Further education and skills in Northern Ireland: policy and practice in a post-conflict society

ABSTRACT

This paper contextualises the Further Education (FE) sector in Northern Ireland (NI). It outlines the specific political, social and economic influences that have shaped its position as a major but understated educational provider in what remains a highly divided educational system that is slowly transitioning in a post-conflict environment. Key policy frameworks underpinning sectoral development are described, showing how many policy initiatives have been both ‘borrowed’ from the English context and adapted to local need. The article proceeds to highlight a number of curricular and institutional innovations that have contributed to the development of a small-scale, but distinctive educational, social and economic model. The piece concludes by suggesting that the NI FE experience has the potential to contribute not only to its own specific conditions but, through its ‘policy and practice’ adaptations’, to positively influence FE policy and practice in other parts of the United Kingdom (UK) that require interventions around skills development economic growth and social cohesion.

KEYWORDS:

• Northern Ireland
• further education
• policy and practice
• post-conflict

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Tracy Irwin

Dr Tracy Irwin has research interests in further education policy and practice in Northern Ireland and has been involved in Teacher Education programmes within Ulster University for the past 13 years.  She has worked as a practitioner in further education and prison education settings and has a wealth of experience in teaching disaffected young people.