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Three New Educate Together Schools Open - September 2003

Three New Educate Together Schools Open Today

*** SEPTEMBER PRESS RELEASE FROM WWW.EDUCATETOGHETHER.IE ***

After a difficult and trying summer, Educate Together is thrilled to announce that three new schools have opened their doors this morning. The schools are in Rush, Newbridge and Wicklow. This brings the total of Educate Together primary schools in Ireland to 31. It is the fastest growing sector in Irish education and has doubled in size over the past four years.

Huge congratulations are due to each of the voluntary groups that have created these new schools. They have persevered in spite of many problems and the obstacles that have been thrown up at them. While it has always been difficult to open new Educate Together schools, this year has really tested our volunteers to the limit. The new procedures of recognition for new schools, while welcomed, are in practice extremely complex and in places quite unworkable.

According to Jane Mc Carthy, Development Officer;

“A huge amount of work and stress is being placed on voluntary groups of parents, who are simply exercising their constitutional right to choose an education for their child”.

Last November, Educate Together applied to open seven new primary schools. The Department of Education and Science was given more notice of these applications than ever before. However, the new system introduced by the Department has been dogged by delays and administrative difficulties. Despite a public commitment that all new schools would be approved by the end of March, this year’s schools were not finally approved until August 25th, the last week of the summer holidays! In all Educate Together’s experience of opening new schools this is the latest date at which approval has been confirmed. At the centre of these difficulties is the insistence of the Department that it will not become involved in sourcing accommodation for new schools.

The difficulties faced by these voluntary groups of parents, from recruiting staff to signing leases on buildings, have been extremely stressful for all involved, and their achievements in spite of such difficulties are testament to their belief in an educational philosophy that respects and cherishes the identity of children from all religious, social and cultural backgrounds. Educate Together schools are based on the principle that:

"All children have equal rights of access to the school, and children of all social, cultural and religious backgrounds are equally respected"

Unfortunately Limerick City East Educate Together were refused planning permission on their proposed premises in August, and although they sourced another building (purpose built for educational use, enough space to accommodate the school for 10 years), the DES deemed the rent of the building (€65k per annum) too high and would not sanction recognition for the school.

North East Mayo Educate Together and Clonee/Ongar Educate Together realised in June that they would not be able to source adequate accommodation or meet all the requirements of the DES in time. They have decided instead to work towards setting up schools in 2004/2005.

Educate Together has serious concerns about the fact that while on the one hand, we are told that we have to source temporary accommodation for 7-10 years, when we do locate such a building, the DES refuses to provide the necessary funding. Educate Together once again higlights the absurdity of a system that recognises the legitimate demand of parents for a school and then refuses to provide the accommodation in which it can open. This connects a parent’s rights to their ability to access property and inherently discriminates against the disadvantaged.

The three schools that have opened today are:-

Wicklow Educate Together National School

Has opened in temporary accommodation in part of the Wicklow Bay Hostel in Wicklow town. The maximum number of pupils the building can accommodate is 23 and this will be a mixture of age groups up to 2nd class.

Mary Feerick-Byrne has been appointed Principal. Mary was previously a senior teacher at the John Scottus National School in Dublin.

South Kildare Educate Together National School

Has opened in Rosetown Rugby Club outside Newbridge. Temporary structures will be placed on the grounds of the rugby club during the first term and the school will be accommodated here from January. Approximately 20 children, both Junior & Senior Infants will commence on September 1st. Eimear Carey has been appointed Principal. Eimear was previously a senior teacher in Rathfarnham Educate Together National School, Dublin.

Rush & Lusk Educate Together National School

Has opened in the Gate Lodge, Kenure Park with 25 pupils, ranging from Junior Infants to 6th class. Marie Moreau has been appointed Principal. Marie Moreau was previously on secondment with the City of Dublin VEC developing multi-cultural programmes for schools and working in schools in Lesotho, Southern Africa.

