'Playing with education'

She is playing politics with education.

The decision-makers of the Boards involved did not cover themselves in glory in the conclusion they reached to reduce funding for holiday schemes aimed at targeting benefits for children with special needs.

There has to be a broad welcome for the restoration of the schemes which should never have been withdrawn but the Minister cannot be allowed to take credit for the effects of what flows from her 'poor decision-making' in the first place.

She has clearly put pressure on the Boards to do what she wants and this raises the issue of the extent to which a Minister should interfere with the 'delegated decision-making powers' which Boards have over areas of their budget.

She is now making loud noises about ESA and the budget she has available for school building and is playing politics with these issues to put pressure on her fellow members of the Executive and there can be no doubt she will have the support of her party.

Maybe she should have worked collaboratively in the first place.

The rigid stance which the Minister has taken on education has delayed reform and cost money. She is only prepared to talk about what she wants but refuses to engage on what she finds unpalatable. Her response is to deny schools new buildings and engage in populist posturing.

Before any further release of funds is made the Executive should do what the Minister has done to the Boards and hold her to account.

It would be useful to know if Extended Schooling has achieved its aims and is value for money. Has it been effective in raising achievement and building links with communities in all areas?

How much is it costing to establish Learning Communities to implement the Entitlement Curriculum? Would it have been more cost-effective to establish 6th Form Colleges or build on the provision already established in grammar schools Why did the Minister not opt for one of these models? Does the Minister realise that there is inequality inherent in a methodology which she is imposing upon a segregated system of education?

Why has there been a delay in the guidance given to schools in regard to the assessment of Cross-curricular skills at Key Stage 3? Will all schools have the hardware to assess the skills?

How effective is the Intervention Process which her department has established to monitor and turn-around schools under the ETI Inspection Process? Is it cost-effective? Why is their under-achievement of Protestant boys? What is her department doing about it?

How much extra is the modularisation of examinations at Key Stage 4 costing? Do the benefits justify the costs?

Why is the Minister putting so much time into opposing the ' selection issue' which is rendered irrelevant in many areas by demographic trends instead of addressing where underachievement begins, namely at nursery and primary level where the progress of young pupils can be hindered by social and economic disadvantages?

What is the Minister doing to address the plight of talented young teachers who cannot get jobs?

There is much for the Minister and the Assembly to address under the ministerial 'watch' of Sinn Fein.

Is the Minister ' value for money'?

How right it was of Sir Reg Empey and the UUP to want these issues to be addressed during the talks on Policing and Justice at Hillsboro'. He was criticised by those who should have known better and the mess continues.

Who is the true champion of those children who are not going to be educated in new buildings as the Minister plays her political games with their future?