Integrated Education Framework Integrated Education Framework

Introducing the Framework for Integrated Education

What is the Framework for Integrated Education?

The Framework for Integrated Education is a self-evaluation tool designed to help all Integrated schools evaluate the nature, extent and quality of their Integrated ethos and then set targets for its development. It can also be used by those schools exploring the process of Transformation to assess their current state of readiness for Integration and help in planning for future Integrated status. The Framework provides a common structure linked to school improvement within which Integrated schools can develop their Integrated ethos and practice, while at the same time adhering to the definition and purpose of Integrated Education. 

Underpinned by the Statement of Principles for Integrated Education, the overarching vision for the Framework is to support the development of sustainable Integrated schools which deliver impactful and value-added Integrated Education for the entire community.

Integrated Education is often referred to as a journey rather than a destination, and the Framework guides schools along a progressive pathway comprising the three main phases outlined in Figure 1. Drawing on 40+ years of experience of Integrated Education in Northern Ireland, each phase reflects the characteristics of an Integrated school associated with that part of its journey.

Overview of the Framework for Integrated Education

Vision
  • Sustainable Integrated schools delivering impactful and value-added Integrated Education for the entire community.
Approach
  • Sustainable Integrated schools delivering impactful and value-added Integrated Education for the entire community.
Phases
  • Defining & Developing
  • Expanding
  • Embedding
Characteristics of a Good School
  • Learner Centred
  • High Quality Teaching & Learning 
  • Effective Leadership
  • Community Connections

“Integrated education” means the education together, in an integrated school, of -

  1. Those of different cultures and religious beliefs and of none, including reasonable numbers of both Protestant and Roman Catholic children or young persons;
  2. Those who are experiencing socio-economic deprivation and those who are not; and

  3. Those of different abilities.

    (Integrated Education Act 2022)