42% in school and youth settings respectively felt more positively toward people of different sexual orientations in 2016. Over 70% of young people who had engaged in CRED activity on gender in 2012 reported more positive attitudes to people of a different gender. 52% and 50% in school and youth settings respectively felt more positively toward people of a different gender in 2016. In 2012 over 80% of young people who had engaged in CRED activity on disability reported more positive attitudes to people with disabilities. 63% and 48% in school and youth settings respectively felt more positively toward people with disabilities in 2016. In 2012, over 70% of young people who had undertaken CRED activity on the issue of dependants reported more positive attitudes to people as a result. 37% and 30% in school and youth settings respectively felt more positively toward people with dependants in 2016. It is unclear why young people who are undertaking CRED activities in these areas are not noting more positive attitudes as a result. It may be the case that young people’s attitudes are more positive to begin with. In the absence of a baseline attitudinal measurement it is difficult to draw any firm conclusions. The Department of Education is considering these findings at present. NICCY is concerned that despite the Department’s stated intention to mainstream its CRED work, CRED work is not being carried out to the extent that it was and there is a very real risk that the expertise developed around this area and the positive impacts this work has had may be lost. Children’s Voices in School Children and young people have different experiences of the level to which they are facilitated to participate in school. Schools have been provided with guidance by the Department of Education on encouraging pupil participation however, there is no consistent approach with regard to participation in schools as there is no statutory requirement to set
Currently there are 175 primary schools and 47 post-primary schools in a budget deficit, making them unsustainable under the Sustainable Schools Policy. It is also acknowledged that there is no capital funding for the accommodation of schools and that the education budget is unable to provide the investment required. This will impact on the sustainability of the school under the Sustainable Schools Policy. A lack of Government funding for schools is therefore forcing schools to fall below Department of Education policy requirements. 57% of primary schools are currently below the minimum enrolment figures required under the Sustainable Schools Policy. 128 of the 197 post primary schools are below minimum enrolment levels under this Policy. There are also large numbers of schools which are falling short of the Entitlement Framework requirements – only 78 are fully compliant. It likely that the only schools which will be sustainable under this policy will be extremely large. NICCY has concerns that this may not ensure every child the ability to succeed to their maximum potential and may have a detrimental impact on education in rural areas. There is no attempt to address the issue of duplication of spend on all of the various education sectors in NI. It is proposed to introduce consistency of special school provision in all schools across Northern Ireland, providing for all (no specialisms) from ages 3-19. It is also proposed that all children should access their nearest special schools. Less than 50% currently do. This may have major implications for children currently attending special schools and may have a detrimental impact on their enjoyment of education and educational attainment. The Department of Education published its Annual Action Plan on 28th April 2017. This Annual Action Plan covers April 2017 to March 2018 and identifies schools for which developments are proposed. It includes schools where sustainability is an issue but also includes some schools that are sustainable as it is these schools which may form part of the solution to sustainability issues in other schools or areas. Year 1 priorities have been identified and APLGs are about to begin the process of drawing up the Year 2 Annual Action Plan for 2018/19, focusing again on the key strategic themes and priorities for action consulted on in the Strategic Area Plan, including areas where sustainability is an issue and ensuring school places are located as required.