Browse content similar to 20/05/2012. Check below for episodes and series from the same categories and more!
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We're facing the biggest changes in education in a generation. I'll be | :01:29. | :01:32. | |
asking the minister John O'Dowd how long the selection impasse can | :01:33. | :01:42. | |
:01:43. | :01:43. | ||
Apology for the loss of subtitles for 1821 seconds | :01:43. | :32:04. | |
Hello and welcome to Sunday Politics in Northern Ireland. | :32:04. | :32:07. | |
Academic selection, falling pupil numbers and school closures. Just | :32:08. | :32:11. | |
some of the problems in our education system. But what's the | :32:11. | :32:14. | |
solution? We set a former principal the challenge. He helped transform | :32:14. | :32:17. | |
a failing school, now he wants our politicians to transform the | :32:17. | :32:21. | |
education system. All of this comes during a recession which has wiped | :32:21. | :32:24. | |
out thousands of jobs. We'll hear from the Education Minister who | :32:24. | :32:27. | |
says schools will have a key role in growing the local economy. And | :32:27. | :32:30. | |
to debate all of this, Scott Naismith, principal of Methodist | :32:30. | :32:33. | |
College in Belfast, and Professor Deirdre Heenan, provost of the | :32:33. | :32:36. | |
University of Ulster's Magee campus. It's a system which needs to change, | :32:36. | :32:40. | |
but are there key areas which must be sorted out before that change | :32:40. | :32:43. | |
can take place? We asked an award- winning former head teacher to | :32:43. | :32:51. | |
produce his own school report. I am a retired principle and I will | :32:51. | :32:55. | |
ask what needs to change to improve the system? | :32:55. | :33:04. | |
Let me be clear. I am opposed to 11 plus in any form. The pressure on | :33:04. | :33:10. | |
children is obscene. Here, time is spent more productively, | :33:10. | :33:16. | |
concentrating on the curriculum. This is a maths class. There is no | :33:16. | :33:22. | |
teaching to any test. Nine of them opted in and the rest opted out so | :33:22. | :33:27. | |
it is my opinion that there is no need for the selection test at the | :33:27. | :33:32. | |
end of this year because they are being continually -- continuously | :33:32. | :33:39. | |
assessed and being given a quality better take -- education. My old | :33:39. | :33:48. | |
friend and fellow principle is equally opposed to the 11 plus exam. | :33:48. | :33:55. | |
He wants a revolution in education. Every school to beat a | :33:55. | :33:59. | |
comprehensive. Are you sure you would take the risk of changing a | :33:59. | :34:04. | |
successful educational system to a completely new system with the | :34:04. | :34:08. | |
possibility it didn't work? What we have at the minute totally doesn't | :34:08. | :34:13. | |
work. I cannot imagine a more dysfunctional alleged educational | :34:13. | :34:22. | |
system than what we have in Northern I am not -- I am a | :34:22. | :34:26. | |
believer in selecting children in streams. That's what our present | :34:26. | :34:31. | |
system does. No, it doesn't. For the largest -- last two years they | :34:31. | :34:37. | |
are subjected to harsh treatment. There is a difference between | :34:37. | :34:42. | |
academic selection and the 11 plus. The 11 plus is the problem not | :34:42. | :34:49. | |
academic selection. Keep academics election because it works. | :34:49. | :34:54. | |
There is some tremendous leadership in our schools and it shows in the | :34:54. | :34:58. | |
success and happiness of our schools. Good headteachers know | :34:58. | :35:02. | |
what schools and pupils need and we should give them more autonomy. I | :35:02. | :35:06. | |
agree with a view that principles need to be better equipped to live | :35:06. | :35:12. | |
with leadership skills. As in thin and, I believe every teacher should | :35:12. | :35:16. | |
have a master's degree and everyone applying for as a principle should | :35:16. | :35:20. | |
have a masters education or work towards it in leadership. The | :35:20. | :35:24. | |
answer to it all is to get a correct balance between autonomy | :35:24. | :35:30. | |
and what I call "intelligent accountability". I am very | :35:30. | :35:34. | |
concerned with an inspectorate which places emphasis on | :35:34. | :35:39. | |
examination results are. Where is the trust and respect between the | :35:40. | :35:44. | |
school leaders and the schools and the Department of Education? He I | :35:44. | :35:48. | |
will now meet one of the people responsible for designing that | :35:48. | :35:52. | |
curriculum and supporting the teachers who deliver it. I support | :35:52. | :35:58. | |
the view of many teachers that training methods are crucial. | :35:58. | :36:06. | |
have a comprehensive range of online training. The intention is | :36:06. | :36:12. | |
to allow more teachers time to teach. We have moved from a model | :36:12. | :36:19. | |