The Rush and Lusk Educate Together School

The Rush & Lusk Educate Together (RaLET) Association came into existence following a public meeting in December 2002 in the Community Centre in Rush. The meeting addressed by Mr Paul Rowe, Chief Executive of Educate Together and by representatives of the ET schools in Donabate and Swords identified a need for a new multi-denominational school to serve the Rush and Lusk area. A committee was established, a pre-enrolment day was organised and several offers of temporary premises were made so that the RaLET Association was in a position in January 2003 to apply to the Dept. of Education & Science for recognition of the proposed school.

A new independent body, the National Schools Advisory Committee has considered all submissions for recognition of proposed new primary schools. This committee has reported its findings to the Minister of Education & Science who on May 15th granted recognition for the new RaLET School. The RaLET Association can now finalise a lease agreement for premises, set up an acting Board of Management, advertise nationally for a Principal Teacher and offer places in the new school.

Support in the Rush and Lusk area for an Educate Together School.

RaLET launched its pre-enrolment list in the Fingal Arts Centre in Rush on 18t January 2003. The event was a good indication of the strength of support for the set up of the school - 60 children from forty families were enrolled for the period 2003-2007, 35 for September 2003.

Analysis of the enrolment lists shows that there was equal representation from both the Rush and Lusk communities with interest from parents in Skerries and Loughshinny. It is still possible to enrol your child in the new school.

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What is an Educate Together School?

It is a non-fee paying National School operating under the direction of the Department of Education & Science following the Irish National School curriculum. The difference is the general ethos of the school which is :

- multi-denominational
- child-centred
- co-educational
- under democratic management

RaLET believes that the school we are trying to establish will offer the following:

· a choice in the type of education available to our children e.g. multi-denominational.
· a school that embraces all social, cultural, ethnic and religious backgrounds i.e. recognizing the changing demographics of local communities in this country.
· an educational experience that embraces both genders on an equal basis, i.e. co-educational.
· a school where parents can be more actively involved in the daily life of the school i.e. an environment where parents participate with teacher in the decision making processes and have a genuine creative partnership where parents can contribute their skills while respecting the professional role of the teachers.
· non-fee paying education so that no child is excluded because of financial constraints of his/her parents.
· additional capacity in primary education that will be required shortly, due to the forecasted growth in population of Rush/Lusk.

There are now 28 Educate Together Schools operating in the country. Recently new Educate Together schools were opened in Swords (2001), Donabate (2002) and Drogheda (2001).

The Educate Together Charter

The Educate Together Charter - Formally launched on 12th May 1990 at the Aula Maxima, University College Galway, Ireland.

Amended on April 17th 1999 at the first Annual General Meeting of Educate Together, Bray Co. Wicklow.

Recalling Article 26.3 of the Universal Declaration of Human Rights:

"Parents have a prior right to choose the kind of education that shall be given to their children" and Article 42.4 of the Constitution of Ireland: "The state shall provide for free primary education and shall endeavour to supplement and give reasonable aid to private and corporate educational initiative, and, when the public good requires it, provide other educational facilities or institutions with due regard, however, for the rights of parents, especially in the matter of religious and moral formation",

and recognising:

1.1 That many parents have a valid preference for schools in which boys and girls of all social, cultural and religious backgrounds can be educated together in an atmosphere of mutual understanding and respect, 1.2 That the multi denominational schools established under the banner of Educate Together are a distinctive response to the growing demand for such an option within the Irish educational system,

Educate Together affirms that:

2.1 Children of all social, cultural and religious backgrounds have a right to an education that respects their individual identity whilst exploring the different values and traditions of the world in which they live, 2.2 Parents are entitled to participate actively in decisions that affect the education of their children. In particular, they have the right to decide what kind of school reflects their conscience and lawful preference, 2.3 Multi denominational schools have the right to be treated no less favourably than other schools within the Irish educational system, in accordance with their needs and their identity, 2.4 The state has a duty to take the identity of the multi denominational sector fully into account when deciding on policy that affects the establishment and development of schools,

and Commits itself to:

