Consultation for the Forum on Patronage and Pluralism in the Primary Sector Respondent s Details Name Canice Hanrahan, rsm Eithne Woulfe, SSL Position Co Directors, CORI Education Office Organisation Address Conference of Religious of Ireland (CORI) St. Mary s Bloomfield Avenue Dublin 4 Telephone E mail Date 07 06 2011 Is this response a personal view or is it made on behalf of an organisation? Personal [ ] On behalf of an organisation [ ] 1
Forum on Patronage and Pluralism Submission to the Advisory Group INTRODUCTION The Conference of Religious of Ireland (CORI) welcomes the establishment by the Minister for Education and Skills, Mr. Ruairi Quinn, of the Forum on Patronage and Pluralism in the primary sector in Irish education. It sees this as the beginning of a new discourse on education which hopefully will continue on a much broader focus than that of patronage; it also trusts that pluralism in educational provision in Ireland will be built on aspects broader than the denominational. The dominance of the Catholic Church in the patronage of primary education is a product of history that, in a more pluralist society, represents a level of responsibility that is neither sustainable nor desirable. Through its conferences and various publications over many years, CORI has consistently worked with its members on translating the educational insights and exhortations of the documents of the Second Vatican Council and documents subsequent to the Council, into action in the schools of which they were trustees. This has informed religious congregations many of whom in recent years have established alternative forms of trusteeship for their schools or in some instances, transferred primary schools to parishes. The Vatican Council s Declaration on Religious Liberty stressed the right of parents to choose with genuine freedom schools or other means of education. 1 Again, in its Declaration on Christian Education the Council asserts the primary and inalienable duty and right [of parents] in regard to the education of their children and that they should enjoy the fullest liberty in their choice of school. 2 In adding that this choice should not impose a cost that was burdensome, it was reminding states of their duty, according to the principles of distributive justice, to provide parity of funding for all schools. It is interesting to note in the light of the Forum that at a conference entitled The Catholic School in Contemporary Society, organised by CORI in 1991 to explore significant questions regarding the Catholic school and to promote discussion and debate, one of the speakers, in arguing for denominational schooling, expressed his view that the value of pluralism per se 1 Declaration on Religious Liberty, art 5, in Austin Flannery O.P. (ed.) Vatican Council 11 The Conciliar and Post Conciliar Documents (Dublin: Dominican Publications, 1992) 2 Declaration on Christian Education, art 6, in Austin Flannery (ed.) Vatican Council 11 2
was not contested and that pluralism itself is best realised not within the school but rather by ensuring a pluralism of schools. 3 CORI is aware of the extraordinary efforts being made by Catholic schools to day to meet creatively and sensitively the needs of both ethnic and religious diversity within schools. This needs to be acknowledged. When parents are made fully aware of the Catholic school s ethos and integrated curriculum and still wish to enrol their children in a Catholic school, pupils of all faiths and none are welcomed. Some, however, if they had a choice might wish to be elsewhere. For many decades CORI was a forum for leaders of religious congregations who were trustees of schools, and through its education office was a significant contributor to the education debate at national level; the Association of Trustees of Catholic Schools (ATCS) is the new forum. Nevertheless, as an organisation with wide experience in education in Ireland and abroad and with a serious commitment to the common good in society, CORI is making this submission. The CORI submission is set out in accordance with the themes proposed by the Advisory Group. 1. Establishing parental and community demand for diversity Where the existing scale of provision/infrastructure is adequate the real demand for diversity of patronage can only be established through an adequate process of consultation with the local community. The community will include those whose children are currently attending schools in the area, younger people who are potential parents, and older members whose conviction, commitment and generosity have contributed in a significant way to the provision of the resource that is the adequate school provision/ infrastructure. Children s voices must also be heard. In looking at the schools in this category, often in rural or smaller urban areas, it will be found that there already exists within them a huge degree of cultural and ethnic diversity and that school management, principals and teachers make enormous efforts to accommodate the inevitable religious diversity. The Catholic school has a public role and although clearly and decidedly configured in the perspective of the Catholic faith, is not reserved to Catholics only, but is open to all those who appreciate and share its qualified educational project 4 Existing patrons also must be consulted, the reality of each school assessed and evaluated, the cost implications of change of patronage to another that is legally grounded will also 3 Joseph Dunne, The Catholic School and Civil Society: Exploring the Tensions in Papers presented at a Conference on The Catholic School in Contemporary Society (Dublin: CMRS, 1991) 4 The Catholic School on the Threshold of the Third Millennium, art 16, (Dublin: Veritas, 2002, by permission of The Congregation for Catholic Education, Rome) 3
have to be evaluated. It is a myth to expect that change of patronage will be cost neutral. The success of significant change of this nature is proportionate to the time given to the process so that the outcome is one which a local community can espouse and support. 