Ms Eileen Flynn:

On behalf of the CPSMA, I thank the committee for the opportunity to present on some of the issues. The CPSMA represents almost 2,900 Catholic primary schools in the State. We do not represent the voice of patrons, although they are critically interested in this issue. We represent the approximately 18,000 voluntary members of boards of management around the country who offer management of their schools for free to the State. At the minimum wage and for the minimum number of meetings possible, the saving is probably €1 million per year. This is good value for money at a time when we are all called to do more with less and for less.

I will put this issue in context. We accept that Ireland is in an economic crisis. This was not caused by any of the 472,000 children served by our schools, nor by their boards of management or staff. Ireland is a rural community; most people live in population centres of 5,000 or less. Schools are largely founded on the parish basis.

Every child has a constitutional right to primary education but many questions arise regarding how it is provided and, in particular, how it is funded. I do not propose to address this matter now, as it was included in the submission that we sent to the committee.

The Heckman equation is of importance. Members will be aware of the Nobel prize winner, who has stated that the earlier the intervention in the life of a child, the greater the outcome for the child, society and the economy. This is what the Americans call a "no-brainer". The learning outcomes for pupils in so-called smaller schools are just as good as those for pupils in larger schools.

What has been the effect of the pupil-teacher ratio, which Dr. Fennelly has outlined and I do not propose to repeat, on the schools in question? The CPSMA surveyed 1,080 of its schools in May to determine what its members thought of the increase. Some 47% responded, indicating a level of interest in the topic. Some 9% of the schools in question each lost a mainstream teacher last year, a further 7% will each lose a mainstream teacher this year and a further 9% will each lose a mainstream teacher next year.