of professional development which quite often brings a large numbers | :36:19. | :36:24. | |
of teachers out of school. Overall I think we are getting it right in | :36:24. | :36:29. | |
the curriculum but the thorny issue of selection and some poor | :36:29. | :36:33. | |
leadership and the need for autonomy of schools is blighting | :36:33. | :36:37. | |
the prospects of our children. There are many children - might | :36:37. | :36:41. | |
changes in East Belfast and I would challenge the politicians that the | :36:41. | :36:46. | |
children in all of Northern Ireland deserve a first-class education. In | :36:46. | :36:50. | |
many aspects, they are getting that but if you definitely need to be | :36:50. | :36:57. | |
sorted out and using education as a political football is not right. | :36:57. | :37:02. | |
Well, the Education Minister it joins us. We should stop using it | :37:02. | :37:07. | |
as a political football. Is that likely? I you will agree with that. | :37:07. | :37:15. | |
However, our society is run by it - - politicians. I have a duty to | :37:15. | :37:20. | |
make decisions on policies which I believe our right and proper for | :37:20. | :37:24. | |
Education and I believe we have done that over a number of years. | :37:24. | :37:28. | |
But you can't get them through because of the unique way we are | :37:28. | :37:35. | |
governed. Well we have made remarkable progress. The media | :37:35. | :37:39. | |
concentrates on other issues but I eat the cat education in its | :37:39. | :37:46. | |
totality. In inner-cities, we have improved the educational outcomes | :37:46. | :37:52. | |
of young people but we have not done enough. We need to improve the | :37:52. | :37:56. | |
education system and we need to challenge ourselves. What about | :37:56. | :38:01. | |
secondary schools facing an enormous challenge and they have a | :38:01. | :38:05. | |
half Bhagat -- far harder job because they are teaching a lot of | :38:05. | :38:09. | |
less able children which is fundamentally unfair. Why cannot | :38:09. | :38:15. | |
you change that? There is a changing -- challenge for education | :38:15. | :38:25. | |
:38:25. | :38:27. | ||
in the totality. Schools are educators. People who work in post | :38:27. | :38:33. | |
primary schools are educators. A pincer -- principle of a school | :38:33. | :38:42. | |
address tone school and said, not whether a child is clever but how | :38:42. | :38:51. | |
the child is clever. Are you -- the duty is to be an educator and | :38:51. | :38:54. | |
promote the growth of the person walking through your door and turn | :38:54. | :38:58. | |
them into a valuable member of society. Evidence you quote says | :38:58. | :39:03. | |
that social disadvantage is made work by -- worse by the selection | :39:03. | :39:08. | |
system. That is a challenge for those whose promote academic | :39:08. | :39:14. | |
selection. But your party changed that system and in put anything in | :39:14. | :39:18. | |
place and now we have what a lot of people describe as a shambles. | :39:18. | :39:26. | |
There is no shambles. There is a system in place. The vast majority | :39:26. | :39:32. | |
of our post primary schools use a system which works. The vast | :39:32. | :39:37. | |
majority are highly successful. The vast majority send people to you at | :39:37. | :39:44. | |
-- universities and all take the same GCSE best macro and same A- | :39:44. | :39:48. | |
levels and the same pathways to universities so let us dispel the | :39:48. | :39:54. | |
myth that the only way you provide a good education is through the | :39:54. | :39:58. | |
selection process. The vast majority of non-selection schools | :39:58. | :40:03. | |
do it every day. The top schools in Northern Ireland keep their | :40:03. | :40:08. | |
position saves by keeping the selection process. I would reject | :40:08. | :40:17. | |
the "top" schools. You cannot measure the success of a school | :40:17. | :40:23. | |
based on league tables only. You measure it on the value they add to | :40:23. | :40:26. | |
the young 11 year-old who goes through the school doors and these | :40:26. | :40:32. | |
at 16 or 18 as a young adult. about the 29,000 pupils who left | :40:32. | :40:37. | |
last year without five GCSE qualifications. That is | :40:37. | :40:46. | |
unacceptable. When we first... And it was 45% a few years ago and now | :40:46. | :40:51. | |
it is 39%. There is a challenge to improve that and the Department of | :40:51. | :40:57. | |
Education has taken measures to do that. We need to tackle education | :40:57. | :41:01. | |
under -- and achievement in deprived communities. But we still | :41:01. | :41:06. | |
have some selection. I am as opposed to selection and rejection | :41:06. | :41:10. | |
of young children going to school. When you fundamentally oppose | :41:11. | :41:15. | |
selection, how do you feel as the Minister knowing that you can't get | :41:15. | :41:21. | |
