Ms Anne McDonagh:

Ms Hennessy and Mr. Lawlor are the senior education specialists on our team. I am pleased to avail of this opportunity to speak to the committee about the primary schools for which the archdiocese of Dublin has responsibility, and to outline plans for the reconfiguration of schools which may result in their opening, closure or amalgamation. Today we will discuss schools at primary level only.

This is an historic time in education in Dublin and the other counties of the archdiocese. The educational specialists in the diocesan education secretariat are leading significant change. Co-education in schools has been mandated by the State since the 1980s. The archdiocese is making important progress in the amalgamation of girls and boys primary schools into co-educational Catholic schools. Five amalgamations, involving ten schools, have been organised over the past two years. At present 15 schools are involved in negotiations which could lead to nine new schools being established.

Where Catholic schools have amalgamated, they have adapted well despite the significant change involved. Considerable credit is due to the pupils, parents and staff for their commitment. The archdiocese of Dublin is committed to pluralism in educational provision.

I will define two terms. First, and as members are probably aware, "patron" is defined in section 8 of the Education Act 1998 as the person who requests recognition of a primary school from the Department of Education and Skills. He or she is then recognised by the Minister as the patron of the school. In the case of Catholic primary schools, the bishop of the diocese is the patron. The situation is the same for the Church of Ireland. In the case of an education and training board, ETB, its committee is the patron of its new community national schools. In the case of Educate Together, its company is the patron. Some individuals are patrons. Any of us present could apply to be a patron if we wanted to. The Department holds a register of all patrons. When I come to discuss alternative patronages, I will be referring to patronages other than Catholic ones.

Second, "trustees" are the owners of a school. If the school property is owned by the local parish, in other words, it is essentially owned by the diocese, then the archbishop is the trustee as well as the patron. The local parish priest in his role acts as trustee. Sometimes, the primary school property is owned by a religious order, which is occasionally called a congregation. The congregation is the trustee in that case, with the archbishop as the patron. At post-primary level, the situation is different. The terms "trustee" and "patron" are interchangeable under the Education Act.

For well over a century, the archdiocese of Dublin has been involved in primary education. A number of schools that were set up 150 years ago are still in existence. In its role as patron of schools, the archdiocese has an obligation to plan for, evaluate and review on an ongoing basis its provision of schools. It is not the responsibility of the church to be a provider of education for all children, but the church, as part of its mission, is committed to providing Catholic education for those parents who want it for their children. As such, we have embarked on an ongoing and systematic reorganisation of the 466 primary schools in the archdiocese of Dublin.

In reviewing the provision of Catholic education in any particular parish, reorganisation or amalgamation of existing schools under Catholic patronage might be appropriate for any or all of the following considerations. The first is demographics. The recent census showed a population decline in a number of areas in the archdiocese, which has been evident to us in the falling enrolment figures in schools in those areas, for example, parts of Ballyfermot, Cabra, Drimnagh, Crumlin, Greenhills and Walkinstown. Schools that traditionally were large now have empty classrooms. There is an instance of a school building that opened in 1951 with three separate schools. These amalgamated into two schools in 1982 and into one school two years ago because of falling numbers. These large buildings still need to be maintained, insured, repaired, heated and cleaned.

Second, education is a consideration. It is not good for the dynamics of a school or for staff morale to see pupil numbers dwindling and classrooms emptying year by year.

Third, co-education is a consideration. There are schools that have co-education from infants up to first class but where the boys subsequently move for second class to an all-boys senior school while the girls remain in an all-girls senior school. An increasing number of boys' parents are requesting that the boys remain with their classmates in their original schools. Indeed, there is a growing demand from parents for co-education. The forum report to the new schools establishment group, with which the committee is familiar, stated: "There was a widespread demand for co-educational schooling across almost all areas." It is the policy of the Department of Education and Skills that all new primary schools be co-educational. All primary schools that have been opened since the 1980s are co-educational. Parents do not get any choice in the matter.

Fourth, divesting is a consideration. There is a need to provide for alternative patronage. This is not a retreat from the tradition of providing Catholic education. Rather, it is a recognition of the beginnings of a new presence. Catholic education still has its vital place in our education system as something that brings a unique value system, one that is recognised by families of a variety of religious traditions who opt to send their children to Catholic schools. At the same time, as Catholic educators we welcome the fact that there should be other schools that embrace a different ethos and will contribute in their way to the rightful pluralism of educational provision in today's Ireland.

