Replacing one kind of lack of choice with another is not the way forward in education
SOME INFLUENTIAL commentators appear to be suggesting that while denominational education may have been fine in its time, its time is over. For example, John Carr of the INTO has said that while his union supports denominational schooling, every primary school opened in a new area should be a community national school. The Department of Education is opening three such schools and they will be the first national schools under the direct control of the State.
The logic of Carr's position is that the constitutional right of parents to choose a school should no longer apply to anyone living in a new area. Critics of the current situation might rightly point out that there is no real choice in many areas as it is, particularly for those who are uncomfortable with a religious ethos. In an ideal world, within constraints of budget and practicality, every parent would have a good school to which to send children.
However, is the solution to the problem of the current lack of diversity to impose a uniform model on all new schools - that is, to replace one kind of lack of choice with another? Before we decide that denominational education cannot meet the needs of children today, we should think about what will be lost if denominational schools cease to operate.
Perhaps looking at our near neighbours might provide some illumination. Yesterday, the Iona Institute sponsored a conference on denominational education. Along with Irishman John Murray of Mater Dei, the other speakers were Michael McGrath, director of the Scottish Catholic Education Service, and Oona Stannard, director of Catholic Education Services in England and Wales.
At primary and secondary level there are some 2,400 Catholic schools in England and Wales. The vast majority are voluntary aided schools, which means that aside from 10 per cent of capital costs, all other costs are borne by the government. In short, the way they are funded is very similar to Ireland.
Catholics in England, Wales and Scotland have been facing for decades the kind of criticism now beginning to be levelled at Catholic schools in Ireland. (There is a notable lack of criticism of Muslim or Church of Ireland schools here.) Michael McGrath highlighted some pervasive myths about Scottish Catholic schools - that they are divisive and breeding grounds for sectarianism, that they exclude non- Catholics, are socially and academically selective, and are places of indoctrination.
No Irish school would choose the level of inspection that schools in Britain routinely face, but it does have one satisfactory outcome. It allows both Michael McGrath and Oona Stannard to point to objective evidence that refutes every one of the negative allegations. Because of the frequent visits of both Her Majesty's inspection service and local authority officials, there is empirical evidence that such allegations are founded on ignorance. For example, Catholic schools in England and Wales are more ethnically diverse than, and just as socially diverse as, the typical state school. Schools in England and Wales have a statutory obligation to work towards community cohesion, and because of the ethos that centres on the person in community, Catholic schools are seen as particularly successful in this area.
Although Scottish Catholics make up just 16 per cent of the population, they educate 21 per cent, and just as in England and Wales, demand for places in the schools is high. Catholic schools are seen not just to be academically successful, but also likely to produce well-rounded pupils. Inspection reports highlight the strong sense of community identity and values, and often see the religious ethos as a significant factor in the high achievement levels of the schools.
It is a myth that integrated education automatically results in higher levels of inclusion. A secular ethos excludes those with a strong religious ethos. While state schools in Britain were until recent decades broadly Christian, committed Christians are frequently frustrated that today there is often a decision to ban, say, carol services, on the grounds that they are divisive. Incidentally, it is very rare that it is the other major world faiths that have the problem with overt religious Christian symbolism.
Providing parents with a choice of schools is very important, but the transition will not be easy. The new community national schools are multi-denominational. Like second-level schools run by the VEC, this presumably signals a commitment to denominational religious education within the school day. The VEC model works very well. A set time daily is allotted for religious education, which is either provided by a qualified religion teacher or by a clergyperson who comes in.
There was a great deal of bluster about the churches not being allowed to have a veto on who could teach religion in the new national schools. However, before a religion teacher is hired in a community school, community college or VEC, the board looks for a certification of suitability from the relevant religious authority. It would be extraordinary arrogance for the department to decide that it was the ultimate authority on who could teach denominational religious education.
The implications of these schools have not been thought through properly. Minister Mary Hanafin's one-day conference in June on community national schools will only scratch the surface. All the partners in education will have to be consulted and negotiations will not be easy. Yet the schools are expected to open in September.
There will be logistical problems. Both acts governing the VEC came into force when religious diversity in Ireland meant Catholics and various forms of Protestantism. However, the diversity within Islam alone will mean that provision for Muslim pupils may be a complex matter, before even looking at those of other faiths and none.
No doubt the teething problems will be ironed out and the schools will operate successfully. Ironically, it may take longer before denominational schools are properly recognised for their significant positive contribution to a cohesive and well-educated Irish society.