The Conference of Religious of Ireland is considering the best way forward for schools run by its member congregations. Eithne Woulfe explains the trusteeship and patronage options involved
Schools are changing and so is society. Look at a class photograph from the 1950s and compare it with one taken today. It is a changed world. Now there is a mix of races where once all the faces were white (half of whom would have left Ireland then by the time they were 35). And the teacher has changed. The stereotypical figure in black suit, habit or gown is gone, often replaced by a young man or woman in fairly casual, colourful clothes.
Other changes are evident too. Almost all pupils transfer from primary to post-primary school now, whereas then it was only a third of every primary class who got the opportunity. Most of today's pupils, some 81 per cent, will sit the Leaving Certificate, compared to 12 per cent of the pupils in the 1950s. It is a changed world.
In those "far off" days, some parts of the country were well served by post-primary schools whereas others were singularly deprived. Boarding schools were commonplace in the absence of transport. The State assured the incremental salaries of registered teachers on the basis of the number of pupils in the school, although a third of serving teachers were not eligible for such salaries. Private individuals, church and religious bodies provided school buildings without State support.
That too has changed incrementally, especially since the late 1960s, when the State, in the context of the economic thrust of the time, sought to assure the provision of post-primary education for all. It introduced grants towards the cost of some school buildings, "free education", and school transport. This impetus ushered in an increasingly complex growth of educational provision. Ultimately, the Oireachtas passed the Education Act 1998, after much consultation.
The Education Act clearly sets out the rights and obligations of each of the partners in education for "every person in the State". Education is thus identified as a complex task for a democratic society. The school partners include the patrons (trustees), students, parents, teachers and other school staff, together with the community served by the school, and the State.
The role and duties of the "Minister, patron, school, Inspectorate, Board of Management, Principal and teachers" are laid out. Provision is made for curriculum development and engagement with "educational disadvantage" by the establishment of two new statutory bodies, the National Council for Curriculum and Assessment and the Committee on Educational Disadvantage.
But in spite of change, some things remain the same. Let us take one example - I don't want to give its name, for obvious reasons, but we all know schools like this.
It is a small school, the only choice for generations of local families. It is a good school, offering a wide curriculum, and many pupils do better there than their parents might have hoped. It had its origins in the dowry of a nun in the late 19th century.
This bought the original property, which served as the school until 1980. Since then, 10 "prefab" classrooms have been added, with most of the cost paid by the State. Basketball courts were built with patron/trustee monies and local fund-raising sums. Now the sports facilities and fields are almost common property, although insurance costs are forcing the Board of Management to limit access.
However, local groups use the school premises in the evening, making a small payment. IT classes, a set-dancing group, AA, ICA and Macra meet weekly there. This school is a linchpin of the whole community.
Or think of the suburban school where generations of boys from the same families have worn the school colours or shouted their teams on. Now there are girls in school colours - in co-ordinated tartan - among the blazered boys. Behind this is a strong sense of mutual support in a community of learning, feeding into strategic support groups of all kinds within the past pupil network and the wider community, especially on behalf of the less fortunate at home and abroad.
These are some of the schools, with unique local traditions, which religious congregations, as patron bodies, wish to protect. However, in changing times new models of trusteeship/patronage are needed to protect the values of these schools. Protection involves formalising the trust arrangements for these schools in a new way. We don't yet know how best that can be done, which is why we are now exploring the options.
The exploration is founded on the belief of CORI membership and secondary school communities that the traditions, values, ethics and culture of such schools should continue and develop to the benefit of the local communities. CORI counts among its membership the 50 or so religious congregations with patronage/trustee interests in some 350 secondary schools. Some 320 of these schools are non-fee paying, and 19 of the 26 fee-paying schools under the trusteeship of religious congregations are in Dublin, only one of which is north of the Liffey.
CORI is just one of a number of groups with patron interests. Today, the State supports other patron bodies, such as an Foras Patrunachta for Gaelscoileanna, Educate Together for multi-denominational schools, and the Church of Ireland Board of Education.
To date, religious congregations fund the trustee role independently. However, CORI has recently received funding from the Department of Education and Science which, together with contributions from its own membership, is enabling it to research trusteeship issues. This research is only beginning and will involve consultation with partners and other relevant groups.
This is not about school management. School management is responsible for the day-to-day running of the school, with the support of the patrons/trustees and the State. Patrons are responsible for ensuring the dynamic future of the founding school spirit for the continuing good of the school community.
Nor is trusteeship solely a Catholic issue. Trusteeship is centuries old. There are numerous trusts of long-standing enabling the development of schools, hospitals and other charities. In Ireland, educational trusts have, for example, enabled the development of particular schools, sets of schools, or indeed individuals to attend particular institutions.
The earliest example is probably St. Patrick's Cathedral Grammar (Choir) School in Dublin, which dates from the 15th century. Other such examples include the Erasmus Smith Trust, Royal Schools, and the McCrudden and Bermingham Educational Trusts. These trusts and many others continue to enhance educational opportunities in the institutions included in the trust; for example, the High School, Rathgar; Drogheda Grammar; King's Hospital (Dublin); Royal Schools in Portora, Cavan, Armagh and Dungannon; as well as the (Patrician) High School and St Louis's, Carrickmacross.
Members of CORI, together with lay colleagues, wish to continue to contribute to the educational tapestry. We believe the network of voluntary Catholic schools has much to offer to pupils and their extended school communities. We also support the right, enshrined in law, of other faith and interest groups to have schools.
The task now for CORI is to find the best way of taking the good elements of its past forward, and combining them with others, in the creation of a better future.
It will be, we hope, a future founded on an education which nurtures critical thinking, while seeking to create an inclusive society founded on mutual respect and dignity.
Eithne Woulfe, Sister of St Louis, is director of CORI's Education Office. She is former headmistress of St Louis's, Rathmines, in Dublin.