3.1 Support the establishment of schools which are, Multi-denominational i.e. all children having equal rights of access to the school, and children of all social, cultural and religious backgrounds being equally respected,

Co-educationaland committed to encouraging all children to explore their full range of abilities and opportunities,

Child centred in their approach to education,

Democratically run with active participation by parents in the daily life of the school, whilst positively affirming professional role of the teachers,

in any area where the demand for such a school exists,
3.2 Promote fuller awareness and recognition of the identity of the multi denominational sector at all levels in Irish society and abroad,
3.3 Participate in appropriate structures and activities concerned with the future development of education in Ireland and abroad,
3.4 Promote a future where multi denominational education will be as freely available to parents as any other educational option they may choose.

Formally launched on 12th May 1990 at the Aula Maxima, University College Galway, Ireland.
Amended on April 17th 1999 at the first Annual General Meeting of Educate Together, Bray Co. Wicklow.
© Educate Together, 2000

Educate Together - Core Values and Ethos

Paul Rowe, Chairperson, Educate Together
Paper Presented to the Marino Institute Conference on School Culture and Ethos, March 20th 2000.

I would like to present to you some of the experience of the Educate Together movement in handling the atmosphere and culture within which our schools operate. But firstly by introduction, let me briefly explain what Educate Together is and how it operates.

Educate Together is the national representative organization of patron bodies and Boards of Management of schools that subscribe to the Educate Together Charter. There are currently 18 such schools in the Republic of Ireland. They are all national (primary) schools. These schools are recognised and funded by the Irish Department of Education and Science, they are non fee-paying and operate under the same set of regulations and law as do all state funded primary schools in the Republic.

The impetus to establish schools of this type in Ireland grew out of the general trend towards educational reform of the 1970s, and resulted in the establishment in 1977 of the Dalkey School Project. Despite the enormous obstacles that had to be overcome, other schools followed so that there are now 10 schools in the greater Dublin area, 2 in Cork (one of which is a Gealscoil) and others in Kilkenny, Limerick, Galway, Sligo, Ennis and Celbridge. In practice this is a very diverse family. Some of the schools are inner city schools, one with disadvantaged status; others are in affluent suburbs. Some are in areas of enormous and growing social diversity.

The structure of an Educate together school differs in only one respect from the structure of other national schools. The role of the patron (which is carried out by the bishop in the traditional model) is occupied by a company limited by guarantee whose members comprise the supporters of the school in the local area. This membership generally consists of the parents, ex-parents and prospective parents of children in the school itself but would also include supporters from the general community. This company has charitable status and is governed by the Companies Acts, which ensure that it is run in a fully accountable and democratic manner.

Educate Together schools are set up by small groups of committed parents, teachers, educationalists and other interested parties. They have to struggle against formidable difficulties in order to establish schools that are run according to their ethical and educational principles. The scale of these obstacles and the fact that have been overcome clearly indicates the commitment of these individuals to establish schools that are decisively different in ethos from those in existing schools.

It is as a result of this that questions of "Ethos" assume a central importance in the life of an Educate Together school.

This paper attempts to describe these questions and to reflect the continuous self-analytical passionate debate that is at the core of the development of Educate Together as a distinct educational philosophy in modern Ireland.

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What is Meant by "Ethos" in and Educate Together environment?

I refer first to the definitions of ethos already mentioned at this conference -

"The character, sentiment, or disposition of a community or people, considered as a natural endowment; the spirit which actuates manners and customs; also, the characteristic tone or genius of an institution or social organisation. "The disposition, character, or fundamental values peculiar to a specific person, people, culture, or movement "…the dominant pervading spirit or character of a place or institution"

Whilst these seem appropriate in many social situations and organisations, they would appear too general and perhaps almost ethereal for many in an Educate Together school.

