The persistent neglect of primary education by the State

The National Primary School Survey recently launched by the Department of Education & Youth is an opportunity for parents/guardians, for school staff and for members of boards of management to have their say on three issues in Primary education, school patronage/ethos, the language of instruction, and co-education versus singlesex schooling. Whereas the questions around single sex/co-education or the language of instruction may be relatively easier to define and consider, the issues around Patronage and Ethos are complex and require reflection. Of the many complexities to be considered the Patron’s Programme is a key point of difference.

The author Daniel Kahneman coined the phrase ‘slow thinking’ to describe an approach to decision making that takes time to consider the breadth and depth of issues before reaching a conclusion or acting. Unfortunately, in the twenty-first century, the century of rapidification and ‘fast thinking’, we have become accustomed to a style of public debate where those on the extremes of opposing sides of complex issues short-circuit discourse and reflection in favour of a reductionist ‘Project Fear’ approach. Those who wish to study, discern and grapple with intricacies tend to be shouted down by louder voices, amplified in the new ‘market square’ of social media. These louder voices have found in the internet a highly effective weapon of mass destruction that can be used to shut down debate, undermine truth and obliterate fairness.

Patronage

On one side of the debate around Patronage and Ethos we come across allegations that in multi-denominational schools the use of traditional greetings such as ‘Dia duit’ and ‘Dia is Muire duit’ are to be prohibited, that the children are not allowed to celebrate St Brigid’s day and that the schools have banned the celebration of Christmas. Those on the other side of the debate who wish to use caricature can trot out hackneyed arguments around indoctrination and intolerance in Catholic schools and would have us believe that children of other faiths and those of not faith are made to feel unwelcome unless they convert!

The realities of the debate around school Patronage are rarely if ever as dramatic as the project fear-mongers would have us believe. No one system of Patronage can claim a monopoly on virtue in education. If it were as simple as ‘four legs good, two legs bad’ then there would be no need for consultation, and the State could simply reconstruct its education system with a singular form of Patronage. That would be a shame. Diversity and parental choice are important and must form the basis of all future planning in the Department of Education and Youth.

Catholic schools emphasise the dignity and potential of every child and seek to promote the growth of the whole person”

For those of us who are passionate advocates for denominational Patronage, it is important to remember that respecting the virtues of others does not diminish our own mission. Instead, it strengthens our credibility, showing that Catholic education is confident enough to celebrate its distinctiveness without claiming superiority. There is plenty to celebrate and to be confident about in Catholic education.

Catholic schools emphasise the dignity and potential of every child and seek to promote the growth of the whole person—mind, body, and spirit, nurturing children not only in academic excellence but also in faith, in love, in compassion, in mercy, and in community. But surely all schools and indeed families and communities outside of the formal education system, strive to raise young people who are kind, responsible, and committed to justice?  Recognising this helps Catholic schools to cast aside the harmful triumphalism that was part of our past and helps all of us who cherish diversity and who respect parental choice to realise our vision.

The truth is that all Primary schools, regardless of their Patronage, are far more alike than they are different. The differences are important, but almost all schools, almost all of the time are welcoming, hope-filled, joyous places where people work and live together in harmony. One of the key points of difference to be considered within the consultation is in Curriculum, or more precisely, in the area of Religious education.

All Primary schools in the State follow the same Primary School Curriculum Framework (revised in 2023), which provides a holistic, child-centred education across five curriculum areas: Arts Education, Language, STEM Education, Social & Environmental Education, and Wellbeing. Religious education is treated separately from this Framework. It is the Patron’s responsibility to design and deliver their own programme, reflecting the ethos of the school.

Framework

The state framework ensures time is set aside for the Patrons Programme (two hours per week). In Catholic Schools, the Patron’s program is delivered through Grow in Love (formerly Alive-O). In Church of Ireland / Methodist / Presbyterian Schools the students use Follow Me. Educate Together Schools use Learn Together – and in Community National Schools the Patrons Programme is called Goodness Me, Goodness You!

In Catholic schools our relationships with each other and our work together are inspired by faith in God and Jesus Christ. In the Patrons Programme we teach the students about the life, the stories and the teachings of Jesus. We present Jesus as a friend and as an inspiration. Jesus is the model for human excellence and a concrete point of reference for values of love, mercy, kindness and respect for all. We celebrate and express these values through prayer and through preparation for the sacraments when we work together in very special ways with parents, families and the wider Church community.

In our denominational schools the Patron’s programme infuses a rhythm into the school year, and the school day. It is a rhythm which is generated through meaningful engagement with the liturgical calendar. We decorate our schools and devote time to the celebration and the learning we exact from key feast days like St Brigid/St Patrick, and from reflection (slow thinking) during the seasons of Advent, Christmas, Lent, Easter and Pentecost. We do all of this in dialogue with those of other faiths and none in ways that are respectful and inclusive of other traditions always emphasising that we are part of a diverse global family.

In the Global Compact on Education Pope Francis speaks of rapidifcation and the constant shifting of emphasis and rapid change of focus and issues. I feel obliged therefore to repeat the conclusion to the last article.

This places Ireland at the bottom of the OECD rankings, a position we have held for decades”

The government currently invests 2.8% of GDP in education from early childhood through to third level. This places Ireland at the bottom of the OECD rankings, a position we have held for decades. The EU average is 4.7%. The chronic underfunding of education across all sectors is a national scandal too often ignored. All primary schools operate under severe financial strain. Boards of Management—composed entirely of volunteers—along with principals and staff, are forced to fundraise and perform daily miracles simply to keep schools functioning. Consulting parents around re-configuration is welcome, but whether your local school is urban or rural, Irish or English language medium, single sex or co-ed, denominational or multi-denominational in Patronage the biggest issue facing your local school in the foreseeable future will remain the persistent neglect of primary education by the State.