it pushed through? I know that two of the other parties are opposed. | :41:21. | :41:28. | |
And I also sit back the executive table no - my knowing the Catholic | :41:28. | :41:33. | |
Church is opposed. The trade union it needs to stand up to this and so | :41:33. | :41:37. | |
do civic society because many changes in our society have not | :41:37. | :41:41. | |
always be delivered with politicians. Sometimes it can be | :41:41. | :41:46. | |
argued that politicians have followed. I believe it is time for | :41:46. | :41:49. | |
civic society to stand up and be counted because it is about | :41:49. | :41:55. | |
improving the life of the individual and our society. | :41:55. | :41:59. | |
civic society is completely divided on this. There are different voices | :41:59. | :42:07. | |
on this. The two commentators you had on who were highly respected | :42:07. | :42:11. | |
educators were divided. But there is a strong voice with regard to | :42:11. | :42:15. | |
this both in education and the social level but we have to remove | :42:15. | :42:21. | |
academic selection from our society to have a firm of playing field. | :42:21. | :42:25. | |
No-one is talking about removing academic excellence. It seems you | :42:26. | :42:31. | |
are prepared to accept the status quo go because are you campaigning | :42:31. | :42:35. | |
vociferously in the Executive? said, I don't think we will change | :42:35. | :42:40. | |
the DUP's mind in the current format. What is your target date? | :42:40. | :42:44. | |
Do you think you will accept the status quo for five years or 10 | :42:44. | :42:49. | |
years? I have never accepted the status quo in my life and what I | :42:49. | :42:55. | |
will not start now. I believe that civic society and those in civic | :42:55. | :43:00. | |
society need to raise their voices who are opposed and stand-up. | :43:00. | :43:05. | |
you are a minister and you are in charge? The current system will | :43:05. | :43:10. | |
work against me but I will not accept it. I am putting a challenge | :43:10. | :43:16. | |
out to society. Let us hear or your voices and let us change the minds | :43:16. | :43:23. | |
of the politicians and the DUP. Democratic politics shouldn't be | :43:23. | :43:28. | |
just left to those on the hill. Democratic politics is about the | :43:28. | :43:32. | |
entire society involving itself and this is one issue where they should | :43:32. | :43:36. | |
be involved. Scott Naismith you are perfectly placed to answer this. | :43:36. | :43:40. | |
Should you be one of those principles campaigning for an end | :43:40. | :43:50. | |
to selection.? No, I am a supporter of it. We are trying to provide | :43:50. | :43:53. | |
opportunities for all pupils who come through the door and | :43:53. | :43:57. | |
opportunities to add value to their lives and the education of all | :43:57. | :44:02. | |
pupils. We say the best way to do that is to have pupils grouped | :44:02. | :44:07. | |
together so we can target there needs and meet what the | :44:07. | :44:11. | |
requirements are. Academics election allows for that. One thing | :44:11. | :44:18. | |
I would like to challenge strongly is the idea of rejection. It is | :44:18. | :44:21. | |
always talked about branding children as failures. That is not | :44:21. | :44:25. | |
the case and no principle things a child he was unable to get through | :44:25. | :44:32. | |
their door is a failure. The environment in their school and the | :44:32. | :44:34. | |
teachers are trained and able to provide them with the best | :44:34. | :44:41. | |
opportunities. But everyone is pretty much the same. What is your | :44:41. | :44:50. | |
free school meals quotient, for example? There are differences. | :44:50. | :44:55. | |
you have a socio-economic mix? Pupils from a good sizable number | :44:55. | :44:59. | |
of people from varied backgrounds? We have people who come from | :44:59. | :45:04. | |
different ethnic and religious backgrounds and town and country. | :45:05. | :45:08. | |
We do work in order to encourage pupils from those backgrounds to | :45:09. | :45:13. | |
consider applying to the college. That is a big barrier - not the | :45:13. | :45:20. | |
academic selection but the self- limiting view that some people have, | :45:20. | :45:30. | |
:45:30. | :45:31. | ||
like, "that is not for us". They have to do the selection test. | :45:31. | :45:40. | |
Improvements could be made their absolutely. What is the type of | :45:40. | :45:45. | |
education? Grammar school teacher a curriculum at post primary school | :45:45. | :45:50. | |
level. There is no different curriculum in grammar schools. | :45:50. | :45:57. | |
Surely an educator has a challenge to build the young puzzled to be | :45:58. | :46:02. | |
everything that young person can be across academia, vocation or a | :46:02. | :46:11. | |
mixture of both. Scots teach the exact same curriculum as a non- | :46:11. | :46:16. | |
selective school. What is the type of education? Perhaps that is a | :46:16. | :46:20. | |