2 Managing the transfer/divesting The practicalities will include considering the wishes of the local community who may have a long tradition of using the school as a multi purpose centre; dealing with the terms of existing trusts or property holding companies; assessing the condition of each existing school building as to its long term suitability/viability for the purpose of delivering the curriculum in a modern, adequately appointed and safe facility. Implications for: Existing pupils of schools: transport arrangements where pupils may have to move to a different school to the one to which they had become accustomed; separation from friends; understanding of the need for what to them may be experienced as a traumatic upheaval in their young lives. Other pupils may find a new and more acceptable milieu. Parental choice: some parents may find an alternative arrangement satisfactory for their children and feel that, for the first time, they have a meaningful choice of school; others may feel they have been pressurised into a change they did not anticipate when their children started school. There may be cost implications for some parents due to changed distances/modes of transport to school. Enrolment: Implications for enrolment will depend on the extent of the ensuing shift of pupil population. It could result in closure for some schools. In a comprehensive preparation for change co operation between schools that is genuinely beneficial to all may be introduced and developed. At second level there is a small but growing development in use of video conferencing between schools in order to deliver a broader curriculum. Such educational application of technology has huge potential. Employment of teachers: Employment of teachers will be a critical issue if relocation of pupils necessitates reduction in staff numbers, particularly in the current climate of unemployment, embargos on appointment to posts of responsibility, reduction in support services etc. Teacher Unions must be consulted on this and other aspects of possible change. Teacher education: While the change envisaged has implications for education and training of teachers into the future, the significant changes that have taken place in recent years in pathways to teaching will obviate any immediate crisis. However, discussions/negotiations with the existing teacher education institutions must also be on the Minister s agenda. Student population inclusive and reflective of the school s community: Maintaining a student population inclusive and reflective of the school s community cannot be artificially forced. It will be found that the pupil population in many schools to day is 4
already inclusive and reflective of the school community. A recent visit to the Holy Family Primary Schools (Junior and Senior) in Ennis, Co. Clare showed the extent to which the student population in a typical Irish town school has changed and adapted to be inclusive and reflective of these schools community as they really are (alternative choices are available locally); there are over forty nationalities represented, 40% of whom are not Roman Catholic. A Dublin 6 Catholic Primary School with a similar pupil profile has this year initiated a pilot scheme for classes by offering sacramental preparation in school in association with the local Parish to the minority of pupils who enrolled for this for this programme. The other pupils in this age cohort were simultaneously offered an alternative program in moral education. The Boards of Management and Principals are very clear on the Catholic ethos of their schools and very up front with parents at enrolment time. Even though there are other options in each of the above areas, many parents choose to send their non Catholic children to a Catholic school. The work of the schools for such an extensive range of ethnicity and religious difference is extraordinary. The same is true of schools all over the country with little support, recognition or affirmation. The risk of stratification in the kind of change talked of is very real. The white flight which some schools talk about occurs when parents are unhappy with the inclusivity urged by educationalists as the ideal. School transport via the public network should not be too seriously affected by change of school patronage. Parents providing private transport may experience some inconvenience and perhaps cost increase where a change of school is necessitated. Ownership considerations and transfer of properties are of their very nature complex and slow to achieve. They are particularly so where charitable trusts are concerned. These changes cannot be implemented in a cost neutral manner and it is extremely naive to expect otherwise. Leasing, licensing or renting are other mechanisms to be explored. These may be easier to achieve but will depend on local circumstances; these too will have time and cost implications. 3. Diversity within a school or small number of schools The whole of creation is about diversity. Where there are only one or two schools in an area and not sufficient demand to justify a separate school, diversity can be catered for if approached from a standpoint of respect, openness, tolerance and love. It is already being done in many schools all over the country. Small rural schools in particular, cater for dispersed populations most effectively and efficiently. Catholic schools are open to children of all denominations and none. The presence of children of other denominations is seen as an enrichment of the educational experience offered by the school and as a practical expression of commitment to inclusivity schools see such 5
diversity as offering opportunity for deeper understanding among people holding diverse convictions. They also promote the common good of society as a whole. 5 Secure in its own identity, a school does not have to compromise on its ethos or characteristic spirit because of the presence of people of other faiths or none. A recognised school shall promote the moral, spiritual, social and personal development of students having regard to the characteristic spirit of the school. 6 What makes a Catholic school distinctive is that its concept of the human person is rooted in the teaching of Jesus Christ as embodied in the Catholic faith community. 7 A school s enrolment policy must clearly declare the school s ethos/characteristic spirit and be made available to all parents who enquire about enrolling a child in the school. The Catholic Church, in upholding the constitutional rights of Catholic parents to the provision of Catholic education for their children, welcomes the exercise of this right by parents of other faiths and none. 8 4. Further topics within the terms of reference For the majority of parents the concept of patronage of education is not an everyday concern; there is a danger of overstating its significance to the neglect of concerns such as resources, quality of teaching and provision for special education needs, the school s convenience in their locality as well as an assurance of access. It is chiefly in a time of threat and change that they really become aware of the role of patron. Charities Legislation and its impact on property held in a Trust. The contribution/transfer of very significant resources from parishes to schools over many decades. Religious and moral education in the primary school years. Meaningful and resourced alternative programmes for pupils shoes parents do not wish them to participate in any formal religious education Integrated curriculum as pedagogical methodology. Curriculum development, Partnership and NCCA Research on factors in parental choice of school. Social class issues in school choice; provision policies. National identity, the State and the Primary school. 5 Irish Catholic Bishops Conference, Vision 08: A vision for Catholic Education in Ireland, (Maynooth, Irish Bishops Conference, 2008) p.8 6 Education Act 1998, (Dublin, Government Publications Office, 1998) Section.9(d) 7 Irish Catholic Bishops Conference, Catholic Primary Schools: A Policy for Provision into the Future (Dublin: Veritas, 2007) Art 4.1 8 Ibid. Art. 1.1 6
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