SEELB
PUBLISHES ITS RESPONSE
TO THE BURNS REPORT
The
South Eastern Education and Library Board's official response
to the Burns Report was published on 19th June 2002.
The
Board was determined to ensure that all those involved in the
education of young people in their area had an opportunity to
express their views on the report by the Post-Primary Review
Body.
Consequently
the Board held extensive consultation sessions with pupils,
parents, teachers, principals and governors.
The
Board's view is that the transfer test and selection at 11
should be abolished and replaced by a new common curriculum
followed by all pupils from year 1 to year 10. This curriculum
should be designed to develop pupils' key skills in literacy,
numeracy and ICT as well as a range of other attributes such
as creativity, confidence, self-esteem and emotional development.
From
year 11 onwards this new curriculum should be augmented by appropriate
programmes selected by the young
person under guidance from professionals and parents.
These programmes should be created to develop the skills and competencies
reflecting a young person's interests, aptitudes, abilities, further
educational pathways and career options. To
support this approach, the Board recommends that education after Key
Stage 3 should be presented on a modular basis which
takes account of all aspects
of the curriculum such as personal and social education,
subject specialisims, careers education as well as personal interests.
The
Board recognises that the review of post-primary education and the
review of the curriculum are inextricably linked. However, it is important
to emphasise that any decisions about future structures should follow
on from agreement about the revised aim and new objectives for the
pre-school, primary and post-primary curriculum.
Having fully considered the advantages and disadvantages of a range
of options for transfer expressed through the consultation
process, the Board is of the opinion that progression
by choice should take place
at 14. The
well-documented problems associated with the present system of transfer
at 11 could be overcome by delaying election until this later age.
Consequently,
the Board contends that a pluralist provision should be offered
which allows each young person to elect a suitable educational
pathway. In the interests of parity of esteem it is important
that there should be convergence of previously separate academic
and technical/vocational routes.
Also central to this suggested arrangement is the premise that
schools should have the opportunity todevelop distinctive specialisims,
for example in the performing arts, science and technology, multimedia,
the environmental sciences, language and sport.
The
Board would also emphasise that throughout each young person's
educational career, but especially at progression from year
10 to year 11, procedures must be in place to guarantee seamless
transition and continuity of learning. Irrespective of which
pathway is chosen, the Board is of the view that key skills
such as literacy, numeracy and ICT should maintain their
central position.
