by those of similar ability who attend selective and non-selective secondary schools;
b. effect on patterns of school leavers' destinations, including routes into employment, FE, HE and training and
c. effects on motivation, self-esteem and social attitudes.

II Teachers:

a. effects on teachers' perceptions and expectations of pupils; and
b. effects on teacher motivation and performance.

III Secondary Schools: a. for both selective and non-selective secondary schools: opportunities and constraints in the curriculum, and in particular an assessment of the extent of which selective and non-selective schools provide alternative pathways which meet the different needs of pupils, and the extent to which academic, vocational and pastoral provision are appropriate to the capabilities and needs of all pupils; an analysis of the extent and impact of transfer of pupils between selective and non-selective schools; and the extent to which NI has more small secondary schools than would be necessary in a non-selective system, and the implications, if any; b. For non-selective schools: trends in enrolment, and especially the implications of a reduced proportion of higher achieving pupils attending these schools as a result of the increased intakes to selective schools consequent on open enrolment; the extent to which the performance of non-selective schools reflects the quality of their intake; analysis of the changes in the pattern of ability levels on intake over the last ten years, and the resulting effects on performance; and 259W the restoration of pupil self-confidence and motivation in Key Stage 3. c. for selective schools: the extent to which the performance of selective schools reflects the quality of their intake; the extent to which selective schools have adapted their curricular provision to address the wider range of abilities attending these schools as a result of open enrolment; and sustaining performance of lower, achieving pupils. IV Primary Schools

a. the researchers should consult with the DENI Inspectorate and CCEA on their findings on the effects of the Transfer Procedure on the implementation of the curriculum, and the nature and content of learning in Key Stage 2.
b. the extent of coaching, the reasons why it is sought, and the costs and other implications for pupils, parents and schools; and
c. the consequences of perceptions of transfer procedure performance for enrolment patterns of primary schools.

V Society

a. the effects on attitudes to education in both young people and adults;
b. an analysis of the reasons why some parents choose not to enter their children for the transfer tests; and
c. the effects of selection on how individuals are perceived by parents, employers, and tertiary education and training providers.