A definition, which would be more understandable, would be: -

"The ethical principles and educational policies upon which the school strives to base all its activities."

Not only this, a parent or teacher in an Educate Together school would expect that this ethos would be expressed in a written form. They would look for it in the mission statement of the Board of Management and centrally in the memo and articles of the limited company that carries out the responsibility of the patron.

The written statement of ethos of an Educate Together school would be expected to be used as the litmus test of the appropriateness or validity of a wide range of school practices or activities. These would include the way that the patron company conducts its business, the way that elections are conducted for members of the Board of management, the discussions of the Board itself, as well as the day to day activity of the school both in and outside of the classroom. In contentious policy debates, it is the "constitution" which is appealed to settle disputes (usually by both sides with equal passion) and most importantly it provides the common ground around which parents, teachers and supporters of very varying opinions can agree and work together.

Educate Together would contend that it is a fundamental obligation of any school to define its ethos in written form. We think that it is essential that this should be in the form of a single stand-alone document that is automatically available to anyone working in, attending or supporting the school.

We would also suggest that to be real, this statement must have a legally enforceable character and should be written sufficiently precisely so as to give positive security to all those involved in school affairs.
Whilst defining an ethos in this way could appear to an outside observer to leave the stage wide open to doctrinaire and dogmatic school policies and possibly the emergence of special kind of ‘political correctness’, our experience has been to the contrary. By clearly defining a set of unifying principles and attitudes, it creates a zone of security within which can flourish vigorous debate on interpretation and implementation. It allows all concerned to know exactly where they stand and as a result, it spurs creativity, initiative and innovation. We have found that it has attracted many dedicated and talented teachers, built very high levels of positive parental participation in educational life, and created highly supportive atmospheres in which children have flourished.

To take this discussion further, it will be best to examine the definition of the Educate Together ethos is some detail.

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The Ethos of Educate Together

The ethos statements of all Educate Together schools originated in the formation of the Dalkey School Project whose Memo and Articles have been copied with very minor changes in the legal documents of the 16 other limited companies that today operate as patrons of Educate Together schools.

In this document, the aims and objectives, powers and limits to the powers of the patron body of the school are clearly defined. Much of this is in legally detailed language, and as a result I will extract only the key features effecting the ethical values that the patron seeks to promote; -

The objects for which the Association is established are as follows:

"To advance education in Ireland, to develop, promote and support the establishment of schools which accord with the following principles:

1. A child-centred approach to education
2. Co-education
3. Multi-denominational i.e. all children having equal rights of access to the school and the social, cultural and religious background of each child to be equally respected
4. Run by management committees which would be predominantly democratic in character."

Later, in 1990, the member companies of Educate Together met and drew up the Educate Together Charter, which is now the basis of unity of the Educate Together movement.

Again extracting only the main features, this document commits the members of Educate Together to: -

"3.1 Support the establishment of schools which are: -

Multi-denominational i.e. all children having equal rights of access to the school, and children of all social, cultural and religious backgrounds being equally respected,
Co-educational and committed to encouraging all children to explore their full range of abilities and opportunities,
Child centred in their approach to education
Democratically run with active participation by parents in the daily life of the school, whilst positively affirming the professional role of the teachers."

From these extracts it can be seen that the fundamental driving concept in these definitions is that of inclusion - that is - that children should be educated together in an atmosphere in which difference is specifically recognised, endorsed and welcomed. That this difference covers ethical background and preference, religious views, social and cultural roots, gender and physical and mental advantage and disadvantage. The other major foundation idea is that the structures in which this ethos is delivered should be democratic, respectful and representative.

