Shared education: the views of children and young people
Bibliographic record
Abstract
As the Northern Ireland Commissioner for Children and Young People (NICCY), it is my primary aim, as set out in legislation, 'to promote and safeguard the rights and best interests of children and young people'.NICCY places its work within the context of the United Nations Convention on the Rights of the Child (UNCRC) and other relevant children's rights instruments.The UNCRC is a comprehensive, international human rights treaty which enshrines specific children's rights and defines universal principles and standards for the treatment and status of children around the world.Articles 28 and 29 of the UNCRC contain key provisions outlining a rights-based approach to education.Article 28 is primarily concerned with the right of access to education, on the basis of equality of opportunity.Article 29 of the UNCRC addresses the aims of education and the benefits that every child should be able to enjoy as a consequence of their right of access to education.A fundamental challenge for me, as Commissioner for Children and Young People, is to seek to ensure that all children and young people in NI enjoy an effective right to education.Central to my role is my statutory duty to advise Government on matters concerning children's rights and best interests.In advising Government, I am also required to take steps to ensure that the views of children and young people are sought.The landscape of education provision in NI is in the process of a number of significant changes which will have a major impact on children and young people.As part of these changes, a commitment was made in the NI Programme for Government 2011-15 for the Department of Education to establish a Ministerial Advisory Group to explore and bring forward recommendations to the Minister of Education to advance 'shared education' in Northern Ireland.Crucially, Article 29 of the UNCRC states that the education of our children and young people should be directed towards preparing them for responsible life in a free society, in a spirit of understanding, peace, tolerance, equality of gender, and friendship.Article 29 also requires our Government to direct education towards the development of children's personalities, talents and mental and physical abilities.In parallel to this, it also states that children and young people's education should be directed towards respect for their parents, their cultural identity, and the cultural identity of others.In cognisance of my statutory duties, I contacted the Minister for Education to offer to consult with children and young people to explore their views and experiences of helpful for teachers to facilitate discussions with pupils or for pupils to participate in interactive workshops with students from other schools, prior to their engagement in shared learning initiatives.12. A key question arising out of the findings is whether shared education is seeking to go beyond enhanced curriculum provision, to promote and support mutual understanding and an appreciation of diversity (ability, religion, culture, ethnicity, social backgrounds) amongst pupils.There is evidence that some shared practice is aiming to do this, however, this objective within the Department of Education's definition of shared education should be clarified and, where appropriate, guidance and support provided to schools to ensure that it can be achieved in a positive and meaningful way which ultimately benefits pupils.6 http://www.deni.gov.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.017 | 0.016 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.025 | 0.030 |
| Scholarly communication | 0.027 | 0.016 |
| Open science | 0.004 | 0.027 |
| Research integrity | 0.013 | 0.024 |
| Insufficient payload (model declined to judge) | 0.008 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".