Communicating change during a period of widespread reform
From January 2010 a new body will be in charge of delivering education support services to
teachers and young people in Northern Ireland. The Education and Skills Authority (ESA) will bring
together the wide range of administrative bodies currently providing education support services.
In an interview with Linked, ESA Chief Executive Designate Gavin Boyd sets out why such a change is necessary, how it will affect teachers and young people, and addresses some of the main issues associated with the creation of ESA.
Linked - It’s been said that we’re embarking on the biggest change in education administration since the early 1970s. Why?
Gavin Boyd - The review of public administration in education has presented us with a once-in-a-generation opportunity to change things for the better.
This is not a criticism of the staff and board members of the existing organisations - they serve our community with due diligence and great commitment.
However the system of administration, first set up more than 30 years ago, is now well past its ‘sell by’ date and does not make best use of the talents and skills of the people within it.
In ESA, for the first time, we will have a single organisation with a clear and unambiguous responsibility for achieving better educational outcomes for our young people.
As the biggest influence on pupil performance comes from school leaders and their teachers our priority will be to look at how we can better support and develop them.
Through modernisation of the system we will also ensure that millions of pounds currently spent on the administration of education is redirected to where it is needed most - classrooms and youth settings.
Linked - But how will a large regional body such as ESA support teachers on the ground?
Gavin Boyd - ESA will have a strong local presence. While corporate and administrative services will be brought together at locations across Northern Ireland, educational support services will be pushed closer to schools.
It is envisaged that ESA will have a number of local support teams, building on existing local knowledge to deliver key services to schools and youth services.
Recognising that every school is different, we will provide a tailored service, with the shared goal of helping every school deliver better outcomes for young people.
Linked - In developing support services for school leaders and teachers have you actually spoken to the professionals?
Gavin Boyd - We certainly have and will continue to do so. We’ve spent considerable time to date taking formal and informal feedback from principals, teachers and school governors.
Working groups in Children’s Services and Education Quality are also in place to assist in shaping and structuring these services under ESA. The membership of both groups includes a cross section of current providers of education services and current practitioners.
As ESA takes shape, professionals will continue to play a key role in moulding our services and driving improvement within the new organisation.
Linked - What do you say to concerns that a single authority will bring with it a ‘top down’ approach?
Gavin Boyd - I am very clear that school leaders are best placed to decide how teaching and learning should take place in their classrooms. Our focus is the provision of an excellent support service to schools, not interfering in the running of them.
Linked - But in areas such as the employing authority role don’t you have control over important matters such as recruitment and dismissal of school staff?
Gavin Boyd - In practice, for those schools who wish to do so, the employing, sacking and disciplining of teachers will be a matter for school Boards of Governors.
ESA will only become involved in these matters if it believes the scheme of employment has been incorrectly applied or employment law has been broken.
Linked - There have also been concerns expressed over the influence ESA will exert on schools via area based planning.
Gavin Boyd - The detail of the policy on area based planning will be determined by politicians, not ESA.
As envisaged, ESA’s role is to support and coordinate this process. We will work closely with local communities and education sector interests to develop area plans. These plans will be based on a shared understanding of each area’s immediate and future educational needs, and how they can be best met.
ESA will encourage local solutions based on an inclusive and participative process and an evidence based approach. The guiding principle will be what best meets the needs of our children and young people.
Linked - It is understood that ESA will undertake the awarding body function currently carried out by CCEA. In future, will local schools still be able to take qualifications with English and Welsh awarding bodies?
Gavin Boyd - Yes, our local schools will continue to have access to a wide range of qualifications including those set by awarding bodies in England and Wales.
And, as is currently the case, the procedures and standards in awarding and marking exams will be externally and independently monitored.
Linked - What can you say to reassure teachers concerned that key services might be adversely affected in the run up to and changeover to ESA?
Gavin Boyd - The creation of ESA will bring significant changes to the education sector and the transition to ESA must be carefully managed. We continue to work closely with the Department and the existing Chief Executives to ensure services are maintained and we have a smooth transition to the new organisation.
On ‘Day One’ of ESA, schools should expect ‘business as usual’. When changes to the services schools receive are being made they will be informed well in advance.
You can keep up to date with all matters relating to the creation of ESA on the ESA Implementation Team website - www.esani.org.uk.
Next term’s Big Interview will be with Robson Davison, Deputy Secretary, Department of Education’s Youth and Policy Group. Do you have a question you would like to ask the Department about the revised curriculum, reporting and assessment arrangements? Please email it to linked at info@pmbni.org.uk.