The beauty of this formulation is in the fact that it includes a fundamental commitment to respect the rights of minorities both in society and within the school and couples it with a commitment to deliver this in a form that is democratically accountable and subject to majority votes. It is important to note at this point, that although the ethos is legally enforceable; it is subject to a legally enforceable method whereby it may be changed. To some this may appear at first sight to be a weakness. Some may seek a legal definition of ethos that once established becomes unassailable and set in stone. Educate Together’s experience suggests that this weakness is in fact a strength. If the promoters of a school are aware that the ethical values which they uphold are liable to democratic change, then it clearly requires them to ensure that these values are constantly elaborated in the daily life of the school. An ethos clearly cannot be maintained purely by an external legal hand, it has to be a living, constantly regenerating feature of the discussions in the playground, staff room, management meeting and general meeting of parents. If the promoters of the school fail in maintaining it in these places it will certainly wither and fall.

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How is this Ethos applied?

The democratic structures of an Educate Together patron are straightforwardly protected by the law. AGMs must be held each year, proper notice and notification of EGMs must be given, Directors must declare their interests and be accountable to the AGM and no action of the company can be outside its Memo and Articles. Even changes to these documents cannot be made without recourse to the Companies Office.

Further safeguards to the definitions of ethos lie in the fact that a school must operate under the regulations of the Department. Now, for the new schools owned by the Department, they must conform to the conditions of the new leases currently being developed by the partners in Irish primary education.
To successfully apply this ethos to a school and ensure that the daily evolving culture of a school is educated by it, we would highlight some factors listed below.

It goes without saying that the selection of a teaching staff and in particular a principal teacher who is committed to the implementation of the ethos in the whole life of the school is of paramount importance. We would highlight further that it is essential that this process does not stop at selection but continues with active support of the role of the principal who we see as the leader of the pedagogic team and not as a bureaucrat. Rather than being converted into an administrator, this leader should be provided with all the necessary supports to carry out the demands of modern school administration.

Secondly that the delivery of ethos and building of school culture is "an ideas and discussion driven process". It has to be an ongoing, integrated, cyclical process of self-analysis - of doubt and questioning. It has to permeate all areas of school activity from the big areas of the delivery of the religious education core curriculum, through the way the school celebrates festivals all the way down to the manner in which the PTA organizes Science Week. This discussion should start before the school opens, be part of the consultation phase with the local community and continue until such a time when the school changes or is no longer needed. It is the responsibility of the patron body or trustee to ensure that this happens, that the issues of are brought up at the meetings of the board and parent body, that the school’s response to gender equity, the policy on peer pressure and bullying, the response to the recognition of multiple intelligences, the response to provision of facilities for religious instruction for those parents who wish to avail it, to the response to children whose native language is neither Irish nor English, I mention these few in no particular order of merit - that these considerations are carried out with full reference to the defined statement of ethos.

Thirdly, that the consideration of these questions must take place in a situation where the participants have real power. The process of review of ethos must be a process that has teeth. All participants in this review must really know that they have a legally enforceable right to participate and make a difference. If they do not and are merely consulted, then they will not become the active deliverers of this programme. It is our experience that any attempt to impose an ethos in a hierarchical model is ineffective in today’s world. Furthermore we think that it completely misses the huge opportunities for creative involvement that the democratic model offers.

There are indeed dangers in this process. Democracy means that there is no certainty that the voters will make the right decision. Rights mean in essence the absence of control. In our schools there is sometimes a danger that the local democratically formed patron can become embroiled in the detail of school life and lack sufficient detachment to carry out its supervisory role.

To the first concern our experience would suggest that the benefits far outweigh the possible dangers. In fact over 25 years despite many - usually positive but sometimes highly controversial - disputes over the implementation of the ethos our core values have never been threatened. At the same time we have had to stand back in awe at the confidence with which our ‘stakeholders’ - children, teachers and parents have enriched these core values in practice.

To the second, we feel that this is a management and training issue that national bodies like ourselves must address in order to make the system work. In the past year, we have put into place patron and management training schemes that meet this requirement.

