The Northern Ireland curriculum reforms introduced as part of a broader education overhaul have been defended by the independent expert who led the review, rejecting claims that the changes represent a politically right-leaning approach to schooling.
Education researcher Lucy Crehan told members of Stormont’s Education Committee that the reforms are not driven by right-wing ideology and instead align more closely with goals focused on equality and reducing educational disadvantage.
Crehan, who has studied high-performing education systems around the world, was appointed by Education Minister Paul Givan in 2024 to carry out a comprehensive review of the Northern Ireland school curriculum.
Her findings were published in June 2025 and form a key part of the Northern Ireland curriculum reforms currently being implemented across the region’s education system.
Expert rejects claims reforms are politically driven
Appearing before members of the Northern Ireland Assembly (MLAs), Crehan addressed concerns raised by politicians regarding the political direction of the proposed changes.
Some critics had suggested that the reforms reflected a conservative or right-wing educational philosophy.
Crehan rejected that interpretation, arguing that the changes instead support greater equality within the education system.
“If anything I would say it’s more aligned with a left-wing view of the importance of equality and closing the disadvantage gap,” she told the committee.
She explained that debates around curriculum design sometimes associate knowledge-focused teaching approaches with right-of-centre political views, but she does not believe this reflects the evidence from international education systems.
Curriculum review commissioned by education minister
The review conducted by Crehan was commissioned by Education Minister Paul Givan as part of a broader programme aimed at modernising the Northern Ireland education system.
Her work examined how curriculum content could be improved to better prepare students for the demands of modern society.
The recommendations form one component of the Northern Ireland curriculum reforms, which are being introduced alongside wider changes to examinations and assessment systems.
Officials say the reforms are designed to improve educational outcomes and ensure students gain a balanced set of academic and practical skills.
Proposed changes to teaching and subjects
Among the key recommendations in Crehan’s curriculum review are proposals to expand language learning and strengthen digital education in schools.
The report suggests that primary school pupils should begin learning languages other than English at an earlier stage in their education.
It also highlights the need for greater emphasis on digital technology and computing skills within the school curriculum.
Supporters of the reforms argue that such changes reflect the realities of a globalised and increasingly technology-driven world.
Questions raised by Sinn Féin MLAs
During the Stormont committee session, Sinn Féin MLA Cathy Mason asked whether the education minister had selectively used evidence to support his reform plans.
She questioned whether the recommendations being implemented reflected the full range of research examined during the review.
Crehan responded that she did not believe the minister had been “cherry-picking” evidence to justify policy decisions.
Instead, she said she broadly supports the direction of the Northern Ireland curriculum reforms and the need for changes to improve educational outcomes.
Debate over academic selection and grammar schools
Another major issue raised during the committee discussion was the role of academic selection in Northern Ireland’s education system.
Many grammar schools in Northern Ireland select pupils based on academic performance in a transfer test taken during Primary Seven.
The system has long been controversial and has sparked debate about fairness and equality in education.
Sinn Féin MLA Pat Sheehan asked Crehan why her curriculum review did not examine the impact of academic selection on what is taught in primary schools.
Transfer test influences classroom teaching
Sheehan argued that the pressure created by the transfer test can shape how subjects are taught in primary schools.
In some cases, he suggested, children begin preparing for the exam years before they take it.
“In schools here, sometimes from Primary Five onwards, children are taught to the exam rather than to the curriculum,” he told the committee.
Critics of academic selection say this can narrow the educational experience for younger pupils by focusing heavily on exam preparation.
Expert supports comprehensive education model
Although Crehan’s review focused specifically on curriculum changes, she acknowledged that academic selection remains an important issue within Northern Ireland’s education system.
She told MLAs that if she were designing an education system from the beginning, she would favour a comprehensive model rather than one based on selective grammar schools.
“My personal position on selection is in the public domain,” she said.
“If I was starting from scratch with an education system, I would introduce a comprehensive education system rather than a selective one.”
However, she emphasised that the review she conducted was specifically tasked with examining the school curriculum rather than broader structural reforms.
Curriculum changes may reduce impact of transfer test
Crehan suggested that updating the curriculum could help mitigate some of the negative effects associated with academic selection.
She acknowledged that the transfer test may still influence teaching practices but said the proposed curriculum changes could reduce its impact.
According to Crehan, the current curriculum can be significantly shaped by the demands of the exam system.
Reforms aimed at broadening the curriculum may encourage teachers to focus on a wider range of knowledge and skills rather than concentrating primarily on exam preparation.
Wider education reforms underway
The Northern Ireland curriculum reforms are part of a broader package of changes announced by Education Minister Paul Givan in recent months.
These reforms include modifications to GCSE and A-Level qualifications.
One major proposal involves removing AS-Levels, which are currently taken midway through A-Level studies.
Officials say the change is intended to simplify the assessment system and reduce pressure on students.
New national tests planned for pupils
Additional changes to Northern Ireland’s education system include the introduction of new national assessments.
Under the proposed reforms, pupils will take standardised tests in reading, mathematics and science.
These tests will be introduced at primary school level and again during Year 10.
Supporters of the policy say the assessments will help track students’ progress and identify areas where additional support may be needed.
Critics, however, warn that increased testing could place additional pressure on pupils and teachers.
Ongoing debate about education reform
Education policy in Northern Ireland has long been shaped by debates over academic selection, curriculum design and social inequality.
Supporters of the grammar school system argue that it provides opportunities for academically gifted students.
Opponents say the system reinforces social divisions and disadvantages pupils from less privileged backgrounds.
The Northern Ireland curriculum reforms aim to address some of these concerns by expanding subject areas, modernising teaching approaches and reducing the influence of exam preparation on classroom learning.
As the reforms move forward, the debate over the future structure of Northern Ireland’s education system is likely to continue.