Department of Education statement - The Cost of Division in NI paper

Link to CSSC's response to The Cost of Division in NI paper published as part of the Transforming Education programme.

A spokesperson for the Department of Education said: “The Controlled Schools Support Council (CSSC) has recently responded to the “The Cost of Division in Northern Ireland” paper published by Ulster University as part of the Transforming Education (TE) programme funded by the Integrated Education Fund.

 

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“The CSSC response states "Our concern is that the TE Cost of Division paper is being quoted by senior decision makers as definitive and being used to undermine the argument for fair funding for schools in Northern Ireland. The TE paper implies that £226m per year can be saved by eliminating perceived waste due to costs of division. The TE paper, unfortunately, provides headline figures which are becoming part of the public narrative without peer-review or collaborative discussion to substantiate that which is claimed and extending open and constructive dialogue.”

The Department of Education agrees with CSSC’s analysis of the Cost of Division Paper which it considers to be a flawed and over simplified analysis of complex education issues that is misleading at a time when education for children and young people in Northern Ireland is seriously underfunded.”

Findings presented ignore that parental preference plays a key role in how much school transport is funded; disregard the fact that available places (erroneously referred to as ‘empty desks’) in a school do not make a school any cheaper to run as we fund children, not places; and vastly overinflate the cost of shared education programmes which on average cost the Department £4m per annum and not £95.6m as quoted in the report.”

The Department supports robust academic research based on accurate factual evidence and presented in a way that reflects our context and informs policy development and delivery.  Researchers are encouraged to engage with the Department in developing their analysis to ensure complex education issues can be presented in a way that is valid, clear and accurate to the reader.”

 

 

23  May 2023