Education Background

Upon the establishment of the Northern Ireland Government in 1921, the Ministry of Education assumed the functions of the Board of Commissioners of National Education, established in 1831, and The Board of Commissioners of Intermediate Education establishments in 1878. The functions of the Department of Agriculture and Technical Instructions, insofar as they related to technical instructions, were also transferred to the Ministry.

The Education, NI Act 1923 aimed to reform education but was boycotted by Roman Catholics. County and county boroughs, through education committees, were constituted as local education authorities. They were conferred the duty to provide public elementary schools (previously national schools) and were empowered to accept the transfer of existing schools from voluntary managers.

The Act stipulated that public elementary schools, whether voluntary or transferred, should admit children of all religious denominations. Religious teachings were not to be provided during compulsory hours.

For schools wholly financed by public funds following transfer, the education authority could not require teachers to belong to any particular church or denomination or provide religious instruction. However, they were mandated to offer opportunities for religious teaching attendance where parents did not object.

Authorities were empowered to establish school management committees comprising parents, former managers, and other interested parties but were not authorized to appoint teachers.

Voluntary managers who didn’t transfer control of schools were entitled to half of the upkeep costs. The Ministry covered teachers’ salaries in all public elementary schools. A voluntary manager could receive half the repair and upkeep costs and seek contributions from the Ministry for building or reconstruction costs if a school management committee, comprising four members (half chosen by the manager and half by the authority), was agreed upon. These committees were responsible for teacher appointments and religious instruction.

The policies had support from both Protestant and Catholic churches. Former managers of transferred schools gained representation on education committees, retaining influence over school management.

The education authority was obligated to provide nondenominational, viable instruction if parents of at least 10 children applied. If a sub-school management committee comprised members representing half, of whom half represented managers of transferred schools, and a quarter were parents, they would select three applicants for a teaching post, with the education authority appointing one from among them.

There was resistance to the four and two committees from Catholic schools. Ultimately, in 1930, the government was granted powers to fund half the cost of building and constructing voluntary schools and lend the other half, irrespective of whether the four and two committees were established.

The Ministry covered the salaries of all teachers and aimed to improve teaching standards, pupil attendance, and school buildings.

The 1923 legislation mandated compulsory school attendance. Between 1923 and 1938, school attendance rose from an average of 75% to 86%. Many smaller schools were closed and amalgamated.

Education levels and funding lagged behind the rest of the United Kingdom. No nursery schools were provided, and an adequate school medical service was established. However, little was done to provide meals for children, and only a handful of special schools were established.

Most managers refused to transfer schools or accept the four and two arrangements, so, before the war, half of elementary schools remained voluntary.

Catholic and Protestant governing bodies continued to manage their grammar and secondary schools, which were mostly fee-based. The Ministry didn’t seek to bring them under public control.

Government grants were largely based on examination results. Teachers didn’t enjoy job security or pensions. Salaries, negotiated privately, were on average less than those in elementary schools, and less than half of them had third-level education.

In 1922, a committee recommended reform in intermediate education, introducing a capitation grant for pupils instead of payments based on results. The state paid teachers’ salaries, and grants were significantly increased. The Ministry required schools to operate under approved governing bodies’ schemes and prohibited operating for private profit. These bodies had to adhere to approved salary scales, and teachers were granted superannuation rights and had to possess appropriate qualifications.

Relatively limited provision was made for scholarships; however, the vast majority paid fees. A significantly lower percentage received scholarships or free tuition compared to England and Wales.

In 1944, a white paper laid the groundwork for the Education Act of 1947. This act aimed to provide progressive levels of primary, secondary, and further education. Local education authorities were tasked with contributing to the spiritual, moral, mental, and physical development of the community by providing efficient education at each stage.

Primary education was free after the 11-plus exam. All pupils were entitled to secondary education in a grammar, secondary, intermediate, or technical intermediate school. Selection was initially by Ministry-organized examination until 1965, after which greater weight was given to teachers’ appraisals.

Voluntary managers continued to serve on school management committees in line with the 1930 compromise. The 1947 Act was meant to align with the English Education Act of 1944. In principle, schools were to be places of collective religious instruction, which was to be nondenominational except in voluntary schools where managers retained control. Denominations were allowed to inspect and provide religious instruction subject to safeguards for parents and pupils.

The Ministry increased grants for voluntary schools to 65% for new construction and reconstruction, as well as for maintenance, heating, and lighting.

The 1947 Act mandated education authorities to provide medical inspection and treatment, transportation, milk, meals, books, and free education.

Education authorities were made responsible for running costs in voluntary schools. Managers could retain control if they agreed to a statutory committee with public representation, in which case all running costs would be covered. However, this was generally not accepted.

Existing teacher training colleges were expanded, and several new colleges were established.

The 1947 legislation required local education authorities to devise development schemes for their areas. School building programs continued, with smaller, unsanitary schools closing down and 250 new schools being built in the 20 years following WWII.

The number of pupils in secondary schools doubled from 17,000 to 37,000 in the 20 years after the war. There were 22 County schools and 59 voluntary schools, with half being Protestant and half Catholic-managed. The governors of voluntary schools were allowed to reserve up to 80% of places for qualified pupils, whose fees were covered by local authority scholarships, while the remaining places were fee-paying.”