Recognising difference while promoting cohesion: the role of collaborative networks in education

The chapter outlines various approaches taken to the challenge of divided societies through education systems and links this to debates on political approaches to conflict resolution in Northern Ireland. The education debate has structural and affective components, while the political debate revolves around the privileging of identity or commonality. Applying the principle of recognition and the importance of tolerance is seen to provide a range of policy options, but the evidence of education interventions in Northern Ireland does not highlight any one policy option as the most effective, nor did the end of the violent conflict produce a new consensus on a way forward. The chapter argues that a key additional element to effective practice might be provided through the promotion of shared education through collaborative networks of schools which allows for the continued operation of separate schools while promoting an integrated experience for pupils and teachers.

Outage performance of cognitive cooperative networks with relay selection over double-Rayleigh fading channels

This study considers a dual-hop cognitive inter-vehicular relay-assisted communication system where all
communication links are non-line of sight ones and their fading is modelled by the double Rayleigh fading distribution.
Road-side relays (or access points) implementing the decode-and-forward relaying protocol are employed and one of
them is selected according to a predetermined policy to enable communication between vehicles. The performance of
the considered cognitive cooperative system is investigated for Kth best partial and full relay selection (RS) as well as
for two distinct fading scenarios. In the first scenario, all channels are double Rayleigh distributed. In the second
scenario, only the secondary source to relay and relay to destination channels are considered to be subject to double
Rayleigh fading whereas, channels between the secondary transmitters and the primary user are modelled by the
Rayleigh distribution. Exact and approximate expressions for the outage probability performance for all considered RS
policies and fading scenarios are presented. In addition to the analytical results, complementary computer simulated
performance evaluation results have been obtained by means of Monte Carlo simulations. The perfect match between
these two sets of results has verified the accuracy of the proposed mathematical analysis.

Shared Education in contested spaces: How collaborative networks improve communities and schools

Societies which suffer from ethnic and political divisions are often characterised by patterns of social and institutional separation, and sometimes these divisions remain even after political conflict has ended. This has occurred in Northern Ireland where there is, and remains, a long-standing pattern of parallel institutions and services for the different communities. A socially significant example lies in the education system where a parallel system of Catholic and Protestant schools has been in place since the establishment of a national school system in the 1830s. During the years of political violence in Northern Ireland a variety of educational interventions were implemented to promote reconciliation, but most of them failed to create any systemic change. This paper describes a post-conflict educational initiative known as Shared Education which aims to promote social cohesion and school improvement by encouraging sustained and regular shared learning between students and broader collaboration between teachers and school leaders from different schools. The paper examines the background to work on Shared Education, describes a ‘sharing continuum’ which emerged as an evaluation and policy tool from this work and considers evidence from a case study of a Shared Education school partnership in a divided city in Northern Ireland. The paper will conclude by highlighting some of the significant social and policy impact of the Shared Education work.