Education Minister Paul Givan has marked the first anniversary of the TransformED reform programme by publishing a progress report that outlines achievements in curriculum reform, professional learning and tackling educational disadvantage. The report, launched at a school leaders’ conference in Ballymena, signals a shift from policy design to practical delivery as the programme enters its second year amid significant budget pressures.
The TransformED First Annual Progress Report and Updated Delivery Plan details work completed since the strategy launched in March 2025, including new frameworks for literacy and initial teacher education, expanded professional learning programmes, and continued investment in the RAISE disadvantage initiative. The publication coincides with a week-long series of events bringing together more than 1,500 school leaders, teachers and international experts including Daniel T. Willingham, Christine Counsell OBE, Tim Oates, Lucy Crehan, Carl Hendrick and Hardip Begol CBE.
One Year On: From Design to Delivery
The Minister used the Ballymena conference to emphasise that the programme is moving into its “most critical phase,” with the focus shifting from consultation to implementation. Speaking at the event, Paul Givan said:
“TransformED is one of the most ambitious and far-reaching education reform programmes Northern Ireland has ever undertaken. This first annual Progress Report demonstrates real momentum across the system, rooted in trust in the teaching profession and a relentless focus on improving teaching and learning in the classroom.
“As we move into the next phase, the priority is delivery. Reform of curriculum, qualifications and assessment will be carefully paced, properly supported and grounded in partnership, so that schools and teachers are not asked to carry change alone.”
The report highlights several concrete milestones from the first year:
- Teacher Professional Learning: Significant expansion of training opportunities, including the £31 million TransformED Teacher Professional Learning Fund providing per-teacher funding for evidence-based development
- Literacy Framework: Launch of “Strong Foundations,” a new evidence-based literacy framework for primary schools published in December 2025
- Initial Teacher Education: Publication in April 2026 of the first Northern Ireland Curriculum Framework for Initial Teacher Education, setting core standards for all new teachers
- Tackling Disadvantage: Investment of over £3.7 million in 61 Locality Led Projects under the RAISE Programme, alongside seven cross-cutting initiatives
- Assessment Reform: Establishment of the Independent Review of Assessment Panel chaired by Tim Oates CBE, with new sample assessments in literacy and numeracy being piloted
The Timeline: Curriculum and Qualifications Roadmap
The updated delivery plan sets out a phased implementation stretching to 2030. The new curriculum will see phased introduction from 2028–29, with new GCSE specifications for first teaching from September 2029 and new A-Level specifications from September 2030. This timeline allows for the development of high-quality resources and consultation on the statutory curriculum framework.
The qualifications reform includes the controversial decision to scrap AS-Levels by 2029, replacing them with a two-year modular A-Level structure where students can take exams at the end of Year 13 (contributing 30% to final grades) or wait until Year 14 (70%). GCSEs will also shift to a predominantly linear format with exams at the end of the two-year course.
Challenges: Budget Constraints and Unfinished Business
While the report emphasises “real momentum,” it arrives against a backdrop of severe financial strain. A Departmental consultation published in February 2026 revealed the education budget stands at £3.36 billion—more than £250 million short of what is needed, with projected gaps widening to over £1.15 billion by 2028–29. The Minister has acknowledged that “financial sustainability will require significant structural reform,” including difficult choices around school transport, meals delivery and the special educational needs support model.
Notably absent from the progress report is any movement on academic selection. The Independent Review of Education led by Dr Keir Bloomer, which underpins much of the TransformED strategy, described the transfer test system as “overall, a loser” when delivered over two years ago. However, grammar schools retain their selective admissions, and curriculum reviewer Lucy Crehan told MLAs in March 2026 that while she would personally prefer comprehensive education, the new curriculum can only “guard against—not completely mitigate” the distorting effects of the transfer test on primary teaching.
Teacher workload also remains a pressure point. While the Minister highlights “sustained investment in professional learning,” social media responses to earlier announcements have shown concern that reforms are being layered onto existing burdens without adequate resource reduction.
Questions for the Next Phase
- How will the Department maintain the 2028–29 curriculum timeline if budget shortfalls exceed £1 billion, and which elements of the reform programme are vulnerable to delay?
- Given that academic selection continues to shape primary school teaching, what specific measures will ensure the new curriculum reduces “teaching to the test” pressures rather than adding new assessment layers?
- Can the £31 million professional learning fund demonstrate measurable improvements in pupil outcomes before the new GCSE and A-Level specifications take effect in 2029–30?
- How will the RAISE programme prove its effectiveness in reducing educational disadvantage across its 18 localities, particularly after legal challenges highlighted concerns about the funding allocation methodology?
- With coursework being reduced at GCSE and A-Level due to AI concerns, how will practical and creative subjects maintain assessment validity without increasing examination burden?
What to Watch Next
The coming months will be decisive for TransformED’s credibility. The Department plans to consult on the new statutory curriculum while simultaneously preparing schools for the 2029 qualifications changes. Watch for the detailed curriculum proposals, the outcome of budget negotiations for 2026–27, and whether the RAISE programme can demonstrate tangible narrowing of attainment gaps in its target areas. The success of these reforms will ultimately depend on whether international evidence translates into sustainable change within Northern Ireland’s uniquely complex educational landscape—and whether the promised funding materialises against stark fiscal headwinds.