The key issue here is one of trust. That is, trusting that the ethos upheld genuinely corresponds to the best interests of the educational community and that this community has been empowered with the structures, practices and information necessary to protect it.

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Conclusion

It is our contention that the best way to support and protect a school ethos is to define it in a legally enforceable form, which is also legally bound to democratic evolution. The pressure of the obligation to be held to account at regular intervals by one’s constituency erodes dogmatic formulation. It constantly forces a patron or promoter of a school to consciously explain and justify the policies implemented. It openly encourages critical and constructive comment and alternative suggestions. It provides a mechanism whereby such suggestions can be evaluated by the community in whose interests they are being advocated.
We would also contend that the Educate Together model suits well the emerging atmosphere in society in which parents, teachers and children expect to have real rights and responsibilities in their institutions and that policy decisions are taken with conscious justification and openness.

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References

1. Memo and Articles of Dalkey School Project Limited
2. The Educate Together Charter 1990, as amended by the AGM of Educate Together April 17th 1999
Educate Together is the representative organisation of the Educate Together schools
and associations throughout the Republic of Ireland. Schools operated by the member
associations of Educate Together have a distinct ethos or governing spirit.

They are:

Multi-denominational i.e. all children having equal rights of access to the school, and children of all social, cultural and religious backgrounds being equally respected

Co-educational and committed to encouraging all children to explore their full range
of abilities and opportunities

Child centred in their approach to education

Democratically run with active participation by parents in the daily life of the school,
whilst positively affirming professional role of the teachers

© Educate Together, 2003

Educate Together - Facts, Figures and History

Educate Together started as an organisation in 1984, when the first three schools decided to set up a co-ordinating committee that would disseminate information among the existing schools and assist in the growth and development of new schools. The three schools were located in Dalkey, Bray and Glasnevin, all in the greater Dublin area.

At the time almost all national schools in the country were under denominational patronage. School sites were provided by the patron, i.e. the diocese. Lay chairpersons of Boards of Management were rare. Parental involvement in running national schools was minimal.

In the ensuing years, Educate Together opened schools in Sligo, Cork and Kilkenny (1987), Limerick (1989), Kilbarrack, Ranelagh and Crumlin (1990), Cork - a Gaelscoil - (1993), Galway, Celbridge and Inchicore (1994), Monkstown and Lucan (1997), Ennis (1998), Castleknock (1999), Phibsborough (2000), Swords and Drogheda (2001), Waterford, Navan, Tralee, Donabate, Glasnevin, Griffeen Valley and Ardee (2002). There are currently over 4,000 pupils enrolled and 200 teachers and staff employed in the Educate Together sector.

Educate Together started as co-ordinating organisation in which decisions were arrived at by consensus. During the 1980s it adopted a constitution with majority voting. It represented the sector on national educational bodies and by 1990 had become the recognised voice of multi-denominational education in Ireland. The Educate Together Charter was formally adopted in 1990.
In 1994, Educate Together received limited private funding to rent, equip and staff an office for a three year period. The office opened in January 1995, with one part-time co-ordinator. In 1998, Educate Together became a company limited by guarantee. In the year 2000 Educate Together was granted permanent core funding of £27,500 (€34,530) per annum by the Department of Education and Science. This year, 2002, the organisation has received core funding of €39,000 from the state. All other national expenditure has been supported by private donations. These have enabled the organisation to embark on a significant development programme that has seen the national office develop from a purely part-time to a full-time professional operation with Chief Executive, National Co-ordinator, Development Officer, Foundation Development Officer (Fundraising and Communications) and secretarial support. The organisation currently has head offices in Centrepoint Business Park, Dublin 12.

