A recent report from Ulster University reveals that new laws governing the employment of teachers in Northern Ireland have not significantly altered the composition of the teaching workforce. The study, part of the university’s Transforming Education series, evaluated the effects of the Fair Employment (School Teachers) Act, which took effect in May 2024.
Dr. Matthew Milliken, the lead author of the report, highlighted that the expected changes have not materialized. He noted the continued dominance of Catholic teachers in maintained schools, while controlled schools exhibit minimal representation of Catholic educators. Despite the legislative changes, the report suggests that employment authorities have made little progress in monitoring the community backgrounds of teaching applicants or existing staff.
Previously, Paul Givan, Northern Ireland’s Education Minister, stated that his department had implemented the Fair Employment (School Teachers) Act across all grant-aided schools. However, he also acknowledged that there had been no assessment of the legislation’s impact. The act repealed previous provisions that allowed schools to hire teachers based on their religious affiliation, creating a framework for mandatory monitoring for the first time in Northern Ireland’s educational history.
Dr. Milliken pointed out that the data collected indicates a phenomenally low completion rate of the Equality Monitoring form, with only about 11% of teachers in controlled schools responding. In maintained primary and post-primary schools, completion rates were below 3%. He emphasized that these low participation rates hinder the ability to accurately assess the teaching workforce’s composition.
The findings reveal that representation of teachers from a Catholic background in controlled schools remains very limited, while Protestant teachers in Catholic maintained schools are virtually absent. The report underscores ongoing challenges faced by the Department of Education, the Education Authority, and the Council for Catholic Maintained Schools (CCMS) in gathering and sharing accurate data on the teaching workforce. The research also notes that the requirement for a Catholic Religious Education certification acts as a barrier for non-Catholic teachers seeking employment in Catholic schools.
Dr. Milliken commented, “Cultural norms still steer teachers toward working within their own sector.” The report advocates for increased long-term mobility of teachers, which could enhance diversity and benefit both students and staff. He proposed that if change comes gradually, facilitating cross-sectoral movement could empower teachers to explore a wider range of employment options.
The report concludes with a call to action for the education system to evolve, ensuring that all staff and students, regardless of their backgrounds, feel their identities are acknowledged and respected. Dr. Milliken posed the question, “What more needs to be done to transform our education system into one where staff (and pupils) of all traditions feel that their identity is acknowledged, accommodated, and respected in all school types?”
In response to the findings, Paul Caskey OBE, chief executive of the Integrated Education Fund, urged the Department of Education to monitor the effectiveness of the legislation in diversifying the workforce. He called for a comprehensive review of the implementation of the NI Fair Employment (School Teachers) Act (NI) 2022 and emphasized the importance of effective monitoring of the teaching workforce in line with fair employment legislation.
The insights from Ulster University reflect ongoing challenges in achieving a truly diverse and representative teaching workforce in Northern Ireland, highlighting the need for continued efforts to foster an inclusive educational environment.
