Thomas Pringle (Donegal, Independent)
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138. To ask the Minister for Education and Skills the consultation process on the role of denominational religion in the school admissions system; the possible approaches for making changes; the number of submissions received; if he will provide a list of those that made submissions; the future plans for the consultation process; and if he will make a statement on the matter. [18484/17]

Richard Bruton (Dublin Bay North, Fine Gael)
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As the Deputy will be aware I ran a public consultation process from 24 January to 20 March 2017 on the role of denominational religion in the school admission process and possible approaches for making changes.

Approximately one thousand written submissions were received. As this is a public consultation, submissions may be published in due course on my Department’s website subject to the requirements of the Freedom of Information Acts.

My Department has begun the process of examining the submissions and formulating next steps. Clearly I will not make any decisions around next steps until such time as all of the submissions have been examined and considered.

Thomas Pringle (Donegal, Independent)
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139. To ask the Minister for Education and Skills if he will consider changes to the consultation process on the role of denominational religion in school admissions following the census 2016 figures announced on 6 April 2017 (details supplied); and if he will make a statement on the matter. [18485/17]

Richard Bruton (Dublin Bay North, Fine Gael)
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As the Deputy will be aware I ran a public consultation process from 24 January to 20 March 2017 on the role of denominational religion in the school admission process and possible approaches for making changes.

I believe that it is unfair that preference is given by publicly-funded religious schools to children of their own religion who might live some distance away, ahead of children of a different religion or of no religion who live close to the school.

I also believe that it is unfair that parents, who might otherwise not do so, feel pressure to baptise their children in order to gain admission to the local school and I intend to reform the school admissions system in relation to the role that religion can play in that process.

When launching this consultation I stated that one of the most complex and challenging elements of this is how we deal with school ethos and religious and moral education, an area where beliefs are strongly held and changing rapidly. In this regard, I note that the Census 2016 figures indicate that those with no religion account for 9.8% of the population.

In the Consultation paper I set out four possible approaches for dealing with the issue, in primary schools in the first instance, including:

A catchment area approach, prohibiting religious schools from giving preference to children of their own religion who live outside the catchment area ahead of non-religious children who live inside the catchment;

A ‘nearest school rule’, allowing religious schools to give preference to a religious child only where it is that child’s nearest school of that particular religion;

A quota system, which would allow a religious school give preference to children of its own religion in respect of only a certain proportion of places, meaning that the remaining places would be allocated based on other admissions criteria – proximity to the school, lottery etc.;

An outright prohibition on religious schools using religion as a factor in admissions, meaning that all places would be allocated based on other factors. Within this approach, there is capacity to allow religious schools to require parents or students to indicate some support or respect for the ethos of the school.

I am mindful of the need to avoid possible pitfalls and unintended consequences with each of these approaches, including possible impacts on minority religions and on the wishes of Protestant, Jewish, Islamic and other communities to be able to run schools in accordance with their ethos and admit children from their communities to attend those schools.

Other possible consequences to be avoided include possible breaches of the constitution, technical and administrative difficulties impacting on the capacity to effectively run the system of over 4000 schools and the possibility of creating ‘postcode lotteries’, such as other countries have experienced, resulting in pronounced divergence in the quality of schools in more advantaged compared to less advantaged areas.

The 8 week phase of receiving written submissions has now closed and this is part of the broader 12 week consultation process which will include additional steps, including any follow-up consultation that is required, collation of responses and development of next steps.

My Department has begun the process of examining the submissions and formulating next steps. Clearly I will not make any decisions around next steps until such time as all of the submissions have been examined and considered.