problem way you try to move basic - might was a system where you have | :46:20. | :46:24. | |
the same curriculum at every single school and that is maybe not what | :46:24. | :46:30. | |
every child needs. When you have selection at 11 or further on, the | :46:30. | :46:34. | |
school can best tailor the provision to the pupils who come | :46:34. | :46:39. | |
through the door. When it comes to the overview, the research says | :46:39. | :46:45. | |
that a child from a poor background who is less able should be in with | :46:45. | :46:50. | |
pupils who are more able because it brings everyone up. I don't agree. | :46:50. | :46:56. | |
The research is contradictory. I could use one piece of research to | :46:56. | :46:59. | |
support one I argument and you could find some to support another. | :46:59. | :47:03. | |
It is wrong to say the evidence points in one direction. It does | :47:03. | :47:09. | |
not. We had a large-scale study last year from the University of | :47:09. | :47:15. | |
Buckingham Sher and they found that selective schools produce the best | :47:15. | :47:18. | |
out comes because the reality is children have different abilities | :47:18. | :47:22. | |
and the system should recognise that. I think they will -- there is | :47:22. | :47:26. | |
a role for academic selection and we need to talk about how and when | :47:26. | :47:32. | |
we do it. The 11 plus causes pain and grief but to remove something | :47:32. | :47:38. | |
without having something to replace it is poor governance. That is | :47:38. | :47:45. | |
incorrect. It isn't. We have a plethora of unrelated tests. As a | :47:45. | :47:50. | |
parent and governor it is coat -- parents out there, I can tell you. | :47:50. | :47:55. | |
People are dismayed by the system. They cannot understand how we have | :47:55. | :47:58. | |
got here. If the Minister is pushing towards a comprehensive | :47:58. | :48:06. | |
system, the comprehensive system in England failed. Two weeks ago, | :48:06. | :48:11. | |
Baroness Shirley Williams at the University of Ulster, one of the | :48:11. | :48:16. | |
architects of the comprehensive system, said it was a failure. | :48:16. | :48:21. | |
not looking to establish a in -- and English all-Scottish system but | :48:21. | :48:26. | |
a system that works for young people here. I'm sure there young | :48:26. | :48:29. | |
people in your universities who have come from non- selective | :48:29. | :48:37. | |
schools. Are the I'm sure there'll thousands. Of course. There are | :48:37. | :48:41. | |
different abilities. They are nothing wrong with saying that. | :48:41. | :48:48. | |
There is a difficulty in rejecting a child... No one is. 12,000 | :48:48. | :48:54. | |
children sat that test nasty and 8000 got into grammar school so by | :48:54. | :48:59. | |
simple mathematics, 4000 children were rejected. Schools are | :48:59. | :49:06. | |
rejecting the young people. We are the only paid -- place in Europe | :49:06. | :49:12. | |
that selects is blatantly untrue. Look at the German system, they say | :49:12. | :49:16. | |
to individuals throughout their prime the school, based on English | :49:16. | :49:24. | |
and maths, we will decide on what the best route is for you. I am | :49:24. | :49:34. | |
:49:34. | :49:38. | ||
sorry, we are out of time. You will Apologies were at the heart of our | :49:38. | :49:48. | |
:49:48. | :49:50. | ||
political week. Here's Gareth Police admitted keeping more than | :49:50. | :49:54. | |
60 body parts for use in investigations and said sorry. | :49:54. | :49:58. | |
behalf of the police service and the Chief Constable, we apologise | :49:58. | :50:02. | |
for the upset that may have been caused. | :50:02. | :50:07. | |
The junior minister found himself out of bounds. He said sorry. | :50:07. | :50:11. | |
was a clumsy use of a language which I regret using -- using. | :50:12. | :50:21. | |
:50:22. | :50:22. | ||
I'm sorry. The Attorney General drop his legal action. A disavowal | :50:22. | :50:29. | |
of any attack on the integrity of our judges. Alex Attwood considered | :50:29. | :50:36. | |
allowing 16 year-olds to get a provisional licence. The Balmoral | :50:36. | :50:41. | |
show was staged for the last time on its present site which made some | :50:41. | :50:45. | |
farmers sorrel -- sorry. I will miss it because it has been a hum | :50:45. | :50:55. | |
:50:55. | :50:59. | ||
What about a single test? Is that a bit of a compromise that would make | :50:59. | :51:03. | |
things easier? You do not need academic selection for children to | :51:03. | :51:07. | |
enter school or separate schools for children to be taught at. You | :51:07. | :51:13. | |
can achieve academic excellence in a single school and you can achieve | :51:13. | :51:18. | |
academic vocational axe -- excellence there. When will you get | :51:18. | :51:22. | |
it for everybody then? Grammars schools refused to use the current | :51:22. | :51:30. |