Anaka Women’s Collective and PPR have responded to the Department of Education’s consultation on extending compulsory participation in education, apprenticeship or training until the age of 18, as recommended by the Independent  Review of Education.

Our joint response (which can be found here)  highlighted the April 2025 report and online campaign by Anaka Women’s Collective, Stranded Dreams: the need for targeted education provision for young refugees and asylum seekers in Northern Ireland, which was produced by young people seeking international protection who are currently frozen out of NI’s education system.

Currently, school is (in theory) legally required for everyone from age 5 to 16. The DOE proposals would extend that to 18 and widen the range of education, apprenticeship and training opportunities available to older children. This is a welcome initiative; however the issues highlighted by Anaka’s report – though acknowledged in general form in the Independent Review -- are absent from the DOE’s proposals.

Too many newcomers, arriving at age 14 or 15, are unable to secure a school place, despite legally being required to be in school; others 16 and above have ‘aged out’ of formal education yet cannot access scarce English as a Second Language (ESOL) courses either. While overall figures are difficult to pin down, Anaka has been in touch with roughly 200 such young people excluded from education – and as such, from the chance to integrate with their peers -- in the Greater Belfast area alone.

The Independent Review expressed concern about people leaving NI’s education system with no or low qualifications. It recognised the challenges that people from ethnic minority backgrounds can face in navigating the education system here; identified asylum seeking and refugee students as a vulnerable group; and concluded “we should have these groups of learners in mind … when we think of a more inclusive education system.” It recommended that ESOL courses should be available to all newcomers to NI with a limited command of English. 

The DOE consultation document, though reflecting many of the Independent Review’s other recommendations, omits these issues.  It makes only one mention of ‘newcomer children’ (in a heading, with no substantive text). Unlike the Independent Review, it does not address the particular challenges facing refugee and asylum-seeking children in accessing education; and it does not mention ESOL provision at all.

Meanwhile, the Minister for the Economy, in response to Assembly question AQW 28187/22-27 from MLA Matthew O’Toole requesting an update on implementation of the Stranded Dreams recommendations, replied:

“the ‘Stranded Dreams’ report highlights important perspectives of young asylum seekers and refugees on the importance of English language skills and education in supporting them to integrate into society here. The report sets out a range of proposed actions for the Executive and Educators to consider. My Department is currently undertaking work to develop an English for Speakers of Other Languages policy to align with the Refugee Integration Strategy. The policy aims to support asylum seekers and refugees to acquire English language skills as quickly as possible, to enable their progression in education and ultimately employment. This ongoing departmental work will help to support the proposals set out in the Stranded Dreams report for more efficient and effective pathways to English language skills.”

The young people are keen to contribute to both departments’ initiatives in any way they can!

Take Action Now to support targeted education provision for young refugees and asylum seekers now!