In newly developing areas, the Department of Education and Skills provides for alternative patronage by offering new schools to other patron bodies. In areas of stable demographics, the level of demand for change of patronage still has to be fully ascertained. Many parents are anxious about proposed changes. While we are confident about the future of Catholic education, pluralism in schooling is something that the archdiocese welcomes. As Archbishop Martin stated, however, pluralism in this regard will have to be measured not just in the provision of schools, but in an outcome in which every school, independent of its patronage, becomes a place of welcome for the deprived, the marginalised and those with educational challenges. Pluralism should not give rise to elitism or social division.

A final consideration is finance. Schools that are losing numbers are experiencing financial difficulty. Based on the number of pupils attending a school, the Department pays it a capitation grant each year for its running. One school that we are aware of received a capitation grant of €49,000 and spent €30,000 of it on heat and light because of the size of the building, leaving just €19,000 to pay for insurance and meet other bills. During the past two financial years, some schools have been overspending from their reserves. A number have come to the patron in distress because they have run out of money. From our research, it appears that, in two years' time, a significant percentage of schools will not be able to exist financially based on current departmental funding.

What is the process of reorganisation? There are two forms of amalgamation of schools. One arises from a perceived need at local level. In the other case, the proposal to reorganise schools comes from the diocese or trustees for one or more of the reasons I have mentioned. A sequence of steps takes place. As a first step, discussions always take place with the trustees of the schools involved in order to explore the idea. The next step in the process involves the chairpersons of the boards of management and the principals of the schools. This is a critical part of our consultation process. Research is carried out on aspects of the schools, including pupil numbers over a period of years, future demographic projections for the area, educational viability, accommodation and consequent financial sustainability. If there is a viable proposal, it is brought to the boards of management for consultation. These boards are composed of all of the stakeholders of the school community, namely, nominees of the parents, of the teachers, of the local community and of the patron.

Following agreement among the boards of management it is then brought to the staff of the schools and to the parent body for consultation. This is the structure in place and process followed.
On employment issues, there is agreement between unions and management regarding teacher employment. No teacher loses his or her job. Legislation governs the deployment of the other staff of the school. We have a project team of ten retired principal teachers and Department inspectors who are called in to work as facilitators with schools during an amalgamation. These are people whose expertise is available and called upon by school communities. There is no change in the pupil-teacher ratio, which is set by the Department of Education and Skills and the security of children with special needs is always guaranteed.
On our experience to date, successful reorganisations are those where all of the stakeholders contribute to and respect the process. It has happened that the process was frustrated where information was disclosed at an inappropriate stage. In a small number of cases staff do not see the need to address the situation and have on occasion because of their fear of change engaged in providing misinformation, causing parents to believe that any change would worsen conditions for pupils and staff. This has caused unnecessary distress to communities. In our experience where there is willingness on the part of the principal and teachers to engage with the process, other stakeholders are reassured and support the proposed reorganisation. It is understandable, in a number of cases, that staff might be opposed to the reorganisation of schools in case it results in a loss of resources, ancillary staff and grants. The officials of the Department of Education and Skills are working hard with us to address this matter. Discussions are ongoing in order to resolve this issue and it is hoped that there will be some progress to report in the near future.
If there is disagreement among the stakeholders regarding the reorganisation of the schools, the issue reverts to the boards of management and then to the patron for resolution. The decision to reorganise or amalgamate a school rests with the patron. It is then proposed to the Minister for Education and Skills for approval. The patron has a responsibility under the Education Act to manage schools effectively. It is a complex process. Most amalgamations are managed very successfully and result in dynamic new schools. Over the past two years ten schools were reorganised with great success. I could speak to the committee about any one of those reorganisations. I recall attending the opening of the newly amalgamated St. James's school in Basin Lane. I wish members could have seen the positivity, excitement and energy of the parents, staff, pupils and the community as a whole. One could almost touch it. This was the result of the amalgamation of two great schools into one new vibrant school. It is an example for all. The patron seeks to effect all restructuring as collaboratively as possible, with a view to achieving the best outcome and causing as little disturbance as is feasible to any community because the vision which drives this plan for the reorganisation of schools is the greater good of all of the pupils, their parents and teachers.
I will conclude by reminding members of our vision and approach. The Archdiocese of Dublin is committed to providing Catholic schools for those parents who want a Catholic education for their children. It supports a plurality of patronage and the amalgamation of schools in areas of declining pupil numbers as this will ensure the survival of vibrant Catholic schools into the future. Also amalgamation of schools will provide the option of co-education for parents and theirchildren in Irish education into the future.To be successful, this re-imagining of education provision in Ireland requires the support of parents, teachers, communities and local and national representatives.
I thank members for their attention. Their commitment and support is important to us. If there is anything at local level that they can do to assist us in our work to improve education at primary level in our Catholic schools it will be greatly appreciated. Thank you.