© Educate Together, 2002

Educate Together Chronology

Dalkey School Project National School 1978
Bray School Project National School 1981
North Dublin National School Project 1984
Cork School Project 1987
Sligo School Project 1987
Kilkenny School Project 1987
Limerick School Project 1989
North Bay Educate Together National School (formerly North Bay National School Project) 1990
Ranelagh MultiDenominational School 1990
Rathfarnam Educate Together School (formerly South City School Project) 1990
Gaelscoil an Ghoirt Álainn 1993
Galway School Project 1994
North Kildare Educate Together School (formerly North Kildare Naional School Project) 1994
Griffith Barracks National School (formerly Crumlin Multi-denominational School) 1994
Monkstown Educate Together School 1997
Lucan Educate Together National School 1997
Ennis Educate Together National School 1998
Castleknock Educate Together National School 1999
Dublin 7 Educate Together National School 2000
Le Chéile Educate Together National School 2001
Swords Educate Together National School 2001
Waterford Educate Together National School 2002
Navan Educate Together National School 2002
Tralee Educate Together National School 2002
Donabate Educate Together National School 2002
Dublin North Central Educate Together National School 2002
Griffeen Valley Educate Together National School 2002
Ardee Educate Together National School 2002

Note: Over 211 accumulated years' experience of running democratically organised primary schools.

An Introduction to Educate Together

Educate Together is the representative organisation of the Educate Together schools and associations throughout the Republic of Ireland. It owes its origins in the movement to establish new multi-denominational primary schools which emerged in the late 1970s and early 1980s. By 1984, when Educate Together was established, there were three schools and the organisation acted as their co-ordinating body. Since then the movement has grown considerably. Today there are 28 schools, 15 of which are in the greater Dublin area. The organisation became a company limited by guarantee in 1998 and has charitable status. It has a small national office which provides representative and support services to schools and start-up associations. The directors and members of the company work in a voluntary capacity.

Educate Together aims to meet a growing need in Irish society for schools that recognise the developing diversity of Irish life and the modern need for democratic management structures. In particular, Educate Together guarantees children and parents of all faiths and none equal respect in the operation and governing of education.

The schools operated by the member associations of Educate Together are fully recognised by the Irish Department of Education and Science and work under the same regulations and funding structures as other national schools. However, they have a distinct ethos or governing spirit. This has been defined in the following terms:

· "Multi-denominational i.e. all children having equal rights of access to the school, and children of all social, cultural and religious backgrounds being equally respected,
· Co-educational and committed to encouraging all children to explore their full range of abilities and opportunities,
· Child centred in their approach to education
· Democratically run with active participation by parents in the daily life of the school, whilst positively affirming the professional role of the teachers."

(Source: Educate Together Charter)

Whilst the concepts of child-centredness and co-educationalism are now widely accepted in Irish primary education, what distinguishes the Educate Together schools is their hard work in developing a culturally inclusive and democratic ethos. This has pioneered unique approaches to inclusion of minority opinions and faiths in the Irish context. The schools have developed education programmes which open the eyes of children to the naturally positive contribution that social diversity and difference of viewpoint and opinion make to society. The other characteristic feature of these schools is that they are democratically organised and governed. This maximises the potential for building a genuine partnership between the professional, objective role of the teacher and the necessarily personal involvement of the parent in contributing to their children's education.

Educate Together is facing unprecedented demand for places in its schools, for increased services to schools and is under pressure to open new schools in new areas. It is also being urged to promote its philosophy in the wider context of secondary education and pre-school provision. This growing demand can be attributed to objective factors in modern Irish life, namely the rapid diversification of society, economic growth, increasing population, globalisation of the economy and improved communications. It is also attributed to the increasing demand of Irish parents to participate as partners in the educational process and a wish that their children should grow up at ease with social, religious and cultural difference.

Our Strategy Statement (published October 2000) was presented with the objective of radically increasing the number of schools run under the Educate Together ethos and to substantially improve the service that the national organisation can provide for its members. We hope that people will see the planned development of a national network of Educate Together schools as a positive contribution to society, enriching the educational landscape and building a significant asset for the future.

© Educate Together, 2002